3. Process Journal Entry
Include the date
Criterion B - Warm-up video
Criterion C - Any ideas that you have that you would like to document
Criterion D - Critique of Modern Family episode
1. Last lesson we watched an episode of Modern Family (Season 2, Episode 21, Mother's Day (2010-11). Let's discuss what we saw. Remember that your unit question is "Is comedy an appropriate medium of raising
awareness of issues in society?"
There is a point to each and every episode of a sit-com;) There is always an event or conflict. The action rises and ultimately results in a climax or turning point. Finally, there is resolution. Think about this as you watch your favourite tv shows.
What issues were prominent in this episode? (Think about Cam, Jay, Clare) What did you learn from watching this episode?
A movement exercise for the whole group. Move around the room, filling up the space, changing pace, changing direction, being aware of other people but not touching them. Now become aware of your nose. Let your nose lead you around the room. Follow it wherever it goes!
Develop this by focusing on different parts of the body, so that participants begin to discover new ways of moving. Very useful for dance or physical theatre, or simply for discovering movement ideas for characters. Try being led by your stomach, your little toe, your knee, your back and so on.
Learning Objectives:
To develop physical movement To cooperate in group work
Age Group:
6+
Participants:
Whole group
Recommended time for activity:
10-15 minutes
4. Decorate Process Journal
5. Let's begin
Criterion A - Commedia dell'Arte Worksheet 1
1. What is comedy? What makes something funny? There are no rules as comedy is subjective.
During this term you will begin your journey to explore comedy as an art form and, hopefully, laugh all along the way.
2. Let's look at what we will be doing this term. . .
3. But, what is Commedia dell'Arte?
4. How can we get used to working together in this environment? How can we learn techniques that will help us? Warm-up exercises are useful tools that allow students to learn about and practice techniques that help them develop as actors. Let's try one!
Warm up exercise: I'm cool and so are you if . . . (used with new groups to share with each other and learn about each other)
Year 10, it's time to say goodbye. We had a really great term. I think that each of you learned a lot about Commedia dell'Arte and we had some fun while we were doing it.
Let's quickly finish up with Criterion D - Responding
Year 10 we are just about done with this unit. Wow! It was great. Just a few more things to do. 1. Organize your feedback (peer, self and teacher) and response to it. I will come around and give you a grade for Criterion D;)
Background information on Commedia dell'Arte (how i t started it and why)
How Commedia dell'Arte developed (remember to include information about the concept of "grammalot" and how and why it developed)
Answer the question, "Is comedy an appropriate medium to raise awareness of social issues/ or critique a government?"
How did you employ these Commedia dell'Arte techniques to create your situation comedy (your character, write your script and participate in a group performance)
*Remember to use the subject-specific terms and vocabulary we learned throughout your essay:)
Your assignment was to create a troupe of stock characters, write a script based on a modern version of Commedia dell'Arte. Let the performances begin . . .
1. Warm-up exercise
2. Performances
3. Peer Evaluation (use Peer Evaluation form. Keep a copy for yourself and give the original to the person you evaluate).
4. Reflection in Process Journal
I will share your performance video with you. Please review the video then use the "self- evaluation form" to assess your own performance.
All necessary forms are located on the "pages" bar at the top of this blog or in the drama room;)
Students will form a circle. A category will be chosen. Then each student will add a word to the list. For example if the category is "fruit". The first student says mango, the second student says mango, banana, the third student will say mango, banana, kiwi . . . Students will be eliminated when they cannot remember the list.
2. Let's choose partners for our groups.
3.Today in your group, sketch out your scene/characters. Look at your Commedia dell'Arte characters. Who will be whom? What kind of scene will you create? What will be the basic story line? What techniques will you use?
Take notes, create mind-maps, etc to document this process.
Your presentation should be about 8-10 minutes. It will be video-taped.
4. Reflect on all you did today. Remember there are 4 different criterion.
1.Let's warm up, (Shake Out: energizing, can be used right before performing to bring your energy level up.)
2. Who is up for this? Should we try having a student lead the warm-up next Wednesday???
3. Three things you learned from our class blog.
4. Questions/answers about Commedia Dell'Arte to consolidate understanding of this genre,
5. Write a refection at the end of class. (What did you learn today? How did it affect you? How will you use this information? etc.)
Homework for Wednesday, October 1: Reflect on the following: Who do you laugh at? Why? Explain in detail.
Rodrigo will lead the warm-up on October 1, and Beatriz will lead the warm-up on October 3. Thanks a bunch for your willingness to take an active role in our lessons:)
1. Warm-up: Woosh, Bang, Pow (energy and commitment)
2. Stock Characters: define and discuss
Stock Characters The actors of the commedia represented fixed social types, tipi fissi, for example, foolish old men, devious servants, or military officers full of false bravado. Characters such as Pantalone, the miserly Venetian merchant; Dottore Gratiano, the pedant from Bologna; or Arlecchino, the mischievous servant from Bergamo, began as satires on Italian "types" and became the archetypes of many of the favorite characters of 17th– and 18th–century European theatre.
Arlecchino was the most famous. He was an acrobat and a wit, childlike and amorous. He wore a cat–like mask and motley colored clothes and carried a bat or wooden sword.
Brighella, Arlecchino's crony, was more roguish and sophisticated, a cowardly villain who would do anything for money.
Il Capitano (the captain) was a caricature of the professional soldier—bold, swaggering, and cowardly.
Il Dottore (the doctor) was a caricature of learning—pompous and fraudulent.
Pantalone was a caricature of the Venetian merchant, rich and retired, mean and miserly, with a young wife or an adventurous daughter.
Pedrolino was a white–faced, moon–struck dreamer and the forerunner of today's clown.
Scarramuccia, dressed in black and carrying a pointed sword, was the Robin Hood of his day.
The handsome Inamorato (the lover) went by many names. He wore no mask and had to be eloquent in order to speak the love declamations.
The Inamorata was his female counterpart; Isabella Andreini was the most famous. Her servant, usually called Columbina, was the beloved of Harlequin. Witty, bright, and given to intrigue, she developed into such characters as Harlequine and Pierrette.
La Ruffiana was an old woman, either the mother or a village gossip, who thwarted the lovers.
Cantarina and Ballerina often took part in the comedy, but for the most part their job was to sing, dance, or play music.
There were many other minor characters, some of which were associated with a particular region of Italy such as Peppe Nappa (Sicily), Gianduia (Turin), Stenterello (Tuscany), Rugantino(Rome), and Meneghino (Milan).
Good morning Year 10. Our lesson for the day is as follows:
1.Warm up exercise: I'm cool and so are you if . . . (used with new groups to share with each other and learn about each other)
. 2. Continue Commedia dell'Arte research. What is Commedia dell'Arte? Where did it originate? Why? What are stock characters? etc. We will discuss your findings on Wednesday, September 17. 3. Reflect in Process Journal
A movement exercise for the whole group. Move around the room, filling up the space, changing pace, changing direction, being aware of other people but not touching them. Now become aware of your nose. Let your nose lead you around the room. Follow it wherever it goes!
Develop this by focussing on different parts of the body, so that participants begin to discover new ways of moving. Very useful for dance or physical theatre, or simply for discovering movement ideas for characters. Try being led by your stomach, your little toe, your knee, your back and so on.
Learning Objectives:
To develop physical movement To cooperate in group work
