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Year 9 Drama Description:
In Year 9, Drama students are given opportunities to refine their knowledge and skills to present drama as an event, by safely using processes, techniques and conventions of drama. Students develop drama based on devised drama processes and appropriate, published script excerpts, using selected drama forms and styles. Student work in devised and scripted drama is the focus of reflective and responsive processes supported through scaffolded frameworks using drama terminology and language.
Drama forms and styles for Year 9: Melodrama, Devised drama, Commedia Dell’arte and Monologues.
SM1: Week
Objective Teaching Focus Content Addressed Resources
1 To learn about the concept of stereotyping and identify their own perceptions of various stereotypes.
Understand that role play, using stereotypes, is useful in exploring exaggerated and comedic roles.
Introduction into role-play. Explain role –play. (Shown here briefly)
Role- play requires you to actually talk and behave like other people, either by exaggerating what they say and do or by focusing on one particular facet of their lives or personalities. Role play is often used to create stereotypes. Stereotypes are useful for exploring exaggerated roles and situations.
Brainstorm and discussion
What is a stereotype? Brainstorm well known stereotypes. E.g. surfie, gym junkie, nerd, football jock, dumb blonde, etc.
Ask students how they would describe a princess? Normally portrayed as young, pretty, beautifully dressed and wealthy. This is a stereotype.
Introduce the concept of overacting and exaggerated roles.
Activity Students into pairs, select A and B. Students are to use spontaneous improvisation and improvise a scene with the characters I call out. Students will only have 3-4 minutes for each character.
- Round one: A ‘cheerleader’ and a Grandma/Grandpa sharing morning tea.
- Round two: A ‘jock’ asking a ‘nerd’ for directions.
- Round three: A hypochondriac going for a job interview.
Students will then stay in their pairs and form a circle, where they will have the opportunity to show one of their scenes.
Practical:Devised drama based on research and selected drama forms and styles
Approaches to characterisation suited to the demands of the text or devised drama.
Drama processes through shaping one or more elements of drama (role, character and relationships; voice and movement; time, space and situation; mood, atmosphere and dramatic tension; language and text; symbol and metaphor) to shape dramatic meaning and engage audiences in different relationships
Voice and movement techniques for selected drama forms and styles.
Preparation techniques for voice and movement for selected drama forms and styles.
Stage geography, blocking notation and the impact of promenade and traverse stages.Imaginary spaces controlled by stage components and properties; the elements of drama and audience.
SM2 Week
Objective Content/ Strategies/Methodology of Teaching
Content Addressed Resources
1 Understand the
differences between high and low status characters
Identifying the way our body’s feel, move, react and who we become once we know our place
Understand being the puppet and being the puppeteer, as all characters have the ability to be lead astray, lead astray, lead towards disaster,
Class Bonding/ Reflection on last term Discuss Unit of Work – Commedia Dell’arte Warm up activity (At teacher discretion)
Fruit Salad, Name tag, Ball Tag etc
TAG TAILS RED VS YELLOW
Extension activity Red turns into Master > yellow turns into servant. Second round servants cannot take masters tag but servants can ‘protect themselves’ by sticking together. Link back to Commedia –Q- How do the servants change their body and approach to the situation
NOSE LEADING ACTIVITY
Students get into pairs, person A is Master and person B is servant. Master holds out finger in front of the servant’s nose and the servant must keep a steady eye on the master’s finger and follow it at all times. Masters then sit in the audience and watch the mannerisms of the servants. SWAP Masters/Servants.Reflection/closure
How do peoples body reflect their
Voice techniques (articulation, pace, pause, pitch, projection, tone and emphasis)
Movement techniques (facial expression, posture, gesture, gait, weight, space, time, energy, and proxemics)
Drama conventions and Drama forms and styles for devised drama: structures performance as a news station with conflicts behind the scenes.
Drama processes and The elements of drama (role, character and relationships, situation, voice, movement, space and time, mood and atmosphere, dramatic tension) focusing on characterization developed through the combination of physical and
Yellow and red tags
Ball
manipulated, tempted as well as the tempter/scheming manipulator.
status? What non-verbal techniques can be
evident in this change?
Lesson two: Warm up activity (At teacher discretion) Reflection on last lesson: How does the body
change depending on status? Playing with Status
Students are to walk through the room imagining they are of high status (picture yourself as the most important person in the world). Look at other people in the room and look down on them but do not interact with them. At the given signal everyone is to imagine they are of low status (picture yourself as the least important person in the world). Teacher is to then split the class in half. Half the class is of high status and half is of low status. The only form of communication is eye contact. At the given signal they groups swap.
Master and Servant 1 – Establishing Status
Divide into pairs. One person is high status (the master) and one person is low status (the servant). The characters can be of any type. Examples:
o Coach and athleteo Two builderso Employer and employee
psychological approaches to role and dramatic action refined through improvisation.
Effectively and creatively integrating design and technologies in performance to maximize dramatic meaning and audience impact.
Self-Management and group management skills and processes
Drama reflections; Reflective writing, in their own and others’ work, evaluating the impact of choices in drama making and using specific drama terminology and language.
o Shop assistant and customerIn the exercise the high status character wants the low status character to complete a task. Both characters should display a dominant character trait. The high status character is often unreasonable about their demands but the low status character is always willing to impress. Swap characters. Selected groups can perform to the class. Review on what a tableaux is. Activity: Status Line Students are to get into groups of 5. Each member is numbered from 1 to 5. Number 1 is highest status, number 2 is next in line and so on. Numbers 2 to 5 may only speak to the character either directly above or below them. Number 1 is the leader and can speak to anyone. The members al respect the status of number and the number immediately above them but can be less courteous to the number below them.The group completes a task, for example the packing of highly sensitive scientific equipment or canisters of smelly gas. As the work is passed down the line, number 1 supervises proceedings and attempts to keep the others in line. Of course accidents and problems occur and blame is passed down the line, with number 5 always being blamed for everything. The leader can sack members and move them down the line if they wish. Participants
can plead for mercy of bribe the leader to stay in their current position.Reflection/recap
2
Understand how a character’s center of gravity effects their body movement and non-verbal communication
Apply prior knowledge of animal’s movement to commedia stock characters
Lesson one: Warm up activity (At teacher discretion) EXPLORING ANIMAL BODIES: Students are
asked to think of their favorite animal. Students begin walking around the room as their animal, adjusting their % of animal/human traits. Discussion about posture, facial expression, gestures, movement style.
COMMEDIA ANIMALS Students are split into pairs, one pair on the Left side of the room and the other on the right side. Each pair is given a balloon which they must share. Students must have two hands touching the balloon at all times, no throwing or attempting to burst. The balloon acts as the center of gravity of the animal – they must place the balloon where they believe the center of gravity in the animal is and must lead with this area. Peacock – The lovers (balloon in
chest Monkey (baboon) – Zanni (balloon in
butt or at feet)
Balloons
Commedia character posters.
Understand Centre of gravity and how body posture and movement is different in Commedia
Understand the correct posture and movement for each character and apply it to their bodies
Monkey who wants to be a Gorilla – Il Capitano (balloon in chest)
Gorilla playing a peacock- La Signora (Balloon in chest)
Turtle – Pantalone (Balloon in back) Chicken – Dottore (balloon in belly)
something about food or science
Reflection:Becoming a character and being recognizable as soon as you appear on stage is key. The character, emotion and conversation to the audience must be shown through not only mask and costume but also non-verbal communication (use of body)
Lesson two: Warm up activity (At teacher discretion) Introduction to ZANNI - Looking at Zanni
poster Students standing in a circle – Standing in neutral Commedia position (feet shoulder width the part, moving feet out on a 45-degree angle, knees bent, arms loose) slide one foot out straight – should be to the side. Arms light and often moving a lot as ZANNI is a servant and does lots of work.
ZANNI STANCE ZANNI JUMP
ZANNI WALK FORWARD (flicking legs out to each side)
ZANNI BACKWARDS WALK (flicking legs out each side but moving backwards and shaking hands)
ZANNI SNEAKING WALK (like they are getting pulled up by a string then lowered when lifting opposite hand to opposite leg
ZANNI DOUBLE FLICK WALK
Distribution of Commedia booklets Students write reflection of walks and ZANNI character. Lessen three:
Warm up activity (At teacher discretion) Introduction to OTHER CHARACTERS-
Looking at Pantalone, Dottore, the lovers, Ill Capitano, La Signora posters
PANTALONE Shoulders forward, hips tucked under,
legs move a lot but very little movement, hunched to protect money on belt, neck out forward. If he gets chased, he will often move his legs double speed but doesn’t cover any more distance than his normal pace – almost running on the spot.
DOTTORE
STOMACH out, sways side to side due to large belly
THE LOVERS Walk with purpose, like a string is pulling
them across the room from their chest. They will have two stances, light with ballet pointed toes and hands when they are in love, and when they are in protection mode then have fists cleansed. They float across the room and can never touch
Il Captiano Monkey who wants to be a Gorilla so he
opens up his body like a body builder to look bigger. Strides across the room and will always finish with a grand turn
La Signora Very masculine but pretends to be
feminine. Often attack and then retreat and look wounded. She will always use her body to seduce others
Reflection:Students choose one character to write about in their booklets
3
Define ‘Slapstick’
Lesson one: Warm up activity (At teacher discretion)
Slapstick: Physical Comedy Slapsticks
Understand safe practices and apply in class and with use of the slapstick both in rehearsal and onstage
Understand conventions (what makes something humorous) of comedy
Learn and apply safe practice for falls, trips and slides
‘Slapstick’ is a term used to describe a style of comedy that incorporates falling, hitting, tripping, balancing, breaking, chasing and hiding to create humour. It places emphasis on showing comedy rather than creating comedy through dialogue. TV programs that use home videos of people in situations where accidents occur are a good example of how slapstick humour still appeals to audiences today. Home videos are about real mishaps; slapstick is about creating the illusion of mishaps.
Discuss: What are some television shows that you have watched that use slapstick comedy. What has made them successful/unsuccessful?
Activity: Watch excerpts from “Australia’s Funniest Home Videos”.
Discuss why the clips are funny for the audience.
Lesson two: Warm up activity (At teacher discretion) Recap: What is slapstick comedy? Slapstick: Students are given slapsticks and
have a classroom discussion about preparing before the hit and suitable places to hit each other (thigh, shoulder, butt)
Activity: Students are to find space in the room and
Define ‘Lazzi’
Understand traditional uses of Lazzi’s
attempt the slapstick exercises on Trip, slip, side fall, collide, stuck, double take and lazzi (see attached sheet). (For safety reasons it may be best to do this activity in a large grassed area). Have selected students show the class one of their slapstick exercisesLessen three:
Warm up activity (At teacher discretion) Recap: What are safe practices for using the
slapstick? Introduction to LAZZI
Lazzi are essentially "gags" or stock jokes which can be added into a commedia dell'arte play or performance in order to ensure the comic action keeps pace. Traditionally the writers and actors in a troupe would have lazzi memorized so that they could insert them where needed. This trick kept up in theater into the motion picture era, and some film and TV writers still use stock jokes to enhance their work. Activity: students get into pairs and are given a lazzi each
LAZZI of the coin Zanni cleaning putting an item in and
stupid zanni 2 removing it Zanni stealing from Pantalone while he
sleeps and then he wakes up Pantelone trying to push Zanni who
doesn’t notice and then Pantalone hurts himself trying
Il Capitano trying to fight his shadow/frightened of his shadow
Or any others – trips, falls, slides, etc
Students perform to each other and select 3 things for them to change > focusing on the comedic value, use of sound effects etc.
4 Students apply their physical traits to characters.
Students to incorporate conavaccio in their performances.
Story lines with Zanni and Pantalone & Lovers movement
Students rehearse story lines Students incorporate own Conavaccio for
characters. Students need to use movement and the
character’s motives Students use masks in performance Students preform key scenes and give
feedback.
Lesson two: Lovers:
Get into a lunge position with chest pushed out.
Strength in body Point toe down on one leg and be grounded
on the other.
Commedia – story lines
Commedia masks
Gesture one hand to the heart and the other towards someone.
Once physicalisation has been learnt for the lovers – students will be given a story line and must come up with their own conavaccio. If time students perform to the class and give feedback.
5/6
Students to recap on the content learnt this term.
For students to have further opportunity to work towards their performance assessment task.
Lesson 1: - Recap on Commedia terms: Lazzi,
Conavaccio, characters etc. - Characters and their motives.
Hand out task sheet - Students get into groups and begin planning
Lesson two: 5 / 6 Rehearsing for Performance Task
Students will need to complete planning sheets and incorporate the following design components:
- Costumes- Props- Staging
Task sheet
Planning sheet
7/8Students perform and Week 7 lesson one:
Task 6: Marking criteria
receive constructive feedback.
Students to give constructive feedback using parts of the marking criteria.
Students to be assessed on the skills they have learnt on Commedia.
Students watch back and reflect on performances with a focus on the elements of drama.
Students do a showing of their performances and get feedback from their peers.
Lesson two: Polishing off performances and applying feedback
Week 8 Lesson 1: Students perform - 5-minute focus warm up- Students will have 10 minutes at the
beginning of the lesson to prepare for their performance.
- Students perform and will be recorded for marking purposes.
Week 8 Lesson 2: Watch back performances- Use hand out to record information for
written reflection.
Device for recording
Handout for reflection notes.
9 Students to reflect and respond on their performances.
Students complete reflection / response Task 5:
- Handout reflection worksheet. - Studenst complete under test conditions.
Task 5: Reflection on Commedia
10 Revise over Term 3 content.
Hand out Term 4 assessment scheme.
Theatre games
Term 4 2015
1. Students will learn about monologues and will explore the conventions of monologues in script and in performance.
Hand out Scheme of Assessments
Drama Warm up: Focus/ Energy warm up
- Cat Stretch - Claw- Downward Dog - Touching Toes
What is a monologue?- Reading monologues.
(Use monologues from Introduction to Theatre Arts book by Suzi Zimmerman page 44-47)
Continue reading and understanding monologues
Devised drama based on research and selected drama forms and styles
Approaches to characterisation suited to the demands of the text or devised drama.
Drama processes through shaping one or more elements of drama (role, character and relationships; voice and movement; time, space and situation; mood, atmosphere and dramatic tension; language and text; symbol and metaphor) to shape dramatic meaning and engage audiences in different relationships
(Use monologues from Introduction to
and performing them practicallyRe-cap on what a monologue is.
- Looking at scripts with monologues- Finding clues and evidence- Deconstructing monologues
(Use monologues from Introduction to Theatre Arts book by Suzi Zimmerman page 44-47
Voice and movement techniques for selected drama forms and styles.
Preparation techniques for voice and movement for selected drama forms and styles.
Stage geography, blocking notation and the impact of promenade and traverse stages. Imaginary spaces controlled by stage components and properties; the elements of drama and audience.
Design and technology to emphasise dramatic tension and mood. Design principles (balance, contrast, repetition) used to make meaning and add to experience of theatre
Theatre Arts book by Suzi Zimmerman page 44-47)
2-3Students will use improvisation and role play to explore the effect of being a soldier.
Page 34: Look at extract 1 of Jim Martin. Read excerpt discuss and do writing in role tasks. Students do group work and then write their own monologue.
(Use monologues from Drama Active by Madonna Stinson page 34-44)
Do freeze frame exercises on page 38.
Students share their short monologue with one another.
Get good students to show to the class.
Page 42 – 44Re-cap on monologuesExploring contrast exercise.
- Bingo- Whole class role play- Pair role play
Class discussion.
Do both versions of grandma’s footsteps look at mood and atmosphere.
Page 43 – 44Writing in role exercise
4 Students will do creative writing exercises to help assist with the development
Hand out task sheet: To create a monologue for a soldier going to war.
Creative writing
of their monologues.
5,6,7 Students’ use class time to rehearse and select costumes and props for their performance task.
Students will also need to work on monologue booklets.
Putting the monologues into practise Focus on voice Physicalizing the monologue Focus on movement.
Characterisation workshopsGet students to show each other work and get feedback: what’s working and what’s not working.
Hot seating & interviews.
Focus on costumesFocus on staging
8 For students to perform their assessment tasks
DUE: Monologue PerformancesDue: Monologue booklets Assessment
rubric/
9 Students respond and reflect to their performances.
Students watch their performances and reflect on their work and their peers.
Self Reflection Worksheet