ragged, tired, stays at home and doesn’t work, raises the children) Side B will become a stereotypical salesman/woman (sales pitch, con man, chirpy, wont take no for an answer) who has come to sell the housewife a product she doesn’t need. Complete a quick verbal brainstorm of the stereotypical characteristics of these characters, as shown above in the brackets. The salesman/woman will enter the space to about half way and knock on the door. The housewife will answer the door and the two characters will improvise a meeting. Think of the possibilities – does the door get slammed in the salesman/woman’s face after the sales pitch or does the housewife buy the product or invite the salesman/woman inside? will be swapped with side A becoming an elderly man/woman neighbour and side B becoming a young child answering the door. Reflection/debrief Discuss the verbal and non verbal characteristics that are stereotypical to these characters. E.g. an elderly person (non verbal - hunched walk, walking stick, slow making and using specific drama terminology and language. Cast list handout and points to consider.
opportunity to work towards their performance assessment task. Students have the lesson to spend working towards their performance assessment task. They are to revisit the goals that they made last week to make sure they are progressing in the playbuilding process. Can move onto performance if students are ahead of program schedule. 7-8 For students to perform their assessment tasks and to begin the self reflection process. Rehearsal Students are given the majority of the first period to make any final arrangements for their performance assessment today. Performance Students will perform Assessment rubrics. Device to film 9-11 Self Reflection Students will fill in their self reflection worksheet If it is not completed it is to be done so for homework. Review of Term 2 Self Reflection Worksheet. Term 2 1-2 To further previous knowledge of scripted drama to Begin Scripted Drama Introduction and Discussion into scripted drama. What do they know about scripts? When have they come across scripts in the past? Script interpretation of a scene or section through the elements of drama to shape and manipulate mood and communicate themes to audience. Scripted Drama booklets (1 per student)
endings to the play. For students to become of the production elements needed to stage a performance. Students are to, in groups of 3-5, rewrite an alternate ending of the play using one of the following situations: Penny fires Diane and Diane decides to take revenge on Priscilla. Diane gets her own way by playing father and daughter against each other. The audience reacts to Diane’s comments by storming the studio at the next broadcast. Students are to first improvise the scene and then work on the script (using the correct format), stating stage directions and lines of dialogue etc. Students are to perform to the class. Written Activity: Set/Stage Design Discuss with students that the play place in two rooms – the make-up room and the news studio. Students are to select one of the rooms as a set/stage and include a props list needed to make the set appear more ‘real.’ Sketches should be completed in a bird’s eye format. Worksheet: Set/Stage Designs
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, manipulated, tempted as well as the 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 the mannerisms of the servants. SWAP Masters/Servants. Reflection/closure How do peoples body reflect their status? 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 psychological approaches to role and Yellow and red tags Ball
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 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 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
Students perform and 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 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.
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 Preparation techniques for 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 Zimmerman page 44-47) 2-3 Students will use improvisation and role play to explore the effect of 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. Do freeze exercises on page 38. Students share their short monologue with one another. (Use monologues from Drama Active by Madonna Stinson page
costumes and props for their performance task. Students will also need to work on monologue booklets. Characterisation workshops Get students to show each work and get feedback: what’s working and what’s not working. Hot seating & interviews. Focus on costumes on staging 8 For students to perform assessment tasks DUE: Monologue Performances Due: 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