To understand the elements of body language and how this helps to create character To continue using Stanislavski’s methods to help create a believable character To students a case study on creating a believable character Using your voice safely Modulation Information/discussion: Analysing an actor’s choices Physical attributes Vocal attributes Stanislavski’s methods/system 4-5 To understand the structure of a realistic play. Read: After January Read play together as class Discuss characters and motivations Discuss – are we satisfied with the ending? Characters: Alex (see Pg. 91 of teacher notes)
To see examples of an aside. For students to become more aware of their character’s motivations. For students to extend their knowledge on the role of a designer. Practical activities: Re-create scenes (Pg. 14-16 and Pg. 98-100) Moment of truth (Pg. 102 of teacher notes) Inner monologues Lifecycles (Pg. 103-104 of teacher notes) Alternate ending Assessment: Introduce students to Assessment Task:1B Designer Assessment due week 7 Information/discussion: Analysing a character Physical attributes Context of the play Role of the costume designer: Nelson Drama for Secondary students: Pg 90-91 Relationships exercise: Nelson Drama for Secondary students: Pg 62 Designing: One character’s costume and writing a reflection on choices 6-8 Students will rehearse scene/s from Assessment: Performance Task 1A Introduce students to assessment task (Performance: Scripted Performance)
Review Term 2 assessments and begin looking for monologues. Term 2 Week Objective Teaching Focus Content Addressed 1-2 Students begin to stage monologues Studenst get feedback on performances Students Incorporate Grotowskis transformation theatre into scripts Exploring structure of exam. Showing of monologues Focus on blocking choices How to incorporate Grotowski Recap on Grotowksi and his methods Practical workshops Using scripts and incorporating methods Transferring to monologues Structure of exam: Timing Marking criteria Interview questions 3 To continue learning creating a believable character by manipulating Focus on using voice in performance Practical voice workshops How to write about voice Focus on using body in performance Practical workshops on movement: look into Laban
scripted performance. 5 Students continue to develop their ideas practically in rehearsals. Students show work and reflect and record on the feedback they give and have been given by peers. Rehearsing scenes: Staging scenes: looking at different ways you can incorporate movement and manipulate the elements of drama. Playing with movement: looking at partnered movement sequences with inspiration from physical theatre: Frantic Assembly etc. Students do a showing at the end of the week to show progress: Students record feedback using the marking criteria and give constructive criticism orally to their peers. 6/7 Students to take on a designer role and create a design for their performances. Students will need to use appropriate terminology and justification. Students refine and polish their performances in preparation for Design: Set and Costume design task due in week 9/10 Students are to take on the roles of costume / set designers for their performances. Students decide which role they would like to take on and begin to brain storm ideas. Students will spend 1 lesson a week working on their designer role task. Students will spend 2 lessons a week rehearsing. Students to polish of performances
4-5 Students continue preparing for their practical examination performance. Students to broaden their knowledge and skills on the techniques of improvisation Students prepare for their written exam and revise over content learnt in Semester 2. Rehearsing OSP Written exam Preparation Handout written exam revision booklet Go through any questions Same structure as Semester 1 exam Review Semester 2 content – what have we learnt. Go through Semester 1 results – what are our weaknesses? OSP Practise running through the whole exam Students to come up with 5 of their own improvisations. Teacher will choose one of them for the exam: Role- Situation – Action Costumes/ props and set pieces: What will enhance your performance? Improvisation workshops based on students chosen situations.