of the teacher’s expectations of them in this class. For students to gain an understanding of warm-up’s in Drama. For students to consolidate their learning throughout the course. For students to learn some skills on how to warm up their voice. Teacher to go through the unit booklet with students and explain the expectations of them and their tasks throughout the unit. Warm up activities: Everyone Who.. Everyone sits in a circle with a chair, one person in the middle without a chair. The person in the middle is “it” and calls out something that is likely to describe some in the class (eg: Everyone who has a brother?”). Everyone who fits the description must move a chair. The person left without a chair becomes the new “it”. Introduction to Comedy Activity: In groups of 4 or 5, students are to create a simple scene/improvisation in which gibberish and gesture are the only modes of communication. The focus of the scene is to ‘learn how to…’ and it relies on an ‘expert’ and ‘apprentices.’ The expert (max 2 per group) must try to teach the apprentices how to make or build something. The scene should be action based. Groups can choose from the following list of suggestions: Making a cake Building a boat How to ski Pitching a tent Surviving in the wild Making wine Charade
(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 exercises W3 Students will put together the slapstick activities they have learnt into a scene using plot and characters Students will to understand how characters can become comical. Warm Up: recap the slapstick exercises from last lesson. Activity: students are to get into groups of 4 and create a performance using some of the slapstick comedy skills they learnt last lesson. Students are to be reminded that less is more and that they do not need to use everyone of the techniques they learnt last lesson. Scenes: Busy restaurant with a difficult table of guests Dancing competition where the floors have not been cleaned Company meeting where everything goes wrong Students are to rehearse one of the scenes above and then perform to the class Lesson 6 Physical Warm up Comic Characters: Characters in comedy can be presented in a variety of ways, from highly stylised to naturalistic. The circus clown often uses slapstick comedy and is an excellent example of a highly stylised character. Activity: Creating Comic Characters Write out tongue twisters on board. First and Last Lines Activity Sheets. Group improvisation Exercise Worksheet
over the program to perform a structured comedy performance Performance Task: Master and Servants! In pairs you’re to devise a scene that clearly shows status between the master and servant: A master and servant status roles Exaggeration to add humour to characters Slapstick, including trips, slips, falls and collisions. Discuss rehearsal procedure. Rehearse. Hand out costume design worksheet. Task sheet Costume design worksheet. W8/9 Students will use all of the skills covered over the program to perform a structured comedy performance Slap-stick Comedy Performance: Master and Servants Watch back performance Reflection: Task Rubric for Performance Reflection task sheet. Term 2 Using sound in Drama W1/ 2 For students to be aware of sound placement and to assist students in not Vocal Warm Up Activity: In groups of approx 8-10, students are to create a soundscape. A soundscape creates the sounds of a particular environment only the performer’s voice. Each member of the group is to contribute sounds, using their voice, to help to create a Voice techniques (articulation, pace, pause, pitch, projection, tone and emphasis)
overusing their voices. (To minimise vocal injury). For students to learn some skills on how to warm up their voice. For students to create mood and atmosphere as well as environments with voices. * For students to have the opportunity particular location or environment. The groups are to rehearse and plan prior to sharing their soundscape with the class. When one group is performing their soundscape the other group is to close their eyes to only hear the effect of the sounds. No words may be used in the soundscape. Inform the groups that it is best to start with only a few sounds and then add other members to add to the soundscape as it begins to take shape. Examples to be given to the groups: A rainforest depths A busy street corner A building site An orchestra tuning before a recital Groups are to perform their soundscape to the remainder of the class. If time permits students may select, plan and perform their own soundscape environment. Lessons 2 & 3 Warm Up: Short Vocal warm up to be run at teacher’s discretion. Activity: Students are to be in groups of 4-6. They are to sit in their groups and listen to the soundtrack played (Track 1 on Resource CD: Pink Panther) the song students are to discuss in their groups the feelings, visual imagery, ideas, moods and attitudes the music brings up. Movement techniques (facial expression, posture, gesture, weight, space, time, energy, and proxemics) Drama conventions and Drama forms and styles: incorporates realistic acting style to create a believable scene. Drama processes and The elements of drama (role, character and relationships, situation, mood and atmosphere, dramatic tension) focusing on characterization developed through the combination of physical and psychological approaches to role and dramatic action refined through improvisation Resource CD. Track #1 (Pink Panther) Paper for Brainstorm
to develop plot and character based on the ‘story’ that the given music inspires then to. To use music as a stimulus for improvisation. Students are then to create a brainstorm in their groups about the types of characters, situations/plots and themes that could work with the music. (Attempt to challenge the students and move past the traditional cops and robbers – only use for weaker groups) discussion, students are to decide on a suitable plot, characters and setting to base their performance around. Performances are to be mime based only – no verbal as students are to base their performance around the story that the music tells. The music should be played in the background to guide their work in progress. Performances do not have to go for the full length of the song; however groups should aim for approx 1-2 minutes for their performance. All groups are to perform to the class. Reflection Worksheet: Students are to complete the reflection worksheet, on how the music Pink Panther influenced their performance. If is not completed in class time is to be completed for homework and kept in Drama Folio. Approaches to characterization: Creates a believable character. Effectively and creatively integrating design and technologies in performance to maximize dramatic meaning and audience impact. Self-Management and group management skills and processes Reflection worksheet: Influence W3 To use music as a stimulus for improvisation. For students to add voice to their Activity: Students are to get into groups of approx 5. Teacher is to play music stimulus to students. (Track 2 on resource CD: Hall of the Mountain King). Resource CD. Track #2 (Hall of the Mountain King)
Year 8 Drama Semester 2 Scripted and Reportage Week Objective Teaching Focus Content Addressed Resources 1. Recall what they know about scripts Identify and discuss the key features of a script. Warm up Scripts: Students brain storm and make posters What do you know about scripts? Have you read a script before? Identify features on the boards: dialogue, stage directions etc. Activity: Script work Students to work in pairs/threes. Give each student a copy of the script ‘The Note’ Students are to follow this process through the task: Performance: Preparation techniques for voice and movement for selected drama forms and styles. Drama processes through exploration of one or more elements of drama (role, character and relationships; voice and movement; space, time and situation; mood, atmosphere and dramatic tension) to establish dramatic meaning and action-audience relationships. Effective group work processes listening skills) in drama. conventions and forms and styles A3 Paper for brain storming Non script. (The Note)
Show their understanding of production and design principles. Year 8 Term 4 Program Reportage Week Objective Content Resources 1. To go through assessments with the students. For students to identify the features of a Warm up: Physical exercise: exercise: Students review all concepts from last term. Go through Term 4 assessment outline. News-reports: What is in a news-report? Anchor man Anchor woman Weather Camera man Preparation techniques for voice and movement for selected drama forms and styles. Drama processes through exploration of one or more elements of drama (role, character and relationships; voice and movement; space, time report.
archetypes) Levels and status in making drama. 2. For students to gain an understanding of what ‘Reporatge’ is. Students use knowledge on and work to create their own skit. Improvisation warm up Discuss last lessons content: Features of the news. What is reportage? Hand out Reportage handout. Students answer the questions. Discuss what recent news reports are out there. Brain storm nursery rhymes Activity: In groups of 2-4 students will create a news-report on one of the above nursery rhymes and will come up with 5 questions the reporter can ask the characters from the bursary rhyme. Students create the questions and answers in booklets. Decide how the news report will begin Choose roles (reporter or nursery rhyme character) What the nursery rhyme characters are doing while the report is taking place. Students rehearse report and get feedback. Students perform the next lesson. Reportage handout 3. Warm up: Anyone who: Reportage assessment task