Wednesday, 28 August 2013

New School Year: Semester One, 2013-2014

Welcome to the Grade 9 Drama blog! 

Let's set the stage for you....

This course provides opportunities for students to explore dramatic forms and techniques, using material from a wide range of sources and cultures. Students will use the elements of drama to examine situations and issues that are relevant to their lives. Students will
create, perform, discuss, and analyse drama, and then reflect on the experiences to develop an understanding of themselves, the art form, and the world around them.

Prerequisite: None

Attendance is always important, but in a drama class your absence affects others, not just you.   Always let me--and the people you are working with--know in advance if you are going to be missing a class.

Respect and consideration are expected for and amongst all members of the class as well as guests in our room.

Put things where they belong.  (Stack a chair, put a wig in a box, hang up a costume, save the drama for the stage, words and silence in the moments/spaces they belong....)

The learning skills you need to apply for this and all Ontario high school courses are posted on the wall.  Over the next week or so  we will be exploring what this looks like, sounds like, and feels like, through the use of a variety of drama games. It might look like chaos, sound like pandemonium and feel like fun, but you will be working and learning.

Are you ready?

Thursday, 30 May 2013

End Tasks 30% End of Term!

The End Task is worth 30% of the final grade for ADA 10.  Students are expected to be in class every day, as they are rehearsing in their groups.  While they receive individual marks, absences obviously mean they are not here to do the work, and they affect the work of at least three others in the room.

Please note that the course ends on June 12.  Students have been booked into the computer lab and library for the last few days in order to complete their play reviews, the last component of the end-task/course.

The performance originally scheduled for Friday, May 31 has been rescheduled to Monday, June 10th, as one of the students has broken her ankle.  All other performances have been scheduled and will proceed as planned.  If there is an accident or illness, call the school, as you would for any other exam.

Monday, June 3:  Maddie, Justin, Trey, Josh, Alex U

Tuesday, June 4:  Keenan, Anthony, Jayson, Jacob

Wednesday, June 5:  Cara, Katie, Kianna, Chelsea, Sarah W

Thursday, June 6:  Sarah M., Emily, Megan, Nick, Alex P


Monday, June 10:  Meagan L., Jessica, Randi and We Hope:  Jayme!  (Hope you are feeling better!)

Tuesday, June 11:  Lab Rm 119 to write Play Review

Wednesday, June 12:  Library to complete Play Review 

Good luck on the exams for your other courses, which begin on Thursday, June 13.

Wednesday, 22 May 2013

End Tasks Continue

Today we were in the computer lab to type up and properly format a page of script with your monologue.  This is the first portion of your end task for marks.  Remember, there are DEADLINES to be met!

When you get back to rehearsing, you will all have a much clearer idea of what you need to do to be performance ready by May 31st.

Stay focused.  Manage your class time wisely. 

Your production/promotional element is due next Tuesday.  See me if you have any questions!

Wednesday, 27 March 2013

Vocal Presentations

We have been using our 'articulators' to shape meaningful sounds in the drama room.  Our articulators are:  tongue, teeth, lips, hard and soft palates.  We use them to shape our words as we phonate. 

On Thursday, you will each do an individual presentation consisting of a memorized limerick (one mark for memorizing, one mark for saying it on one breath), three tongue twisters each spoken three times (for a total of 9 marks) and for reading a poem with meaning.  See below for a copy of the evaluation sheet.

In the meantime, if you are serious about improving your skills, check out these sites:

Vocal Exercises from the website Amateur Dramatic

Vocal Warm-ups and Diction Exercises for Actors and Singers

ADA 10                                                                                                Name:                                    

Vocal Presentation

Evaluation:          A & B Application    /11;  C App   /50;  Com    /100;  K/U    /10

A.     Breath Control  and Preparation - Application     /2


            spoke limerick on one breath                         yes       no        /1

            memorized                                                       yes        no        /1


B.      Enunciation – Application    /9

                        spoke tongue twister    1    2    3   times without error                      /3 

                        spoke tongue twister    1    2    3   times without error                      /3

                        spoke tongue twister    1    2    3   times without error                      /3

C.      Poem      Title: 

Level 4
Level 3
To improve to meet provincial standard
projection, confident stance and clear view of speaker’s face provide the audience with an superior experience
Projected voice; audience didn’t have to strain to hear
Posture/stance enhanced performance; audience wasn’t distracted by random and or thoughtless movement(s)
Clear view of face;  neither paper nor hairstyle impeded audience sightline
Use of vocal elements
Superior use of vocal elements breathes life into the poem for the audience
Used rate of speech, volume, pitch, and emphasis appropriately to convey meaning of poem to audience
Enunciated words so they were clearly articulated for the audience and not misunderstood


Pronunciation:   10 marks to begin, subtraction of one mark per mispronunciation/stutter/false start


Thursday, 28 February 2013

Tic Tac Toe Fairy Tale

Assigned Feb 28, 2013.  Class time to workshop and rehearse March 1 and 3.  Performances on Tuesday, March 4, 2013.  Evaluation for journal entries (reflection questions) and performance shown below.


ADA 100:  3 Scene Play:   Fairy Tale
Course Expectations:  Rehearsal/Performance
A2.1      use the elements of drama to suit an identified purpose and form in drama presentations
A3.2     use a variety of expressive voice and movement techniques to support the depiction of character (e.g., volume, tone, accent, pace, gesture, facial expression to reveal character and/or intention)
Course Expectations:  Journal
C1.2    use correct terminology to refer to the forms, elements, conventions and techniques of  
           drama (e.g., set, setting, upstage, downstage, casting, role, actor, character….)
C3.2    identify and apply the skills and attitudes needed to perform various tasks and responsibilities in
          drama works (e.g., collaborative skills, respect for others, negotiating, consensus-building…..)

Due:    Tuesday, March 4, 2013                     Length of Performance:  5 – 10 minutes
Focus:            Storyline and Setting with Characters portrayed physically and vocally

Characters/story line/setting extrapolated from the Tic-Tac-Toe Board
Application of Skills
Acting—physical/vocal; staging; establishing setting and character for audience
Who are the characters in this drama?
What decisions do they make and actions do they take that creates the story?
Where/when is it set? 
What is the beginning, middle and ending of our story?
What physical/vocal choices do we make to portray these characters?
How do we use the stage effectively and efficiently to establish the setting(s) of the drama?
How do we ‘show’ what happens instead of ‘telling’ what happens?

Meagan L
Sarah W
Alex U
Sarah M
Alex P
Megan S



Complete the following as a group: 
Thinking/planning guide

1.    What is your tic tac toe base line?
2.    List your cast.  Remember that the character’s name is always on the left, the actor’s name is always on the right. 
3.    What is the setting for each of your three scenes?  Explain how you will establish these settings for your audience.

a)    Scene One
b)    Scene Two
c)    Scene Three
4.    Write the plot of your play in three sentences.
5.     If this happened in real life and was covered by the newspaper, what would the headline be?


Journal Questions:


1.     In two or three complete sentences, explain how your group determined the plot, casting and staging of your play.

2.    What has been your most important contribution to this group?  (For example, are you an ‘idea person’, a ‘let’s get back to work now guys’ person, a person who makes sure everyone’s idea is heard….?)

3.    What is the most challenging thing about working in a group?  Did you meet this challenge successfully this time?  Explain.

4.    Which person in the group most surprised you?  How?  (i.e., how was what they did different from your expectations/assumptions about what they would do?)

5.    Which person in the group would you most like to work with again?  Why?

6.    List the people with whom you have not yet had an opportunity to work in a group.

Performance Rubric:  Tic Tac Toe Fairy Tale

Level 4
Level 3
To  be improved to reach provincial standard
(T/I) Group
Extrapolates from tic tac toe base line to create a superior original drama work that fully engages the audience
Uses tic tac toe base line to develop an engaging drama work for the audience
Knows lines, blocking; exhibits high degree of confidence;  aware of audience (e.g., holds for laughs)
Considerable knowledge of lines and blocking (may need a prompt); exhibits confidence
Uses pace, tone, volume, pitch, emphasis, accent, silence with a high degree of effectiveness to create meaning for an authentic character throughout the performance; if playing more than one character, stays ‘true’ to each as appropriate
Uses pace, tone, volume, pitch, emphasis, accent, silence to create a consistent character within the situation(s) of the performance;  if playing more than one character, uses movement to differentiate appropriately
Uses movement, gesture, facial expression, stance to create an authentic character throughout the performance;  if playing more than one character, stays ‘true’ to each as appropriate
Uses movement, gesture, facial expression, stance to create a consistent character within the situation(s);  if playing more than one character, uses movement to differentiate appropriately
(App) Group
Staging/blocking enhances establishment of setting and storyline for audience; effective and efficient for actors and adds depth to plot, character relationships, etc.
Staging/blocking establishes setting for audience; effective and efficient for actors to communicate plot/character relationships, etc.



Tuesday, 5 February 2013


This week, we are focusing on creating tableaux series.   The elements of a good tableau include:  being frozen (no eye movement, gum chewing...), action, one focal point and a variety of levels.  See the rubric below. 

It is vital that each person has the opportunity to work with everyone else in the class a number of times as we build a community of trust for the risk-taking inherent in drama.  So I will be picking the groups for the first two marked tableau tasks, while you get to pick the group for the third.  Watch out for each other--make certain everyone in the class is accepted.

Tableau Rubric for Series #1 and #2  (Feb. 4/5: Conflict in 5 scenes)

Level 4
Level 3
Next steps to reach Level 3
  Facial Expression
         (emotions, thoughts)
Well-defined facial expressions clearly communicate character’s authentic emotional state/thought process
Thoughts/emotional state of character clearly communicated and makes sense within the storyline
         (action, reaction)
Extremely well-defined and authentic character action communicated to the audience
Pose/stance of character clearly communicates the action of the plotline
(elements of Tab.)
   Transitions; Freeze
Moves without hesitation to next tableau and freezes
Moves to next tableau without hesitation; Actor may lose balance briefly, make small eye/hand movements
Knowledge (elements of Tab.)
   Levels, Stage Use, View for  
   Audience  (Group Eval.)
Excellent choice of scenes to highlight plot; varied levels and stage use makes each picture engaging
Each tableau is a clear picture that highlights key plot moments;  levels, stage use makes the pictures interesting; clear line of view for audience