End Task

Your end-task is worth 30% of your final mark.  Due dates are DEADlines.  Make certain that you and your group members use your class time wisely.  Check the large calendar posted on the south wall of the classroom.

Here are the due dates to the end of the course:

Wednesday, December 12:   Production/Promotional Element (poster, ticket, etc.)  (10%)

Wednesday, December 19:   Correctly formatted page of script with your monologue and contextual
                                               dialogue  (15%)

Wednesday, January 9, 2013 - Tuesday, January 15, 2013 -- Group performances.  (50%)

These are your 'performance exams'.  You must be here.   Check NOW to see if you have a doctor or dentist appointment.  You also need to see the other groups' performances in order to write your play review.

Tuesday, January 15, 2013:  Self-evaluation (5%)

Thursday, January 17, 2013:  Play review (20%)

Friday, January 18, 2013:  last day of the course!

Good luck on your exams!

Radio Play Assignment

Genre: Mystery      Form:  Radio Play

Task:   

Adapt a short ‘solve-it-yourself’ mystery into a radio play for ‘your local radio station’.  You must stay true to the basic plot and main characters, but can add characters if you wish.  Please follow a proper script format.  (Examples posted.)  You will also have two commercials from your show’s sponsors.  Have fun, but remember that artists must consider community standards.  Who is the audience for the radio show?  Who is the target market for your sponsor?  A virtual youtube community does not have the same demographic as a local radio station.  Your artistic boundaries are determined by your goals.

Nov. 19/20:  develop commercials for radio show sponsors; Listen carefully to the radio play "Sorry Wrong Number"  or one of "The Whistler" episodes on Youtube.  Here are links to “A Choice of Witnesses” or "Bullet".  Note the live commercials, sound effects, etc.  Consider how characters are developed and how the plot is moved forward without visuals.

Nov. 21/22:  develop radio script and rehearse; collect sound effects; make certain each of you has a copy of the script on your netbook for Friday’s class.

Nov. 23/27:  rehearse with sound effects (remember that every group is rehearsing—work respectfully).  Make certain you will have a hard copy of the cast list and script printed for Mrs. Bloomfield for November 28^th.

November 28:  Performances!  (Live performance, behind curtains.) 

FARCE: Arsenic and Old Lace

Today we are looking at FARCE. Here are three slightly different definitions of the term:

• A comic dramatic work using buffoonery and horseplay and typically including crude characterization and ludicrously improbable situations.

· A light dramatic work in which highly improbable plot situations, exaggerated characters,

and often slapstick elements are used for humorous effect.

· a light, humorous play in which the plot depends upon a skillfully exploited situation rather than upon the development of character.

We are watching the classic farce Arsenic and Old Lace, released in 1944, directed by Frank Capra and starring Cary Grant, Raymond Massey and Peter Lorre. The movie is based on the Broadway smash hit Arsenic and Old Lace written by American playwright Joseph Kesselring.

Look here to see The Arts Club Theatre Company's student booklet for the play, which includes great background information on the play, playwright and the historical/theatrical context. There is also a theatre etiquette section, so that students who have never been to a real theatre know how to behave appropriately.

Note: Arsenic and Old Lace had over 1,400 performances on Broadway over three years. The role of Jonathon, which is played in the movie by Raymond Massey, was actually played by Boris Karloff on stage. This made the joke about his character looking like Boris Karloff as Frankenstein even funnier!

Boris Karloff as Frankenstein

Raymond Massey as Jonathon Brewster, originally played on Broadway by Boris Karloff.

Greek Theatre - Library, October 3... Quiz Oct 5

We are having an interesting vacation from our classroom while it is being used for school photos.  Since we're here in the library, let's check out "Greek Theatre".   Locate the definitions for the terms listed below (for the quiz)!

Check out this video to see one of the wonders of theatrical history:
Theatre of Epidaurus. 

One of the most famous Greek tragedies is Oedipus Rex.  Read the summary at this link for the quiz on Friday.



On Friday, October 5, we will have a quiz on Greek Theatre. This is what you will need to do. 

1. Be able to label a simple diagram of a Greek Theatre. Know
theatron, orchestra, skene, parados and proskenion

2. Be able to match these terms to their definitions:

a) Thespis  
b) chorus  
c) patron/choregos
d) dithyramb
e) Dionysus
f) Sophocles  
g) Oedipus Rex 
h) deus ex  machina  (you can see what it looked like in the video link above)
i) Aristotle's three unities (know what each unity is--you may have to match each of the three separately)
j) hipokrit/hypokrit

3. Are you able to write a three sentence summary of the story of
Oedipus? Talk about a reversal of fortune (change in status)! A great man made low by his hamartia/hubris.....

Fairy Tale Task

Welcome to ADA 100!

There are two Grade 9 Drama classes--Block A and Block B.  Most of the time, the two classes will be doing the same tasks, each in their own way.  However, different students have different needs and interests, sometimes an assembly will impact one class and not the other, so be sure to read carefully to know whether the information applies to you or not!

For example:  the three scene Fairy Tales were due for today--but Block B went to an assembly yesterday.  So, they will be performing tomorrow instead.  Block A groups needed a little more time to run through their work, and then we only got to see two performances before the class ended.  So we need to stay flexible, but never waste a minute of our precious class time!

See below for the outline of the task,the rubric for the performance evaluation and the journal questions which are due after the performances.  NOTE:  The characterization sheets are due prior to the performance.  I have not posted them, as I do not currently have them electronically.

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…..)

Performance

Due:    Wed., Sept. 26, 2012                        Length of Performance:  5 – 10 minutes

Focus:            Storyline and Setting with Characters portrayed physically and vocally

Content 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?

ADA100-01	Bruce Katie Christian Philippe	Oliver Callan Halle Will	Dion Cory Josie Jason	Travis Austin Noah Ken Lara
ADA100-02	Sydney Josh Dalton Marshall Jesse Madison	Noah Alyssa D Cameron Jarad Skylyn	Jordan Cassidy Megan Arielle Austin	Alexandra Kyle Mitchell Lindsay Alyssa S

Journal Questions:

1.     In three to five complete sentences, explain how your group determined the plot, structure, casting, staging and blocking 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?

Performance Rubric

Criteria	Level 4	Level 3	To  be improved to reach provincial standard
Prepared (App)	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
Vocal (App)	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
Physicality (App)	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
Staging/ Blocking (App)	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.

New School Year: Semester One, 2012-2013!

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

http://www.edu.gov.on.ca/eng/curriculum/secondary/arts910curr2010.pdf


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

The class rules are simply this: respect yourself, the class and the room. 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?

Five....four.....three....two...one....

June 12 - Self-evaluation

As soon as you have finished your play review, you can complete your self-evaluation.  Make sure that you have other work to do if you have finished early!  We'll be able to cancel the library booking and play improv games in 125...

One More Task...

The last task for the course is to complete the Play Review.  Four groups performed.  For obvious reasons, you cannot write a review of your own performance.

We are booked into the compute lab on Monday, Tuesday and the Library on Wednesday.  If everyone is done and has their work handed in on Tuesday, we'll cancel the library on Wednesday and play improv games in Rm 125 instead!

If you have made notes to yourself about the performances we've seen, then be sure to e-mail them to yourself so you can access them on Monday!

The guide for writing this will be provided to you in class on Monday.  Enjoy the weekend and come back refreshed and ready to show your best!

Performance Exam Dates

Performance Exams will occur June 5, 6, 7 and 8.  Attendance is mandatory for your group performance. 

Remember that you are to take notes during these performances, as you will be writing a review of one of them for the last portion of your end task.  We are booked into the computer lab to write these on June 11 and 12. 

May 23, Page of Script Due

Just a reminder:  we are in the computer lab, room 119 today.  You are to hand in your page of script:  your original monologue with contextual dialogue, in proper script format.

If you are typing this at home, make certain you send it to yourself so you can print it out.  Please don't print it out until I've seen it--you want to make certain you've done it correctly and I will be happy to be your proof-reader! 

End Tasks - 30% of Final Mark - May 10 - June 13

Students were assigned their end-tasks last week and are now working in their groups to create their final performances.  Attendance is required not just for their own group's performance, but also to be audience for the other members of the class.  Part of the task is to write a review of the others' performances.  Posted below is the description of the end task as well as the calendar of due dates that each student has been given.  Also posted below are the checklists for the promotional/production elements so that students can make sure their work is correct before they hand it in.  The performance rubric is posted under the giant calendar in the drama room and has also been provided to each student.  They are responsible for keeping all their work in their group's folder in the classroom.  Any student who works at home on this material is reminded to e-mail it to him/herself (and copy it to someone else in the group) so it is accessable at school.

ADA 100 End Task      -  30% of Final Mark

May 10 – June 13, 2012

Over the next 5 weeks you will have the opportunity to apply all of your knowledge, skills and abilities to create and develop a masterpiece!  Please keep track of your time and personal responsibilities to make sure that you and your group will be the best that you can be.  Although you are working in a group, as part of an ensemble, you are marked as an individual. 

NOTE:  There is no such thing as a ‘late mark’ for these elements.  Deadlines must be met in the performing arts. 

Evaluation: 

One Page of Script (your monologue, plus preceding and succeeding lines for context)     /15

Production/Marketing Materials (each member of group responsible for one item)          /10

Performance (read the requirements carefully)                                                                   /50

Play Review (read and follow the instructions carefully)                                                      /20

Self-Evaluation (reflective questions)                                                                                     /5

1.       Select one (1) of the following statements around which to create your performance:

a)     What Comes Around, Goes Around

b)     The Me Nobody Knows

c)      Do You Remember When?

d)     The Big Game

e)     Do you believe in Magic?

f)       I Could Have Died

2.      Your performance will have at least three scenes and will be 15 - 20 minutes in length.

Must Include All of These	Choose THREE Of These To Include
·         Mime ·         Tableau ·         Music ·         Monologues (each person, 30 seconds, a soliloquy or an aside which you have written yourself; ie: original –originates with you!)	·         Narration ·         Inside/Outside voices ·         Captions ·         Use of the stone/island flat ·         Sound effects ·         Special lighting effects

 

Monday	Tuesday	Wednesday	Thursday	Friday
May 14	15	16  Group Outline due.	17 Stage Use:	18 Stage Use:
VICTORIA DAY	22 Stage Use:	23 Rm 119 One of page script due. 15%	24 Stage Use:	25 Stage Use:
28 Stage Use:	29 Stage Use:	30 Promotional/Production Element due.  10% Stage Use:	31 Stage Use:	June 1 Stage Use: Block D: Brady’s group’s performance (canoe trip) 50%
PD DAY	5 Block D – assembly Block B:      Stage use:	6 Performance exams 50%	7 Performance exams 50%	8 Performance exams 50%
11 Grade 9 EQAO Math Play Review Lab Rm. 119	12 Play Review  Due 20% Lab Rm. 119	13   Grade 9 EQAO Math Self-Evaluation 5% Library	Those other courses’ exams begin. Study hard and do your best.	Everything you do is a self-portrait.

Pro

Evaluation                                                       ADA10/20 End Task

Due Date	Task	% of End Task Mark
May 23, 2012	One Page of Script         Proper use of fonts for clear communication to actor/director         Clear communication of playwright’s intent, either through character lines OR stage directions	/15
May 30, 2012	Promotional Element In my group, I am responsible for: Poster  Ticket  Programme Newspaper ad 30 second radio spot         I have used the checklist to be sure my promotional element is complete         My promotional element does its job by function and design	/10
June 6 – 8, 2012	Performance         My group is performing on June___         I have read the performance rubric and know what is expected of me	/50
June 12, 2012	Play Review         I have followed the guideline         I have used proper drama terms         My review is respectful and precise         Double-spaced, 12 pt. font	/20
	Self Evaluation         I have answered each question with integrity	/5

gramme:   10%                                                                Due:  ____________, 2012

                                                                                                            

___   attractive/appealing design

___   cast/character list (spelled correctly)

___  any additional information is interesting and informative or performs the function of thanking supporters/contributors

Overall Effectiveness:  The programme provides the audience member with the information he/she needs to know who is in which role, the name of the playwright, etc.

Poster:            10%                                                                Due:  _____________, 2012

___      lettering is large, clear, eye-catching

___      information is accurate

___      image(s)  is(are) thematically linked to the play

___      date, time, place, admission price, ticket purchase location clearly indicated

Overall effectiveness:  Does this poster make me want to come to the play?

                                    

Ticket:            10%                                                                Due: ____________, 2012

                                                                                   

___ lettering is large, clear, eye-catching

___ information is accurate

___ ticket number, seat, price (student/adult?), date, time, location clearly indicated

Overall effectiveness:  does this ticket do everything it needs to do to ensure that the                                          person who bought it will get to the right place at the right                                                 time and that the house manager/ticket seller will have the                                          information they need?

Newspaper Advertisement:  10%                            Due: _______________, 2012

                                                                                                Received:  ____

___     lettering is large, clear, eye-catching

___      information is accurate

___      date, time, place, admission price, ticket purchase location clearly indicated

Overall effectiveness:  Does this advertisement answer all my questions about how to see this play?

Radio Advertisement Script/Recording 10%           Due:  _________________, 2012

                                                                                                Received:   _____

___  information is accurate

___  date, time, place, admission price, ticket purchase location clearly indicated

___ sound effects/music thematically linked to the play

___  sound effects/music do not detract from the essential information (I.e., you can                hear the information, it’s not drowned out by the music).