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....