January 7 & 8: each group equal stage time to do fast-forward run-throughs with set and sound/light
cues; when you are not on stage, you are using another space to rehearse lines
January 9, 10, 11, 14, 15: group performances! Each performance will begin 30 minutes into class. Audience members can rehearse until the performance begins, then will watch attentively. When the performance is over, the group that has performed is to clear the stage and put everything away. If there is time, the group that is to perform the following day can have the stage.
It is a good idea to take notes during performances so that you are prepared to write your play review next week. You will be responsible for writing a play review of ONE performance only, but it is expected that you will be attending all performances.
January 15: ADA 100-02 -- group performance, then time for self-evaluation
ADA 100-01--self-evaluation, then class time to write play review HAVE YOUR
NETBOOK!
January 16 - 17: Writing play reviews--have your netbook or laptop or write it by hand
Each of you will be provided with the 'how to' page as provided below. Read it carefully. Be sure to look at the rubric as well.
How
to Write a Play Review for ADA
10/20 End Task Performances
A play review is a discussion and
evaluation of a performance. It provides
some facts (details about when and where the reviewer saw the show, its title,
playwright, members of the cast and crew, etc.) and some opinion. The opinions that are expressed—positive or
negative—are not worth anything unless they are backed up with valid reasons,
so a reviewer has to be knowledgeable about theatre and stagecraft as well as a
thoughtful writer. A play review is not
mean or malicious and it is not a list of unsupported generalizations and
clichés.
For the purposes of this assignment,
your play review will only be four paragraphs in length. Follow the outline below, doing your best to
answer the questions in thoughtful detail.
Your first paragraph includes the
answers to these questions:
·
Where did you see
the show? (name of theatre/school)
·
When did you see
the show? (specify the performance time as well as date, as some shows have both
matinees and evening performances)
·
What is the title
of the show?
·
Who wrote it? (for DHS class performances which are
created by ensembles through workshopping, you can say something like ‘the
collective work of the cast’)
·
What is the main
message/theme of the show? (message/theme
does not mean ‘plot’)
Your second paragraph will briefly
summarize the plot, including the names of the main characters.
Your third paragraph will deal with the
acting (and/or directing). This is where
you include your reaction to the performers playing the characters in the
play. Use their real names and character
names. Consider these questions:
·
Were they
believable? Did their relationships with
other characters seem natural and appropriate?
Did they stay in character throughout the play?
·
How was the
actor’s vocal quality (volume, enunciation, pace, tone, etc.)?
·
How was the
actor’s physicalization (did their gestures, movement, facial expressions
convey and stay true to the character)?
·
Were they
engaging? Interesting to watch? Why?
·
Did the blocking
make sense? Were the movement choices
natural and appropriate to the characters and their roles and relationships?
Your fourth paragraph will sum up your
reaction and conclude your review. Was
the audience attentive and interested in the performance? What was your overall opinion of the
performance?
Play Review Rubric –
January 16/17, 2013
Be sure to read the review writing
instructions carefully!
Paragraph one: ___ title of
show ___location, date, time of
performance ___ playwright (see
instruction sheet)
___ message, theme of play
Paragraph two: ___ summary of plot
___names of characters included
Paragraph three: ___ explains who played which roles ___ answers some/all of questions as listed
on instruction sheet
Paragraph four: ___
overall opinion of the theatrical experience
|
Criteria
|
Level
1
|
Level
2
|
Level
3
|
Level
4
|
|
Ability to use drama terms
|
Limited ability to use correct
dramatic terms
|
Uses some dramatic terms correctly
|
Uses dramatic terms correctly and
effectively
|
Uses dramatic terms with great
effectiveness and accuracy
|
|
Ability to critique others’ work
|
Limited ability to comment with
accuracy on the performances of others
|
Able to make comments on performances
of others with some accuracy; some attempt made to indicate strengths and
weaknesses
|
Able to comment accurately on
performances of others, indicating strengths and weaknesses and suggesting
ways to improve
|
Comments accurately, effectively on
performances of others, indicating strengths and weaknesses and suggesting
ways to improve
|
Level: 1 2 3 4
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