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
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Application of Skills
Acting—physical/vocal; staging;
establishing setting and character for audience
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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?
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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?
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ADA100-01
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Bruce
Katie
Christian
Philippe
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Oliver
Callan
Halle
Will
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Dion
Cory
Josie
Jason
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Travis
Austin
Noah
Ken
Lara
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ADA100-02
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Sydney
Josh
Dalton
Marshall
Jesse
Madison
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Noah
Alyssa
D
Cameron
Jarad
Skylyn
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Jordan
Cassidy
Megan
Arielle
Austin
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Alexandra
Kyle
Mitchell
Lindsay
Alyssa
S
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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
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Level 4
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Level 3
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To be improved to reach provincial standard
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Prepared
(App)
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Knows lines, blocking; exhibits high
degree of confidence; aware of
audience (e.g., holds for laughs)
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Considerable knowledge of lines and
blocking (may need a prompt); exhibits confidence
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Vocal
(App)
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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
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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
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Physicality
(App)
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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
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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
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Staging/
Blocking
(App)
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Staging/blocking enhances
establishment of setting and storyline for audience; effective and efficient
for actors and adds depth to plot, character relationships, etc.
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Staging/blocking establishes setting
for audience; effective and efficient for actors to communicate
plot/character relationships, etc.
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