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.

Enjoy!

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…..)

Performance

Due:    Tuesday, March 4, 2013                     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?

 

Nick Keenan Maddie Kianna Meagan L

Anthony Jayson Sarah W Randi Jessica

Jacob Josh Chelsea Cara

Trey Alex U Jayme Sarah M

Alex P Justin Megan S Katie Emily

 

 

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

Criteria	Level 4	Level 3	To  be improved to reach provincial standard
Storyline (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
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) 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.

 

 

Tableau

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)

Criteria	Level 4	Level 3	Next steps to reach Level 3
Communication   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
Communication   Stance/Pose          (action, reaction)	Extremely well-defined and authentic character action communicated to the audience	Pose/stance of character clearly communicates the action of the plotline
Application   (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

Welcome to Grade 9 Drama!

Welcome to Grade 9 Drama!

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-and the people in your group--know in advance if you are going to be missing a class-

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

Please remember to have your parent/guardian sign the information letter dated January 29, 2013 and return it a.s.a.p.!

Home stretch....In it to Win it!

The last two weeks of our course are BUSY...and worth a lot of your final mark!  Hope you had a great break and are ready for this last big push!

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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