Thursday, April 28, 16
|
|
- Letitia Russell
- 5 years ago
- Views:
Transcription
1 Drama Unit Learning Targets I can analyze the development of a theme over the course of a text. I can analyze how a drama s form or structure contributes to its meaning. I can compare and contrast a written drama to its audio, filmed, or staged version, analyzing the effects of techniques unique to each medium. I can determine the meanings of words and phrases as they are used in a text, including figurative and connotative meanings. I can cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 1
2 Clockwork Yesterday, you received your Spring STAR and SRI scores. Based on this new data, please reflect on the following: 1. At which level am I scoring? (Distinguished, Proficient, Apprentice, Novice) How do I feel about this performance and my progress this year? 2. What specific skills/learning targets do I feel I should focus on during these next few weeks? What tools do I have available to help me that I plan to use? Set some goals for this. 2
3 Elements of Drama 1. Go to my website. 2. View the keynote posted on today s assignments to complete the graphic organizer. 3. Complete the Word Wall addition you are assigned. 4. Practice Vocabulary with a partner. 3
4 The Elements of Drama
5 Dramatic Mediums Drama can be presented in 4 different methods. These are called MEDIUMS. Each MEDIUM has different dramatic TECHNIQUES associated with it (which we will discuss later). Audio (verbal presentation only, such as Radio Plays) Written (reading the actual script without performing it) Stage (plays that are performed live) Film (movies, TV, etc.) 5
6 Who s Who?
7 Who s Who? A.Playwright-the author of a play
8 Who s Who? A.Playwright-the author of a play B. Screenwriter- the author of a TV or movie script
9 Who s Who? A.Playwright-the author of a play B. Screenwriter- the author of a TV or movie script C. Actors-the people who perform the play or script
10 Parts of a Drama
11 Parts of a Drama ACTS are the large chunks of action in a drama.
12 Parts of a Drama ACTS are the large chunks of action in a drama. SCENES are smaller chunks of events, usually grouped by setting
13 Parts of a Drama ACTS are the large chunks of action in a drama. SCENES are smaller chunks of events, usually grouped by setting Helps the reader understand when and how the setting of the drama changes AND how the plot is developing throughout the drama
14 Parts of a Drama ACTS are the large chunks of action in a drama. SCENES are smaller chunks of events, usually grouped by setting Helps the reader understand when and how the setting of the drama changes AND how the plot is developing throughout the drama NOTE: A drama can have several or just a few Acts & Scenes. Each act may have a different number of scenes.
15 Literary Elements Character- person portrayed in a drama, novel, or other artistic piece. -The who, when, where and what of the play. Conflict- internal or external struggle between opposing forces, ideas, or interests that create dramatic tension. Suspense- feeling of uncertainty as to the outcome, used to build interest and excitement on the part of the audience. Theme- the life lesson learned from the dramatic text. 8
16 Dramatic Structures
17 Dramatic Structures Dramatic structures are the different ways of organizing the events and details in a drama. They help a reader understand important information such as plot events characters and their relationships to one another what details are most important in the drama setting 10
18 Stage Directions
19 Stage Directions directions found in parentheses and italics for the actors, the director, and the stage crew NOTE: YOU CAN T SKIP STAGE DIRECTIONS when reading silently.
20
21 Function of Stage Directions
22 Function of Stage Directions
23 Function of Stage Directions a. To describe how characters speak and behave
24 Function of Stage Directions a. To describe how characters speak and behave b. To describe scenery and props
25 Scenery 13
26 Scenery Construction on the stage that creates setting 13
27 Function of Scenery 14
28 Function of Scenery Allows the author to create a sense of the setting (time and place) for the audience. 14
29 Props
30 Props Small movable items that the actors use
31 Function of Props
32 Function of Props to make character s actions look real; contributes to setting
33 Dramatic Speech
34 Dramatic Speech Dialogue is the conversations between or among characters. Dialogue is one of the main structures used in a drama
35 Monologue
36 Monologue A speech given by one character
37 Monologue A speech given by one character NOTE: Monologues can be delivered inside a dialogue with other characters.
38 Function of Dialogue & Monologues Brings characters to life by revealing their personalities and by showing what they are thinking and feeling as they react to other characters. 19
39 The Incredibles This clip from the movie The Incredibles features a monologue delivered by the villain, Syndrome. Listen as he reveals his motivations for his evil actions. FYI--many times writers use monologues toward the end of the movie to give a villain the opportunity to discuss his/her evil plans. 20
40 Finding Nemo This dialogue from the movie Finding Nemo reveals a lot about the personalities of Nemo and his dad, and also reveals a lot about their relationship. 21
41 Characteristics of Drama
42 Two Types of Dramatic Elements 1. Performance Elements: the way that actors present characters and make them believable to the audience 2. Technical Elements: the special effects added to a drama to... *create a mood for the audience *to reveal special information about characters *to make action and storylines believable *to create a sense of setting. 23
43 Performance Elements 24
44 Performance Elements Verbal expression: 24
45 Performance Elements Verbal expression: Breath control: controlling breath during speaking by breathing at appropriate punctuation marks (comma, period, etc.). 24
46 Performance Elements Verbal expression: Breath control: controlling breath during speaking by breathing at appropriate punctuation marks (comma, period, etc.). Vocal expression: how an actor uses his or her voice to convey character 24
47 Performance Elements Verbal expression: Breath control: controlling breath during speaking by breathing at appropriate punctuation marks (comma, period, etc.). Vocal expression: how an actor uses his or her voice to convey character Inflection: change in pitch or tone of the voice. 24
48 Performance Elements Verbal expression: Breath control: controlling breath during speaking by breathing at appropriate punctuation marks (comma, period, etc.). Vocal expression: how an actor uses his or her voice to convey character Inflection: change in pitch or tone of the voice. Projection: how well the voice carries to the audience 24
49 Performance Elements Verbal expression: Breath control: controlling breath during speaking by breathing at appropriate punctuation marks (comma, period, etc.). Vocal expression: how an actor uses his or her voice to convey character Inflection: change in pitch or tone of the voice. Projection: how well the voice carries to the audience Diction: selection and pronunciation of words; clarity of speech. 24
50 Performance Elements 25
51 Performance Elements Nonverbal expression: 25
52 Performance Elements Nonverbal expression: Gestures any movement of the actor s head, shoulder, arm, hand, leg, or foot to convey meaning 25
53 Performance Elements Nonverbal expression: Gestures any movement of the actor s head, shoulder, arm, hand, leg, or foot to convey meaning Facial expression physical and vocal aspects used by an actor to convey mood, feeling, or personality 25
54 Performance Elements Nonverbal expression: Gestures any movement of the actor s head, shoulder, arm, hand, leg, or foot to convey meaning Facial expression physical and vocal aspects used by an actor to convey mood, feeling, or personality Movement stage blocking or the movements of the actors onstage during performance 25
55 Performance Elements Nonverbal expression: Gestures any movement of the actor s head, shoulder, arm, hand, leg, or foot to convey meaning Facial expression physical and vocal aspects used by an actor to convey mood, feeling, or personality Movement stage blocking or the movements of the actors onstage during performance 25
56 Performance Elements Nonverbal expression: Gestures any movement of the actor s head, shoulder, arm, hand, leg, or foot to convey meaning Facial expression physical and vocal aspects used by an actor to convey mood, feeling, or personality Movement stage blocking or the movements of the actors onstage during performance The Artist Watch this clip from 2011 s The Artist, which won the Academy Award for Best Film. This is a silent film, so nonverbal expression is EXTREMELY important. In this scene, George and his wife are having breakfast. She sees a picture in the newspaper where George has been photographed with another woman (an up and coming actress). As you watch, pay attention to the actors nonverbal expression. What can you infer about the characters feelings toward one another? 25
57 The Artist Watch this clip from 2011 s The Artist, which won the Academy Award for Best Film. This is a silent film, so nonverbal expression is EXTREMELY important. In this scene, George and his wife are having breakfast. She sees a picture in the newspaper where George has been photographed with another woman (an up and coming actress). As you watch, pay attention to the actors nonverbal expression. What can you infer about the characters feelings toward one another? 26
58 Technical Elements: 27
59 Technical Elements: Sound Effects (various sounds associated with the setting, characters actions, etc. to make actions realistic) 27
60 Technical Elements: Sound Effects (various sounds associated with the setting, characters actions, etc. to make actions realistic) Costumes (clothes and accessories worn by actors to convey characters personalities and to convey setting) 27
61 Technical Elements: Sound Effects (various sounds associated with the setting, characters actions, etc. to make actions realistic) Costumes (clothes and accessories worn by actors to convey characters personalities and to convey setting) Props (make actions realistic; contribute to setting) 27
62 Technical Elements: Sound Effects (various sounds associated with the setting, characters actions, etc. to make actions realistic) Costumes (clothes and accessories worn by actors to convey characters personalities and to convey setting) Props (make actions realistic; contribute to setting) Lighting (shadows, colored lights, bright lights, etc. can create moods, indicate setting, and describe characters) 27
63 Technical Elements: Sound Effects (various sounds associated with the setting, characters actions, etc. to make actions realistic) Costumes (clothes and accessories worn by actors to convey characters personalities and to convey setting) Props (make actions realistic; contribute to setting) Lighting (shadows, colored lights, bright lights, etc. can create moods, indicate setting, and describe characters) Camera Angles (close-ups versus wide shots versus mid-shots) 27
64 Technical Elements: Sound Effects (various sounds associated with the setting, characters actions, etc. to make actions realistic) Costumes (clothes and accessories worn by actors to convey characters personalities and to convey setting) Props (make actions realistic; contribute to setting) Lighting (shadows, colored lights, bright lights, etc. can create moods, indicate setting, and describe characters) Camera Angles (close-ups versus wide shots versus mid-shots) Music (used to enhance and create moods for viewers) 27
65 Technical Elements: Sound Effects (various sounds associated with the setting, characters actions, etc. to make actions realistic) Costumes (clothes and accessories worn by actors to convey characters personalities and to convey setting) Props (make actions realistic; contribute to setting) Lighting (shadows, colored lights, bright lights, etc. can create moods, indicate setting, and describe characters) Camera Angles (close-ups versus wide shots versus mid-shots) Music (used to enhance and create moods for viewers) Film Editing (the way scenes are presented on film) 27
66 Technical Elements: Sound Effects (various sounds associated with the setting, characters actions, etc. to make actions realistic) Costumes (clothes and accessories worn by actors to convey characters personalities and to convey setting) Props (make actions realistic; contribute to setting) Lighting (shadows, colored lights, bright lights, etc. can create moods, indicate setting, and describe characters) Camera Angles (close-ups versus wide shots versus mid-shots) Music (used to enhance and create moods for viewers) Film Editing (the way scenes are presented on film) *abrupt and fast transitions between scenes can create suspense or anxiety 27
67 Sound Effects (various sounds associated with the setting, characters actions, etc. to make actions realistic) Costumes (clothes and accessories worn by actors to convey characters personalities and to convey setting) Props (make actions realistic; contribute to setting) Lighting (shadows, colored lights, bright lights, etc. can create moods, indicate setting, and describe characters) Camera Angles (close-ups versus wide shots versus mid-shots) Music (used to enhance and create moods for viewers) Film Editing (the way scenes are presented on film) *abrupt and fast transitions between scenes can create suspense or anxiety *slow transitions can be calming Technical Elements: 27
68 Sound Effects (various sounds associated with the setting, characters actions, etc. to make actions realistic) Costumes (clothes and accessories worn by actors to convey characters personalities and to convey setting) Props (make actions realistic; contribute to setting) Lighting (shadows, colored lights, bright lights, etc. can create moods, indicate setting, and describe characters) Camera Angles (close-ups versus wide shots versus mid-shots) Music (used to enhance and create moods for viewers) Film Editing (the way scenes are presented on film) *abrupt and fast transitions between scenes can create suspense or anxiety *slow transitions can be calming Technical Elements: *sometimes multiple scenes may be shown simultaneously 27
69 Sound Effects (various sounds associated with the setting, characters actions, etc. to make actions realistic) Costumes (clothes and accessories worn by actors to convey characters personalities and to convey setting) Props (make actions realistic; contribute to setting) Lighting (shadows, colored lights, bright lights, etc. can create moods, indicate setting, and describe characters) Camera Angles (close-ups versus wide shots versus mid-shots) Music (used to enhance and create moods for viewers) Film Editing (the way scenes are presented on film) *abrupt and fast transitions between scenes can create suspense or anxiety *slow transitions can be calming Technical Elements: *sometimes multiple scenes may be shown simultaneously Toy Story Notice how this clip from Toy Story uses close-ups, wide shots, camera angles from Woody s perspective, and camera angles from Sid s perspective. This builds suspense and helps you 27 as a viewer understand the story from multiple points-of-view.
70 Medium Techniques 28
71 Medium Techniques Below are the 4 methods of presenting drama we discussed earlier. Each dramatic MEDIUM has different dramatic TECHNIQUES associated with it. 28
72 Medium Techniques Below are the 4 methods of presenting drama we discussed earlier. Each dramatic MEDIUM has different dramatic TECHNIQUES associated with it. Audio 28
73 Medium Techniques Below are the 4 methods of presenting drama we discussed earlier. Each dramatic MEDIUM has different dramatic TECHNIQUES associated with it. Audio performance elements: actors verbal expression 28
74 Medium Techniques Below are the 4 methods of presenting drama we discussed earlier. Each dramatic MEDIUM has different dramatic TECHNIQUES associated with it. Audio performance elements: actors verbal expression technical elements: presence or absence of sound effects and music 28
75 Medium Techniques Below are the 4 methods of presenting drama we discussed earlier. Each dramatic MEDIUM has different dramatic TECHNIQUES associated with it. Audio performance elements: actors verbal expression technical elements: presence or absence of sound effects and music Written 28
76 Medium Techniques Below are the 4 methods of presenting drama we discussed earlier. Each dramatic MEDIUM has different dramatic TECHNIQUES associated with it. Audio performance elements: actors verbal expression technical elements: presence or absence of sound effects and music Written stage directions (to indicate the performance and technical elements that should be used) 28
77 Medium Techniques Below are the 4 methods of presenting drama we discussed earlier. Each dramatic MEDIUM has different dramatic TECHNIQUES associated with it. Audio performance elements: actors verbal expression technical elements: presence or absence of sound effects and music Written stage directions (to indicate the performance and technical elements that should be used) Stage 28
78 Medium Techniques Below are the 4 methods of presenting drama we discussed earlier. Each dramatic MEDIUM has different dramatic TECHNIQUES associated with it. Audio performance elements: actors verbal expression technical elements: presence or absence of sound effects and music Written stage directions (to indicate the performance and technical elements that should be used) Stage performance elements: actors verbal and non-verbal expression 28
79 Medium Techniques Below are the 4 methods of presenting drama we discussed earlier. Each dramatic MEDIUM has different dramatic TECHNIQUES associated with it. Audio performance elements: actors verbal expression technical elements: presence or absence of sound effects and music Written stage directions (to indicate the performance and technical elements that should be used) Stage performance elements: actors verbal and non-verbal expression technical elements: sound effects, music, props, costumes, and lighting 28
80 Medium Techniques Below are the 4 methods of presenting drama we discussed earlier. Each dramatic MEDIUM has different dramatic TECHNIQUES associated with it. Audio performance elements: actors verbal expression technical elements: presence or absence of sound effects and music Written stage directions (to indicate the performance and technical elements that should be used) Stage performance elements: actors verbal and non-verbal expression technical elements: sound effects, music, props, costumes, and lighting Film 28
81 Medium Techniques Below are the 4 methods of presenting drama we discussed earlier. Each dramatic MEDIUM has different dramatic TECHNIQUES associated with it. Audio performance elements: actors verbal expression technical elements: presence or absence of sound effects and music Written stage directions (to indicate the performance and technical elements that should be used) Stage performance elements: actors verbal and non-verbal expression technical elements: sound effects, music, props, costumes, and lighting Film performance elements: actors verbal and non-verbal expression 28
82 Medium Techniques Below are the 4 methods of presenting drama we discussed earlier. Each dramatic MEDIUM has different dramatic TECHNIQUES associated with it. Audio performance elements: actors verbal expression technical elements: presence or absence of sound effects and music Written stage directions (to indicate the performance and technical elements that should be used) Stage performance elements: actors verbal and non-verbal expression technical elements: sound effects, music, props, costumes, and lighting Film performance elements: actors verbal and non-verbal expression technical elements: sound effects, music, props, costumes, camera angles, scene transitions, scene selections, and lighting 28
Wednesday, November 7, 12
Drama Unit Learning Targets I can analyze the development of a theme over the course of a text. I can analyze how particular elements of a drama interact. I can analyze how a drama s form or structure
More informationDrama Targets are record sheets for R-7 drama students. Use them to keep records of students drama vocabulary, performances and achievement of SACSA
Drama Targets are record sheets for R-7 drama students. Use them to keep records of students drama vocabulary, performances and achievement of SACSA outcomes. o Audience o Character o Improvisation o Mime
More informationEssential Questions. Introduction to Drama: List and explain four reasons people create dramatic works.
Dates Topics Core Content Program of Study 15 class periods Drama The Art of Telling a Story AH-HS-1.3.1 Students will analyze or evaluate the use of technical elements, literary elements and performance
More informationTable of Contents...2. Purpose and Use of. Documents College and Career Readiness Anchor Standards for Reading.4
Table of Contents...2 Purpose and Use of Documents... 3 College and Career Readiness Anchor Standards for Reading.4 College and Career Readiness Anchor Standards for Writing.. 5 Beginning Theatre Arts
More informationBoyd County Public Schools Middle School Arts and Humanities 8 th Grade DRAMA DRAFT
Big Idea: Structure in the Arts Understanding of the various structural components of the arts is critical to the development of other larger concepts in the arts. Structures that artists use include elements
More informationWords and terms you should know
Words and terms you should know TheatER: The structure within which theatrical performances are given. TheatRE: A collaborative art form including the composition, enactment, and interpretation of dramatic
More informationTheater Vocabulary- Part 2 Ad-lib: to improvise (make up) lines that are not part of the written script
Ad-lib: to improvise (make up) lines that are not part of the written script Apron: the area between the front curtain and the edge of the stage. Asides: remarks made to the audience or to one character
More informationDrama & Theater. Colorado Sample Graduation Competencies and Evidence Outcomes. Drama & Theater Graduation Competency 1
Drama & Theater Colorado Sample Graduation Competencies and Evidence Outcomes Drama & Theater Graduation Competency 1 Create drama and theatre by applying a variety of methods, media, research, and technology
More informationSTAAR Overview: Let s Review the 4 Parts!
STAAR Overview: Let s Review the 4 Parts! Q: Why? A: Have to pass it to graduate! Q: How much time? A: 5 hours TOTAL Q: How should I do the test? A: 1st Plan and Write your Essay 2nd Reading Questions
More informationWhat Is Drama? Drama is literature written for performance to be acted out for a live audience.
Drama What Is Drama? Drama is literature written for performance to be acted out for a live audience. Dramatic Structure Like the plot of a story, the plot of a play involves characters who face a problem
More informationWhat is drama? The word drama comes from the Greek word for action. Drama is written to be performed by actors and watched by an audience.
What is drama? The word drama comes from the Greek word for action. Drama is written to be performed by actors and watched by an audience. DRAMA Consists of two types of writing Can be presented in two
More informationAllen ISD Bundled Curriculum Document. Grade level Time Allotted: Days Content Area Theatre 2 Unit 1 Unit Name:
Grade level 10 12 Time Allotted: Days Content Area Theatre 2 Unit 1 Unit Name: Strand TEKS Statement TEKS Student Expectation/District Clarification Foundations: The student develops concepts 1A develop
More informationThe Required Materials for the Final Exam 2nd term Grade 7. *English Exam will be one exam out of 40 in 20th of February, 2016
The Required Materials for the Final Exam 2nd term Grade 7 *English Exam will be one exam out of 40 in 20th of February, 2016 1. Reading Comprehension ( unseen text with 10 questions) 2. 5 questions related
More informationWith prompting and support, ask and answer questions about key details in a text. Grade 1 Ask and answer questions about key details in a text.
Literature: Key Ideas and Details College and Career Readiness (CCR) Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
More informationcoach The students or teacher can give advice, instruct or model ways of responding while the activity takes place. Sometimes called side coaching.
Drama Glossary atmosphere In television, much of the atmosphere of the programme is created in post-production through editing and the inclusion of music. In theatre, the actor hears and sees all the elements
More informationOur Savior Christian Academy PHILOSOPHY
Our Savior Christian Academy Curriculum Framework for: Theatre Our Savior Christian Academy s Curriculum Framework for Theatre is designed as a tool that will follow the same format for all grades K-7.
More informationHigher Drama Revision Guide
Lenzie Academy Performing Arts Department: DRAMA Higher Drama Revision Guide Lenzie Academy Performing Arts Department: DRAMA Page 1 1. Course Outline Aims of Course To investigate relationships, issues
More information1.1.30, , , Explore proper stage movements , , , , , , ,
2 weeks at end of period. identify the parts of the stage develop the basic acting skills of interpretation, voice, movement, and timing through improvisation create freshness and the "illusion of the
More informationThe Four Artistic Processes: Creating, Performing, Responding and Connecting!
Danville Schools Spotlights The Four Artistic Processes: Creating, Performing, Responding and Connecting! Students watching the performance and engaging in the content covered in this performance guide
More informationSHORT STORY NOTES Fall 2013
SHORT STORY NOTES Fall 2013 I. WHAT IS THE SHORT STORY? A. Prose fiction (ordinary language) B. 7,000-10,000 words C. Can be read in one sitting II. WHY IS THE SHORT STORY IMPORTANT? A. It is a distinct
More informationSMMUSD VAPA CURRICULUM for Introductory Theatre (7 th grade) ACTIVITIES/ SKILLS
STANDARD 1: ARTISTIC PERCEPTION: Processing, analyzing, and responding to sensory information through the language and skills unique to theatre. ARTISTIC PERCEPTION Development of the Vocabulary of Theatre
More informationNational Theatre Standard 1
National Theatre Standard 1 In addition to, the student will be able to make in-depth inferences and applications that go beyond The student will understand aspects of script writing and will be able to
More informationWeeks 1 3 Weeks 4 6 Unit/Topic
FLOYD COUNTY SCHOOLS CURRICULUM RESOURCES Building a Better Future for Every Child Every Day! Summer 2012 Drama 8th Subject Content: Grade TG13 Indicates the Curriculum Map Weeks 1 3 Weeks 4 6 Unit/Topic
More informationNAME District Troupe. Number of performers: Weak Strong
(ALL RATINGS ARE FINAL) Pantomime Evaluation NAME District Troupe TITLE Storyline has a logical development Clear gestures and facial expression (Body control, expression, movement, clarity) Use of Space
More informationCorrelation --- The Manitoba English Language Arts: A Foundation for Implementation to Scholastic Stepping Up with Literacy Place
Specific Outcome Grade 7 General Outcome 1 Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences. 1. 1 Discover and explore 1.1.1 Express Ideas
More informationFilm Techniques. The Art of Reading Film
Film Techniques The Art of Reading Film Learning Goals 1. Understand language used in film 2. Understand the stylistic choices made to create meaning in a films 3. Understand how films can influence society
More informationLanguage Arts Literary Terms
Language Arts Literary Terms Shires Memorize each set of 10 literary terms from the Literary Terms Handbook, at the back of the Green Freshman Language Arts textbook. We will have a literary terms test
More informationIntroduction to Drama. A Western New England College Presentation
Introduction to Drama A Western New England College Presentation Definition Unlike short stories or novels, plays are written for the express purpose of performance. Actors play roles and present the storyline
More informationCurriculum Map. Unit #3 Reading Fiction: Grades 6-8
Curriculum Map Unit #3 Reading Fiction: Grades 6-8 Grade Skills Knowledge CS GLE Grade 6 Reading Literature 1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences
More informationNew Hampshire Curriculum Framework for the Arts. Theatre K-12
New Hampshire Curriculum Framework for the Arts Theatre K-12 Curriculum Standard 1: Students will create theatre through improvising, writing and refining scripts. AT 3.1.4.1 AT 3.1.4.2 AT 3.1.8.1 AT 3.1.8.2
More informationproduction 3. MASTER THE CAMERA To access our full set of Into Film mini filmmaking guides visit intofilm.org mini filmmaking guides
mini filmmaking guides production 3. To access our full set of Into Film mini filmmaking guides visit intofilm.org DEVELOPMENT (3 guides) PRE-PRODUCTION (4 guides) PRODUCTION (5 guides) 1. LIGHT A FILM
More informationQuestion 2: What is the term for the consumer of a text, either read or viewed? Answer: The audience
Castle Got the answer? Be the first to stand with your group s flag. Got it correct? MAKE or BREAK a castle, yours or any other group s. The group with the most castles wins. Enjoy! Oral Visual Texts Level
More informationCollege and Career Readiness Anchor Standards K-12 Montana Common Core Reading Standards (CCRA.R)
College and Career Readiness Anchor Standards K-12 Montana Common Core Reading Standards (CCRA.R) The K 12 standards on the following pages define what students should understand and be able to do by the
More informationNarrative WIX website BLOG
Narrative WIX website BLOG NAME: NARRATIVE Narrative is simply a word for describing the plot or storyline of a film. Most mainstream films follow a very straightforward, linear structure. At the beginning
More informationA person who performs as a character in a play or musical. Character choices an actor makes that are not provided by the script.
ACTIVE LISTENING When an actor is present in a scene and reacting as their character would, as if they are hearing something for the first time. ACTOR A person who performs as a character in a play or
More informationSpecific Learner Expectations. Developing Practical Knowledge
Phase 1 We enjoy and experience different forms of drama. The drama is a means of communication and expression. People make meaning through the use of symbols. People share drama with others. We express
More informationFlorida State Thespian Society Theatre Performance Assessment PANTOMIME. Name: District: Troupe:
PANTOMIME Name: District: Troupe: Title: # In Group: Story has a logical development: Clear gestures and facial expressions: Shows emotional energy: Shows muscular tones and balanced interaction: Use of
More informationOUTLINE. Dramatic Techniques and Elements DRAMATIC TECHNIQUES OUTLINE
OUTLINE Dramatic Techniques and Elements Dr. K. A. Korb Akolo A. James Techniques Movement Mime Gesture Dialogue Monologue Soliloquy Aside Improvisation OUTLINE Elements of drama (Six Aristotelian elements
More informationSETTING WHEN AND WHERE A STORY TAKES PLACE
LITERARY ELEMENTS SETTING WHEN AND WHERE A STORY TAKES PLACE PLOT THE SEQUENCE OF RELATED EVENTS THAT MAKE UP A STORY THE PLOT OF A STORY CONSISTS OF 4 PARTS: BASIC SITUATION (EXPOSTION) CONFLICTS (COMPLICATIONS)
More informationElements of Literature Notes
Elements of Literature Notes Plot: Plot is the organized of events that make up a story. Every plot is made up of a series of incidents that are related to one another. Exposition: This usually occurs
More informationPSLO (Program Review): Students will demonstrate advanced performance techniques.
Description Theatre Arts for Transfer (1) Theatre - D (2) Theatre Performance - D (3) SLOs PSLO1 (Program Review): Analyze and critique dramatic literature and/or performance. PSLO2 (Program Review): Demonstrate
More informationThis curriculum guide highlights activities for Molly Idle s 2014 Caldecott Honor Book, Flora and the Flamingo, and the followup
0 Common Core Aligned Curriculum Guide FLORA Flamingo FLORA Penguin FLORA Peacocks BY MOLLY IDLE This curriculum guide highlights activities for Molly Idle s 2014 Caldecott Honor Book, Flora Flamingo,
More informationTHE QUESTION IS THE KEY
THE QUESTION IS THE KEY KEY IDEAS AND DETAILS CCSS.ELA-LITERACY.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from
More informationINTERNATIONAL STANDARDS FOR SCHOLASTIC BROADCAST JOURNALISM
INTERNATIONAL STANDARDS FOR SCHOLASTIC BROADCAST JOURNALISM CATEGORIES 1. Reporting 2. Writing and Narration 3. Shooting Video and Audio 4. Editing Video and Audio 5. Producing 6. Camera Presence Copyright
More informationCurriculum Map. Unit #3 Reading Fiction: Grades 6-8
Curriculum Map Unit #3 Reading Fiction: Grades 6-8 Grade Skills Knowledge CS GLE Grade 6 Reading Literature 1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences
More informationBPS Interim Assessments SY Grade 2 ELA
BPS Interim SY 17-18 BPS Interim SY 17-18 Grade 2 ELA Machine-scored items will include selected response, multiple select, technology-enhanced items (TEI) and evidence-based selected response (EBSR).
More informationTEST SUMMARY AND FRAMEWORK TEST SUMMARY
Washington Educator Skills Tests Endorsements (WEST E) TEST SUMMARY AND FRAMEWORK TEST SUMMARY THEATRE ARTS Copyright 2016 by the Washington Professional Educator Standards Board 1 Washington Educator
More informationChapter. Arts Education
Chapter 8 205 206 Chapter 8 These subjects enable students to express their own reality and vision of the world and they help them to communicate their inner images through the creation and interpretation
More informationADJUDICATION SHEET CRAFTS
CRAFTS NAME ZONE: JUNIOR PRIMARY AGE 1. Originality 2. Craftsmanship/Degree of Difficulty 3. Creative use of media 4. Presentation 5. Composition and design 6. Interpretation of theme 7. Detail 8. Requirements
More informationCole Olson Drama Truth in Comedy. Cole Olson
Truth in Comedy Cole Olson Grade 12 Dramatic Arts Comedy: Acting, Movement, Speech and History March 4-13 Holy Trinity Academy 1 Table of Contents Item Description Rationale Page A statement that demonstrates
More informationA long speech by one actor in a play or movie, or as part of a theatrical or broadcast program. MONOLOGUE
Auditions 101 A long speech by one actor in a play or movie, or as part of a theatrical or broadcast program. MONOLOGUE Showing a noticeable difference in sound or sight. I.e. comedy and drama, up tempo
More informationApproaches to teaching film
Approaches to teaching film 1 Introduction Film is an artistic medium and a form of cultural expression that is accessible and engaging. Teaching film to advanced level Modern Foreign Languages (MFL) learners
More informationDRAFT Proposed Revisions Texas Essential Knowledge and Skills (TEKS) Fine Arts, Middle School Theatre
Proposed Revisions Texas Essential Knowledge and Skills (TEKS) Fine Arts, Middle School Theatre Prepared by the State Board of Education (SBOE) TEKS Review Committees Final Recommendations, September 2012
More informationIntroduction to the Theater (1630)
AASD THEATER CURRICULUM Introduction to the Theater (1630) Description In Introduction to the Theater (1630) students will explore the evolution of theater. The course includes the study of teacher history,
More informationGrade Level: 4 th Grade. Correlated WA. Standard(s): Pacing:
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RL.4.1.
More informationJefferson School District Literature Standards Kindergarten
Kindergarten LI.01 Listen, make connections, and respond to stories based on well-known characters, themes, plots, and settings. LI.02 Name some book titles and authors. LI.03 Demonstrate listening comprehension
More informationRL6 Explain how an author develops the point of view of the narrator or speaker in a text.
Grade 6: RL Standards RL1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL2 Determine a theme or central idea of a text and how it
More informationIntroduction to Musical theatre: Musical Theatre Foundations I Session Design by: Kimberly Lamping and Molly Cameron Revised by: Kimberly Lamping
Introduction to Musical theatre: Musical Theatre Foundations I Session Design by: Kimberly Lamping and Molly Cameron Revised by: Kimberly Lamping LEARNING OBJECTIVES Content Standards Utah Music Standard
More informationDrama and Theatre Art Preschool
Drama and Theatre Art Preschool respond to emotions in people how people show emotions imitate characters in a dramatic play body movement of real and imaginary characters facial expressions and movement
More informationCalifornia Content Standards that can be enhanced with storytelling Kindergarten Grade One Grade Two Grade Three Grade Four
California Content Standards that can be enhanced with storytelling George Pilling, Supervisor of Library Media Services, Visalia Unified School District Kindergarten 2.2 Use pictures and context to make
More informationCreative Arts Subject Drama YEAR 7
Creative Arts Subject Drama YEAR 7 Whole Class Drama Narration Cross-cutting Still images/ Freeze frames Slow motion Split stage Facial Expressions Marking the moment Flash back Body Language Sound effects
More informationBaltimore County Public Schools Draft Office of Secondary English Language Arts Grade 8: RL Standards
Grade 8: RL Standards RL1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RL2 Determine a theme or central
More informationENGLISH I STAAR EOC REVIEW. Reporting Category 1 Understanding and Analysis across Genres
ENGLISH I STAAR EOC REVIEW Reporting Category 1 Understanding and Analysis across Genres E1.1A SS determine the meaning of grade-level technical academic English words in multiple content areas (e.g.,
More informationEntry Level Assessment Blueprint Television Production
Entry Level Assessment Blueprint Television Production Test Code: 3427 / Version: 01 Specific Competencies and Skills Tested in this Assessment: Safety Demonstrate safe handling of lighting instruments
More informationTHEATRE 1: Introduction to the Stage
ROBBINSVILLE PUBLIC SCHOOLS OFFICE OF CURRICULUM AND INSTRUCTION VISUAL AND PERFORMING ARTS THEATRE 1: Introduction to the Stage Board of Education Mr. Matthew T. O Grady, President Mr. Thomas Halm, Jr.,
More informationPrestwick House. Activity Pack. Click here. to learn more about this Activity Pack! Click here. to find more Classroom Resources for this title!
Prestwick House Sample Pack Pack Literature Made Fun! Lord of the Flies by William GoldinG Click here to learn more about this Pack! Click here to find more Classroom Resources for this title! More from
More informationStudents will be able to cite textual evidence that best supports analyses and inferences drawn from text.
Eighth Grade Reading Standards for Literature: Key Ideas and Details 1. Why do readers read? 2. How do readers construct meaning? Essential objective, summary, interact, cite, textual evidence, explicit,
More informationScope: Film... 2 Film analysis...5 Template: Film...8
Film Scope: Film... 2 Film analysis...5 Template: Film...8 Outline This document is the film study section of the resource Viewing & Re-viewing which is designed to develop visual literacy skills through
More informationLevel 1 Drama, Demonstrate understanding of features of a drama / theatre form pm Tuesday 26 November 2013 Credits: Four
90998 909980 1SUPERVISOR S Level 1 Drama, 2013 90998 Demonstrate understanding of features of a drama / theatre form 2.00 pm Tuesday 26 November 2013 Credits: Four Achievement Achievement with Merit Achievement
More information2015 Arizona Arts Standards. Theatre Standards K - High School
2015 Arizona Arts Standards Theatre Standards K - High School These Arizona theatre standards serve as a framework to guide the development of a well-rounded theatre curriculum that is tailored to the
More informationTheatre Arts Program ISLOs, PSLOs, CSLOs, Mapping, and Assessment Plan
INSTITUTIONAL STUDENT LEARNING OUTCOMES - ISLOs ISLO 1 1A 1B 1C 1D COMMUNICATION Read Listen Write Dialogue ISLO 2 2A 2B 2C 2D TECHNOLOGY AND INFORMATION COMPETENCY Demonstrate Technical Literacy Apply
More information84 Hour Film Challenge
84 Hour Film Challenge (Fall Challenge) Due: December 5, 2016 at 7:00PM ( Spring Challenge) Due: March 20, 2017 at 7:00PM Requirements & FAQ Restrictions Film Award Rubrics (2) (1 2) Best Fictional Short
More informationNZQA registered unit standard version 1 Page 1 of 6. Prepare and write a news story for broadcast on television
Page 1 of 6 Title Prepare and write a news story for broadcast on television Level 5 Credits 5 Purpose This unit standard is intended for people studying journalism in an off-job situation. People credited
More informationEAST MEETS WEST: THEATRE TRADITIONS By MARSHA WALNER
EAST MEETS WEST: THEATRE TRADITIONS By MARSHA WALNER We spend a lot of time in the classroom exploring, applying, and creating in a western theatrical tradition. But there are many more styles that students
More informationThinking About Television and Movies
LESSON PLAN Level: Grades 1 to 6 About the Author: This lesson has been adapted from the activity guide for the video Live TV, produced by the National Film Board of Canada. Thinking About Television and
More informationSpringBoard Academic Vocabulary for Grades 10-11
CCSS.ELA-LITERACY.CCRA.L.6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career
More informationTHEATRE 1930 Voice and Diction 3 Credits The study of the speaking voice; vocal production, articulation, pronunciation and interpretation text.
Theatre (THEATRE) 1 THEATRE (THEATRE) THEATRE 1130 Introduction to the Theatre 3 Credits A survey of the historical, literary and practical elements of the theatre. THEATRE 1140 Introduction to the Arts
More informationHarlan County Schools Curriculum Guide Arts and Humanities Grade 4
Harlan County Schools Curriculum Guide Arts and Humanities Grade 4 Unit One of Music Weeks 1-2 AH-04-3.1.1 Students will identify how music fulfills a variety of purposes. of music (different roles of
More informationArkansas Learning Standards (Grade 10)
Arkansas Learning s (Grade 10) This chart correlates the Arkansas Learning s to the chapters of The Essential Guide to Language, Writing, and Literature, Blue Level. IR.12.10.10 Interpreting and presenting
More informationMiddleton High School Theatre Winter Audition Packet
Middleton High School Theatre 2018-2019 Winter Audition Packet Welcome! To audition for our winter productions : Use the online form to secure an audition time. AUDITION FORM You must complete the audition
More informationLANGUAGE ARTS GRADE 3
CONNECTICUT STATE CONTENT STANDARD 1: Reading and Responding: Students read, comprehend and respond in individual, literal, critical, and evaluative ways to literary, informational and persuasive texts
More informationWhat is a hero? What makes a hero a hero? What characteristics do you associate with heroes? Brainstorm some of your thoughts about what
What is a hero? What makes a hero a hero? What characteristics do you associate with heroes? Brainstorm some of your thoughts about what characteristics heroes exhibit. A hero must always have a countermeasure.
More informationEntry Deadline Friday, January 25, 2019 April 29 May 3, Speech & Drama
Speech & Drama 1. All General Rules apply. 2. Original copy of text must be presented to the adjudicator at time of performance. When a selection is edited, a clean, typed copy of the edited version must
More informationWhat is drama? The word drama comes from the Greek word for action. Drama is written to be performed by actors and watched by an audience.
Shakespeare What is drama? The word drama comes from the Greek word for action. Drama is written to be performed by actors and watched by an audience. DRAMA Consists of two types of writing The dialogue
More informationStudent Outcomes. The Element of Style; Strunk and White The Purdue Writing Lab
Writing Process English Creative Writing Grade Level: 11-12 The writing process is an essential part of writing your thoughts, stories, and ideas. The author must be able to create a expression in words
More informationCritical Essay on Inglourious Basterds by Quentin Tarantino. When discussing one of the most impressive films by Quentin Tarantino, one may
Last name 1 Name: Instructor: Course: Date: Critical Essay on Inglourious Basterds by Quentin Tarantino When discussing one of the most impressive films by Quentin Tarantino, one may mention the directing
More informationSurprise! It s Edible! Incredible! (3:18)
Surprise! It s Edible! Incredible! (3:18) Description This is the opening of the CBC reality-based game show Surprise! It s Edible! Incredible! The show pits two tweens against each other in a cooking
More informationMarking Exercise on Sound and Editing (These scripts were part of the OCR Get Ahead INSET Training sessions in autumn 2009 and used in the context of
Marking Exercise on Sound and Editing (These scripts were part of the OCR Get Ahead INSET Training sessions in autumn 2009 and used in the context of sound and editing marking exercises) Page numbers refer
More informationInternational School of Kenya Creative Arts High School Theatre Arts (Drama)
Strand 1: Developing practical knowledge and skills Drama 1 Drama II Standard 1.1: Use the body and voice expressively 1.1.1 Demonstrate body awareness and spatial perception 1.1.2 Explore in depth the
More information2011 Tennessee Section VI Adoption - Literature
Grade 6 Standard 8 - Literature Grade Level Expectations GLE 0601.8.1 Read and comprehend a variety of works from various forms Anthology includes a variety of texts: fiction, of literature. nonfiction,and
More informationPerforming Arts in ART
The Art and Accessibility of Music MUSIC STANDARDS National Content Standards for Music California Music Content Standards GRADES K 4 GRADES K 5 1. Singing, alone and with others, a varied repertoire of
More informationProtagonist*: The main character in the story. The protagonist is usually, but not always, a good guy.
Short Story and Novel Terms B. Characterization: The collection of characters, or people, in a short story is called its characterization. A character*, of course, is usually a person in a story, but
More informationIllinois Standards Alignment Grades Three through Eleven
Illinois Standards Alignment Grades Three through Eleven Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other countries.
More informationTelevision Production
Teacher Assessment Blueprint Television Production Test Code: 5186 / Version: 01 Copyright 2013 NOCTI. All Rights Reserved. General Assessment Information Blueprint Contents General Assessment Information
More informationThe Language of Film and TV
The Language of Film and TV Summary - 1. Cinematographic Language -What cinema is -1.1 Parts of the Cinematographic language -1.2 Camera Movements -1.3 Camera Angles -1.4 Narrative structure of a film
More informationFilm Analysis Essay Suggested Length: 4 to 5 pages Writers Workshop (Intermediate) Rode 2010
Film Analysis Essay Suggested Length: 4 to 5 pages Writers Workshop (Intermediate) Rode 2010 Alfred Hitchcock s Rear Window (1954) Director Dirctor Alfred Hitchcock Director of Photography Robert Burks
More information7 th Grade Student Friendly Standards
Standard Knowledge Reasoning Performance Skill Product 1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Identify
More informationHighlight and Shadow for Stage Makeup Design: Theatre Foundations IV Session Design by Colin Anderson
Highlight and Shadow for Stage Makeup Design: Theatre Foundations IV Session Design by Colin Anderson LEARNING OBJECTIVES Content Standards Utah Theatre Foundations IV: Standard 3 Objective 1a o Plan design
More informationEasy Peasy All-in-One High School American Literature Final Writing Project Due Day 180
Easy Peasy All-in-One High School American Literature Final Writing Project Due Day 180 Choose a fiction novel or a play by an American author for your project. This must be something we have not read
More informationTheatre Prekindergarten
Grade One Prekindergarten 1.0 ARTISTIC PERCEPTION Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Theatre Students observe their environment and respond,
More information