September 30, October 2, 3, 8

https://www.slideshare.net/SalvatoreGiovanniSorce/theatre-styles

September 30, October 2, 3

Group presentations

Students will work in their groups and use their content map to teach the class about a drama style (Commedia dell'Arte, Greek Theatre, Kubuki, Medieval Theatre).

Each presentation will include:

• History of the theatre style (include dates, facts, details, vocabulary, and important people associated with that theatre style. Add any interesting information that you find in your research.)
• How has this theatre style influenced us nowadays? 

The student:   strand i    demonstrate awareness of the art form studies, including the use of appropriate language
1-2   demonstrates limited awareness of the art form studies, including limited use of appropriate language
3-4  demonstrates adequate awareness of the art form studies, including adequate use of appropriate language
5-6  demonstrates substantial awareness of the art form studies, including substantial use of appropriate language
7-8  demonstrates excellent awareness of the art form studies, including excellent use of appropriate language

strand ii    demonstrate awareness of the relationship between the art form and its context
1-2   demonstrates limited awareness of the relationship between the art form and its content
3-4   demonstrates adequate awareness of the relationship between the art form and its content
5-6   demonstrates substantial awareness of the relationship between the art form and its content
7-8   demonstrates excellent awareness of the relationship between the art form and its content

September 16, 18, 19, 23, 25, 26

https://www.stateandbijou.org/about/statetheatre

September 16

1.  Warm-up:  Shake out
                         Purpose:  Classic warm-up to get people energized

2.  Different kinds of theatre (Criterion A - Investigation)

Theatre timeline
https://www.knowitall.org/document/history-theater-intro-kids-work

https://www.bbc.co.uk/bitesize/guides/zsf8wmn/revision/1
using the space:  https://www.bbc.co.uk/bitesize/guides/z26bjxs/revision/1

Greek Theatre
https://kids.kiddle.co/Theatre_of_ancient_Greece
https://www.knowitall.org/document/ancient-theater-600-bc-410-ad-kids-work

Commedia dell'arte
https://www.thoughtco.com/what-you-need-to-know-about-commedia-dellarte-4040385

comedy
http://downloads.bbc.co.uk/learning/comedyclassroom/A4_PRIMARY_Toolbox.pdf

September 18, 19, 23

Criterion A Knowing and Understanding - Theatre throughout the ages

• You will work in a group (3 groups of 4 people, 1 group of 5)
• Each group member will be assigned a number
• That number will correspond to a theatre style
•    1 - Greek Theatre (comedy, tragedy, satire) Francisco, Sofia, Brenda, Carolina
•    2 - Medieval Theatre (Liturgical drama) Laura, Isabelle, Sara, Taitum
•    3 - Commedia dell'Arte  Kris, Clementine, Maria, Leo
•    4 - Kabuki Theatre  Bevo, Myles, Elvis, Chris
• Each group will research a different style
• History of the theatre style (include dates, facts, details, vocabulary, and important people associated with that theatre style. Add any interesting information that you find in your research.)
• How has this theatre style influenced us nowadays? 

Your completed "content map" will be graded on the following rubric:  Criterion A - Knowing and understanding, strand i, ii

The student:   strand i    demonstrate awareness of the art form studies, including the use of appropriate language
1-2   demonstrates limited awareness of the art form studies, including limited use of appropriate language
3-4  demonstrates adequate awareness of the art form studies, including adequate use of appropriate language
5-6  demonstrates substantial awareness of the art form studies, including substantial use of appropriate language
7-8  demonstrates excellent awareness of the art form studies, including excellent use of appropriate language


strand ii    demonstrate awareness of the relationship between the art form and its context
1-2   demonstrates limited awareness of the relationship between the art form and its content
3-4   demonstrates adequate awareness of the relationship between the art form and its content
5-6   demonstrates substantial awareness of the relationship between the art form and its content

7-8   demonstrates excellent awareness of the relationship between the art form and its content

September 9, 11, 12 What is Theatre?/Observation

September 9
1.  Finish Drama Word Puzzle - Form & Structure
     Insert into Process Journal

2.  Warm-up: The Mirror Activity,     purpose:  Observation
      In order to play different characters and act out different situations we need to be aware of what’s around us, and notice the details; Observation.

• Pair the students up and have them assign one person an “A” and another a “B”
• Pairs to face each other.
• When the teacher says “action”, A is to move very slowly, and B is to closely “reflect” every movement.
• The “reflection” should notice not only body movements, but facial expressions as well.
• After awhile have the partners will switch.
• The goal is to have an outside observer not be able to tell who is the leader and who is the follower. • The teacher will walk around the room and  choose two pairs who you think are the best “reflections”.
• Have everyone sit and focus on these two pairs. Allow them to guess who is leading and who is following.

3.  Write Criterion B reflection.

September 11

1.   Warm Up: Quick Change   purpose: Observation
• Students will sit in a circle.
• One student will be chosen to be the “changer”. The class will study his/her appearance for 1 second. Then the “changer” to leave the room out of sight.
• While out of sight the “changer” must change three things about his/her appearance (pull a sock down, change watch from one wrist to another, unbutton a button, etc.)
• When the student re-enters, the class must figure out what three things changed.
• We will continue this for several rounds.
• We must train ourselves to notice the little things. These little things will add up to help us create unique characters.

2.  Write Criterion B reflection

September 12
Let's try this new room design out for size . . .

1.  Write Criterion B reflection for the Quick Change warm-up

2.  Warm-up:  Circle Sitting     purpose:  Cooperation
Arrange everyone in a circle and have them continue to step in closer and closer until their shoulders are touching. Next have everyone turn to the side so that they are back-to-front and have them step even closer together and have them sit down. The result should be that everyone will end up sitting on each others knees, without the structure falling down.

Write Criterion B reflection for the Circle Sitting warm-up

3.  What is theatre?

 What is theatre? What makes a good actor?
. • How is it different than reading a book?
  • How is is different than watching a movie?

4.  Theatre timeline
https://www.knowitall.org/document/history-theater-intro-kids-work

https://www.bbc.co.uk/bitesize/guides/zsf8wmn/revision/1
using the space:  https://www.bbc.co.uk/bitesize/guides/z26bjxs/revision/1

Greek Theatre
https://kids.kiddle.co/Theatre_of_ancient_Greece
https://www.knowitall.org/document/ancient-theater-600-bc-410-ad-kids-work

Commedia dell'arte
https://www.thoughtco.com/what-you-need-to-know-about-commedia-dellarte-4040385

comedy
http://downloads.bbc.co.uk/learning/comedyclassroom/A4_PRIMARY_Toolbox.pdf

September 2, 4, 6

https://creativemarket.com/aniwhite/3954411-Welcome-Back-To-School

September 2

Welcome to Drama class! My name is Ms. Dietrich and I will be your instructor this term.

Our unit will focus on an introduction to Drama. Our unit is titled "Intro to Drama".  We will build this unit together.


1.  Let's talk a little about: Year 7 Drama expectations
2.  Let's talk a little about: Arts Process Journal
3. Can you access Managebac?
4. Warm-up for Drama class
     a.  Three Things in Common, designed to help people get to know each other better (ice breaker)

         
5.  Write Criterion B reflection:
      Name of warm-up
      Purpose of warm-up
      What did you learn?
      How can this help you?

September 4

1. Design and create cover for Drama Process Journal

September 5
1.  WARM-UP: Drama Game: Stop, Go, Jump! Purpose: helps students focus and listen for direction (Criterion B)

• Tell the students to take the stage. (From this point on “stage” will refer to any open playing area.)
 • When you say GO, they are to walk around the stage trying to fill up all the space, not leaving any gaps.
• When you say STOP they should stop. Try this out a few times.
• When you say CLAP they should clap, when you say JUMP they should jump. Try this out a few times, then mix it in with GO and STOP.
• When you say KNEES they should bend to put their hands on their knees, when you say SKY they should reach up toward the sky. Try this out, mixing it in with the previous commands.
• After they’ve gotten the hang of this, kick it up to Level 2. They are now to do everything in exact opposite. STOP means GO, GO means STOP, CLAP means JUMP, JUMP means CLAP, KNEES means SKY, SKY means KNEES. • Try out this new level for awhile, slowly at first, then getting increasingly faster. • Finally, kick it up to Level 3. You, the instructor, will be doing the actions literally as you say them, however the students should continue doing the exact opposite. • Gather the students into a circle to reflect:

• Why do you think we played this game? What skills were we working on?
• As an actor, you’re going to be required to do things that sometimes feels unnatural, to step outside your comfort zone, and to always be focused and listening for direction. This helps prepare us for that.

2. Write Criterion B reflection:
      Name of warm-up
      Purpose of warm-up
      What did you learn?
      How can this help you?

3.  Drama Word Puzzle - Form & Structure  (Criterion A)