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WINTER TERM:  2011
Unit 3: Collaboration
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DATE
AGENDA
HOMEWORK
MINISTRY
41
Feb 13
Third Period Meet in Library

Please submit your script that includes StoryBoard and exposition scene with dialogue
Finish Working Script
40
Feb 7
First Period Class Meet in Library

Period Three class, Chapel.

Dramatization of exposition scene from your group script.
39
Jan 26
Meet Room 211 Period One

Meet Library Period Three Class

No Warm-ups time to work on Plot/Archetype Scripts

Draft due end of class.
38
Jan 24
Warm Ups

Group Work on Plot and Archetype
Speed Splot sketch
Archetype Speed Sketch






Time to compose
37
Jan 20
Plots and Archetypes

With a partner do Steps One and two
36
Jan 18
T.R and A.N. Warm-ups

Writing a storyBoard
35
Jan 16
Progressive scenes
refinement
34
Jan 12
4 Words Scene
Progressive Scene: I wanted to ask you something...
33
Jan 10
No Country exercise
put elements together-
Script/photo/performance
32
Dec 14
No Country Staged Reading (Chapel Class)

Final Opportunity for Good Doctor Performance (Ketchum Class)

Time to work on Review
Review Due Thursday
31
Dec 12
Review session and No Country Script
Review Due Thursday
30
Dec 9
Work day on scenes
29
Dec 7
Chapel Class finish
 script on No Country start



Ketchum Class
Assist with Costume "put-Away"

Performance of Good Doctor Last chance

Play Review (500 words)

Students may use the time to work on their play Review

Play Review Topic: In RSGCís production of A Christmas Carol, what acting elements seemed to be most effective? Follow one actor (or character) throughout the play with a description of how he approached the character and delivery to the audience. What choices were made in the interpretation of the character?  Describe any changes the character went through as the play progressed. Consider vocal and physical attributes and evaluate how well the group scenes your character was in gelled. If the actor had multiple roles, consider what variation the performer utilized to give contrast.

Please include at least 2 notable strengths and 2 areas you might alter or enhance for the actor (character) you are following.

Structure suggestion:

Begin with a general introduction on your experience of the play and the level of acting you witnessed. By end of intro paragraph focus on the particular person you are following.
The next two paragraphs should detail two strengths the actor employed to deliver his character (s).
Fourth and possibly fifth paragraphs should highlight where the actor could expand and modify his approach.
Conclude with a general evaluation of the work of the actor and what you might take away as a performer. You might cap the review with how the performance contributed to the message of the play.

*if a student was in the play, he should describe his own experience in delivering the character (s) and what choices worked for him and where he might have tried something different had there been another week of performance.
28
Dec 5
Chapel Class

C. M. to lead warm-ups

Actors Nightmare

GOOD DOCTOR SCENES-Deferred to Thursday
27
Dec 2
Chapel Class
(Reflections Due)



Sports improv

Ketchum
Performance of Good Doctor Scenes
26
Nov. 30
Chapel Class
Warm-ups to be led by W-K-S

Ketchum Class-
Warm-ups by J.B.
Present Good Doctor Scenes-Final Version
25
Nov 28
Chapel Class-
I. F. to lead warm-ups
Finish Steve Martin piece

Ketchum Class
rehearsal for Good Doctor scenes
(Chapel Class) Reflection on Martin piece
"What are the most important elements of adapting a piece of literature to stage (or screen)--What differences are there in the construction of the story?

(Ketchum class)Memorize all lines for your scene

Reflection on Good Doctor
What three things did you try to do to bring out a distinct representation of the character?
24
Nov 24
Jr. Morning assembly
Delayed Start period 1

Staging your Good Dr. Scenes

Period 3 (Chapel)
Steve Martin Scenes/adaptations
23
Nov 22
Period 3 in Chapel
Continue with scored dialogues
Steve Martin Adaptations

Period 4
Memorization Test for Good Doctor Scenes
(first 10 lines)
Nov 18
CLASS RELOCATION
Period Meet in Ketchum--relocation later to Library
Bring your script


Period 3 Meet in Library--possible relocation to Chapel
22
Nov. 16
CLASS RELOCATION
Period 3 in Library
Bring your text
Turn in last week's assignment
read 107 to 112
Find a script in text (pgs 161 on)

Period 4 Class in Ketchum
Bring Scripts Good Doctor Scenes
21
Nov. 10
CLASS RELOCATIONS
Ketchum class Period 1  moved to Choir Room (off Chapel area)

Bring Scripts


Chapel Class (Period 3) moved to Library
Bring Text Book if you have it.
Period 1 class Memorized first 5 lines and Subtext

Period 3 Class written assignment
20
Nov. 8
Chapel Class (C.B. To lead)
Scene rotations

Ketchum Class (Z.R.) to lead
Finish last Fable scene
Subtext
19
Nov. 4
Ketchum Class--Fable Finale

Chapel Class--Sub-text Finale
18
Nov. 2
I. F. and Z. R. to lead warm-ups

Sub-text work.

Please submit reflection for Vermont Sq Activity.

"what challenges did you find acting in such a location-or such a role?" 250 words approx.
17
Oct. 31
Re Test on terms (optional)

Review page 99, 100, 101 in text

C. O.  and O. B. to lead Warm - ups

Sub-text work

* You are entitled to 2hrs community service if you participated in the Vermont Square Activity
reflection on Vermont Square activity
16
Oct. 27
No Warm-ups

Sub-Text scenes for Chapel Class

Make sure Permission Forms are in--You Must have them to go to Vermont Park Event
Study for re-test if you want additional.
15
Oct. 24
Work on Fable Scene

Subtext exercise
14
Oct. 21
TEST ON TERMS
Class in Chapel will work on Mamet scenes
C.B. to lead warm-up after SUE

Class in Ketchum will continue Fable development after SUE
Subtext exercise for Chapel Class

Fable script for Ketchum Class
13
Oct. 19
Test on Terms Postponed to Next Class

Warm ups
13
Review of Terms

Script and  Fable Work
Review for Test on Terms
12
Oct. 17
Warm-ups
D.W. and L.K. to lead
FINAL FABLE PERFORMANCE with Script

Review of Chapter 4 ideas
11
Oct. 13
Warm-ups

Finish Fable scripts
Submit Written Script
10
Oct. 11
Warm Ups:

C.Mc & C. E.

Continued work on Fable scripts
Revised script

Polished
9
Oct. 6
M.D. & W.K-S lead warm-ups

Fable scripts
Eat Turkey
8
Oct. 4
I.F. and T.C. to lead warm-ups
Review of Last Class Slogan exercise and continue

Make sure reflection is submitted.
Fable selection

Chooose two possible fables for dramatic application
7
Sep 29
J. B. to lead period one class-Ketchum
O.B. to lead period three class-Chapel

Sharing the stage
Combining gesture,setting and dialogue
Neighbours
Slogan improvs
250 word reflection on class activity
Due next class
6
Sep 26
Meet Ketchum
(First Period -- Class travel together/Tarragon)
BE SURE TO HAND IN COUCH ASSIGNMENT
(250-500 words about your couch Mono-drama)
5
Sep 21
Mono Drama write-up

Alphabet/Number improves
Finish Couch script
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4
Sep 19
(First Period Class) Meet at RSGC--walk to Tarragon for class in Rehearsal Room

(Third Period Class in Chapel)

Warm ups

Sofa mono dramas
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3
Sep 15
Warm-ups
Improv guidelines
Bring in a picture of a chair or sofa
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2
Sep 9
First Full Class
Short assignment  on Course Overview
Physical Performance
none
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1
Sep 7
Course intro
go over course outline

ROYAL ST GEORGE'S COLLEGE

ABBREVIATED COURSE OF STUDY

GRADE 10

ADA20

---------------

2011-2012

Dr. Newton

 

*Chapel (ADA20-1). Some classes will be held atthe Tarragon Theatre Extra Rehearsal Space. Course location challenges will bepresent at times during the year.

 

Check SSD and/or Sherry Fitzpatrick forupdates.

---------------

PLEASE NOTE THAT YOUR GRADE IS CUMULATIVE ANDCALCULATED THROUGHOUT THE ENTIRE ACADEMIC YEAR. ASSIGNMENTS NOT SUBMITTED ORPERFORMED WILL RECEIVE A "0." LATE ASSIGNMENTS WILLL BE PENALIZED5%/DAY WITH A MAXIMUM LOSS OF 20%. PLEASE REALIZE GROUP WORK IS A COLLECTIVERESPONSIBILITY. EVEN IF YOU HAVE A MISSING GROUP MEMBER, YOU MUST PERFORM ORPRESENT ON AN ASSIGNED DATE.

 

ADA20Course Description

 

This course requires students to actively explore dramatic forms andtechniques, using their own ideas and concerns as well as sources selected froma wide range of authors, genres, and cultures. Student learning will includeidentifying and using the principles of space, time, voice, and movement increating, sustaining, and communicating authentic roles within a drama.Students will assume responsibility for decisions made in the creation andpresentation of the drama, and will analyse and reflect on the experience.

 

One of the most powerful elements of the classis that theatre affords the opportunity to develop a vital skill for future success in creative andcollaborative activities in all disciplines. The Course teaches groupproblem-solving, research, design, and presentation.

FOR THE FULL DEVELOPMENT OF A THEATRE ARTIST.PLEASE DEDICATE YOURSELF TO BALANCING INSPIRATION AND PREPARATION. Backgroundreading will be a regular component.

 




 

Please do not bring distractions into theclass. Cell phones must be left outside of the class area.

 

Distractions and diversions also includenegativity, bullying, and cliché. Please make the space a location thatenhances creativity and cooperation.

 

Most classes will begin with a warm-up and this will be a sharedresponsibility for all class members. Each student will take turns in rotationto lead the group. This activity will be part of the Classroom Lab Score.

 

Proper Uniforms are required. Theremay be modifications to uniform during class if performance requirements areOK’d by teacher.

 

Classes will be active and group oriented. Please considerthe regular class routine similar to a lab—you will be given assignments eachclass that may involve physical activity, writing exercises and short responseexercises.

 

Please take responsibility for your groupassignments—having a member absent is not a legitimate excuse for your groupnot performing on an assigned date Let me and your group know well in advanceif you are going to have difficulties attending.

 

You will be required to do a blog with weekly submissions.

 

Your final exam will be performance based.

 

You will be required to attend at least two productionsthis year—(School production mandatory).

 

I encourage you all to get involved in RSGC Dramaticopportunities and, when possible, productions outside the school.

 

Think Dramatically.

 

 Resources:

 

Text:

Shanker, Harry and Katherine Ommanney

The Stage and School

McGraw Hill

 

Play Performances (2)--RSGC Play A Christmas Carol-Handouts and recordings as required—Bring abinder

 

ADA2 Mark Breakdown

 

Blog                                                               10%

 

Actor’s Lab Assignments                  10%

 

Short Assignments                                    10%

 

Major Assignments                            30%

 

Reviews                                                      10%

 

Final                                                      30%

 

(Performance 20%—Self-Evaluation 10%)

 




 

Unit Outline:

 

1)   Establishing Group and Classroom Dynamics

 

2)   Masks and Media: Truth and Fictions - Technology

 

3)   Voices and Choices: Speech and Story-telling

 

4)   Text and Subtext

 

5)    Group Creation

 

6)    Final Performance

 

 
read pages all pages of outline and guide
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