Drama+I

=Welcome to Drama I, an Introduction to Theatre!=

Drama I is an introduction to theatre course which includes the basics of acting, history of theatre, theatre terminology, and theatre production. Students will be exposed to different genres of theatre through performance.

Class syllabus and discipline plan: [|Course Syllabus for Drama I.pdf] [|Discipline Plan for Drama Classes.pdf]

Week of January 10-13th, 2012:
//GPS Objectives for the week:// //3. Acting by developing, communicating, and sustaining roles within a variety of situations and environments:// //A. Investigates mental and emotional methods of actor preparation--rehearsal.// //B. Observes and incorporates details of common human activity.// //D. Demonstrates nonverbal elements of acting (posture, body positions, gesture, facial expression, and physical movement.)// //11. Engaging actively and appropriately as an audience member.//

Tuesday:
 * Do Now #1: What is Drama/theater? Why is drama/theater important to society? What other cultures in the world have theater?
 * 1st day packets
 * Summer pantomimes activity

Wednesday:
 * Do Now #2: What are some advantages to being able to communicate without using words or language?
 * Finish 3 summer pantomimes activity.
 * Charades: Fill out charade sheets, randomly select a charade and perform it.

Thursday:
 * 1) Do Now #3: How can you communicate sadness using nonverbal communication? Give examples.
 * 2) Students are to read Chapter 2: Pantomime and Mime in "The Stage & The School" pp. 24-58.
 * 3) Students are to define all 9 vocabulary words on p. 25.
 * 4) Students are to write the questions and then answer on p. 60.:
 * Summary and Key Ideas: 1-8
 * Discussing Ideas: 1 & 2

Friday:
 * Do Now #4: What have you learned so far about nonverbal acting?
 * Finish charades activity.
 * Animal pantomimes.
 * Predator & Prey scenes

Week of January 17-20th, 2012:
//GPS Objectives for the week:// //3. Acting by developing, communicating, and sustaining roles within a variety of situations and environments:// //A. Investigates mental and emotional methods of actor preparation--rehearsal.// //B. Observes and incorporates details of common human activity.// //D. Demonstrates nonverbal elements of acting (posture, body positions, gesture, facial expression, and physical movement.)// //11. Engaging actively and appropriately as an audience member.//

Tuesday:
 * Do Now #5: When performing the animal pantomime what were some of the difficulties of acting nonverbally?
 * Supplies Check (10 points, counts twice)
 * Predator and prey scenes (3rd block only)
 * Individual machine pantomimes
 * Group Machines

Wednesday:
 * Do Now #6: How can you apply nonverbal acting skills to everyday life?
 * Watch Video Resources on Mime: Marcel Marceau and Charlie Chaplin biographies
 * Body Warmups--stretching and imagination exercises for pantomime
 * Pantomime exercises: Simulate sports through pantomime
 * Paired sport pantomime skit

Thursday:
 * Do Now #7: Why is it important for an actor to focus his acting towards the audience? What is the cardinal rule of acting?
 * Watch Video Resources on Mime: Marcel Marceau in "The Tango" and an "Amazing Mime Dance"
 * Finish Paired Sport Pantomime skits
 * Key Principles of Pantomime handout

Friday:
 * Do Now #8: What are the essential qualities of an object in pantomime?
 * Paired pantomime using positive and negative emotion positions
 * Notes of History of Mime and Pantomime [|mime presentation.pdf]

Week of January 23-27th, 2012:
//GPS Objectives for the week:// //3. Acting by developing, communicating, and sustaining roles within a variety of situations and environments:// //A. Investigates mental and emotional methods of actor preparation--rehearsal.// //B. Observes and incorporates details of common human activity.// //D. Demonstrates nonverbal elements of acting (posture, body positions, gesture, facial expression, and physical movement.)// //4. Designing and executing artistic and technical elements of theater.// //5. Directing by conceptualizing, organizing, and conducting rehearsals for performance.// //8. Examing the roles of theater as a reflection of past and present civilizations.// //11. Engaging actively and appropriately as an audience member.//

Monday:
 * Do Now #9: What essential quality is the easiest to show? Why? Which is the most dificult? Why?
 * How to score a pantomime worksheet
 * Students are to write an individual pantomime score

Tuesday:
 * Do Now #10: Why do mimes use makeup on their faces? What areas of the face do they emphasize?
 * Students to complete Positive-Negative Emotion scenes from Friday.
 * Students are to perform individual pantomime they wrote

Wednesday:
 * Do Now #11: What are the basic emotions that mimes paint onto their faces?
 * Students are to perform individual pantomime they wrote
 * Students are to perform a paired pantomime using the same "objects".
 * **Reminder: Bring a wash cloth (and soap), compact mirror, and black eyeliner on Monday!**

Thursday:
 * Do Now #12: Why are children taught fairy tales? What cultural ideals do they teach?
 * //Fairy Tale Group Pantomime//
 * 1) //Students will be grouped randomly by teacher into 4-5 large groups.//
 * 2) //Student groups will select a card with a fairy tale story they are to perform.//
 * 3) Student groups are to assign roles, plot out the action of the scene, and rehearse their scenes.
 * **Reminder: Bring a wash cloth (and soap), compact mirror, and black eyeliner on Monday!**

Friday:
 * Do Now#13: Why do mimes wear comfortable but close fitting clothing? What colors are used in the traditional mime costume?
 * Design a Mime project: Face Makeup Template
 * **Reminder: Bring a wash cloth (and soap), compact mirror, and black eyeliner on Tuesday!**

Week of January 30--February 3, 2012:
//GPS Objectives for the week:// //3. Acting by developing, communicating, and sustaining roles within a variety of situations and environments:// //A. Investigates mental and emotional methods of actor preparation--rehearsal.// //B. Observes and incorporates details of common human activity.// //D. Demonstrates nonverbal elements of acting (posture, body positions, gesture, facial expression, and physical movement.)// //4. Designing and executing artistic and technical elements of theater.// //5. Directing by conceptualizing, organizing, and conducting rehearsals for performance.// //8. Examing the roles of theater as a reflection of past and present civilizations.// //10. Critiquing various aspects of theatre and other media using appropriate supporting evidence.// //A. Differentiates between constructive and destructive critiques.// //B. Uses terminology for critiquing theatrical presentations.// //C. Utlizies constructive criticism to improve performance.// //11. Engaging actively and appropriately as an audience member.//

Monday:
 * Do Now #14: How would you react if your mirror image didn't reflect your movements, but moved on it's own?
 * Design a Mime project: Costume Template
 * Mirroring exercises on the stage.
 * Mirroring routine with a partner.
 * **Reminder: Bring a wash cloth (and soap), compact mirror, and black eyeliner on Tuesday!**

Tuesday:
 * Mime Makeup Day!!!!!
 * **Reminder: Bring a wash cloth (and soap), compact mirror, and black eyeliner today!**
 * **Extra Credit (10 points) for dressing in black and white clothing appropriate for a mime.**

Wednesday:
 * Do Now #15: What cooperative group skills would you use putting together a music video?
 * //Lip Sync Guidelines and grading rubric//
 * //Choose groups and a group song.//

Thursday:
 * Do Now #16: How can dance enhance or improve a musical performance?
 * Learning song lyrics: Miss Platz will print out each groups' lyrics for groups to use to assign parts and learn lyrics.
 * Choreography: Groups are to design basic choreography for their song performances.

Friday:
 * Do Now #17: When designing clothing or costumes for the stage, what materials/supplies must a costume designer use on clothing to make them eye catching to the audience? Describe an eye catching costume you have seen a musical performer wear on stage for a live performance.
 * Turn in all Do Nows for the week.
 * Each group must practice on stage for 10 minutes to block out their choreography on stage.
 * Each group must have a costume plan to be turned in at the end of the block.

Week of February 6-10th, 2012:
//GPS Objectives for the week:// //3. Acting by developing, communicating, and sustaining roles within a variety of situations and environments:// //A. Investigates mental and emotional methods of actor preparation--rehearsal.// //B. Observes and incorporates details of common human activity.// //D. Demonstrates nonverbal elements of acting (posture, body positions, gesture, facial expression, and physical movement.)// //4. Designing and executing artistic and technical elements of theater.// //5. Directing by conceptualizing, organizing, and conducting rehearsals for performance.// //8. Examing the roles of theater as a reflection of past and present civilizations.// //11. Engaging actively and appropriately as an audience member.// //A. Demonstrates appropriate audience behaviors.// //B. Articulates why the relationship between the audience and perfromers is critical to the success of the production.// //C. Examines how audience relationships differ with venue and performance type.//

Monday:
 * Do Now: Why is rehearsal necessary to a great performance?
 * Each group gets 10-15 minutes on stage to rehearse performance.
 * Assign order of performance for Wednesday.

Tuesday: > Wednesday:
 * Do Now: What does your group need to work on today to perfect your performance?
 * Each group gets 10-15 minutes on stage to rehearse performance.
 * Do Now: Get ready for performance!!!!! You have 20 minutes to change into costumes and get in one last practice.
 * Video Lip Sync Performances.
 * Clean up. Take costumes/props home! Anything left in auditorium or classroom will be placed in Lost and Found.

Thursday:
 * Do Now: Give an example of inappropriate audience behavior you have witnessed at a movie theater or a live performance.
 * //Watch group lip sync videos and evaluate them.//
 * //Theater Conventions vocabulary notes.// [|//Theater Conventions.pdf//]
 * Situational audience etiquette skits. //Student groups to design 3 situations/events that call for different socially acceptable audience behaviors.//

Friday:
 * Do Now: Have you or your friends ever acted inappropriately at a public event? How did people around you react?
 * Audience Etiquette listing game.
 * //Students work in pairs to create a Word Wall with the Theater Conventions vocabulary. Students will randomly draw a word to create a visual vocabulary reference.//
 * //Students to present their words.//

Week of February 13--16th, 2012:
GPS Objectives for the week: //3. Acting by developing, communicating, and sustaining roles within a variety of situations and environments:// //A. Investigates mental and emotional methods of actor preparation--rehearsal.// //B. Observes and incorporates details of common human activity.// //D. Demonstrates nonverbal elements of acting (posture, body positions, gesture, facial expression, and physical movement.)// //4. Designing and executing artistic and technical elements of theater.// //5. Directing by conceptualizing, organizing, and conducting rehearsals for performance.// //8. Examing the roles of theater as a reflection of past and present civilizations.// //11. Engaging actively and appropriately as an audience member.//

Monday:
 * Do Now: What do you considered to be the top 5 rudest behaviors in a public place?
 * Student groups to perform 3 situations/events that call for different socially acceptable audience behaviors.
 * //Students grouped into 3 groups for Audience Etiquette skits.//
 * Students to present their Audience Etiquette skits.

Tuesday:
 * Do Now: How is a circus different from a play? List 5 differences. What do they have in common? List 5 commonalities.
 * Students to watch "Journey of Man" by Cirque de Soleil.
 * Discussion of how cirque is a performance art.
 * Performance Skills Worksheet

Wednesday:
 * Do Now: What is personal space? How much do you need?
 * //Finish "Journey of Man" worksheet and discuss.//
 * //Personal space notes.//
 * [[file:Personal space notes.pdf]]
 * //Personal Space exercises in auditorium.//
 * Measuring personal space activity.

Thursday:
 * Do Now: Why is it important for an actor to be aware of personal space?
 * Actor Positions handout: Shared & Give and Take Positions, Stage Walks
 * Actor Position skits
 * Review Theater Conventions vocabulary and Audience Etiquette Rules

Week of February 21st--24th, 2012:
GPS Objectives for the week: //3. Acting by developing, communicating, and sustaining roles within a variety of situations and environments:// //A. Investigates mental and emotional methods of actor preparation--rehearsal.// //B. Observes and incorporates details of common human activity.// //D. Demonstrates nonverbal elements of acting (posture, body positions, gesture, facial expression, and physical movement.)// //4. Designing and executing artistic and technical elements of theater.// //5. Directing by conceptualizing, organizing, and conducting rehearsals for performance.// //8. Examing the roles of theater as a reflection of past and present civilizations.// //11. Engaging actively and appropriately as an audience member.//

Tuesday:
 * Do Now: Why is it impoprtant as an actor to be aware of the audience's location?
 * Theatre Conventions & Audience Etiquette Quiz
 * Finish Actor Position skits
 * Modernized Fairy Tale plays: Students to be grouped into 3 groups.
 * Do Now: What is the purpose of having a narrator in children's theater productions?
 * Modernized Fairy Tales: Each group is to write a basic script that modernizes a fairy tale without changing the moral lesson. Script must use a narrator to help tell the story.

Wednesday:
 * Do Now: Why do children's theatre productions use a narrator?
 * Modernized Fairy Tale plays: Student groups to practice on stage using props and set pieces/furniture. Each group gets 20 minutes to block their performance. Groups to practice using blackouts to change scenes.

Thurday:
 * Do Now:Why do children's productions have characters that are very (almost overly) animated in voice and body compared to productions for more mature audiences?
 * Student groups to rehearse their Modernized Fairy Tales for 20-30 minutes per group on stage in the auditorium.
 * Students to draw for order of performance on Friday.

Friday:
 * Do Now: none for the day. Students need to get ready for performances.
 * Modernized Fairy Tales: Each group to perform. Performances to be recorded.

=Week of February 27th--March 2nd, 2012:= GPS Objectives for the week: //1. Analyzing and contructing meaning from theatrical experiences, dramatic literature, and electronic media.// //C. Cites evidence of how theater reflects life through universal themes.// //D. Identifies stage terminology.////.// //6. Researching cultural and historical information to support artistic choices.// //8. Examing the roles of theater as a reflection of past and present civilizations.// //11. Engaging actively and appropriately as an audience member.//

Monday:
 * Do Now: What did you learn about the rehearsal and production process of putting on a play?
 * Proscenium stage notes--Identify parts and places on a proscenium stage grid.
 * Stage grid game: Basic grid. (9 places)

Tuesday:
 * Do Now: Why would you need to label the places on a stage grid? How is this helpful to an actor, director, tech?
 * Arena and Thrust stages notes--Identify parts and places on arena and thrust stages.
 * Stage grid game: Advanced grid. (15 places)

Wednesday:
 * Do Now: Why do you think Broadway musicals (singing, dancing, and acting) are more popular with audiences than "straight" plays--plays with acting only?
 * Students to copy vocabulary terminology for Musical Theatre. [[file:Musical Theater Vocabulary.pdf]]

Thursday:
 * Do Now: If you were transported 100 years back in time, which technology would you miss the most and why?
 * //Students work in pairs to create a Word Wall with the new vocabulary. Students will randomly draw a word to create a visual vocabulary reference.//

Friday:
 * Do Now: What career opportunities did single women have in the eraly 20th century (1900s)? What opportunities do they have today? Make a T chart. List at least 5 examples for each column.
 * Students complete Word Wall visual vocabulary for Musical Theater.
 * //Students to present their words and hang them on the Word Wall.//
 * Students given song grid and plot questions for "My Fair Lady".
 * [[file:My Fair Lady worksht.pdf]] [[file:my fair lady song list wksht.pdf]]
 * Students begin watching Act I of "My Fair Lady".

=Week of March 5th--9th, 2012:= GPS Objectives for the week: //1. Analyzing and contructing meaning from theatrical experiences, dramatic literature, and electronic media.// //C. Cites evidence of how theater reflects life through universal themes.// //D. Identifies stage terminology.// //3. Acting by developing, communicating, and sustaining roles within a variety of situations and environments:// //A. Investigates mental and emotional methods of actor preparation--rehearsal.// //B. Observes and incorporates details of common human activity.// //D. Demonstrates nonverbal elements of acting (posture, body positions, gesture, facial expression, and physical movement.)// //4. Designing and executing artistic and technical elements of theater.// //5. Directing by conceptualizing, organizing, and conducting rehearsals for performance.// //6. Researching cultural and historical information to support artistic choices.// //8. Examing the roles of theater as a reflection of past and present civilizations.// //10. Critiquing various aspects of theatre and other media using appropriate supporting evidence.// //A. Differentiates between constructive and destructive critiques.// //B. Uses terminology for critiquing theatrical presentations.// //C. Utlizies constructive criticism to improve performance.// //11. Engaging actively and appropriately as an audience member.//

Monday:
 * Do Now: Will Professor Higgins be able to pass off Eliza as a Duchess at the embassy ball? Why or why not?
 * Students watch Act I of "My Fair Lady" and fill out the song grid and answer plot questions.

Tuesday:
 * Do Now: Is a happy ending possible for Professor Higgins and Eliza Doolittle? Why or why not?
 * Students finish Act I and begin Act II of "My Fair Lady" and complete the song grid and plot questions.

Wednesday:
 * Do Now: Why is it necessary for an actor/actress to wear makeup on the stage? How can makeup be used to develop a character? Give an example of makeup developing a character in "My Fair Lady".
 * What is a dramaturg(e)? Notes on the jobs and responsibilities of a dramaturg(e).

Thursday:
 * Do Now: "My Fair Lady" is based on the book "Pygmalion" by Bernard Shaw. In the original story, Higgins and Eliza do not stay together because he is inflexible and unwilling to change. His "perfect" creation realizes his imperfections and leaves him. How did the musical writers change the ending so that it ends (somewhat) happily?
 * My Fair Lady quiz over song lyrics and plot.
 * Technology comparison and contrast worksheet.[[file:My Fair Lady historical contrasts comparisons.pdf]]

Friday:
 * Do Now: Why does an actor need to be aware of human behavior? How and where can an actor observe human behavior? Give examples of how an actor can use observable details in his/her acting.
 * Character Walk, Sit, Stand exercise. Students are to become a character from "My Fair Lady" and give examples of how the character moves on stage.
 * Observation game: 3 changes

Week of March 12--16th, 2012:GPS Objectives for the week:
//1. Analyzing and contructing meaning from theatrical experiences, dramatic literature, and electronic media.// //C. Cites evidence of how theater reflects life through universal themes.// //D. Identifies stage terminology.// //3. Acting by developing, communicating, and sustaining roles within a variety of situations and environments:// //A. Investigates mental and emotional methods of actor preparation--rehearsal.// //B. Observes and incorporates details of common human activity.// //D. Demonstrates nonverbal elements of acting (posture, body positions, gesture, facial expression, and physical movement.)// //4. Designing and executing artistic and technical elements of theater.// //5. Directing by conceptualizing, organizing, and conducting rehearsals for performance.// //6. Researching cultural and historical information to support artistic choices.// //8. Examing the roles of theater as a reflection of past and present civilizations.// //10. Critiquing various aspects of theatre and other media using appropriate supporting evidence.// //A. Differentiates between constructive and destructive critiques.// //B. Uses terminology for critiquing theatrical presentations.// //C. Utlizies constructive criticism to improve performance.// //11. Engaging actively and appropriately as an audience member.// //Monday://
 * Do Now: How does costuming communicate characterization? What else can an audience member learn about a show from the costumes?
 * Design a costume and makeup plot for a character from "My Fair Lady". Include the scene description for the design. For example: Eliza Doolittle in Act I, scenes 1 and 2 in her street or flower selling clothes. Eliza Doolittle in Act 2, scenes 1, 2, and 3 in her ball gown. You must design a costume for either a main character or a chorus character.
 * Observation game: Who started the motion?

Tuesday: Wednesday:
 * Do Now: Have you ever felt jealousy towards a sibling or friend? Why were you jealous? (Something they own, talent they possess, looks, etc.)
 * Complete "My Fair Lady" costume and makeup plot designs.
 * Do Now: Have you ever had a prized possession that was taken away or stolen from you? What was it and how did it make you feel?
 * Present "My Fair Lady" costume designs.
 * The story of Joseph, son of Jacob.
 * Students to begin watching "Joseph & the Amazing Technicolor Dreamcoat". Students given a plot questions worksheet and song sheet grid to fill out as they watch.

Thursday:
 * //Do Now: Could you forgive someone who betrays you? What offensives could you forgive? Which offenses could you not forgive?//
 * Students to finish "Joseph & the Amazing Technicolor Dreamcoat". Students to turn in completed plot questions worksheet.
 * Scene Design presentation and notes
 * Students to work in pairs to design 3 scene designs for "Joseph...", using a tri-wall system, also known as a peraktoi or prism wall.

Friday:
 * Do Now: Give a detailed example from "Joseph..." of how the costume designer and scene designer incorporated a song's style with the design of the costumes and scenery in that scene.
 * Students to complete the Scene Designs for "Joseph..."
 * HW: Students to bring in duet music for Duet Lip Sync project starting on Monday.

Week of March 19th--23rd, 2012:GPS Objectives for the week:
Begin learning and practicing lyrics. 1. Analyzing and contructing meaning from theatrical experiences, dramatic literature, and electronic media. //C. Cites evidence of how theater reflects life through universal themes.// //D. Identifies stage terminology.// //3. Acting by developing, communicating, and sustaining roles within a variety of situations and environments:// //A. Investigates mental and emotional methods of actor preparation--rehearsal.// //B. Observes and incorporates details of common human activity.// //D. Demonstrates nonverbal elements of acting (posture, body positions, gesture, facial expression, and physical movement.)// //4. Designing and executing artistic and technical elements of theater.// //5. Directing by conceptualizing, organizing, and conducting rehearsals for performance.// //10. Critiquing various aspects of theatre and other media using appropriate supporting evidence.// //A. Differentiates between constructive and destructive critiques.// //B. Uses terminology for critiquing theatrical presentations.// //C. Utlizies constructive criticism to improve performance.// //11. Engaging actively and appropriately as an audience member.// //**This week's topics for the Do Now are scenarios that student, amateur, and professional actors face when playing parts in film, television, and theater. There are no wrong or right answers. The situations are to get them to think about their personal boundaries in acting.**//

Monday:
 * Do Now: What makes a duet song a true duet and not just a song with two singers? How can you and your partner show the theme of your song and show your "chemistry" together? What are some typical themes/topics of duet songs?
 * What is a Duet? And how to perform a duet.
 * Students divide into pairs and select a song for Duet Lip Sync.
 * Students to begin designing and practicing choreography.

Tuesday:
 * Do Now: You are a professional actor/actress and have offered a part in a movie or play. The role requires you to passionately kiss another actor or actress. Would you take the part? Why or why not?
 * Students practice lip sync choreography.
 * Students to decide on props and costumes for performance.

Wednesday:
 * //Do Now: You are a professional actor/actress and have offered a part in a movie or play. The role requires (situational) nudity. Would you take the part? Why or why not? (Plays such as __Hair__ and __Equus__ have nudity. Many movies have situational nudity--shower, dressing.)//
 * //Students to practice lip sync duets. Take turns using speakers.//

Thursday:
 * Do Now: You are a professional actor/actress and have offered a part in a movie or play. The role requires you to use profanity. Would you take the part? Why or why not?
 * //Students to practice lip sync duets. Take turns using speakers.//
 * //Students to work on set designs for "Joseph..."//

Friday:
 * Do Now: You are a professional actor/actress and have offered a part in a movie or play. The role requires you to display addictive behavior such as drugs or alcohol. Would you take the part? Why or why not?
 * Students to complete set designs for "Joseph..."

Week of March 26th--30th, 2012: GPS Objectives for the week:
//1. Analyzing and contructing meaning from theatrical experiences, dramatic literature, and electronic media.// //C. Cites evidence of how theater reflects life through universal themes.// //D. Identifies stage terminology.// //3. Acting by developing, communicating, and sustaining roles within a variety of situations and environments:// //A. Investigates mental and emotional methods of actor preparation--rehearsal.// //B. Observes and incorporates details of common human activity.// //D. Demonstrates nonverbal elements of acting (posture, body positions, gesture, facial expression, and physical movement.)// //4. Designing and executing artistic and technical elements of theater.// //5. Directing by conceptualizing, organizing, and conducting rehearsals for performance.// //6. Researching cultural and historical information to support artistic choices.// //8. Examing the roles of theater as a reflection of past and present civilizations.// //10. Critiquing various aspects of theatre and other media using appropriate supporting evidence.// //A. Differentiates between constructive and destructive critiques.// //B. Uses terminology for critiquing theatrical presentations.// //C. Utlizies constructive criticism to improve performance.// //11. Engaging actively and appropriately as an audience member.//

Monday:
 * Do Now: You are the Artisitc Director for a theatre company and are working on a production. Why is it important for you to be in constant contact with the Costume Designer, Scene Designer, and Makeup Designer?
 * Finish and present set designs from "Joseph & the Amazing Technicolor Dreamcoat".
 * Rehearse duet lip syncs.

Tuesday:
 * Do Now: You are the director of a play. List at least 10 of your responsibilities when directing.
 * Rehearse duet lip syncs

Wednesday:
 * Do Now: List 10 musicals. Why do audiences prefer musicals?
 * Rehearse duet lip syncs

Thursday:
 * No Do Now today.
 * Draw numbers for order of performance.
 * Perform Lip Sync Duets.

Friday: You will have a substiture teacher for the day. Please be on BEST behavior. :)
 * Why is it important for an actor/actress to embody a character from the moment they walk on stage? How can they show through the use of movement the character they are playing?
 * Students to read Chapter 9: Staging the Musical Play. pp. 374--394.
 * Students to define the vocabulary on p. 375.
 * Students to write and then answer the questions on p. 394. Summary & Key Ideas: 1-6 and Discussing Ideas 1-4. On question #3, use an example from "My Fair Lady" or "Joseph and the Amazing Technicolor Dreamcoat".


 * Musical Theatre Vocabulary Review.
 * Musical Theatre Vocabulary Quiz.
 * Observation Game: Zip, Zap, Zop!

Week of April 9th--13th, 2012: GPS Objectives for the week:
//1. Analyzing and contructing meaning from theatrical experiences, dramatic literature, and electronic media.// //C. Cites evidence of how theater reflects life through universal themes.// //D. Identifies stage terminology.// //3. Acting by developing, communicating, and sustaining roles within a variety of situations and environments:// //A. Investigates mental and emotional methods of actor preparation--rehearsal.// //B. Observes and incorporates details of common human activity.// //D. Demonstrates nonverbal elements of acting (posture, body positions, gesture, facial expression, and physical movement.)// //4. Designing and executing artistic and technical elements of theater.// //5. Directing by conceptualizing, organizing, and conducting rehearsals for performance.// //6. Researching cultural and historical information to support artistic choices.// //8. Examing the roles of theater as a reflection of past and present civilizations.// //11. Engaging actively and appropriately as an audience member.// //Monday:// //Tuesday://
 * 1st Block to finish Duet Lip syncs
 * Students to watch and critique Duet Lip Syncs.
 * Do Now: You are an actor playing multiple characters in a play. What are some ways you can show characterization if you do not have time for costume changes?
 * Students to write on slips of paper specific character details--age, sex, profession, etc.
 * Leading gestures exercise on stage. Students to draw a character slip from a box. Students must then invent a leading gesture for their character.

Wednesday:
 * Do Now: Name some cultures and holidays that incorporate mask into rituals, dances, or theater.
 * //Students to make a mask using poster board, construction paper, and markers/color pencils/oil pastels.//

Thursday:
 * Do Now: What are some advantages of using masks in a production? What are some disadvantages?
 * Students to finish masks.
 * Students to present masks.

Friday:
 * Do Now: What do fairytales teach us about wishes and how to get them?
 * Students to watch the first half of Act I of "Into the Woods".

Week of April 16th--20th, 2012: GPS Objectives for the week:
//1. Analyzing and contructing meaning from theatrical experiences, dramatic literature, and electronic media.// //C. Cites evidence of how theater reflects life through universal themes.// //D. Identifies stage terminology.// //3. Acting by developing, communicating, and sustaining roles within a variety of situations and environments:// //A. Investigates mental and emotional methods of actor preparation--rehearsal.// //B. Observes and incorporates details of common human activity.// //D. Demonstrates nonverbal elements of acting (posture, body positions, gesture, facial expression, and physical movement.)// //4. Designing and executing artistic and technical elements of theater.// //5. Directing by conceptualizing, organizing, and conducting rehearsals for performance.// //6. Researching cultural and historical information to support artistic choices.// //8. Examing the roles of theater as a reflection of past and present civilizations.// //11. Engaging actively and appropriately as an audience member.//

Monday:
 * Do Now: Have you ever gotten your wish or something you wished for and realized it wasn't what you thought it would be? Explain.
 * Students to sign up for Song Choice for Lip Sync Solo.
 * Students to watch the second half of Act I of "Into the Woods".

Tuesday:
 * Do Now: What are you willing to do to protect yourself and those you love?
 * Students to watch the first half of Act II of "Into the Woods".
 * Students to sign up for Solo Lip Sync performance order for Day 1 and Day 2.

Wednesday:
 * Do Now: Who is your favorite character from "Into the woods"? Why is that character appealing to you?
 * Students to rehearse lip syncs. Final rehearsal!
 * Finish "Into the Woods" and answer questions for Acts I and II.

Thursday:
 * Students for Day 1 are to perform Solo Lip Sync.

Friday:
 * Students for Day 2 are to perform Solo Lip Sync.

Week of April 23rd--27th, 2012: GPS Objectives for the week:
//1. Analyzing and contructing meaning from theatrical experiences, dramatic literature, and electronic media.// //C. Cites evidence of how theater reflects life through universal themes.// //D. Identifies stage terminology.// //3. Acting by developing, communicating, and sustaining roles within a variety of situations and environments:// //A. Investigates mental and emotional methods of actor preparation--rehearsal.// //B. Observes and incorporates details of common human activity.// //D. Demonstrates nonverbal elements of acting (posture, body positions, gesture, facial expression, and physical movement.)// //4. Designing and executing artistic and technical elements of theater.// //5. Directing by conceptualizing, organizing, and conducting rehearsals for performance.// //6. Researching cultural and historical information to support artistic choices.// //8. Examing the roles of theater as a reflection of past and present civilizations.// //11. Engaging actively and appropriately as an audience member.//

Monday:

Tuesday:
 * Do Now: What did you learn about performing by yourself on stage for an extended amount of time?
 * Students are to watch and self-evaluate Lip Sync Solo performances.
 * Do Now: What are you willing to do to make your dream(s) come true?
 * Notes on Maria Eva Duarte' Peron, the former 1st Lady of Argentina.
 * Students to begin Act I of "Evita".

Wednesday:
 * Do Now: Could you at the age of 15 move to a big city to pursue a career like Eva did? Why or why not?
 * Students to finish Act I of "Evita".
 * Students to answer questions about Act I.

Thursday:
 * Do Now: How would you feel about your life being in the press? Would you want the papparazzi following you everywhere?
 * Students to begin Act II of "Evita".

Friday:
 * Do Now: What would you do with almost unlimited money and power?
 * Students to finish Act II of "Evita".
 * Students to answer questions about Act II.

Week of April 30--May 4th: GPS Objectives for the week:
//1. Analyzing and contructing meaning from theatrical experiences, dramatic literature, and electronic media.// //C. Cites evidence of how theater reflects life through universal themes.// //D. Identifies stage terminology.// //3. Acting by developing, communicating, and sustaining roles within a variety of situations and environments:// //A. Investigates mental and emotional methods of actor preparation--rehearsal.// //B. Observes and incorporates details of common human activity.// //D. Demonstrates nonverbal elements of acting (posture, body positions, gesture, facial expression, and physical movement.)// //4. Designing and executing artistic and technical elements of theater.// //5. Directing by conceptualizing, organizing, and conducting rehearsals for performance.////.// //11. Engaging actively and appropriately as an audience member.// //Tuesday://
 * //Do Now: List some actors and actresses who you think have an impressive voice. What makes their voices standout from others?//
 * //Presentation and Notes on Public Speaking//
 * Watch a few episodes of Modern Poetry
 * 2-Voice poems exercise and presentation
 * Children's Narration presentation.
 * Homework: Print off or write down the lyrics to a favorite song that you think are poetic. Make sure your lyrics are school appropriate. Practice reading the lyrics as a POEM. Presentations are due Friday.

Wednesday:
 * Do Now: Why is inflection so important in public speaking? How can inflection change meaning?
 * Performers 1-12 present children's books.
 * Children's Book Narration Activity (4 minute time limit!!!!!!!!) You may pair up with another reader to split a longer story.
 * Homework: Print off or write down the lyrics to a favorite song that you think are poetic. Make sure your lyrics are school appropriate. Practice reading the lyrics as a POEM. Presentations are due Friday.

Thursday: Friday:
 * Do Now: Why do performers who work in children's productions have to slow down their speech sllightly and enunciate more than they would for adults?
 * Performers 1-12 present children's books.
 * Children's Book Narration Activity (4 minute time limit!!!!!!!!) You may pair up with another reader to split a longer story.
 * Homework: Print off or write down the lyrics to a favorite song that you think are poetic. Make sure your lyrics are school appropriate. Practice reading the lyrics as a POEM. Presentations are due Friday.
 * Do Now: When you printed the lyrics to your song, were you surprised to see what the song was actually about? Do the lyrics make sense without music? Did you make any new discoveries about the song?
 * Presentations of song lyrics as modern poetry.

Week of May 7th--11th: GPS Objectives for the week:
//1. Analyzing and contructing meaning from theatrical experiences, dramatic literature, and electronic media.// //C. Cites evidence of how theater reflects life through universal themes.// //D. Identifies stage terminology.// //3. Acting by developing, communicating, and sustaining roles within a variety of situations and environments:// //A. Investigates mental and emotional methods of actor preparation--rehearsal.// //B. Observes and incorporates details of common human activity.// //D. Demonstrates nonverbal elements of acting (posture, body positions, gesture, facial expression, and physical movement.)// //4. Designing and executing artistic and technical elements of theater.// //5. Directing by conceptualizing, organizing, and conducting rehearsals for performance.// //11. Engaging actively and appropriately as an audience member.// //Monday://
 * //Do Now: What are some ways you and your partner are to interact in a dialogue? (Think of what you learned about the lip sync duet.)//
 * //Students to be given copies of dialogue from "The Rainmaker" to memorize and have ready to be performed on Wednesday.//
 * //Students to find partners for scene and begin memorization of scene.//

Tuesday:
 * Do Now: What "trick" or memorization method has helped you learn your lines for "The Rainmaker"?
 * Students to recite "The Rainmaker" dialogue from memory for a memorization grade.
 * Students to work on blocking the scene, using the props and costumes provided.

Wednesday:
 * Do Now: What did you do last night to prepare for your performance today? (Be honest.)
 * Partners to perform dialogue scenes on stage using the props and costume pieces provided. Scenes to be filmed.

Thursday: Friday:
 * Do Now: Describe your experience performing your first dialogue. (Memorizing lines, acting, blocking...) Are you interested in performing in a full length play now? Do you have the discipline to learn hundreds of lines and the blocking to accompany them?
 * Watch and evaluate the dialogue scenes.
 * Do Now: What are some stereotypes about teenagers? List some stereotypical teen characters.
 * Students to begin watching "Grease."

Week of May 14--18th: GPS Objectives for the week:
//4. Designing and executing artistic and technical elements of theater.// //6. Researching cultural and historical information to support artistic choices.// //8. Examing the roles of theater as a reflection of past and present civilizations.// //10. Critiquing various aspects of theatre and other media using appropriate supporting evidence.// //A. Differentiates between constructive and destructive critiques.// //B. Uses terminology for critiquing theatrical presentations.// //C. Utlizies constructive criticism to improve performance.// //11. Engaging actively and appropriately as an audience member.// Friday:
 * Do Now: What are some facts you know about William Shakespeare that you have learned in English classes.
 * Students are to divide into groups of 3-4 for a listing game. Students are to list the titles of Shakespeare plays. The group with the most correct answers get a prize.
 * Students to watch a video about the life of Shakespeare and answer questions on a worksheet.

Week of May 21--25th: GPS Objectives for the week:
//4. Designing and executing artistic and technical elements of theater.// //6. Researching cultural and historical information to support artistic choices.// //8. Examing the roles of theater as a reflection of past and present civilizations.// //10. Critiquing various aspects of theatre and other media using appropriate supporting evidence.// //A. Differentiates between constructive and destructive critiques.// //B. Uses terminology for critiquing theatrical presentations.// //C. Utlizies constructive criticism to improve performance.// //11. Engaging actively and appropriately as an audience member.//

Monday:
 * Do Now: What would you do if you you had no control over who you were to marry? Would you marry the person your parent(s) chose for you or would you rebel?
 * Students to watch Acts I--III of "A Midsummer Night's Dream" by William Shakespeare. Students will answer questions about the play as they watch.

Tuesday:
 * Do Now: Do you ever feel like Puck? That no matter what you do, things just don't go the way you want or planned? What has gone wrong for Puck? How has his errors caused chaos for the other characters?
 * Students to finish Acts IV--V of "A Midsummer Night's Dream" and finish the questions.

Wednesday:
 * Do Now: What are the characteristics of a fairy? How can you incorporate these into a costume design?
 * Students to design an original themed fairy, using the provided makeup and costume templates.

Thursday:
 * Do Now: Can a person be "tricked" into falling in love?
 * Students to complete fairy projects.
 * Students are to watch Act I of "Much Ado About Nothing" by Shakespeare and answer questions about the plot.

Friday:
 * Do Now: Have you ever been accused of doing something but you were innocent? How did it make you feel?
 * Students are to watch Act II-V of "Much Ado About Nothing" by Shakespeare and answer questions about the plot.