Shontelle's devising and Group soundtrack.

Working with Kori & Max giving feedback.Names for main role. Performance in space.

https://www.youtube.com/watch?v=EzzlkVvTotM

max
https://www.youtube.com/watch?v=YNoLJy68ZcE

How to annotate your script

Script annotation

Rehearsal process

Mrs Beer said you were working hard in the Auditorium on Monday- well done :)have a look today's rehearsal. Please comment on what you should do to improve. In particular how is your relationship with the audience?

How will I learn my lines?

https://www.nyfa.edu/acting-apps/

1. The Rehearsal 2 app. 

2. Write them out. 

3. Run the lines with someone many times. 

see more here

or record the lines on your phone.

http://www.wikihow.com/Learn-Lines-for-a-Play

Niu Sila scenes Level 3

3/8/15

We have read a range of New Zealand Theatre plays  and decided to do scenes from Niu Sila. We like this play because it is funny and we have the opportunity to play a a range of roles. It also has a message about how difficult it is for new migrants from the Pacific to succeed in New Zealand.
 Last week 30/7/15 we selected some scenes and this is our first session with the script.
Present Teina, Ana, Sandra and Estelle.

This week we need to cast the scenes.
Roles: Peter, Ioane, Dad[Mr Burton], Mum/ Marg/ Mrs B; people at TAB
Children- Veronica/ Stephanie/ Lorraine; Miss Hagen/ Mrs Tafioka; Lisa Pearson;
Criminal/ Rev Tafioka/  Judge/ Court official

Ana: Ioane
Teina: Peter
Sandra: Dad\
Estelle: Mum
Angel?
Victoria : Judge
We need everyone to walk through the play and work out roles.

DEVISING 5 credits BLOG

18/10/15
Moderation
Assessment performance - 23 September. Junior was absent.
This was the end of term and the group felt under-rehearsed due to irregular attendance [work experience programmes/illness]. However they were happy with their preparation work and their concept.

14/9/15
working on sound track : Sela & Caleb [Level 2] on geog field trip; Tyrone shared his monologue via google doc; Joel absent.
Working on slideshow - shared- possibly just for light/sound cues but could use quotes/ images?

Shontelle needs your music for soundtrack.


Kori
https://www.youtube.com/watch?v=EzzlkVvTotM

max
https://www.youtube.com/watch?v=YNoLJy68ZcE


9/9/15
Opening
1.Kori's breakout -
he is the first piece probably because he arrives last and everyone is looking at him.
Max- would dance in the "Kori dance" as she is acting bright and happy [Max has not prepared anything over the  last 2 hours] we discussed showing domestic violence through a series of freeze frames] Cued by Junior pushing Sela.
2.Joel is playing guitar
3. Junior & Sela talk - haven't seen you in a while
Junior & Sela have an up and down relationship; Sela has 1 night stand with Junior and tells him at party, he pushes

Sela
4 cue Max [Lilyanna Anna] and violent flash back - slow motion/ music- lighting  cue
5 max on ground , chorus of what's wrong, Max rushes out followed Tama who does
6 Tama's sensitive caring side is shown - will work on that tomorrow.
1 & 2/9/15
Working on opening - connecting with audience; "masks" we wear. Plan o sit in audience then cue music/lights/ enter Caleb- tatoos.. he invites others to party. See googledoc for plan.

31/8 /15 Post school exams and during school photos
Working on a shared google doc which will become the script.
Shontelle- see photos for her handwritten input.
Discussing parody with Joel. {Weird Al/ Timothy Lehrer/ Tim Minchin}
https://www.youtube.com/watch?v=2C9-MNKWNaI
Have a look at the Political Theatre part of our SITE
15/8
"Sela- what is it to be FOB Polynesian rules/ what's it like to be a 16 year old pregnant polynesian girl
Victoria- could you do white girl in same situation
Sela: How?
V: could do split stage -"
Good discussion Sela, Victoria, Tyrone, Caleb, Junior, Shontelle. This was building on the personal identity theme by going back to Friday's discussion of issues [see list on video]

Please add your own comKents or link with your own blog,




Max- sitting alone writing personal journal- this does not meet the task requirements to work collaboartively.

Joel/ Kori- working together in computer room- can you show me your intentions?

http://www.bbc.co.uk/schools/gcsebitesize/drama/performing/stagerev4.shtml
This explains split stage.
We looked at the TPPA rally/ Mr Minto's speech and found elements of Political theatre- masks/ chants/ speech/placards.
Looked at an exemplar for writing. intentions.

http://www.nzqa.govt.nz/assets/qualifications-and-standards/qualifications/ncea/NCEA-subject-resources/Drama/91214/91214-EXP-student2-001.pdf
http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/drama/annotated-exemplars/drama-annotated-exemplars-level-2-as91214/91214-student-2-video-clip/


14/8 Intro political theatre - text book. This will help give some distance from the personal issues. Good to hear yo are writing about the topics in English today.



12 & 13th - used some provocations to develop ideas; many still working on creating a role so today we have looked at political theatre. {see video} Mrs Clark will put up some information of Political Theatre on our site.

http://www.nationaltheatre.org.uk/video/an-introduction-to-brechtian-theatre
10/8/15
worked on developing the archetypal roles
http://www.soulcraft.co/essays/the_12_common_archetypes.html
7/8/15
Used a Theatre Sports game "Yearbook" as a structure which introduced roles. Conventions: Freeze Frame- like a class photo; Spoken thoughts aloud- characters introduced themselves. Improvised a story- leading to conflict over male/female roles.

Devise a drama involves creating an original drama. It is an ongoing cycle that requires active participation in the creative processes by all members of the group, and involves: • discussion • exploration of and experimentation with elements and conventions • selection and rejection • shaping using elements and conventions • structuring and sequencing.The standard  and the TASKS will be  on the site
https://sites.google.com/a/hornby.school.nz/drama-at-hornby-high-school/

You need to be an active participant in the process- we need to collect evidence of that through your BLOG  where you will record what you do each day in Drama. Sela's groups performance "Bus-stop" is an example of a devised work. You may also have seen Craig's performance last year. Look at the video exemplars for your level-
http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/drama/annotated-exemplars/drama-annotated-exemplars-level-2-as91214/
http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/drama/annotated-exemplars/level-1-as90997/

It is very satisfying creating your own work. On your BLOG 1- write down what you think devising is, which exemplar you liked and why, then your opening ideas on what "Personal Identity" means  [sexual, social, cultural, spiritual]

http://www.wordle.net/

Level 2 Tyrone
http://tyronedevising.blogspot.co.nz/2015/07/thursday-23rd-of-july.html?showComment=1438478198395#c8294287813085964004

Want to do the 48 Film festival next year?

http://www.48hours.co.nz/screening-room/2015/

Check out the competition. The more you watch short films the more you will know about making them. We REALLY need to have someone with proper editing software and experience of using it.

Using Elizabethan [Shakespearean] theatre features

https://docs.google.com/a/hornby.school.nz/viewer?a=v&pid=sites&srcid=aG9ybmJ5LnNjaG9vbC5uenxkcmFtYS1hdC1ob3JuYnktaGlnaC1zY2hvb2x8Z3g6NmRiMGI0YmVlNThkYTcyNQ

Look at our google site - Hornby Senior Drama under NCEA Drama: Features you should use.

https://docs.google.com/a/hornby.school.nz/viewer?a=v&pid=sites&srcid=aG9ybmJ5LnNjaG9vbC5uenxkcmFtYS1hdC1ob3JuYnktaGlnaC1zY2hvb2x8Z3g6NTZmMWRlMmQ3ZGIyZWFmMA

on NZQA site

http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/drama/elizabethan-theatre-for-91216/

Court Theatre Resources on Romeo and Juliet

https://courttheatre.org.nz/show/romeo-and-juliet/

see this page for a video of the Director - Ross Gumbley. I will also scan and put on our googlesite an article from The Press about the director's concept.

There is also a video on the stage combat and an article from the programme from the Fight Choreographer,  Tony Wolf.

At the forum on Monday 1/6/15 The Director talked about how the actors share the role of chorus [not Romeo & Juliet themselves I noticed] , he wanted to show "our stage" - that the actors were telling the story. The chorus work becomes more ritualistic as the play moves into the dark second half and into the burial monument.

Romeo & Juliet at the Court Theatre Lighting effects

The set is amazing; large pillars set on diagonal lines receding into the background; There will be pictures. Up-stage and stage right the backgrounds change - you may wonder how it happens so quickly; There are cafe curtains, flickering candles and  a fountain/ a religious art work/ a statue of Jesus. These changes are done using a scrim [gauze] - here is some information about how that works.


https://www.youtube.com/watch?v=uN2kd-TJARU

A scrim or gauze is a very light textile made from cotton, or sometimes flax. It is lightweight and translucent...Scrims have also seen extensive use in theatre. The variety used for special effects is properly called sharkstooth scrim. 

Scrims both reflect and transmit light. This means that if a light from a front-of-house position is shone at a scrim, then both the scrim and everything behind it will be lit. This can lead to a variety of interesting effects:

• A scrim will appear entirely opaque if everything behind it is unlit and the scrim itself is grazed by light from the sides or from above.
• A scrim will appear nearly transparent if a scene behind it is lit, but there is no light on the scrim.
• A dreamy or foggy look can be achieved by lighting a scene entirely behind a scrim.
• If a light with a gobo is aimed at a scrim, the image will appear on the scrim, but also any objects behind the scrim will be lit by the pattern as well.

In general, anything that is lit will be seen on both sides of a scrim: scrims do not absorb light. Scrim can also be used in theatre in combination with a cyclorama or backdrop. The idea is similar to the other uses. When the drop is lit (or images or video are rear-projected onto the back of the drop), the images or colours projected are visible. However, when the drop is not lit, the images or colours will disappear. A scrim can also help dull the image, creating a greater sense of depth.

http://en.wikipedia.org/wiki/Scrim_(material)

3 weeks today until Arts Evening assessment

Arts Evening - Wed 24 June [week 10] - assessment for NCEA: if you do not perform that is a missed assessment; if yo perform but Not Achieve then resits will be on 30 June and 1 July[can also do Tuesday 31 but several of you will be at kapa haka.

Intentions MUST be written and handed in before the assessment.

Techniques - annotated script and statement of intentions

Genre- how I am acting in a Shakespearean/ Elizabethan way.

NOW is the time for extra rehearsals.

Written work needed for Level 3 Techniques

Prepare a statement of intention and annotate your script

http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/drama/annotated-exemplars/level-3-as91512-a/

Identify the given circumstances in the text. Describe the motivations of the character(s) you intend to present. Use the headings role, time, place, situation, and focus to guide your description. Ensure your intention reflects your character’s actions, attitudes and behaviours throughout the play and indicates the importance of this scene within the whole play.

http://www.actingexperience.com.au/stanislavskis-fundamental-questions/

Stanislavski's method - see The yellow "Performance" textbook too

Consider the following questions:

·          Where does your particular scene(s) fit into the overall development of the play?

·          How does this placement affect your character’s motivations in the scene(s) you are presenting?

·          Where does your scene take place in terms of both time and place?

·          How would you describe your role in this scene?

·          How will you show this by integrating the techniques of voice, body, space and movement?

·          What are the main messages you wish the audience to take away from your performance?

Script notations could include subtext, techniques (with reasons for their use), and the purpose of stage directions. Notes about basic stage technologies could be added if they are relevant to the portrayal of the characters in the extract, but remember that the focus of this assessment is not on drama technology.

Put these on your blog so I can check them.

Acting like a movie Star

http://filmmakerutopia.blogspot.co.nz/2008/05/stanislavskys-7-questions-for-actors.html

What do Johnny Depp, Heath Ledger and Marilyn Monroe have in common? They all used Stanislavski's method to create their roles. If it is/was good enough for them maybe you could give it a try.
There are some good YouTube clips, better than this but Safety Mode wan't let me see them. This is the start of a series.

 

The Given Circumstances of my scene:

1. Who am I?

2. Where am I? ( Consider both time and place)

3. What am I doing?

4. What surrounds me?

5. What are my relationships?

6. What do I want?

7. What is my obstacle?

8. What are the steps I take to get what I want?

How to annotate your script

see links on the Drama at Hornby High School site for more tips on script annotation

As you have prepared your performance you will have been annotating your script to help guide your final performance.

Take this opportunity to make a final check that your annotations reflect your planning for the scene and your performance.

You could include:

·        Entrances, Exits or any stage directions you have been using.

·        Motivation or intention for your lines. Consider both literal meaning and subtext here.

·        Draw your pathways in the margins

·        Mark any pauses with / or // depending on length.

·        Any gestures you will use and how you will use them.

·        How you will use both personal and general space to communicate meaning within your performance?  You could draw these changes down the right hand column of your script.

·        Changes in pitch, pace, projection, volume and tone.

·        Body movements; their pace, energy, direction and timing.

Your annotated script and statement of context must be handed in at the end of your performance

"Terrible Tragedy Takes Two"

LEVEL 2 - Statement of context

Create a single frozen image that could be photographed and put on the front cover of the Newspaper to ‘sum up’ what your performance is about.  Add a newspaper headline to match it.  Make it as outrageous as some of the Newspaper headlines you have seen in the tabloids.  Write this as the heading for your statement of context.

Write a paragraph that explains why your newspaper heading is an appropriate reading of your performance.

Using the understanding you have developed through the preparation process answer the following questions beneath the paragraph about the newspaper heading.

·        Explain who your character is; your name, age, what he/she wants and what he/she is doing to get what she wants

·        Explain the relationships she has with the other characters in the scene

·        Outline any problems your character has

·        Explain how your performance ends

·        Does your character get what he/she wants?

·        How does the situation end for them?

·        Explain what you want your audience to understand about your character and their experience within the scene.

Level 1 Developing Character

Character

With your group explore your character within the world of the play. 

Consider:

·         What do others say about your character?

·         How does your character behave at important moments in the play? In the scene? Are there moments of tension or conflict? Other emotions?

·         What is the time period of the play? How does this affect your character?

·         Are there any social conditions that affect your character? What is your character’s status?

·         How do people of a similar age to your character use voice, body, movement, and space?

·         Interview a person of the same age as your character

·         Can this interview help you in your character interpretation? How?

-         Does it help in your selection of techniques? How?

Discuss your findings with your group and/or with other actors playing the same character.

Using the information you have gained about your character, explore use of drama techniques to help you, as an actor, communicate this understanding or interpretation of the character to an audience. 

Level 1 Using TECHNIQUES

You are being assessed on use all four drama techniques effectively- answer these questions in detail, here is a link to a vocabulary list, there will also be other resources on the site

http://artsonline2.tki.org.nz/resource-exchange/view_resource.php?res=407

Do you own BLOG with SEXXE paragraphs: I will...this will show.. when I say... I will use ... and the Effect will be... 

·         I will use my VOICE to show {mood, tension, emotion, and character} by {pace, pitch, pause, volume, projection, and the contrast of silence] __________?

·          I will use my body [include posture, gesture, body language, eye contact, and facial expression to show [role, attitude, action, and emotion]

·         I will use movement-  pace, direction, energy, weight, and the contrast of stillness. How could you use movement to show emotion, tension, motivation, and action?

·        I will use space- This could include different levels, personal and general space, groupings, and distance. How could you use space to show relationships, status, conflicts, and place?

·        We will give our opening impact by...

·        We will you develop our story/theme in the middle section by...

·        We will you make our ending clear and effective by...

Level 1 BLOG NCEA TECHNIQUES

You need:  

• who is my character?
• what is this scene about?
• What  are the plays themes?
• http://www.cliffsnotes.com/literature/r/romeo-and-juliet/critical-essays/major-themes

 Why does my character behaves as they do?

How can you convey the character and the situation to the audience as forcefully as you can. 

Romeo and Juliet at The Globe

https://www.youtube.com/playlist?list=PL54j8KIpobg4__EtHmqJC6Y1qZSFr3OxJ

I have put a link to The Globe education resources on the Drama at HHS site and a couple of pieces of rehearsals from You Tube. I have ordered a DVD but it may take a while to get here from England. Think about how the actors use the stage space. There is some useful information about the language too.

The Globe Theatre

http://www.shakespearesglobe.com/about-us/virtual-tour

How does the layout of the theatre affect the acting? How will you act???

https://www.youtube.com/watch?v=m3VGa6Fp3zI

https://www.youtube.com/watch?v=b9uDK3xsLYk

The wooden O it is a circle- good for acoustics "like a drum"
The stage- thrust stage, trap doors, pillars
Relationship with an audience of 1500 people - 6600 standing and 900 sitting [ 3 time as big as our auditorium]; lots of energy in the standing crowd
Groundlings  standing in the yard, stage about shoulder height, open to the weather, popular and affordable entertainment
Stalls- people in seats, bring a cushion. better sound here
It is big - you have to look up: that means big facial expressions/ gestures
Daylight- you can see the audience, up close
Dance & singing

I will need to....

Roles for Romeo and Juliet

You need to record your research and prepeartion for your role in Rome and Juliet.
This week you need to choose a ROLE and decide who you are working with; I recommend you work with a group on the same scene and double up roles.

You need to decide on a scene. Get script ready.http://shakespeare.mit.edu/
On your blog put

1. make a blog share with Mrs Clark [in Blogger- Google: should have done earlier in the year] I will link all your blogs onto our google site Drama at Hornby High School
2. Which character are you doing?
3. Who will you work with?
4. Which scene will you do? How long does your scene need to be? Time it.
5. Find pictures of your ROLE and make a collage
6. List adjectives that describe your character [do some research of character descriptions- put the links to useful sites on your blog]
7. Can you find any YouTube Romeo and Juliet scenes featuring your ROLE
8. Write a description of your character - the more detail the better; bullet points are ok

Homework for Arts Evening

YOU HAVE HOMEWORK -  has lines to learn for Drama - shold be done byMonday16 March; 

 Drama blog should be show  understanding of the play - should have title/author, back ground about the play [ eg: ge of the Amazons by Jean Betts] and notes about character , using the Stanislavski questions.

https://www.youtube.com/watch?v=xXo0Rb_TSZo

http://www.playmarket.org.nz/node/3238

http://www.actingexperience.com.au/stanislavskis-fundamental-questions/

the school MOODLE  site also has useful  material she should be aware of

-- 

Shepherd Theatre Trip this Thusday

Extra tickets added so Ana, Sela and Sandra added- I need your permission slips. Be in the main carpark by the office at 5.45pm, If you are late we will have to leave without you! Tyrone I need yours too.

First Theatre Trip. Shepherd by Gary Henderson at Court Theatre

A theatre trip has been organised to

Performance Name:	A performance of “Shepherd” by Gary Henderson, an original New Zealand play and we are studying New Zealand theatre this term.  [see reverse]
Performance Date:	Thursday -26 February
Performance Time:	Be at school at 5.45pm for transport 6.30pm start- 8.45pm finish. Return to Hornby by 9.15pm.
Number of Seats:	7 plus Mrs Clark
Price per Ticket:	Price per Ticket: $20.00 – includes transport to and from Hornby High School in school van

  By 9.15pm. A school van is available for transport. Students need to be at school at 5.45pm, in the main carpark. They will be dropped off back in Hornby. We wil try and get an approx finish time.

As we only have 7 seats available please return the permission slip to Mrs Clark promptly or email ck@hornby.school.nz or leave a message at HHS 3495396 ext 858,.

Trip to a performance of “Shepherd” by Gary Henderson, an original New Zealand play .We are studying New Zealand theatre this term. 

Thursday -26 February 2015

Be at school at 5.45pm for transport

6.30pm start- 8.45pm finish. Return to Hornby by 9.15pm.

7 plus Mrs Clark

Price per Ticket: $20.00 which will be charged to the school account.

I_______________________________________ [parent/guardian] of _______________________

give them permssion to attend the performance and travel in school van. I understand that $20 will be charged to the school account.

Signed _____________________________________________________

Your Goals in Drama 2015

Tell me ___________________

Why you have chosen to do Drama this year?
What kind of jobs you are interested in?
How will this year be a success for you?
Do you have specific NCEA needs?
What sort of grades to you wish to achieve?
How can I help you achieve these goals?

This should be completed by 14 Feb.

Welcome to Drama

It is great to have such a diverse and enthusiastic class. It is going to be an interesting year of performance work. We are starting by looking at New Zealand Theatre.

What features of New Zealand Theatre does this video demonstrate? I expect to see a comment from everyone to show there engagement and COMMITMENT to NCEA Drama.
https://www.youtube.com/watch?v=4T6kQ0hn6fg


Excellent students will add a link to a New Zealand film/play/tv series and say what they think is typically NZild about it.

PS- have you shared your blog with me?