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