A and B place pressure against the ball and try to move them off balance.
|
|
- Gordon Ryan
- 7 years ago
- Views:
Transcription
1 Stage 6 Drama: Studies in Drama and Theatre Approaches to Acting. TOPIC: Studies in Drama and Theatre Topic 6, Approaches to DURATION: 10 weeks Acting YEAR: 12 TERM: 1 DESCRIPTION: In this unit students learn through theoretical and experiential learning about practitioner s Augusto Boal and Vsevolod Meyerhold and the aspects of drama and theatre, the societies and cultures, themes, issues, the historical, social, cultural and political contexts that influenced their particular forms, styles and movements. OUTCOMES: Making The student: H1.5 Demonstrates directorial skills. Performing The student: H2.4 Appreciates the dynamics of drama as a performing art. Critically Studying The student: H3.1 Critically applies understanding of the cultural, historical and political contexts that have influenced specific drama and theatre practitioners, styles and movements. H3.2 Analyses, synthesizes and organizes knowledge, information and opinion in coherent, informed oral and written responses. Teaching & Learning Strategies Critically Studying Content: Making & Performing Content: Resources Reg. Augusto Boal 1.Introduction What is Power/Oppression? Physicalising Power/Oppression: Juggling Balls Students brainstorm in groups using butcher s Juggling Ball Activity: In pairs, person A holds a ball to their Butcher s Paper paper to write down their ideas on what the forehead. Person B leans in and places their forehead Markers terms mean. Groups then share their responses against the ball. On the teacher s instruction both Person What is Power and Oppression? Handout with each other. Each student compiles an individual brainstorm in the workbook. A and B place pressure against the ball and try to move them off balance. Structuring an Experiential Learning Response Handout. How is Power misused? Individual/Group Tableaus: Using the definitions from the Definitions of Power and Oppression. brainstorm and the official dictionary definitions students Students receive dictionary definitions of both terms. stand in a circle and think of a time when they felt oppressed or victimized. Students physicalise and face in Logbook Reflection on Experiential Learning Content. towards the circle showing the group their pose. Discuss. Students then split into two groups and offer physical Students revise the structure suggestions to create a visual image of oppression. Add a sound, word or single action to create a human machine. 2.Cultural and Historical Background to the Theatre of the Oppressed. Brief biographical details about Augusto Boal. Warm-Up: Oppressed/ Oppressor: Students form a circle. 2 Unit Drama Excel Handbook by Miranda Jefferson, Look at the influence of Aristotle, Hegel and Brecht on the development of his philosophy. One student enters the circle and physicalises being oppressed. Another student enters the circle and Augusto Boal, pg About Augusto Boal, Poetics of the Oppressed and The Theatre of the The Poetics of the Oppressed (Philosophy) becomes the oppressor. The oppressed student leaves the Oppressed. Students learn the main aim of the ToO is to change people, to sympathise with the oppressed in any situation and believe in humanities ability to change. circle and the oppressor then becomes the oppressed. Another student then enters the circle to become the oppressed. Check your Understanding 1 & 2 Hand out. Students learn the difference between an actor 1
2 and a non-actor. Students learn the concept of the spect-actor and their role in the dramatic action. Students learn Boal s definition of theatre and acting. Students look at an overview of how Boal believes actors should prepare for ToO. The creation of The Theatre of the Oppressed and its main goal to know and to transform. 3.The Arsenal of the Theatre of the Oppressed The Structure of the Actor s Work Students learn the importance of the body to Boal, that it is where the physical and psychic are combined, that it is a thought and a thought expresses itself in corporeal form. The role of senses and their link to the body (sight, touch, taste, sound, smell) and the development of exercises and games under specific headings: feeling what we touch, listening to what we hear, dynamising several senses, seeing what we look at, the memory of the senses, image theatre. The concept that actors can be empowered by demechanising the patterns of the actor s physical and emotional habitual behaviour. By becoming aware of these functions an actor can then re-tune. Students learn the following terms: Arsenal, Exercises, Games, Gamesercises. Examples from text: West Side Story p93, The President s Bodyguards p 97, Bradford p99. Warm-Up: Stanislavski Based Memory: Daily Recall (homework) Muscular: Picking up a Shoe Sensory: Picking up from the Same Point Discussion: What ability do the senses have? What happens when we change environments? Feeling What We Touch Circle and Cross pp Colombian Hypnosis pp 50-5 Minimum Surface Contact pp Trust Circle p 62 Listening to What We Hear A round of rhythm and movement p 92 Machine of Rhythms p 96 Preuvian Ball Game p96 Seeing What we Look At Mirrors: Everyone Joins Hands p 131 Modelling: The Sculptor Touches the Model pp The Sculptor with 4 or 5 People pp 138 Puppet: Strong Puppet p139 Fear and Protector p 142 Building Character Relations p143 Complete the Image p139 2 Unit Drama Excel Handbook by Miranda Jefferson, Augusto Boal, pg The Structure of the Actors Work, The Arsenal of the Theatre of the Oppressed. Arsenal of the Theatre of the Oppressed Definitions Handout. Games for Actors and Non-Actors 2 nd Edition, Chapter 2 The Structure of the Actor s Work, Muscular and Sensory Exercises pp31, Memory and Imagination Exercises pp32. Dynamising Several Senses The Point of Focus p 115 Noises p 116 The Magnet p 119 The Vampire of Strasbourg p120 The Memory of the Senses Remembering a Day in the Past p 172 Memory, Emotion, Imagination 173 Remembering an Actual Oppression p 173 2
3 4.Will/Counter Will Students learn the following concepts: Acting is emotion with reason and a character s emotion is not static but in a dynamic with other characters. The actor s role of interpretation is dialectical (logical discussion in investigating the truth of a theory or opinion). Will is a want or motivation; Counter-will is something that acts against emotion or will because no emotion is pure. There is always an inner conflict of wills. Conflict: the different types of conflict. The dominant will leads to the character s actions which link with the central idea of the play which is the result of ideas in conflict. Quantitative variation is the building up of wills. Qualitative Variation is the change or action of the characters. Experiential Learning Reflection 5.Image Theatre Students learn the following concepts: Dynamisation, Real vs, Ideal. Cop in the Head Discussion of Pasha on pp Experiential Learning Reflection. CHOOSE EXERCISE 2 Unit Drama Excel Handbook by Miranda Jefferson, Augusto Boal, pg The Structure of the Actors Work, The Arsenal of the Theatre of the Oppressed. Will and Counter-Wills Handout. Games for Actors and Non-Actors 2 nd Edition, Chapter 2, The Structure of the Actor s Work, Emotion Exercises pp Experiential Learning Reflection Template. Warm-Up: Peruvian Ball Game pp. 96 Activity: Illustrating a Subject with your Body. Class forms a circle and faces out. Students think of what it is like to be an HSC student and physicalise that emotion/experience (This is a psychological/personal vision). 1 st dynamisation: group several of these images together (This is a social vision/multiple point of view). 2 nd dynamisation interrelates the images. This is a unified/global vision. Activity: Illustrating a Subject Using Other People s Bodies. Think of the idea of the family meal. One participant sculpts the others to create the image of the family meal. 1 st dynamisation: make a repeated, rhythmic movement that elaborates on the character (up to the actor to interpret not the sculptor to direct). 2 nd dynamisation: actor utters a sound, word or phrase which fits in with the character presented. 3 rd dynamisation: repeats, then continues as an improvisation. Activity: Image of Transition. Reach a consensus on oppression to be depicted then construct an image of oppression using other people s bodies. This is the REAL oppressive image. No words are to be used when depicting this image. Construct an IDEAL (non oppressive) image. No discussion, except in response to what has been sculpted. Return to the REAL. Take turns to suggest steps to move from REAL to IDEAL image. Are solutions realizable by MAGIC? Activity: Form pairs and one sculpts the other into an image of happiness. 1 st dynamisation: the sculptors examine each of the images to decide the happiest. On 3 2 Unit Drama Excel Handbook by Miranda Jefferson, Augusto Boal, pg About Augusto Boal, Poetics of the Oppressed and The Theatre of the Oppressed. Check your Understanding 3 Handout. Experiential Learning Reflection Template. Cop in the Head Handout.
4 6.Forum Theatre Students learn the following concepts: The Joker (pp260), The Protagonist. Students engage in discussion about changes to the dramatic action. a signal (clap) they rush to the image they perceive as being the happiest and replace it (First in, it slower must choose second happiest). 2 nd dynamisation: on signal, those now observing again choose the happiest but combine in the image in the same position (so everyone is on stage). 3 rd dynamisation: on signal move around trying to form relationships with the aim of forming a happier relationship all at the same time creating a permanent state of flux and modification. Warm-Up: Pushing Against Each Other pg Groups of 3-4 recount stories to each other of their experiences of oppression. They then select one story to be workshopped and developed into a scene. This is performed for the class as a prepared improvisation. One scene is then selected and performed again. Class members are invited to call halt to the scene and to take the place of the oppressed person. Many ideas are encouraged and enacted. 7.Invisible Theatre Background and Examples. Invisible Theatre example enacted in front of class. Discussion of observations. Vsevolod Meyerhold 1.Introduction Brainstorm ideas on butcher s paper about the stage space, audience, actor and dramatic meaning based on the following questions: What do I already know and understand about this concept? Cultural and Historical Background to Vsevolod Meyerhold. Meyerhold s Philosophy and Writings. Students watch introductory video on Meyerhold Games for Actor s and Non-Actors, Chapter 5, Forum Theatre: Doubts and Uncertainties, pp , specifically, pp260, The Conduct of the Joker. Translator s Introduction pp. xxi-xxii Experiential Learning Reflection Template. Invisible Theatre handout. Chapter 6, Games for Actors and Non Actors pp 277. ppxxiii Vsevolod Meyerhold handout (summarised link from meyerhold.org). Meyerhold s Philosophy and Writings handout. Butcher s Paper. Markers. 2.7 Key Areas of Thinking Students are provided with an overview of Meyerhold s seven key areas of thinking: naturalism, stylization, rhythm and music, the mask, the grotesque, biomechanics and montage. These seven key areas can be linked to the four main aspects of Meyerholds theory: the stage space, the audience, the actor s performance and dramatic substance. Naturalism vs. Stylisation Pg. 47 Vsevolod Meyerhold, Jonathan Pitches Naturalism & Stylisation Theory and Workshop handouts. Check your Understanding: Meyerhold so Far Handout Script Excerpt from The Tarantella Scene in A Doll s House by Henrik Ibsen. 3.Rhythm & Music Students explore the concept of rhythm and music in a stylized performance. In particular students study Pg. 53 Vsevolod Meyerhold, Jonathan Pitches Rhythm and Music Handout. Requiem for a Dream Soundtrack. the concept of otkaz, posil and tochka. 4.Biomechanics Pg 67, Vsevolod Meyerhold, Jonathan Pitches Biomechanics and The Actor of the Future 4
5 Students study Meyerholds method of actor training looking at the breaking down of movements, the etude, the dactyl and how it aids a stylized performance. 5.Mask & The Grotesque Students explore the role of the mask in contributing to an actor s performance in a stylised performance and the grotesque as part of the stylization of a piece of theatre. 6.Montage Students explore the role of montage in creating a stylized performance. Chapter 4, Practical Exercises, pg 111. handout. Working on the Etude pp from Practical Exercises in Vsevolod Meyerhold by Jonathan Pitches. Pg Vsevolod Meyerhold, Jonathan Pitches The Mask Handout. Arlecchino Handout. The Grotesque Handout. Goya print The Sleep of Reason Produces Monsters (1797). Excerpt from The Fairground Booth by Aleksander Blok (1906) Excerpt from The Mines of Falum by E.T.A Hoffman (1819). Pg 73. Vsevolod Meyerhold, Jonathan Pitches Chaplin and Eisenstein: A Theory of Montage Handout. Program Evaluation: Teacher: Faculty: Student: Evidence of Learning: Making & Performing: Assessment Task 1/2/5: Facilitating workshop. Appreciating: Essay Response. Feedback: Teacher observation, written and oral feedback during discussions and performances. Constructive criticism from peers and audiences. Quality Teaching: Intellectual Quality Quality Teaching: Learning Environment Quality Teaching: Significance Deep Knowledge: key concepts are explored as a foundation for producing work throughout Drama. Deep Understanding: concepts are understood through practical tasks and written reflections. Problematic Knowledge: improvisation and performances reflect social constructions. Audience members interpret and analyse using verbal or written reflection as to whether it is appropriate or interpreted correctly. Audience offer suggestions for improvement through discussion and questioning. Higher Order Thinking: written reflections and construction of performance tasks refer to Bloom s Taxonomy. Meta Language: terminology and concepts are frequently referred to through verbal and written reflections. Explicit Criteria: assessment tasks contain explicit submission guidelines and marking criteria, examples of previous work or an example/scaffold by the teacher of what is expected is provided, classroom activities refer back to assessment tasks and how they can be used in tasks and tasks themselves look at quality and high achieving responses. Engagement: varied activities of both practical and theoretical components and are influenced by Gardner s 8 Intelligences used. Tasks are short and ensure time for revision and reflection of concepts learnt. High Expectations: encouragement to work hard individually or in groups, take risks and be creative is encouraged. Giving it a go is the minimum and is recognised. Social Support: respecting each other s work and opinions, working in groups or pairs. Student Self-Regulation: students regulate their own 5 Background Knowledge: previous Drama courses, theatre/films watched and local, social culture that can be used to support concepts. Cultural Knowledge: drama history and traditions linking with the crosscurricular areas of civics and citizenship of Australia, difference and diversity and gender help to present both the dominant culture and multiculturalism as equal and valued. Knowledge Integration: varied teaching and learning strategies, ICT, literacy, numeracy, communicating ideas and information, problem solving help students to make meaningful connections between concepts and their practicality in Drama. Inclusivity: all students are expected to genuinely participate in all tasks and encourage, support and respect others when doing so. Connectedness: performances during assembly, for the school community and feeder schools, connecting the skills learnt to future jobs. Narrative: students perform narratives and discuss and write about the processes of their learning in their logbooks, stories of experiences relating to concept.
6 Substantive Communication: Performances, written exercises, oral exercises, feedback provide opportunities to ensure teacher is clear and students understand the work. behaviour and remain engaged and on task at all times when performing or in the audience. Student Direction: choices relating to performance situations including props, music, lighting, costume, make-up, movement, dialogue etc. Cross Curriculum Content: ICT: Work, Employment & Enterprise: communication skills, meeting deadlines. Aboriginal & Indigenous: Civics & Citizenship: Difference & Diversity: group work skills, problem solving, responding to different points of view and beliefs. Environment: exploring performance spaces within the school and in public. Gender: 6
Unit 3: Acting Skills
Unit 3: Acting Skills Level: 1 and 2 Unit type: Optional specialist Guided learning hours: 60 Assessment type: Internal Unit introduction Do you know what kind of training every actor needs in order to
More informationScheme of Work Unit Four Section C Shakespeare
Scheme of Work Unit Four Section C Shakespeare Unit OBJECTIVES: Also: AO2: Demonstrate knowledge & understanding of practical & theoretical aspects of Drama & Theatre, using appropriate terminology AO3:
More informationbehind the scenes curriculum mapping: primary The following curriculum mapping is relevant for all 10 episodes of THE LION KING - Behind The Scenes
curriculum mapping: primary The following curriculum mapping is relevant for all 10 episodes of THE LION KING - Behind The Scenes Episode 1 from screen to stage Episode 2 BEHIND THE STORY Episode 3 meet
More informationHints and tips on how to get the most out of the performance. Book 4. Acting tips
Hints and tips on how to get the most out of the performance. Book 4 Acting tips Tips on how to introduce the show to the group, run workshops, explore the text, cast and organise the show. Before the
More information* The above Notes are from TIPP (Theatre in Prison and Probation Centre) at Manchester University 1995
Augusto Boal s FORUM THEATRE for teachers (notes from a workshop at Athens Conference 2000) PART 1 Susie MacDonald Daniel Rachel A. Notes about Theatre of the Oppressed and Forum Theatre.(*) THEATRE OF
More informationNorth Carolina Essential Standards Kindergarten Theatre Arts. Communication. Analysis. Aesthetics
North Carolina s Kindergarten Theatre Arts Note on Numbering/Strands: C - Communication, A - Analysis, AE Aesthetics, CU - Culture Communication K.C.1 K.C.2 Use movement, voice, and writing to communicate
More informationAshton Community Science College Edexcel GCSE Drama Student guide. Is this the right subject for me?
Ashton Community Science College Edexcel GCSE Drama Student guide Is this the right subject for me? Do you enjoy: Expressing yourself in an active and exciting way? Working in a group? Contributing your
More informationWhole School Development Plan for Drama
Donabate Portrane Educate Together National School, Ballisk Common, off Portrane Road, Donabate, Co Dublin Tel: 01 8434573, Mobile: 086 8337468, Fax: 01 8434591, email info@dpetns.ie, web www.dpetns.ie
More informationRubrics for Assessing Student Writing, Listening, and Speaking High School
Rubrics for Assessing Student Writing, Listening, and Speaking High School Copyright by the McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein
More informationStarting point for theatrical production Entity that remains intact after production Blueprint for production or for reader s imagination
Chapter 3: The Play The Play is: Starting point for theatrical production Entity that remains intact after production Blueprint for production or for reader s imagination The play may serve as the basis
More informationa. Identify physical qualities that might reveal a character s inner traits in the imagined world of a drama/theatre work.
CREATING THEATRE Anchor Standard 1: Generate and conceptualize artistic ideas and Enduring Understanding: Theatre artists rely on intuition, curiosity, and critical inquiry. Essential Question(s): What
More informationLesson Plan for Senior Secondary
Lesson Plan for Senior Secondary Introduction Purpose Introduce the National Day of Action against Bullying and Violence (NDA) campaign Explore the role of bystanders to bullying Investigate the theme
More informationRyburn Valley High School
Ryburn Valley High School Assessment, Recording & Reporting Policy Date of Issue: February 2015 Strive to Excel Page 1 Contents Page Introduction Rationale 3 Aims and Objectives 3 Definitions 4 Development
More informationElements of a Novel and Narrative Writing Grade 10
Ohio Standards Connection Literary Text Benchmark B Explain and analyze how the context of setting and the author s choice of point of view impact a literary text. Indicator 2 Analyze the features of setting
More informationLearning Center System. Preschool Resource Guide. Muriel Wong
Learning Center System Preschool Resource Guide Muriel Wong TABLE OF CONTENTS Overview and purpose 3 Page Supporting Children s Learning 4 Daily Routine 8 The Classroom Environment 10 Learning Centers
More informationKnowledge and Understanding of the World. Early Learning Goals. National Curriculum. (learning objectives) (level 1 descriptors)
Knowledge and Understanding of the World Knowledge and Understanding of the world Science K&U4 Ask questions about why things happened and how things work To talk about what they see To make recordings
More informationPROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE ) OBJECTIVES FIELD 030: DRAMA
PROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE ) OBJECTIVES Subareas History of Theatre and Dramatic Literature Principles of Dramatic Literature and Theatre Theatrical Preparation and
More informationSpeaking and Listening Materials
Speaking and Listening Materials The speaking and listening materials consist of a teacher s handbook, a book of teaching objectives and classroom activities, a pack of leaflets and posters and a video
More informationUsing sentence fragments
Lesson 8 Descriptive Essays Description is not a distinct mode of writing, like expository, narrative, and persuasive, but the ability to write descriptively is essential to a host of writing genres. Many
More informationVirginia English Standards of Learning Grade 8
A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning A Correlation of, 2012, Introduction This document demonstrates how, 2012, meets the objectives of the. Correlation
More informationHandale Primary School Music Curriculum Year EYFS ( 4-5 year olds)
Handale Primary School Music Curriculum Year EYFS ( 4-5 year olds) Music at EYFS stage reflects the different ways in which children learn and engage with other people. Many examples of stories, songs
More informationTalking and Listening. Language and Literacy in the Foundation Stage
Acknowledgements The Early Years Literacy Interboard Group wishes to record its thanks to the following schools for their willing co-operation in the production of this resource. Ballysillan Primary, Belfast;
More informationKEY SKILLS OF JUNIOR CYCLE
KEY SKILLS OF JUNIOR CYCLE Key skills of junior cycle Learners need a wide range of skills to help them face the many challenges presented to them in today s world. They develop specific skills in their
More informationLearning Through The Arts Video Series. Drama Dance Music Visual Arts Media Arts
Learning Through The Arts Video Series Drama Dance Music Visual Arts Media Arts Learning Through The Arts Video Series Introduction 3 Dance Elementary 6 Secondary 8 Drama Elementary 9 Secondary 10 Music
More informationTAKE 2. Teacher Notes
TAKE 2 Teacher Notes The Importance Of Drama In The Curriculum Drama is a dynamic and accessible means of exploring the world, emotions and human interaction. Drama develops imagination, thinking skills
More informationRoselle Public School District Curriculum Framework 2011 (Preparing Students for the 21 st Century) Sixth Grade
Content: English Language Arts Enduring Understandings 1. Oral discussion helps to build connections to others and create opportunities for learning. 2. Effective speakers adapt their style and content
More informationFACILITATION WORKSHOP RESOURCE KIT
PROJECT OVERSEAS Teachers Teaching Teachers FACILITATION WORKSHOP RESOURCE KIT Canadian Teachers Federation International Cooperation Programs 2490 Don Reid Drive Ottawa, Ontario K1H 1E1 613-232-1505 www.ctf-fce.ca
More information7 th Grade STAAR Writing Camp
7 th Grade STAAR Writing Camp The objective for this writing camp is for students to determine whether the prompt is a narrative or expository prompt. Students will analyze and compose essays based on
More informationHow To Teach Children To Read And Write
TEACHERS RESOURCE PACK This teacher s pack is kindly supported by ESSAR OIL UK This pack aims to support children s appreciation and engagement with the Teacher Resource Pack This pack aims to support
More informationThere s a Boy in the Girls Bathroom by Louis Sachar
There s a Boy in the Girls Bathroom by Louis Sachar This unit lasts three weeks This book has as its main character Bradley Chalkers, a bad boy who is always in trouble. In this story, we are allowed to
More informationCommunication Process
Welcome and Introductions Lesson 7 Communication Process Overview: This lesson teaches learners to define the elements of effective communication and its process. It will focus on communication as the
More informationFoundations of the Montessori Method (3 credits)
MO 634 Foundations of the Montessori Method This course offers an overview of human development through adulthood, with an in-depth focus on childhood development from birth to age six. Specific topics
More informationNew Jersey Core Curriculum Content Standards for Visual and Performing Arts INTRODUCTION
Content Area Standard Strand By the end of grade P 2 New Jersey Core Curriculum Content Standards for Visual and Performing Arts INTRODUCTION Visual and Performing Arts 1.4 Aesthetic Responses & Critique
More informationMusic in schools: promoting good practice
Guidance from HMI for teachers, headteachers, and music hub leaders when observing musical teaching and learning Schools, all other funded providers of music education, and providers of Continuing Professional
More informationSIXTH GRADE UNIT 1. Reading: Literature
Reading: Literature Writing: Narrative RL.6.1 RL.6.2 RL.6.3 RL.6.4 RL.6.5 RL.6.6 RL.6.7 W.6.3 SIXTH GRADE UNIT 1 Key Ideas and Details Cite textual evidence to support analysis of what the text says explicitly
More informationCartooning and Animation MS. Middle School
Cartooning and Animation Middle School Course Title Cartooning and Animation MS Course Abbreviation CART/ANIM MS Course Code Number 200603 Special Notes General Art is a prerequisite, or department permission
More informationAmerican Literature, Quarter 1, Unit 2 of 3 The Puritan Tradition and The Crucible. Overview. (1 day = 50-55 minutes)
American Literature, Quarter 1, Unit 2 of 3 The Puritan Tradition and The Crucible Overall days: 16 (1 day = 50-55 minutes) Overview Purpose This unit will focus on the beliefs of early American Puritans
More informationGrade 1. Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand
Grade 1 Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand Turtle Island Conservation Ontario Teacher Resource Bundle 1 The
More informationGrade 4 Writing Curriculum Map
Curriculum Map BOE Approval November 2013 CURRICULUM MAP WRITING GRADE 4 SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY Creating a Buzz About : It s All About Me! Tell Me A Story Realistic Fiction Tell Me
More informationUsing Adult Education Principles to Provide Professional Development for the Foundations of Inclusion
Using Adult Education Principles to Provide Professional Development for the Foundations of Inclusion Based on principles and research on adult learning and inclusion, this professional development (PD)
More informationA. What is a play? B. What are basic elements of a play script? 1. 2. 3. 4. 5. C. What kind of character does your group wish to write about?
WRITE A ONE ACT PLAY I. PREWRITE A. What is a play? B. What are basic elements of a play script? 1. 2. 3. 4. 5. C. What kind of character does your group wish to write about? D. As a result of reading/seeing
More informationUnits of Study 9th Grade
Units of Study 9th Grade First Semester Theme: The Journey Second Semester Theme: Choices The Big Ideas in English Language Arts that drive instruction: Independent thinkers construct meaning through language.
More informationTo download the script for the listening go to: http://www.teachingenglish.org.uk/sites/teacheng/files/learning-stylesaudioscript.
Learning styles Topic: Idioms Aims: - To apply listening skills to an audio extract of non-native speakers - To raise awareness of personal learning styles - To provide concrete learning aids to enable
More informationST. PETER S CHURCH OF ENGLAND (VOLUNTARY AIDED) PRIMARY SCHOOL SOUTH WEALD. Modern Foreign Language Policy
ST. PETER S CHURCH OF ENGLAND (VOLUNTARY AIDED) PRIMARY SCHOOL SOUTH WEALD Modern Foreign Language Policy January 2013 ST PETER S MODERN FOREIGN LANGUAGE (MFL) POLICY RATIONALE In the knowledge society
More informationEverett Public Schools Framework: Digital Video Production VI
Course: CIP Code: 100202 Career Cluster: Video ProductionTechnology/Technician Everett Public Schools Framework: Digital Video Production VI Arts, Audio/Video Technology & Communications Total Framework
More informationModern foreign languages
Modern foreign languages Programme of study for key stage 3 and attainment targets (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority 2007
More informationTAKU RIVER TLINGIT FIRST NATION LESSONS FOR LANGUAGE ARTS GRADE 4-6
TAKU RIVER TLINGIT FIRST NATION LESSONS FOR LANGUAGE ARTS GRADE 4-6 In each grade in elementary and secondary school, the Ministry of Education prescribes skills for reading, writing, and oral expression
More informationCOMPUTER TECHNOLOGY IN TEACHING READING
Лю Пэн COMPUTER TECHNOLOGY IN TEACHING READING Effective Elementary Reading Program Effective approach must contain the following five components: 1. Phonemic awareness instruction to help children learn
More informationDisney Performing Arts
Disney Performing Arts OVERVIEW Disney Performing Arts is a series of workshops, competitions, festivals and events designed to help participants showcase and develop their talent through exclusive opportunities
More informationMStM Reading/Language Arts Curriculum Lesson Plan Template
Grade Level: 6 th grade Standard 1: Students will use multiple strategies to read a variety of texts. Grade Level Objective: 1. A.6.1: compare/contrast the differences in fiction and non-fiction text.
More informationVAK Learning Styles. Whether you realise it or not, we all have preferences for how we absorb information, analyse it and make decisions:
What is Your Learning Preference? VAK Learning Styles Whether you realise it or not, we all have preferences for how we absorb information, analyse it and make decisions: Some people like to see what you
More informationINTRODUCTION CONTENTS
RADA IN SCHOOLS INTRODUCTION CONTENTS At RADA we believe that everyone can benefit from the training provided by our exceptional tutors. We have therefore developed a variety of activities for schools
More informationPublished on www.standards.dcsf.gov.uk/nationalstrategies
Published on www.standards.dcsf.gov.uk/nationalstrategies 16-Dec-2010 Year 3 Narrative Unit 3 Adventure and mystery Adventure and mystery (4 weeks) This is the third in a block of four narrative units
More informationMagical Potions in Tristan und Isolde Written by Olga Bezrukov for L.A. Opera
Magical Potions in Tristan und Isolde Written by Olga Bezrukov for L.A. Opera Duration: This lesson plan can be adjusted for a field-trip or classes spent watching the DVD. Not including the field-trip
More informationDr. Seuss and Read Across America
Published on AASL Learning4Life Lesson Plan Database Dr. Seuss and Read Across America Created by: Honor Zalewski Title/Role: Teacher-Librarian Organization/School Name: Cumberland County Public Schools
More informationNational Quali cations SPECIMEN ONLY
H National Qualications SPECIMEN ONLY SQ11/H/01 Drama Date Not applicable Duration 2 hours Total s 40 SECTION 1 s Attempt ONE question. SECTION 2 s Attempt this question. Write your answers clearly in
More informationNC TEACHER EVALUATION PROCESS SAMPLE EVIDENCES AND ARTIFACTS
STANDARD I: ELEMENT A: Teachers demonstrate leadership Teachers lead in their classroom Developing Has assessment data available and refers to it to understand the skills and abilities of students Accesses
More informationMinnesota Academic Standards
Minnesota Academic Standards Arts K-12 2008 The proposed revised standards in this document were drafted during the 2007-2008 school year. These standards are currently proceeding through the administrative
More informationMFL Policy 2014. Policy confirmed by the Governing Body of Our Lady Immaculate Roman Catholic Primary School on: Date: 23.9.14
MFL Policy 2014 Policy confirmed by the Governing Body of Our Lady Immaculate Roman Catholic Primary School on: Date: 23.9.14 Signature: (Chair of Governors) To be reviewed on: Rationale for Teaching Languages
More informationScheme of work for Learning English through Short Stories
Scheme of work for Focus Part 1 MASTERING THE BASICS Suggested Time Allocation Periods 1-2 (2 periods) Knowledge, skills & attitudes to be developed Suggested activities Teaching resources Suggested assessment
More informationNATIONAL CURRICULUM LINKS
Special Places Key Stage 1 < < Special Places SUMMARY OF ACTIVITY Based around a Native American theme whereby pupils spend time in the outdoors on their own, but with each pupil supported by their own
More informationThe Truth About Commercials Writing a persuasive advertisement
The The Truth About Commercials Writing a persuasive advertisement Grades: 5-6 Subjects: English, English As A Second Language, Media Literacy Overview Students will explore the language of persuasive
More information2012 VISUAL ART STANDARDS GRADES K-1-2
COGNITIVE & K Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to imagine, create, realize and refine artworks in conventional and innovative ways. The student will
More informationRelationship to Characteristic Spirit of the School.
DRAMA DRÁMAÍOCHT. Introductory Statement. This policy was formulated by the teaching staff with advice from the Primary Professional Development Service. Relationship to Characteristic Spirit of the School.
More informationImagine It! ICEBREAKER:
ICEBREAKER: Imagine It! FOCUS: To develop creativity and increase participants comfort with acting in front of a group PURPOSE: To help participants relax before working on their public presentation skills
More informationVernon Park Primary School. Teaching and Learning Policy
Vernon Park Primary School Teaching and Learning Policy The school s approach to teaching and learning is based upon the school vision: At Vernon Park Primary School we aim to provide all children, parents,
More informationJefferson Township Public Schools. Technology Curriculum. Video Production II: Television Studio. Grades 10, 11 & 12. August 2011
Jefferson Township Public Schools Technology Curriculum Video Production II: Television Studio Grades 10, 11 & 12 August 2011 Video Production II Curriculum 2011 Page 2 TABLE OF CONTENTS JEFFERSON TOWNSHIP
More informationLefèvre Trust & Charles de Gaulle Trust. A guide to the programme
Lefèvre Trust & Charles de Gaulle Trust A guide to the programme Contents Page 1. Introduction to the programme 3 2. Planning partnership activity 8 3. Using the partnership progression framework 10 4.
More informationB. Questions and answers 74. Youthpass in practice. Youthpass in Training Courses. 1 What is Youthpass in Training Courses?
B. Questions and answers 74 B4 Youthpass in practice Mark Taylor 1 What is? The simple answer is that is a Certificate which describes the activity itself and confirms the participation of a youth worker/youth
More informationResponding to Arts Expressions
Responding to Arts Expressions Supporting Arts Education September 2009 Introduction........................................................................2 Classroom Climate.................................................................2
More informationChapter 117. Texas Essential Knowledge and Skills for Fine Arts. Subchapter D. Elementary, Adopted 2013
Elementary, Adopted 2013 117.D. Chapter 117. Texas Essential Knowledge and Skills for Fine Arts Subchapter D. Elementary, Adopted 2013 Statutory Authority: The provisions of this Subchapter D issued under
More informationby Learning Area Achievement Objectives The New Zealand Curriculum Set of 8 charts
The New Zealand Curriculum Achievement Objectives by Learning Area Set of 8 charts Published for the Ministry of Education by Learning Media Limited, Box 3293, Wellington, New Zealand. www.learningmedia.co.nz
More informationUtilizing Bloom's Taxonomy in Your Classroom
California State University Los Angeles Education Specialist Intern Program Utilizing Bloom's Taxonomy in Your Classroom Helpful Hints Series #11 from Dr. Barry Ziff One of the beauties of teaching is
More informationFacilitation 101: Roles of Effective Facilitators
Facilitation 101: Roles of Effective Facilitators Bonner Curriculum Overview: Category: Level: Recommended Bonner Seuence: This workshop provides a basic introduction to techniues and tips for facilitation,
More informationChapter 117. Texas Essential Knowledge and Skills for Fine Arts. Subchapter E. Middle School, Adopted 2013
Middle School, Adopted 2013 117.E. Chapter 117. Texas Essential Knowledge and Skills for Fine Arts Subchapter E. Middle School, Adopted 2013 Statutory Authority: The provisions of this Subchapter E issued
More informationLesson 2 Social Skill: Active Listening
Lesson 2 Summary and Rationale Listening is a social skill required for almost all interactions. It is also prerequisite to participating in a group process such as the Thinking for a Change Program. It
More informationArts in the Community
Unit 55: Arts in the Community Unit code: QCF Level 3: Credit value: 10 Guided learning hours: 60 Aim and purpose T/502/5660 BTEC National This unit aims to develop learners understanding of the factors
More informationDelivering Accredited Coach Training for Over 15 Years, Globally
Delivering Accredited Coach Training for Over 15 Years, Globally Where it all began International Coach Academy (ICA) was created in the year 2000 with a vision to create a vibrant global community of
More informationAnimals that move slowly, animals that move quickly
Unit Three Time 74 Animals that move slowly, animals that move quickly Unit 3: Time Image courtesy of: Microsoft clipart Focus: Animals that move slowly and quickly linked with time Whole class activity
More informationADAPTATIONS OF CLASSIC PLAYS
ADAPTATIONS OF CLASSIC PLAYS ANDREW UPTON IS A PLAYWRIGHT KNOWN FOR HIS ADAPTATIONS OF CLASSIC PLAYS. THE FOLLOWING LESSON PLANS FOCUS ON CONVENTIONS USED BY UPTON AND ENCOURAGE STUDENTS TO ADAPT THEIR
More informationEvidence Guide for the Proficient Teacher Standards
Guide for the Proficient Teacher Standards Guide for the Proficient Teacher Standards Table of Contents Section One: Teaching Standards... 3 Section Two: for Accreditation... 8 Section Three: Examples
More informationWebelos Scouts will use old and new media in this adventure to bring stories to life as movies. Lights! Camera! Action!
MOVIEMAKING RATIONALE FOR ADVENTURE Webelos Scouts will use old and new media in this adventure to bring stories to life as movies. Lights! Camera! Action! TAKEAWAYS FOR CUB SCOUTS Creating projects with
More informationForm: Filled in table. Method: Peer assessment. Tool: Checklist. Form: Completed table. Method: Peer assessment. Tool: Checklist
Lesson Plan English First Additional Language Grade 5 Content in context: Text from other Learning Area - Whether Los and ASs Learning Activities Details of Assessment Barriers to Learning LO 1 Listening
More informationUsing Classroom Assessment Techniques & Collaborative Learning Techniques Compiled by Whitney Myers and Chuck Paine, UNM Department of English
Using Classroom Assessment Techniques & Collaborative Learning Techniques Compiled by Whitney Myers and Chuck Paine, UNM Department of English Classroom Assessment Techniques (CATs) Classroom Assessment
More informationA guide to the evidence-based process for full registration SUPPORTING PROVISIONALLY REGISTERED TEACHERS
A guide to the evidence-based process for full registration SUPPORTING PROVISIONALLY REGISTERED TEACHERS Updated 0 SUPPORTING PROVISIONALLY REGISTERED TEACHERS ONLINE Teachers with provisional registration
More informationBrookburn Primary School. Policy for Music
Brookburn Primary School Policy for Music POLICY FOR MUSIC Document Purpose This document reflects the values and philosophy of Brookburn Primary School in relation to the teaching and learning of Music.
More informationSenior Phase Grade 7 Today Planning Pack ARTS AND CULTURE
M780636110205 Senior Phase Grade 7 Today Planning Pack ARTS AND CULTURE Contents: Work Schedule: Page Grade 7 2 Lesson Plans: Grade 7 4 Rubrics: Rubric 1 11 Rubric 2 12 Rubric 3 13 1 Work schedule for
More informationE/LA Common Core Standards for Writing Grade 5
Text Type and Purposes Anchor Standards 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory
More informationHelping your child with Non-verbal Learning Disability
Helping your child with Non-verbal Learning Disability What is non-verbal learning disability? Non-verbal learning disability (NVLD) is a term used to describe a pattern of strengths and weaknesses in
More informationIB learner profile booklet. Diploma Programme, Middle Years Programme and Primary Years Programme
Diploma Programme, Middle Years Programme and Primary Years Programme International Baccalaureate Organization Buenos Aires Cardiff Geneva New York Singapore Published March 2006 International Baccalaureate
More informationCreate stories, songs, plays, and rhymes in play activities. Act out familiar stories, songs, rhymes, plays in play activities
PRESCHOOL Language Arts Literacy Expectation 1 Children listen and respond to environmental sounds, directions, and conversations. NJCCC K-12 Standard 3.4 Listening Strand A: Active Listening Strand B:
More informationProgression in recount
Progression in recount Purpose Recounts (or accounts as they are sometimes called) are the most common kind of texts we encounter and create. Their primary purpose is to retell events. They are the basic
More informationLetter from the Editor-in-Chief: What Makes an Excellent Professor?
The Journal of Effective Teaching an online journal devoted to teaching excellence Letter from the Editor-in-Chief: What Makes an Excellent Professor? Russell L. Herman 1 The University of North Carolina
More informationPRIMARY SCHOOL CURRICULUM POLICY GUIDANCE FOR MUSIC
PRIMARY SCHOOL CURRICULUM POLICY GUIDANCE FOR MUSIC INTRODUCTION AND SUBJECT DEFINITION This will be a short statement that outlines the place of Music within the curriculum and how it supports the whole
More informationGrade 5. Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand
Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand Turtle Island Conservation Ontario Teachers Resource Bundle 1 The Arts 1.1
More informationBuilding Positive Teacher-Child Relationships
Building Positive Teacher-Child Relationships Project funded by the Child Care and Head Start Bureaus in the U.S. Department of Health and Human Services What Works Brief Training Kit #12 www.vanderbilt.edu/csefel/
More informationChapter 13: Directing and Producing
Chapter 13: Directing and Producing Playwright Producer Functions are distinct yet entwined Director Writing, producing, and directing come together in a variety of ways and meet in production Playwright
More informationCOLLIS PRIMARY SCHOOL MUSIC POLICY
COLLIS PRIMARY SCHOOL MUSIC POLICY Collis Primary School Fairfax Road, Teddington TW11 9BS Last Updated: February 2015 Music is a universal language that embodies one of the highest forms of creativity.
More informationWriting Learning Objectives
Writing Learning Objectives Faculty Development Program Office of Medical Education Boston University School of Medicine All Rights Reserved 2004 No copying or duplication of this presentation without
More information