Objectives: To learn facts about Greek Theatre To understand what gesture is and how it relates to Greek Theatre

Transcription

1 Lesson One Objectives: To learn facts about Greek Theatre To understand what gesture is and how it relates to Greek Theatre -Explain Greek Theatre facts briefly -Give some thinking time and ask random student to recall a fact that stood out to them. Ask for any questions, comments or anything that surprises them -Write the fact they recalled in planners to learn for next lesson Facts: Theatre was a big deal in Greece and started in approx 550 BC Theatre performances were in honour of an ancient Greek God Dionysus They had big festivals and theatre competitions There were three types comedy, tragedy and satire (making fun of leaders) Actors used masks and gestures to tell the story and the chorus (singers) told the story like narrators -Explain what a gesture is ask students for examples. A movement that has a meaning -In pairs create a conversation where you need a gesture for everything you say. It doesn t have to exactly match what you are saying SEN: Ideas prepared for struggling students: getting up in the morning, your disgust at your supermarket not selling your favourite cereal, great news etc. -Watch a selection and evaluate-was that hard and why? What does this type of theatre feel like? What was the effect on the audience? -Class into 4 groups forming two lines each (front and back) II II

2 -One side of the room goes first and then swap over. Back line does gestures. Front line does facial expressions-and any leg movements Teacher goes through emotions-happy, angry, waiting, love, sad, in love. Then tells the story below and swaps over half way through Then tells story I woke up with a start as my alarm was going off, I was really tired. I went downstairs and started to get ready for work-i cleaned my teeth, washed my face, ate my breakfast and got dressed. I put on the TV and realized I had won the lottery-i was so excited, but then I realized that I had lost my ticket. I was really angry. So I left the house, walked to the station and had to wait for ages and ages before my train came. Boring! But then the man of my dreams walked onto the platform and I fell in love with him, but he/she ignored me and was not interested. Then I saw his/her partner arrive and I felt really jealous -In pairs create a short mimed scene based on previous conversation where facial expression is fixed but through gesture and body language you have to show at least two emotions each -Perform a couple and evaluate. Ask what effect it had keeping the same expression what might that mean that they used masks -Plenary ask students what they have learnt today. Review their key word for learning Lesson Two Objectives: To introduce choral speaking and the story of Oedipus Resources: Oedipus story (below), Oedipus text boxes

3 -Run through the story of Oedipus as a whoosh get GAT students to model main parts -Repeat some Greek Theatre facts learnt for homework - So Oedipus, most noble ruler, save our city, make her safe. Ask class to repeat with you in three choral techniques - echo, unison and canon -Hand out the section of Oedipus in text box to each student in groups of 5 or 6 -Pupils perform the section orally. Have a go at performing the section in all these different ways and then decide on one to practice or mix styles if feeling confident. GAT: Put some actions to it/perform the content whilst other group members do choral work -Perform a selection and evaluate the effectiveness of the use of choral speech THE LEGEND OF OEDIPUS A son was born to LAIUS, King of Thebes, and his wife JOCASTA, but the rejoicing was overcast by a prophecy of the oracle that the child was fated to kill his father and marry his mother. To prevent the prophecy coming true, Laius ordered a servant to abandon the child on a mountainside and to pierce his feet with an iron pin to prevent it crawling away.

4 The servant, however, took pity on the child and gave it to a shepherd to look after. The shepherd took it to his master, the King of Corinth, who being childless, decided to adopt him. He named the child OEDIPUS or swollen foot. Oedipus grew to manhood assuming the King and Queen to be his real parents, but by chance he learnt of the prophecy that he would be the slayer of his father and to prevent that from happening he fled from Corinth. During his travels he quarreled with a man in a horse drawn carriage and in the struggle, he killed the man. Without realising it, Oedipus had just killed his real father, Laius. Oedipus made his way to Thebes and found the city in the grip of a monster The Sphinx. By finding the answer to the riddle the Sphinx posed, Oedipus freed the city and was rewarded by being made King. He married Jocasta, the widow of Laius and they had four children. Fifteen happy years passed, but the Gods could not let the truth be concealed forever. Famine and poverty returned to Thebes and the cause was traced to Oedipus himself, who revealed he was both the killer and son of Laius. Jocasta, unable to bear the shame that she had married her son, hanged herself. Oedipus, seeing her body, pierced his eyes with her golden brooch and blinded himself.

5 King Oedipus, the Sovereign of our land, You see here young and old Clustered around the shrine In the market place too they sit praying. Look about your city, see the plague That washes your city in blood. The crops are diseased, the cattle dying The women barren and all the city Lies wasting away. So Oedipus, most noble ruler, Save out city, make her safe. King Oedipus, the Sovereign of our land, You see here young and old Clustered around the shrine In the market place too they sit praying. Look about your city, see the plague That washes your city in blood. The crops are diseased, the cattle dying The women barren and all the city Lies wasting away. So Oedipus, most noble ruler, Save out city, make her safe.

6 Lesson Three Objectives: To add movement and sound effects to a piece of text from Oedipus Resources: Oedipus text boxes -Play Yes Mate emphasis upon exaggeration, put movements with each phrase. A Yes Mate is passed around the circle. To pass the energy to someone across the circle, it is What Are You Looking At. To send the energy back to the person it came from it is Easy Tiger. If someone says Geezer everyone says it and copies movement and then the person goes again. Why would exaggeration in Greek theatre be important? -Re-cap choral speaking techniques Unison, Canon and Echo -Perform the Oedipus section with just sound effects. Perform a couple and evaluate what do the sound effects add? -Try creating the section with just movements and gestures. See one or two and evaluate. -Now take same section of text and put movement, gesture and SFX altogether with words to create a sense of emotion and unity. GAT: to direct the piece

7 Perform a selection and evaluate Lesson Four Objectives: To understand the term stylised movement To demonstrate your understanding of essence machines -Explain term essence machine (6 students). To demonstrate essence machine with pupils on theme of DIY: Line and everyone has individual line/sound for DIY and a gesture or movement ask students what effect it has -Discuss what naturalistic movement may be. Explain stylised movement - choreographed, slow motion, robotic as opposed to naturalistic. Create a movement for each to help students remember. -In groups (5/6). Create an essence machine for holidays, shopping, school and sport showing stylised movement. Perform and evaluate -If time: try adding in text to build a piece/story set in one of the places above but maintaining the essence machine to show the environment they are in. -Plenary how do essence machines represent unity/a chorus? Lesson Five Objectives: To recap everything you know about Greek Theatre so far (word posters attached better if printed larger in landscape used as visual aids) To practice using fixed emotions when performing to represent the use of mask

8 To begin work on a small performance for an interim assessment Resources: Word/Phrase sheets for prompting students -Using small word/phrase posters ask students which statement they think is correct regarding the Greek chorus (they are all true) -In small teams of 4/5 students discuss the meaning of each of the terms on the next set of small posters (all of the techniques we have looked at so far). House points for teams with correct answers -Explain that in Greek theatre no make-up was worn but they used large masks with bug expressions. Half masks were used for characters that talked -Teacher gets a student up to demonstrate pretend slow motion slap and student freezes in exaggerated face mask -In pairs students have a go with custard pie throw, bad news, hilarious joke, lottery win, shock news -What s the point of masks? To create types in order to show emotions -Interim Assessment. Explain it will be their responsibility to select techniques for their piece but the more they put in the more sophisticated it will be. Chorus of teachers who have had the worst day ever. Everyone is a teacher/ All in the staffroom and they say we have had the worst day ever and we are going to tell you why. Each person steps forward and tells their story, as they do, they all flashback and use all techniques learnt this term to tell the story (choral/echo/sound effects/big characters/essence machine etc). -Plenary students decide in groups one thing they need to work on next lesson/are yet to include and feedback to group Lesson(s) after this will be used for a small rehearsal and then watching and evaluating performances. Students given E- Excellent, G-Good, S- Satisfactory for interim assessment.

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10 Echo Unison Canon

11 Sound Effects

12 Stylised Movement

13 Essence Machine

14 Mask

15 Gesture

16 Exaggeration

17 Gives advice, asks, takes part

18 Adds movement, song and dance

19 Reacts to what goes on in the play

20 Makes the atmosphere more dramatic

21 YEAR SEVEN: GREEK THEATRE LESSON TWO Lesson Objectives: To add voice to movement in the style of Greek Theatre. Timing Activity Group size 15 mins Register Re-cap last week: What was the sphinx made from? What was the riddle? Who can describe what a chorus is? What is the name of the places plays were performed in Greek times? Ask students to repeat each line after you: She sells sea shells on the sea shore/ The shells she sells are sea shells for sure./ If she sells sea shells on the sea shore,/ she s sure to sell sea shore shells. Repeat a few times, changing the pitch, rhythm, tone, volume each time. Ask, what is pitch? Volume? Tone? Rhythm? Whole class Whole class Learning objectives To re-cap learning from last week. To be able to use correct vocabulary to describe different aspects of voice. Differentiation: what provision for the most or least able? (SEN/G & T/Literacy strategy/eal) Use a mixture of open and closed questions to target all abilities. Most able students will answer the questions. Resources Opportunities for monitoring and/or assessment? Teacher can monitor which students understand and remember work from last week. 10mins 10 mins Explain that the students are going to work on the voice of the sphinx. Put into same groups as last week and give out riddle sheets. Give groups time to practice reading the riddle together. Listen to groups saying the riddle. Ask students to add words to movements from last week. Watch groups perform words and riddle together. (might not see all groups.) Whole class Small groups of 4 or 5. To use voice in the style of a Greek chorus. To rehearse for a performance as a Greek chorus. Mixed ability groups to encourage peer support Mixed ability groups to encourage peer support. Riddle sheets. Peer assessment sheets. Teacher oral feedback. Peer and teacher feedback. Use peer assessment sheets again. Ask: What could be added to make the performance more dramatic? Answer: Music. Performing with assessment with music next week. Small groups of 4 or 5 To perform as a Greek chorus.. Mixed ability groups to encourage peer support.