Hints and tips on how to get the most out of the performance. Book 4. Acting tips
|
|
- Herbert Leonard
- 7 years ago
- Views:
Transcription
1 Hints and tips on how to get the most out of the performance. Book 4 Acting tips
2 Tips on how to introduce the show to the group, run workshops, explore the text, cast and organise the show. Before the show is introduced to the class it is very important that some pre-production work is done as there are words within the show that the students will not be familiar with. These words are listed in Book 1. 1
3 Introducing and reading the play to the group 1. Before reading the play aloud in class the teacher should read through it at least twice while interpolating the music. 2. Ensure you have sufficient copies of the script to go around the class. Ideally have one script per person or at least one between two. 3. Sometimes a warm-up theatre game works well before reading the play just to get good levels of concentration from the students and to help put them in the theatrical mood. 4. Read the play round a circle where possible. Everyone takes a speech in turn. It is important that everyone is treated equally and given a fair audition/reading of the play. Longer speeches can be split on an ad hoc basis. 5. Avoid indicating possible casting; assumptions will be made if you make choices for this particular exercise even though you are likely to have some ideas about whom you want to play what. Dominant and quieter individuals should be treated with complete equality. How much they have to read, and which parts, should be a matter of chance. The overall concentration level is likely to be higher than if individuals can switch off for a whole scene. 6. When listening to the children be mindful of the following: Who can lift the text from the page and make it his or her own? Which voices show an affinity with which words? Which voices seem to balance, or contrast with, others? Which speeches, and which sections of the play, reveal difficulties in interpretation? Which parts of the play do they particularly enjoy at this first reading? Which ones made them switch off? Remember a good reader of the play may not necessarily be a good actor. Therefore do not cast from a reading but after the workshop session. 7. It may be that the play is too long to read as a whole in one session. It may also happen that the children show a desire to begin working on certain sections, and you need to be alert to the mood and the needs of the group to make the best use of their enthusiasm. 8. It is useful however, to spend some time discussing their reactions to what they have read, what they feel about the language of the play, the characters, the themes and the plot. This early discussion will begin to establish ideas about the style of production, altering or reinforcing ideas which emerged during the play. You are also likely to get some indication of which characters particular individuals are interested in and would like to work on, which may help in casting decisions. 2
4 Workshops 1. Now that the play, its themes, plot and characters are established in everyone s mind, it is possible to take some time working alongside the text, rather than allowing the text to dominate activities. Working on the assumption that everyone has a reasonable knowledge of the text, you can isolate certain themes and characters to place at the centre of this phase of the work. 2. Here are a few suggestions that may be useful: Use key theme words to trigger instant improvisation, singly, in pairs, and in small groups. (See Book 1.) Work on a developed improvisation using a situation or theme from the play. In groups of four or five, present a frozen picture of key moments from the play. Scene 7 The Forest The chase through the trees. This scene is difficult to describe in the script, however it does form the basis of a well-known game. This is an improvised chase through the forest where the trees assist Valbrand in evading capture by the bugs (by such means as tripping up the bugs etc). The intention is for Valbrand to find an easy pathway through the trees, making it difficult for the bugs to catch him. This should be practised in a workshop session. Each person takes on a role and, working in twos and threes, places the characters in a cinema queue, a lift, on a park bench, or waiting on a train. In a circle, re-tell the story of the play, each person contributing in turn. 3. These activities may reveal some new aspects of the play and possibilities for the production and will help bring something of the class to the play. The opportunities for early exploration and discoveries are very useful. Two or three sessions are quite adequate if the activities are not taking place alongside some work on the script. Suggested Warm-Up Games KNEE FIGHTS Focus Shape Time Energy Low Partners One minute High 1. Everyone finds a partner and stands opposite that partner in a space in the room. 2. All players put their hands on their knees: these are guarded knees. 3. All players take their hands off their knees: these are unguarded knees. 3
5 4. When the session leader/teacher calls GO everyone tries to grab their partner s knees. 5. One point is scored for every touch on an unguarded knee. 6. First person to score 5 is the winner. 7. Any player who keeps guarding their knees for more than 30 seconds is out. NOTE: This is an excellent warm-up for all ages and also for all spaces, however small. It is also useful for groups who are not wearing appropriate clothes for other warm-ups in which running around is required. It does not matter if there are no winners; stop the game after a minute or less. QUICK FEELINGS Focus Shape Time Energy Low Circle 3-5 minutes High 1. Mark out a large cross on the floor (with chalk, shoes, chairs, etc). 2. Choose four feelings, such as ANGRY, HAPPY, SAD and FRIGHTENED. Each section formed by the cross represents one of the feelings and should be marked accordingly (with chalk, coloured paper, etc.). 3. The players walk in a circle around the cross. 4. At a given signal from the session leader all the players stop. 5. When the players stop, each player must act out immediately the feelings indicated, each player responding to the one he/she has stopped in. 6. No player may leave a section until the session leader signals that they may walk round again. 7. In the angry section no player may touch another player. NOTE: REHEARSAL NOTE: You can vary the game by indicating different categories in the sections, such as jobs, ages, times of day and so on. The game can be played by actors in role: when a character stops in one of the sections she/he voices the points in the play which arouse such feelings for the character. 4
6 Workshops / Improvisational Games PICTURE BOOK Focus Shape Time Energy Shared high Teams minutes Medium 1. Split the group into teams of four or five. 2. Each team chooses a famous fairy story. 3. The team prepares for group arrangements from the story and arranges themselves in a suitable freeze. 4. The teams present their stories to each other. 5. The session leader calls Picture 1, Picture 2, etc. 6. The other players guess which story it is. TV COMMERCIALS Focus Shared high Shape Teams Time minutes Energy Medium 1. Split the group into teams of five or six. 2. Each team chooses a product to promote. 3. The teams have five minutes to create a commercial for their products. 4. The teams present their commercials. 5. The group discusses which product they would want to buy as a result of the commercials. The above games have been taken from Christine Poulter, Playing The Game, 1987, Macmillan Press Ltd. Reproduced with permission of Palgrave Macmillan. Additional reading: Anna Scher & Charles Verrall: 100+ Ideas for Drama, first published 1975, Heinemann Educational Books Ltd. Anna Scher & Charles Verrall: Another 100+ Ideas for Drama, first published 1987, Heinemann Educational Books Ltd. Christine Poulter: Playing The Game, first published in 1987, Macmillan Press Ltd. 5
7 Exploring the text 1. If you take this approach, or one based on these ideas, as the basis of your production process, you will still not have cast the play and there is still no need to do so, as the longer the group spends working together, in small groups and individually, on all aspects of the play, the better they will know it and the easier they will find the later stages of intensive work. 2. The exploration of the text need not be tiring and you don t want the students to get bored before you have even begun but it should range quite widely throughout the play, focusing on key scenes that vary in nature. You may wish to take a fairly long scene and split it into smaller sections, giving each section to a small group to work on, and then play them consecutively. 3. During this stage, as well as exploring the text and gathering ideas about playing, you will be observing how individuals work together, how well they handle the demands of particular roles, and which combinations and groups work together best. This knowledge will be invaluable to you when you come to cast the play. Casting By now you will have seen most of your potential cast in action dealing with different characters and sections of the play, so any audition process will have taken place without any formality. You may still, however, be put in the position of disappointing some people, who may have shown either openly or surreptitiously that they want to play certain parts for which they are not suited, or which you feel that others can handle better. This is never easy to deal with. Be kind. When casting, it s worthwhile doing it all at once. If there is initial disappointment from some students, they can deal with it together. Early rehearsals, organisation and method 1. When the basic decisions have been made about the nature and style of production, the groundwork done on the text, and the play cast, you will be beginning a more formal rehearsal process. Take into consideration school breaks, important dates in the school s calendar, and any inservice days which may interrupt your rehearsal schedule. 2. Try to rehearse at the same time every day as this helps to focus everyone, and avoids When are we doing the play Teacher? syndrome. Students should be encouraged to work without a script as soon as realistically possible. Holding a sheaf of papers inhibits movement, and some people will use a script to hide behind if they are uncertain about getting to grips with the real acting. You need to be fairly strict about the no script rule. 3. Script can be learnt as homework. It is very important to remind students that they must not only learn their parts, but also their cue lines as well. As all plays must present with a freshness ; don t allow students to deliver lines as if repeating a mantra. Lines must be meant and felt. Let this be your mantra. 6
8 Movement on stage 1. For many students this will be their first time performing and many of them will not be familiar with certain terminology of stage work. It is important that the teacher explain to the group that masking, i.e. standing in front of another cast member is not allowed. When on stage students should ask themselves: Am I standing in front of anyone, or is anyone standing in front of me? When gesturing or pointing make sure actors use the arm or hand furthest away from the audience. 2. There should be no backs to the audience. Explain that to see and hear everything audiences require the actor to be aware of their position on stage. Try not to have the actor speaking in profile. 3. Actors should move when the lines or feeling dictate. They should move on the line. Avoid moving cast members when they have concluded their line. All movements on stage should appear natural and unforced. 4. Explain the positions on the stage. It is helpful when a teacher stands on the stage or acting area, and explains with movement. D.S.R. U.S.L. U.S. D.S. DOWN STAGE RIGHT UP STAGE LEFT UP STAGE (away from the audience) DOWN STAGE (down to the audience) This will provide you with a useful shorthand when moving students. Avoid using the U.S. area as it will be harder to hear and see the students. Explain D.S. is where you want them to be. 5. On stage actors should not fidget. No extra movement of hands or feet. Sometimes younger actors have a tendency to move their feet backwards and forwards when saying their lines. Explain to them that this is very distracting for the audience. They will watch the dancing feet rather than listen to the lines spoken. Props and furniture It is a good idea to use relevant props and furniture from day one. This helps the students immeasurably and gets over the walking into furniture syndrome. The actors can think about using the prop to highlight a line or speech, and it can become an integral part of the play or character, used in a creative way. 7
9 NOTES 8
Speaking 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 informationAll Saints (or All Hallows) Celebration
All Saints (or All Hallows) Celebration Bible base: Mark 10:46 52 Aim: To present an alternative focus to the Hallowe en events that dominate this time of year. Note to leaders Our focus this week will
More informationArachne versus Athene Introduce Me and Drama Activities
Arachne versus Athene Introduce Me and Drama Activities I live in a small horrible village in Greece. My father is poor and silly. I think I should live in a palace. I love to weave cloth. I am the best
More informationContents. A Word About This Guide... 3. Why Is It Important for My Child to Read?... 4. How Will My Child Learn to Read?... 4
Contents A Word About This Guide............................... 3 Why Is It Important for My Child to Read?................ 4 How Will My Child Learn to Read?....................... 4 How Can I Help My
More informationSTAGE TERMS GLOSSARY
STAGE TERMS GLOSSARY Common Theater Terms Auditions: Call Backs: Readings before a director to determine casting of a play. An additional audition for the final actors being considered. Similar to semifinals
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 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 informationActivity Pack The Jolly Postman
World-class theatre for children Activity Pack The Jolly Postman Warm up game This exercise needs a clear space! The centre of the room is called home. When the group hear the word home all pupils must
More informationJack s Dyslexia Index indicates he has dyslexic difficulties that are mild in extent.
Dyslexia Portfolio Report for Jack Jones Assessed by Sue Thompson on 05/08/2009 Report for parents When a child is identified as dyslexic, additional support will be needed from both school and home to
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 informationFun Learning Activities for Mentors and Tutors
Fun Learning Activities for Mentors and Tutors Mentors can best support children s academic development by having fun learning activities prepared to engage in if the child needs a change in academic/tutoring
More informationSet Your School Apart.
Set Your School Apart. Have Creative Kids Playhouse produce a full length musical production, complete with music, costumes, lights, big dance numbers and memories to treasure for a lifetime. Directed
More informationLetters and Sounds, Phase 1, Aspect 2 General Sound Discrimination Instrumental Sounds Tuning into Sounds
Tuning into Sounds Main Purpose: To experience and develop awareness of sounds made with instruments and noise makers. Organise an area so that the children sit facing a screen. Ensure there one set of
More informationTEACHER S GUIDE. Teacher s Guides are developed by members of the Nine O Clock Players, an auxiliary of Assistance League of Los Angeles.
TEACHER S GUIDE Teacher s Guides are developed by members of the Nine O Clock Players, an auxiliary of Assistance League of Los Angeles. Committee Chairman: Roxanna Amdur Committee Members: Carolyn Barbian,
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 informationUnit 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 information101 IELTS Speaking Part Two Topic cards about sports, hobbies and free time A- Z
101 IELTS Speaking Part Two Topic cards about sports, hobbies and free time A- Z As the topics of sports, hobbies and free time are easy ones that tie in with IELTS Speaking Part One and students like
More informationLink: University of Canberra http://www.canberra.edu.au/studyskills/learning/oralpres.html#preparing
6. Voice, speech and body language: The way you speak, the way you act and the way you move around can be very important to succeed in your presentation. Here you will find some useful advices and links
More informationfamily games Taking the kids swimming is a great way of making sure they re moving around and having fun. And to help you get them into
swim family games Taking the kids swimming is a great way of making sure they re moving around and having fun. And to help you get them into the pool, we ve come up with loads of great swimming games to
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 informationThemes. Best wishes. Michael Beale Youth Development Officer 01932 596 122 07841 460 235 Michael.Beale@chelseafc.com
Themes Dear Coach, Its my pleasure to present you with our foundation development coaching manual. This manual is a sample of the work that is conducted in our Foundation programme. The programme is put
More informationFun for all the Family 3- Quite a few games for articles and determiners
Fun for all the Family 3- Quite a few games for articles and determiners Articles in English is one of those grammar points that are fairly easy to explain the fundamentals of, but even Advanced learners
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 informationCOACHING GUIDE. Preparing Athletes for Competition
COACHING GUIDE Preparing Athletes for Competition Table of Contents Table of Contents Psychological Considerations Anxiety and Stress Management Winning and Losing Handling Grief Taking Athletes to Competition
More informationLesson 3: Behind the Scenes with Production
Lesson 3: Behind the Scenes with Production Overview: Being in production is the second phase of the production process and involves everything that happens from the first shot to the final wrap. In this
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 informationA Guide for Using Big Books in the Classroom
Why Big Books? A Guide for Using Big Books in the Classroom There s something spectacular about Big Book versions of good children s books. Neither adults nor children can resist the urge to touch and
More informationHelping your child with Reading
Helping your child with Reading Some ways that you can support. Getting Started Sharing books - We teach phonics to help our children learn to read and write and in order to do this successfully they need
More informationINTRODUCTION TEACHING TIPS. THE NURSERY CLASS Purpose
INTRODUCTION THE NURSERY CLASS Purpose Letter to Parents The purpose of the nursery class is to help children learn the restored gospel of Jesus Christ and live it. The nursery class should help the children
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 informationGrade 7: Module 3A: Unit 2: Lesson 1 Introducing the Narrative Arc: The Last Day of Slavery
Grade 7: Module 3A: Unit 2: Lesson 1 The Last Day of Slavery This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated
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 informationParent Education Activities
PART III: PARENT EDUCATION Parent education sessions need to be planned and should follow a similar sequence each time. The suggested sequence is listed here and is explained later in this article. Also,
More informationPractice Ideas Rookie / Junior Mosquito
Practice Ideas Rookie / Junior Mosquito Equipment essentials needed: 25 30 wiffle balls 20 25 kenko balls 20 tennis balls 1 2 tennis or racquet ball racquets 4 6 cones 3 4 bats and helmets 1 or 2 batting
More informationHow to Sell Yourself in a Job Interview
TOOLS Interview Tips Helpful Interview Hints How to prepare for the first important meeting What to expect Be prepared The Interview Interview Techniques Most frequently asked questions Facing the Interviewer
More informationModule 2: Conflict Management
Module 2: Conflict Management Conflict management, like effective communication skills, is another important element of social competency. This module promotes the use of several forms of conflict management
More informationLydia. (Acts 16:11-15) Spark Resources: Spark Story Bibles, Supplies: None. Spark Resources: Spark Bibles, Spark Bible Stickers
BIBLE SKILLS & GAMES LEADER GUIDE Lydia (Acts 16:11-15) Age-Level Overview Age-Level Overview Open the Bible Activate Faith Lower Elementary Workshop Focus: We can be good listeners. Lydia Says: Kids respond
More informationWhat is the EYFS Framework why do we have one?
*Publication currently subject to redesign Parents Guide to the Early Years Foundation Stage Framework Exciting times ahead for you and your child What is the Early Years Foundation Stage? Welcome to the
More informationEarly Years Foundation Stage Framework 2012 An overview with recommendations for music-making
Early Years Foundation Stage Framework 2012 An overview with recommendations for music-making Commissioned by Sound Connections in June 2012 from Linda Bance (MA Music Ed) for the London Early Years Music
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 informationYouth Football Drills
Angle Tackle Drill Combines tackling skills with proper pursuit and leverage and position. Align two cones five yards apart. Divide defenders into two single file lines five yards apart facing one another
More information3 days Lifting the Qualities of Effective Fiction Writing. 3 4 days Stretching Out the Problem and Imagining Creative Solutions to Stories
Grade 1, Unit 3 Realistic Fiction Adapted from Realistic Fiction (Unit 3) in A Curricular Plan for the Writing Workshop, Grade 1 by Calkins Section of the Unit of Study Minilesson Focus Points Time (approximate)
More informationCambridge English: Preliminary (PET) Frequently Asked Questions (FAQs)
Cambridge English: Preliminary (PET) Frequently Asked Questions (FAQs) Is there a wordlist for Cambridge English: Preliminary exams? Yes. There is a Cambridge English: Preliminary (PET) vocabulary list
More informationGESE Initial steps. Guide for teachers, Grades 1 3. GESE Grade 1 Introduction
GESE Initial steps Guide for teachers, Grades 1 3 GESE Grade 1 Introduction cover photos: left and right Martin Dalton, middle Speak! Learning Centre Contents Contents What is Trinity College London?...3
More informationEnglish lesson plans for Grade 1
English lesson plans for Grade 1 Lessons in this section 1.1 Vocabulary, listening and speaking: parts of the body and can 26 1.2 Vocabulary, listening and speaking: colours and parts of the body 29 1.3
More informationModule 9. Building Communication Skills
Module 9 Building Communication Skills Essential Ideas to Convey To apply a facilitative approach to supervision, supervisors have to approach the people they manage in a different way, by using certain
More informationHector s World Lesson plan Episode: Computer security: Oops Upper primary
Hector s World Lesson plan Episode: Computer security: Oops Upper primary BACKGROUND Students of this age are emerging users of internet-enabled computers. They may be involved in a range of online activities
More informationPushes and Pulls. TCAPS Created June 2010 by J. McCain
Pushes and Pulls K i n d e r g a r t e n S c i e n c e TCAPS Created June 2010 by J. McCain Table of Contents Science GLCEs incorporated in this Unit............... 2-3 Materials List.......................................
More informationWelcome to the Reading Workshop. Learning, Loving and Laughing Together
Welcome to the Reading Workshop Aims for the workshop to encourage reading to be a regular and enjoyable activity to explore the best ways to read with your child to try an activity with your child(ren)
More information10 FREE BASKETBALL DRILLS
BASKETBALL DRILLS AND PRACTICE PLANS 1 10 FREE BASKETBALL DRILLS by Coach Patrick Anderson BASKETBALL DRILLS AND PRACTICE PLANS 2 CONTENTS 1.1 Rapid Swing Pass... 3 1.2 Box Out React Drill... 3 1.3 Bump...
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 informationAR State PIRC/ Center for Effective Parenting
Helping Young Children Learn to Read What Parents Can Do Reading is one of the basic building blocks for your child s learning and school success. It is a skill on which most other learning is built. Children
More informationCircle or tick the answer that most represents how you generally behave.
VAK Learning Styles Self-Assessment Questionnaire Circle or tick the answer that most represents how you generally behave. (It s best to complete the questionnaire before reading the accompanying explanation.)
More informationShare books and talk together
Share books and talk together Babies love to communicate. They are born sociable and come into the world with a willingness to communicate and learn. Their experiences in their early years shape their
More informationGrade 2 Lesson 3: Refusing Bullying. Getting Started
Getting Started Lesson Concepts You can refuse to let bullying happen to you or to others. Being assertive is one way to refuse bullying. Key Words Refuse, assertive Objectives Students will be able to:
More informationFive. Free. Trai. The following. used with. their own activities. happy to
Five Free Customer Service Trai ning Games The following are five free customer service training games that we have used with clients during our customer service courses for more than a decade. We frequently
More informationThe Cost of Discipleship. A Youth Lesson for Grades 3-5, 6-8, & 9-12
The Cost of Discipleship A Youth Lesson for Grades 3-5, 6-8, & 9-12 Scripture Lesson: Matthew 4: 18-23 The Call of the Disciples Theme: When we understand Jesus call of the Disciples we know now how large
More informationTWAS THE NIGHT BEFORE CHRISTMAS STUDY GUIDE
TWAS THE NIGHT BEFORE CHRISTMAS STUDY GUIDE TEACHERS: Twas The Night Before Christmas is a very special type of show. This performance is the sequel to our highly popular show, The 12 Days Of Christmas.
More informationLesson 5: School Bus Safety
Time: approximately 40 minutes Lesson 5: School Bus Safety LESSON PLAN: Lesson 5 This curriculum does not cover every possible scenario that a child may encounter as a pedestrian, but instead addresses
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 informationMaryland 4-H Public Speaking Guide
Maryland 4-H Public Speaking Guide Thomas Hutson, 4-H Youth Development Extension Educator Maryland Cooperative Extension Talbot County Equal access/opportunity programs 1 Talbot County 2 3 4 5 6 7 4-H
More informationGROUP GAMES Keeper of the keys: Duck duck goose: Shoe bomb:
GROUP GAMES This booklet is designed to help you play games in your settings. It has a list of games that can be played in large and small groups and games that can be played indoors and outdoors. GROUP
More informationVoice and Text Preparation Resource Pack Lyn Darnley, RSC Head of Text, Voice and Artist Development Teacher-led exercises created by RSC Education
Voice and Text Preparation Resource Pack Lyn Darnley, RSC Head of Text, Voice and Artist Development Teacher-led exercises created by RSC Education This pack has been created to give you and your students
More informationWelcome to Perkilou Products!
Welcome to Perkilou Products! Home of the Super Speech Kid and the Speechettes There are so many reasons to use these great games: Affordable Activities Fun Thematic Units Creative Barrier Games Easy to
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 informationLiteracy across learning Principles and practice
Literacy across learning Principles and practice Language and literacy are of personal, social and economic importance. Our ability to use language lies at the centre of the development and expression
More informationSCOTTISH RESOURCES. First Level/Second Level Autumn 2008. Tuesdays 03.45 04.00 16 and 23 September BBC Radio 4 digital (terrestrial, cable, satellite)
B B C Learning Scotland SCOTTISH RESOURCES First Level/Second Level Autumn 2008 Tuesdays 03.45 04.00 16 and 23 September BBC Radio 4 digital (terrestrial, cable, satellite) China Stories Programmes in
More informationA SPECIAL PROGRAM OF DISTRICT # 8 NY DAN CAVALLO DISTRICT ADMINSTRATOR
A SPECIAL PROGRAM OF DISTRICT # 8 NY DAN CAVALLO DISTRICT ADMINSTRATOR Tips for T-Ball & Coach/Pitch Although they are two separate divisions of League, they are so close in age grouping that many of the
More informationLaugh at your fear of Public Speaking ~ Give an Icebreaker Speech!
Laugh at your fear of Public Speaking ~ Give an Icebreaker Speech! JoAnne Castagna, Ed.D Technical writer-editor Army Corps of Engineers New York District Sonia Satra Soap Opera Actress Award-winning Speaker
More informationWinning the Toastmasters Speech Evaluation Contest
Winning the Toastmasters Speech Evaluation Contest The Evaluation Maven Way By Rodney Denno www.ewoliving.com/comp2c.php 1 Courtesy of EWOL Training & Development Contents The Don t Worry, Be Happy Areas...3
More informationPlanning and preparing presentations Giving presentations Features of a good presentation Poster presentations
Presentations What is a presentation? Planning and preparing presentations Giving presentations Features of a good presentation Poster presentations For further information and the full range of study
More informationDomain and goal Activities Dancing game Singing/Vocalizing game Date What did your child do?
AUDITION Sways, dances or vocalizes to music and singing CD, MP3, radio Voice Bombardment of /p/ Speech Sounds p.5 6 An important aspect of learning to listen is learning that music and singing is different
More informationSkill Focus: Ball familiarisation Age: 6+
Ball handling Skill Focus: Ball familiarisation Age: 6+ Roll ball up body using 2/1 hand Hold ball in 1 hand (palm up) with outstretched arm, move hand around body keeping ball balanced on hand Bounce
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 informationHow to Host Your Murder Mystery Party. General instructions for hosting your murder mystery party game from Host-Party.com
How to Host Your Murder Mystery Party General instructions for hosting your murder mystery party game from Host-Party.com Table of Contents Establishing the Time and Place... 3 Assigning Guests... 4 Guest
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 informationOUR CLASS BEHAVIOUR AGREEMENT
Dr Bill Rogers was the keynote speaker at the ABN/SSEN conference Positive Ethos, Positive Discipline, Effective Learning held in Edinburgh in March 2004. The copyright is held by Bill Rogers. OUR CLASS
More informationA PRAYER IN THE GARDEN
BOOK 3, PART I, LESSON 4 A PRAYER IN THE GARDEN THE BIBLE: Luke 22:39-53, Mark 14:32-50 THEME: We remember that Jesus taught about love and showed love in everything he did. During Lent and Easter we remember
More informationSpring Term Year 1. Covering activity badges : Communicator Badge
Spring Term Year 1 Covering activity badges : Communicator Badge 1. Get someone to give you directions or instructions to do something. Check that you have understood. Then follow the directions or instructions.
More informationactivities at home Planning the day for a person with moderate or severe dementia
activities at home Planning the day for a person with moderate or severe dementia Activities and a person with dementia Activities are the things we do, like getting dressed, doing chores, playing cards
More informationCookie University for Brownies: Learning Has Never Been So Tasty
Cookie University for Brownies: Learning Has Never Been So Tasty Dear Girl Scout Volunteers, As you may know, the Girl Scout Cookie Sale is the largest girl-led Business & Entrepreneurship program in the
More informationPresentation Skills. Careers & Employability Service www.mmu.ac.uk/careers/guides
Presentation Skills This guide is part of the Applications and Interviews series. For more guides in the series please visit the website below. Careers & Employability Service www.mmu.ac.uk/careers/guides
More informationTeaching and Educational Development Institute. Presentation skills for teachers
Presentation skills for teachers Presentation skills for teachers Your success as a teacher is largely determined by your ability and skill in communicating your message. We have all experienced teachers
More informationWarmups and Energizers
Warmups and Energizers Warmups or energizers are activities the trainer uses throughout the course to encourage participant involvement and interaction. These activities may be used at the beginning of
More informationThe Theatre Dictionary
The Theatre Dictionary Have you ever wondered what some theatre terms mean? We thought we d help you and your students understand theatre terminology and clear up some of the confusion. Use it for either
More informationHow to Take Running Records
Running Records are taken to: guide teaching match readers to appropriate texts document growth overtime note strategies used group and regroup children for instruction How to Take Running Records (adapted
More informationprimary PACK for key stage 2
primary PACK for key stage 2 Introduction This pack has been designed to give primary teachers a range of ideas, inspiration and activities for your pupils following their visit to see Wicked. All activities
More informationMr. Fritzsche's Fourth & Fifth Grade Book Projects
Mr. Fritzsche's Fourth & Fifth Grade Book Projects It's time to put your reading comprehension skills to work. This year, you will be expected to read and do projects for six if you books in fourth grade
More informationRetelling. In the beginning.. Then,... After that,... And then,... Finally,... Do I understand what I read? Does it make sense?
Retelling Gr 1-3 In the beginning.. Then,... After that,... And then,... Finally,... Do I understand what I read? Does it make sense? Retelling Gr 1-3 Page 1 Grade: Prior Knowledge: What prior knowledge
More informationThe new portfolio will not be assessed by examiners but will be used as a tool for students to develop their writing skills at each level.
A Teachers guide to the Trinity portfolio toolkit What is a portfolio? It s a file or folder that contains a collection of your students work. Each portfolio should include at least one example of each
More informationProject Teamwork. Theme: Cooperative games encourage students to work together as a team while having fun in a positive environment.
Project Teamwork August 2007 Theme: Cooperative games encourage students to work together as a team while having fun in a positive environment. Concepts: 1. Any collection of people has the potential to
More informationStrategies for a Positive Attitude
This sample chapter is for review purposes only. Copyright The Goodheart-Willcox Co., Inc. All rights reserved. 150 Part 3 Succeeding on the Job 14 Strategies for a Positive Attitude Discover the three
More informationLearn How to Revise 1
Learn How to Revise 1 SCHOOL EXAM DATES 2016 END OF YEAR EXAMS FOR YEARS 7-9 BEGIN ON MONDAY 6 TH JUNE THEY WILL TAKE PLACE IN LESSONS DURING THIS WEEK AND IF NECESSARY THE WEEK AFTER. Some subjects are
More informationGirl Scout Journey: It's Your World Change It!
Girl Scout Journey: It's Your World Change It! amaze! Four-week Girl Scout Journey Program amaze!: The Twists and Turns of Getting Along Life is a maze of relationships and this journey has Girl Scout
More informationMaking sense of arts therapies. arts therapies
Making sense of arts therapies arts therapies Making sense of arts therapies This information is for people who have been offered or are considering an arts therapy, and anyone interested in finding out
More informationAll sessions were observed at each of the Academy Venues
These Academy coaching sessions have been delivered by UEFA A and B Licence coaches from Liverpool, Manchester United, Blackburn Rovers, Bolton and Preston. All sessions were observed at each of the Academy
More informationGuided Reading with Emergent Readers by Jeanne Clidas, Ph.D.
Bebop Books Guided Reading with Emergent Readers by Jeanne Clidas, Ph.D. What Is Guided Reading? Guided reading involves a small group of children thinking, talking, and reading through a new text with
More informationDrills to Improve Football Skills www.ulster.gaa.ie 1
Drills to Improve Football Skills www.ulster.gaa.ie 1 Drills to Improve Football Skills Drills to Improve Football Skills has been designed with the intention that the coach should step back to take a
More informationwww.quickontheuptake.co.uk 07949 071066 info@quickontheuptake.co.uk
What is your subject / title? Generate as much information on your subject as possible below Put a star next to areas of your speech where extra research is needed. What is your core message? Mark on your
More information