Classwork:

• Students designed masks for their Greek chorus project (see Day 16)
• Please see document below (or in Google classroom) for rubric on design of mask and description activity

Classwork:

1. Students presented Greek god presentations
2. Students selected new story and began writing (see day 17)

Classwork:

• Reviewed study guide for quiz on Friday. (see google classroom)
• Greek Theatre Project:
  

In a group you will write 15 lines of a "Greek Style" chorus that MUST CONTAIN:

1. RHYTHM 

2. MOVEMENT/CHOREOGRAPHY

3. EMPHASIS (certain words should have importance over others. Must be loud)

4. MUSIC (SUNG/PlAYED/PERCUSSION/UNDERSCORE)

5. VOCAL VARIATION (SHOULDN'T BE MONOTONE)

6. UNISON SPEAKING

7. TELLS A STORY

8. ENTERTAINING

9. LEVELS (Meaning upstage and downstage also high and low)

WHAT YOU WILL DO IN GROUPS:

1. Research a CURRENT news story to base your chorus on (Something within the last three months)
2. Present a news story to your group.
3. Your group should select one story to base your chorus on
4. One person in your group should create a document and share it with every person in the group
5. Share the document with me (shacameron@kearneycats.com)
7. Write the chorus based on the above specifications
8. Decid who this chorus is (i.e. a group of bankers, passengers on a plane, animals in a forrest, etc.)
9. Write the chorus based on the above specifications
10. Design your mask
11. Start rehearsing your Greek chorus on your feet. (You should be moving a lot)

Classwork: Students continued to create google slideshows on the Greed god/goddess of their choice (See Day 15)

Classwork: Students split into groups and selected a Greek god to present on.

• They researched the god
  • They created a google slide document that included
    • Title Slide
    • Family Tree
    • Story of god/goddess
    • Artwork through history that depicts the god/goddess
    • Symbols/Imagery of the god
    • Pop culture reference
• How to find images labeled for reuse with modification: https://support.google.com/websearch/answer/29508?hl=en
• • Students will present later this week.

Objective: Students will be able to identify acting areas, body positions, and complete basic blocking notationClasswork:

• Students took notes on stage areas, body positions and basic blocking notation (See video)
• Students gave blocking direction to fellow students to asses their understanding of stage areas and body positions
• As a class, we played "Simon Says" with stage areas and blocking notation.