Bellwork:

• Students should read this article on memorization
• Students should complete this google form about the reading

Classwork:

• Students discussed merits of different kinds of memorization tactics
• Students chose 1 minute of their scenes to perform for the class
• Students rehearsed one minute selection
• Students received feedback on the performances

Homework:

• Keep working on memorizing lines and any feedback given during performance today.

Bellwork:

• Students cleared the area to play a game
• Students played a game of Statues:

1. Students re all statues in a wax museum. I, the teacher, am the curator. 
2. Explained what a curator was, and explained the concept of a museum if there are any that do not know what one is. 
3. Explained that in the beginning, when the curator is in the room the statues do not move or speak. 
4. Once the curator lefts the room, the statues come alive and interact with one another.
5. When the curator re-enters the room, the statues all freeze in their current position arid location. 
6. The curator reacts to these changes and may even begin to correct the obvious problems that have occurred while he/she was out. Some comments: “How could this have happened? “My statues must be melting. “I need to turn up the air condition.’
7.  The statues are now allowed to move while the curator is in the room; but you must not get caught. If at any time the curator sees you move, you are out and must remove yourself from the game. 8. The last statue standing is the winner and becomes the curator for the next round.

Classwork:

• Students watched the below video on blocking, paying special attention to new vocab: obligatory blocking, psychological blocking, and stage business

• We reviewed stage directions (refer to day 5) and basic blocking short hand. 
• Students received a document in google classroom with helpful blocking diagrams. (See below)

• Students learned the purpose of a ground plan
• Students read this document on how to draw a ground plan
• Student drew ground plans for their scenes and handed them in.
• Students used blocking notation to block their scenes making sure it was written in their scripts.
• Students rehearsed their scenes.

Homework:

• Students should rehearse and memorize scripts. 

Bell work:

• Students completed character analysis sheet in google classroom (see Day 15)

Classwork:

Beats break up units. A beat is the smallest structural division of your script. Generally, I notate them as a little tick, like so: /  It can be loosely thought of as an exchange of action and reaction, but I like to think of beats in terms of when they change. Beats can shift when there is a change in subject, which is slightly different than when there is a change of topic, and therefore a unit change. (Although every time there is a unit change, there is also a beat change. The reverse does not necessarily apply). So for example, if a couple is fighting about the possibility of the wife’s father moving in, a shift of subject from the father’s grouchy personality to the lack of available space might signal a beat change. It is still part of the fight about the father, so the topic is still the same. If, however, the argument suddenly exposed the husband’s secret affair, that would probably be a unit change.

An easy way to test if there should be a beat change is to ask whether someone’s tactics have changed (more on tactics below). If the answer is yes, it is probably a beat change. In the example above, the shift in subject could actually be described as a tactic shift: the husband stopped complaining about the father’s personality and appealed to his wife’s practical understanding of living space.

Objectives and Super-objectives

This is, to put it simply, what the character wants. It is important to be clear about these because you will be fighting for them in some way or another every moment you are on stage or film. Objectives generally refer to a character’s desire within the scene. If you are looking for the big picture, a super-objective describes the character’s core desire that carries him or her through the script (and presumably beyond). A super-objective can be structured as “I need _______ by/through ________” When choosing the language of a super-objective, I always think in terms of simplifying fractions, because even math can relate to theatre if you want it hard enough. Keep asking what is underneath until you find the most basic human desire that drives your character (acceptance, control, and safety are common examples). The second half of the equation is your character’s modus operandi. Again, choose strong, active language. “I need control through alienation.”

While a super-objective rarely changes through the script, objectives change all the time. Often, an objective will carry through a scene, unless something drastic happens to change it. Strong objectives relate to the other person in the scene. “I want him to admit he’s wrong” is not as actable as “I want to wring a confession from him.”

Tactics

Tactics are the strategies a character uses to achieve his or her objective. As with objectives, tactics should relate directly to the other person, and be extremely specific. “I want to wring a confession from him by accusing him of murder.” Make a challenge of it. “Accusing” is active and direct, but is there a more evocative word, or one more specific to your action? What about denounce, slander or impeach? Make it personal.

Obstacles

Obstacles are pretty self-explanatory: they are the roadblocks. They get in the way of the character achieving his or her objective. Obstacles can be external or internal. An external obstacle comes from the environment—other characters, circumstances, or material impediments. Internal obstacles stem from the character’s own shortcomings, insecurities and psyche.

• Students marked scripts for beats and objectives.
• For additional help, read this handout on beats. 
• Students got up on their feet and practiced movement with beats and objectives in mind.

Homework:

• Memorize scripts!

Classwork:

• Students received partners for scenes.
• Students selected scenes from here.
• Students read through scenes.
• Students completed character analysis in google classroom. You can view it here.

Homework:

• Students should work on memorizing lines.

Bell work:

• Get out chromebooks
• Get into groups assigned for Greek Chorus project

Classwork:

• Students worked in groups to create performances for their Greek Chorus projects
• Students performed for the class

Homework:

• Nothing, you lucky ducks!

Bell work:

• 1. Get out chromebooks
• 2. Look at news websites such as cnn.com, nytimes.com, etc. and find interesting news stories to suggest to your group.

Classwork:

• Students broke into groups
• Students shared interesting news stories with each other.
• Students wrote a 15 line speech that was based on the chosen news story.
• Speeches must include: (Look in Google Classroom for more info)

1. Rhythm
2. Rhyme
3. Movement/Choreography
4. Unison Choral Speaking
5. Music
6. Vocal Variation/Emphasis
7. General awesomeness!

Here's an example from last year written in regards to the plane crash in the French Alps:

150 Passengers thought it was a normal day, a little annoyed, having to leave 20 minutes late. 
Lift off from Barcelona, but they didn’t head that way, for the French Alps held their fate.

A young Co-Pilot, Lubitz, seemingly normal but oh so unfit, asked the Captain if he wanted a break for a bit

150 lives soon he would take, saddened by his girlfriend leaving him in heartache.

He said to her, Someday soon they'll know my name. 

Little did she know it would put him to shame.

The captain came back expecting to walk right in, only to find out that Lubitz had locked himself in.

He first knocked to see what was wrong, but he figured out Lubitz was not well and that didn’t take long.

He began pounding and pleading for him to open the door, but he was unheeded to say anymore

Lubitz had already made up his mind, and the captain sensed there wasn’t much time.

He realized there was nothing he could do and finally he began to panic too.

All of the passengers started screaming, inside the cockpit Lubitz was scheming.

Into the side of the mountain did the wing crash, soon enough it would all turn to ash

The passengers knew this was their end, as they began to rapidly descend

The mountain closed in to seal the deal, no more pain would they feel.

Finally all the sounds ceased, and all passengers on Flight 9525 were deceased.


Homework:

• Look over text you created for performance tomorrow. 

Bell work:

• Look over vocab.

Classwork:

• Take weekly vocab quiz.
• Finish creating of 3D mask.

Homework: 

• None. :) Have a great weekend!

Bell Work: 

• Read choral selection from Antigone
• Go to kahoot.it 
  
• Enter game pin on projector

• Please use your first name and last initial. 
  
• Take kahoot quiz

Classwork:

• Students created padlet to take notes on masks. 

• Students worked on creating a rough sketch of their mask based on one of the 12 Olympians 

Homework: Study for vocab quiz.

Classwork: 

• Students presented slideshows
  
• Ms. Cameron discussed proper presentation style

1. No hands in pockets
2. Projection
3. Confidence
4. Don't just "read off" slide show
5. Make eye contact with several members of the audience
6. Gesture
7. Maintain good posture. 
8. ENGAGE your audience

Student examples of presentations:

Homework: Study Vocab.

Bell work: Students read handout on tragedy and began contributing to the padlet (below)

Classwork:

• Students contributed to the padlet

• Watched the video below from the National Theatre and continued to contribute to the padlet.

• Students discussed aspects of video.
• Students listened to lecture and watched powerpoint on other elements of Greek Theatre.

• Students broke into groups to create google slide shows on one of the 12 Olympian Gods/Goddesses. 
• The presentation should contain five slides

1. Title Slide (Name and god of...?)
2. Family Tree Slide
3. Story Slide
4. Picture depictions
5. Pop Culture

• We will present on Tuesday.