Thursday, September 29, 2011

Objective: Duet Pantomime Performances and "Honey, if you love me, smile."
Product: How did your duet performance go?

Bell Work: What was your favorite fairy tale or duet pantomime? Why did you like it so much? (3 sentence minimum)

Class Activities
Before the last duet performances were presented, student learned about the actors' basic body positions.

It is very important that the students study this and be able to separate it from the Areas of the Stage and the Stage Terminology.

Once this chart was covered, the last duets performed in all classes. When everyone had performed, the students played "Honey, if you love me, smile." This game has been introduced to the students so that they can learn how to not break character when performing. The students make a circle in the room and one stands in the middle. The student in the middle is it. They must walk up to someone else in the circle and say, "Honey, if you love me, smile." While they say this, they can do anything to try and get someone in the circle to smile except touch them. The person that they are trying to get to smile says to them, "Honey, I love you, but I just can't smile." When they respond, they cannot smile or laugh. If they do smile or laugh, they will be in the middle. If they do not smile or laugh, the person in the middle will have to try on someone else. 

Student Planner: Are you studying? You should be...

Wednesday, September 28, 2011

Objective: Perform Duet Pantomime Scenes
Product: How did the performance go?

Bell Work: Write the following and fill in the break: "Theatre arts is _____."

Class Activities
Once the bell work was complete, the students were exposed to the new vocabulary words:

makeup crew - the crew in charge of designing and applying makeup for each character.


sound crew - the group responsible for planning and preparing all sound effects needed for a production.


light crew - the technicians responsible for planning, preparing, and running the stage lights for a productions.


publicity crew - the committee responsible for organizing and implementing all advertising for a production. Often in charge of ticket sales, this crew is sometimes combined with the house crew.


house crew - the group responsible for printing tickets and programs and managing the box office, audience, and physical theatre during a production.


Once the vocabulary had been taken down, the students performed their duet pantomime scenes for the rest of the class.

Student Planner: Study all crews!!!

Tuesday, September 27, 2011

Objective: Begin work on duet pantomime scenes.
Product: You will be able to create a believable pantomime scene with a partner.

Bell Work: How did your performance go? What did you do well? How can you get better?

Class Activities
After the bell work was completed, students took down the following vocabulary:

crew - committee of technicians who work behind the scenes creating the scenery, costumes, props, and so on.


stage crew - the group of technicians responsible for building the scenery. during a production, this crew is in charge of any scene changes.


prop crew - the crew in charge of stage properties (props).


costume crew - the committee in charge of costuming the show.


Once these were discussed, the students were assigned another pantomime scene to perform in class. This time a duet scene. Partners were chosen by Mr. Eastland, as well as an  activity that the students had to perform during their scene. Examples of activities included camping, baking, sports, etc. Each scene had to have a beginning, middle, and end. Also, the scene had to have a conflict of some kind that was resolved by the end of the scene.

Students were given ten minutes to prepare their scenes. During the scenes, the students may not talk or use props. I am looking for positivity, a willingness to try, creativity, clarity, emotion, and energy. If they give it all they got, they are sure to succeed!

Student Planner: Study Parts of the Stage

Monday, September 26, 2011

Objective: Perform Fairy Tale Pantomime Scenes
Product: How did the performance go? How can you improve?

Bell Work: How was your weekend? (3 sentence minimum)

Class Activities
Today, students who did not get to perform their fairy tale pantomime scenes on Friday performed. If any time was left at the end of class.

Student Planner: Study all notes taken recently! Test coming soon!

Friday, September 23, 2011

Objective: Begin Fairy Tale Pantomime
Product: How is your group working together? How is your scene coming along?

Bell Work: How do you think you are doing at pantomime? How can you improve your skills?


Class Activities
First, we covered the students new vocabulary. Their three words for today were:

Stage Manager - the person who directs the backstage crews and runs the show once it goes into performances.

Choreographer - the person responsible for designing a show’s dance numbers/movement.

Assistant Director - the person who helps the director with such duties as warming up the cast before rehearsal, checking roll, posting rehearsal schedules, writing directorial notes during rehearsal, running errands, and filling in as an understudy when an actor is absent.

Afterwards, students were assigned to groups of four to five. Once they were in their groups, one member of each group chose a fairy tale from a set of cards. The students had to tell the fairy tale they chose as a pantomime scene. In other words, they are not allowed to talk or use props. They are allowed to use chairs as long as they only use it as a chair.

As usual, I am looking for a positive attitude and a willingness to try. In addition to that I am looking for the following:
     1. Energy
     2. Emotion
     3. Creativity
     4. Clarity

As long as the students stick to these few things and following directions, they are sure to succeed!

The students were given ten minutes to prepare. Afterwards, I was able to see a few performances from each class. The rest of the performances will be seen on Monday, September 26, 2011.

Student Planner: Study vocabulary!

Thursday, September 22, 2011

Objective: Stage Jobs & Pantomime
Product: You will be able to be expressive while you mime.

Bell Work: What is the difference between an arena stage and a thrust stage?

Class Activities
Once the bell work was completed, the students took a pop quiz on the 9 Areas of the Stage. Once the quiz was completed, the students learned two new vocabulary words:

Dramaturg - a person who performs a variety of tasks to assist with the production of a play, including reading and evaluating scripts, researching historical and societal issues, and sharing pertinent information with the director and cast.

Technical Director - has the daily responsibility for the technical operations of a theatre or performing arts center, including lighting, sound, set design and construction, and coordinating necessary maintenance. 

The rest of class time was spent revisiting pantomime activities that we have done in the past, but with a focus on trying to show convincing emotions while the students were miming. 

Student Planner: Study all vocabulary!!!

Wednesday, September 21, 2011

Objective: Types of Stages & Mime Practice
Product: When you factor in weight, how does it change your mime?

Bell Work: Draw and label the following in bird's eye view: Grand Drape, Wings, Legs, Backstage, Stage, Apron, & Proscenium Line

Class Activities
When the bell work was completed, students were introduced to the five different types of stages.

The audience is on one side in a proscenium stage. This is the kind of stage we have at Reagan Middle School. You might have seen this stage used for concerts and award shows.

The audience is on all sides of an arena stage. The arena stage is also known as "Theatre-in-the-Round." You might have seen this kind of stage used for basketball games, football games, the Colosseum in Rome, and boxing matches.

The audience is on three sides of a thrust stage. A thrust stage is similar to a proscenium stage except that the apron has "thrust" into the audience. You might have seen this stage at a concert or during a runway show.

Transverse Stage

The audience is on two sides of a transverse stage. This stage is sometimes referred to as a "tennis court stage," because of the way that it is configured. 

A flexible stage is any stage that is not a proscenium, arena, thrust, or transverse stage. The audience and stage can be separate or intermingle throughout the performance. The above is only one example of a flexible stage.

Afterwards, the students focused on their mime skills by participating in either charades, "What Are You Doing?," or The Changeable Ball. 

Student Planner: Study 9 Areas of the Stage, Stage Terminology, and 5 Types of Stages!!!

Tuesday, September 20, 2011

Objective: Stage Terminology & "Director Says..."
Product: What is the difference between a wing and a leg?

Bell Work: Draw and label the 9 Parts of the Stage.

Class Activities
Today, class is on the stage in the cafeteria. After the bell work, students were handed a sheet titled Stage Terminology. The students were to label the sheet correctly as Mr. Eastland teaches them about the stage. Once all of the terms had been discussed, the students played "Director Says..." The game is played the same way as "Simon Says..." When I say "Director says...," the students are to move where I tell them to onstage and do what it is that I told them to do while moving. If I do not say "Director Says...," the students are not to do anything at all. If you do the action when you are not supposed to, you are going to sit out until the next round. If you go to the wrong place onstage, you will sit out until the next round.

Student Planner: Look over Stage Terminology and 9 Parts of the Stage!


Documents
Stage Terminology
http://www.scribd.com/fullscreen/65658177?access_key=key-1vkp0h1vdrwpvdply1mi

Monday, September 19, 2011

Objective: Areas of the Stage & The Changeable Ball
Product: How are your mime skills coming along?

Bell Work: How was your weekend? (5 sentence minimum)

Class Activities
Once the bell work was completed, the work of the week was introduced. This week it is THESPIAN. Thespian is another word for actor. It comes from the Greek name Thespis. Thespis was the first actor in history; therefore, we sometimes call actors thespians.

Instead of a vocabulary lesson for the day, the students were given a diagram to copy down. The diagram was of the 9 Areas of the Stage. Students learned the the labels for the stage areas as well as their abbreviations. They will need to know both. They were also introduced to the term House, which is where the audience sits.

Once the diagram was explained, the students were given a pop quiz on their vocabulary from the week before. Only the terms that are theatre careers were covered on the quiz.

Then, the students learned how to play The Changeable Ball. This is another game that will help the students mime skills. Once student starts with a fake ball. They can change the ball into anything they want by moving it around in their hands. So, the other students know what it is, whoever has the ball should interact with it before passing it on to the next person. Students should try to imitate the same size, weight, etc. when passing from student to student.

Student Planner: Study the Areas of the Stage.

Important!
Remember that the class will be meeting on the stage tomorrow! Not in Mr. Eastland's class!

Friday, September 16, 2011

Objective: Terms & "What Are You Doing?"
Product: How easy or difficult is it to come up with something off the top of your head?

Bell Work: How easy or difficult is it for you to express yourself without words? (3 sentence minimum)

Class Activities

The students started the day off by learning three new terms:

playwright - one who writes plays.


mime - the silent art of using body movements to create an illusion of reality.


pantomime - the use of mime techniques, acting without words, to tell a story.


Playwright is the only theatre career vocabulary word that we learned today. Mime and pantomime tie into what we are currently working on in class. The students learned what mime is by explanation, pictures, and example. Afterwards, the students played a game called "What Are You Doing?".

You play by someone being onstage and miming something. Then, someone walks onstage and says, "What are you doing?" The person onstage replies with, "I am __________." The response can be anything but the action that they are miming. Once the person that was miming responds, they exit the stage. The person who asks what the other was doing then begins to mime the action that the other person responded with. Confused? This might help:

     (A is miming playing basketball. B enters the stage.)

     B: What are you doing?

     A: I am cooking breakfast.

     (A exits the stage still miming basketball. B starts miming cooking breakfast.) 


"What Are You Doing?" was played for the rest of class. We will continue our work with mime and pantomime next week!

Student Planner: Vocab! Vocab! Vocab!

Important!
For those students and parents that keep up with the blog, here is a little hint for class on Monday. There is going to be a pop quiz on all the vocabulary that the students covered this week on Monday, September 19, 2011! 

Thursday, September 15, 2011

Objective: Theatre Roles & Charades Continued
Product: Now that you've had a day to get into it, is it easier to play charades today?

Bell Work: Describe what you think a mime is. (3 sentence minimum.)

Class Activities
Once the bell work was completed, the class was introduced to three more theatre careers:

Set Designer - the person who designs the set for a production.


Lighting Designer - the person who plans and puts into effect the lighting for a play or stage production.


Costume Designer - the person who designs or plans the costumes to be worn in a play or stage production.


Makeup Designer - the person who plan and designs the makeup to be worn in a play or stage production. Sometimes this person is also the makeup artist, the person who applies the makeup to the performers.


Sound Designer - the person who plans and puts into effect the sound for a production.


Property Master - the person in charge of the stage properties, or props, for a production.


Since a large number of my classes did not get to play charades yesterday, I decided to extend the lesson plan into another day. That way everyone can get their introduction into the upcoming pantomime unit.

Student Planner: Read over all vocabulary tonight!

Wednesday, September 14, 2011

Objective: Theatre Roles & Charades
Product: Is it easy or hard expressing yourself without words?

Bell Work: What do you think a director does? (3 sentence minimum)

Class Activities
Once the bell work is completed, students will be given three theatre vocabulary words. They are to write  down the words and the definitions on the first page of their folders. The words today are:

Producer - the person responsible for the entire production, including obtaining financial backing, paying, and hiring the director and creative staff


Director - person in charge of the artistic production of a play


Actor - male or female playing character roles


The students and I discuss the words for a short time. We then move on to a game of charades. Each student writes down the name of a famous person, movie title, book title, television show, character, etc. on a piece of paper. Those papers are put into a cup. The class is divided into two teams. One person from the team gets up and draws a piece of paper. The student then has to act like what is given to them without speaking or making noise. They get a minute for their team to guess what they are acting like. If their team does not get it in the minute time span, the other team gets a chance to try and steal the point. Whoever has the most points at the end of class is the winner and receives a prize.

Student Planner: Look over vocabulary.

Tuesday, September 13, 2011

Objective: Perform Star Project
Product: What new did you learn about the other students in class?

Bell Work: What's your favorite thing you put on your star? Why is it your favorite? (3 sentence minimum)

Class Activities
Once the bell work was completed, students were called up one at a time to present their Star Project to the class. All presentations were completed today.

Student Planner: I want you to write this. I will check tomorrow to see if you are paying attention.

4th Period Book Work

Good Evening Everyone!

I had a lot of trouble uploading the documents. In the end, I just couldn't make it happen. Therefore, you will be given class time to finish the assignment. Do not worry about it tonight. You will not be reprimanded for not completing the assignment. Have a good night, and I will see you tomorrow!

Namaste,
Mr. Eastland

Monday, September 12, 2011

Objective: Prepare and Perform Star Project Presentations
Product: What does you star say about you? What do others' stars say about them?

Bell Work: How was your weekend? (5 sentence minimum)

Class Activities
Once the bell work was completed, Mr. Eastland checked to make sure that everyone finished their stars for homework over the weekend. Then, the students were informed that they would be presenting their stars to the class. Each student will get in front of the class and introduce themselves. Then, they will explain why they chose the five things that are one their star. Mr. Eastland is looking for a more detailed explanation than "I like dogs because they are nice." Really tell me why you like what you put on your star. Give as much detail as possible.

The students were given ten minutes to prepare for the presentation. During the presentations, Mr. Eastland wants to see that you are prepared. Also, he wants to be able to hear you. So, please speak up so that you heard loud and clear.

Student Planner: If you did not perform today, be sure you are prepared to go tomorrow.

Friday, September 9, 2011

Objective: The Star Project
Product: Think about what you would say if you had to present your star.

Bell Work: How do you think your performance went? What can you improve on? (5 Sentence Minimum)

Class Activities
Students continue to work on the Star Project from the day before. These two days in class should be enough time for them to finish if they are using their time wisely. However, if they do not finish, the Star Project will need to be completed for homework over the weekend.

Student Planner: Finish your Star Project over the weekend! Due Monday!

Important!
Star Project is Due Monday, September 12, 2011!

Thursday, September 8, 2011

Objective: Begin the Star Project
Product: Think about what you would say if you had to present you star to the class.

Bell Work: Tell me about five things you enjoy. Be specific. Talk about activities, food, people, etc.

Class Activities
After the bell work has been completed, the students who had not performed the Character Interview performed. Once all of the performances were completed, Mr. Eastland explained the next assignment to the class: The Star Project. In the movies, the rich and famous have golden stars on their doors with their names etched on them. Each student will make a star that will placed on Mr. Eastland's wall for the rest of the school year.

The stars will be cut out of construction paper in any color that the student wants. They will place their name in the middle of the star. They can write their name, draw their name in some way, or cut out individual letters from a magazine and spell out their name. On each point of the star, students will glue a picture of something that they like or something that says something about them. Each point of the star should be something different. Therefore, students should not put five different kinds of candy on each point or five different pictures of the same person. Each one needs to be different and relate to the student that made it.

In class, I have construction paper, magazines, scissors, glue, and rulers available for the students to use. However, if the student cannot find a picture of something they want to put on their star or they know of something they have they want to put on it, they must bring that with them to class from home to place on the star. The students have today and tomorrow to work on this assignment in class. If they are not finished by tomorrow, the student will need to take the star home and finish it there over the weekend.

Student Planner: Tomorrow is the last day to work on the Star Project in class. If you need anything from home for the project, bring it tomorrow. 

Important!
The Star Project will be due on Monday, September 12, 2011! Remember that late work is not accepted in my class!

Wednesday, September 7, 2011

Objective: Perform Character Interviews
Product: How did it go? How do you feel about your first performance?

Bell Work: How was your Labor Day weekend? Explain. (3 Sentence Minimum)

Class Activities
Any groups that have not performed yet will perform in class today.

Student Planner: Last Night to Bring Magazines for Extra Credit!

Important!
If you have been absent for the performance days, you will perform with your partner the first day you are back in class!!!

Tuesday, September 6, 2011

Objective: Perform Character Interviews
Product: How did it go? How do you feel about your first performance?


Bell Work: What did you think about the performances on Friday? If you were not here, what do you need to do with your partner to be ready to perform?


Class Activities
Students performed their scenes for the class. Tomorrow will be the last class day needed for performance.

Student Planner: Bring Magazines!

Happy Labor Day!

HAVE A GREAT LABOR DAY WEEKEND!!!

I hope you have as much fun on Labor Day as they did in New York in 1882!

And remember...

after Labor Day!

Friday, September 2, 2011

Objective: Perform Character Interviews
Product: How do you feel about your performance?

Bell Work: How is your first performance going? How easy or hard is it? What are you doing well? What could you improve on?

Class Activities
Once the bell work is complete, the students were given five minutes to prepare for their performances. I reviewed the criteria for the assignment once more. This was followed by a small discussion on audience etiquette, or how the student's should behave during a live performance. We talked about how they should give all of their attention to the person or people performing before them. They should not be talking. They should not be eating. Finally, they should applaud the performers once they are finished. For the rest of class, the students performed their character interviews for the class. Not everyone finished. Therefore, we will finish on Tuesday.

Student Planner: Bring magazines for extra credit! If you did not perform, rehearse this weekend!

Thursday, September 1, 2011

Objective: Rehearse Your Character Interview
Product: How do you feel about your performance? Does is need more? What can you do to make it better?

Bell Work: What do you need to do before you perform your scene? (Really assess this so you know what you need to get done today in class.)

Class Activities
After the students finished their bell work, I handed their Rules, Consequences, & Procedures Test back to them. I am extremely happy to say there was a 100% pass rate for all classes on this test! Once the students received their test, I let them ask any questions they might have had concerning questions that they missed.

After reviewing the test, I reviewed the criteria for the Character Interview. I emphasized that they needed to have their opening, questions, and closing completed by the end of class. I explained that they needed to know what character they were going to play by the end of class as well. Once the students had all of this figured out, they rehearsed the interview in different parts of the room multiple times.

Student Planner: Rehearse Interview Tonight! Performances Start Tomorrow!


Important!
The Character Interview is a TEST GRADE! Be ready to perform tomorrow!