Monday November 23, 2014

Monday, November 23, 2014

Warm-Up & Vocal Flexing & Improvisation
 

Game #1: Silent Screams

(All participate. Sit in round.  No sound. Purpose is to feel emotion with your whole body.) 

• Scream with your toes.
• Scream with your eyebrows. 
• Scream with your eyes.
• Scream with your back.
• Scream with your stomach.
• Scream with your legs.
• (Now--Volunteer ideas) 
• Scream with your whole body.
• Scream out loud.

Game #2: Silent Tension Scenes

(Pairs participate.  In front of the group.  Purpose is to experience the nonverbal tension of a scene)

• Miner's family waiting for news after a mineshaft disaster.
• Elderly couple hearing a burglar downstairs
• Two sweethearts who have just broken their engagement
• A mother seeing her teenage child for the first time whom she gave up for adoption 

Game #3: Beatnik Poetry

(Triads participate.  In front of the group.  Lined up. Purpose is to collaborate and create a poem based on two subjects.)

• A Tennis ball & A tadpole
• A Peach & The World Cup
• A Sharpened pencil & Brigadeiro
• A question mark & A microphone
• A stopwatch & A kiss

new! FINAL DEBATE UNIT

To Start: Philosophical Chairs

• Set Ground Rules/Norms for our Debates
• 4 Philosophical Chairs Resolutions Provided (#1 & #2 we will write on and #3 & #4 we will verbally debrief--and see the public link)

1. Men can care for children as well as women

2. The right to die is a fundamental human right 
4. It is justified to require males at 18 to be put on the draft list for military service to their country.

5. It is unfair to have children if you cannot afford them.

Debate Teams & Structure

Agenda: November 7, 2014

Today's Agenda:

Stretch & Vocal Warm-Up

1. Sit, Stand, Lean: Simple Scenarios

   • Boarding a bus to the center of the Earth
   • First day in a new job as the President of the USA
   • Taking an exotic pet to the vets
   • Buying a second hand car in New Zealand Outback
   • Having a photo taken at a celebrity photo shoot
   • Hiring a private detective to investigate__________.
   
   

   Sound Effects: Scenarios with a strong physical element

   • Two cowboys rounding up the herd
   • Poachers being caught by a gamekeeper
   • An exterminator called to a restaurant
   • Robbing a Bank
   • Painter and Model having an affair when wife walks in

Andrew's Summative Assessment ???

As the WINNER and director, Gui leads our creation:
Making a Commercial link to activities

• Review the storyboard 
• Open a Google Doc and collaborate on the script of the commercial 

Friday's Class Activity 2 – Planning

Gui needs to delegate these tasks for his team:

1. Writing their script - Pay particular attention to communication of message 
2. Planning what shots they will need and any additional media such as a voice-overs, images, soundtrack, interviews (customer testimonials) etc.
3. Reserve camera, blue screen, and anything else needed.
4. Plan costumes & props needed for Tuesday & Thursday shoot

Tuesday & Thursday: Class Activity 3 – Production 

Students begin to shoot the footage for their commercials and record in their narration. 

Begin collecting any other media they may require (product photos, testimonials etc). 

Today's Agenda:

Stretch & Vocal Warm-Up

1. Off the bench
2. World's Worst

Discuss the work submitted
Andrew Presents his Product for Summative Assessment

As the WINNER and director, Gui leads our creation:
Making a Commercial link to activities
Complete Activity #1 (15 minutes)
Begin Activity #2 (Rest of period)  

• Map out the storyboard 
• Open a Google Doc and collaborate on the script of the commercial 

Wed., October 22, 2014

Today's Agenda:

1. Improvisation Lesson:

Tongue Twister-Off

A - Around the rugged rocks the ragged rascal ran.

B - Big black bug bit a big black bear and the big black bear bled black blood.

R - Rubber Baby Buggy Bumpers!

Y - Yoda met a Yeti on the Plains of Serengeti.

ONE WORD AT A TIME STORY

This is an exercise to train group narrative. All players sit in a circle. A story is told one word at a time. Each player provides one word of a sentence. The end of a sentence can be indicated by a player saying `period` although that is not necessary.

Emotion Orchestra

Mrs. Hancock is the conductor

Mike & Sophia are the "Sadness Section"

Victor & Andrew are the "Joy Section"

Jorge is "Fear Section"

Daphne is the "Anger Section"

Gui is the "Confused Section"

Each time the conductor points or gestures to a particular section, the performers will make emotional noises (try to avoid words -- make sounds that conveys the feelings). When the conductor raises his hands high, the volume of the performers increase. Hands low, the volume decreases.

Just as a musician performs during an impassioned symphony, the conductor of the emotion orchestra warms the performers up, pointing to them one at a time at first, and then to more sections at once, eventually building to a climactic frenzy.

Performers must make certain that they pay attention to the conductor and become silent as soon as the conductor points to another group. 

Scene Replay:

This game, involving two people, has a scene play out (based on a given scenario), then requires the two players to replay or reinterpret  the scene according to supplied suggestions.  

Suggestions can be 

• an emotion (joy)
• time period (Medieval), 
• or genre of TV/film/theater (Western).  

1. New Challenge:  Making a Pitch

Using Rubric

Formative: Make the Pitch (60 seconds)

Choose an everyday object and try to sell its use to us.

Same Rubric will be Used:

Summative: "Brazilian Icon Product" Proposal & Pitch Assignment LINK

Monday, October, 20, 2014

Today's Agenda:

1. Improvisation Lesson: Jorge

1. New Challenge:  Making a Pitch

Using Rubric

Formative: Make the Pitch (60 seconds)

Choose an everyday object and try to sell its use to us.

Same Rubric will be Used:

Summative: "Brazilian Icon Product" Proposal & Pitch Assignment LINK

Wed., October 15th, 2014

Today's Agenda:

1. Improvisation Lesson: Andrew

(Jorge is Monday)

1. New Challenge:  Making a Pitch

https://www.youtube.com/watch?v=tgcv4J-3Yfc

https://www.youtube.com/watch?v=r5iaTRqIafU

https://www.youtube.com/watch?v=cT0d-ISXH5Q

Formative: Make the Pitch (60 seconds):

Choose an everyday object and try to sell its use to us.

Summative: "Brazilian Icon Product" Proposal & Pitch Assignment LINK

Monday, October 6, 2014

Monday's Lesson Plan:

NEW ASSIGNED SEATS (SEE BOARD)

Student Lessons  Super Sophia 

Gui & Daphne turn in Lesson Plan with Reflection

(then Sophia/Mon., Victor/Wed., Andrew/Fri., and Jorge/Tues.) 

Warm-Up & Vocal Flexing:

• the stretching and 
• vocal warm-up
• 3 Improv Games (1 original)

Performing a 1 ACT Play: Hard Candy by Jonathan Rand (FORMATIVE)

Casting:

Adam: Andrew

Bob: Jorge

Cindy: Daphne

Dave: Gui

Emily: Sophia

Fred: Victor

Gail: Daphne

Harry: Andrew

Ira: Jorge

Jill (male): Gui

Linda: Sophia & Daphne

Well-Written by Tim Larson (SUMMATIVE)

Click Here for Instructions! Students PREPARE FOR Well-Written (One Act Play )by Tim Larson

Thursday's Lesson Plan:

Student Lessons  Daphne-the-Dashing Leads 2nd 

(then Victor/Mon., Sophia/Wed., Andrew/Fri., and Jorge/Tues.) 

Warm-Up & Vocal Flexing:

• the stretching and 
• vocal warm-up
• 3 Improv Games (1 original)

Performing a 1 ACT Play: Hard Candy by Jonathan Rand

perform with movement, style and character.

10 minutes to review your roles and prepare while Mrs Hancock sets the stage.

Casting:

Adam: Andrew

Bob: Jorge

Cindy: Daphne

Dave: Gui

Emily: Sophia

Fred: Victor

Gail: Daphne

Harry: Andrew

Ira: Jorge

Jill (male): Gui

Linda: Sophia & Daphne

Tuesday's Lesson Plan:

Welcome back--catch up

1. The Film Questions submitted by...(SAS?) 
2. Lyric Speech Assessments returned
3. Plan the rotation of improv lessons (Sophia is next)

• Student Directions: Improvisation Lesson
• Student Lesson Plan to Copy & Complete

Student Lessons Gui-the-Great leads 1st 

Warm-Up & Vocal Flexing:

• the stretching and 
• vocal warm-up
• 3 Improv Games (1 original)

Performing a 1 ACT Play: Hard Candy by Jonathan Rand

perform with movement, style and character.

15 minutes to review your roles, highlight lines, and prepare.

Casting:

Adam: Andrew

Bob: Jorge

Cindy: Daphne

Dave: Gui

Emily: Sophia

Fred: Victor

Gail: Daphne

Harry: Andrew

Ira: Jorge

Jill (male): Gui

Linda: Sophia & Daphne

Friday, September 26

Friday's Lesson Plan:

Warm-Up & Vocal Flexing:

Sophia Smith can lead the stretching and vocal warm-ups today.

 Current Challenge: Design Your own Improvisation Activity

Lesson Plan must be filled out fully and shared with Mrs Hancock THIS PERIOD (I did get Victor's but he only wrote 7 words on it...BUT that was better than the rest of you)

Gui presents and submits his lesson plan on Tuesday!

• Student Directions: Improvisation Lesson
• Student Lesson Plan to Copy & Complete

Agenda for Wed., September 24th

Plan:

Warm-Up & Vocal Flexing:

Gui Gonzales can lead the stretching and vocal warm-ups today.

Improvisation Work: 3 Games to Play before Challenge  

Scare Off the Bench
 

×

Directions for this improv:

The key to this game is repulsion: consisting of a "bench resident" and a newcomer, it is the job of each newcomer to find an imaginitive way to, as the name of the game implies, scare the bench dweller off so as to assume their position (and so on).  Bench dwellers, to increase intensity, can be resistant at first (to up the ante), so long as they don't play Mr. Brave and ruin the entire game for everyone.

Freeze Tag

×

Directions for this improv:

Two in an introductory scene, who to an extent may wish to exaggerate gestures and physical actions, at any point an outside participant can shout "freeze," at which point all action and dialogue ceases (bodies frozen in place) and the person can then go and tag whichever player he wishes to replace.  What ensues is up to the literal scene stealer, as he must resume where it all left off, though redirecting the scene however he chooses.  

Questions Only

×

Directions for this improv:

This game involves two people, with any additional number of people off to each side as sub-ins.  The players must only interact inquisitively, that is with questions only, to carry forth the given scene.  As soon as one play slips up (offering a statement, re-asking the previous question in a slightly different way, or simply taking too long to respond), they are booted and replaced by the "player on deck" behind them in the wings. 

 New Challenge: Design Your own Improvisation Activity

• Student Directions: Improvisation Lesson
• Student Lesson Plan to Copy & Complete

Monday, September 15, 2014

SUBSTITUTE AGENDA:
Due to my absence:

Inspired by a true story, The Great Debaters chronicles the journey of Professor Melvin Tolson (Denzel Washington), a debate team coach who shapes a group of underdog students from a small African American college into a historically elite debate team.

Video Link for Great Debaters (Start at 1:11)
Film Questions Link due End of class: email to shannon.hancock@graded.br for formative assessment

Thursday, September 11, 2014

SUBSTITUTE AGENDA:
Due to my absence:

Inspired by a true story, The Great Debaters chronicles the journey of Professor Melvin Tolson (Denzel Washington), a debate team coach who shapes a group of underdog students from a small African American college into a historically elite debate team.

Video Link for Great Debaters
Film Questions Link due Monday for class

Tuesday, September 9, 2014

Tuesday, September 9, 2014

Warm-Up & Vocal Flexing: 

Improvisation Work: 

1)Impromptu Speeches (Simple Topics)
Impromptu Topics

• Choose 2.  Pick one.
• Speak on the topic for 60 seconds
• Begin with a clever opening (not what is on the strip) 
• Incorporate the topic into the talk
• Include a main point and specific examples
• Try to set a tone--serious, comedic, light, mysterious
• appeal to your audience
• talk the whole time

2) Impromptu Speeches (Shakespeare Quotes)
Shakespeare Quotes

• Choose 2.  Pick one.
• Speak on this more complex quote for 45 seconds
• All the rest is the same

3) Pocket Lines

The Activity/Skill Work for Today's Session:
Challenge: Song Lyric Interpretations : PERFORM FOR ASSESSMENT & PEER FEEDBACK--videotaped

• Review requirements for the performance
• Practice for 5 minutes alone
• Videotape
• Debrief/Share Compliments
• Watch videos
• Blogfolio Post

Please analyze this assignment in a blog post in your Blogfolio

 Include the following:

·        Explain the goal(s) of this assignment from your perspective (ie. Not JUST what you were asked to do, but why you think you were asked to do it

·        Discuss insights or discoveries you made (self, others, theatre, world, other)

·        How you felt at the beginning, middle, and end of the process (each separately)

·        How did the finished product compare with your intentions/plans

·        If you were to prepare/present this piece of art again, how would you do things differently?

Next Class Assigned Two New Challenges: 

1. Design & Lead an Improvisation Lesson
2. 'Hard Candy'--Performing a 1 Act Play