Commedia Presentation and Performance

You have been working well on your commedia dell'arte work, which will be performed and evaluated on Tuesday, March 5th.

Your commedia dell'arte presentations are to be done on Thursday, March 7th, for the class.  Please let me know if you have any questions or need Bristol board, glue, etc. 

Don't forget to look at the previous post, which has some interesting links to commedia/slapstick sites.

Commedia dell'arte

This week we had some fun in pairs applying various slapstick elements into short skits.  As you know now, 'slapstick' comes from the use of Arlechinno's batocchio (slapstick) in commedia dell'arte.

Today's assignment, due Tuesday, March 5, 2013, is to create a poster/presentation for two commedia dell'arte characters.  Check with me to confirm which two you are doing, as there is to be no duplication.

The rubric is for both form (Communication in both poster and oral presentation) and content (Knowledge/Understanding of Information as presented on the poster and orally).  It is posted on the wall by the class folder.

Remember that you must have three sources of information cited.  Do not hesitate to check the encyclopedia in the library in the Reference section (to the left when you enter).  There are also theatre history books that may contain exactly what you want and need.

A basic intro to commedia dell'arte and its influence on our culture: http://www.youtube.com/watch?v=mqlfTG40RUI&list=PL373C98BA3DB5F749

Here is Didi Hopkins of commediaworks with students learning about the characters' 'shapes':
http://www.youtube.com/watch?v=JJEwuurzDe4&list=PL373C98BA3DB5F749

and speaking 'gromalot': http://www.youtube.com/watch?v=9gTs9xWJcgg&list=PL373C98BA3DB5F749

Here are some sites you may wish to check out for academic erudition:

http://www.theatrehistory.com/italian/commedia_dell_arte_001.html

http://www.theatredatabase.com/16th_century/commedia_dell_arte_001.html


and, of course, for a look at slapstick fun:

Charlie Chaplin in jail from Modern Times  and roller-skating in the department store

Buster Keaton--some stunts from The General--'mechanical gags'

West Side Story - Questions and Task

As we watch this film, pay particular attention to how the musical numbers are used to reveal character, establish situations, move the plot forward, etc.

Remember that the questions are due on Wednesday, February 13--you will have them back in time for Valentine's Day!

ADA 3M/4M                                                      February 8, 2013

 

Theatre Genres:  Reflections of Society and Culture

 MUSICAL THEATRE

The example of musical theatre we are using for this unit is West Side Story, which won numerous awards as a Broadway Musical and later as a Hollywood film.  While many musicals are considered lighter entertainment, West Side Story deals with serious issues.

1. List three of the things the opening dance sequences establish for the audience as the film version begins.  (K/U:  3 marks)

2. Read the lyrics to “When You’re a Jet”.  According to this song, why do boys join gangs?  (K/U: 2 marks)

3. The Puerto Ricans discuss why they came to America and whether it’s better for them in the ‘land of opportunity’ or ‘back there’.  At one point, Anita calls the leader of the Jets a ‘polack’, while her lover is a ‘spic’—and complains that people of any other ethnic background are accepted as Americans while they are not.  What does this show of American society at that time?  From you perspective and experience, has this shifted/changed?  Explain your viewpoint, citing the tv, movies, theatre and/or other media sources upon which it is based.  (I – 5 marks)

 

3. “Officer Krupke”  is a favourite song from this musical.  In a few short verses, it deals with the issue and problems of juvenile delinquency.  What social agencies/services/institutions does it cover?  Does it blame, explain, or simply shine a light onto the issue to make us think?  (I – 5 marks)

5. Creative Choices:  Pick A or B:  Rubrics for each course to follow—although you are choosing from the same options, your evaluation is based on the individual course expectations.  J

A.    Imagine you are developing a musical for a Romeo-and-Juliet story set in Dryden High School.  Write a song lyric that establishes a situation or explores a problem central to your version of the story.   (You may wish to set it to one of the West Side Story tunes for optimal effect….or another show-tune melody.)

B.     Write a script for a two character scene that could be considered ‘missing’ from West Side Story.  It can be set prior to, during, or after the events of the existing musical.  It should reveal character and/or develop situation.  Write it in proper script format.

 

Romeo and Juliet--and its Aftermath....

With the 4M students, create a tableaux series showing us the story of Shakespeare's Romeo and Juliet. You may only use 15 scenes. GO!

Full text of Romeo and Juliet, by Act

Synopsis of Plot and Dramatis Personae


Questions:

Part A:

1. What was the biggest challenge facing the group as you began this assignment?
2. What was the biggest challenge you faced with this assignment as an individual?
3. How were roles determined? Were the right decisions made? Why/why not?
4. How were scenes decided upon? Were the right decisions made? Why/why not?
5. How would having a director have changed the process/product of this assignment? Explain.


Part B:

1. List three works of art (music, painting, photography, sculpture, literature, film, theatre, etc.) that link to Romeo and Juliet in some way. For example, West Side Story is a 20th century musical and film based on R & J, and musicians as diverse as Lou Reed and Taylor Swift have songs referring to the star-crossed lovers.

Welcome! Let's set the stage....

Welcome to ADA 3M, Grade 11 Drama, University/College Preparation

This course requires students to create and perform in dramatic presentations. Students will analyse, interpret, and perform dramatic words from various cultures and time periods. Students will research various acting styles and conventions that could be used in their presentations, and analyse the functions of playwrights, directors, actors, designers, technicians, and audiences.

http://www.edu.gov.on.ca/eng/curriculum/secondary/arts1112curr2010.pdf


As you know, attending class is a vital component of any course. Because drama is an ensemble activity, your attendance affects everyone in the class. It is your responsibility to let me (and any group members you might have) know in advance of any plans you have to be away. Because we are operating as a split class with the Gr. 12's, you must be particularly vigilant about how you use your time. Always have a pen or pencil or your laptop with you, as there is a significant amount of writing to be done in this course.

Class rules are simple: show respect for yourself, the class and for the room.

Remember to have your parent/guardian sign the information letter dated January 29, 2013and bring it back a.s.a.p.!

Assignment #1:

Using mime, tableau, dialogue and asides, your group will create and present a five minute scene that illustrates how to be successful in a drama class.

The purpose of this assignment is to show me that you know and understand these basic elements of drama that you learned in Gr. 9 or 10, that you know and understand what 'respect' looks like and sounds like in our class context, and that you know and understand how to work in a group and meet a deadline.

Assigned:  Thursday, January 31, 2013
Presentation:   Friday, February 1, 2013

Independent Term Work Due Today unless...

you were on the Outdoor Ed. Canoe Trip! 

Last portion of the end task is on Monday--you will watch the Grade 12 performance and on Tuesday/Wednesday, you will complete a review of it.  The course ends on Wednesday.

Looking forward to seeing the Grade 12's strut their stuff on Monday!

End Tasks and Term Work Reminder!

End Task performances are May 30, May 31 and June 5.

Term work questions were posted earlier--hard copies are available.  We will have access to computers on Friday, June 1 to get started.  Your work will be due on June 8th.

On June 11, you will be watching the Grade 12's end task performance and will be writing a review of it on June 12 and 13th.  That will conclude your term work and end task--and the course will be over!