Blog 6 - My intentions for my role

You should already have chosen a role and learned your lines.

Today you will rehearse and write your intentions for your role. I have shared a list of words with you which you should use to describe how you use your body to show your character-
GLOSSARY OF DRAMA TECHNIQUES
voice, body, movement and use of space 
Here is an example:

Statement of Intention – Role: Bess- “The Highwayman” 
I am going to be Bess. I want to show how beautiful and brave she is. She defies the soldiers and sacrifices herself to save her lover. I want the audience to feel my fear and to feel sorry for me as I am faced with an impossible choice.
I stand up straight with my shoulders back and look straight at the audience.  I press my lips together to show I am scared. I struggle against the ropes [imaginary] that tie me up. I use an angry voice and I yell at the soldiers. When I say "I love him" I use a quieter, deeper voice then I whisper "goodbye" as I pull the gun trigger.

Post 5 Acting a role

He aha te mea nui o te ao
What is the most important thing in the world?
He tangata, he tangata, he tangata
It is the people, it is the people, it is the people
Maori proverb

Drama is all about people and their stories. We are going to start working on how to create a role.

A Role on the Wall



1. Choose a script: put it on your blog, your device/phone, copy it onto paper, print it out
2. You need to LEARN the words
3. Role on the Wall - what do you know about your character? Use the questions below to create a picture of your character
4. You can "draw" a role on the wall or do short answers to the questions

Who am I?Think about what your character is like in terms of personality.

What are my given circumstances?Think about your recent past and how this has affected you and brought you to where you are.

What are my relationships?Think about your relationship with other characters, events and things that surround you.

What is my objective? Why?This is what you want, your motivation or reason for action is.

What must I overcome?This is the problem that is stopping you from getting your objective; this is what you need to overcome to reach your goal.

What is my action?This is what you do to overcome your obstacle and attempt to reach your goal.

Performance assessment

“Making Lunch”

1. Pairs [or solo] allocated by Mrs Clark
2. Plan: Making a sandwich or filled roll. Draw a storyboard or flow chart of what will happen.
3. Pair share - give and receive feedback from another pair
4. Perform for class/ camera

Blog 4 What is mime?

• Principles of Effective Mime
• Find a video with examples of each principle; insert the video and write underneath  one example of each principle,[you can use more than one video].
  eg: In Mr Bean’
  Mr Beans invisible drum kit
  1.when he gets his hand caught between the cymbals
  2.when he is surprised by hitting a cymbal with his bottom
  3.drumming in time to the sound track
  4.when he swings the cat
  5.when he picks up the drum sticks
  
  
  6.when he bumps his head on a drum while crawling underneath

Insert a video clip of a MIME artist and explain how they use the 6 principles.

The Actor Rowan Atkinson uses a lot of these  techniques- have a look at some of this movie.

Why Play Games? Blog 3

Task 1:  Make a list [at least 5] of Drama games and record the skills required. 10 will get a CARR award.{See the slide show} Here is an example.

Game	skills
Tequila	Listening, moving in unison and canon [chorus]; floor pattern, gesture, eye-contact

Task 2: This should be finished for homework by next Tuesday.

Recall or Research a Drama Game activity [not done in class]

Present the game on a google doc which you share with me, ck@hornby.school.nz

1. Write the title & instructions
2. Make layout interesting [font, pictures, steps]
3. What are the skills this game teaches?

Here is an example:

Ship Ahoy!

A classic game - useful to develop listening skills and spatial awareness.

How Do I Play It?

The teacher first explains that we are about to go on a ship and as crew there are lots of jobs that we need to do.

Students start by forming a line (one behind the other) directly in front of the teacher to enter ship.

The teacher then shouts a command and the children have to perform the activity associated with that command and go to various areas of the ‘ship’.

Commands include:

• Captains coming – salute and stand still for inspection
• Boom crossing – students duck
• Scrub the deck – students all scrub the floor
• Climb the rigging – all pretend to climb up sail
• Port – go left and load the cannons
• Starboard – go right and look out
• Bow - go to the front and all walk the plank
• Stern - go to the back and all pull in the anchor

To remember where you’re going - 'port' has four letters as has 'left'!

SKILLS

• Pirate vocabulary
• Listening
• Miming
• Ensemble – moving with a group