year 7 · 2020. 12. 10. · unit 3: choreography and stage craft lesson 1 date: starter activity:...
TRANSCRIPT
1
Year 7 Performing Arts
Name:
Class:
Teacher:
Term Attainment
8 Estimate
Current
Flightpath
To progress further I need to… Teacher
Signature
3
4
2
KS3 Assessment criteria in Performing Arts: Drama & Dance
Please find below assessment criteria that will be used to measure attainment in reports in Drama & Dance:
Appreciation Performing Devising
9
• You can accurately identify a range
of devising skills used to create
successful performances.
• You can use adjectives and suitable
vocabulary to describe performance
elements and strategies with detail
and analysis.
• You can perform
complex pieces with
secure use of a range of
performing skills.
• You can perform with an
imaginative sense of
artistic interpretation and
style suitable for the
genre.
• You can devise creative and
challenging performance pieces
and wok well as an ensemble.
• You can devise pieces that show
appropriate organisation and
structure using the correct
intention.
• You can devise performance work
using a wide range of performance
skills that are suitable to the theme.
8
• You can clearly identify a range of
devising skills used to create
successful performances.
• You can use adjectives and suitable
vocabulary to describe performance
elements and strategies with detail
and some analysis.
• You can perform
challenging pieces with
secure use of a range of
performing skills.
• You can perform with a
creative sense of artistic
interpretation and style
suitable for the genre.
• You can devise challenging
performance pieces and wok well
as an ensemble.
• You can devise pieces that show
organisation and structure using the
correct intention.
• You can devise performance work
using a range of performance skills
that are suitable to the theme.
7
• You can identify a range of devising
skills used to create successful
performances.
• You can use adjectives and suitable
vocabulary to describe performance
elements and strategies with detail.
• You can perform creative
pieces with a range of
performing skills.
• You can perform with a
sense of artistic
interpretation and style
suitable for the genre.
• You can devise creative
performance pieces and wok well
as an ensemble.
• You can devise pieces that show
organisation and structure using a
basic intention.
• You can devise performance work
using a range of performance skills
that are suitable to the theme.
6
• You can identify a small range of
devising skills used to create
successful performances.
• You can use some adjectives and
suitable vocabulary to describe
performance elements and
strategies with some detail.
• You can perform
interesting pieces with a
range of performing skills.
• You can perform with a
sense of artistic
interpretation and style
suitable for the genre.
• You can devise interesting
performance pieces and wok as an
ensemble.
• You can devise pieces that show
appropriate organisation and
structure.
• You can devise performance work
using some performance skills that
are suitable to the theme.
5
• You can identify a range of devising
skills used to create successful
performances.
• You can use suitable vocabulary to
describe performance elements and
strategies with little detail.
• You can perform basic
pieces with some use of
basic performing skills.
• You can perform with an
imaginative sense and
style suitable for the
genre.
• You can devise basic performance
pieces and wok well as an
ensemble.
• You can devise pieces that show
some organisation but lack clear
structure.
• You can devise performance work
using some performance skills.
4
• You can accurately identify a range
of devising skills used to create
successful performances.
• You can use some suitable
vocabulary to describe performance
elements and strategies.
• You can perform very
basic pieces with an
attempt to use some
basic performing skills.
• You can perform with
sense of imagination and
style suitable for the
genre.
• You can devise very basic
performance pieces.
• You can devise pieces that show
basic organisation but lack
structure.
• You can devise performance work
using few performance skills.
3
Unit 3: Choreography and Stage Craft Lesson 1 Date:
Starter Activity: Choreography Watch the two dance performances. The first performance is inspired by Game of Thrones. The second clip is the dance routine to Watch Me: Whip Nae Nae. Then name three skills they use to make this performance successful:
1. ___________________________________________________________________________
___________________________________________________________________________
2. ___________________________________________________________________________
___________________________________________________________________________
3. ___________________________________________________________________________
___________________________________________________________________________
Name one dance movement you recognise from the clips:
___________________________________________________________________________ Explain how the music is used successfully with the dance routine:
___________________________________________________________________________
Professional Work: Artificial Things by Stopgap Dance Company What is this dance style called?
What did you like about this dance work?
___________________________________________________________________________
___________________________________________________________________________
What is different about this dance work compared to the inspired Game of Thrones choreography?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Learning Objectives ✓ I will be able to create a movement based routine using a stimulus
✓ I will understand how to create a successful performance piece
✓ I will understand how to use a range of skills and choreographic devices to improve
choreography
4
PROGRESS FURTHER & TASK
☐ Successful use of choreographic devices
☐ Communicated our story well
☐ I worked to the best of my ability
☐ Good use of facial expression
PROGRESS MADE
☐ Make better use of the choreographic devices
☐ Our story wasn’t clearly communicated
☐ I could have been more focused
☐ Better use of facial expression
Practical Task: Solo Choreography/ Solo Mime Step by Step Guide
Success Criteria
✓ A performance that successfully demonstrates the use of choreography or mime
✓ A performance which demonstrates highly developed creativity
✓ A performance which makes interesting use of structure, organisation, and space &
levels
Performance Review Provide feedback for a peer (peer feedback) referring to the specific success criteria.
Progress made (what did you do well?):
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________ Progress further (what could you do to improve)?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Dance Solo Mime solo
1. Start with a still position – on or off stage. 1. First think of your short storyline- what scenario are
you going to mime?
2. Think about your spatial pathways – where are you going on stage or do you have a formation (line, circle, group, levels, scattered, diagonal, etc)
2. Secondly, start with a still position – on or off stage.
3. Create a motif (short phrases of movements between 8 & 16 counts) to represent your theme/character (relating to your stimulus)
3. Create your short phrase. Remember to make sure your movement, body language and facial expressions are clear.
4. Developing your motif – here is a list of ways that you can change your motif;
* Add new movement * Take movement out * Re-arrange the order
* Change the level or direction * Use a different body part
4. Developing your mime- here is a list of ways you can make your mime more interesting to the audience;
*Large gestures *Use of levels- maybe try sitting on an invisible chair?
*Feature a variety of invisible objects *Use as must of the space around you
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Unit 3: Choreography and Stage Craft Lesson 2 Date:
Starter Activity: Storyboarding your Choreography or Mime
Thinking back to your dance or mime last week, divide your movement into 8 sections. Draw
your spatial pathways and illustrate the movements you designed, and describe them if
needed (even if you are not very good at drawing, stick figures will be fine!)
Learning Objectives ✓ I will be able to improve my movement-based routine using a stimulus or storyline
✓ I will know how to use a range of skills and/or choreographic devices and to apply them
to a choreography or mime piece
6
PROGRESS FURTHER & TASK
☐ Successful use of levels and space
☐ Communicated our story well
☐ I worked to the best of my ability
☐ Good use of facial expression
PROGRESS MADE
☐ Make better use of level and space.
☐ Our story wasn’t clearly communicated
☐ I could have been more focused
☐ Better use of facial expression
Professional Works:
‘Emancipation of Expression by BoyBlue
What do you like about this piece?
__________________________________________________________________________________
__________________________________________________________________________________
How would you describe this dance style?
__________________________________________________________________________________
__________________________________________________________________________________
‘Frock’ by Stopgap Dance Company
What do you like about this piece?
__________________________________________________________________________________
__________________________________________________________________________________
How does the choreography show the dancers performing as different gender roles?
__________________________________________________________________________________
__________________________________________________________________________________
Practical Task: First Choreography
Refine your performance so it is sharp and polished.
Think about your spatial pathways and make sure it is clear where you are going.
Success Criteria
✓ A performance that successfully demonstrates the use of choreography or mime
✓ A performance which demonstrates highly developed performance skills
✓ A performance which makes interesting use of structure, organisation, and space & levels
Performance Review Provide feedback for a peer (peer feedback) referring to the specific success criteria.
Progress made (what did you do well?):
__________________________________________________________________________________
__________________________________________________________________________________
Progress further (what could you do to improve)?
___________________________________________________________________________________
___________________________________________________________________________________
7
Unit 3: Choreography and Stage Craft Lesson 3 Date:
Starter Activity: Choreography Watch the five dance performances. Choose one to describe, and write it below. ___________________________________________________________________________ Name three skills that make this performance successful:
1. ___________________________________________________________________________
___________________________________________________________________________
2. ___________________________________________________________________________
___________________________________________________________________________
3. ___________________________________________________________________________
___________________________________________________________________________
Explain how the music is used successfully with the dance routine: __________________________________________________________________________ Fill in the technical skills grid below, to describe the choreography.
Learning Objectives ✓ I will be able to adapt and develop a set motif
✓ I will know how to use a range of skills and choreographic devices and to apply them to
a choreography
8
PROGRESS FURTHER & TASK
☐ Successful use of choreographic devices
☐ Communicated our story well
☐ I worked to the best of my ability
☐ Good use of facial expression
PROGRESS MADE
☐ Make better use of the choreographic
devices
☐ Our story wasn’t clearly communicated
☐ I could have been more focused
☐ Better use of facial expression
Practical Task: Developing a motif
• First learn the set motif
• Secondly, change the order of the motif. You might find that you need to include another
movement to get into the next action of the motif, for example you might need to include a
roll to get to the floor to perform a low section of the motif. This is called a transition.
• Develop the motif further by either changing the body parts and/or changing the levels of the
action.
• EXTENTION: Include your own eight counts to the motif, making the motif 16 counts long.
Success Criteria ✓ A performance that successfully demonstrates the use of choreography
✓ A performance which demonstrates highly developed performance skills
✓ A performance which makes interesting use of structure, organisation, and space &
levels
Performance Review Provide feedback for a peer (peer feedback) referring to the specific success criteria. Progress made (what did you do well?):
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Progress further (what could you do to improve)?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Teacher feedback (write down what your teacher said, then ask them to sign off): ___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
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Unit 3: Choreography and Stage Craft Lesson 4 Date:
Starter Activity: Recap on the dance technical skills
Can you remember the following definitions for the technical skills used in dance?
Action -_____________________________________________________________________
Space - _____________________________________________________________________
Dynamics - __________________________________________________________________
Analysing a Performance: Chair Choreography
Name a skill the performers use during this performance
___________________________________________________________________________
What feeling do you think the choreographer wants the audience to feel when watching this
dance piece?
___________________________________________________________________________
Analysing a Performance: ET the Mime
Name three skills that make this performance successful: 1. ___________________________________________________________________________
___________________________________________________________________________
2. ___________________________________________________________________________
___________________________________________________________________________
3. ___________________________________________________________________________
___________________________________________________________________________
How does the performer use gestures to demonstrate a storyline?
___________________________________________________________________________
___________________________________________________________________________
Practical Task: Chair Movement Task
First decide whether you will be performing a dance chair choreography, or a mime routine
that will involve a chair.
Learning Objectives ✓ I will be able to use a stimulus to create a routine that illustrates characters
✓ I will know how to use a range of skills to apply them to a choreography or mime
✓ I will be able to perform for a mid-term assessment
10
PROGRESS FURTHER & TASK
☐ Successful use of gestures and levels
☐ Communicated my story well
☐ I worked to the best of my ability
☐ Good use of facial expression
PROGRESS MADE
☐ Make better use of gestures and levels
☐ My story wasn’t clearly communicated
☐ I could have been more focused
☐ Better use of facial expression
Success Criteria ✓ A performance that successfully demonstrates the use of choreography or mime
✓ A performance that successfully tells a story or creates a mood
✓ A performance which makes interesting use of structure, organisation, and space & levels
Performance Review
Provide feedback for a peer (peer feedback) referring to the specific success criteria. Progress made (what did you do well?): ____________________________________________________________________________________________________________________________________________________________________ Progress further (what could you do to improve)? ___________________________________________________________________________________ ___________________________________________________________________________________ Teacher feedback (write down what your teacher said, then ask them to sign off): ___________________________________________________________________________________
___________________________________________________________________________________
Chair Choreography Car Journey Mime Routine
1. Start with deciding how your piece will begin. Will
you start on the chair or off stage?
1. Start with deciding how your piece will begin. Will you
start on the chair or off stage?
2. Think about creative ways you can use the chair to
create movement. Start with some interesting arm
gestures.
2. Think about creative ways you can create a storyline by
using a variety of gestures.
3. Create a motif that includes:
• Variety of different gestures
• Spatial pathways including levels
• Creative ways of incorporating the chair
3. Create your short performance where something goes
wrong. Here are some examples:
• The car has a puncture, so you try to fit a new wheel
• Whilst refuelling the car, the car rolls away. • The car is moving too slowly, so you try to find
a creative way to speed it up
4. Developing your motif – here is a list of ways
that you can change your motif;
* Add new movement
* Take movement out
* Re-arrange the order
* Change the level or direction
* Use a different body part
4. Developing your mime- here is a list of ways you can
make your mime more interesting to the audience;
*Large gestures and facial expressions- this will help make
the piece a comedy styled piece.
*Use of levels
*Feature a variety of invisible objects
11
PROGRESS FURTHER & TASK
☐ Successful use of teamwork
☐ Interesting development of practical work
☐ I worked to the best of my ability
PROGRESS MADE
☐ Make better use of time
☐ Development wasn’t engaging
☐ I could have been more focused
Unit 3: Choreography and Stage Craft Lesson 5 Date:
Starter Activity:
There are many examples of choreographers using simple ideas to develop choreography
that anybody can do. These often become popular because they are associated with a certain
piece of music. Watch the following clip and identify as many of the dances as you are able
to:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Practical Task: From Solo to Duo!
Developing your choreography or mime from a solo piece to a duo piece by adding a partner.
• Firstly, get with a partner and label yourselves A and B
• Partner A will teacher their work to partner B. You may need to adapt your work to
include your new partner effectively.
• Once Partner A is confident in knowing the piece, swap over! Partner B teach your
piece to Partner A, remember you might need to adapt your work to include your
partner.
• Rehearse, rehearse, rehearse! Next lesson you will be performing your work to
others to rehearse as much as you can!
Who are the members of your group?
___________________________________________________________________________
Success Criteria
✓ A performance which demonstrates development of your work
✓ A performance which makes interesting use of structure, organisation, space & levels
✓ Use of teamwork to work with a pair and create an interesting piece of work.
Learning Objectives ✓ I will be able to teach my movement work to other students
✓ I will know how to use a range of skills to apply them to a choreography or mime
✓ I will be able to perform for a mid-term assessment
12
Unit 3: Choreography and Stage Craft Lesson 6 Date:
Starter Activity: Written Task
In order to make your simple choreography or mime successful, you should be able to teach it to another person easily. Write down several instructions so another person could learn your choreography. __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Practical Task: Mime or Choreography
In the same group as last week, review your choreography or mime
Rehearse your practical work to make sure you are ready to perform to another group
Who are the members of the group to whom you taught your choreography or mime?
___________________________________________________________________________ Success Criteria
✓ Demonstrations of encouragement and teamwork
✓ A collaboration which shows the success of the motifs
✓ A joint performance at the end of the lesson
Group Performance Review Provide feedback for your whole group (peer feedback) referring to the specific success criteria.
Progress made (what did you all do well?): ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Progress further (what could you all do to improve)? ___________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________
Teacher feedback (write down what your teacher said, then ask them to sign off): ___________________________________________________________________________________
___________________________________________________________________________________
Learning Objectives ✓ I will be able to perform my movement piece from last week
✓ I will be able to perform my piece to a high-quality standard
✓ I will be able to give the other students feedback when performing my group’s work
13
Unit 3: Choreography and Stage Craft Lesson 7 Date:
Starter Activity: Theatre Productions List any theatre or cinema productions you have seen or heard of:
1. ___________________________________________________________________________
___________________________________________________________________________
2. ___________________________________________________________________________
___________________________________________________________________________
3. ___________________________________________________________________________
___________________________________________________________________________
Professional Theatre Job Roles Take note of what each theatre job role entails:
Director
___________________________________________________________________________
Performer
___________________________________________________________________________
Stage Manager
___________________________________________________________________________
Front of House Manager
___________________________________________________________________________
Technician
___________________________________________________________________________
Learning Objectives ✓ To be able to understand theatre job roles and how they support the everyday running of the theatre
✓ To watch and analyse a professional work
✓ To begin planning your own theatre production
14
PROGRESS FURTHER & TASK
☐ Successful use of job role knowledge
☐ I worked to the best of my ability
☐ Good use of facial expression
PROGRESS MADE
☐ Make better use of time
☐ I could have been more focused
☐ Better use of facial expression
Comparing Professional Works
Watch both Peter Pan productions and answer the following questions:
How have different companies explored the same scene in different ways?
___________________________________________________________________________
___________________________________________________________________________
What theatre workers do you think played a vital role to both productions?
___________________________________________________________________________
___________________________________________________________________________
Creative Task: Own Theatre Production- Peter Pan If you were to direct your own production of Peter Pan, you would first need to know the story.
Fill in the following points of areas of the story you think are the most important moments in the story:
1.__________________________________________________________________________________
___________________________________________________________________________________
2.__________________________________________________________________________________
___________________________________________________________________________________
3.__________________________________________________________________________________
___________________________________________________________________________________
Extension Task: Begin Your Script
Over the next few lessons, you will be writing a short script for your own pretend production of Peter
Pan. Use this time to begin your script. Choose one of the important moments you have written above
and write a script for this particular scene.
15
Unit 3: Choreography and Stage Craft Lesson 8 Date:
Starter Activity: Peter Pan Re-cap
Thinking back to the story of Peter Pan that we explored last week, write down the key points
from the story.
1. ___________________________________________________________________________
___________________________________________________________________________
2. ___________________________________________________________________________
___________________________________________________________________________
3. ___________________________________________________________________________
___________________________________________________________________________
Creative Task: Becoming the Script Writer
All good script writers have a plan as to what will be included in the story, what characters
will be included and what each scene will entail. Using the table below, in groups of four,
begin to plan your script for one key scene from the story Peter Pan. This scene can be one of
the scenes you have highlighted in the starter activity.
What scene are you going to write about? Which characters are going to feature in this
scene?
What essential moment happens in this
scene? For example, the audience learn that
Captain Hook is Peter Pan’s nemesis
What key lines must the main characters
say?
Learning Objectives ✓ I will be able to write a helpful plan for my script
✓ I will be able to write a script that links to a professional work
✓ I will be able to consider performance elements when writing a script
16
PROGRESS FURTHER & TASK
☐ Successful use of creative ideas
☐ Communicated the story well
☐ I worked to the best of my ability
☐ Good use of the time given
PROGRESS MADE
☐ Consider ways of making my ideas more creative.
☐ Our story wasn’t clearly communicated
☐ I could have been more focused
☐ Better use of the time given
How are you going to make sure the
audience understand what is happening in
the scene?
In as little as four words, describe each one
of the characters you have chosen to include
in this scene.
Once you have completed the table, use the lined paper on the next page to write your script.
EXTENTION TASK: Once you have written your script, get yourself into your small group and rehearse
your script.
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Unit 3: Choreography and Stage Craft Lesson 9 Date:
Starter Activity: Analysing Professional Work Name three skills that make this performance successful:
1. ________________________________________________________________________
________________________________________________________________________
2. ________________________________________________________________________
________________________________________________________________________
3. ________________________________________________________________________
________________________________________________________________________
Character Profile: Choose a character from your script. Use the character profile to write key
information about this character.
Learning Objectives ✓ I will be able to draw a costume that is suitable for the character
✓ I will able to complete a character profile for a specific character
✓ I will be able to rehearse my script in my group
Name of Character: ______________________________________ Age of character: Height: Hero or Villain: Character traits: Favourite Activity: Favourite Line in the Script:
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PROGRESS FURTHER & TASK
☐ Successful costume design with specific
details given
☐ Correct details given in character profile
☐ I worked to the best of my ability
PROGRESS MADE
☐ Include more details with the costume design
☐ My details in my character profile too basic
☐ I could have been more focused
Creative Task: Drawing a Character Costume Draw a costume for the character in the box below. Task Review Provide feedback for a peer (peer feedback) referring to their costume.
Progress made (what did you do well?):
__________________________________________________________________________________
__________________________________________________________________________________
Progress further (what could you do to improve)?
___________________________________________________________________________________
___________________________________________________________________________________
21
Unit 3: Choreography and Stage Craft Lesson 10 Date:
Starter Activity: The Role of a Set Designer
A set designer is a key member of a theatre production team. What jobs would a set designer be in
charge of:
1. ________________________________________________________________________
________________________________________________________________________
2. ________________________________________________________________________
________________________________________________________________________
3. ________________________________________________________________________
________________________________________________________________________
Creative Task: Drawing The Jolly Roger
As a set designer, your role is to design the pirate ship ‘The Jolly Roger’ from the play ‘Peter
Pan’.
Learning Objectives ✓ I will understand the role of a set designer
✓ I will be able to draw a piece of set that is suitable for the play Peter Pan
✓ I will be able to rehearse my script in my group
22
PROGRESS FURTHER & TASK
☐ Successful use of gestures and levels
☐ Communicated my story well
☐ I worked to the best of my ability
☐ Good use of design skills
PROGRESS MADE
☐ Make better use of gestures and levels
☐ My story wasn’t clearly communicated
☐ I could have been more focused
☐ Better use of design skills
Practical Task: Script Rehearsal
In your working groups, rehearse your scripted piece. When performing in character,
remember to consider your body language, facial expression and gestures.
Success Criteria
✓ A set design of ‘The Jolly Roger’ that would support the production of Peter Pan
✓ A performance that successfully tells a story or creates a mood
✓ A performance which makes interesting use of structure, organisation, and space & levels
Performance Review Provide feedback for a peer (peer feedback) referring to the specific success criteria. Progress made (what did you do well?):
__________________________________________________________________________________
__________________________________________________________________________________
Progress further (what could you do to improve)?
___________________________________________________________________________________
___________________________________________________________________________________
Teacher feedback (write down what your teacher said, then ask them to sign off): ___________________________________________________________________________________
___________________________________________________________________________________
23
Unit 3: Choreography and Stage Craft Lesson 11 Date:
Starter Activity: Analysing Professional Work
Name three skills that make this performance successful:
1. ___________________________________________________________________________
___________________________________________________________________________
2. ___________________________________________________________________________
___________________________________________________________________________
3. ___________________________________________________________________________
___________________________________________________________________________
Practical Task: Learning a Monologue
As a performer, you will experience a variety of character roles in a variety of productions. As a performer you may be asked to perform a monologue. A monologue is a speech presented by a single character, most often to express their mental thoughts aloud, though sometimes also to directly address another character or the audience (this type of monologue is called a soliloquy). In your groups, you will each perform one of the following set monologues from the production Peter Pan. Decide who will perform as which character and try to learn as much of the monologue as you can, with the aim being to perform as much of the monologue from memory. Don’t worry, you will not be expected to have learnt the whole monologue by the end of the lesson! Peter: Who’s there? Is anyone there? What! (To Tink) The Indians were defeated and Wendy and the Boys have been captured by the Pirates? I’ll rescue her! What? Oh, that’s just my medicine. Poisoned? Nonsense! Who could have poisoned it? I promised Wendy to take it and I’m going to, as soon as I’ve sharpened my dagger. Why, Tink, you’ve drunk my medicine! What’s the matter with you? It was poisoned! You drank it to save my life. Tink. Dear… Tink… your’re dying? Your light is growing faint, and if it goes out that means you’re dead. Your voice is so low I can scarcely hear what you’re saying. You say you think.. you think you could get well again if… if… if what Tink? If children believed in fairies. (To audience) Do you believe? Say quick that you believe. If you believe, clap your hands!
Learning Objectives ✓ I will be able to learn a script set by my teacher
✓ I will know how to use a range of skills to apply them to a monologue
✓ I will be able to perform for an assessment
24
PROGRESS FURTHER & TASK
☐ Successful use of performance skills
☐ Interesting development of practical work
☐ I worked to the best of my ability
PROGRESS MADE
☐ Make better use of rehearsal time
☐ I could have been more committed to
my performance
☐ I could have been more focused
Wendy: Boy, why are you crying? You say that you are not crying? Oh, yes you are. What is my name? Wendy, Moira, Angela, Darling. What’s yours? Peter Pan, is that all? Oh, it is. In that case, I’m so sorry. Where do you live? The second star to the right and straight ‘till what? What a funny address. I ah mean, is that what they put on your letters? Well if you don’t get letters, you mother must get… You don’t have a mother? Oh, Peter. Hook: How still the night is. Nothing sounds alive. Now is the hour when the children in their homes are a-bed. Compare with them the captive children on this boat. Tis me hour of Triumph! Peter killed at last and all the boys are about to walk the plank! At last, I’ve reached me peak! All mortals envy me- no little children love me. I’m told they play at Peter Pan’s underground den, and that the strongest boy always chooses to be Peter. They force the smallest, weakest boy to be Hook. THE WEAKEST! Lost Boy: I saw Pirates! I saw Indians! Not only did I see Pirates, and Indians, but I saw a wonderfuller thing. High over the lagoon I saw the loveliest, great, white bird. It is flying this way. It looks weary and as it flies it moans, “Poor Wendy”. I think there are birds called Wendies. See, here it comes! Look how white it is. Hey, there’s Tinkerbell. Tink is trying to hurt the Wendy. She says Peter wants us to shoot the Wendy. Let us do what Peter wishes. Out of my way, Tink. I’ll shoot it… I’ve shot the Wendy! Peter will be so pleased! Extension Task: Now rehearse your scripted piece and include each monologue after your scripted scene. Remember, it does not matter if the scene and monologues do not match or make sense, this task is to develop and show an audience your performance skills. Who are the members of your group?
___________________________________________________________________________
Success Criteria
✓ A performance which demonstrates performance skills
✓ A performance which makes interesting use of structure, organisation, space & levels
✓ Use of teamwork to work with a pair and create an interesting piece of work.
25
Unit 3: Choreography and Stage Craft Lesson 12 Date:
Starter Activity: Re-cap on Job Roles
Read the following job descriptions below and fill in the job roles that they refer to.
‘I can be on stage as an actor, dancer or singer”
“I am in charge of the lighting and music ques in
a production”
“My job involves designing and creating the
character costumes”
“I am in charge of what happens backstage,
including the backstage crew”
Practical Task: Final Performance
In the same group as last week, rehearse your drama piece
Rehearse your practical work to make sure you are ready to perform to another group
Who are the members of the group?
___________________________________________________________________________ Success Criteria
✓ Demonstrations of encouragement and teamwork
✓ A collaboration which shows the success of a well collaborated performance
✓ A performance that shows a variety of physical and vocal skills
Group Performance Review Provide feedback for your whole group (peer feedback) referring to the specific success criteria.
Progress made (what did you all do well?): ____________________________________________________________________________________________________________________________________________________________________
Progress further (what could you all do to improve)? ___________________________________________________________________________________ ___________________________________________________________________________________
Teacher feedback (write down what your teacher said, then ask them to sign off): ___________________________________________________________________________________
___________________________________________________________________________________
Learning Objectives ✓ I will be able to perform my drama piece
✓ I will be able to perform my piece to a high-quality standard
✓ I will be able to give the other students feedback when performing my group’s work