Download Grade 11 Acting

Grade 11 Dramatic Arts – University/College Course Outline
Prerequisite: Grade 10 Dramatic Arts
Course Developers: Mr. Blakey
Course Description
This course requires students to experiment with forms and conventions in dramatic literature,
and to create/adapt and present dramatic works. Students will do research on dramatic forms,
conventions, themes and theories of acting and directing from late 1800’s/1900’s and apply their
knowledge of these in analyzing and interpreting dramatic literature, including Naturalistic
playwrights. Students will experiment with techniques for building a character from the inside
and from the outside and then apply Stanislavski’s “The Method” to a scene from one of
Strindberg, Chekhov, Ibsen, etc. Students will also learn and apply the techniques of theatre
production by writing and performing for a public audience.
This course predominantly engages students in active learning. They apply their knowledge in
genuine theatrical contexts by working as actors, playwrights and discerning audience members.
The intent of the course is to make learning experiential to the greatest extent possible, while
meeting the demands presented by the expectations suitable for the university/college destinations
of students taking the course. Students will work with all members of the class and review two
plays including RHSA productions and modern drama. Students will also keep a drama portfolio
that will log their growth and be used for conferences/assessment throughout the course.
Ministry Document
The Ontario Curriculum Grades 11 and 12, 2000.
Units:
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
Titles and Time
Introduction to the Acting Lab
Conditioning the Body - Movement
Conditioning the Voice – Poetry Recitation
The Method and Naturalism -Scene Study
Character Development and Script Analysis - Exam
Film Acting
Actor as Activist: Theatre of the Oppressed
Comedic Acting and the Culminating Activity
5 hours
10 hours
15 hours
20 hours
15 hours
15 hours
15 hours
15 hours
Unit Overviews
Unit 1: Introduction to the Acting Lab
Unit Description
Students begin to work as an acting ensemble by doing exercises in trust, movement,
teamwork and improvisation led by their drama coach. Students will identify and follow
safe and ethical practises in all drama activities and continue to develop an
understanding of correct theatre and audience etiquette in classroom drama work and
formal performance contexts.
Activity
1. Introductory
Activities
2. A Safe
Environment
Assessment
Knowledge/Understanding
Communication
Knowledge/Understanding
Thinking/Inquiry
Focus
Developing trust, team work, theatre skills, e.g. tableau,
mime and voice so that we form an acting ensemble
Audience etiquette, coaching and constructive feedback
in the creative process will be explored. Students will
Communication
3. What is
Acting?
Thinking/Inquiry
Communication
Creation
identify ways in which drama can influence personal
growth, relationships with others, and aesthetic
judgement.
Students will research the training of a well known and
established film/theatre actor through interviews and
articles and present their findings to the class in a
visual/ dramatic/ media or oral presentation.
Unit 2: Conditioning the Body - Movement
Unit Description
Students will learn and use a range of physical, relaxation techniques to develop and
ultimately develop and refine performances during the rehearsal. Introduction to various
voice and movement techniques including the Laban’s Movement Theory, the Alexander
technique and the Meisner Approach.
Activity
1. Teacher/
Guest
Instructor led
Workshops
2. Journal
Reflection/
Discussion
Assessment
Knowledge/Understanding
Thinking/Inquiry
Focus
Developing a group and personal approach to physical
warm ups in preparation for acting work
Communication
Thinking/Inquiry
Communication
Creation
Students will analyse their use of the creative process in
workshop activities, and explain what they learned
from it and how that learning can be applied in work
and other social contexts with teacher conferencing,
writing and peer feedback.
Unit 3: Conditioning the Voice - Poetry Recitation
Unit Description
Students will learn and use a range of vocal techniques to develop and ultimately
develop and refine performances during the rehearsal. Exercises will help develop
relaxation, breathing and muscular control and culminate with the presentation of a
poem with truth and meaning. Students may have the option of a public presentation
during the Soulpepper Theatre’s “Poetry in Voice” Recitation Contest.
Activity
1. Teacher/
Guest
Instructor led
Workshops
2. Poetry
Recitation
Assessment
Knowledge/Understanding
Thinking/Inquiry
Focus
Identifying, describe and utilize the forms, elements,
conventions and techniques used in the presentation of
an oral text.
Communication
Creation
Develop interpretations of drama texts or other sources
from a variety of Western and non-Western traditions
as a basis for their performance.
3. Journal
Reflection/
Discussion
Communication
Thinking/Inquiry
Students will analyse their use of the creative process in
workshop activities, and explain what they learned
from it and how that learning can be applied in work
and other social contexts with teacher conferencing,
writing and peer feedback.
Unit 4: The Method and Naturalism – Scene Study
Unit Description
Students will apply scene analysis and rehearsal techniques to modern Naturalist scripts
(Ibsen’s A Doll’s House and Tennessee Williams’ A Streetcar Named Desire) and
learn the basics of the Stanislavski System. Students will experiment with techniques for
building a character both from the inside and the outside. The focus of the rehearsal
approaches will be drawn from Uta Hagen’s Respect For Acting and A Challenge for
the Actor. Actors will reflect on their personal preferences in their drama portfolios.
Activity
1. Who Am I?
2. What do I
want?
3. How do I go
about Getting
it?
4. External
Methods
5. Scene
Performance
Assessment
Knowledge/Understanding
Creation
Knowledge/Understanding
Thinking/Inquiry
Creation
Thinking/Inquiry
Communication
Creation
Thinking/Inquiry
Communication
Creation
Knowledge/Understanding
Thinking/Inquiry
Communication/Creation
Focus
Developing a character from the inside out.
- CONCEPT – IDENTITY -SUBSTITUTION
Understanding motivation, objective and super
objective.
-EMOTIONAL MEMORY –SENSE MEMORY
Experimenting with motivational tactics – the actions of
the character.
THINKING – IMMEDIACY – CIRCUMSTANCES
Experimenting with costume, set and physicality of the
character.
ENDOWMENT – BASIC OBJECT EXERCISES
Performing a character within a scene from a scripted
play
- THREE ENTRANCES -THE FOURTH WALL -.
Unit 5: Character Development / Script Analysis (Examination)
Students will work with scene partners to apply the techniques of The Method with their
scene through writing-in- role and script analysis for the written component of the
examination. The practical part of the exam will include exercises creating emotional
truth such as hot-seating, voices-in-the head, monolgue and improvisation
Activity
1. Scene
Analysis
2. Emotional
Memory
3. Scene
Performance
Assessment
Thinking/Inquiry
Communication
Knowledge/Understanding
Creation
Knowledge/Understanding
Thinking/Inquiry
Communication
Creation
Focus
Analyzing a scene for motivation, tactics and beats.
Recalling related memories and transferring them into
the context of their scenes
Performing a character from the play using a variety of
rehearsal process techniques
Unit 6: Film Acting
Students will work with scene partners to apply the acting techniques of the previous
units with their scene using a film script. Exercises will focus on creating emotional truth
for the character and the specific acting requirements used in film acting with the
exploration of techniques used by David Rotenburg.
Activity
1. Scene
Analysis
2. Emotional
Memory
3. Scene
Performance
Assessment
Thinking/Inquiry
Communication
Knowledge/Understanding
Creation
Knowledge/Understanding
Thinking/Inquiry
Communication
Creation
Focus
Analyzing a scene for motivation, tactics and beats.
Recalling related memories and transferring them into
the context of their scenes
Performing a character within a scene from a published
film for an intimate audience or for the camera
Unit 7: Actor as Activist: Theatre of the Oppressed
Unit Description
In this unit, students utilize the skills they have developed in research, scene analysis,
acting and scriptwriting. Students will learn the techniques of forum theatre developed
by theatre activist Augusto Boal. In groups of 6 to 8 people, students will research a
social issue of importance to them, create and lead a workshop with their peers using
forum and image theatre techniques.
Activity
1. Games for
Actors and
Non-actors
Assessment
Knowledge/Understanding
Creation
2. Creating a
Workshop
3. Conducting
a Forum
theatre
Workshop
Knowledge/Understanding
Creation
Knowledge/Understanding
Thinking/Inquiry
Communication
Creation
Focus
Engaging in activities involving power and oppression,
experimenting with Boal’s games for actors and nonactors, and learning about his past political e.g. the
Great game of Power.
Collectively creating and rehearsing image theatre and
forum theatre for a workshop with their peers
Performing the interactive workshop described above.
Unit 8: Comedic Acting and the Culminating Activity
Unit Description
Students will apply their knowledge of method and comedic acting to the rehearsal and
performance of scenes, monologues, one act plays from a variety of sources. (
playwrights for consideration could include: Aristophanes, Moliere, Oscar Wilde, Noel
Coward, Neil Simon, Christopher Durang, Wendy Wasserstein, Daniel MacIvor and
other contemporaries. Students may work as actors or as directors in this unit.
Costumes, workshop set and props will be taken into consideration, however, the
primary focus will be on the acting process and presentation. The unit will culminate with
a final presentation yet to be determined.
Activity
1. Planning/
Organizing
Assessment
Knowledge/Understanding
Creation
2. Scene
Analysis
3. Rehearsing
Thinking/Inquiry
Creation
Knowledge/Understanding
Thinking/Inquiry
Communication
Creation
Knowledge/Understanding
Creation
Communication
4. Producing
workshop set,
Props,
Costumes
5. Play Final
Presentation
Knowledge/Understanding
Thinking/Inquiry
Communication
Creation
Focus
Engaging in pre-rehearsal activities such as play
reading, selecting scene and the planning and
development of the rehearsal process
Analysing a scene for motivation, tactics and beats.
Rehearsing and experimenting to find the characters
and tell the story of the piece.
Creating the set, props, costumes for the benefit of the
performer and play.
Performing the play: in the class, during the lunch hour,
for a guest audience or potentially for a public audience
as part of the Fringe festival in June.
Teaching/Learning Strategies
Teachers will adapt teaching/learning strategies throughout this course to suit students’ needs.
Although the expectations for the four categories are listed separately in the policy document,
instructional strategies encompass all of the categories in a holistic way.
Elements of Dramatic
Arts
1. Creative Process,
Composition, and
Constructive Feedback
2. Sharing the Art of
Drama
Teaching/Learning Strategies Used
Group mapping activity, independent work, group work, teacher-directed
discussion, brainstorming, self-discovery, whole group collaboration, shared
reflection, exploratory exercises, self-assessment, debate, leadership
activities, role-playing, problem-solving
Hand-outs, logs, group discussion, brainstorming, student research, projects,
teacher as facilitator, demonstration, lecture, guided improvisation,
experimentation, information sharing, analytical writing, rehearsing, editing,
revising, performing, problem-solving, proposal writing, rationale writing,
conferencing, collective collaboration, leadership activities, questioning,
review, role-playing, video-taping and self-observation, peer feedback
Assessment & Evaluation of Student Achievement
The assessment/evaluation in this course is divided into the four categories of the Achievement
Chart. The Knowledge category embraces what students know, the facts and information
contained in the course. The Creation category includes assessments of the students’ application
of their knowledge, particularly as demonstrated through rehearsal, participation in class activities
and exercises. The Thinking/Inquiry category is used to gather assessments that demonstrate the
students’ abilities to think and analyse what it is they have learned as performers, drama students
and theatre critics. Finally, the Communication category comprises assessments of how well the
students communicate orally, in writing, and through dramatic performance.
Teachers must assess Learning Skills separately on the report card. Learning Skills (Homework
Completion, Independent Work, Team Work, Initiative) play a critical role in the achievement of
curriculum expectations. It is the school’s expectation that all assignments be submitted on time.
Overall evaluation of the course is divided as follows:
Term Work - 70%
Culminating Performance Task - 30%.
The weighting of the Achievement Chart categories in this course is:
Theory/Knowledge/Understanding
Creation
Communication
Thinking/Inquiry
Culminating Performance Task – 30%
Culminating
Performance
Task
Knowledge/
Understanding
Rehearsal
Process
x
Written
Examination
x
Workshop
Presentation
Thinking/
Inquiry
Communication
x
Creation
Per Cent
Value
x
10%
x
10%
x
x
10%