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Daily Grade - Lesson Plans Major Grade - Presentation DUE:______________ THEATRE HISTORY TEACHING UNIT You and your partner will "teach" the rest of the class a lesson on Theatre History. Your lesson will be based on one of the "Our Theatre Heritage" units from the text (no two pairs will do the same lesson). Lessons will last 15 minutes each. You may choose to use one or more teaching techniques (some are listed below). Use your imagination and creativity - remember how you like to be taught and how you learn best. Teaching techniques include: lecture, questions & answers, worksheet, discussion, participation, overhead, puzzle, game, etc. (remember you aren't limited to these techniques). While you teach, you must include certain things: What was happening in the world at that time How did theatre relate to or reflect society at that time What (if any) lasting effect did this have on the theatre (how might we "see" the effects in theatre today) During your presentation YOU MUST: present something tangible to the class (i.e. posters, handouts, worksheets, puzzles, notes, overhead pictures, etc.) present information gathered from a source or sources other than the text have a review to see if the class understands what you've taught. show some sort of "example" of what you're talking about (this could occur at any point in the lesson) You must also turn in "Lesson Plans" for your unit that includes: title of unit outline of how you plan to present lesson copy of any handout given (and answer key if applicable) instruction sheet for game if one is to be played 7-33 IMPORTANT POINTS TO REMEMBER: Don't just read - teach! Explain it - Put it into your own words Plan everything even how you will set up and get ready (who will do what) If you play a game be sure to explain how it relates to your unit - or why we're playing it Be careful about having your students do too many things at once (i.e.- listening to notes and answering questions, from a worksheet at the same time) "Candy" rewards are OK, but use them sparingly and wisely You may use notes (or note cards) but only as a reference GRADES will be based on: 1. Do you know and understand the information? 2. Did you get that information across to the students? 3. Did you have all the "necessaries"? something tangible information from another source a review complete lesson plan an example 4. Imagination, creativity and clarity 5. Accuracy in information, handouts, notes, etc. 6. Organization and energy during presentation School of Theatre Arts 7-34 THEATRE HISTORY PROJECTS Pre History Storytelling -- origin stories, etc. Storytelling -- student written Ritual ceremonies -- create a list of rituals that are a part of our lives today. Task related movements and language Event related movements and language Symbolic language and items Rituals and their meaning for “watchers” - “performers Greek Theatre Choral readings Mask making Theatre models or drawings Scenes from Greek plays Original scenes -- ex. Typical family going to the play festival Roman Theatre Scenes from Roman plays Masks or costumes Original scenes -- ex. Architects and builders planning to “adapt” a Greek theatre or working on a colossal entertainment venue. Typical Roman audience etiquette. Medieval Theatre Model or drawing of a medieval wagon Original Morality, Mystery, or Miracle play Original scene -- ex. Clergy actors or congregation members discussing plays Eastern Theatre Noh, Masks and costumes -- Kabuki, makeup and costumes -- Chinese Opera costumes Model stage or drawing Original scenes -- ex. Father training son to take Kabuki role, audience members attending a play, modern day person attending a “traditional” play today. Paraphrase of Chinese, Sanskrit, Noh or Kabuki play or original script using typical eastern themes Italian Renaissance Theatre Masks and costumes Scenes from Commedia based plays such as A Company of Wayward Saints Model stages, theatres Scenes involving stock characters Original scenes -- ex. Troupe of commedia dell’arte discussing a new scenario, audience members at a neoclassic play, playwrights discussing versimiltude 7-35 Elizabethan and Jacobean Theatre Model theatre or drawing Scenes or monologues from plays Paraphrase of plays Costume Original scenes -- ex. Groundlings and wealthy theatre patron discuss a performance. Actors discuss past or upcoming production. French Neoclassic Theatre Costume Makeup drawing Model proscenium arch theatre or drawing Scenes or monologues from plays Paraphrase play Original scenes -- ex. Richelieu discussing building his theatre or adapting a tennis court, aristocratic patron discussing upcoming production with members of an acting company. Restoration and Eighteenth Century Theatre Make and learn to “use” Restoration hand prop (fan, handkerchief, parasol, snuff box) Theatre model or drawing Costume Makeup drawing Write a contemporary comedy of manners Paraphrase play Original scene -- ex. Actors discussing serious vs. frivolous play or Charles II’s decree about actresses, stage hands discussing theatre machinery, the raked stage and/or special effects. Romanticism and Nineteenth Century Theatre Scene from play Paraphrase play Original scene -- ex. Life in the Kemble household (Sarah, John and perhaps parents and other siblings), theatre technicians discussing the new gas lights and special effects, and/or historically accurate costumes, Romantic acting lesson. Theatre model or drawing Realism and Naturalism in Theatre Scene from play Paraphrase play Original scene -- ex. Playwrights, actors, or audience discussing the “isms” or the new motion pictures, Traveling players taking their show on the road 7-36 Twentieth Century Theatre Scene from play Paraphrase play Write original script using Symbolism, Expressionism, Futurism or Epic Theatre style. Original scenes -- ex. Actors being trained in the Stanislovsky system, Actors/singers discussing the new musical, Actors and technicians worrying about movies and TV, Theatre Technicians discuss innovations in theatre equipment. General Masks through the ages Women actors throughout history Changes in the theatre building or place Changes in the stage or playing area Advances in special effects The Music of Drama The Role of the Director The Story of Stage Makeup Time Lines 7-37 THEATRE HISTORY GROUP PROJECT Objective: To research and to teach the class about a specific period of Theatre History. Directions: Complete the following research project with your group, assigning different parts of the project to each member of the group. 1. PRELIMINARY RESEARCH: Read the section of the textbook concerning your specific time period, finding other points of research (play titles, playwrights, etc.) from other sources. 2. RESEARCH: You will find additional information about your time period in other books in the classroom or in the library and information available on the internet. Locating this information must be done outside of class if not completed during the class time given for research. 3. ORGANIZING THOUGHTS: Write an informal paper (rough draft) of all the things you have learned about your specific time period. Include playwrights and titles of their plays, any significant changes from the previous theatre period (types of stages, use of actors, special effects, etc.) and any important historic events of the time period. Note your sources at the end of the paper. 4. PRESENTATION: Prepare a presentation of the material covered in your research (due ___________) to teach the class about your specific time period in theatre history. Each member of the group should participate in the presentation. Make the presentation exciting, interesting, and informative. Keep in mind the techniques that help people learn and remember information. A visual, such as a poster, costume, drawing, etc. will only help your grade. There will be an overall group grade and individual grades given. OUR THEATRE HISTORY PROJECT 7-38 THEATRE HISTORY TIME LINE ASSIGNMENT Objective: To research, create and present to the class a time line of a specific period of Theatre History. Directions: Complete the following research project with your group, assigning different parts of the project to each member of the group. 1. PRELIMINARY RESEARCH: Read the section of the textbook concerning your specific time period, finding other points of research (play titles, playwrights, etc.) from other sources. 2. RESEARCH: You will find additional information about your time period in other books in the classroom or in the library and information available on the internet. Locating this information must be done outside of class if not completed during the class time given for research. 3. ORGANIZING THOUGHTS: Produce your section of the time line using the information you have learned about your specific time period. Include playwrights and titles of their plays, theatre buildings, acting styles, and any significant changes from the previous theatre period (types of stages, use of actors, special effects, etc.) Place this information at the top of the time line and important historic events of the time period at the bottom. You must include pictures of theatres, actors, costumes, masks, etc. A list of your sources is due when you present your section of the timeline. 4. PRESENTATION: Prepare a presentation of your timeline (due ___________) to teach the class about your specific time period in theatre history and add to the “class timeline.” Each member of the group should participate in the presentation. There will be an overall group grade and individual grades given. 7-39 Theatre History and Style Terms Greek Theatre Dionysus Thespis skene Oresteia Aeschylus Sophocles Euripides Aristophanes Aristotle tragedy comedy Commedia Dell Arte Renaissance Arlecchino(Harlequino) Pantalone Brighella Capitano Columbine Iazzi Elizabethan/Shakespeare public theatres pit private theatres The Globe revenge tragedy tragicomedy histories Puritans French Neoclassic/English Restoration neoclassical French Academy Moliere Theatre-Francaise the Great Rebellion Restoration Comedy comedies of manners 7-40 Modern Theatre Antirealism symbolism expressionism surrealism absurdism existentialism Samuel Beckett Eugene Ionesco Edward Albee Epic Theatre Presentationalism 7-41 Theatre Traditions and Myths 1. The phrase "break a leg" is used to wish each other good luck, even though it seems to be a contradiction in terms. No one knows for sure who coined it, but there are several theories: One is that, since the great actress Sarah Bernhardt got by on a wooden leg (she actually wore one only briefly), a performer would be lucky to be like her. More likely, it derives from Hals-und Beinbruch, a German phrase meaning "may you break your leg and neck"--which was intended, with typically heavy Teutonic humor, to ward off "the evil eye." 2. The phrase "in the Limelight" came about because at one time, lime was used on stage lights to take away the warm glow of an ordinary electric bulb and to produce an effect more dramatic and unusual. This was usually done with an overhead spotlight that shown on one main star at certain moments during a stage play. Today "to be in the limelight" means the same thing in a metaphorical way: to have all the attention focused on a certain person. 3. The phrase "to steel someone's thunder" usually means to deprive someone of his/her due credit by "beating him to the punch," the phrase was first used in 1709 when a critic and playwright named John Dennis devised a successful form of imitation thunder to be used as a sound effect in his own play, Appius and Virginia. The play was a flop, and just a few nights after it closed he attended a performance of Macbeth in the same theatre, and during the performance the thunder sound effects he had invented were heard. In a violent passion, he rose from his seat and cried out, "See how the rascals use me! They will not let me play run and yet they steal my thunder!" The expression caught on, and ever since it has been used to mean stealing credit for another's accomplishments. 4. It is bad luck for an actor to change costume in which he/she has found success. If the play has a long run the same garment is often worn until it becomes threadbare. 5. The Witches' Song in Macbeth is believed to have the power of casting evil spells. Hence, the seasoned actor seldom choose to play this part. 6. To hum the Witches' Song from Macbeth where a fellow actor can hear it will mean that you are likely to lose his or her friendship. 7. Actors will not go on a stage where there is a picture of an ostrich or peacock. 8. Actors will never repeat the last line of a play at rehearsal, as it is considered an ill omen for the upcoming opening of the play. 9. If the handle of a wrong door is turned while seeking entrance to the theatre manager's or an agent's office it is taken as an omen of failure. To correct this the applicant must return home and start out fresh the next day. 10. Should an actor stumble over anything while making an entrance, they will forget their lines. 11. Should a costume catch in the scenery as an actor is entering the stage, a new entrance must be made, or else bad luck will follow throughout the entire performance. 12. After the performance should an actor kick off his/her shoes and have them alight on their soles, it is considered a good omen. Should they fall on their sides, however it is a sign of bad luck. 7-42 14. Actors will not allow green or yellow to be worn on stage. Green is said to be unlucky for both the play and performance, while yellow is believed to create memory loss while learning a part. 15. Actors believe that wigs bring luck and will go out of their way to wear one even though the part does not call for it. 16. Should an actor's squeak upon making an entrance, it's seen as a sign of audience approval and applause. 17. For another to look in an actor's mirror while he/she is putting on their make-up is considered unlucky. 18. Should a cat run across the stage during the play, misfortune is sure to follow. 19. An actor must never look at the audience from the wrong side of a drop curtain. It is considered unlucky and highly unprofessional. 20. The peephole through which an actor looks out at the audience must be in the center. If it is placed to either side it will bring bad luck. 7-43