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Grade 9 Drama

Grade 9 Drama . ADA 1O. General Rules. 1.) The drama classroom is a safe place to share. Support one another. Nobody should critique a comment or a performance unless you have been directed to do so by the teacher.

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Grade 9 Drama

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  1. Grade 9 Drama ADA 1O

  2. General Rules 1.) The drama classroom is a safe place to share. Support one another. Nobody should critique a comment or a performance unless you have been directed to do so by the teacher. 2) Respect your teacher and classmates. Do not talk when others are talking Use appropriate language. Be encouraging or offensive to others. Do not touch other people's belongings. Listen to instructions. 3.) Try your best. If something goes wrong, that’s okay. 4.) Stay in control of your body. Practice safe drama-ing so nobody gets hurt.

  3. 5. Stay on task. Be here on time, ready to participate. Maintain concentration through exercises and activities. 6. Clean up after yourself. Put props, desks and equipment back where you found them. 7. Compromise. You will often be working in groups. Learn how to become a good team contributor. Be prepared to adhere to timelines. 8. No whining. The drama room is a positive space. Let’s keep it that way.

  4. Why take drama? LEARN TO COOPERATE WITH OTHERS BY DOING DYNAMIC GROUP ACTIVITIES IN A RESPECTFUL AND FAIR MANNER LEARN TO FOCUS AND INCREASE YOUR ATTENTION SPAN WITH SPECIALIZED EXERCISES THAT PRACTISE CONCENTRATION PRACTICE USING YOUR IMAGINATION AND CREATIVITY BY PARTICIPATING IN DRAMA EXERCISES, GAMES AND CLASS DISCUSSIONS LEARN SELF-CONTROL, SELF-DISCIPLINE, AND COPING SKILLS BY ACCEPTING GAME RULES LAID OUT BY THE GROUP LEADER AND PARTICIPATING WITHIN THE PARAMETERS OF THESE ACTIVITIES

  5. ACQUIRE LEADERSHIP SKILLS AND GAIN CONFIDENCE BY TAKING AVAILABLE LEADERSHIP ROLES IN GROUP ACTIVITIES SHARPEN YOUR LISTENING SKILLS BY ALLOWING OTHERS TO EXPRESS THEIR CREATIVITY (AND OPINIONS WHEN APPROPRIATE) UNINTERRUPTED PRACTICE BEING A RECEPTIVE, RESPECTFUL AND APPRECIATIVE AUDIENCE MEMBER WHEN OTHERS ARE PERFORMING REINFORCE YOUR CREATIVE WRITING SKILLS THROUGH VARIOUS SCENE AND SCRIPTWRITING ASSIGNMENTS

  6. REFLECT, ANALYSE AND RESPOND TO THE DRAMAACTIVITIESIN A WRITTEN FORMAT THROUGH YOUR JOURNAL ENTRIES HONE YOUR ACTING SKILLS WITH REHEARSAL ANDEXERCISES SUCH AS IMPROV LEARN THE HISTORY OF DRAMA AND THEATRE THROUGH LECTURE, INDEPENDENT STUDY, SCRIPT READING ETC. YOU CAN GAIN PERSONAL INSIGHT AND OBJECTIVITY BY ROLE-PLAYING -(“WALKING IN SOMEONE ELSE’S SHOES”)

  7. YOU CAN EXPERIENCE PERSONAL GROWTH BECAUSE OF THE NEW EXPERIENCES AND OPPORTUNITIES FOR LEARNING A DRAMA CLASS OFFERS LEARN TO HAVE PATIENCE WITHAND TOLERANCE FOR OPINIONS AND IDEAS DIFFERENT THAN YOUR OWN THROUGH LISTENING TO OTHERS LEARN STRESS RELIEF TECHNIQUES THROUGH RELAXATION EXERCISES

  8. Can I fail drama? Let’s discuss…..

  9. 1.) In your notebook, you should highlight the class rules. 2.) State six reasons you should take drama. 3.) Course Outline - place this at the beginning of your notes. 4.) Getting to know yourself - complete MI assessments 5.) Parts of an ensemble - it takes all kinds. What you can accomplish as a team: Think of a team to which you belong List the members and the roles that each contributes to the whole (ie – Chef, sous chef, pastry chef, garde manger, saucier, etc)

  10. Player A member of the ensemble who • Listens • Does what is expected by the other group members • Ensures that he or she is prepared for his/her own role

  11. Leader A member of the ensemble who tends to take charge. Two characteristics of positive leaders are that they: • Listen to all group members • Help the group stay focused on the task Two characteristics of negative leaders are that they • Tend to take over activities without giving others the opportunity to speak • Do not integrate the ideas of the whole group

  12. Designer A member of the ensemble whose strength is being able to envision the aesthetics of the drama work. For example, a designer may contribute creative ideas about set or costumes.

  13. Naysayer A member of the ensemble who blocks, rather than contributes to, the progress of the rest of the group. A naysayer will focus on how difficult an aspect of the ensemble’s goal is, or find fault in an idea.

  14. Soundboard A member of the ensemble who is a strong communicator and who helps the ensemble develop and articulate ideas. A soundboard responds positively to an idea and helps develop it by asking questions such as “What if we…?” or “Wouldn’t it be interesting if…?”

  15. Stage Manager A member of the group whose strength is organization. Tasks a stage manager takes on might include: • Recording ideas • Creating a rehearsal schedule • Helping the group focus by prioritizing steps and creating timelines.

  16. Activity 1.0 Teacher will separate students into groups. Get to know group members on a surface level. In your groups discuss, when your birthday is, whether or not you are a morning person and what your favourite toy was as a child.

  17. Activity 1.1 In pairs, play “Two Truths and a Lie”. Get back into groups. Each pair introduces his partner to the rest of the group with three facts. Whole group tries to guess the lie.

  18. Activity 1.2 Interview your partner using the interview question sheets provided. You have 10 minutes to get to know each other. What’s interesting about your partner? How are you similar or dissimilar?

  19. Activity 1.3 Journal Prompt Hand out rubric for journals • Introduce your partner to your group. • What was the most interesting thing you learned about your partner. • What do you and your partner have in common? • How are you and your partner different? • What do you think your partner will be doing 10 years from now? Why do you think this?

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