Your Google Slideshow will be used as an Artistic Portfolio
Purpose of the Drama Portfolio:
- To showcase your summative work.
- A place to reflect on your achievements and goals.
- A safe place to practice your skills of critiquing without hurting the feelings of your peers.
- A place that invites discussion and seeks out the opinions of others.
Context: Context should accompany EVERY video you post. Context explains to your audience "What the heck is this video about." It also shows the teacher you understand the purpose behind the assignment.
Example of context: In this video, we were asked to create a scene about monsters where the audience could understand our setting and relationship even though we did not use words. The goal was to show our understanding of mask skills through the assignment.
Notice: This explains what the audience will see and WHY we did the assignment!
Reflection: When you are asked to create a reflection the teacher will generally provide some questions to help you think. I would rather you DID NOT just give me a question-and-answer format. I want to see you build those answers into a paragraph where you are thinking deeply about the subject. Reflections should be a place where I can see you analyze where you are as a performer and where you want to go next.
RESPONDING
(Reflecting & Critiquing)
Understanding and evaluating how the arts convey meaning.
Reflect on your own artistic work.
Apply criteria to evaluate the artistic work of others.
Describe and record the intent behind personal artistic choices.
Apply criteria to the evaluation of your own theatrical work.
Analyze and refine artistic choices in a devised or scripted theatrical work based on feedback.
Respond to theatrical work using supporting evidence.
Reflection #1: Why I am a (confidence number).
Responding (Power Standard)
Responsibility (Learning Behavior)
Differentiated plan depending on if you have taken drama before...
RETURNING STUDENTS
1. Add the title and include your current confidence number to the title.
2. Now look back at your grade 6 and grade 7 numbers. How have they changed or stayed the same? Think about how confidence changes throughout your middle school years and why that might be. As you write your reflection, do it as a paragraph. Share what your previous numbers were and why you think you feel the way you do now.
Example: When I started drama in grade 6 I was a 4, but by the end of the year I was a 9.5. I think that might have been because I had just performed and I realized what a high it was to perform in public. In grade 7, I was a ...
(This should be a paragraph as you reflect on confidence and in particular how you feel about performing then and now.)
3. As you come into your final year of drama in middle school, how do you feel about taking creative risks?
4. How can I help you improve your confidence and feel safe enough to take bigger risks?
5. Is there anything else you would like me to know about you? This can be about you personally or academically. (Optional) For example, My brother went off to university and I'm really missing him and hate having all my parent's attention on me. OR I really hate doing written reflections but would be fine using Mote to capture my thoughts.
Step 6: DO NOT LINK THE PORTFOLIO TO GOOGLE CLASSROOM!!! If you do, you will lose access. Instead, just click Done on Google Classroom.
NEW STUDENTS
Reflection #1 Title: Why I am a (your confidence number)
Step 1: Add a slide to your portfolio. Title the entry "Why I am a ... (this is your confidence number from the first week of drama)."
Step 2: Copy the following sentence and paste it at the top of your reflection. [Hint: command C (to copy) command V (to paste)]
TEN is a person who is dying to hit the stage on day one of drama and would willingly perform a solo at the next assembly! ONE is a person whose parents made them take drama and they would rather be hiding in the bathroom. On this scale of one to ten, I would be a ... because...
Step 3: Add your number and explain why you think that number was appropriate for you on day 1 of drama.
Step 4: This is your chance to tell me a bit about you and your experience and/or relationship with the stage.
Why do you think you are confident or not confident performing on stage?
Do you have any experience with the stage already? This could include performing as a dancer or musician.
What are you hoping to get out of drama class this trimester?
What do you want me to know about you as a performer and how can I best encourage you to take a dramatic risk?
Is there anything else you want me to know about you? This can be personal or academically (optional)
Step 5: In the stream, I shared a drive folder where you will find the photo of you posing with your laptop and number.
Find your photo
Drag it to your desktop.
Drag it onto your portfolio slide.
You can even frame it to make it look nicer by clicking on it and selecting a border.
Step 5: When you are finished, make sure your slide looks nice. Make sure the font is easy to read. Check your spelling. Remember your portfolio is an extension of you! (Bonus: Feel free to add photos/videos of your doing drama previously. In drama you are welcome to show off!)
Step 6: DO NOT LINK THE PORTFOLIO TO GOOGLE CLASSROOM!!! If you do, you will lose access. Instead, just click Done on Google Classroom.
I also did this assignment. Read my answers to learn more about me!
Why I am an 8.5
TEN is a person who is dying to hit the stage on day one of drama and would willingly perform at the next assembly in front of 1000 middle schoolers! ONE is a person who would rather be ANYWHERE but on the stage and would prefer to be wrapped up in a blanket back in their bed hugging their teddy bear. On this scale of one to ten, I would be an 8.5 because I love drama but I still get nervous in front of big audiences. I have always loved theater. My dad was a grade 6 teacher and he always directed the school production each year. I loved that I always got front-row seats to his shows and I kept a file of every script he ever wrote. I started dancing when I was only three years old, so I hit the stage at a young age. I wasn't a great dancer, but I loved the costumes and makeup the most. I took drama for the first time when I was in middle school. I quickly learned that I loved pretending to be someone else. This was a great skill as I was naturally a very shy person. Drama allows me to pretend I'm not shy, but inside I still quake every time I have to get on stage and talk to a large group of people. I did theater all through school but never had the confidence for a lead role. When I was still in high school, I started teaching drama games and theater to elementary kids in after-school programs. In university, I started directing shows and quickly discovered that my passion for theater was not a need to be on stage, but to teach and direct others.
Getting Techie with IT
Production is a major aspect of the 8th grade curriculum. You are being asked to incorporate sound, lights, projections, costumes, set, props and to think actively about blocking your performances. The purpose of this assignment was to give you some experience with the technical aspects of production and to show you how stressful this side of the production can be. Production aspects should support the acting taking place on stage and not detract or upstage the actors themselves. As we are running the lights and effects manually, simple is always best.
General Rules to Consider
Light the actors, not the stage.
Projections should be full size and good quality.
If using projection, lights should be chosen carefully. No cyc lights with projection.
When using apple TV to play music on the computer, have the music at 100% on computer and use sound levels to control volume.
Always try to fade music out, rather than stop abruptly. (Use levels)
When using the circle lights 9,10,11 - never use them on full power as they will wash out the actor's face. Add face light instead.
Blog Directions:
1. Watch your group's video. Embed the video into a new blog titled "Getting Techie with IT"
2. Think about AUDIENCE and give the assignment context. Example. The focus of this assignments was...
3. What was the most challenging aspects of this assignment for your group?
4. What are you proud of and what would you change?
5. Above I have started to create a list of rules that should be starting to occur to you as you investigate this area of theater. Copy and paste (CTRL shift V- to avoid formatting) the list and add at least 4 more rules or pieces of technical advice you realized doing this assignment.
6. Publish and be sure to check your LIVE View!
Ambiguous Scripts
Drama Standards:
Terminology (Summative)
Responsibility (Learning Behavior)
Reflection (Learning Behavior)
Go to my Youtube Channel Link
Find your Ambiguous Script Performance.
Watch it TWICE.
Start a new blog... title it Ambiguous Scripts.
Embed your video.
Reflect:
What have you learned from this assignment? (Go into detail... this is graded)
Based on your video, how do you think you did at clarifying and conveying the Relationship/Setting and each line of dialogue.
What grade do you think you deserve and why? (Exemplary, Meeting Expectations, Needs Improvement, Limited) This will be your summative grade if you can explain why you deserve it.
Label your blog, gr8, drama. CHECK YOUR LIVE VIEW!
Breaking the Fourth Wall
Drama Standards:
Terminology (Summative)
Responsibility (Learning Behavior)
Reflection (Learning Behavior)
Due Date:
Go to my Youtube Channel Link
Watch your group's Breaking the 4th Wall Video
Embed it on your blog.
Explain to your audience what is the 4th wall and what does it mean to break it? (Terminology grade so make sure you are clear!)
Reflect on your group's performance on the following theatrical elements....
Voice projection (vocal variety)
Blocking (use of stage)
Use of the stimulus - (Did the scene accurately reflect your starting point?)
Effectiveness of breaking the fourth wall
How did you personally add to your group's performance?
*** Label Blog gr8,drama. Publish and double check your Live View for formatting or spelling/grammar mistakes.
Blocking the Ugly Princess Assignment
Drama Standards:
Critique (Summative)
Responsibility (Learning Behavior)
Reflection (Learning Behavior)
Due Date:
Go to my Youtube Channel Link
Embed both your rough and finale version of your assignment.
Watch the videos.
Reflect:
What did you personally do to improve your performance?
What did your group collaboratively improve?
After watching the final version, what would you have continued to change to improve this performance? (Critique grade...take your time!)
Shakespearian Insults Reflection
Drama Standards:
Responsibility (Learning Behavior)
Reflection (Learning Behavior)
Due Date: Friday, Feb. 23, 2018
Start a new blog. Title it Shakespearian Insults Reflection.
Locate your group's Shakespearian Insults video on YouTube (L Fulcher channel)
Embed the video into your blog.
Watch the video with a critical eye.
Comment on the following theatrical elements:
In the introduction script, was there enough plot to explain the relationship, setting and conflict? Give examples from the dialogue.
Did the anger seem genuine AND did it increase in intensity?
Was the blocking intentional or improvised?
Now that you've watched the video, is there anything you would change?
6. Label gr8,drama. Publish. Check live view!
Jabberwocky Reflection & Critique
Drama Standards:
Responsibility (Learning Behavior)
Reflection (Learning Behavior)
Critique: (Summative)
Due Date: Wednesday, March 14
Watch your group's Jabberwocky Video.
Embed it on a new blog entitled Jabberwocky.
Comment on the following theatrical elements....
Costuming,
Blocking
Characterization
Voice
Choose a video from the other class.
Embed the video is the same blog
Thinking as a director, offer a critique based on the same four elements.
Label the blog gr8,drama. Publish and check live view!
Monologue Reflection
Drama Standards:
Responsibility (Learning Behavior)
Reflection (Learning Behavior)
Due Date: Monday, May 7, 2018
Post both your 1st and 2nd Monologue videos.
1. When you watched your 1st performance on video, what surprised you?
2. What goals did you set for yourself to improve your second performance?
3. What changes did you notice you made in your second performance of your monologue?
4. Did performing in front of a live audience effect your performance? If, so in what way?
5. When you watched your peer perform your story, how did this make you feel? With the changes did you still feel connected to the story? Do you feel that they did your story justice? Did they respect the main emotion of the story?
6. Label gr8,drama
7. Check your live view!
Blog #7: Duet Reflection
Drama Standards:
Responsibility (Learning Behavior)
Reflection (Learning Behavior)
Due Date: Not assigned semester 2
How different is your character from you physically and mentally?
How could you have played the character differently in order to focus on characterization?
What is the one acting goal that you hope to achieve still by the end of this semester?
Blog #8: Drama As a Medium of Change - Critique
Drama Standards:
Responsibility (Learning Behavior)
Critique (Summative)
Due Date: Not assigned this semester.
Watch your group's video and also watch the same video done by the other class.
Embed both videos on your blog.
The goal of the performance was to create a live performance that was stronger or equally effective as the original video stimulus. Which performance achieved this goal and why? Offer multiple points in your critique.
Blog #9: Final Performance Reflection
Drama Standards:
Responsibility (Learning Behavior)
Critique (Summative)
Due Date:
Watch your final performance and embed it on your blog.
Watch either your 4th wall or Shakespearian Insults video from earlier this semester.
Reflect on how far you have come as an actor in 8th grade. Do you see changes in your performances?