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Oct 10, 2014

Asian Drama Lesson Plan

10:20 AM

Asian Drama


Unit Title: Theatre of Asia


Content: Performances from an Asian literary piece

Criterion A- Knowledge and Understanding:

By the end of this unit the students will know and have an understanding of:

-    the history of Asian theatre

-    selected Asian plays

-    the lives and works of Rendra and Akutagawa

-    how to apply the rhythm of the voice through dialogue

-    how to create a character for the stage

-    the importance of directions for the stage

-    how to perform a scene from an existing script



Criterion B- Application


By the end of this unit, students will be able to:


-    express and explore their feelings and emotion through role play

-    use their voice effectively on stage

-    follow stage directions through performance

-    create a character in different situation and setting



Criterion C- Evaluation and Reflection


By the end of this unit, students will be able to:

-    write a continuous reflection of their development

-    assess and appraise their own work and that of others

-    use group discussion and feedback to support and promote creative          

   development



Criterion D- Personal Engagement
By the end of this unit, students will be able to:

- work cooperatively in group projects

- submit a reflection on one current live performance.

- show initiative, creativity and willingness to take risk

- accept and incorporate views and feedback from others to further develop   

   their artistic potential



Key Vocabulary:

-       voice dynamic

-       stage geography

-       rhythm

-       stage directions

-       body movement

-       character development

-       characterization

-       entrances

-       exits



Week 1- History and Biographies



Student tasks:

  • Research and present the history of Asian theatre using the mind map concept.
  • Research on the lives and works WS Rendra and Akutagawa
  • Present the synopsis of 3 Asian plays: Rashomon (Japan), Sampek Engtay (China) and The Journey of Hang Juro (Indonesia)

Week 2- Script selection and analysis

  • Group students in 3-4 members
  • Each group will research and decide to perform an excerpt from one Asian play
  • Read out loud the script several times to rehearse voice projection and enunciation. At the end of each reading, students will describe what is the playwright’s point of view and the theme of the play.

Homework:

  • Continue reading at home and concentrate on the use of voice only.



Week 3- Voice Dynamics

How to use the voice to stress meaning

  • Watch the movie ‘Rashomon’

-       Students will choose the actor that they think has a good, expressive acting voice. Students should focus on the way she or he uses the voice.

-       Students will answer these questions in their DWB:

How does the actor use voice to create the personality of the character? How does the actor change her or his voice to show the emotional state of the character?





Feel the rhythm

  • Sense the rhythm when speaking the word of the play



Activity 1:

Try reading aloud from the script given, using as much variety as possible to make the story both interesting easy to follow.



Activity 2:

In conversation with someone else, describe an experience you had which you remember vividly. Consciously use variety as you speak to make you description brings the experience to life for your listener.



Homework:

List the exercises you would recommend to your group how to make the voice clearer, louder and more expressive. Explain in detail why each exercise you choose would be particularly effective in helping your group performance



Practice reading a script with focus on rhythm and stressing meaning.



Week 4- Characterization



Students will think about their selves and try to identify some of their own mannerisms.



Students write a short description of their personal character.



Write a short description of their character from the script.



  • ‘You and your character’

Activity:



  • Practice standing before a mirror in the way you want your character stand. Get used to seeing that character come a live in the way you stand. Then stand in your own natural way. There should be a visible difference between your own posture and that of your character. Give much thought to the posture and gestures your character uses.
  • Reenact their movements and actions on the stage
  • Rehearse the actions



Homework:

Memorize the script with blocking



Week 5- Basic Stage Directions ‘Entrances and exits’



Students will imagine exactly how they want their character to enter the stage. Then, make the entrance happen. Move and think in character. Anticipate every detail connected with their entrance. Know the target location for their entrance.

           

            Practice simple lines from the script to do this part.



Homework:

Memorize the script



Week 6- Rehearsal

  • Student to perform the memorized script
  • Rehearsing their character scene with teacher input where applicable.
  • Videotaped the rehearsal for evaluation
  • Document and reflect on the rehearsal



Week 7- Practical Assessment

Each group will be given 7 minutes to perform their script.

Watch video of their scenes and write reflection in their DWB.

Reflection:

Describe the progress have you made so far.

How effective was your planning skills?

What are the strengths and weaknesses in your summative piece of work?

Is your scene successful? Why or why not? 

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