understanding on stage which conditions in performance by convey meaning of language includes scenes: Shakespeare time Each group divides the Chorus up in expressing their through Sailing sections for each member to read. opinions on how performance/ techniques and the Elicit possible Each section has to make sense on well they spoke staging for relationship ocean solutions from its own. their lines and interpretation between Riding on students by way of (Students should be encouraged to involved the actors and a battle questioning: What think about the thoughts, ideas, audience Improvising, audiences field could the playwright themes and emotions being (Success Criteria rehearsing, Any include in the script? conveyed and terminology performing play action (Specific references Each group has to justify the can be supplied. scripts: role, packed to place and time) reasons for their decision.) Students should intonation, mood, scene be encouraged action, stillness, How could the actor out in perform certain Each member of each should to refer back to volume the open lines? (Explicit body utter their lines aloud, making sure L.O.) language; facial they sound the text and should also Understanding expressions, etc.) begin to add body language and differences facial expressions to aid the between spoken/ Emphasise on the audience’s understanding and to written lang importance of the encourage their imaginative audience’s active response and participation participation (Glossary provided) Give students a selection of lines where the clues are in the text, e.g.: met by “I’ll moonlight, proud Titania”
understanding of language techniques and relationship between actors and audiences on stage which includes scenes: Sailing the ocean Riding on a battle field Any action packed scene out in the open conditions in Shakespeare time Elicit possible solutions from students by way of questioning: What could the playwright include in the script? (Specific references to place and time) How could the actor perform certain lines? (Explicit body language; facial expressions, etc.) Emphasise on the importance of the audience’s active participation Give students a selection of lines where the clues are in the text, e.g.: “I’ll met by moonlight, proud Titania” Each group divides the Chorus up in sections for each member to read. Each section has to make sense on its own. (Students should be encouraged to think about the thoughts, ideas, themes and emotions being conveyed Each group has to justify the reasons for their decision.) Each member of each should utter their lines aloud, making sure they sound the text and should also begin to add body language and facial expressions to aid the audience’s understanding and to encourage their imaginative response and participation (Glossary provided) performance by expressing their opinions on how well they spoke their lines and involved the audience (Success Criteria and terminology can be supplied. Students should be encouraged to refer back to L.O.) convey meaning through performance/ staging for interpretation Improvising, rehearsing, performing play scripts: role, intonation, mood, action, stillness, volume Understanding differences between spoken/ written lang