to develop plot and Approaches to character based on Students are then to create a brainstorm in their groups about the characterization: Creates a the that the types of characters, situations/plots and themes that could work ‘story’ believable character. given music inspires with the music. (Attempt to challenge the students and move past then to. the traditional cops and robbers only use for weaker groups) – Effectively and creatively To use music as a discussion, students are to decide on a suitable plot, integrating design and stimulus for characters and setting to base their performance around. technologies in improvisation. Performances are to be mime based only no verbal as students – performance to maximize are to base their performance around the story that the music tells. dramatic meaning and audience impact. The music should be played in the background to guide their work Reflection in progress. Performances do not have to go for the full length of worksheet: Self-Management and the song; however groups should aim for approx 1-2 minutes for Influence their performance. group management skills and processes All groups are to perform to the class. Reflection Worksheet: Students are to complete the reflection worksheet, on how the music Pink Panther influenced their performance. If is not completed in class time is to be completed for homework and kept in Drama Folio. W3 Resource CD. To use music as a Activity: Track #2 (Hall stimulus for of the improvisation. Students are to get into groups of approx 5. Teacher is to play Mountain music stimulus to students. (Track 2 on resource CD: Hall of the King) For students to add Mountain King). voice to their
to develop plot and character based on the ‘story’ that the given music inspires then to. To use music as a stimulus for improvisation. Students are then to create a brainstorm in their groups about the types of characters, situations/plots and themes that could work with the music. (Attempt to challenge the students and move past the traditional cops and robbers – only use for weaker groups) discussion, students are to decide on a suitable plot, characters and setting to base their performance around. Performances are to be mime based only – no verbal as students are to base their performance around the story that the music tells. The music should be played in the background to guide their work in progress. Performances do not have to go for the full length of the song; however groups should aim for approx 1-2 minutes for their performance. All groups are to perform to the class. Reflection Worksheet: Students are to complete the reflection worksheet, on how the music Pink Panther influenced their performance. If is not completed in class time is to be completed for homework and kept in Drama Folio. Approaches to characterization: Creates a believable character. Effectively and creatively integrating design and technologies in performance to maximize dramatic meaning and audience impact. Self-Management and group management skills and processes Reflection worksheet: Influence W3 To use music as a stimulus for improvisation. For students to add voice to their Activity: Students are to get into groups of approx 5. Teacher is to play music stimulus to students. (Track 2 on resource CD: Hall of the Mountain King). Resource CD. Track #2 (Hall of the Mountain King)
Year_8_Drama_Program_2018.docx