overusing their particular location or environment. The groups are to rehearse and Movement techniques voices. (To plan prior to sharing their soundscape with the class. When one (facial expression, posture, minimise vocal group is performing their soundscape the other group is to close gesture, weight, space, injury). their eyes to only hear the effect of the sounds. No words may be time, energy, and used in the soundscape. For students to proxemics) learn some skills Inform the groups that it is best to start with only a few sounds and on how to warm then add other members to add to the soundscape as it begins to Drama conventions and up their voice. take shape. Drama forms and styles: Examples to be given to the groups: incorporates realistic acting style to create a believable For students to A rainforest scene. create mood depths and atmosphere A busy street corner as well as A building site Drama processes and The environments An orchestra tuning before a recital elements of drama (role, with voices. character and relationships, Groups are to perform their soundscape to the remainder of the situation, mood and class. If time permits students may select, plan and perform their own soundscape environment. atmosphere, dramatic Resource CD. tension) focusing on Lessons 2 & 3 Track #1 (Pink characterization developed Warm Up: Short Vocal warm up to be run at teacher’s discretion. Panther) through the combination of Activity: Paper for physical and psychological Brainstorm approaches to role and Students are to be in groups of 4-6. They are to sit in their groups dramatic action refined and listen to the soundtrack played (Track 1 on Resource CD: Pink through improvisation Panther) * For students to the song students are to discuss in their groups the feelings, have the opportunity visual imagery, ideas, moods and attitudes the music brings up.
overusing their voices. (To minimise vocal injury). For students to learn some skills on how to warm up their voice. For students to create mood and atmosphere as well as environments with voices. * For students to have the opportunity particular location or environment. The groups are to rehearse and plan prior to sharing their soundscape with the class. When one group is performing their soundscape the other group is to close their eyes to only hear the effect of the sounds. No words may be used in the soundscape. Inform the groups that it is best to start with only a few sounds and then add other members to add to the soundscape as it begins to take shape. Examples to be given to the groups: A rainforest depths A busy street corner A building site An orchestra tuning before a recital Groups are to perform their soundscape to the remainder of the class. If time permits students may select, plan and perform their own soundscape environment. Lessons 2 & 3 Warm Up: Short Vocal warm up to be run at teacher’s discretion. Activity: Students are to be in groups of 4-6. They are to sit in their groups and listen to the soundtrack played (Track 1 on Resource CD: Pink Panther) the song students are to discuss in their groups the feelings, visual imagery, ideas, moods and attitudes the music brings up. Movement techniques (facial expression, posture, gesture, weight, space, time, energy, and proxemics) Drama conventions and Drama forms and styles: incorporates realistic acting style to create a believable scene. Drama processes and The elements of drama (role, character and relationships, situation, mood and atmosphere, dramatic tension) focusing on characterization developed through the combination of physical and psychological approaches to role and dramatic action refined through improvisation Resource CD. Track #1 (Pink Panther) Paper for Brainstorm
Year_8_Drama_Program_2018.docx