Melodrama Unit - Wikispaces · PDF fileTechnology - Warm-up: Boal’s Blind Sound...
Transcript of Melodrama Unit - Wikispaces · PDF fileTechnology - Warm-up: Boal’s Blind Sound...
Melodrama Unit
Year 7
Amy Stephenson
Contents
Unit focus 3
Unit outcomes 3
Unit outline 4 - 6
Individual lesson plans 7 - 26
Appendices 27 - 34
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Subject: Drama Year level: 7 Weeks: 6 (12 individual lessons) Curriculum area: Play-building VELS domain: The Arts, Level 5 - Building breadth & depth
Unit focus: Students will be introduced to and explore the key elements that make a melodrama. Examples of movies which use the
melodramatic stock characters will be used to aid students in recognising the function of melodrama in today’s society. Using this knowledge they
will then create their own melodramatic plays in groups and perform these for an audience. The development of the play will follow this basic
process:
✦ Idea/concept
✦ Script writing
✦ Rehearsals
✦ Staging
✦ Costumes
✦ Performance
✦ Reflection
Unit outcomes in alignment with VELS:
Creating & making
1. Students will explore a range of ways to structure drama work in collaboration with others
2. Students use performance skills to communicate dramatic meaning
3. Students take ownership over the drama or/or character they devise
Exploring & responding
4. Students identify and describe the elements of melodrama
5. Students recognise the function of melodrama in theatre, film & t.v. in broader society
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UNIT OUTLINE
LESSON VELS LINK CONTENT FOCUS LEARNING OUTCOMES
RESOURCES ASSESSMENT
1 Personal Learning
Communication
Thinking Processes
- Watch clip from Batman Forever (PG rating)- Brainstorm stock characters & structure- Warm-up: Bobs & Statues with stock characters- In groups of 4 practice the script Terror Under
the Train- Each group perform 3 lines of script to class
- What are melodrama characters?
- What is the basic story line structure?
245
- DVD- DVD player
& t.v.- Stereo- Music- Script
handout
_
2 Interpersonal Development
Communication
- Warm-up: Simon Says with gestures of Laban- Read through stimulus A day in the life of a
teenage Super Hero as a class, discuss structure.
- In groups of 4 create 3 freeze frames (start, middle, end) from the story. Focus on using dramatic gestures so the audience understand which character is being depicted.
- Explain homework task
- Explore gestures of stock characters
- Play with story structure
124
- Stimulus handout
- Homework task
- Character qualities task
3 English
Interpersonal Development
Communication
- Warm-up: Grandma’s footsteps (everyone are villains, grandma is victim)
- Put class into groups of 4- Hand out major melodrama task- Groups brainstorm ideas on butchers paper- Begin writing scripts in groups
- What is expected for the task
1 - Melodrama handout
- Butchers paper
- Textas
_
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LESSON VELS LINK CONTENT FOCUS LEARNING OUTCOMES
RESOURCES ASSESSMENT
4 Thinking Processes
English
- Warm-up: What is it? game- Groups continue script writing- Show first 5 lines of script to class implementing
expressive skills
- Ensure groups refer back to task handout
134
- Object for game e.g. iron
- Music for when they’re writing
- Formative: Group participation
5 Interpersonal Development
- Warm-up: Pairs A & B improvisation- Groups finish script writing- Perform comic sequence to class
- Expectation of groups to finish
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- A & B stimulus ideas
_
6 Interpersonal Development
- Warm-up: Boal’s The Sound of Seven Doorways- Prop, SFX & mask making plan- Group rehearsals
- Implementing action
12
- Prop list handout
_
7 Design, Creativity and Technology
- Warm-up: All Aboard- Individually making eye masks for their
character
- Investing ownership into each character
3 - Blank masks- Glue,
scissors- Material,
feathers
_
8 The Arts - Warm-up: Burglar mime- Catch-up lesson in case class are behind or
disrupted (e.g. NAPLAN). Groups may need extra time for: script writing, mask making, or rehearsals
- If class are on schedule this lesson can be used to rehearse with eye masks or move straight into next lesson’s plan
- To catch up n/a n/a - Journal reflection on process so far
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LESSON VELS LINK CONTENT FOCUS LEARNING OUTCOMES
RESOURCES ASSESSMENT
9 Design, Creativity and Technology
- Warm-up: Boal’s Blind Sound Direction- Each group works with the teacher to choose
SFX for their play. 4 SFX per group are enough- Groups rehearse while they are not choosing
SFX
- Using technology to increase task engagement
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- SFX CD or Ipod with SFX
- Stereo
- Formative: Group participation
10 Interpersonal Development
Personal Learning
Communication
- Warm-up: Simon Says with action & sounds- Dress rehearsal in performance space: groups
get into all blacks & mask, perform their scripts to the class (teacher controls SFX), & change out of costumes
- Final instructions for performance next lesson
- To ensure groups feel confident & know the process
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- Student’s black costumes
- Masks- Stereo- SFX
- Summative: Level of character development
11 Interpersonal Development
Personal Learning
Communication
- Warm-up: Bobs & Statues playing their script characters
- Perform!- Students follow same procedure as dress
rehearsal. - Teacher reminds students to use the key
elements to melodrama: big gestures, stock characteristics.
- Encourage students to do their best
- Deal with nervousness
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- Auditorium- Student’s
black costumes
- Masks- Stereo- SFX
- Formative: Performance
12 Thinking Processes
Personal Learning
- Warm-up: Student’s choice- Watch another clip from Batman Forever or
different film- Hand out reflection task- Students write this in their journals- Collect journals for marking
- To reflect on the process, what worked, what didn’t & why
45
- Film- Reflection
handout- Journals
- Formative: Reflective task
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LESSON ONEIn alignment with VELS this lesson will focus on:1. “...generating, developing and communicating real, imaginary and abstract ideas that emerge from a range of starting points and stimuli.” This will be done through using Batman and Terror Under the Train as stimulus examples.2. “...the application of arts elements, principles and/or conventions.” The groups will need to be aware of these when they are rehearsing scripts.
Learning Objectives:At the end of this lesson students will be able to:1. Identify the stock characters in a melodrama2. Recognise the function of melodrama in theatre, film & t.v. in broader society.
Teaching focus: To maintain student’s attention whilst organising ICT components.
Evaluation of Teaching:
Evaluation of Learning:
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SCAFFOLDING
Stock characters: Hero or heroine, villain, comic, narrator, old man & womanThemes: Chaotic, absurd plots, tragedy, comedy, pantomine, spectacleEpisodic structure: A villain poses a threat, the hero escapes the threat (or rescues the heroine), & there is (usually) a happy ending.Focus: Romance, adventure, colour, thrill, defeat, triumph, conflict, good vs evilStyle: Big gestures, exaggerated, fast action, musical, intense emotion, comic reliefScenic marvels: Waterfalls, horses, monkeys, donkey, ducks, performing dogs, etcMoral meaning
STRUCTURAL COMPONENT
TEACHER-LEARNING ACTIVITIES LEARNING OUTCOMES Student’s will...
RESOURCES TIME
Introduction - Mark the roll- Briefly explain today’s lesson on the board: film clip, brainstorm,
warm-up, script work
- Understand expectations of them for the lesson
- Roll- Whiteboard
3 min
Warm-up - Bobs & Statues from last lesson except: statue must be Hero, Villain, Heroine, Victim or Sidekick
- Awaken senses- Warm body & voice- Explore gestures
- CD player- Music- Space
10 min
Main Activity - Watch flip clip from Batman Forever (scene 32, 4.5 mins)- Brainstorm the ‘stock’ characters we saw in film: Batman is hero,
Robin is sidekick, Two-Face & the Riddler are villains, Dr. Chase Meridian becomes the victim
- What other movies have these characters?- In groups of four (if uneven have 2 Victoria’s etc): Practice the script
Terror Under the Train. Remember to be over dramatic!- Performs 3 lines of script to the rest if the class
- Develop interpersonal skills through collaboration
- Interpret stimulus to communicate a story
- Develop ideas about melodrama
- Explore which elements link to melodrama
- DVD & projector
- Whiteboard- Terror
Under the Train script
6 min
4 min
24 min
Conclusion & Assessment
- HOMEWORK: Take notice of any stock characters in the t.v. shows you watch over the next few days
- Next lesson: Explore gesture and story line structure
- Be able to identify melodramatic characters
_ 3 min
Sponge Activity &
Special needs
- Begin on the homework task (write down any shows that you know of already)
- Perform the whole scripts- If injured: be the director for a group, or begin the homework task
_ - Pens _
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LESSON TWO
In alignment with VELS this lesson will focus on:1. “...generating, developing and communicating real, imaginary and abstract ideas that emerge from a range of starting points and stimuli.” A day in the life of a Super Hero will be used as a starting point.2. “...the application of arts elements, principles and/or conventions.” The groups will need to be aware of these when they are creating freeze frames.
Learning Objectives:At the end of this lesson students will be able to:1. Identify the gestures of each stock character 2. Create freeze frames following a melodramatic story structure
Teaching focus: To give detailed scaffolding for the freeze frame task.
Evaluation of Teaching:
Evaluation of Learning:
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STRUCTURAL COMPONENT
TEACHER-LEARNING ACTIVITIES LEARNING OUTCOMES Student’s will...
RESOURCES TIME
Introduction - Mark the roll- Briefly explain today’s lesson on the board: warm-up, read story,
create freeze frames
- Understand expectations of them for the lesson
- Roll- Whiteboard
3 min
Warm-up - Simon Says with Rudolf Laban gestures: punch, slash, dab, flick, press, wring, glide, float
- Awaken senses- Warm body & voice- Explore gestures
- Space 10 min
Main Activity - Read through stimulus A day in the life of a teenage Super Hero- Discuss the structure of the plot: Villian does something bad, hero
has to come & save the day (save the victim), happy ending - In groups of 4, students create 3 freeze frames. These are of the
start, middle & end of the stimulus story. Focus on using dramatic gestures so the audience understand which character is being depicted.
- Groups need to decide what they think happens at the end of the story since it’s incomplete
- Perform to class
- Develop interpersonal skills through collaboration
- Interpret stimulus to communicate a story
- Develop ideas about melodrama
- Explore which elements link to melodrama
- Stimulus story
7 min
2 min
24 min
Conclusion & Assessment
- HOMEWORK: Fill in the handout, focussing on character qualities in Batman Forever, A day in the life of a teenage Super Hero & Terror Under the Train- Next lesson: hand in homework, begin major melodrama task
- Be able to identify characters qualities and gestures
- Homework handout
4 min
Sponge Activity &
Special needs
- Begin on the homework task- Discuss ways to end the story- If injured: be the director for a group, or begin the homework task
_ - Pens _
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LESSON THREE
In alignment with VELS this lesson will focus on:1. “...generating, developing and communicating real, imaginary and abstract ideas that emerge from a range of starting points and stimuli.” The creating & making will begin with the major task being given to the students.2. Students “...collaboratively, plan, design & improvise” their show ideas.
Learning Objectives:At the end of this lesson students will be able to:1. Brainstorm their own melodrama story lines 2. Explore the dramatic qualities of a stock character e.g. the helplessness of a victim
Teaching focus: Do not allow students to change groups
Evaluation of Teaching:
Evaluation of Learning:
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STRUCTURAL COMPONENT
TEACHER-LEARNING ACTIVITIES LEARNING OUTCOMESStudent’s will...
RESOURCES TIME
Introduction - Mark the roll- Briefly explain today’s lesson on the board: warm-up, into groups,
major task explanation, groups brainstorm ideas, script writing
- Understand expectations of them for the lesson
- Roll 3 min
Warm-up - Grandma’s footsteps (everyone are villains, grandma is victim) - Awaken senses- Get creative ideas flowing
- Empty space
10 min
Main Activity - Organise pre-assigned groups- Give handout- Go through dot points, any questions? Student’s can create own
story line if desired- Give butcher’s paper for each group to brainstorm on - Begin writing scripts (individuals must write in their book in case 1
person is sick)- How can you incorporate everything you know about Melodrama?- Think back to the movie clips you saw, why were they entertaining?
- Generate fictional story- Develop interpersonal skills
through collaboration- Interpret stimulus to
communicate a story - Explore which elements link to
melodrama
- Melodrama handout
- Student’s books
35 min
Conclusion & Assessment
- Next lesson: Continue script writing - Leave feeling positive- Know expectations for next
time
_ 2 min
Sponge Activity &
Special needs
- Each group pitches their story idea to the class- If injured: can draw costume or set idea for melodrama show
_ - Markers/textas
- Paper
_
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LESSON FOUR
In alignment with VELS this lesson will focus on:1. Students will “...make considered choices about arts ideas and ways of communicating meanings and story” when writing their scripts.2. “...the application of arts elements, principles and/or conventions.” The groups will need to be aware of these when they are performing their 5 lines.
Learning Objectives:At the end of this lesson students will be able to:1. Tell the outline of their melodramatic story line2. Use an object in symbolic ways
Teaching focus: To have a fun lesson.
Evaluation of Teaching:
Evaluation of Learning:
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STRUCTURAL COMPONENT
TEACHER-LEARNING ACTIVITIES LEARNING OUTCOMESStudent’s will...
RESOURCES TIME
Introduction - Mark the roll- Briefly explain today’s lesson on the board: warm-up, continue script
writing (finish them next lesson), perform first 5 lines to class
- Feel comfortable with process - Roll 3 min
Warm-up - What is it? Choose an object available e.g. a cape or crown to use as the object. Student’s must use the object as anything except its real purpose
- Explore new ways to use objects
- Practice creative problem-solving
- Object 10 min
Main Activity - Writing scripts in groups, remind them to refer back to original task requirements
- Each group show scene 1 (or 5 lines) to the whole class towards end of lesson. They must implement the gestures they have been learning & be aware of stagecraft
- This creates pressure and encourages effective time use
- Practice collaboration- Develop ways to compromise- Use time management skills
- Scripts- Music
35 min
Conclusion & Assessment
- Next lesson: Complete scripts and show comic sequence - Understand where they are are in process & what comes next
_ 2 min
Sponge Activity &
Special needs
- Walking around the space taking on physical attributes of character- Injured: Draw costume/set ideas
- Character development & ownership
- Enhance performance skills
- Paper, pens, textas
_
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LESSON FIVE
In alignment with VELS this lesson will focus on:1. Students will “...collaboratively improvise, interpret, & make art works” when writing their scripts.2. “...the application of arts elements, principles and/or conventions.” The groups will need to be aware of these when they are performing their comic sequence.
Learning Objectives:At the end of this lesson students will be able to:1. Read their script from start to finish2. Explore ways to create physical comedy by using the melodramatic elements
Teaching focus: To stress the importance of completing scripts today. This can be done through raising expectations.
Evaluation of Teaching:
Evaluation of Learning:
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STRUCTURAL COMPONENT
TEACHER-LEARNING ACTIVITIES LEARNING OUTCOMESStudent’s will...
RESOURCES TIME
Introduction - Mark the roll- Briefly explain today’s lesson on the board: warm-up, complete
script writing, perform comic sequence to the class
- Feel the expectations are high - Roll 3 min
Warm-up - Pairs A & B improvisation using stimulus from teacher e.g. A is teaching B how to ski
- Awaken senses- Practice improvisation skills
- A & B stimulus ideas
10 min
Main Activity - Groups complete script writing- Rehearse comic sequence- Each group perform comic sequence to the class
- Explore ways to create physical comedy by using melodramatic elements
- Scripts- Refer to
original stimuli
34 min
Conclusion & Assessment
- HOMEWORK: Type up script if haven’t already & each group hand me a copy of script next lesson
- Next lesson: Begin rehearsing & learning lines, implementing action.
- Understand where they’re in process & what comes next
_ 3 min
Sponge Activity &
Special needs
- Perform whole script to the class- Grandma’s footsteps: grandma is victim, everyones else villains.- Injured: Draw costume/set ideas
- Develop stillness & characterisation
_ _
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LESSON SIX
In alignment with VELS this lesson will focus on:1. “...the application of arts elements, principles and/or conventions.” The groups will need to be aware of these when they are rehearsing scripts.2. Students will “...make considered choices about arts ideas and ways of communicating meanings and story” through deciding on which SFX to use and what materials/colours are appropriate for their character’s mask.
Learning Objectives:At the end of this lesson students will be able to:1. Consider the role of SFX in drama2. Feel comfortable with their role in the show
Teaching focus: To encourage engagement and avoid groups getting ‘bored’ by playing an active director to each group.
Evaluation of Teaching:
Evaluation of Learning:
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STRUCTURAL COMPONENT
TEACHER-LEARNING ACTIVITIES LEARNING OUTCOMESStudent’s will...
RESOURCES TIME
Introduction - Mark the roll- Briefly explain today’s lesson on the board: warm-up, group
rehearsals to learn lines & create action, filling out props handout, reminder - you are being marked on how well you are working in your groups and how polished your performance will be
- Be reminded this is their major task & it’s important to use time effectively
- Roll 3 min
Warm-up - Augusto Boal’s The Sound of Seven Doorways: To encourage students to use sound effects & link this to how it could enhance their performance
- Awaken senses- Begin to think about the role of
SFX in drama
- Space 10 min
Main Activity - Groups rehearse: First chance they have of doing complete runs of their scripts.
- Groups spend time planning what kind of masks they’d like to make, the SFX they need and any props for their characters. The teacher makes notes of any materials/SFX needed for next lesson.
- Develop interpersonal skills through collaboration
- Maintain concentration through student-centred task
- Feel comfortable with their show
- Scripts- Prop/SFX/
mask handout
20 min
14 min
Conclusion & Assessment
Next lesson: Mask making! - Enjoy a change in routine _ 3 min
Sponge Activity &
Special needs
- Melodrama written journal task- Injured: Fill out prop/SFX/mask handout, spending extra time
drawing mask
- review & reflect on group work and consolidate one’s contributions
_ _
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LESSON SEVEN
In alignment with VELS this lesson will focus on:1. Students “...experiment with, select and use appropriate skills, techniques, processes, media, materials, equipment and technologies” when making their masks.2. Students “...develop imaginative solutions to set tasks” when creating character qualities in the mask.
Learning Objectives:At the end of this lesson students will be able to:1. Take ownership of their character through individual mask creation2. Use symbolism in character’s costume to depict a character
Teaching focus: To keep students on task and ensure the room is tidy before leaving.
Evaluation of Teaching:
Evaluation of Learning:
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STRUCTURAL COMPONENT
TEACHER-LEARNING ACTIVITIES LEARNING OUTCOMESStudent’s will...
RESOURCES TIME
Introduction - Mark the roll- Briefly explain today’s lesson on the board: warm-up, mask making,
clean-up
- Appreciate taking ownership of their character through individual mask creation
- Roll 3 min
Warm-up - All Aboard: A highly physical, gesture-based game, which is fun & competitive to allow students to vent their energy before concentrating on mask making
- Have fun- Feel free to be energetic
- Music- Stereo
5 min
Main Activity - Show mask example (photos or one teacher has made)- Lay out mask materials, scissors & glue at separate stations around
the room.- Students work individually on creating their mask which best suits
the character they will play. e.g. the villain may have a black mask- Ensure everyone has their name on it - Sitting in a circle with all masks on, do a brief ‘show & tell’ around
the circle
- Work intrapersonally - Use symbolism to make &
create the mask- Develop ownership towards
their character’s costume
- Material- Glue- Scissors- Blank
masks- Teacher’s
mask or photos
34 min
5 min
Conclusion & Assessment
- Next lesson: Choosing SFX & rehearsals - Understand where they’re in process & what comes next
_ 3 min
Sponge Activity &
Special needs
- If extra time, walking around space taking on character gestures, saying lines, all with mask on- Injured: Can still partake in mask making
- Characterisation _ _
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LESSON NINE
In alignment with VELS this lesson will focus on:1. Students “...experiment with, select and use appropriate skills, techniques, processes, media, materials, equipment and technologies” when choosing SFX.2. Students “...combine and manipulate arts elements, principles and/or conventions to represent and communicate ideas” when rehearsing.
Learning Objectives:At the end of this lesson students will be able to:1. Implement stagecraft elements to enhance their show2. Improvise with sound
Teaching focus: To ensure groups are actually rehearsing whilst the teacher is focussing on SFX.
Evaluation of Teaching:
Evaluation of Learning:
AmyStephenson
21
STRUCTURAL COMPONENT
TEACHER-LEARNING ACTIVITIES LEARNING OUTCOMESStudent’s will...
RESOURCES TIME
Introduction - Mark the roll- Briefly explain today’s lesson on the board: Only 2 lessons after
today until we perform! Warm-up, create SFX CD, rehearse scripts with actions & masks
- Implement stagecraft elements to enhance their show
- Roll 3 min
Warm-up - Augusto Boal’s Blind Sound Direction: To help students awareness of the role of sound in their shows
- Awaken senses- Improvise with sound- Develop trust with their partner
- Space 10 min
Main Activity - Each group to work with teacher to create SFX CD- Rehearsing scripts in groups & finding props when not with the
teacher- Focus on bringing all the elements together: mask/costume, action,
characterisation, props & dialogue
- Use technology to enhance dramatic tension
- Grasp the process they’ve undertaken to reach point of collation
- Scripts- SFX CD or
Ipod with SFX
- Stereo
35 min
Conclusion & Assessment
- Next lesson: Dress rehearsal - Understand where they’re in process & what comes next
_ 2 min
Sponge Activity &
Special needs
- Grandma’s footsteps: grandma is victim, everyones else villains.- Injured: Be the teacher’s assistant in creating SFX CD
- Stillness & characterisation _ _
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LESSON TEN
In alignment with VELS this lesson will focus on:1. Students “...present arts works that represent and communicate ideas and purpose” by concentrating on having an audience.2. Students “...present arts works for specific purposes and audiences.”
Learning Objectives:At the end of this lesson students will be able to:1. Have ownership over the script they have written, characters they have created & costumes they have made2. Practice dealing with nervousness
Teaching focus: Remain positive no matter how underprepared some groups may be.
Evaluation of Teaching:
Evaluation of Learning:
AmyStephenson
23
STRUCTURAL COMPONENT
TEACHER-LEARNING ACTIVITIES LEARNING OUTCOMESStudent’s will...
RESOURCES TIME
Introduction - Mark the roll- Briefly explain today’s lesson on the board: Warm-up, dress
rehearsal in performance space
- Use energy & confidence to perform
- Roll 3 min
Warm-up - Simon Says with action & sounds: a game they’re familiar with already which incorporates new elements
- Awaken body & voice - Music- Stereo
5 min
Main Activity - Groups to have a quick 10 min rehearsal- Put on costume- Perform the whole show in the correct running order- Teacher controls the SFX (alternatively an injured student)- Re-hang costumes/masks ready for next lesson
- Experience the adrenalin & excitement a performance can bring
- Practice dealing with nervousness
- Scripts- SFX- Props- Stereo- Performanc
e space
34 min
Conclusion & Assessment
Next lesson: Perform to an audience (other year 7 classes)- Do not be sick next lesson, it puts your group in a difficult situation to try & perform without you. Ensure you know your lines. Don’t forget your black clothes from home, if not already hanging with costumes
- Have ownership over the script they’ve written, characters they’ve created & costumes they’ve made
_ 2 min
Sponge Activity &
Special needs
- Tidy the space, prepare any extra props needed to enhance the show, give feedback to groups
- Injured: Control SFX for each group
_ _ _
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LESSON TWELVE
In alignment with VELS this lesson will focus on:1. Students “...explain their decisions about how they present arts works for specific purposes and audiences” through the reflection task.2. Students “...reflect on their explorations to develop, discuss, express and support opinions about their own.”
Learning Objectives:At the end of this lesson students will be able to:1. Have an overall understanding of the process, what worked, what didn’t & why2. Review their groups work and consolidate their contributions to creating the show
Teaching focus: To congratulate the students (especially those ‘non-drama’ types) for performing in front of an audience.
Evaluation of Teaching:
Evaluation of Learning:
AmyStephenson
25
STRUCTURAL COMPONENT
TEACHER-LEARNING ACTIVITIES LEARNING OUTCOMESStudent’s will...
RESOURCES TIME
Introduction - Mark the roll- Briefly explain today’s lesson on the board: Congratulations for the
performance! Warm-up, film clip, reflection task
- Feel relieved, tired, happy, unhappy, all depending on how the show went for them
- Roll 3 min
Warm-up - Student’s can choose which game they’d like to play as a ‘reward’ for their hard work on the show
- Student-centred - Music- Stereo
15 min
Main Activity - Watch a film clip from Batman Forever (or another film using melodrama e.g. Superman, Incredibles) to ‘book end’ the unit.
- Give melodrama reflection task out- Students work individually on this task
- Reflect & respond on drama process & personal growth
- Review group work and consolidate their contributions
- DVD- TV- Journals- Reflection
handout
29 min
Conclusion & Assessment
- Hand in journals today to be marked (ensure you have a copy of each group’s script, if not already)
- Have an overall understanding of the process, what worked, what didn’t & why
_ 3 min
Sponge Activity &
Special needs
- If extra time, play some fun games to bring the ‘play’ back into the room
- Injured: Should be able to take part in planned activities
_ - Written task _
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Terror Under the Train
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ola
ted s
tretc
h o
f railw
ay tra
ck
Felic
ity: (s
trapped to
train
tracks, in
a d
espera
te v
oic
e) O
h, w
on’t s
om
ebody s
ave m
e?!
Help
! Help
!
Vic
toria
the V
illain
: (wearin
g a
dark
clo
ak, in
an e
vil v
oic
e) Y
ou w
on’t e
scape m
e th
is tim
e.
I can h
ear th
e tra
in c
om
ing! S
oon it w
ill be u
pon y
ou a
nd I w
ill be rid
of y
ou o
nce a
nd fo
r all!
Felic
ity: (s
trugglin
g, in
a p
leadin
g v
oic
e) N
o! I’v
e n
ever d
one a
nyth
ing to
hurt a
nyone! L
et
me g
o!
Vic
toria
: (rubbin
g h
er h
ands to
geth
er g
leefu
lly) N
ever! T
his
world
is to
o fu
ll of g
ood a
nd
virtu
ous p
eople
like y
ours
elf. W
ith y
ou o
ut o
f my w
ay, I w
ill be fre
e to
rob a
nd c
heat a
nd
wre
ak h
avoc o
n th
e w
orld
and to
be a
s e
vil a
s I c
an! P
repare
to d
ie! E
gor! T
ighte
n th
e
stra
ps!
Eg
or: (V
icto
ria’s
cow
ard
ly h
elp
er, in
a s
niv
elin
g v
oic
e) O
h n
o m
aste
r, I can’t. T
he tra
in w
ill be h
ere
any m
inute
! Ple
ase d
on’t m
ake m
e d
o it!
Vic
toria
: (angry
and v
iole
nt, p
ushin
g E
gor to
one s
ide) G
et o
ut o
f my w
ay, y
ou fo
ol! L
et m
e
do it!
There
is s
ounds o
f an a
ppro
achin
g tra
in.
Felic
ity: (te
arfu
lly, turn
ing to
face th
e o
ncom
ing tra
in) I c
an’t d
ie! G
ood w
ill alw
ays triu
mph
over e
vil! S
om
eone w
ill com
e to
save m
e. S
torie
s lik
e th
is a
lways h
ave a
happy e
ndin
g!
Tra
in n
ois
es in
cre
ase. E
nte
r hero
. Triu
mphant m
usic
.
Dan
iel D
og
oo
d: (w
earin
g w
hite
cape, le
apin
g o
nto
the s
tage) A
ha! A
rrived ju
st in
the n
ick
of tim
e! D
on’t w
orry
Felic
ity, I’ll save y
ou! W
e m
eet a
gain
Vic
toria
! Your e
vil a
nd v
illain
ous
ways h
ave c
om
e to
an e
nd!
Danie
l runs a
round V
icto
ria a
nd E
gor, q
uic
kly
tyin
g th
em
up w
ith a
rope c
onvenie
ntly
carrie
d a
round h
is w
ais
t.
Dan
iel D
og
oo
d: (s
tandin
g triu
mphantly
next to
his
captiv
e) I m
ake it m
y d
uty
to s
ee th
at
this
world
is a
safe
and h
appy p
lace fo
r good a
nd v
irtuous p
eople
like F
elic
ity a
nd to
rid th
e
world
of n
asty
and b
ad p
eople
like V
icto
ria!
Tra
in n
ois
e n
ow
a th
undero
us ro
ar. S
moke a
ppears
.
Felic
ity: (e
ven m
ore
despera
te) D
anie
l! Quic
kly
! The tra
in!
Fast m
usic
build
ing to
a c
rescendo.
AmyStephenson
28
A d
ay
in th
e life
of a
teen
ag
e S
up
er H
ero
...
A su
per h
ero m
ust n
ever let an
yo
ne k
no
w w
ho
they
are, altho
ug
h so
me m
ay fi
nd
ou
t. My
nam
e in th
e real wo
rld is O
rang
e Bu
bb
les, altho
ug
h w
hen
I'm sav
ing
the w
orld
I go
by
Sup
er
Tate. My
friend
s kn
ow
wh
o I am
, I can tru
st them
, altho
ug
h so
me o
f them
do
n't b
elieve th
at I
truly
am a w
orld
reno
wn
ed crim
e fig
hter. T
hey
say,
"Ah
, Oran
ge, th
at girl, th
e on
e savin
g th
e wo
rld, sh
e's no
t like y
ou
. Alw
ays rem
emb
er that
yo
u are as in
sign
ifican
t as a grain
of san
d."
Ho
w clu
eless to th
e way
s of th
e wo
rld th
ey are, fo
r they
do
no
t kn
ow
that ev
en th
e smallest
perso
n m
ay m
ake a d
ifference, if th
ey try
hard
eno
ug
h. T
hey
do
n't k
no
w th
at Ms. B
ub
bles is
on
ly a p
art of m
e, that I h
ave seen
places far b
eyo
nd
the o
ceans o
f Earth
. I am th
e sup
er hero
of th
is solar sy
stem, I h
ave seen
the liv
es of far o
ff martian
s.
I remem
ber m
y fi
rst battle w
ith th
e terrible freak
of n
ature, in
visi-p
lant. P
art hu
man
, part
Glad
iola, th
at com
mo
n w
eed is n
ow
my
arch en
emy. M
y earin
g-alerters b
egan
to b
uzz an
d
vib
rate in m
y ears. I k
new
that th
ere was tro
ub
le. I qu
ickly
grab
bed
my
lun
ch an
d fak
ed sick
.
With
my
Sup
er Tate abilities I tu
rned
my
face a sickly
colo
r of p
urp
le and
the teach
ers let me
ou
t of sch
oo
l early. My
mo
ther cam
e to p
ick m
e up
, bu
t I was lo
ng
go
ne b
y th
en.
I flew
off in
to th
e dep
ths o
f space, search
ing
for a sig
n o
f the d
eadly
cause o
f trou
ble w
hich
wo
uld
soo
n b
e my
arch en
emy. I so
on
caug
ht sig
ht o
f a green
speck
in th
e distan
ce. As I d
rew
nearer to
the o
bject m
y earin
g d
etectors g
low
ed w
ith an
un
natu
ral green
ligh
t, sign
aling
to
me th
at this w
as the th
ing
that I w
as loo
kin
g fo
r. It was a stran
ge cro
ss betw
een a m
an an
d a
plan
t, and
an au
ra of ev
il was a ro
un
d it. I k
new
that th
is was w
hat I h
ad cam
e here fo
r.
I zapp
ed it w
ith an
adv
anced
gad
get o
f min
e, wh
ich cau
gh
t it's attentio
n in
no
time at all. T
he
plan
t loo
ked
ann
oy
ed w
ith m
e, as if I was d
isturb
ing
its peace. I an
no
un
ced m
yself:
"I am Su
per Tate! P
rotecto
r of all! G
o n
ow
, befo
re yo
u are cau
gh
t!"
Th
e plan
t ign
ored
me an
d as if to
bo
ther m
e furth
er, it becam
e inv
isible. I w
as stuck
. Th
is
creature seem
ed b
e to n
ot o
nly
careless and
ign
oran
t, bu
t also ab
le to tu
rn itself in
visib
le,
takin
g it's in
solen
ce furth
er. I had
no
cho
ice bu
t to stan
d an
d w
ait for th
e thin
g to
beco
me
visib
le again
. Th
e thin
g b
egan
to sp
eak in
a vo
ice that w
as so u
nim
agin
able, th
at I was
thro
wn
back
ward
s with
surp
rise.
"Well, w
ell,well, Su
per Tate. I h
ave h
eard o
f yo
u. So
yo
u h
ave co
me at last. I h
ave a q
uestio
n
for y
ou
, on
e that w
ill decid
e the fate o
f the earth
, and
it is..."
http://fh
q.forumer.com/blogs/super-ta
te/83-life
-teenage-super-hero-undercover.html
AmyStephenson
29
ME
LOD
RA
MA
HO
ME
WO
RK
Th
e list
belo
w sh
ow
s the
stock
ch
aracters u
sed in
m
elod
rama.
Next
to
each ch
aracter,
describ
e the q
ualities th
at they d
isplay
du
ring
a p
erform
ance o
r script. U
se may lik
e to refer
to the ch
aracter qu
alities in B
atm
an
Forever o
r Terror U
nder th
e T
rain
to h
elp y
ou
. Th
e first o
ne
has b
een d
on
e for y
ou
.
CHARACTER
QUALITIES
Villain
Ev
il, nasty, sp
eaks in
deep
threaten
ing
vo
ice, wears d
ark co
lou
rs, cruel to
help
ers, takes p
leasure in
harm
ing
oth
ers.
Hero
Hero
ine
Sidek
ick
Victim
Oth
er
AmyStephenson
30
AC
TO
RS
MU
ST
LE
AR
N T
HE
IR L
INE
S -
NO
SC
RIP
TS
DU
RIN
G P
ER
FO
RM
AN
CE
CH
AR
AC
TE
RS
:
Hero
/ Hero
ine
Vic
tim
Villa
in
Sid
ekic
k
Narra
tor
SE
TT
ING
:
A ra
ilway tra
ck
OR
A s
aw
mill
ME
LOD
RA
MA
MA
JO
R T
AS
K
WR
ITE & P
ERFO
RM
A M
ELOD
RA
MA
PLA
Y
Gro
up
Mem
bers:
PL
OT:
The d
isco
very
of a
secre
t fortu
ne O
R th
e d
isco
very
of
the d
eed
to a
go
ld m
ine
A p
lan to
kid
nap
the h
ero
ine a
nd
/or k
ill the h
ero
A h
ero
rescuin
g a
hero
ine
An u
nexp
ecte
d &
unb
elie
vab
le tw
ist
A h
ap
py e
nd
ing
AC
TIN
G S
TY
LE
:
Exag
gera
ted
actin
g-b
e e
ither V
ER
Y g
oo
d o
r VE
RY
evil
A s
low
mo
tion c
ho
reo
gra
phed
fig
ht s
cene
A c
om
ic s
eq
uence b
etw
een v
illain
& h
is s
idekic
k
A ta
ble
au to
sta
rt & fi
nis
h th
e p
lay
IND
IVID
UA
L R
ES
PO
NS
IBIL
ITIE
S:
Dire
cto
r
Pro
ps &
co
stu
mes
Music
& s
ound
effe
cts
Scrip
t: typ
ed
up
with
sta
ge d
irectio
ns &
so
und
effe
cts
(all g
roup
mem
bers
must c
ontrib
ute
to w
riting
the s
crip
t)
AmyStephenson
31
Gro
up
me
mb
ers
:
Pro
ps
So
un
d E
ffec
ts
Ma
sk
ma
teria
ls
Ma
sk
de
sig
n:
AmyStephenson
32
! ! Mask makingAmyStephenson
33
This refl
ection is abou
t your grou
p work on
the melodram
a play.
Write a m
inim
um
1 page entry in
your jou
rnal.
You
r journ
al mu
st be handed in
at the end of the lesson
for markin
g.
An
swer e
ach
of th
e q
uestio
n in
yo
ur e
ntry
:
Briefl
y d
escribe th
e plo
t/sto
ry o
r yo
ur g
rou
p’s p
lay. In w
hat w
ay is th
e plo
t
melo
dram
atic?
Describ
e the ch
aracter yo
u p
layed
. Wh
at was y
ou
r costu
me? Y
ou
may
like to
draw
a pictu
re.
Did
yo
u en
joy
play
ing
this ch
aracter? Wh
y? If n
ot, w
hy
? Is there an
oth
er character
yo
u w
ou
ld h
ave lik
ed to
play
?
Ho
w w
ell did
yo
ur g
rou
p w
ork
du
ring
rehearsals? W
ho
mad
e the d
ecision
s? Were
yo
u h
app
y w
ith th
ose d
ecision
s?
Are y
ou
pro
ud
of th
e play
yo
u h
elped
create?
Did
yo
u feel read
y fo
r the fi
nal p
erform
ance? D
id ev
eryb
od
y k
no
w th
eir lines?
Wh
at are three m
ain th
ing
s yo
u’v
e learnt ab
ou
t melo
dram
a?
Do
yo
u th
ink
yo
u h
ave d
evelo
ped
as an acto
r du
ring
term? A
re yo
u ‘b
etter’ than
yo
u w
ere at the b
egin
nin
g o
f the term
? In w
hat w
ays?
ME
LOD
RA
MA
MA
JO
R T
AS
K
RE
FLEC
TIO
N
AmyStephenson
34