After we conclude the film Who's Afraid of Virginia Woolf, please turn in your viewing notes.
Complete the following tasks today:
1. Complete your sketch. Some of you have already done this and handed it in. Thank you. If you have not yet done so, please complete this project today and turn in.
2. Alone (yes, alone) please brainstorm an idea about problems with the communication process. Make a list of problems that you have experienced or witnessed due to communication problems. Choose one of these from your list to work with. Fictionalize the events (change names, location, ages, culture, etc.) Write a 5-8 page play script centered or using the communication problem as a central or starting issue in the play.
Work on this play script. Use the common play script format used in "The Zoo Story."
Deadline: Turn in your sketches. These are due today. The 10-minute play project is not due yet.
Tuesday, February 1, 2011
Friday, January 14, 2011
Who's Afraid of Virginia Woolf & Sketch Writing
Please take 3rd period to continue working on your sketch (see instructions on the post below). If you have completed your sketch, please use the time in lab to prepare material for an upcoming contest or complete your reading of Who's Afraid of Virginia Woolf.
4th period: we will begin watching the film Who's Afraid of Virginia Woolf.
Please look at the following links:
Virginia Woolf
Song from Disney's Three Little Pigs By the way, Disney was the first movie studio to patent the use of TECHNICOLOR (or the 3-color process of film). They used it mainly in animation shorts, such as this 1933 award-winning animated short.
Richard Burton & Elizabeth Taylor
Sandy Dennis & George Segal
After preparing for the film by viewing these links and taking brief notes in your journal, please bring your attention to the front of the room today to begin our study of the film Who's Afraid of Virginia Woolf.
4th period: we will begin watching the film Who's Afraid of Virginia Woolf.
Please look at the following links:
Virginia Woolf
Song from Disney's Three Little Pigs By the way, Disney was the first movie studio to patent the use of TECHNICOLOR (or the 3-color process of film). They used it mainly in animation shorts, such as this 1933 award-winning animated short.
Richard Burton & Elizabeth Taylor
Sandy Dennis & George Segal
After preparing for the film by viewing these links and taking brief notes in your journal, please bring your attention to the front of the room today to begin our study of the film Who's Afraid of Virginia Woolf.
Wednesday, January 12, 2011
The Communication Process
Communication happens every day, but sometimes it seems as if we aren't getting our ideas across. Problems relating to one another form the central modern conflict in our world. Sadly, miscommunication causes a lot of pain and suffering, isolation, divorce, disagreement, violence, and various other negative events.
But as humans we HAVE to communicate. Knowing how the communication process works can be helpful in avoiding problems. It is also the minefield which a writer uses to invigorate his/her stories and plays.
How We Communicate:
1. Humans communicate in verbal or non-verbal ways.
Verbal: talking, most likely. But also mass media (tv, internet, podcasting, radio, stage performances, speeches, etc.)
Non-verbal: the written word (books, stories, written poems, visual art, dance, etc.)
Speaking of VERBAL communication: How does the process work?
1. A communicator (or person) has an IDEA that forms in his/her mind
2. The communicator (person) decides how best to form and shape his/her idea. This is called ENCODING.
3. The communicator ENCODES his/her IDEA and sends this encoded idea to someone else--like sending a letter through the mail, but also by talking, programming his/her idea in a TV program, speaking into a microphone in a room where people have gathered, etc. The communicator is called THE SENDER.
4. The SENDER sends his message to his audience, who DECODES or tries to understand the message.
5. The IDEA after DECODING by the RECEIVER, produces communication.
Thus, for the communication process to occur, we need:
1. An Idea
2. A Sender who ENCODES the idea (for example, using words in speaking)
3. A Receiver who DECODES the idea (hearing the words, the receiver tries to figure out the sender's meaning)
4. Communication!
But as humans we HAVE to communicate. Knowing how the communication process works can be helpful in avoiding problems. It is also the minefield which a writer uses to invigorate his/her stories and plays.
How We Communicate:
1. Humans communicate in verbal or non-verbal ways.
Verbal: talking, most likely. But also mass media (tv, internet, podcasting, radio, stage performances, speeches, etc.)
Non-verbal: the written word (books, stories, written poems, visual art, dance, etc.)
Speaking of VERBAL communication: How does the process work?
1. A communicator (or person) has an IDEA that forms in his/her mind
2. The communicator (person) decides how best to form and shape his/her idea. This is called ENCODING.
3. The communicator ENCODES his/her IDEA and sends this encoded idea to someone else--like sending a letter through the mail, but also by talking, programming his/her idea in a TV program, speaking into a microphone in a room where people have gathered, etc. The communicator is called THE SENDER.
4. The SENDER sends his message to his audience, who DECODES or tries to understand the message.
5. The IDEA after DECODING by the RECEIVER, produces communication.
Thus, for the communication process to occur, we need:
1. An Idea
2. A Sender who ENCODES the idea (for example, using words in speaking)
3. A Receiver who DECODES the idea (hearing the words, the receiver tries to figure out the sender's meaning)
4. Communication!
Sketch & Who's Afraid of Virginia Woolf
During 3rd period, please get in the following groups:
Group A: Darren, Jack, Raven, Sierra, Vanessa
Group B: Amelia, Dominic, Clara, Syasia, Hannah
Group C: Caleb, Lizbeth, Yuliya, Evan, Queen
Group D: Tess, Adriana, Neriah, Maia, Djana
4th period, either continue reading Who's Afraid of V. Woolf, or begin writing your sketch.
HOMEWORK: Please continue reading Who's Afraid of Virginia Woolf on your own. Complete this play for Wednesday, next week (Jan. 19)
Group A: Darren, Jack, Raven, Sierra, Vanessa
Group B: Amelia, Dominic, Clara, Syasia, Hannah
Group C: Caleb, Lizbeth, Yuliya, Evan, Queen
Group D: Tess, Adriana, Neriah, Maia, Djana
4th period, either continue reading Who's Afraid of V. Woolf, or begin writing your sketch.
HOMEWORK: Please continue reading Who's Afraid of Virginia Woolf on your own. Complete this play for Wednesday, next week (Jan. 19)
Monday, January 10, 2011
The American Dream & Sketch Writing
Let's discuss The American Dream & the Zoo Story. Please hand in your homework cards (see post below).
After our discussion, please read and complete the following:
A sketch is a short play or slight dramatic performance. It differs from a play in that there is not necessarily a major theme or point in the sketch. Usually sketches are simply meant to be enjoyed. Deep discussion dealing with the human condition is left to PLAYS.
Sketch Writing: (by Brian Luff)
1) Choose a setting. Avoid common set-ups like doctor's surgeries or "Man Goes Into a Shop". Think original. Only set the sketch in one location.
2) Don't make the sketch too long. Two minutes is a good length to start with.
3) If you're trying to sell your material to TV, don't put in anything too expensive like a helicopter. Most TV shows are on a tight budget.
4) Three characters is more than enough for a 2 minute sketch. Don't write for a cast of thousands.
5) Work out loud. Say the lines as you write them. You need to hear what the material sounds like.
6) Think about what is happening visually as well as the words. Describe the physical action in detail. What are the characters wearing? What do they look like. What are their names? (Don't just call your characters FIRST MAN, SECOND MAN. It will help to bring them to life in your mind).
Types of Sketches
To help you get going, here's a few tried and tested comedy formats for sketches.
1) Escalation: Funny idea starts small and gets bigger and bigger, ending in chaos of ridiculous proportions.
2) Lists: Sketches in which the bulk of the dialogue is a long list of funny items. The best example of this is "Cheese Shop" in Monty Python. (You can find all the Python sketches at www.planetcomedy.force9.co.uk/bookstore.html.)
3) Mad Man, Sane Man: This format speaks for itself, but don't go for obvious settings.
4) Dangerous Situations: For example, sketch set on flight deck of aircraft.
5) Funny Words: Sketches which use the sound of language itself to be funny. For example, use of the words "blobby" or "wobble" (See, Mr. Bean).
6) Old and New: Getting a laugh from putting something modern in an historical setting (Or, vice versa) Example: Sir Walter Raleigh using a cigarette lighter.
7) Big and Small. Getting humour from large differences in scale. For example, a mouse trying to make love to an elephant.
Look here for samples of fine sketch writing:
The Whitest Kids U Know
Kids in the Hall
Saturday Night Live
Mad TV
SCTV
In Living Color
Try your own hand at writing a 2-5 page sketch. Your play will be written in the standard playwriting format. See Zoo Story for examples.
After our discussion, please read and complete the following:
A sketch is a short play or slight dramatic performance. It differs from a play in that there is not necessarily a major theme or point in the sketch. Usually sketches are simply meant to be enjoyed. Deep discussion dealing with the human condition is left to PLAYS.
Sketch Writing: (by Brian Luff)
1) Choose a setting. Avoid common set-ups like doctor's surgeries or "Man Goes Into a Shop". Think original. Only set the sketch in one location.
2) Don't make the sketch too long. Two minutes is a good length to start with.
3) If you're trying to sell your material to TV, don't put in anything too expensive like a helicopter. Most TV shows are on a tight budget.
4) Three characters is more than enough for a 2 minute sketch. Don't write for a cast of thousands.
5) Work out loud. Say the lines as you write them. You need to hear what the material sounds like.
6) Think about what is happening visually as well as the words. Describe the physical action in detail. What are the characters wearing? What do they look like. What are their names? (Don't just call your characters FIRST MAN, SECOND MAN. It will help to bring them to life in your mind).
Types of Sketches
To help you get going, here's a few tried and tested comedy formats for sketches.
1) Escalation: Funny idea starts small and gets bigger and bigger, ending in chaos of ridiculous proportions.
2) Lists: Sketches in which the bulk of the dialogue is a long list of funny items. The best example of this is "Cheese Shop" in Monty Python. (You can find all the Python sketches at www.planetcomedy.force9.co.uk/bookstore.html.)
3) Mad Man, Sane Man: This format speaks for itself, but don't go for obvious settings.
4) Dangerous Situations: For example, sketch set on flight deck of aircraft.
5) Funny Words: Sketches which use the sound of language itself to be funny. For example, use of the words "blobby" or "wobble" (See, Mr. Bean).
6) Old and New: Getting a laugh from putting something modern in an historical setting (Or, vice versa) Example: Sir Walter Raleigh using a cigarette lighter.
7) Big and Small. Getting humour from large differences in scale. For example, a mouse trying to make love to an elephant.
Look here for samples of fine sketch writing:
The Whitest Kids U Know
Kids in the Hall
Saturday Night Live
Mad TV
SCTV
In Living Color
Try your own hand at writing a 2-5 page sketch. Your play will be written in the standard playwriting format. See Zoo Story for examples.
Thursday, January 6, 2011
Zoo Story & the one minute play
Today, during 3rd period, please finish reading The Zoo Story with your group.
As you read aloud, remember that you are "orally interpreting" the text. The more energy and the more choices you make about HOW you read so that your inflections match the mental and emotional state of the characters will make the reading aloud more enjoyable. Effectively, you are practicing your performance skills while learning the format and structure of short plays.
During 4th period (or after your group finishes reading the play), please break your group into groups of 2. Pick a partner from your group to work with today.
One-Minute Play Activity:
1. Choose a partner from your reading group. If you are currently in a group of 3 (instead of 4), all of you will work together.
2. Select a setting card from the front of the room.
3. Using the setting card, think of a character who might be found in this location (or an interesting contrasting character who doesn't really belong in this setting--your choice). DO NOT TELL YOUR PARTNERS WHO YOUR CHARACTER IS.
4. Taking turns at ONE COMPUTER, open a word document file and put your group members names on the heading.
DO NOT SPEAK TO YOUR PARTNERS VERBALLY ABOUT WHAT YOUR CHARACTER SAYS. LEAVE THIS FOR THE PLAY.
5. One writer will start. Write the setting and location on the top of the page. The first writer will type his/her character's name, and write that character a line of dialogue.
NOTE: a line of dialogue might be one word, a sentence, or several paragraphs in length.
After the line of dialogue, allow a second writer to respond to what the first character said. Have that writer write their line. Continue this until you have about 1 or 2 pages of dialogue going.
6. Find a way after coming to the bottom of the page or when on the second page to finish your conversation.
HOMEWORK: Please read The American Dream. Write down questions or observations about the play on the index card provided to you in class. We will discuss the play next class (Monday).
As you read aloud, remember that you are "orally interpreting" the text. The more energy and the more choices you make about HOW you read so that your inflections match the mental and emotional state of the characters will make the reading aloud more enjoyable. Effectively, you are practicing your performance skills while learning the format and structure of short plays.
During 4th period (or after your group finishes reading the play), please break your group into groups of 2. Pick a partner from your group to work with today.
One-Minute Play Activity:
1. Choose a partner from your reading group. If you are currently in a group of 3 (instead of 4), all of you will work together.
2. Select a setting card from the front of the room.
3. Using the setting card, think of a character who might be found in this location (or an interesting contrasting character who doesn't really belong in this setting--your choice). DO NOT TELL YOUR PARTNERS WHO YOUR CHARACTER IS.
4. Taking turns at ONE COMPUTER, open a word document file and put your group members names on the heading.
DO NOT SPEAK TO YOUR PARTNERS VERBALLY ABOUT WHAT YOUR CHARACTER SAYS. LEAVE THIS FOR THE PLAY.
5. One writer will start. Write the setting and location on the top of the page. The first writer will type his/her character's name, and write that character a line of dialogue.
NOTE: a line of dialogue might be one word, a sentence, or several paragraphs in length.
After the line of dialogue, allow a second writer to respond to what the first character said. Have that writer write their line. Continue this until you have about 1 or 2 pages of dialogue going.
6. Find a way after coming to the bottom of the page or when on the second page to finish your conversation.
HOMEWORK: Please read The American Dream. Write down questions or observations about the play on the index card provided to you in class. We will discuss the play next class (Monday).
Monday, January 3, 2011
Edward Albee and The Zoo Story
Today we are going to check out the play "The Zoo Story" by Edward Albee. Before we pick up the text, please spend a few minutes researching Albee here. You should also read and take notes on Theater of the Absurd.
After we collect the text, please use the rest of the time in the lab today in the following groups, reading the play. Each member of the group should elect to read the parts and stage directions.
Get into the following groups:
Group A: Darren, Amelia, Raven, Vanessa
Group B: Jack, Tess, Clara, Syasia
Group C: Caleb, Lizbeth, Yuliya, Neriah
Group D: Dominic, Adriana, Queen, Maia
Group E: Evan, Hannah, Sierra, Djana
After we collect the text, please use the rest of the time in the lab today in the following groups, reading the play. Each member of the group should elect to read the parts and stage directions.
Get into the following groups:
Group A: Darren, Amelia, Raven, Vanessa
Group B: Jack, Tess, Clara, Syasia
Group C: Caleb, Lizbeth, Yuliya, Neriah
Group D: Dominic, Adriana, Queen, Maia
Group E: Evan, Hannah, Sierra, Djana
Friday, December 17, 2010
Happy Holiday!
Today, there are various activities you can enjoy. On the link page are some places to go for on-line games. I recommend gathering in groups and playing the card games available. Spend some time in respectful play and companionship. Practice your communication skills.
On Line Games
And more on line games
A Holiday in the Projects (The show the PJ's)
PJ's - Part One
PJ's - Part Two
PJ's - Part Three
And a classic holiday movie: Mr. Magoo's Christmas Carol: Part One
Christmas Carol: Part Two
Christmas Carol: Part Three
Christmas Carol: Part Four
Christmas Carol: Part Five
Christmas Carol: Part Six
On Line Games
And more on line games
A Holiday in the Projects (The show the PJ's)
PJ's - Part One
PJ's - Part Two
PJ's - Part Three
And a classic holiday movie: Mr. Magoo's Christmas Carol: Part One
Christmas Carol: Part Two
Christmas Carol: Part Three
Christmas Carol: Part Four
Christmas Carol: Part Five
Christmas Carol: Part Six
Monday, December 13, 2010
Group Performance
3rd period:Please watch this group performance video: http://www.youtube.com/watch?v=KPd_YuXgjn4. Take note of the group performance techniques that make this performance effective.
Your group piece should include a choral line that all group members speak and include blocking: gestures, body positions, pantomime, etc. to enhance the performance.
Please complete the writing of your performance poem. During 4th period, we will be rehearsing this poem. If you have already completed the draft, please rehearse during period 3.
Next class we will rehearse and begin performing our group pieces for the class.
Your group piece should include a choral line that all group members speak and include blocking: gestures, body positions, pantomime, etc. to enhance the performance.
Please complete the writing of your performance poem. During 4th period, we will be rehearsing this poem. If you have already completed the draft, please rehearse during period 3.
Next class we will rehearse and begin performing our group pieces for the class.
Thursday, December 9, 2010
Coffee House Response!
Congratulations, Freshmen!
You have successfully completed a public performance. I hope you enjoyed the coffee house and will participate in future ones.
Part of our goal this year is for you to get to know your strengths and weaknesses by completing a myriad of assignments, projects, and performances. Self reflection is an important component to learning. As such, please write a comment on:
How you felt you did last night as a performance. If you had to do it over again, what would you do differently? What did you learn about public speaking by performing your writing last night? What surprised you about the performance? Who's performance did you particularly enjoy? Did you notice anything different between the Freshman performances and the other Creative Writing performances? What did your parents say or think about the performance?
Afterward, please continue to practice and write your group slam piece. That's all. No homework. Congratulations again!
You have successfully completed a public performance. I hope you enjoyed the coffee house and will participate in future ones.
Part of our goal this year is for you to get to know your strengths and weaknesses by completing a myriad of assignments, projects, and performances. Self reflection is an important component to learning. As such, please write a comment on:
How you felt you did last night as a performance. If you had to do it over again, what would you do differently? What did you learn about public speaking by performing your writing last night? What surprised you about the performance? Who's performance did you particularly enjoy? Did you notice anything different between the Freshman performances and the other Creative Writing performances? What did your parents say or think about the performance?
Afterward, please continue to practice and write your group slam piece. That's all. No homework. Congratulations again!
Wednesday, December 1, 2010
Picking & Preparing Your Piece(s)
Today during 3rd period, please select and prepare (mark up) your coffeehouse reading selections. When you are done marking your work, please get with another (or more) student(s) and take turns rehearsing.
During 4th period, please gather with your slam group and continue working on your slam group pieces.
During 4th period, please gather with your slam group and continue working on your slam group pieces.
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