Wednesday, December 19, 2018

10-Minute Play Draft Due; The Glass Menagerie

Period 3:

While you enjoy a snack, please use period 3 to complete and prepare your 10-minute play draft.

  • Check and fix your play format
  • Check and correct your typos and grammar
  • Make sure you have followed the advice about playwriting in the posts and lessons below this post (see previous posts for details!)

Period 4:

We will continue reading The Glass Menagerie. Whatever we don't finish, please complete as homework during Winter Break.

HOMEWORK: Complete The Glass Menagerie. There may be a test on the play when you return. Take notes about the play in your journal to prepare for this possibility.

Have a nice winter break!

Monday, December 17, 2018

The Glass Menagerie: Day 2; Coming of Age 10-minute Play Project: Day 3

Sign up for a role/scene in the Glass Menagerie. Together we will start reading The Glass Menagerie.

At about 10:10 or so, we will stop reading and use the rest of the time in class to continue writing our 10-minute Coming of Age play drafts. Completed drafts are due Thursday. 

HOMEWORK: Complete your coming of age plays. Use The Glass Menagerie as a good model. Bring your play scripts back with you to class.

Friday, December 14, 2018

Tips; Advice About Writing Your Scene: Setting the Stage

Every dramatic story is a quest of some kind:

  • A character wants something and must get it (goal)
  • Protagonists (major characters) have a goal:
    • Scene objective (short term goal)
    • Story objective (long term goal)
  • 3 basic principles of dramatic action:
    • What a character wants
    • Why the character wants it
    • What or who is keeping the character from getting what he/she wants
  • Ask:
    • Who is your character (protagonist)?
    • Where is the story set (setting includes time, place, season…)?
    • What is the situation here and now?
    • What is the situation outside the scope of the setting (society)?
    • How does the character (protagonist) feel about the situation?
    • What does the author (you) feel about the situation?
    • What are characters thinking about? [try to connect thoughts to actions…]
    • What does the character want from another character (or society)?
    • Why does the character want that? What is at stake for the character? (motivation)
    • What is the problem? (conflict)
    • How might the problem be solved? (conflict)
    • How will the past influence what’s happening now? How does the outside world impact what is happening now? (backstory)
    • What will happen? (plot)

Thursday, December 13, 2018

10-Minute Coming of Age Project: Day 2; The Glass Menagerie

It's writing time! Hooray! Use period 3 and some of 4 to write your 10-minute coming-of-age play drafts. Use your notes, previous writing tasks, and your imagination and get to it! Write.

Before writing your play consider/define:
  • Use the 4 stages of the coming of age plot. I suggest starting with a confrontation with authority. From there you should quickly establish removal and challenge stages. Your last page should address the reintegration of your protagonist. 
  • Your protagonist should struggle to achieve a solution to a problem. Remember to use other characters to develop conflict: person v. person; person v. self; person v. society; person v. nature or God/fate--you can use any of these to help introduce conflict for your protagonist.
  • Choose a setting. Keep your play in one setting for now. 
  • Think about how your story will express a message. Ex. In order to grow up, we need to accept responsibility, or it's okay to accept one's flaws despite what others think of you; or friends are the only true support we should expect in our lives; or to learn to forgive is the greatest gift you can give yourself, etc. Messages tend to be a statement that the writer believes is important and true. What do you want to say to the world? That's your "message". 
  • Remember that plays and acting involve playing a different person than oneself and showing a character's actions (actors act--that's what they like to do!)
  • Be creative with familiar material. You know the struggles and conflicts you face growing up because it's happening to you...use your own experiences, but go out on a creative limb and tell us an old story in a new way. 
  • Make sure your protagonist wants something that he/she can achieve. Make your protagonist work to achieve this goal with obstacles--often in coming of age stories, obstacles are parents, teachers, relatives, rules, or self-inflicted problems. See what you can do with these ideas.
  • It's okay to fail. Do your best. Think outside the box. Give yourself a chance to succeed. You're not an expert at writing plays yet because you have just started doing so. The more you write the better you will get at this. Remember: above all--tell an interesting story. 
  • 10-minute plays should be between 7-10 pages in script format. To help give you some advice please spend about 10 minutes reading this article: How to Write a 10-Minute Play and watch this video. See the handout as well for more advice on how to start and what your 10-minute play script can include. 
Write your play.

Period 4ish:

Please return Brighton Beach Memoirs and pick up the play The Glass Menagerie from the library. When you return to class, get into groups of 5-6. With your group assign the 3 parts: Amanda, Laura, & Tom. We'll discuss the play a bit further Tuesday, next week. 

This is another example of a coming-of-age play. It is also a memory play, just like Brighton Beach Memoirs. The character of Tom is loosely based on the playwright Tennessee Williams. He "remembers" the story and therefore controls the "action" and how we "see" the characters. He is not kind to Amanda, his mother, as you will see.

Read The Glass Menagerie until the bell with your small group. 

HOMEWORK: Complete scene 1. We will start together as a class on Scene 2 next time. Feel free to continue writing your coming of age plays. Use The Glass Menagerie as a good model.

Tuesday, December 11, 2018

Brighton Beach Memoirs: Day 5; Coming of Age 10-minute Use

Please finish analyzing and reading Brighton Beach Memoirs. Complete and turn in the analysis handout of the play.

Use your character sketch for a "coming of age" play. Your character sketch should include:
  • The character's name
  • A description of your character (both physical and non-physical traits that make this character unique)
  • An explanation about what motivates this character
  • Identify a weakness or flaw that this character has that causes a problem for him/her
  • What conflicts with authority figures (parents, teachers, older siblings or relatives, society, etc.) must this character confront? Consider the types of conflict to help you identify a couple
  • You may include a rough drawing or illustration of your character (counts as extra credit for this assignment)
This character sketch should be included/attached to your 10-minute play draft when completed. Before writing your play consider/define:
  • Use the 4 stages of the coming of age plot. I suggest starting with a confrontation with authority. From there you should quickly establish removal and challenge stages. Your last page should address the reintegration of your protagonist. 
  • Your protagonist should struggle to achieve a solution to a problem. Remember to use other characters to develop conflict: person v. person; person v. self; person v. society; person v. nature or God/fate--you can use any of these to help introduce conflict for your protagonist.
  • Choose a setting. Keep your play in one setting for now. 
  • Think about how your story will express a message. Ex. In order to grow up, we need to accept responsibility, or it's okay to accept one's flaws despite what others think of you; or friends are the only true support we should expect in our lives; or to learn to forgive is the greatest gift you can give yourself, etc. Messages tend to be a statement that the writer believes is important and true. What do you want to say to the world? That's your "message". 
  • Remember that plays and acting involve playing a different person than oneself and showing a character's actions (actors act--that's what they like to do!)
  • Be creative with familiar material. You know the struggles and conflicts you face growing up because it's happening to you...use your own experiences, but go out on a creative limb and tell us an old story in a new way. 
  • Make sure your protagonist wants something that he/she can achieve. Make your protagonist work to achieve this goal with obstacles--often in coming of age stories, obstacles are parents, teachers, relatives, rules, or self-inflicted problems. See what you can do with these ideas.
  • It's okay to fail. Do your best. Think outside the box. Give yourself a chance to succeed. You're not an expert at writing plays yet because you have just started doing so. The more you write the better you will get at this. Remember: above all--tell an interesting story. 
  • 10-minute plays should be between 7-10 pages in script format. To help give you some advice please spend about 10 minutes reading this article: How to Write a 10-Minute Play and watch this video. See the handout as well for more advice on how to start and what your 10-minute play script can include. 
HOMEWORK: Continue writing your play script. A draft will be due later next week.

Friday, December 7, 2018

Brighton Beach Memoirs: Day 4

Please continue analyzing and reading Brighton Beach Memoirs. Take notes in your journal! Complete the analysis handout (to be turned in at the conclusion of the play). We will stop occasionally and continue brainstorming ideas for an upcoming assignment. Notes/exercises can go in your journal as well.

HOMEWORK: Create a character sketch for a "coming of age" play. Your character sketch should include:

  • The character's name
  • A description of your character (both physical and non-physical traits that make this character unique)
  • An explanation about what motivates this character
  • Identify a weakness or flaw that this character has that causes a problem for him/her
  • What conflicts with authority figures (parents, teachers, older siblings or relatives, society, etc.) must this character confront? Consider the types of conflict to help you identify a couple
  • You may include a rough drawing or illustration of your character (counts as extra credit for this assignment)

Wednesday, December 5, 2018

Brighton Beach Memoirs: Day 3

Please continue analyzing and reading Brighton Beach Memoirs. Take notes in your journal! Complete the analysis handout (to be turned in at the conclusion of the play). We will stop occasionally and continue brainstorming ideas for an upcoming assignment. Notes/exercises can go in your journal as well.

HOMEWORK: None.


Monday, December 3, 2018

Brighton Beach Memoirs: Day 2

As you read Brighton Beach Memoirs out loud, practice your oral delivery. 

A few acting tips:
  • Effective performances have ENERGY!
  • Try to think about how you would react and what you would say were you in this situation.
  • Empathize with the character you are playing.
  • Match your tone of voice to the tone of the words.
  • Speak loudly and clearly.
  • Have confidence. If you make a mistake--own it. But keep going...
Those of you who are not reading parts should read along with the play script and take notes in your journal of each assigned element of the play:

The 4 Stages of the Bildungsroman (everyone should take notes/record examples of these in their journals)
The 9 Characteristics of a coming of age story
Stage Directions
Costumes/Props
Lighting/Set
Conflict (person v. person)
Conflict (person v. self)
Conflict (person v. society)

HOMEWORK: None. Please bring your scripts back with you to our next class.

Thursday, November 29, 2018

Fences Project Draft; Brighton Beach Memoirs: Day 1

Period 3: Please complete your Fences creative draft:
  • Option #1: Choose a character from Fences (Rose, Troy, Gabe, Lyons, Cory, Bono, Raynelle, etc.); write a poem (or monologue) from that character's perspective. 
    • Try a poem starter: "When I..." followed by what that character did and how that affected his/her family. "When I married you, Troy, I swore I'd be true..." or "When I played ball with those white boys, I aimed every ounce of my being toward the fence..." or "When I built that fence..." or "When I blow my horn God will open the clouds of heaven above..." etc.
  • Option #2: Fences keep things safe from the outside world or protect a family, but also trap a person from obtaining or getting what they want. Pick an inanimate object like a fence or wall or barrier of some sort that represents a human shortcoming or human flaw or restriction or boundary keeping the speaker from what he/she wishes to get or achieve. A problem with grades or money, for example, can be a barrier. It might also be a broken window or a stalled car or some other object. Use the object to explain how the speaker of the poem interprets their situation--what's keeping them back? Write about this conflict. See the following poems as examples:
  •  Option #3: Choose a character or consider the plot of the play. Choose Rose, Troy, Gabe, Lyons, Cory, Bono, Raynelle, etc.; write a play scene taking into account the plot or character. You might write a scene that doesn't appear in the play or a scene that happened before or after the events of the play. 
If you did not complete your homework, do it now (in your journal). See the post after this one for details. 

Period 4ish: Brighton Beach Memoirs - reading

As a bildungsroman or coming of age play, note the following occurrences in your journal. divide your page into 4 quadrants. Use the 4 quadrants to take note of the 4 stages of the coming of age story.


The 4 Stages

REALIZATION -- changing, emotional and mental preparation, growing, physical changes
REMOVAL -- change of status quo or familiar environment; separation from support units (family, friends, social institutions), experimentation with "forbidden" issues/activities--testing the limits of support units/social institutions, breaking rules/laws or beliefs, etc.
CHALLENGE --- proving oneself; overcome a major problem or resolve a major conflict (killing the boss monster, growing mature, taking on responsibility, etc.)
REINTEGRATION - protagonist comes back into society; character undergoes a rebirth, new status, or new understanding or epiphany of his/her situation.

Nine Characteristics of a Coming of Age experience or story
  1. Usually the protagonist is between the ages of 12-18, but can be younger
  2. Adults are either "bad guys" or not important--they represent society or laws or rules--the natural order of things; in some stories a parent is missing, absent, or dead. Authority figures are often antagonists to the protagonist. (see below)
  3. Usually involves a journey of some sort (this can by a physical, mental, or spiritual journey)
  4. Protagonist must confront his/her fears or weaknesses
  5. Conflicts with a parent /guardian/authority figure
  6. Protagonist learns something important (usually about him/herself)
  7. There are usually a series of tests or challenges that the protagonist must face and overcome
  8. The ending may be bittersweet--there is often a loss of innocence as a protagonist matures
  9. Scarification (there are often scars left--physical or/and emotional), but these "wounds" mark the protagonist as a hero--he/she has come through the "storm" and is "wiser" for the experience. Sorta like this class...
memoir is a story about a memory. In essence the writer looks back on his/her youth and remembers a specific time period, or personal or historical event. In a MEMORY PLAY--a character does this remembering. He/she often breaks the 4th wall and speaks directly to the audience about what he/she remembers. Plays like this are SUBJECTIVE.

A few acting tips:
  • Effective performances have ENERGY!
  • Try to think about how you would react and what you would say were you in this situation.
  • Empathize with the character you are playing.
  • Match your tone of voice to the tone of the words.
  • Speak loudly and clearly.
  • Have confidence. If you make a mistake--own it. But keep going...
As you read Brighton Beach Memoirs out loud, practice your oral delivery. Those of you who are not reading parts should read along with the play script and take notes in your journal of each assigned element of the play:

Stage Directions
Costumes/Props
Lighting/Set
Conflict (person v. person)
Conflict (person v. self)
Conflict (person v. society)

HOMEWORK: None. Please bring your scripts back with you to our next class.

Tuesday, November 27, 2018

Fences Discussion & Project; Brighton Beach Memoirs (intro)

Fences discussion:

1. Fences is both unique to the plight of African Americans and universal in its depiction of the human condition. What universal human condition(s) does Wilson’s play exhibit?
2. Note the realistic and metaphorical use of the fence in the play. Troy and Cory are building a realistic fence around the house. What is the metaphorical fence being built?
3. The father and son relationship between Troy and Cory is explored as a central part of the drama. Their relationship becomes complicated by strong feelings of pride and independence on both sides. What are some of the primary conflicts between Troy and his sons? Examine the relationship between Troy and his own father. What did Troy admire about his father? What did he despise? How has Troy’s experience as a child affected his relationship with Cory?
4. Troy is not a flawless protagonist, what are Troy’s most obvious flaws?  Is Troy Maxon a tragic hero? How is Troy a morally ambiguous character?
5. What admirable characteristics does Troy possess?
6. How is Troy’s behavior an instrument for others suffering?
7. By the end of Fences, every character except Raynell is institutionalized--Rose in the church, Lyons in the penitentiary, Gabriel in the mental hospital, and Cory in the U.S. Marines. The only free person is Raynell, Troy’s daughter. What might the institutionalization of his family members represent? What might be represented by the fact that Raynell is the sole remaining Maxson to exist outside of an institution?
8. Explore some of the generational differences that exist between Troy and his two sons, Lyons and Cory. What are they and why is it generational?
9. Describe the relationship between Troy and his job/money? How does money create conflict in the play or contribute to the plot or characterization?
10. Discuss how the diction of Wilson’s play adds or detracts from the play as a whole?

Fences Writing Prompt:
  • Option #1: Choose a character from Fences (Rose, Troy, Gabe, Lyons, Cory, Bono, Raynelle, etc.); write a poem (or monologue) from that character's perspective. 
    • Try a poem starter: "When I..." followed by what that character did and how that affected his/her family. "When I married you, Troy, I swore I'd be true..." or "When I played ball with those white boys, I aimed every ounce of my being toward the fence..." or "When I built that fence..." or "When I blow my horn God will open the clouds of heaven above..." etc.
  • Option #2: Fences keep things safe from the outside world or protect a family, but also trap a person from obtaining or getting what they want. Pick an inanimate object like a fence or wall or barrier of some sort that represents a human shortcoming or human flaw or restriction or boundary keeping the speaker from what he/she wishes to get or achieve. A problem with grades or money, for example, can be a barrier. It might also be a broken window or a stalled car or some other object. Use the object to explain how the speaker of the poem interprets their situation--what's keeping them back? Write about this conflict. See the following poems as examples:
  •  Option #3: Choose a character or consider the plot of the play. Choose Rose, Troy, Gabe, Lyons, Cory, Bono, Raynelle, etc.; write a play scene taking into account the plot or character. You might write a scene that doesn't appear in the play or a scene that happened before or after the events of the play. 
Before the end of class: please go to the library to pick up the play Brighton Beach Memoirs by Neil Simon.

HOMEWORK: Conduct the following research for our first play: Brighton Beach Memoirs by Neil Simon. Write your notes in your journal.

Find out:
  1. Who is Neil Simon? What is he famous for? What books or plays did he write?
  2. Where is Brighton Beach? What did it look like in the 1930's?
  3. What was life like for American citizens in the 1930's? 
  4. Check out this link and read about what was happening in the U.S. and around the world in 1937.
  5. Finally, read about baseball in the 1930's

Sunday, November 25, 2018

Fences: Discussion; Characterization & Writing Project

Fences:

Please submit your play analysis for Fences to the Google Classroom.

Let's take the first 10-15 minutes of today's class please take a look at these scenes from Fences. In the first clip, we'll see two different versions played first by James Earl Jones and then by Denzel Washington. Compare/contrast the two versions. Note the reaction by the audience as well as the performance.
When an author develops a character, he/she relies on characterizationCharacterization is based on four distinct things:
  • What a character says or thinks about him/herself
  • What another character says or thinks about the character
  • What the character does (the actions the character does and the choices he/she makes)
  • The details or physical description the author or narrator gives us. In this case, what is revealed in the STAGE DIRECTIONS of the playscript. 
Read out loud: Act 2: Scenes 4-5 (pg. 85-101).

Examine the characterization on these pages. What do we learn about the characters?

After examining the characterization from these scenes, let's hold a discussion about the play:

1. Fences is both unique to the plight of African Americans and universal in its depiction of the human condition. What universal human condition(s) does Wilson’s play exhibit?
2. Note the realistic and metaphorical use of the fence in the play. Troy and Cory are building a realistic fence around the house. What is the metaphorical fence being built?
3. The father and son relationship between Troy and Cory is explored as a central part of the drama. Their relationship becomes complicated by strong feelings of pride and independence on both sides. What are some of the primary conflicts between Troy and his sons? Examine the relationship between Troy and his own father. What did Troy admire about his father? What did he despise? How has Troy’s experience as a child affected his relationship with Cory?
4. Troy is not a flawless protagonist, what are Troy’s most obvious flaws?  Is Troy Maxon a tragic hero? How is Troy a morally ambiguous character?
5. What admirable characteristics does Troy possess?
6. How is Troy’s behavior an instrument for others suffering?
7. By the end of Fences, every character except Raynell is institutionalized--Rose in the church, Lyons in the penitentiary, Gabriel in the mental hospital, and Cory in the U.S. Marines. The only free person is Raynell, Troy’s daughter. What might the institutionalization of his family members represent? What might be represented by the fact that Raynell is the sole remaining Maxson to exist outside of an institution?
8. Explore some of the generational differences that exist between Troy and his two sons, Lyons and Cory. What are they and why is it generational?
9. Describe the relationship between Troy and his job/money? How does money create conflict in the play or contribute to the plot or characterization?
10. Discuss how the diction of Wilson’s play adds or detracts from the play as a whole?

Fences Writing Prompt:
  • Option #1: Choose a character from Fences (Rose, Troy, Gabe, Lyons, Cory, Bono, Raynelle, etc.); write a poem (or monologue) from that character's perspective. 
    • Try a poem starter: "When I..." followed by what that character did and how that affected his/her family. "When I married you, Troy, I swore I'd be true..." or "When I played ball with those white boys, I aimed every ounce of my being toward the fence..." or "When I built that fence..." or "When I blow my horn God will open the clouds of heaven above..." etc.
  • Option #2: Fences keep things safe from the outside world or protect a family, but also trap a person from obtaining or getting what they want. Pick an inanimate object like a fence or wall or barrier of some sort that represents a human shortcoming or human flaw or restriction or boundary keeping the speaker from what he/she wishes to get or achieve. A problem with grades or money, for example, can be a barrier. It might also be a broken window or a stalled car or some other object. Use the object to explain how the speaker of the poem interprets their situation--what's keeping them back? Write about this conflict. See the following poems as examples:
  •  Option #3: Choose a character or consider the plot of the play. Choose Rose, Troy, Gabe, Lyons, Cory, Bono, Raynelle, etc.; write a play scene taking into account the plot or character. You might write a scene that doesn't appear in the play or a scene that happened before or after the events of the play. 
HOMEWORK: Work on your writing project. 

The Graveyard Book - Discussion Questions

  In your discussion groups, please answer 5 of the 10 discussion questions. Choose a member of your group to record your answers. Make sure...