JKs
The boys and girls were all amused at the different emotions I tried to convey to them, but showed they were able to understand that our faces can show what we're feeling when asked. We had some very sad, happy, angry, and surprised JK's. The children are beginning to understand that we can show these emotions with just our faces and no words, no noises, and more importantly without jumping around. We continued with the Jessie's story in the book Everybody Feels Angry, by Jane Bingham and learned that saying sorry with words and gestures is also very important. We then practised walking into the auditorium, lining up in our stage positions so that everyone can be seen by their parents, grandparents, aunts, uncles, and friends in the audience. We discussed the AUDIENCE and how we present for them. We also practised our bows and curtsies on cue.
SKs
The boys and girls practised lining up in their stage positions, as well as walking on and off stage. They are just gaining an understanding of what the Christmas concert is about. We practised our bowing on cue. In the second half of class we focused on emotions and how our faces can show happiness, sadness, anger, fear, and surprise. We finished Stacie's story in the book Everybody Feels Angry, by Jane Bigham. We are also learning that our actions can speak lounder than words and this includes facial expression.
Grades 1 and 2
The students listened to the Christmas poem which they will be reciting for the concert. In the auditorium, we then worked on the actions which will be added to the poem. The boys and girls are very excited, enthusiastic, and good listeners who are eager to put their best effort into the show. GREAT JOB GRADE ONEs AND TWOs!!!!
Grades 3 and 4
We studied more of the plot for Romeo and Juilet. The boys and girls worked together in groups to familiarized themselves with the different roles and the lines to be said by the characters. Some of the grade fours needed to audition or re-audition for the play.
HOMEWORK: as there will be a TEST on the materials covered in two weeks, the boys & girls are to
1) study the biography of William Shakespeare (given last week on a handout)
2) study the short version play of Romeo and Juliet (given this week on a four-page handout).
Grades 5, 6, and 7
We continued with our fluency exercises based on phrasing. We compared and contrasted the play Romeo and Juliet by William Shakespeare versus the Seussification of Romeo and Juiet by Peter Bloedel. Those boys and girls who were already given their parts were practising their lines while the rest of the students were re-auditioned.
THE SofR&J PLAY
Auditions have now closed and roles have been assigned. Students are expected to have read the play at least three times by the next class on Wednesday, October 13th. We will be going over stage directions, blocking ideas, costume ideas, and characterization at the next class and we will also read through as much of the play as possible. As we get closer to opening night, there will be a need for more rehearsals. Please keep that in mind.
HOMEWORK: define Monotone and Capitulate! NO ONE DID THIS PROPERLY; YOU MUST UNDERSTAND THE MEANING OF THESE WORDS.
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