VOCABULARY FOR ALL
stage
audience
theatre
musical
play
movie
songs
costumes
set and set design
props
actor
enter
exit
bow
curtsey
JK
- We read Tom's story in the book Everybody Feels Angry, by Jane Bingham; and then studied how our faces are different when we're happy and when we're angry. We studied body movement, but had to do so quietly without words or noises. We all made some really good angry faces, but they all made us giggle.
- We discussed some of the vocabulary words posted above.
- We discussed shapes and will be trying to form good circles and good lines, all in preparation for getting on and off stage for the Christmas production.
- The JK's are having some difficulties with understanding that your position (or shape) on stage cannot be based on where your friend stands. It is based on height, voice projection, voice (tenor, alto, soprano), the role, the need to be here and not there, and in this age group - the behaviour.
SK
- We discussed shapes and then tried to make those shapes as a group of children standing in a circle, line, semi-circle, square, and triangle. We discussed the importance of standing where we are told to stand because that is what will make us most visible to an audience.
- We read Tom's story in the book Everybody Feels Angry, by Jane Bingham; and then studied how our faces are different when we're happy and when we're angry. We studied body movement, but had to do so quietly without words or noises.
- The boys and girls enjoyed the poem Planning, by Thomas Hood. Next Wednesday we will trying acting out some of the "plans that have been made" when grown up.
Grades 1 and 2
- We have started preparing for Christmas and the children really took off with a little bit of Latin.
- We read the poem Brother and Sister, by Lewis Carroll, and discussed issues with sibings by way of acting out how it makes us feel, using our facial expression, and some noises and descriptive words.
- We read Tom's story in the book Everybody Feels Angry, by Jane Bingham; and then studied how our faces are different when we're happy and when we're angry.
- With this group, we also discussed some of the vocabulary words posted above.
Grades 3 and 4
The children discovered that, unfortunately, Shakespeare's Romeo and Juliet, is in fact a tragedy as half the cast dies. We discussed the players and their significance in the Bard's work.
The class has received a handout that was reviewed about the life of W. Shakespeare. This needs to be studied and placed in a folder/binder/duo-tang.
THERE WILL BE A TEST ON BOTH THE LIFE OF WILLIAM SHAKESPEARE AS WELL AS THE PLAY ROMEO AND JULIET.
Grades 5, 6, and 7
By these grades children should be developing fluency in reading. In order to do so, in preparation for the play, speeches, and the future we have started exercises in fluency and phrasing. Emotions, punctuation, and the interpretation of meaning must be understood as materials are read, whether outloud or silently. This comes with practise, vocabulary expansion, and proper phrasing versus phoneticising.
We discussed stage directions and reviewed the different parts of the theatre (the building).
We also discussed William Shakespeare's life in brevity, the types of works he wrote, as well as the synopsis of Romeo and Juliet, the characters and their significance (and demise in many cases).
TSoRaJ (aka The Play)
Scripts were handed out today!!!!!
We discussed the following "concepts" also known as rules: we must work together; we must accept the roles we are given since there cannot be two people playing the same part; our parts require us to be comfortable doing what is required of that role, and we must ALWAYS PAY ATTENTION because even though it may not be our role to speak, we may still be required to stand in a certain spot on cue.
CUE - when someone says something, or does something, in the play that gives a signal to me to be prepared to go, or do, or say, or look at, what it is that I am supposed to do, or say, or to go there, etc.
Please check the blog for posting of all roles.
Romeo, Juliet, and one the narrators have been decided but not yet announced.
All the rest of the roles will be assigned AFTER next Wednesday's class.
HOMEWORK: We have discussed most of the characters. We read through a few parts of the script together. PLEASE FAMILIARIZE YOURSELF WITH THE ENTIRE SCRIPT BY NEXT CLASS AS WE WILL BE GOING THROUGH IT TOGETHER AND MAKING A FEW CHANGES AND DISCUSSING IMPORTANT THINGS LIKE COSTUMES, PROPS, AND BLOCKING.
Define: MONOTONE and CAPITULATE
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