2 Days to Go......Tuesday, December 13, 2011

Dear Parents!

We NEED we NEED we NEED:
- more FLAGS!!!!!!!!!!!!!!!!!! Something easy to wave and visible.
- clipboards
- hardhats

We have enough:
- angel wings
- our horse on a stick
- flowers

To all those of you who have glued, shopped, attached feathers, made halos, searched your basements, and hunted down fluffly sheep - my sincerest thanks. The kids really do appreciate it as do the teachers.

Some students in Grade 3 have been selected to read. You're doing a beautiful job reading!

Some students in Ms. M's SK class have had their lines sent home to review. Parents - they have studied this for over a month and are ready. Just in case they want or need to see it, and would like to review, the page from the script pertaining to them has been sent home. You CANNOT have the entire script as we want to surprise you, and want you to relax and watch.

Those who have had their line sent home for review are:
Nikhil
Safi
Adi
Kian
Ohanna
Ryan
Ansh
Matthew
Shane

We are ALL (JK A to Grade 8) working hard to adjust to our smaller stage, and trying to be energetic, but are getting tired and anxious.....waiting is difficult.
Your enthusiasm will keep us going though......and we can't wait to perform.
We want to dazzle, entertain, and put all of you into a warm and fuzzy good mood to help celebrate the holiday season.

Our full out DRESS REHEARSAL will be first thing on Thursday morning! All costumes and props must be at the school.

As I anticipate we will all be just a little busy over the next two days....I want to wish all students, parents, guardians, and families a very Merry Holiday Season. May you rest, and be healthy, happy, and loved.

Merry Christmas
And Many Blessings,
Mrs. Deras

The Christmas Concert and Rehearsals

Dear Parents and Students,

The Christmas concert is ONE WEEK away. We are all becoming very excited.

TOMORROW IS OUR FIRST DRESS REHEARSAL. As the children are young, we need to have several "dress rehearsals".

Please make sure that all costume pieces arrive at the school tomorrow and are LABELLED.

Thank you so much to those who brought in FLAGS, but WE NEED MORE!!!!
Thank you to Cadance and parents for loaning us many props.
Thank you to Julian's Dad who fixed our horse on a stick.

JK A's - Pay attention to when it's time to get off the stage. When Jordan goes to the stairs, you must follow.

JK B's - You are not to fight over your spot. It doesn't matter what order you stand in, just stay put. I will be removing the stickers with your name. There will be an empty sticker. Just go to the next empty stickers and freeze.

JK B/SK - Please sing on stage!!!!! You know the words. You're doing great. SMILE and SING!!!!

SK - all those with speaking parts, your lines will be going home this weekend. Please memorize it better.

GR 1 and 2 - not bad, not bad. Practise the song because you sang the 4th verse incorrectly. Study your words.

GR 3 - not bad, not bad. Please be more energetic and SMILE.

GR 4 and 5 - it's terrible!!!! You must stay in character and NOT rush. Show your props to the innkeepers. Show them how to use it, and LET THEM USE IT. Listen to the song and for the love of Pete - pay attention.

GR 6,7,8 - stay in character!!! Don't look so sad on stage. You're innkeepers, and peacekeepers on stage. Don't force the kids to move, just guide them.

PARENTS - please read the entry below AND please read the costume and prop notes in the sidebars to the right UNDER Christopher Plummer.

Many thanks,
Mrs. Deras
mderas@stjudesacademy.com

Dear Parents.................Nov - Dec. 15th

CHRISTMAS CONCERT - DECEMBER 15TH AT 7:00 PM

We at St. Jude's have been hard at work rehearsing during every drama class in preparation for the Christmas Concert: Songs the moved the world.

I have not been blogging as each class was a rehearsal and we have been going over the same thing.

Letters have been sent home regarding your children's required participation in the Christmas Concert. I have received almost all of them back, signed, and some of you have spoken to me in person - thank you.

Please be advised that parents are responsible for their children's costumes. A costume requirement is written about directly below the image of Christopher Plummer to the right of this entry. It is done class by class. Because some children will have different costumes, notes will be going home with specific requests.

Some of you have been wondering where one may purchase costumes. There are costume stores, but much can be done with common items found at home.

Example: lamb/sheep tails - take a small white/black sock, stuff with cotton or paper, and use a safety pin to pin this to your childs WHITE pants.

Costume Stores and other ideas:
Fee Fi Fo Fun
In Person: 1842 Lakeshore Road West, Mississauga, ON L5J 1J7
We are in Clarkson Village, South Mississauga.
Two lights East of Erin Mills / Southdown Road. Right across from HomeSense.
By Phone: 905-823-3331
By Email: info@feefifofun.ca

Hollywood Tickle Trunk
1590 Dundas St. E.
(East of Dixie on the Southside of Dundas, next to the Beaver & Bulldog Pub)
Mississauga, ON
L4X 2Z2 CANADA
Phone: 905-212-7772
Email: thetickletrunk@live.ca

Marcucci Costumes Studios
885 Main St. E. Unit 1
Milton ON L9T 5A7
905.878.1504

Parties'N'More
568 Kerr Street, Oakville, ON L6K 3C7
at the North end of the
Shoppers Drug / JYSK Plaza
between the Laundromat
and Joe's Market Convenience Store

Let's Celebrate-More Than a Party Supertstore

1225 Dundas St. East, Mississauga, ON L4Y 2C5

905-275-3799

You may also try -
Party Packagers
Value Village
Goodwill
DOLLARAMA
etc.

There is no need to go to such extremes as Malabar's - but for your reference www.malabar.net

Properties

We also need many items (properties or props) to enhance our Christmas performance. St. Jude's is providing most of them, however we do need help in locating some "hard to find things". Your cooperation is very much appreciated to help us deliver a wonderful concert.

A huge thank you to Evan and Family for providing the school with 2 large bales of straw!

Thank you,
Mrs. Deras
mderas@stjudesacademy.com

PS: Please read the side bar under Christopher Plummer

Friday, NOV. 4th, Monday, NOV. 7th, and Wednesday, NOV. 9th, 2011

Parents - Please note that drama classes were cancelled on Wednesday, November 2nd, and were held instead on Friday, November 4th.

PLEASE CHECK THE SIDE BARS FOR COSTUME AND PROP REQUESTS!

Dear Parents,
Next week a letter will be sent home regarding the Christmas Concert. Because St. Jude's Academy is a candidate school for the International Baccalaureate, and an "Arts Focused" school, the expectation is that your child will take part in our school productions.

The first school production will be the Christmas Concert on Thursday, December 15th. This is an evening performance. Your child MUST attend. This will be a Summative Assessment task for them and will directly reflect their grade.

It is unfair to practise for a role with a team, and then leave the team stranded the night of a performance.

Grade 3
We are still spending much time getting our dance together. More focus and seriousness are required, as some of you will also be asked to read (from memory) for the Christmas concert. It is important to remember you positions, and to be able to count. Those who continue to be disruptive will need to have their parents informed as you are not fair to your classmates.

Grade 6, 7, and 8
We have blocked everything for the Christmas concert - from start to finish. Some of you were in New York. Please check with your classmates regarding your roles and positions.

The boys and girls spent two classes preparing a skit for Remembrance Day. This was entirely prepared and rehearsed by them with minimal guidance. It was presented on Thursday, November 10th, at the morning assembly. This was done for 4 reasons:
- to show the younger children what a "performance" on stage looks like
- to honour Remembrance Day
- to give the 6, 7, and 8's an opportunity to put something together independently, and rehearse it, and make it "stage worthy" in little time
- to give the 6,7, and 8's an opportunity to reflect on their dramatic ablities and their performances prior to a "big prodction".

On that note: HOMEWORK - Please complete your Page of Reflection for Wednesday, November 16th, - NO EXCUSES!

Grades 1 and 2
Once again we have had an opportunity to be on stage alone and perform a solo based on a nursery rhyme. We were emphasizing clarity, intonation, elocution, performance skills, and the ability to be accurate and captivate an audience.

We have also been preparing our voices to sing melodiously, in unison, on key, on beat, in rhythm, and correctly move from verse to verse.

Children have practised their entrance and exit from stage - this area needs much work. It won't come together on performance night, and it is imperative that children realize that on the stage, we stay focused from START to FINISH.

Grades 4 and 5
ATTENTION PARENTS: Allow me to clear things up.
-Your children were given several handouts based on Twelfth Night.
-They were given links on this blog to a) NO FEAR SHAKESPEARE - TWELFTH NIGHT; and b) BBC SHAKESPEARE ANIMATED TALES.
- They listened to the story of Twelfh Night from the series Shakespeare for Kids TWICE.
- They have experienced the performance in Stratford.
- They have every opportunity to be well behaved, inquistive, caring, knowledgable, balanced, risk-takers in class and many, sadly choose not to do so.

Behaviour in class, as well as discipline and seriousness in the homework department are reflective of their mark on the FOURTH attempt to demonstrate acquired knowledge on their summative assessment.

TESTS have been sent home and MUST be signed by PARENTS before any further work is released to them.

St. Jude's Academy is an Arts Focused school in the candidacy stages of acquiring IB status. We teach via the IB method. This means there will be much cross-over in their subjects. They are expected to be literate, and therefore writing a test using clear, concise, full paragraphs in drama class is a legitimate expectation.

In order to complete their summative assessment on Unit 2, they will remain in class for 10 minutes after school, completing their work, as we cannot no longer expect them to do this during drama class. They have had their chance.

On another note - we have also finished our blocking for the Christmas Concert! Hooray! Some students choose not to pay attention and make it very difficult for the majority who does. We will be rehearsing this more. Focus on staying in character at all times.

To my singers - please practise your line of melody.

JK B (Mrs. P)
Interpretive movement games are used by this group to foster teamwork, to develop coordination, to assist in singing and moving simultaneously. The children play these movement games with songs very enthusiastically.

We have also rehearsed our part in the Christmas Concert, and almost everyone remembers what to do. Some children still are very young and do not realize that this will be before an audience. Please try to reinforce the "concert/audience" concept with your children.

JK A (Ms. H)
Our imitation of animals and making noises associated with our character is progressing. The children are beginning to understand through repetition and continuous stage exposure that they will be assuming a character - for pretend - who will have something to do. This is a big concept for little people.

We are now focusing on listening for our cues to know when to enter the stage, when to make movements and noises, and are practisig exiting the stage in character. Well done little ones!

SK (Ms. M)
This class has also finished blocking their play for the Christmas Concert. We have practised different forms of movement by various animals and people. This helped us to prepare for our roles. We have also rehearsed staying quietly behind the curtains, and waiting for our cue.

Some children will have speaking roles. They will receive their lines to memorized at home.

Costume information will be going home as well, as there will be different costumes throughout.

JK B/SK (Ms. G)
This is the only class, other than the 6, 7 and 8's which has completed blocking for the ENTIRE Christmas concert. Well done! They are familiar (I hope) with our IB entrance, their part, and our finale.

As our song is very fast, we are going to have to zoom across the stage to get to our positions. Remember to "ZOOM" only on stage and NEVER ZOOM on the stairs backstage.

We must also work on being quiet while waiting. In drama class there is much waiting as everyone needs to have their moment in the spotlight. This involves respect - for self, for others, for the director, and for the audience.  This also means no talking, giggling, dancing, conducting, twirling, pushing, pulling, stomping, hopping, wiggling, poking, etc.

We can hope, can't we?

Best Regards,
Mrs. Deras

Monday, October 31, 2011

HAPPY HALLOWE'EN EVERYBODY!!!!

Unfortunately there were no drama classes today.
You all looked wonderfully SPOOKY in your costumes.

Grades 4 and 5

We did not have a formal drama class on Monday, but we did take up the test answers AGAIN and we did read from more of Twelfth Night - Shakespeare for Kids series.

You WILL have a re-test on Wednesday! You WERE told this in class on Monday. And you were reminded again on Tuesday - I checked!

We have been over ALL of the answers!

You are expected to write in paragraph form. Keep it simple; just answer the questions.

Example: Q - Why does Viola become Cesario? (10 points)

A - Viola becomes Cesario because she is shipwrecked without any money, and without documents stating that she is a rich noble woman. She wants to work as a woman, but no one is hiring women at this time. She hears that Duke Orsino is looking for a page. She can sing and play instruments. She needs a job. To survive, she dresses up as a man with the Captain's help, and finds work in the Duke's court as Cesario.

2 points for neatly written paragraph form
2 points for proper spelling and grammar
1 point for being shipwrecked without money/documents
1 point for requiring a job to survive
1 point for telling me that women were not being hired at the time
1 point for telling me that the Duke was looking for a page (a guy)
1 point for telling me that Viola can play musical intruments
1 point for telling me that she dressed up as a man to find employment as a man
____
10 points

Please answer the last two bonus questions - they are your opinion. They cannot be marked incorrect, only incomplete! This is an easy 5 marks.

You don't need luck. Just think about what we read, what we discussed, what you saw in the play, and answer the questions. Focus!

And just in case....Good Luck!

Regards,
Mrs. Deras
mderas@stjudesacademy.com

Monday and Wednesday, October 24th and 26th, 2011

Audition Announcements for Shakespeare's Twelfth Night
In order of appearance:
Feste - Kyle C.
Orsino, Duke of Illyria - Evan
Fabian - Cadance
Captain - Keianna
Viola - Arielle
Sebastian - Mark
Malvolio - Kyle T.
Olivia - Sara
Maria - Serena
Sir Toby Belch - Damien
Sir Andrew Aguecheek - Adrian
Antonio - Alberto

Ladies in Waiting - Poorvi and Charlotte

Narrators and boating crew - Ms. Chang's Grade 4's and 5's


Grade 3
We are attempting to finish choreography for our dance. Things are coming along. Picture day interrupted our schedule a little, but we are able to arrive on count and remember out steps! Good job everyone.

Grades 6,7,8
We have taken a deeper look at Feste, Shakespeare's Wise Fool on Monday. Our realization is that Feste does more than add comic relief - he is a guide of sorts, an advisor if you will, a wise fool who knows more than we think.

We began blocking of Twelfh Night, but must focus more in order to get through this sooner.

Wednesday, we have almost completed blocking for our part in the Christmas pageant.

Costume requests will be going home shortly.

Grades 1 and 2
In order to truly deliver our Christmas song, we are also trying to train our voices a little. Singing scales, while working on tone, pitch, melody, breathing, rhythm, singing in unison, and clarity of delivery are all in progress.

Children must realize that singing louder does not mean yelling. That's when we lose the melody.

We have also rehearsed our grand entrance onto stage, which is taking more time than anticipated.

Grades 4 and 5
Tests have been marked and will be returned on Monday. I am NOT pleased!

We are going over Twelfth Night for Kids AGAIN! We have gone over the answers in class. Pay attention! Read your notes! Study my links! You will ALL have a re-test on Wednesday, November 2, 2011, in class.

Your tests must be signed and returned by Wednesday!

You will not recieve a script until you receive a mark of 85% or higher.


JK B (Mrs. P)
We have added more actions to our Christmas presentation. Thank you Anastasia for your fantastic contribution! Otherwise we are getting used to our positions, our song, our bowing in unison, and following the director.

Remember that on stage we do not move from our spots for this song. Your actions are to be done in your spot. Please stay focused.

JK A (Ms. H)
On Monday we all took turns playing a game of direction. Many chidren do not know the meaning of "on", "in front", "behind", "beside", "underneath", etc. so we practised this with a chair. Everyone was able to direct and to be directed.

On Wednesday we focused again on becoming animals that are quiet. It is important to stay on stage and move where the shepherds want you to move.

Rule Review:
No running around.
Stay in character.
Be quiet.
Baa on cue.
Do not touch anyone.
Sleep on your hands when directed.


SK's (Ms. M.)
We have some roles cast and other yet to be cast based on performances I see in class.
We are rehearsing for both our grand entrance and our Christmas play.
Remember when to "Baaa". It must be on cue!

Our grand entrance must be faster, and we will continue doing this until we have mastered it.

Costume notices will be going home shortly.

JK B/SK (Ms. G)
All children have a specific role for the Christmas pageant. It is very important that we remember our formation and order. We need to act very quickly for both parts, and although this is coming along, we must continue to rehearse.

We could spend some time on other fun dramatic things, if we didn't have to wait for the same people to be quiet. Parents, please tell your children that on stage we won't have time to think, and listening now, means we will be ready to perform when performance day arrives.

Best regards,
Mrs. M. Deras
mderas@stjudesacademy.com

Classes for Monday, October 17th and Wednesday, October 19th

Greetings and Salutations!
Roles for Twelfth Night have been CAST!
Audition results will be posted below!

But I begin with Grade 3's
We are rehearsing our dance for the Christmas concert..........learning positions, formations, trying to find form, energy, and function.

But we have also squeezed in some understanding about the theatre: The children were taken backstage to the large auditiorium. They then experienced an exercise about respect, reflection, understanding, communicating, for the actor(s) on stage. Everyone took turns as an audience member in a prime locations, and backstage. Hopefully they now understand why it's important to a) be silent and b) wait................A LOT................... in the theatre.

Also, formations are different on differently sized stages......everyone must a) remember where they stand, and b) remember how far apart to be, and c) that this distance changes if the size of stage changes.

HOMEWORK: Reflect on IB Unit 1 - All your lines of Inquiry that you did with Mrs. Haag - apply them in drama class please!

Grades 6, 7, 8
We have handed in our take home assignment. I am marking them furiously. (it means intentsively, not necessarily being tough).
We have also worked in pairs to peer review our ways of speaking on the stage. Students read out parts from Twelfth Night to each other and tried to offer each other constructive criticism. In the meantime, I had several students read to me one-by-one and each was given techniques on speaking, pausing, reading with fluency, voice modulation and intonation.

And the AUDITION RESULTS ARE........................
Oh, I can't post them here, now can I?
Keep reading...............

HOMEWORK: Read outloud daily for 10 minutes, in the mirror, with pauses, and fluency practise (group word phrases).

Grades 1 and 2
We have practised warming up voices before we sing. We tried singing scales, and I reverted back to what I feel is the best introduction: Julie Andrews singing "Do-Re-Mi".

The children practised being respectful listeners, and then were allowed to dance away to the entire song. Dancing skills need work!
Later we assembled on the big stage to rehearse our singing, in unison - we had a tough audience - they were louder.

HOMEWORK: Memorize all 6 verses of your song!

Grades 4 and 5
YIKES! Parents - the test became a take-home assignment. Some were returned, some were not returned. These must be completed as they are Summative Assessments for your children for this term.

The children have been told that the behaviour in class reflects their ability to understand and deliver. They must meet expectations and do the assigned homework.
So far:
a) we read a Grade 2 version of Twelfth Night
b) we discussed the book, the play, the performance we saw
c) they received two sets of handouts to study
d) there are links at the bottom of this blog - BBC Shakespeare Animated Tales; Twelfth Night, and NO FEAR SHAKESPEARE
e) they were all encouraged to go to the library, to go on the Internet, to read their information in order to complete this take-home assignment.

In grades 4 and 5 you are expected to write in paragraph form with correct spelling - use dictionaries please; keep trying; point form is unacceptable, and neatness counts.

There is also an outstanding assignment on Emotions - List of 20 - a) neat b) with your name c) with a title d) with correct spelling e) properly written on neat flat lined paper - anything else must be redone!!!

You will NOT receive a role in the play (and the play is your assessment giving you a final mark for this term) until you complete and PASS (85%) the test.

My personal recommendation (though I don't know for sure that this is a problem) FEWER ELECTRONICS = BETTER CONCENTRATION AND FOCUS.  Here's an article with links to studies:

http://www.societyforqualityeducation.org/index.php/blog/read/game-over-for-video-games-cognitive-benefits/

We also listened to the music for the Christmas concert - more attention needed! We discussed the Christmas concert, our role, the expecation, the general outline.

HOMEWORK: Practise reading the blog twice a week, and find out and list 1 of my favourite actors, 1 of my favourite musicians, and 1 thing I'm interested in doing. The idea is to READ THE BLOG and know where things are.

JK B (Mrs. P) AND JK A (Ms. H)
We listened to several animal songs from a CD "Animal Crackers"
We tried to identify with the music and practised singing and movement as a group and individually.
We identified animals from the songs and tried to imitate them.
We need to work on moving on the stage SUPER QUIETLY so that if we also speak, or sing, we will be heard.

SK (Ms. M.)
This group will be putting on a play. Roles are being assigned; formations made; now we're following along - sort of....

Since the Christmas play will require us to be a specific animal, this group also listened to songs from "Animal Crackers" - specifically "Donkey Donkey". We then tried to get a good rhythm going. My was this difficult. We also tried dancing. My was THIS difficult.

Parents - please have your children listen to a variety of music and get then to keep beat. It MUST be in time to the music. They may clap their hands, stamp their feet, tap their feet, sway back and forth, snap their fingers, tap their lap, etc.

JK B/SK (Ms. G.)
This group listened to their music for the concert. Then they were allowed to dance to their song and the two following songs. We have some excellent dancers in this class!!!! Great job! There is rhythm, tempo, and energy.

We then rehearsed for the concert to the music - some of us are right on cue, and others must learn to focus and pay attention, as this song is going to be quick!



AUDITION RESULTS!
I know this is NOT what you want to read, but I am training your patience, and hoping it will develop! I'm not deliberately cruel, it just seems that way!

Your audition results, will be posted TOMORROW - YUP, that's right! Friday, October 21st, 2011 on the bulletin board!
Come on! Focus, be patient! You can do it!

Best Regards,
Mrs. Deras
mderas@stjudesacademy.com

Wednesday, October 12th, 2011 All Classes

Grade 3
Today, we have incorporated stage directions, movement to music, combinations of sequential actions, mime and imagery, and the use of dance step planning into our class.

Students used all of the above in order to begin preparation for the Christmas Pageant.

Students are to listen at home to the song we will discussed in class. As it is to be a surprise, the songs will not be mentioned here.

Grades, 6,7, and 8
We discussed our experiences while watching the performance of Twelfth Night in Stratford. We discussed all aspects of the play, from like and dislikes, to clarifications of plot and character, to behaviour, to adaptation for our school stage. Movement, form, function, clarity, staying in character, and character assignments were all analyzed.

Based on all we have discussed in class, there will be a take-home assignment, that will be due this coming Monday. You may use any resources available to answer the questions.

Remember: "Be not afraid of greatness: Some men are born great; some achieve greatness, and some have greatness thrust upon them." Which one are you?

Grades 1 and 2
We are also rehearsing for the Christmas concert. Not be too repetitive, we have thrown in vocal music instructions, movement to music, imagining and miming, as well as stage movement to music.

Please remember you music sheet with the lyrics to our song.

Grades 4 and 5
Oh dear! You were given a test today. It did not go well. Together with your teacher we are determining the next logical step.

As for all of you - here are your instructions (ask parents for help PLEASE)

1. READ THE BLOG at least twice a week.

2. COMPLETE HOMEWORK ASSIGNED IN CLASS example: read your handouts in the drama folder; you now have 2 (two) READ THEM!!!

3. Read or watch the links for Shakespeare's Twelfth Night at the bottom of my blog.

4. Go the library and find books about Twelfth Night. BORROW THEM!

5. Search the Internet for information about Twelfth Night, then read what you have found.

6. MOST IMPORTANTLY - Pay attention in class. We have covered ALL the information on your test in class. I even read out the answers to the first three questions during the test. If you don't understand, you should listen in class and ask questions pertinent to our subject of study.

JK B (Mrs. P's class)
Yay! Finally we went back to the drama room! We listened to a song by Sharon, Lois, and Bram, and then tried to do the actions in our attempt to coordinate movement to music.

We then practised our Christmas pageant song, and being still. We were even able to try to perform it on the small stage. Good job!

JK A (Ms. H's class)
This class also proceeded to the drama room, but based on behaviour of some, we may not be able to continue here. Boys and girls must follow instructions, and running around is unacceptable!

This group tried very hard to coordinate movement to music, with many discrepancies between students.

SK (Ms. M's class)
The boys and girls incorporated animal movement and emotional facial expressions in order to show understanding for our Christmas Pageant story.

We discussed our performance and listened to the story again. Selections for specific characters will be made shortly, but all students were told that the presence of EVERYONE is important on stage. And we will all be put into practise all that we have learned so far.

We have been listening and practising coordinating movement to music, using imagery (for now) instead of props. We need to rehearse moving faster, as our music ends before our actions.

JK B/SK (Ms. G's class)
We are deep into rehearsals for the Christmas Pageant. Although we know what to do more or less, our timing and cueing need work!

Also it is important to know our order of entrance or else this will completely throw off our song.

Again for this group, miming combined with movement to music was practised. We also need to rehearse stopping on time - and together.

Best Regards,
Mrs. Deras
mderas@stjudesacademy.com

REMINDERS: Grades 4 and 5 AND Grades 1 and 2

TOMORROW GR.4&5:

1.     Lists of 20 Emotions are DUE! (This is the second time around. If your paper is not submitted - neatly written, it will result in a mark of "0". Those who have already received their papers with a grade may try to receive a better grade. If your paper had the words "RE-DO" - you must redo it.)

2.     Test: tomorrow, Wednesday, October 12th, you will be tested on your knowledge and understanding surrounding Shakespeare's Twelfth Night! Make sure you know who is who, what they do, and why they do it.

Good luck!

GRADES 1 & 2

You MUST bring your words to the song that was given to you 2 weeks ago. This must come to every class.

STRATFORD, and Classes of Sept. 26 & 28, Oct. 3 & 5

Stratford - Festival Theatre - Twelfth Night - Thursday, October 6th, 2011

Today, Ms. Chang's 4's and 5's, together with Mr. Greczi's 6's, 7's, and 8's attended a brilliant, mesmerizing, musically induced performance of William Shakespeare's Twelfth Night!

We all had a terrific time, watching fantastic performers; though unexpectedly, the performance was an hour longer than we had been told it would be. Well worth it though! Bravo and standing ovations abound!
Ms. Chang's class, together with Mr. Browning and Mr. Sawatsky ate lunch on the town and toured a little before attending the theatrical performance.

Mr. Greczi's class together with me, had a picnic lunch by the water. We fed some ducks, marvelled a the swans, and photographed the beautiful, graceful, elusive black swan. After a delightful stroll around the water's edge, we viewed the gift shop, and proceeded to the theatre.

Boys and girls - from what I experienced with you today, I must say that I am very VERY proud of you!!!! Your behaviour (with some minor shushing) was excellent. Bravo!!!

Everyone was polite, well-behaved, and appeared to really enjoy the performance. Lunch was delightful, and the fact that you "hit the books" at the gift shop, brings tears of joy to any teacher's eyes. Well done, my students, well done.

A big thank you to our parent volunteers: Barbara, Amanda, and Alfredo - your presence and assistance are greatly appreciated.

My apologies to parents for waiting for our arrival longer than expected. The performance was not expected to take 3 hours! Nor did we anticipate construction on the return trip. Thank you for your patience and understanding.

THE LAST TWO WEEKS.................

Grade 3's

We have been hard at work learning about presentations on stage: poise, elocution, diction, projection, pausing, breathing, and voice modulation while reading short selections on stage. Every student has had an opportunity to read individually on stage and be critiqued by their peers.

We have seen the stage, and understand that in drama, very often you must simply WAIT - QUIETLY.

We have received instructionS on puppeteering so that our audience will be more aware of which puppet is speaking.

Christmas productions are underway, slowly.......

Grades 6, 7, 8

Twelfh Night synopsis, characters, plot, love cycle, and theatrical presentations have taken up our last two weeks. We were well prepared for the performance in Stratford, as everyone had figured out that in the end there are three weddings, and all is well............sort of............poor Malvolio!

Auditions were mandatory for this group and with the exception of 3 students, I was surprised that after our lenghty discussions, Q&A's, and poignantly written instruction the rest was so ill prepared.

Audition results will be posted shortly - hopefully next week.

Grades 1 and 2

Stories and singing in prepartion for the Christmas concert are well underway. We have discussed many concepts to date that will assist us in our performance: miming, voice modulation, beginning and ending together, singing in unison, stage presence and bowing have all been experienced individually and as a group on our small stage. Soon we will progress to the larger stage.

We have also finished our Emotions series of books by Jane Bingham, and the children are very capable of showing emotions with their faces and body language. All very important when conveying what we feel on stage.

Grades 4 and 5

Once again, this class has been hard at work preparing for Twelfth Night. We have reviewed the plot, the characters, as well as theatre behaviour and etiquiette. We also reviewed proper behaviour in a restaurant. Hopefully, you were able to apply all we discussed at length in class.

Auditions were optional for this group, and the entire auditioning process was discussed at length. Unfortunately many opted out, and those brave sould who did audition were ill prepared. Next time I will walk you through it EVEN MORE, but the expectation remains that you: a) read the blog,  b) read the bulletin board, c) ask questions in class, d) do the required readings - if it's in your drama folder you MUST learn it! That means read it over and over many many times!

ON WEDNESDAY AFTER THANKSGIVING WEEKEND: THERE WILL BE A TEST REGARDING THE OVERALL PLOT OF TWELFTH NIGHT! 

It will be in class, half an hour, writing required. Please study your handouts, and watch the links of the BBC Shakespeare Animated Tales for TWELFTH NIGHT in this blog!

You will not receive a script without passing the test!

JK B (Mrs. P)

This young group is getting better and better. After a few frustrating classes, I am discovering that you CAN sing, that you DO know your actions, and you are able to combine them. Good job boys and girls!

We are now able to introduce ourselves. Our introductions are getting stronger and louder. I hope very soon that we will be able to start practising for the Christmas concert.
The children are repeating tongue twisters; they have listened to poems about animals and their sounds; they have heard stories about animals and have acted out how they move............all in preparation for the stage. (Wouldn't it be Funny, by Anonymous)

JK A (Ms. H)

This very young group is beginning to combine their actions and their singing. While still very quiet, they are slowly coming along. The ability to move to songs strengthens understanding and also allows for inadvertent development of breathing techniques.

Our animal imitations in terms of onomatopeaic sounds and characteristic movements were very impressive. We had many ducks and kangaroos waddling and hopping very around the classroom very well, based on our poem about them and their voyage. (The Duck and the Kangaroo, by Edward Lear)

JK B and SK's

Ms. M's SK class has been incorporating knowledge of animals and their movements to the stage. This is to be in preparation for the Christmas concert. We have now heard the entire story that will be performed on stage.

Ms. G's JKB/SK class has been very hard at work with our surprise for the Christmas concert. This group catches on very quickly, and is showing tremendous promise at following directions. They are extremely eager to perform, and are becoming experts in taking their bows and curtseys.

Both groups were very capable of acting out, in groups of two, the entire poem of The Elf and the Dormouse by Oliver Herford . The poem was mimed extremely well, as children were able to follow along with appropriate actions at the appropriate times. Well done.

A very Happy and Blessed Thanksgiving long weekend to all!

Should you need to reach me with any questions, please don't hesitate to do so at mderas@stjudesacademy.com

Best regards,
Mrs. Deras

Fourth Week - IMPORTANT ANNOUNCEMENTS!

ALL GRADES:  JK A - GR. 8
YOUR CHILD IS NOT GOING TO BE ON STAGE FOR THE UPCOMING PRODUCTION - Do You Know Why?
Please read the previous blog!

GRADES 4,5,6,7, AND 8
AUDITIONS FOR TWELFTH NIGHT: Audition notices were posted on the bulletin board at school two weeks ago. The necessary information is also on this blog. Today's date for the auditions was written clearly, as were the instructions. The auditions were discussed for two and a half classes at school. Anyone who has missed them, or has not prepared for them, only has him or herself to blame.

* Remember, the audition will affect your role; you must have a role; and your drama mark depends on how well you fulfill your role - NOT on what type of role you have.

GRADES 4,5,6,7, AND 8
FIELD TRIP TO STRATFORD: This trip is an obligatory part of the school curriculum. Students expected to attend the field trip are doing so in order to -
A) better understand Shakespeare and his works
B) see and hear one of Shakespeare's works performed (it's better for you to see the same work which we will be performing as this will heighten your awareness about it)
C) experience a theatre environment; be able to sit there for 2 hours quietly and focus on what is happening in front of them; to develop an appreciation for theatre
D) gain cultural development and appreciation in a state-of-the art environment
E) develop an understanding that theatre is about team work; that all actors, their parts, and everyone involved is important and depended upon.

Those students not attending the trip MUST have their parents speak with me, their teachers, or Mr. Sawatsky. You will be expected to make-up for missing this experience.

Students in Grades 4 and 5 will not receive a script until they have passed a test determining their comprehension about the plot in Shakespeare's Twelfth Night. Test date will be the Wednesday following Thanksgiving!

More postings about this week's classroom activities will follow shortly.
Best Regards,
Mrs. Deras

Third Week of Classes #4 and #5 - September 19 & 21, 2011

Dear ALL Concerned: The stage can be a wonderful place of self-discovery. Human emotions, plights, experiences are discovered, better understood through movement, facial expression, vocalization, and projection of character. We, as the audience are in turn moved to laugh, to cry, to FEEL.............

Please be aware that in order to have your children experience drama fully, they must be in a place of trust, where each child can depend on the other. We will try to cultivate this, but children must also be willing to be dependable. This means they MUST be respectful of EVERYONE!

We are, for now, wasting much time trying to make sure that some children are a) QUIET and LISTENING; b) keep their hands and legs and other body parts to themselves; c) follow instructions given in class.

I will not tolerate any inappropriate behaviour, as it is unfair to those who are listening and following. Your child, if they will continue to be disruptive after 2 warnings, will be asked to LEAVE the class. If they miss more than 4 rehearsals for this reason, they WILL NOT BE allowed on stage for performances.

My reasoning for this is as follows: on the stage, and behind the curtains there are many wires, electrical devices, musical instruments, props, chairs, etc. There are also stairs. Although we take every precaution to keep your children safe, some are very VERY little, and if pushed, or not paying attention, or not listening can be hurt.

In order to avoid accidents, children must be obedient and respectful. We need them to climb on stage in single file, and without pushing for instance, for reasons obvious to us. Please encourage your children to listen and follow instructions, and understand why we practise OVER and OVER many of the things we learn. Yes, this is boring to those who understand and follow instructions right away. It's also unfair that some feel they don't have to do what they are told, while most are waiting for them to stop being silly.

Thank you for your understanding,
Mrs. Deras
Dramatic Arts Teacher

PS We are using the small stage for grades SK to 8, for our classes. The JK A & B's are no longer in this room, but in the classroom, for their safety. They must be respectful first, to earn the privilege of "being on stage".

Grade 3

This week we warmed up with mime stories on the small stage. The stories of Jane Bingham's, Emotion series were acted out to develop the use of facial expressions and actions. The stories deal with social skills and emotions in line with the Grade 3, Unit 1 - Who We Are.

We also practised walking in and out, sitting, standing, and bowing on cue. Way to go Grade 3's you're the best out of all my classes so far!!!!!

We finished our 2 stories for the Christmas pageant, and have voted on which we would like to narrate.

Grades 6,7 and  8

We are independently beginning to enter the class as we would the stage. Keep going, you may be better than the grade three's soon. :-)

Some students were able to read their passages outloud with corrections in elocution and fluency. We'll get to the rest.

Twelfth Night: We reviewed the cast of characters, discussed the audition process, explained the importance of "value-added input", and the script was read out loud (half way).

AUDITION SHEETS ARE POSTED: THIS GROUP MUST AUDITION!!!! PICK A CHARACTER.

ATTENTION: Students must have a binder or 3-pronged duo-tang, a pencil, an eraser, and water in class.

Grade 1 and 2

We walked in line MANY TIMES, in order to practise walking on stage appropriately. 

We reviewed stage directions and practised a stage game. Good job everyone! It's coming along.

After reviewing Jane Bingham's books on Emotions, we are practising walking on stage, introducing ourselves, saying a few sentences, following up with facial expressions, bowing, and exiting. Good work here too!

Grade 4 and 5

HOMEWORK: Mrs. Deras collected the list of 20 emotions from MOST students. Two students recieve a bonus for handing this in ON TIME on Monday. The rest receive their grade as is. Those who are late (yes, next Monday is LATE) will receive a deduction.

We needed to walk into class many, MANY, MANY, times due to a complete disregard of instructions. Again - this applies only to some students and is totally unfair to others who are patiently doing what they are told. The grade 3's are MUCH better, if that is any incentive.

Twelfth Night: We discussed the audtion process, the cast of characters, and read some of the script.

AUDITION NOTICES HAVE BEEN POSTED: This group MAY audition (you don't have to). Keep in mind that EVERYONE will have a speaking part in the play. Keep in mind also that the roles will be assigned based on merit, ability, dependability (arriving on cue), projection of voice, elocution, etc. You do not get the role you want just because you want it. You must "wow" the audition panel first.

ATTENTION: Students must have a binder or three-pronged duo-tang, a pencil, and an eraser for ALL classes. I will NOT be reprinting anything if it becomes LOST!

JK B

We played "Follow the Leader" and "Simon Says" in order to have the children learn to follow instructions.

We discussed what we do and how we look when we are happy. We sang the song: "If You're Happy and You Know It". Then, most children introduced themselves independently and told everyone what makes them happy.

We sang "Twinkle Twinkle" with actions in order to begin coordinating singing and movement.

We almost finished the story "Something From Nothing" - but there are many disruptions in this class, caused by a few (2) affecting many. Please note, you will be removed from the class if you misbehave. Parents, please see me if you have any problems with this.

JK A

We played "Follow the Leader" and "Simon Says" in order to have the children learn to follow instructions.

We sang "Twinkle Twinkle" with actions in order to begin coordinating singing and movement.

We discussed what we do and how we look when we are happy. We sang the song: "If You're Happy and You Know It". Then most children introduced themselves independently and told everyone what makes them happy.

Since we don't quite understand what facial features are, we sang "Head and Shoulders Knees and Toes" several times and became very quick at it.

This class was able to hear the story "Something from Nothing" and included actions. Very good JK A's.

JK B/SK Both Classes

We have been introduced to stage directions and followed this up with a game.
We are also practising walking into class like we would onto a stage. We then focus on standing, sitting, bowing.

The children are on stage one at a time to introduce themselves and to state an emotion and then follow it up with a facial expression and body movement.  Well done!

Ms. Genco's class was well behaved enough to be able to walk across the big stage TWICE and to see what is behind those black curtains known as "back stage".

Ms. Mischuk's class reviewed sitting appropriately and following instructions. Maybe next week we too will see the stage.

Best Regards,
Mrs. Deras

Second Week of Classes #2 & #3 - Monday, Sept. 12 and Wednesday, Sept. 14, 2011

Grade 3

This week we reviewed stage directions. We also discussed the definitions of SCRIPT, DIRECTOR, NARRATOR, CAST, STAGE MANAGER, AND STAGE HANDS.

We focused and acted out the emotion of being "Scared" by Jane Bingham.

We also read four books to determine a potential script for the Christmas concert. We narrowed it down to two.

Grades 6, 7 and 8

This week we discussed seeing "Twelfth Night" by W. Shakespeare in Stratford. We will need to review theatre etiquiette, but most already know how to behave, and the rest are just being silly (I hope).

We discussed and planned the Christmas concert, as I expect them to help prepare it for the rest of the school.

HOMEWORK: Every student is to bring in a short passage to practise reading with emotion and fluency - out loud.

Grades 1 and 2

All children took part in an activity highlighting animal movements but with emotion - we had some sad lions, and happy fish, and annoyed elephants.

We read books by Jane Bingham about emotions.

We practised walking in line.

Grades 4 and 5

We reviewed the rules and regulations of our class as we have a very chatty bunch of boys.
We then attempted to act out some scenes with emotions based on the books by Jane Bingham. We reviewed emotions.

We need very much to focus on walking in line, in pairs, on cue - more on this later.

HOMEWORK: the students are to prepare a list of 20 emotions - DUE: Monday

JK B

We started off our classes with the formation of a circle through the "Sleeping Bear Song" (this is an adaptation from the traditional Polish song - Stary Niedzwiedz Mocno Spi).

We then read the emotion books by Jane Bingham and practised making appropriate facial expressions and body movements.

We then expressed these through the song: "If you're .......... and you know it". (Happy, Sad, Angry, Scared)

The children then all answered the question: "What makes you happy?" It is pretty easy for them at this age.

JK A

We tried to start off with the circle song about the "Sleeping Bear". We are having some difficulties paying attention and doing what we are told.

We then listened to the books about emotions by Jane Bingham. We read "HAPPY" and followed up with how we behave and look when we are happy. We clap, we smile, we sing. The children all answered the question: "What Makes You Happy?"

JK B and ALL SK students

We began the class with the "Sleeping Bear" song in order to practise formations and following directions.

We studied all of Jane Bingham's books about emotions. The children then had everyone try to guess their emotion as they presented it one by one on stage.

The children practised being flowers that awaken, sang "If you're ............ and you know it" using different modes of expression for different emotions.

Following directions in drama is imperative! More on this with the next blog entry.

Wednesday, September 7, 2011

First Drama Class

Welcome Back! It's a new school year, with fresh ideas, eager faces, and St. Jude's is in the Candidacy stage of obtaining International Baccalaureate Status. This means much for all of us, as we aspire to excellence in education. We look forward to a year filled with much dramatic flair and theatre arts to amuse, inspire, educate, and allow for creative thought to flourish. Let's hope to be all that we can.

Grades 6, 7, and 8

We went striaght into introductions with style. There was emphasis on speaking with accents, so that we may better understand Who We Are and Where We Come From.

The children had a review of rules so that drama class will be an environment filled with respect, trust, and growth to our fullest potential.

Grades 4 and 5

I need to know them, they need to know themselves, and we must see which areas of public speaking will require attention: introductions abounded as did a review of rules.

Most students remembered stage directions, and those who are new, learned them quickly in our "walk across the stage" game.

Grade 3

This group created the rules for behaviour in St. Jude's Auditorium as well as the requirements in drama class. Any complaints, turn to our pros, who have - themselves - requested that everyone be allowed to speak in turn, that we listen, and that parents refrain from flash photography when their children are on stage.

Not to worry - before we perform, we will post our rules for attending the theatre.

We also reviewed stage directions in the form of a game.

Grades 1 and 2

We began with mini-introductions and started to study movement and emotions. The class was very eager to imitate animal characteristics as well as to assign moods and feelings to their animals. We still have some eager participants to demonstrate this during our next class.

SK's

This group was introduced to public speaking, the stage, and bowing. Many look like pros who knew exactly what to do. We also started to study facial mimicking based on emotions.

JK's

This group began the study of emotions through games and songs. The children's tears of apprehension quickly turned to delight as we tried not to wake the angry bear. This then facilitated into easy introductions where everyone spoke quite clearly.

Looking forward to wonderful adventures on the stage!
Mrs. Deras

Wednesday, June 1st, 2011

Congratulations to all actors from JK to Grade 7 who participated in either or both productions.
Overall you did a great job and gave great performances!

My apologies for not posting blogs from May 4th to May 25th.
We were deep in the throes of rehearsals going over our blocking, our diction, our positions, our backstage behaviour, our curtain call orders, our bowing, etc.

Costumes - all children received either a letter home (Grades: JK to 3) or I spoke with parents personally (Grades: 4-7).

Middle School: Most of you, in fact about 98% pulled through with borrowed bed sheets, or Mom's skirts, or sister's shoes, Dad's shirts, Grandmother's aprons, your own dresses, or new purchases of hats and suspenders, etc. A very very small group in the Middle school, did not do as told, and hence the consequence of looking a little out of place. You know who you are: try harder next time to pay attention when costumes are discussed in class. You're getting older and the responsiblity is to fall more and more on your shoulders to remember what to do and when to do it.

All children had the following drilled into them over the year. Some retained the information and it was obvious in their wonderful performances, others - nerves, jitters, absent-mindedness or forgetfulness got the better of them. Some just refuse to do as requested, and this was obvious on stage too.

Just a few stage reminders for whenever you find yourself performing:

PIED PIPER: 
JK's the children - most looked adorable; handled themselves very well; followed through on their actions. The circle dance was sweet.

SK's the rats - you were wonderfully annoying and everyone made it into the river. Great job!

Grade 1 and 2 the children and townspeople - most of you finally stayed in character; had the appropriate facial expressions; did things on cue. Some did not - didn't look great. Try harder next time.
Grade 3
- the circle dance was very sweet and on cue! Wonderful!
- if there is a microphone: GET CLOSE TO IT; USE IT
- if there is no microphone: project loudly
- stay in character at all times - those who act look great; those who are too embarrassed, look silly
- learn your lines; practise with someone who understands the words if you do not
- read the ENTIRE script! You need to know what goes on around you, not just your lines
- take your time; be slow and deliberate in your movements and speaking roles; let your moment in the spotlight last!
- overall, a very good job! Give yoursevles a round of applause!

JULIUS CAESAR - Grade 4, 5, 6, and 7
- you did it! you finally let my yelling of directions sink in and you did it!
- you were audible (loud) because you projected
- you were clear because of your "fluency in reading exercises" and your SLOWING down
- you knew your blocking
- you cooperated on stage
- you knew your lines
- you took your time
- you made your movements deliberate
- you dealt with unexepected obstacles like seasoned performers
- you were even quiet backstage
- you were great!
- take another BOW!

A huge thank you goes out to my apprentice crew:
- to Adrianna and Josiah for keeping everyone where they were to be, and for writing it all down in the BOOK and on the backstage posters in big black letters; also for your intro and thank you
- to Sara for the music, choreography, and lunchtime practices that the little ones thought were playtime
- to Evan and Kyle C. for my magic portal door in the mountain
- to Jude and Adrian and their team for props and their constant setting up and taking down
- to Adil and Sara for posters and your attempt at a press release
- to Sara for compliling the names for the program
- to Cadance and Evan for keeping everyone quite in the wings
- to Keianna, Paul, and Arielle for the river
- to Cadance and her Mother for contribution of props
- to Keianna and Sara for helping to figure out costumes
- to Alyssa, Cadance, Daniel M., Kyle T., Damien, and Rory for your help on stage
- to Tito and KingsLi for your help backstage

A big thank you goes out to the teachers for accommodating endless run throughs.
Another thank you to our four Moms for their help with the mountain, costumes, and make-up.

Overall, we had wonderful performances - take another BOW!

Regards,
Mrs. Deras

Wednesday, May 4th, 2011

ATTENTION PARENTS:
It's that time of year again, when we are approaching Grandparents' Day and the Spring Concert.

This year we will have two productions.
The first will be on May 27th and June 1st. It is the Pied Piper.
This is a student-driven production that has the entire school involved.
The younger children are acting in predominantly pantomime roles.
The older children are responsible for helping to stage the production and are involved on many fronts.

The second production is Julius Caesar.
It will take place only on June 1st.

Please check this blog and the school bulletin board regularly as I will be communicating this way to ensure that your child does his or her best on stage.

Currently we are looking for someone with sewing skills to help us create one very special costume. Please speak to me or your childs' teacher that you would be willing to make this very appreciated contribution.

Many thanks,
Mrs. Deras
Drama Teacher

JKs
We spent our time in class going over blocking - what happens in the play on stage and in what order.
We also reviewed rules of behaviour, what is a play, when it will be, and who's coming to watch.
We then went on stage and listened intently to how we are supposed to act and when. We rehearsed very well and we are trying hard to do our best.

PARENTS: Please be aware that costume requirements will be going home soon. Please check the bulletin board and this website.


SKs
We practised blocking and pantomime. There is much improvement. Some of us are very convincing.
We are listening intently for our cues.

PARENTS: Please be aware that costume requirements will be going home soon. Please check the bulletin board and this website.


Grades 1 and 2
We were on stage today! We practised blocking and pantomime and our one very important line.
Rehearsals are in full swing and the excitement is in the air.

PARENTS: Please be aware that costume requirements will be going home soon. Please check the bulletin board and this website.

Grade 3
We were on stage today! We rehearsed our lines and blocking and facial mimicking of what we want to show. We must learn our lines by heart, but deliver them SLOWLY AND WITH EXPRESSION AND EMOTION!

PARENTS: Please be aware that costume requirements will be going home soon. Please check the bulletin board and this website.

Grade 4, 5, 6, & 7
- There was a pep talk given as some still cannont get over the fact that some have more lines than others.
- We started blocking JC.
- We returned to class and took down the remaining historical facts surround the period of history in and around the time of Julius Caesar.
- We understand that what we put into this performance will determine its outcome.
- We have stopped complaining (for now).

PARENTS: Please be aware that costume requirements will be going home soon. Please check the bulletin board and this website.

Pied Piper Production
1. If you are part of the production team you must stay after school on Wednesdays from 3:45 to 4:15. Adil and Sara are to remain until 4:30.
2. Check this blog and school bulletin board regularly.
3. We will be having extra rehearsals every Tuesday and Thursday from 1:00 to 2:00.
4. All students must learn their lines by heart except the narrators.

Julius Caesar Production
1. Check the blog regularly
2. Check the bulletin board regularly
3. If your core teachers do not need you and you have taken care of all responsibilities, your lunch recess on Wednesdays is now devoted to Julius Caesar rehearsals.
4. You must memorize your lines. Do this with friends who can help you deliver them accordingly. We will work on this in class as well.
5. Start asking your parents for large white bedsheets! One per person.

Best Regards,
Mrs. Deras

Wednesday, April 27th, 2011

JK's
- We are continuing with following along quietly in preparation for the Pied Piper
- We had access to the stage! YAY!
- We are practising being cute children with facial mimicking only.

SK's
Preparing for our role of rats in the Pied Piper.
- we studied movement
- we studied pantomime
- we studied rules while on stage in this production: BE QUIET, TOUCH NO ONE, SCAMPER DON'T RUN, LISTEN FOR YOUR CUES

Grades 1 & 2
- We practised our blocking with the Grade 3's.
- We practised facial expressions and gestures.

Grade 3
- We read through our parts and furthered elocution.
- We practised initial blocking with the Grade 1s and 2s.

Grades 4, 5, 6, & 7
- We received the script for Julius Caesar.
- We discussed character building and power plays.
- We took down history notes on the times surrounding Caesar.
- We complained much about getting "good" parts.
- We discussed that a "good part" could have only one line.


Pied Piper Production

- We must have meetings after school on Wednesdays with the entire production team.
- Permission forms will be going home shortly. Parents are to sign and return the bottom portion.
- You can communicate with me via the PIED PIPER PRODUCTION BOOK which should always be in Josiah's care.

Julius Caesar Production
- Scripts were handed out
- Roles are being determined

All Communicaton will be POSTED on the BULLETIN BOARD  - therefore READ IT!!!

Wednesday, April 20th, 2011

SCIENCE FAIR!!! Way to go future chemists and physicists!

SK's and Grades 5,6, and 7
Due to science fair, most of drama was cancelled.

The SK's rehearsed more stage positioning, grouping, and scampering in preparation for the Pied Piper.

The older grades had a mini-history lesson in preparation for the upcoming performance of Julius Caesar.

Grades 1, 2, 3, 4, 5, 6, and 7 must come to class prepared with scripts, pencils, erasers, and highlighters!

Best Regards,
Mrs. Deras

Wednesday, April 13th, 2011

JK's
This group heard the entire story of the Pied Piper. We now have and understanding of the role the children will play in this production.

We have selected our children for the circle dance.

Everyone has practised showing emotion and movement without making any noise. We are showing much improvement in this area of pantomime.

SK's
The SK class reviewed their knowledge of Stage Left and Stage Right. They are better able to follow along in a line, while in character. They are attempting to model after the rat, and this involves holding hands in the appropriate position, making a rat-like grimace, and scampering. Our experience with different types of mobility has greatly helped here. We are practising freeze poses as well, in order to prepare for the production. The children are not at any time to be on their knees or tummies while on stage. All scampering is to be done in a crouched or hunched position.

We will be going over stage behaviour, more on holding positions comfortably, and what to do on stage while in the character of the rat next time.


Grades 1 and 2
This group listened to the entire story of the Pied Piper, and we discussed some of the required blocking that will happen on stage. This production will be part recitation and part pantomime. The children are learning that even when not speaking, it is important to remain in character at ALL times. We had some excellent silent improvisation.

For the Role of the FAT RAT - auditions are still taking place between Victoria, Temi, Jessica, and Nathanael. The part must be learned for Wednesday or the role will be assigned.


Grades 3
This group listened to the rest of the story of the Pied Piper.They have had most of their questions answered.

Auditions have closed for all except the FAT RAT, and roles are now assigned. These have been posted on the bulletin board. In the running are: Victoria, Temi, Jessica, and Nathanael.

Children are supposed to study their parts and begin memorization. They will not be required to recite ANYTHING from memory yet, as we must first work on pronunciation, fluency, and attribution of breathing, pauses, etc.

SCRIPTS ARE NOT TO BE LOST!!!! Children must come prepared to class. This has also been posted on the bulletin board.

We have discussed general blocking and will begin its implementation next class.

Grades 4, 5, 6, and 7
The GRADE 4's must submit their papers on audience behaviour by next class or receive a mark of ZERO.

We discussed the meaning of the word: rhetoric.

We have gone over the roles of the narrators and the initial blocking.

Grades 5, 6, and 7: There will be a test on the Pied Piper that will count towards 10% of this terms final mark. It will involve 10 vocabulary words; 2-3 passages explained about the story/poem; an opinion about either the poem or the production, and the definition of some apprenticeship roles.

Homework: Please provide 10 points of historical significance during the time of Julius Caesar - +/-10years around his existence.

The Pied Piper Production
We have met after school and discussed what needs to be done by the AD, ASM, Costume deptarment, Choreographer, Music Selection, and PR dept.

Please make sure your ideas are in the book before the Easter Break.
I have and will supply the BOOK!

Wednesdays - March 30th and April 6th, 2011

JK's
For the last two classes we have been trying very hard to follow in a line. This is essential to the production. Please review with your children the need to stay within their line, and keeping hands to oneself. Many children are disrupting the class with a constant need to touch someone else. This is not permitted, and greatly interferes with other children's listening skills.

We have also spent the last two classes listenging to the story of the Pied Piper, as the poetic version by Robert Browning will be difficult for them to grasp without this.

The children are also practising making noise without talking (stamping feet, clapping hands, shuffling,) and they are learning to move in various ways that are going to be used within the production: slow, quick, skipping, leaping, tip-toeing, etc.


SK's
For the last two classes we have been studying the story of the Pied Piper. As the production is centred around Robert Browning's poetry, the children need to fully understand the story, so that they may then follow along in the production.

We are continuing with games based around pantomime, movement, and facial mimicking working around the type of animal the children will be imitating in the production.

There is much improvement in order and following a leader. Today we learned about stage directions: SL = stage left and SR = stage right. The boys and girls enjoyed a simple game to ingrain the concept.

Soon we will be incorporating all we have learned from September to our production.

PARENTS: costumes will require ears attached to headbands, and brown, black, or grey clothing from head to toe, as well as tails. Your assistance in this matter will be appreciated.


GRADES 1 & 2
This group has been listening to the story of the Pied Piper as read from two different story books, and we have discussed Robert Browning's version. They do seem to understand the poetic version well for their level.

We have played games to emphasize quiet and different types of movement, expression, and staying in character while one stage. All this will be incorporated in our production. They are coming along well in terms of freezing in character, demonstrating emotion through their walk, facial expressions, and hand gestures.

Last Wednesday we also had some children audition for the six speaking parts in the poem. They are very keen on receiving a part and are in direct competition with the Grade 3's.

Audtion results will be posted shortly - hopefully, by Friday.

PARENTS: Please be advised that I greatly need your support in the costume department. Children will be dressed like townspeople from the Renaissance period.


GRADE 3's
The Grade 3's now have separate drama classes, as the Grade 4's will be involved in the production of Julius Caesar.

In preparation for the production, they have been working hard on understanding the roles of the townspeople in the  poem. We have read three versions of the Pied Piper and have discussed some difficult vocabulary and concepts.

The children were to prepare for an audtion if they want a speaking role in the production. Some prepared beautifully, others need to remember that they must bring their script to every class, and that I will no longer be photocopying new scripts for those who have lost or misplaced theirs.

PARENTS: If your child needs a photocopy, I do want a written note from the parents requesting one. Or you may speak to me in person.

I will also need help in the preparation of costumes. Your children will be dressed as townspeople from the Renaissance ere, unless they receive a speaking role.


GRADE 4, 5, 6, & 7
We have been very busy discussing how to put on a production. The children were given explanations and definitions in terms of what is required to be a stage manager, director, choreographer, PR & promotions coordinator, properties master, stage hand, set designer, and costume designer.

Many have eagerly applied for the apprenticeship positions. These will be allocated only to some students, usually one per position. The decision is based on their participation in class, their behaviour, their ability in that department, and their willingness and eagerness as demonstrated in their interview.

Their assistance will be only for the production of The Pied Piper, not Julius Caesar.

Scripts for Julius Caesar will be distributed as they arrive.

PARENTS:  I will need a note from parents indicating that the full script has been read before your child will be given a role. Unfortunately, many children will only read their own role and not the entire script. Once on stage they do not understand blocking, sequencing, etc. and do not know when it is their turn to enter. It is imperative that each child read the entire script from start to finish and watch the Animated BBC version located at the bottom of this blog.
PIED PIPER PRODUCTION - Audition/Apprenticeship Results

JK's - children from the town of Hamelin (Charlotte and Klara to LEAD and play clapping game)
SK's - rats
Grade 1, 2, 3 - townspeople
Pied Piper - Sarah Silva (understudy Peyton)
Mayor - Peyton (understudy Daniel)
Lame Boy - Gabe (TBA)
Fat Rat - TBA (understudy TBA)
Townsperson 1 - TBA
Townsperson 2 - Poorvi

Narrator 1 - Adil
Narrator 2 - Adrianna
Narrator 3 - Sara
Narrator 4 - Kyle C.
Assistant Director(s) - Adrianna
Assistant Stage Manager - Josiah
Assistant Choreographer - Sara
Assistant Music Selectors - Sara & Kyle C.
Assistant Set Designer(s) - Arielle & Evan
Assistant Costume Designer(s) - Keanna & Kyle C.
Assistant Properties Master(s) - Adrian & Jude
Assistant Public Relations & Promotions Coordinator(s) - Adil & Sara

Stage hands (Sheepherders) to be in character as Townspeople - Cadance(LEAD), Adrian, Kyle T., Damian, Paul, Alberto, KingsLi, Alyssa, (I might need more.)

JULIUS CAESAR PRODUCTION

The script has not yet been finalized. You will not receive a script even after I have it photocopied if you do not prove to me that you have at least watch the Animated BBC verstion of Julius Caesar.

Your roles will be given to you based on your past performances and your in-class and on-stage behaviours. I did tell you that your behavious and participation will make an impact sooner or later.

And.......Curtains!
Mrs. Deras

Friday, March 25, 2011

The Pied Piper of Hamelin -

AUDITION SIGN UP SHEETS HAVE BEEN POSTED!

Check the bulletin board and gymnasium doors!


The roles are currently open only to grades 1, 2, & 3.


The theatrical positions are currently only open to grades 5, 6, and 7.

Wednesday, March 23, 2011

Welcome Back After March Break! Lights! Cameras! Action!

JK's
The JK's will have a very special role in the upcoming school production of the Pied Piper. This will involve following a leader. In an effort to prepare, we are trying very hard to do this in class. Some children have learned this concept well. Others are not yet able to follow any instructions nor their peers. We have worked on circle formations, and following along in a line is a critical component to make the circle, and to this play. We will practise this very often.

The children also discussed and demonstrated various types of movement: hopping, skipping, leaping, jumping, and dance. We will be analyzing this further as this is also essential to our play.

The children then listened to the story of the Pied Piper of Hamelin. A good observation was made that although this story appears to be happy, it is really very sad and teaches a lesson.

More on that next week, as this concept will be repeated for full comprehension.

SK's
The SK class is almost ready to expand creating their direct formations. Our circle and entrance/exit are coming along very well. These will be critical components for the next upcoming school play.

We then concentrated our efforts on the magic of movement. We applied our knowledge of animal movement to emotional movement and different types of movement - heavy, light, confident, confused, sad, happy, etc. The class is coming along very well as they are realizing that with movement they can show much by facial expression, use of hands, body language, etc. while keeping silent.

Everyone then listened super quietly (this was AMAZING) to the story of the Pied Piper of Hamelin. We have use the child fairy tale version, but for the upcoming performance we will need to familiarize ourselves with the Robert Browning poetic tale.

And.............in our presentation of the Pied Piper................DRUM ROLL PLEASE!........................Ms. M's class will take on the role of: THE RATS!

PARENTS: Please start thinking about ALL gray or ALL brown clothing for your children. We will need tails, ears, buck teeth, and whiskers. We have two months until curtain call.

Grades 1 and 2
This group has received its script for the upcoming production of the Pied Piper of Hamelin by Robert Browning - albeit stapled upsidedown, sorry!

We read through the children's story version and discussed it. We also read through some excerpts in the script and discussed those as well.

In the meantime we had some fun movement games which have taken animal movement to the next level. They practised types of movement: using weight, tension, and focus. We then expanded this by incorporating pantomime. The children had to move with purpose, focus, tension, and emotion. They used this to meet with a particular individual making it clear to the audience, with actions alone, as to what was happening.

These will be critical components in the upcoming production.

Auditons will be held for the following 5-6 speaking roles requiring difficult poetic memorization:

1. The Pied Piper (either girl or boy)
2. The Mayor (preferably a boy, but we might be flexible)
3. A fat rat
4. The lame boy
5. The lady and/or gentleman from the town

PARENTS: Please read to your child the full length version of the Pied Piper of Hamelin at least once.

Grade 3 and 4
Today in class we discussed the assignment that was due before the start of March Break....those who have already handed it in, may re-do it for a better mark. They have already recieved a 5 mark bonus. There will also be a two mark bonus if you include your name, a title, and make it neat. Those who did not hand it in yesterday are now required to write 3 paragraphs. Everyone was told I would add on a paragraph for every week it's late.

The children then listened to the story of the Pied Piper of Hamelin. The poetic version of Robert Browning was introduced, and we read through three stanzas: the Fat Rat's account, the Lame Boy's account, and the lesson learned in conclusion.

The role of the grade 3's in the play will be that of the Townspeople.
There are five-six speaking roles:

1. The Pied Piper (either girl or boy)
2. The Mayor (preferably a boy, but we might be flexible)
3. A fat rat
4. The lame boy
5. The lady and/or gentleman from the town

Grade 3 Homework - read through the Pied Piper of Hamelin at least twice. Underline the words you do not understand. Re-do or DO your assignment about theatre behaviour.

Grade 3 Audition preparation: If you would like a speaking part, you must learn the FAT RAT's explanation as to why the rats followed the Pied Piper: starts in the middle of line 5 on page 5.  Either know how to read it well or memorize it.

Grade 4 Homework - Audition notices for Julius Caesar will be posted soon. Re-do or DO your assignment regarding theatre behaviour.

Failure to hand in the required assignments next week will result in a 10% deduction for every day late! No excuses.

Grade 5, 6, and 7
These kids did their homework! Hooray! We all discussed and defined the word "rhetoric" and will hopefully be able to practise the concept.

We then listened to and discussed some of the more difficult concepts in Robert Browning's poetic tale of the Pied Piper of Hamelin.

some of the children have volunteered to assist in the play of the Pied Piper. There will be no memorization required as they will soon have their hands and heads full with another production.

The roles in the Pied Piper have been explained and are very easy yet critical to assisting the little ones. This may involve staying after school.

The children will soon begin preparations and rehearsals for the school production of Julius Caesar. Audition notices will be posted.

HOMEWORK: find out what Tartary means. Hint: it's a place. Study the vocabulary we discussed in the poem. Understand the meaning of the stanzas. Prepare yourself for any upcoming production and oral test by reading the poem outloud in front of an audience or mirror.

Okay, it's not exactly a RAT - best I could download!
Cheers,
Mrs. Deras