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.
Friday, March 25, 2011
Thursday, March 24, 2011
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:
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:
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
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:
- The Pied Piper (either girl or boy)
- The Mayor (preferably a boy, but we might be flexible)
- A fat rat
- The lame boy
- The lady and/or gentleman from the town
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:
- The Pied Piper (either girl or boy)
- The Mayor (preferably a boy, but we might be flexible)
- A fat rat
- The lame boy
- The lady and/or gentleman from the town
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.
Cheers,
Mrs. Deras
Wednesday, March 2, 2011
Wednesday, March 2, 2011
All classes had a reveiw of drama class rules. These were written down and followed very well.
JK's
Circular formation is still in need of work. We are still focusing on walking in a single file, which helps us prepare for walking onto the stage.
The children then discussed spring and all the wonderful things it brings to life. We discussed the fact that the trees will soon blossom, but for now are still sleeping and dealing with the wind and sometimes the snow.
They then took turns participating in a narrative pantomime during which they became seeds, saplings, trees needing the sun, the rain, and the wind. Eventually they grew branches and blossomed. As the trees danced wildly in the wind, they were prompted to stop for a movement improvisation game. Holding a position, as you sometimes need to do on stage, can be difficult and this game allowed them to "freeze" and hold a pose.
SK's
Having practised circular formation for several weeks, we are now finally able to walk into the classroom the way we would walk onto a stage or into a theatre. A quiet orderly formation was made and followed! Way to go SK's!
We then reviewed drama class rules with some modifications made by the children and these were followed beautifully.
The SK's played the Hand Animal Game, which allowed them to analyze and imitate physical movement. This helps them to develop an awareness between similarities and differences in the way people move, animals move, and movement overall.
This allowed the children to practise pantomime and improvisation as they shared their animals and their characteristics related to animal movements.
Grades 1 and 2
To understand physical control and pantomime, the children presented animal vs. human movement. They came up two by two and one was a pet walking in a certain way, the other a child. We compared types of movement as well: fast, slow, swimming, hopping, etc. between animals and people.
The children then continued with narrative pantomime and improvisation as they became seedlings, followed by saplings, then trees with branches, and finally trees with blossoms. Some children were the sun, the wind, and the rain. Then they all took turns. Eventually once we were all big tall trees with branches and leaves we played "musical forest" and had a tie between Jessica and Nathan.
Grades 3 and 4
After discussing drama class rules, the class discussed proper theatre behaviour. We compared and contrasted movie theatres vs. live stage theatres. The children then read their prepared paragraphs about how they would like St. Jude's children to behave in the auditorium (and other theatres) during productions.
We have some very strong opinions on what is appropriate and all this came from the children themselves.
We touched on elocution and monologues.
Those who did not prepare their paragraphs for this week, must now add on another paragraph and submit their work on March 23rd.
Grades 5, 6, and 7
This group needed a review of rules in the class as we later applied them to rules and courtesies given to actors on stage in a theatre. We discussed the difference between a movie theatre and "live theatre". We discussed what bothers us at the movies, and the children were informed about proper behaviours in a theatre with live actors on stage. Parents - they may now be proudly taken to see a production such as "Billy Elliot" - and they won't object to dressing up!
We defined and discussed "elocution" and reiterated the points that make our speech pleasant to the ears.
We discussed monologues and how they can be interesting.
HOMEWORK: Define "rhetoric". Read the Pied Piper of Hamelin by Robert Browning and underline the words you do not understand. Feel free to look them up. This is due March 23rd.
JK's
Circular formation is still in need of work. We are still focusing on walking in a single file, which helps us prepare for walking onto the stage.
The children then discussed spring and all the wonderful things it brings to life. We discussed the fact that the trees will soon blossom, but for now are still sleeping and dealing with the wind and sometimes the snow.
They then took turns participating in a narrative pantomime during which they became seeds, saplings, trees needing the sun, the rain, and the wind. Eventually they grew branches and blossomed. As the trees danced wildly in the wind, they were prompted to stop for a movement improvisation game. Holding a position, as you sometimes need to do on stage, can be difficult and this game allowed them to "freeze" and hold a pose.
SK's
Having practised circular formation for several weeks, we are now finally able to walk into the classroom the way we would walk onto a stage or into a theatre. A quiet orderly formation was made and followed! Way to go SK's!
We then reviewed drama class rules with some modifications made by the children and these were followed beautifully.
The SK's played the Hand Animal Game, which allowed them to analyze and imitate physical movement. This helps them to develop an awareness between similarities and differences in the way people move, animals move, and movement overall.
This allowed the children to practise pantomime and improvisation as they shared their animals and their characteristics related to animal movements.
Grades 1 and 2
To understand physical control and pantomime, the children presented animal vs. human movement. They came up two by two and one was a pet walking in a certain way, the other a child. We compared types of movement as well: fast, slow, swimming, hopping, etc. between animals and people.
The children then continued with narrative pantomime and improvisation as they became seedlings, followed by saplings, then trees with branches, and finally trees with blossoms. Some children were the sun, the wind, and the rain. Then they all took turns. Eventually once we were all big tall trees with branches and leaves we played "musical forest" and had a tie between Jessica and Nathan.
Grades 3 and 4
After discussing drama class rules, the class discussed proper theatre behaviour. We compared and contrasted movie theatres vs. live stage theatres. The children then read their prepared paragraphs about how they would like St. Jude's children to behave in the auditorium (and other theatres) during productions.
We have some very strong opinions on what is appropriate and all this came from the children themselves.
We touched on elocution and monologues.
Those who did not prepare their paragraphs for this week, must now add on another paragraph and submit their work on March 23rd.
Grades 5, 6, and 7
This group needed a review of rules in the class as we later applied them to rules and courtesies given to actors on stage in a theatre. We discussed the difference between a movie theatre and "live theatre". We discussed what bothers us at the movies, and the children were informed about proper behaviours in a theatre with live actors on stage. Parents - they may now be proudly taken to see a production such as "Billy Elliot" - and they won't object to dressing up!
We defined and discussed "elocution" and reiterated the points that make our speech pleasant to the ears.
We discussed monologues and how they can be interesting.
HOMEWORK: Define "rhetoric". Read the Pied Piper of Hamelin by Robert Browning and underline the words you do not understand. Feel free to look them up. This is due March 23rd.
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