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.
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