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!