Unit Plan: Commedia Dell 'Arte Year 9 teacher: Sandra McLean Keywords

Download 18.47 Kb. Date 12.05.2016 Size 18.47 Kb. #37990

Navigate this page:

• Achievement Objectives Being Assessed Learning Outcomes Drama
• Drama
• Level 4
• LEARNING SEQUENCE Teaching and Learning Experiences
• Summative Assessment Performance of a Commedia piece to the class ( aim for a minimum of 30 seconds stage time per actor in the group) ASSESSMENT
• Criteria

Unit Plan: Commedia Dell 'Arte Year 9 TEACHER: Sandra McLean Keywords:Characterisation, Body language, Commedia dell'Arte, Conventions of drama, Cultural context, Dialogue, Drama technologies, Interpretation in drama, Plot, Role YEAR 9 LEVEL 4 DURATION 6 weeks Achievement Objectives Being Assessed Learning Outcomes Drama Understanding Drama in Context Students will: · Level 4: investigate the functions, purposes, and technologies of drama in cultural and historical contexts. By the end of the unit, students should be able to perform a range of commedia characters, allowing them to step into someone else's shoes and understand different points of view. Students will also gain a greater appreciation for current performance forms and how these have changed since the 15th Century, but remain influenced by them, as the content still concerns universal issues and themes of love, relationships, status, money, slavery/mistreatment and also the plight of the working class. Students also gain new insights into more physical modes of performance and a set repertoire which can be applied to new contexts- this is helpful for improvisation work in general and establishes need to know the basics of a character and then branch out from there. Students learn the importance of the audience in being involved and engaged and how it is the audience which often drives the less scripted action. Students learn to step outside their comfort zones and adopt not only accents, but consider what life was like in Italy, where technologies like electricity had not yet been invented and the preoccupations of people at that time. Commedia also satirizes the wealthy and students are encouraged to see what modern forms of entertainment exist nowadays which challenge our understanding of society and 'the way things work'. Drama Developing Practical Knowledge in Drama Students will: · Level 4: select and use techniques and relevant technologies to develop drama practice. · Level 4: use conventions to structure drama. Drama Developing Ideas in Drama Students will: · Level 4: initiate and refine ideas with others to plan and develop drama. Drama Communicating and Interpreting in Drama Students will: · Level 4: present and respond to drama, identifying ways in which elements, techniques, conventions, and technologies create meaning in their own and others' work. AIMS Confident Positive in their own identity Motivated and reliable Resourceful Enterprising and entrepreneurial Resilient Connected Able to relate well to others Effective users of communication tools Members of communities International citizens Actively involved Participants in a range of life contexts Lifelong learners Literate and numerate Critical and creative thinkers Active seekers, users, and creators of knowledge Informed decision makers LEARNING INTENTIONS thinking using language, symbols, and texts managing self relating to others participating and contributing. KEY COMPETENCIES Thinking Using language, symbols, and texts Managing self Relating to others Participating and contributing FOCUSING QUESTIONS What are some of the similarities between Commedia and today's performance styles, characters and actor- audience relationships? How do we create a stock character? How can we improve improvisation skills with set stock characters? LEARNING SEQUENCE Teaching and Learning Experiences Ongoing Assessment Approaches Students are introduced to one to two characters a period, depending on the ability of the class. Start by standing in a circle and adopting the gait of the character and the mannerisms. Also a good chance to explain what the character looks like. Next, demonstrate the way that the character talks and their communication skills and status- how they behave towards others. Encourage students to walk and talk in role and they greet others. If possible, introduce Italian accent early on, even by simple examples, as well as set phrases which might be used "good Morrow" etc. Once students have mastered this aspect, move on to suggested improvisations. Get students to reflect on who these characters most resemble nowadays, keeping in mind they are exaggerations/ stereotypes. During this teaching segment, encourage students to look at the language they are using, as well as the topics covered- this is covered briefly on page 55. Once all characters have been covered, students combine in groups of 3-4 to create their own Commedia script- encourage no double ups, as technologies limited with masks- you may also wish to go minimal on costumes/ masks, but if you do choose masks, remind them of the etiquette required when handling a mask ie never poke fingers through eyes and always respectfully put mask onto face while turning away from others. Each latex mask costs $100, so students have a responsibility to care for their technologies. Students should aim for a story which is in keeping with the improvs covered, but which allows students flexibility to use their imagination. Remember that the stock characters are very specific, so Columbina is always right in the end, the Innamorati would never physically fight with anyone, the Zanni are always the underdog etc. Students are being assessed on their understanding of the features of this form- ie use of gestures, movement and voice. As technologies are optional, these do not form part of the assessment- students need to be reminded that the plot, acting style and individual character needs to be in keeping with a TRADITIONAL commedia piece. There is room for peer assessment as well as teacher feedback. In terms of reporting, students are assessed on the above criteria for UC, but also for DI as an ongoing class participation effort. Remind students that this is the case at the start of the unit. SOLO describe map- 1 character per group to describe characteristics and become experts on character- teach class. Summative Assessment Performance of a Commedia piece to the class ( aim for a minimum of 30 seconds stage time per actor in the group) ASSESSMENT Arts Learning Outcomes By the end of the unit, students should be able to perform a range of commedia characters, allowing them to step into someone else's shoes and understand different points of view. Students will also gain a greater appreciation for current performance forms and how these have changed since the 15th Century, but remain influenced by them, as the content still concerns universal issues and themes of love, relationships, status, money, slavery/mistreatment and also the plight of the working class. Students also gain new insights into more physical modes of performance and a set repertoire which can be applied to new contexts- this is helpful for improvisation work in general and establishes need to know the basics of a character and then branch out from there. Students learn the importance of the audience in being involved and engaged and how it is the audience which often drives the less scripted action. Students learn to step outside their comfort zones and adopt not only accents, but consider what life was like in Italy, where technologies like electricity had not yet been invented and the preoccupations of people at that time. Commedia also satirizes the wealthy and students are encouraged to see what modern forms of entertainment exist nowadays which challenge our understanding of society and 'the way things work'. Criteria Students will: RESOURCES Electronic New Zealand Curriculum Exemplars · The Arts Exemplars http://www.tki.org.nz/r/assessment/exemplars/arts/index_e.php Directory: iup -> rtf rtf -> Unit Plan: Masks teacher: Macleans College Drama dept. Keywords rtf -> Unit Plan: Colour Change teacher: Kauri Team Keywords rtf -> Unit Plan: Fifteenth Century Italian Painting teacher: Chloe Harland Keywords rtf -> Unit Plan: 14th Century Italian Painting teacher rtf -> Unit Plan: Ode To Joy teacher: David Naylor Keywords rtf -> Year 7 level 4 duration rtf -> Unit Plan: Percy Jackson and the lightning Thief Greek Vases teacher: Mel Sutton Keywords rtf -> Unit Plan: Introduction to Elizabethan Theatre teacher: D. Carruth Keywords rtf -> Unit Plan: Masks teacher: Louisa Woods Keywords Download 18.47 Kb. Share with your friends: