Unit Plan: Introduction to Elizabethan Theatre teacher: D. Carruth Keywords
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| Unit Plan: Introduction to Elizabethan Theatre
TEACHER: D. Carruth Keywords:Acting, Actors, Body language, Characterisation, Costume, Cultural context, Warm-up, Theatre stage setting and scenery, Theatre, Shakespeare, Reflection
AIMS To explore the thatre form of Elizabethan theatre and in particular learn about the life and times of Shakespeare. Students will explore Shakespeare's language through the prologue from Romeo and Juliet. Focus will be on conventions such as chorus to interpret the prologue. Students will demonstrate an understanding of the theatre form through their performance. LEARNING INTENTIONS Students will be learning to: * Identify the key features and develop understanding of Elizabethan Theatre. * Recognise key events in the life and times of William Shakespeare. * Interpret the prologue of Romeo and Juliet to demonstrate an understanding of a Shakspearean text. * Gain knowledge of the types of theatres and actors that perfomed during the Elizabethan era. * Recognise the way in which Shakespeare used language to create meaning. * Work effectively independently and in a group context, contributing to and making decisions. KEY COMPETENCIES Thinking Using language, symbols, and texts Managing self Relating to others Participating and contributing FOCUSING QUESTIONS What is the Elizabethan Era? What were some of the key events that took place during the Elizabethan era? What was the purpose of drama in Elizabethan times? What technologies were used on a Shakespearean stage? Who is William Shakespeare? Why are his plays relevant to today? What are the key features of "Shakespeare's" theatre? How do we interpret Shakespeare's language? TEACHER BACKGROUND READING · Assessing in the Arts http://nces.ed.gov/nationsreportcard/arts/whatmeasure.asp · What can Drama do for Literacy http://www.tki.org.nz/r/arts/artspd/research/updates6_e.php · The New Zealand Curriculum - Vision http://arts.unitec.ac.nz/engageinarts/curriculum/vision.php · The New Zealand Curriculum - Principles http://arts.unitec.ac.nz/engageinarts/curriculum/principles.php · The New Zealand Curriculum - Values http://arts.unitec.ac.nz/engageinarts/curriculum/values.php · The New Zealand Curriculum - Key Competencies http://arts.unitec.ac.nz/engageinarts/curriculum/key_competencies.php · What Teachers Need to Know About Language http://faculty.tamu-commerce.edu/jthompson/Resources/FillmoreSnow2000.pdf · The Education of Pacific Students in New Zealand Schools http://www.ero.govt.nz/Publications/pubs2002/PacificStudents.htm · Towards Making Achieving Cool: Achievement in Multi Cultural High Schools (AIMHI) http://www.minedu.govt.nz/index.cfm?layout=document&documentid=6146&indexid=4329&indexparentid=2107 · Making a Difference in the Classroom: Effective Teaching Practice in Low Decile, Multicultural Schools http://www.minedu.govt.nz/index.cfm?layout=document&documentid=6135&indexid=4329&indexparentid=2107 · Pasifika Friendly Pedagogy: Relationship Building and Cultural Inclusiveness http://english.unitecnology.ac.nz/resources/units/pacific_pride/pedagogy.html LEARNING SEQUENCE
Summative Assessment Summative assessment criteria applies to a performance of the prolgue form the play Romeo and Juliet by William Shakespeare that incoperates key features of Elizabethan theatre. In order to gain Achievement the student must: The student has identified features of Elizabethan drama. The student has demonstrated these in a performance. The student has used some features appropriately in the performance of an extract from a Shakespearean play. For example: The student has included an annotated script with features of language such as: iambic pentameter, end-stopped lines, features of space. The student has performed their extract applying some of these features clearly and appropriately. Their performance shows the intent of the scene and the role. The student has shown through reflection an understanding of the theatre form. To gain Merit the student must: The student has identified an extended range of features of Elizabethan drama. The student has demonstrated these in a performance. The student has applied the features effectively in the performance of an extract from a Shakespearean play. For example: The student has included an annotated script with features of language such as: iambic pentameter, end-stopped lines, features of space. The student has performed their extract applying some of these features clearly and appropriately. Their performance shows the intent of the scene and the role. The student has shown through reflection an understanding of the theatre form. To gain excellence the student must: The student has identified a comprehensive range of features of Elizabethan drama. The student has demonstrated features in a performance. The student has applied features perceptively in the performance of an extract from a Shakespearean play. For example: The student has included an annotated script with features of language such as: iambic pentameter, end-stopped lines, features of space. The student has performed their extract applying some of these features clearly and appropriately. Their performance shows the intent of the scene and the role. The student has shown through reflection an understanding of the theatre form ASSESSMENT Arts Learning Outcomes Students are able to: Recognise the function and purpose of drama during the Elizabethan era. Investigate the use of technologies on the Shakespearean stage. Initiate and refine ideas in a group context to develop a performance of the prologue from Romeo and Juliet. Present the prologue from Romeo and Juliet combining elements, conventions and techniques to demonstrate understanding of the Elizabethan theatre form. Reflect an drespond on their own performances and the performances of others. Select and use drama tschniques for a specific effect. Work effectively in a group setting, offering and accepting ideas accordingly. Criteria RESOURCES Electronic Arts Online · Teacher Resource Exchange - "Treading the Boards" - AS 2.5 http://arts.unitec.ac.nz/resource-exchange/view_resource.php?res=332 Reviewed Resources · Globe Theatre http://virtual.clemson.edu/caah/Shakespr/VRGLOBE/tourst.php · Shakespeare http://www.shakespearehigh.com/library/surfbard/ · Theatre History Online http://www.peopleplayuk.org.uk/guided_tours/ New Zealand Curriculum Exemplars · The Arts Exemplars http://www.tki.org.nz/r/assessment/exemplars/arts/index_e.php · Romeo and Juliet by William Shakespeare Other · DVD: Romeo and Juliet Baz Luhrmann · DVD: Introduction to Shakespeare NEXT LEARNING STEPS 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 -> Unit Plan: Commedia Dell 'Arte Year 9 teacher: Sandra McLean 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: Masks teacher: Louisa Woods Keywords Download 31.95 Kb. Share with your friends:
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