3610 Identity and Identity Unit outline
ITEMS ADDRESSING NEW MEDIA TECHNOLOGIES ARE HIGHLIGHTED IN GREEN
This is essentially a monologue unit, but rather than exploring monologues through dry theory and uncomfortable solo performances, the class will explore personal identity through a variety of forms. The final monologue is a monologue of the individual student’s identity. The text for the monologue will be taken from one of the forms we explore in class and dramatised for individual performance.
This unit is intended for use later in the year, perhaps the last unit of the year. The students need to feel comfortable and safe with one another, be independent and able to work well in groups.
N.B. Students would not have access to journal entries ahead of time. I posted them here to show what I would later put up on the class blog.
Expectations Covered:
Creating and Presenting:
A1. The Creative Process: use the creative process and a variety of sources and forms, both individuallyand collaboratively, to design and develop drama works;
A2. Elements and Conventions: use the elements and conventions of drama effectively in creatingindividual and ensemble drama works, including works based on a variety of sources;
A3. Presentation Techniques and Technologies: use a variety of presentation techniques and technological
tools to enhance the impact of drama works and communicate for specific audiences and purposes.
By the end of this course, students will:
A1.1 develop interpretations of issues from
contemporary or historical sources (e.g., photographs,
videos, music, newspaper/magazine articles,
an eyewitness account of a historical event) as the
basis for drama
Teacher prompt: “How would you interpret
the situation of the people in the photograph?
What words and actions could you use to
dramatize what they seem to be going through?”
A1.3 use role play and characterization to explore
personal and social issues (e.g., with a partner,
create or assume a role that explores an issue such
as bullying; create a scenario that reveals details
about a character’s motivation)
Teacher prompt: “How could playing a character
who is quite different from yourself influence
your perspective on this issue?”
A2.2 use a variety of conventions to create a
distinct voice that reflects a particular global,
social, or personal perspective (e.g., use voices
in the head, role on the wall, and hot seating to
create a complex character from another region
or country)
Teacher prompt: “From whose perspective will
this story be told? What factors in this character’s
life have most influenced his or her point of
view? What kinds of speech patterns could
you use to show the character’s response to
adversity?”
A3. Presentation Techniques and Technologies: use a variety of presentation techniques and technological tools to enhance the impact of drama works and communicate for specific audiences and purposes.
A3.3 use a variety of technological tools (e.g., light,sound, set design, props, models) to enhance the impact of drama works Teacher prompts: “What are some ways we can use technological tools such as sound and lighting to heighten impact?” “How could you use sound to suggest a natural setting such as a forest or a rocky ocean shore?” Reflecting,
A3.3 use a variety of technological tools (e.g., light,sound, set design, props, models) to enhance the impact of drama works Teacher prompts: “What are some ways we can use technological tools such as sound and lighting to heighten impact?” “How could you use sound to suggest a natural setting such as a forest or a rocky ocean shore?” Reflecting,
Responding and Analysing:
B1. The Critical Analysis Process: use the critical analysis process to reflect on and evaluate their own and others’ drama works and activities;
B1.1 use the critical analysis process before and during drama projects to identify and asses individual and peer roles and responsibilities in producing drama works (e.g., identify and
assess the contribution of leadership and supporting roles, group dynamics, and cooperative problem solving to their process of creating drama works) Teacher prompt: “What role did you play when planning your group presentation? How could you improve your effectiveness in this role?”
B1.3 identify aesthetic and technical aspects of drama works and explain how they help achieve specific dramatic purposes (e.g., write theatre or film reviews assessing whether the lighting, sound, set design, and costumes of a drama are used effectively to illustrate the intended message)
Teacher prompts: “How were staging and blocking used to help communicate information
about the characters? Did they contributeto an effective presentation?” “What technical
aspects of the production had impact in the presentation?”
B3. Connections Beyond the Classroom: identify knowledge and skills they have acquired through drama activities and ways in which they can apply this learning in personal, social, and career contexts.
B3.1 identify and describe skills, attitudes, and strategies they used in collaborative drama
activities (e.g., brainstorming, active listening, and cooperative problem-solving skills; strategies for sharing responsibility through collaborative team roles)
Teacher prompt: “What skills or strategies did you use to negotiate in your group? How did
the strategies help you solve problems during the rehearsal process?”
B3.2 identify skills they have developed through drama activities and explain how they can be
useful in work and other social contexts (e.g., explain in a journal how their brainstorming and
negotiation skills support teamwork in a variety of contexts)
Teacher prompt: “When do you have to work as a team member in other areas of your life?
What skills do you need to be part of a team?”
B3.3 identify connections between their learning in drama and possible employment opportunities in the broader educational and arts sectors (e.g., production and/or performance roles in community theatre, television/radio broadcasting, filmmaking)
Teacher prompt: “How could you go about gaining experience if you were interested in
working in television? What skills might you need to be successful in that field?”
Foundations:
C3.3 demonstrate an understanding of theatre and audience etiquette, in both classroom and
formal performance contexts (e.g., as a performer: show willingness to take direction and behave appropriately towards other actors; as a viewer: demonstrate respect for performers and other audience members by paying attention, not interrupting or talking, and applauding when appropriate)
Teacher prompts: “What are the characteristics of a good audience member?” “Why does
theatre management ask the audience to turn off cellphones during a performance?”
Unit Outline:
| Day, expectations | Lesson | Resources | Location |
| 1 | Intro – circle of life, trip to school(think pair share, then physical walking), a day in the life, flocking one motion to describe self | Cue cards, ambient music | |
| Journal Question: Choose 5 adjectives to describe yourself (i.e entertaining). Choose 5 verbs to describe yourself (i.e. swimming). Choose 5 nouns to describe yourself(i.e. Torontonian). Add any other words you would like. | |||
| 2 | Lay your cards on the table, Role on the wall | Cue cards, ambient music | |
| Journal: Write a list of all the words you chose for lay your cards on the table and role on the wall. Further discuss your choices. | |||
| 3 | Discussion of past 4 days I am from/we are from and share in groups of 2 | | |
| 4 | Continue from yesterday as a whole class with everyone picking 1 favourite line and doing choral reading | | |
| 5 | Personality tests | Colour personality test http://www.truecolorscareer.com/quiz.asp Jung/Briggs http://www.humanmetrics.com/cgi-win/JTypes2.asp The Big Five: http://psychology.about.com/library/quiz/bl-bigfivequiz1.htm Types of Stress and Solutions http://stress.about.com/library/reliever _personality_test/bl_stress_reliever_personality_test.htm About.com and chart to fill out | Computer lab |
| Journal question: Were there any surprises about your results? What do you agree/disagree with? | |||
| 6 | Soundscapes | Computers, recorders, sound effect software, editing software | Computer lab |
| 7 | Soundscapes | Computers, recorders, sound effect software, editing software | Computer lab |
| Journal Question: How did the use of technology change soundscape creation? How did it change performance? How did it change the group process? | |||
| 8 | Treasure box | 5 personal items from home | |
| Journal Question: Much like you did in class, briefly explain each item and why you chose it. | |||
| 9 | Small group interviews present and future selves | | |
| Journal Question: What would happen to you if you got that job? Where would it take your life? What else would it lead you to? Write your obituary assuming that you got the job. | |||
| 10 A 1.1 | Still image (pg. 25) | Source images – place that is special to future self | |
| Journal Question: Describe your still image. How does it feel to be there? Why is it special to you? What types of people come here? Create one or two lines to dramatize this location | |||
| 11 | Sharing childhood stories | | |
| Journal Question: Write a letter to yourself. Write it 1)from your present self to your past self; 2)from your present self to your future self; 3)from your future self to your present self. | |||
| 12 | Other voices (voices in head tableaux, overheard conversations) | | |
| Journal Question: Write a script of either voices in the head or overheard conversation in which you are the topic of discussion. Post an audio clip on the blog of you reading this. | |||
| 13 | Different day – playing different characters from source texts | | |
| Journal Question: In role, write a journal/diary entry in which you reflect on differences and similarities between you and the other characters you played today. You can write about the other characters as if they were people you met during the day you wrote the diary entry. | |||
| 14 | Choose monologue piece, bring it to me for review | | |
| Journal: Today in class you chose your monologue piece. Why did you choose that piece? What advice did your group members give you? How can you make this monologue interesting, creative and entertaining? Remember it can be abstract. | |||
| 15 | IN ROLE – group rehearsal activities Symbol to represent self Mask to represent self | | |
| Journal: What skills did you need to use in order to work in a group? Where else in life will you need these skills? How can you improve these group work skills? | |||
| 16 | IN ROLE – group rehearsal activities Design costume, set, lighting Create timeline | | |
| Journal Question: What role have you taken on in regards to helping your classmates with their performances? In terms of your own performance, how can you improve it before the final? By tomorrow, have some ideas for tech. written down. | |||
| 17 | Rehearsal Activities – use this time to work on tech | | Performance space, other spaces |
| Journal: Why did you make the tech. Choices that you did? Is there anything that you would like to change? What is the desired effect of your technological choices in regards to mood, character, | |||
| 18 | Final rehearsal, QtoQ | Costumes, sets, lights, sound | ^^ |
| 19 | Final performances | Costumes, sets, lights, sound | Performance space |
| Journal: You have done a lot of work with who you are and learning about yourself. Look in to the near future and describe how your skills in drama can help you in your career/education/life. | |||
| 20 | Debrief, reflection discussion, in class written reflection | Writing materials | |
Pages numbers refer to “Structuring Drama Works” by Jonothan Neelands and Tony Goode
Final performance:
monologue of one of the journals, written pieces, test results, blog entries
Assessment and Evaluation Tools:
Online participation in group blog/open group.
Online creation of character blog àprinted and handed in at the halfway point and given feedback, handed in at the end and graded for detail and completion.
Final reflection of unit
Final performance
Help given to others will be noted and graded along the way.
