THE PERFORMING ARTS EXTRA CURRICULAR PROGRAM BY JUSTIN McLAUGHLIN

PERFORMING ARTS EXTRA CURRICULAR PROGRAM

This Performing Arts Program believes that the performing arts are essential because it promotes self-esteem, self-confidence and self-awareness, and self acceptance. The performing arts allow for creative expression and the practice of collaboration.

The relevance of other academic disciplines becomes evident through the countless applications in performance for math, science, literature and history. Arts education develops an aesthetic sense and defines cultural literacy.

The skills the Performing Arts students will learn? How those skills will relate to the Colegio Menor Classroom and Life.

Aim:

1. This course aims to help ESL students improve their communication skills in English, through the use of role-play, script-writing, and improvisation.

Goals:

1. Language Skills: Students will listen and read for details, and improve comprehensibility in speaking and writing, for the purpose of communicating to an audience in English.

Objectives:

Students will be able to:

1. read drama scripts in English

2. understand main ideas and details in different kinds of dramatic scripts

3. improve listening comprehension of different types of spoken texts – for main ideas, details and speakers’ attitudes and emotions

4. speak on a given topic for an extended period of time in an improvisation

5. speak clearly enough (pronunciation, stress, intonation) to be understood by classmates and audience

6. write dramatic scripts for different purposes and audiences

7. formulate, express and defend individual ideas and opinions in an improvisation

8. develop and use language learning strategies for all language skills

Students will learn how to think critically in order to successfully participate in dramatic impromptu improvisations.

a. Students will be able to

i. acquire thinking skills to make critical and rational judgments

ii. interpret input and understand inferences in a dramatic script or improvisation

Affective Factors:

Students will learn how to manage affective factors that can inhibit or enhance their English language proficiency

a. Students will be able to

i. cope effectively and efficiently with change, extended speaking tasks, and unplanned, impromptu speaking

ii. develop positive attitudes toward constructive ideas and values that are transmitted and dramatized in oral and/or written forms

iii. develop confidence in their ability to speak English spontaneously

4. Performance: Students will learn how to perform in English

a. Students will be able to perform in front of an audience in a complex culminating task

b. Students will be able to manipulate body movements and facial expressions to convey appropriate emotion and meaning in dramatizations

5. Communicative: Students will develop communicative skills in English

a. Students will be able to

i. formulate, express and defend individual ideas and opinions when working on dramatic productions

ii. speak and perform on a given topic for an extended period of time

iii. participate in pair and group dramatizations on a variety of topics

iv. acquire good speaking and listening habits to understand, enjoy, and appreciate dramatic texts

v. understand extended input (from reading and listening to dramatic scripts) and respond (in speaking) appropriately

vi. communicate (through speech and writing) effectively, in both imaginary and everyday situations, to meet the demands of society

vii. develop the ability to express themselves imaginatively and creatively

Critical Thinking Skills:

Students will learn how to think critically in order to successfully participate in dramatic impromptu improvisations.

a. Students will be able to

i. acquire thinking skills to make critical and rational judgments

ii. interpret input and understand inferences in a dramatic script or improvisation

Affective Factors:

Students will learn how to manage affective factors that can inhibit or enhance their English language proficiency.

a. Students will be able to

i. cope effectively and efficiently with change, extended speaking tasks, and unplanned, impromptu speaking

ii. develop positive attitudes toward constructive ideas and values that are transmitted and dramatized in oral and/or written forms

iii. develop confidence in their ability to speak English spontaneously

Performance:

Students will learn how to perform in English

a. Students will be able to perform in front of an audience in a complex culminating task

b. Students will be able to manipulate body movements and facial expressions to convey appropriate emotion and meaning in dramatizations

Communicative:

Students will develop communicative skills in English

a. Students will be able to

i. formulate, express and defend individual ideas and opinions when working on dramatic productions

ii. speak and perform on a given topic for an extended period of time

iii. participate in pair and group dramatizations on a variety of topics

iv. acquire good speaking and listening habits to understand, enjoy, and appreciate dramatic texts

v. understand extended input (from reading and listening to dramatic scripts) and respond (in speaking) appropriately

vi. communicate (through speech and writing) effectively, in both imaginary and everyday situations, to meet the demands of society

vii. develop the ability to express themselves imaginatively and creatively

ACT 1 - DRAMA/ENSEMBLE BUILDING/ IMPROVISATIONAL GAMES

- The first chapter in this program will be Theatre games based on 3 acting techniques. The first set of games will be like an informal introduction to performing.

- The second set are based on Ensemble building. Learning to work together, trust each other, as one unit.

- The third set are based on Improvisation (thinking and reacting on the fly).

- These activities are designed to help students release the fear of looking silly in front of their peers, and focus on the fun, freedom and self awareness, and self acceptance these games will provide.

FEATURED GAMES AND ACTIVITIES

SPLAT! - This is a fun filled theatre game that provides an excellent high energy to start the class. https://youtu.be/7ZEJBiUKA-U

FROGS IN THE POND - This is a fun and exciting game based on listening, and reaction. https://youtu.be/N34UNb6q9uA

THE CHARACTER BUS - This drama game encourages drama students to play strong characters, to listen to their fellow performers and to share energy in performance. https://youtu.be/eDeDKCRxlA0

The Energy Circle. This drama game encourages drama students to release and share energy. https://youtu.be/5q-dVH3Tzho

WALKING IT. - https://youtu.be/3L19DCM9JTE

Hands Of Power. https://youtu.be/EG7t7BABQOc

Alan Sells Apples In Albania. -. https://youtu.be/GZUggAjiijU

Ships and Sailors - https://youtu.be/LygRCH49QTk

Pass the noise - https://youtu.be/VjSlwttQ9KQ

Ensemble building games

- WALKING IT. - . https://youtu.be/3L19DCM9JTE

- Pipeline - https://www.youtube.com/watch?v=5ZcIquSYwbc&index=3&list=PL6E1400821D398CA4

- THE HUMAN KNOT - https://youtu.be/KahMCA0bR7s

- Snakes - https://youtu.be/93yqu-1Zb10

IMPROVISATIONAL GAMES

- One Word Story -https://youtu.be/Ti0u0O9JG44

- The Freeze Game - https://youtu.be/WBe-znDZFAc

- The "Ding" Game - https://youtu.be/ykHsKAlNiJk

-The Quote Game - https://youtu.be/KGlRx0jbheg

- Scenes from a Hat - https://youtu.be/XObQhp_OnF4

AND Many more Theatre based games to strengthen the craft as a performing artist.

ACT II

MONOLOGUE READING

In this section, students will learn how to read a script with direction.

Each monologue will have different themes with different emotions, settings, characters, and themes.

As they are reading the monologues the teacher will point out the details of the script. (such as direction,emotion and settings. Students will learn the importance of these techniques as it pertains to the monologues. The teacher will refer back to the theatre games where these techniques were first introduced to ensure the students they have the ability to perform. Here are some of the techniques that will be focused on.

Facial expressions, body language based on different types of emotions.

Voice projection, pronunciation.

Stage direction and Movement

Pantomime / Spacial Awareness

Character Development

Here are some sample monologues the students will be performing

- http://www.tarameddaugh.com/a-waste-of-a-totally-good-jelly-bean-monologue

- http://www.tarameddaugh.com/forgiveness-and-defeat-at-a-pokemon-gym

- http://www.tarameddaugh.com/ipad-fury-monologue

http://freedrama.net/wishing.html

http://www.freedrama.net/notperfect.html

http://freedrama.net/nowitness.html

ACT III

PUTTING ON A SHOW

The Teacher will divide the class into Ensembles. Ensembles will be chosen by how the students worked with each other on the previous activities.

The teacher will then introduce to the ensembles the plays they will be performing for the end of the year show.

Ensembles will learn how to break down each script, from Settings, emotions, direction, stage awareness, character development, sense awareness, and will develop memory.

Each Ensemble will design and build their own stage sets, and costumes based on the scripts they are given.

They will learn to work as a team, to trust one another like a family, to respect each others talents and abilities. They will have the opportunity to learn from one another. Most important, they will have fun doing it.

Here is a sample of a full length show:

https://www.pioneerdrama.com/Script_Preview/CROOKEDHOU_0993_Script_Sample.pdf

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