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Drama Production

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					Drama Production and Performance
Ling Liang Church M H Lau Secondary School Ms. Caroline Fung

The Drama Process
Drama is a process involving: • thinking, feeling, responding, talking, listening, role play, movement, writing and reading. • It is an on-going and extended effort to make a message clear (one practice or rehearsal can seldom achieve the best product).

Drama as a Process
 The actor needs time and opportunity to think about and create, (alone or with others), the sequence and actions of a performance.  The skills of cooperative decision making are involved at the beginning, during and after; when it is revised effectively.  Finally, the actors can have confidence to present to the intended audience with the expectation of a positive response.

Stages in the Drama Process
Experience Pre-acting or Problem Directing Product & Polishing Show Audience Response

Decision to create through drama. Growth of intention

Brainstorm Research Improvisin g Miming Casting

Practice Revising Rehearsing Recasting Fine-tuning

Appropriat e format presented to others

A response that is conveyed to the actor

Stage 1: Mastering the basics
• Stimulate students in the module and develop vocabulary building strategies. ( use of films and reader theatres to develop awareness to the basic element of the play) • Introduce the Comic and Tragic Triangle in the plot study • Practise the use of stress and intonation.

Part 2: Script Writing

• Teach students the different elements of a script. Transform a famous folk tale into script and introduce simple stage directions. • Practice writing a simple script. • Learn the assessment criteria of script writing.

Free download of scripts
• Whootie Owl’s Free Fairytale Play Scripts: www.storiestogrowby.com • English Teaching Plays: http://home13.inet.tele.dk/dramakaj /language.html • Lazy Bee Scripts: www.lazybeescripts.co.uk

Role-Play of a Short Scene
• Role Play a short scene in the group and reflect on one’s own performance. • Evaluate the group members’ performance using a set of criteria • Role-play feedback form

Questions before Role Playing
• • • • • • • Should you speak from memory or hold the script? How fast should you speak? How should you handle the stress and intonation? How can the voice be made clear and interesting? How can eye contact be used? How can facial expression be used? How can gesture be used?

Role-play Feedback Form
Area assessed Needs
Fluency Pronunciation Pace Intonation Stress Clarity and loudness of voice Eye contact Facial expression Gesture
improvement

Satisfactory Good

Comment

Writing Short Scenes
• To create short dramatic episodes based on a given situation. • To practice role-playing a short scene before the class. • To reflect on one’s own performance

Actor’s Experience
• To enrich actors’ experience, brainstorm with students the verbal and non verbal cues which showing emotions, feelings and motivation.
(tips: using video clips to identify different emotions, feelings or motivations with students)

Process Writing and Cooperative Learning Approach
• To identify purposes, roles and context for different scenes of a drama and rewrite the scene in order to effectively convey the emotions, feelings and motivations of the characters involved in the scene. • Act out the scene and evaluate the group performance of the scene using the Rehearsal and Performance Feedback.

To do list for writing a script and putting on a play
• • • • • • • • • • • • • • As a group Select a story Write a skeleton of the story Write the first draft of the script Give and get feedback on the script using the Script Feedback Form Rewrite the script as many times as it takes to get it right. Give everyone a speaking part in the play Role delegation Carry out rehearsals Give and get feedback on the rehearsals Carry out a dress rehearsal Give the performance Get feedback from your audience Evaluate your performance and what you have learned

Script Feedback Form
Areas Assessed Content Specific item Assessed Ideas are clear enough Dialogues used are necessary No dialogues should be added Organization Sequence of the events is logical Script is divided into acts/ scenes Comments

Transitions are smooth Vocabulary Appropriate diction are used by the narrator to set the scenes.
Choice of words is appropriate

Grammar
Stage Directions

Grammar is correct Spelling and punctuation are correct.
Stage Directions given are clear and logical

Overall Script Feedback
• What did you enjoy about the script? • What other areas could be improved on?

Stage 3 Performing a Play
• To understand and identify purpose, audience, roles and context for developing a script. • To practise completing a script by using appropriate linguistic, structural and rhetorical devices, a variety of structures and vocabulary and imaginative ideas. • To draft, revise and edit a script using a set of criteria both independently and collaboratively.

Casting and Rehearsal
• Discuss the roles and responsibility of the group members and assign each one a speaking part. • Each group create a portfolio of the drafts of their script culminating with the final drafts to be submitted to the teacher for assessment.

Performance and Evaluation
• Students learn to participate with others in planning, organizing and carrying a drama performance. • Students also learn to respond to the characters, events and issues in a drama text through putting oneself in the imaginary roles and situations in the story and participating in dramatic presentations. • Students evaluate their own and others’ rehearsal using a set of criteria.

Rehearsal and Performance Feedback Form
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Give feedback on own or others’ performances. Lines are memorised. Pace and Stress are correct Pronunciation is accurate Body movement Physical interactions are natural and appropriate. Good flow of actions between the actors Convey meaning and feeling through the correct use of intonation and stress Eye contact Facial expressions Props and Costumes Makeup

Drama is a reflective learning
• To improve acting skills, actors should reflect on their acting through peer decision making, revising, rehearsing and performing finally to an audience. • Brainstorming is an important venue to discuss the actual topic. Decide on things as charades, debate, poem or play. • Discuss the style include fairy tale, drama, comedy, fantasy and science fiction.

Difficulties encountered
• Time-constraints • Resources include enough space for rehearsals, financial set up include make up, props and costumes. • Sustain junior students’ interests as quality drama involve great effort and energy as well as commitment and devotion

Resolutions
Start planning early Seek professional support Keep things simple and basis Cultivate a positive and threat-free learning environment. • Tailor the tasks for learners’ ability • Teachers are also reflective learners • • • •


				
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