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Silent Movies

Year 8 Au1
by

Rachel Smith

on 2 September 2014

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Transcript of Silent Movies

Silent Movies
Lesson One
WHAT are we Learning?
the basic conventions of silent movies and how to use mime as an effective drama technique
By completing basic mime work
By using body language effectively
By using facial expression effectively
HOW will you show you are Learning?
To develop mime skills
To develop exaggerated actions
To begin to explore subtext
WHY are you Learning?
SCALE OF EXAGGERATION
Learn the Skill:
Q) Why is it important to use big actions?
Use Facial Expressions to show how you feel in the situation

Use Body Language to show the weight of the objects
Apply the Skill:
Perform back your scenes

Consider the scale of Exaggeration and the importance of using over exaggerated actions
DEMONSTRATE the Skill:
EVALUATE the Skill:
Was there any humour?
What was effective and why?
Lesson Two
WHAT are we Learning?
How to show a Comic Effect
HOW will you show you are Learning?
By exploring creating a comic effect
By using exaggerated gesture to show a comic effect
By using controlled physical gesture
WHY are you Learning?
To learn how to create a comic effect
To develop exaggeration skills
To understand the use of controlled physical gesture
Lesson Three
WHAT are we Learning?
The importance of using music to create effect in Silent Movies
HOW will you show you are Learning?
By taking part in creating a performance based on a piece of music
By connecting gestures to suit the music
By using physically controlled gestures and facial expression to portray emotion suited to the music
WHY are you Learning?
To explore using music in performance
To explore connecting gesture to suit the music
To understand how to portray emotion with gesture and facial expression
Lesson Four
WHAT are we Learning?
To create a silent performance from a stimulus
HOW will you show you are Learning?
By re-enacting the story given
By creating characters that reflect those in the story
By developing the story further using their own ideas
WHY are you Learning?
To learn to use a stimulus
To learn to create characters taken from a stimulus
To explore their imaginations to extend a story further
Lesson Five
WHAT are we Learning?
The Assessment Criteria for this Module
HOW will you show you are Learning?
By applying all of the skills from Level 3 and some of Level 4 from the criteria to your performance
By applying all of the skills from Level 4 and some of the skills from Level 5 of the criteria to your performance
By applying all of skills from Level 5 and some of the skills from Level 6 of the criteria to your performance
WHY are you Learning?
To be able to apply some of the skills for final performance
To be able to extend performance level further
To be able to use physical gesture and facial expression to portray characters with specific emotions
Assessment Criteria

To gain a Level 4 Students will: Have a controlled use of physical gesture for most of the performance showing a clear character.
To gain a Level 5 Students will: Be able to create a believable character, using the different physical gestures effectively. They will be able to communicate tension and emotion appropriately.
To gain a Level 6 Students will: Show characterisation that has depth and subtlety. They will show a good command of all physical gestures.
Lesson Six
WHAT are we Learning?
Performing to an Audience
HOW will you show you are Learning?
By performing showing basic melodramatic skills (Level 4)
By performing with confidence staying in character for the majority of the performance (Level 5)
•By performing with excellent skill, showing a clear character different from themselves, staying in role at all times (Level 6)
WHY are you Learning?
To be able to demonstrate how you apply some of the skills for final performance
To be able to demonstrate how you can extend your performance level further
To be able to demonstrate how to use physical gesture and facial expression to portray characters with specific emotions
Lesson Seven
WHAT are we Learning?
How to respond to a performance
HOW will you show you are Learning?
By evaluating your partner’s performance, demonstrating an understanding of the module.
By successfully evaluating your partner’s performance justifying your answers with appropriate examples demonstrating your understanding of the module.
By successfully evaluate your partner’s performance with confidence justifying your answers with appropriate examples, demonstrating your understanding of the module.
WHY are you Learning?
To be able to respond to a performance
To be able to respond to a performance giving good justifications
To be able to respond both HOW and WHY a performance was good also including improvements
Assessment Criteria
To gain a Level 4 Students will: Make reference to the use of gesture and its effectiveness
To gain a Level 5 Students will: Make detailed reference to the use of physical gesture, giving some examples using the drama specific vocabulary learnt during the unit
T o gain a Level 6 Students will: Give detailed references to specific examples of the use of physical gesture, how and why it was effective and what can be done to improve it.
Learn the Skill:
Stock Characters-
Tramp
Policeman
Bully
Hero
How to make these characters funny:
Characters do normal things in a funny way
Act in a way that is unexpected of their character
Exaggerated emotions
Over-reaction and Under-reaction
Shock of Violence rather than pain
Apply the Skill:
In pairs show a fight scene using 3 still images (Beginning, middle, end)
Apply the Skill:
In fours create a chase sequence using 3 still images
Now link it with movement between each still image
Demonstrate the Skill:

Perform back
Evaluate the Skill:

Who is being chased?
What characters are there?
How do we know?
Learn the Skill:
Music evokes feelings within
Playing music and completing actions can create certain emotions and tensions towards an audience
Apply the Skill:
In your groups, choose a piece of the music we listened to, and create a performance which reflects the emotions it portrays.
Demonstrate the Skill:
Perform back
Evaluate the Skill:

Which group used the skill best?
Learn the Skill:

Stimulus
The Poor Wretch

It’s snowing, it’s very cold – the Poor-Wretch family are shivering. The house you live in is letting in the wind.

You are starving, you haven’t eaten for days. You decide to check the cupboards one last time for something to eat but they are all empty!!

Mr. Poor-Wretch has an idea – looking down at your feet you remove your old boot. Smell the leather aaaahhhh!
Show the family what to do and they follow. You take out the laces as they will do for afters.
You find an old pan and take it to the sink to fill it with water but alas the taps are all frozen.

The family hobble outside into the snow and collect some in the pan. You come back inside shivering all the time.

You find your last match- light it carefully – light your candle and then hold the pan over the candle. Slowly the snow starts to melt and steam rises, you feel better already.
Take your boot and put it in the pan – stir it around – oh what a lovely smell!!

Suddenly you hear a knock at the door. You ignore it but it comes again.
You go to the door – you open it – there stands the evil landlord with his more than evil sidekick.

They burst into the room searching for the rent, but they find nothing.
They chase Mr. Poor-Wretch out of the house and the family plead for mercy.
There is a fight but the evil landlord and much more evil side-kick win and march you down the hill. At the bottom of the hill they tie you to the train track to wait for certain death!
Apply the Skill:
In groups, recreate the story
Apply the Skill:

Now add on your own ending
Demonstrate the Skill:

Show back your end of the story
Evaluate the Skill:

How have they explored the Skill?
Interesting entrance and exit
Rule of 3
Clear characters
Exaggerated gesture, movement and facial expressions
Mime of a prop


Task:

In groups of 2 and 3 you must create a scene that includes:

Year 7 Slapstick
Lesson Four Learning Objective:

You will create their own piece of slapstick and rehearse for assessment next week

Class:
Date:

Rehearse your scene from last week focusing on the mimed objects.
You were two clumsy painter and decorators, with a ladder, a bucket of paste and a tool box

Task 2

Charlie Chaplin walk
http://www.youtube.com/watch?v=Svih10EdWe4&safe=active

Charlie Chaplin in the Lion’s cage
http://www.youtube.com/watch?v=79i84xYelZI

Year 7 Slapstick
Lesson Three Learning Objective:

You will find interesting ways of entering and exiting the stage space


Class:
Date:

Watch the clip
http://www.youtube.com/watch?v=VXKeVkD1S98&feature=related


What is the man doing? Why do we think this?

Task 1

“drama is about make believe, we make the audience believe there is something there when they can see that there isn’t”

Watch another pair perform and evaluate today’s performance in your workbook.

Plenary

In pairs, create a Laurel and Hardy type scene; two painters and decorators, one hard working, one lazy, there is a step ladder, a bucket of paste, and a tool box, what chaotic things could happen? How will you show the characters and relationship between them?

Task 3

Watch the clip on Lauren and Hardy and answer questions in your workbook

Task 2

You are going to learn a set sequence and perform it in two halves.

Plenary

Watch the other half of the class, who met the assessment criteria the best?


Task 3

Watch the clip:

Were you right?

What kind of character is he?

Task 2


What is Slapstick?

What sorts of things might you see in a slapstick performance?

Slapstick

Timed write;

You have 5 minutes to fill the blank page with everything you can remember from this unit, they can be key words, phrases, props, costume, people, or anything associated with Slapstick.

Plenary

Task 1: Write a self evaluation, what did you do in your piece? How well have you met the assessment criteria?

Task 2: Assess the other groups as you watch their performances.

In your workbook…..

Year 7 Slapstick
Lesson Six Learning Objective:

You will evaluate their work and the work of their peers


Class:
Date:

Share your work so far with another group and give them one target to work on. As a class, decide on three possible targets to choose from.

Plenary


Year 7 Slapstick
Learning Objectives:
By the end of this lesson I will…..
…….know how to effectively use mime.
……be able to apply this to my double act

Class: 7B
Date: 25th Sept

Recap the Charlie Chaplin sequence from last week, what were the assessment criteria?

Task 1

Year 7 Slapstick
Lesson Two Learning Objective:





You will be able to create a ‘comedy double act’

Class:
Date:

Open your work book and annotate the picture of Charlie Chaplin.
Write down everything you see and what this tells us about him.

Task 1


Year 7 Slapstick

Lesson One Learning Objectives:
You will know who Charlie Chaplin was and;
You will be able to perform a set sequence

Class:
Date:

You will rehearse and perform work for assessment

Year 7 Slapstick
Lesson Five Learning Objective:



Class:
Date:

Miss Yates

BDA Drama Department

Year 7 Slapstick

Facial expressions. What is your reaction to it?

What shape is it?

Weight. How heavy is it?

What makes a good mime?

A Pane of Glass

A ladder

Strong man weights

A suitcase

Bucket

Some ideas
Full transcript