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Drama? Drama.

Transcript: Staging of drama changed with the designs, formats, scripts, acting, and most of the clothing changed in different aged times. plot- the sequence of events in a story, person against person, person against nature, a protagonist and an antagonist character-the author giving you a direct presentation of who the characters are, indirect presentation where the author gives you clues about the characters, the author giving you the character types by the characters traits theme- the central insight to the story point of view- it could be omniscient where the author tells you the story in third person, it could be limited omniscient where the author associates with a major or minor character, it could be told in first person where something big happens to the main character, another is objective or dramatic where its in the present and displays authorial objectivity symbol- something that means more than what it is irony- a term with a range of meanings, all of them involving some sort of discrepancy or incongruity. It should not be confused with sarcasm which is simply language designed to cause pain TV shows are one type of drama that is popular now but Broadway is another type of popular drama. The Lion King, Wicked, Aladdin, The Phantom of the Opera, and Matilda are currently popular Broadway shows. Elements of Drama History Drama #2 People go many places to see drama such as Broadway and movie theaters. The different types of staging are Greek Classicism, Middle Ages, Renaissance England, Restoration Period, and modern times. "Broadway Musicals." Broadway Tickets. N.p., n.d. Web. 09 Feb. 2015. IMDb., n.d. Web. 09 Feb. 2015. Stage Directions. Digital image. About Education. N.p., n.d. Web. 9 Feb. 2015. "Drama Types of Stages." Drama Types of Stages. N.p., n.d. Web. 09 Feb. 2015. "PAL: Appendix H - Elements of Drama - A Brief Introduction." PAL: Appendix H - Elements of Drama - A Brief Introduction. N.p., n.d. Web. 08 Feb. 2015. Stage Directions Where was it most popular? Drama was most popular in the middle ages and in Greece, and Rome. What did Shakespeare contribute to drama? Shakespeare was a creator of the English language and had a influential words to express. Some popular drama shows are The Walking Dead, American Horror Story, Pretty Little Liars, and Castle. ~ Janelle Bier - Elements of Drama, Staging ~ Carly White - Drama in Pop Culture, Staging ~ Kailee Shotto - History of Drama, Staging History of Drama Bibliography Elements of Drama #3 Drama? Drama. melodrama- arouses pity and fear through cruder means. Good and evil are clearly depicted in white and black motifs farce- aimed at arousing explosive laughter using crude means. Conflicts are violent, practical jokes are common, and the wit is coarse. Psychologically farce may boost the reader's spirit and purge hostility and aggression Where did drama begin? Drama began through the Greeks and they embraced theater and drama action. What did it look like? Chorus Greek men sang during the drama scenes. Creators: Seeing Drama What are different types of staging? There are many stage directions that people have to learn where to go while on the stage. Right, right center, up center, center, down center, left center, and left are the stage directions that anybody who does stuff on stage must learn. Elements of Drama #2 How was the staging of drama changed through time? Drama Popular Now Popular Drama Shows irony- a term with a range of meanings, all of them involving some sort of discrepancy or incongruity. It should not be confused with sarcasm which is simply language designed to cause pain tragedy- A tragedy is the imitation in dramatic form of an action that is serious and complete, with incidents arousing pity and fear wherewith it effects a catharsis of such emotions comedy- Laughter expresses recognition of some absurdity in human behavior; smile expresses pleasure in one's company or good fortune. The essential difference between tragedy and comedy is in the depiction of human nature: tragedy shows greatness in human nature and human freedom whereas comedy shows human weakness and human limitation. The norms of comedy are primarily social; the protagonist is always in a group or emphasizes commonness

Drama, Drama, Drama!

Transcript: 4. Vocal: Little Green Frog. Ashputtel PLACE - (specifically where the scene takes place, and the character's "location" in the world) SENSORY ELEMENTS - (heat, cold, any tactile sense, sight, hearing, physicalities, and handicaps) RELATIONSHIPS - (with other characters and with all of the "givens" in the scene) TIME PERIOD - (the past, present or the future) TIME OF DAY - (the morning, afternoon, evening...or anything inbetween) Task 3: Have them use these freeze frames to create a piece of theatre that relies on narration to tell the story. Task 4: Ask the narrator to retell the story, using characterisation, elements of physical theatre, some mime and levels to show this piece. Walking around the space: spaced out as possible, as close as possible. Warm-Up. Task 1: Place yourself back into groups from last lesson and familiarise yourself with your work on "Reign". Who am I? What is my purpose on the stage? Where am I? What is my relationship with other characters? What is my motivation? What do I want? Working in a group. Demonstrate your understanding by performing the scripts with different circumstances: EX: A's father has died; C lied to A about her exam marks, B has recently been terminally ill. Year 7, Term 1 and 2 (September - December) 1. Walk around the space in neutral. Play Tableau/freeze frames. Working in groups to complete small tasks given by the teacher. Lesson 5: Performing & Evaluation. Lesson 3: 3. Physical: Walk, stop, jump, clap exercise. Explaining FOCUS: using different spaces on stage to create focal points Present these to the class & reflect. The theme of your work should surround the idea of REIGN. The performance is no more than 1 minute. Task 3: While improvising with your group, start by incorporating the use of focus, levels and physical theatre. Min. dialogue for the final product is expected. 1. With these scripts, individually create an understanding of your character by asking: O: working collectively and effectively as a group. Use 5 minutes to warm up: Walking with pace from 1-10, close to further apart; creating triangles. Task 2: Use tableau work to create 3-5 freeze frames. O: to use physically theatre and characterisation to build a scene in the story of Ashputtel. Warming up: "Zoom" and moving into "Creating the Object". Task 1: Place students in groups and allocate them a Director for a short piece of theatre. Criteria: Free-flowing; physical theatre, levels/use of staging to create focus; dialogue for effect. O: changing motives of a script to create different scenes. O: understanding a character and the purpose of their actions. To finish, sitting down: what was difficult about Space Jump, what did we learn throughout the last few lessons. Main Task Today's lesson stays with the theme of "Reign". Task 4: Create the magic of the scene in which Ashputtel asks the Mother Spirit for fine attire for the ball. Drama, Drama, Drama! CS – Centre stage; US – Upper Stage; DS – Down Stage; SR/SL – Left and Right 3. Present some of these pieces and discuss/critique them as a class: strengths and weaknesses. Grimm's Fairy Tales. Working with Scripts 1. The ball game. - Establish a pattern of throwing a ball between everyone in the class. Task 1: physicalicity/exaggerative movement exercises. Task 2: Rehearse your piece, making sure it incorporates limited dialogue, levels/focal points, soundscape (if necessary) and physical theatre. Discuss with teacher, if you need music. Task 3: Present and listen to feedback given. Task 4: Use this feedback to strengthen your piece of work. O: building on collaboration and play-building exercises, through improvisation. 1. Warming Up - neutral space walking, 1-10 speeds and use of commands. 2. You are given a script that you need to develop characters from. In groups of 3, create the script with your gut instinct/thought and feeling of these characters. 4. Change the motive of the script in some way (A likes C, rather than what seems the opposite. 4. Present your changes Task 2: Please group up in your groups from last lesson OR groups put in from your work. Improvising, to build. What is the importance of vocal and physical warm-ups? 3. Game: Caught Up! Splitting into two groups. Create shoulder to shoulder circles next to each and put your hands out in front. With each hand, grab another from across the circle. Communicate and untangle to create an undamaged circle. Task 5: Present the work to the class. O: learning to warm-up, knowing each other & understand the importance of working together. Given Circumstances & Motivation Marking criteria: are they using focal points, clearly seen by the audience? Are they using space on stage to create these? Are they using their bodies to create effect on stage? Warming up: Essence Machine. Ask students to build a machine/idea that the teacher gives you (ex: a self-service checkout) O: recognising the challenges within Little Red and working together to put together theatre for effect. 2. Name

Drama, Drama, Drama

Transcript: Drama, Drama, Drama Dram (Greek) = Action Tools of Drama Dialogue and Action The audience cannot read lines such as "clouds gathered in the distance." The only way to get information is to see/hear it. Purpose of Drama 1) Examine a change in character (often a reversal of fortune) Fortune bad --> good = comedy Fortune good --> bad = tragedy 2) Entertain the audience with drama/tension Parts of Plot Structure of Drama Act 1 1. Introduce Characters: - Protagonist (hero, main character) - Antagonist The antagonist can be an a. individual character (i.e. Shakespeare’s play “Othello” has perhaps one of the most famous villains, Iago. Iago openly admits to the audience his evil intentions and plans of manipulation. He has no motivation for these evil deeds other than the fact that he does not like Othello.) b. Set of circumstances/fate (i.e. Oedipus Rex, Oedipus is cursed by fate. He tries to escape, only to play into the eventual downfall. Because he was fated to end this way.) 2. problem/conflict is introduced Examples: Romeo and Juliet (tragedy): two teenagers from enemy territories fall in love Much Ado about Nothing (comedy): Beatrice and Benedick meet. There is sexual tension. They fight. Act 2 The plot evolves in ways the characters have not predicted. Damage occurs to people/relationships. (This is usually the most depressing part of the play.) R & J: the characters get married and develop an elaborate plan to reunite with one another MAAN: Beatrice and Benedick fight more. Perhaps they will part ways forever? Act III All the major elements of the play are addressed and resolved here. "If there is a gun in the first act, it must go off in the third act." - Anton Chekhov Sometimes the resolution is positive [comedy]. Sometimes it is negative [tragedy]. R & J: the plan goes wrong. Both characters die. Everyone is sad. Forever. MAAN: Beatrice and Benedick realize that the emotion they thought was hatred is actually love. They get married. Other people get married, too. They have a party. History of Drama Greek culture developed drama as - art form - communal activity Social aspects: Gathers community together to have a group experience that they can discuss later, strengthening social bonds. Also provides a purpose for other social gatherings. Psychological aspect: - Individual happiness magnified (audience leaves happy) - Sadness magnified, then released (audience leaves feeling cleansed). Catharsis N. = healing release of emotions, especially negative/sad emotions. (adj. cathartic) 12. Why does Tapesh feel obligated to his mother? What is preventing him from obliging her? (Why would convincing himself of this make his life more bearable)? Question 11: The Pizza Boy says, “I hate my mother; she was fine when I was a kid, but she hasn’t changed and I have.” What significance does this line have in the story? This is one of the intersections that author wants to imply the audience about how both characters change their minds invisibly. Also, it can be treated as a premise of the ending of the play. How Darshini finally realizes the gap between her and Tapesh. The reason that why she decides to break up with Tapesh is that she has changed while Tapesh steps in the origin. Question 13: Do you think Darshini really did lie about the baby? Or do you think she is lying about lying about the baby (meaning she is pregnant, but lied to Tapesh, telling him she was not)? Why do you think this? Darshini is not pregnant. Because she is a selfish women because when she first hears Tapesh is breaking up with him, she loves him a lot and decides to try her best to save him. Her boyfriend insists so much on breaking up, so she thinks pretending to be pregnant is the only and best way to save him. $1.25 Tapesh doesn't really love the hill. Because he has gone mad and not reasonable. And compare with the crazy woman, the hill is more lovely and innocent. Q9 What causes Darshini to fall out of love with Tapesh? Monday, March 23, 2015 Q14 Do you think Tapesh really loves the hill? Or do you think he has convinced himself that he does? Leila, Maldini, Max 1. Homeland, root 2.The willingness of parents, and out-dated ideas 3. Ideal lover 4. His love to mother Q5. Darshini tells Tapesh, “I don’t believe your mother. I think she made that story up to keep you for herself.” What do you think? Is his mother lying? How would this affect the story? We think his mother is not lying. After all, his mother killed his father, so she feels guilty. Because of her guilt, she had that nightmare about the curse. Her mother's desicion will break up two lovers. Q6. How does Tapesh respond to Darshini’s claim that his mother is just trying to keep him for herself? What does this suggest about Tapesh and his relationship to his mother? To Darshini? Tapesh told to Darshini that he is willing to back home. His mother's nightmare is just one reason. When Darshini doubt his mother, he put the blame on himself for protecting his mother. That means he

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