Today in class:
Journal topic #7: Remix (chica-chica)
I asked you to take one line from each of you last 6 and put them together for journal 7. Additionally, I asked you to draw a symbolic representation of each of the lines underneath the entry. Please remember- you need a dedicated journal. I will collect these after 10 on Wednesday. Please make sure that you make up any that you may be missing by that point.
We then acted out act 2. Each group gave their 15 blocking notes to a different group and we all had a chance to try and incorporate an outside stage direction into your scene.
No weekend HW. You are reminded: If we work hard M-Thursday, no HW over weekends. Thanks for all of your early effort in class. Keep it up!
Friday, February 5, 2010
World of Shakespeare:
Today in class:
We reviewed the activity missed by our junior members yesterday during the assembly.
Today we focused on stress and inflection. I asked you to think of Juliet's scene where she is 1st told of her marriage to Paris. I suggested that they could be read in my differing ways: Sarcasm, defiance, submission, or anger. This is all done with how the words are said and the change in sound.
I then asked you to break into groups and I gave you all different scenarios. While we all had the same words, the meaning changed drastically when we changed the inflection and added stress.
I am posting a few examples- I hope the video is working for everyone.
Last, we did the sonnet toss assignment. Each person had to use their voice to "throw" their lines to another person in class. Based on how it was thrown, you were asked to react accordingly. I tried to also use this as an example on how often the person on stage without lines can often save a scene. This will be especially true as we approach The 12th Night next week and look at comedy and comic timing.
Good luck to Show Choir this weekend. Beat SH. :-)
We reviewed the activity missed by our junior members yesterday during the assembly.
Today we focused on stress and inflection. I asked you to think of Juliet's scene where she is 1st told of her marriage to Paris. I suggested that they could be read in my differing ways: Sarcasm, defiance, submission, or anger. This is all done with how the words are said and the change in sound.
I then asked you to break into groups and I gave you all different scenarios. While we all had the same words, the meaning changed drastically when we changed the inflection and added stress.
I am posting a few examples- I hope the video is working for everyone.
Last, we did the sonnet toss assignment. Each person had to use their voice to "throw" their lines to another person in class. Based on how it was thrown, you were asked to react accordingly. I tried to also use this as an example on how often the person on stage without lines can often save a scene. This will be especially true as we approach The 12th Night next week and look at comedy and comic timing.
Good luck to Show Choir this weekend. Beat SH. :-)
Thursday, February 4, 2010
Soph Lit:
Journal Topic #6:
"It is easier to pull down than to build up." Latin Proverb
We discussed stage direction, and how it is used in the play. Miller had a clear vision of his stage work, and went to great lengths to describe how they should be performed.
I broke you down into 6 groups and asked you to assign parts for pgs 37-44 in Act 2. Each group examined the stage direction and how it is used.
I asked you to add 15 additional stage directions in the play: movement, sounds, non-verbal actions, reactions, and specific directions on how lines should be read.
I collected HW from Wed.
"It is easier to pull down than to build up." Latin Proverb
We discussed stage direction, and how it is used in the play. Miller had a clear vision of his stage work, and went to great lengths to describe how they should be performed.
I broke you down into 6 groups and asked you to assign parts for pgs 37-44 in Act 2. Each group examined the stage direction and how it is used.
I asked you to add 15 additional stage directions in the play: movement, sounds, non-verbal actions, reactions, and specific directions on how lines should be read.
I collected HW from Wed.
World of Shakespeare:
Today in class:
We finished the last 5 minutes of Shakespeare in Heart and had a brief discussion on what it added to your understanding of the times.
I passed back your "Day in the Life" writing prompts. I asked you to become the character that you created, and we worked them into 5 scenes.
Sonnet toss: We defined inflection and stress. We tossed our lines across the room for another to catch.
HW: 1/2 page on what the line that you picked means to YOU.
We finished the last 5 minutes of Shakespeare in Heart and had a brief discussion on what it added to your understanding of the times.
I passed back your "Day in the Life" writing prompts. I asked you to become the character that you created, and we worked them into 5 scenes.
Sonnet toss: We defined inflection and stress. We tossed our lines across the room for another to catch.
HW: 1/2 page on what the line that you picked means to YOU.
Wednesday, February 3, 2010
Quote
Curiosity is one of the permanent and certain characteristics of a
vigorous mind.
by Samuel Johnson
vigorous mind.
by Samuel Johnson
Quote
Education: that which reveals to the wise, and conceals from the
stupid, the vast limits of their knowledge.
by Mark Twain
stupid, the vast limits of their knowledge.
by Mark Twain
Soph Lit:
Journal Topic #5:
"Find out what you like doing best and then get someone to pay you for doing it."
K. Whitehorn
We finished/went over your modern day casting list. Yesterday, I gave you an unlimited budget and asked you to cast all of the characters in Act 1. For each character, please list 3 traits/roles that they have that would be well suited for the part.
We read the 1st part of act 2 and discussed the role of the intermission in a play and how Miller used it.
Writing prompt: Please pick 3 events in the play that are "open problems" at the end of Act 1 and describe how you think they may be resolved in Acts 2 and 3 of the play.
One pg (H)
1/2 pg (S, CP)
"Find out what you like doing best and then get someone to pay you for doing it."
K. Whitehorn
We finished/went over your modern day casting list. Yesterday, I gave you an unlimited budget and asked you to cast all of the characters in Act 1. For each character, please list 3 traits/roles that they have that would be well suited for the part.
We read the 1st part of act 2 and discussed the role of the intermission in a play and how Miller used it.
Writing prompt: Please pick 3 events in the play that are "open problems" at the end of Act 1 and describe how you think they may be resolved in Acts 2 and 3 of the play.
One pg (H)
1/2 pg (S, CP)
World of Shakespeare:
Today we finished Shakespeare in Love. After the movie, we examined what life was like during this time.
I passed back your day in the life writing prompt. This character that you have become will next be worked into a small group scene- so make sure that you brush up on the details of your character.
I passed back your day in the life writing prompt. This character that you have become will next be worked into a small group scene- so make sure that you brush up on the details of your character.
Tuesday, February 2, 2010
Soph Lit:
Today in class:
We went over the questions on Act 1.
Journal topic #4: "They may forget what you said, but they will never forget how you made them feel." Carl Buechner
Reminder: I will be collecting and grading your journals for every 10 entries. Please make sure that you keep up-to-date.
We began Act 2 in class.
At the end of class I gave you the following writing prompt:
Where do you think the play will go from here? Please think of at least 3 loose ends and attempt to resolve them.
We went over the questions on Act 1.
Journal topic #4: "They may forget what you said, but they will never forget how you made them feel." Carl Buechner
Reminder: I will be collecting and grading your journals for every 10 entries. Please make sure that you keep up-to-date.
We began Act 2 in class.
At the end of class I gave you the following writing prompt:
Where do you think the play will go from here? Please think of at least 3 loose ends and attempt to resolve them.
World of Shakespeare:
Today in class:
We discussed the placement of you "sticky sonnets." We reviewed Ch 4 in Shakespeare Alive!!!! and had a quick quiz on your reading.
We talked briefly about the role of women in the theater.
We began watching the film Shakespeare in Love. Please look for some of the finer details that we have been discussing. The movie does a great job giving you a visual of what life was possibly like for a young writer in 1599.
HW: Please learn your fav sonnet line and have it ready.
We discussed the placement of you "sticky sonnets." We reviewed Ch 4 in Shakespeare Alive!!!! and had a quick quiz on your reading.
We talked briefly about the role of women in the theater.
We began watching the film Shakespeare in Love. Please look for some of the finer details that we have been discussing. The movie does a great job giving you a visual of what life was possibly like for a young writer in 1599.
HW: Please learn your fav sonnet line and have it ready.
Monday, February 1, 2010
NYTimes: Teenagers Speak Up on Salinger
From The New York Times:
Teenagers Speak Up on Salinger
Teenage readers share their thoughts about Holden Caulfield.
Get The New York Times on your iPhone for free by visiting http://itunes.com/apps/nytimes
Sent from my iPhone
Soph Lit:
Today in class:
I checked your journals
Journal #3 What is the American Dream? How has it changed in the last 50 years?
We had a debate on if life is better today vs. 1950's.
Brief historical context of the play.
We broke into small groups and acted act 1 (pgs 25-35.)
Quick 5 question quiz on act 1.
No HW tonight.
I checked your journals
Journal #3 What is the American Dream? How has it changed in the last 50 years?
We had a debate on if life is better today vs. 1950's.
Brief historical context of the play.
We broke into small groups and acted act 1 (pgs 25-35.)
Quick 5 question quiz on act 1.
No HW tonight.
World of Shakespeare:
Today in class we shared a sonnet from WS. I asked you to take your fav. line and broke you into groups to remix your line into a poem. Row 1 had the best:
Love in the Shadows of Heat (a sonnet mash up)
The spirit of love with a perpetual dullness.
Love is a babe, then might I not say so,
The one doth shadow of your beauty show,
If eyes corrupt by over partial looks.
Which from loves fire took heat perpetual.
Of course, this is not a sonnet. We went onto define a sonnet and took notes on the origin of theatre.
HW: Tonight, please read CH 5 in Shakespeare ALIVE!!!!!! You will read about the virgin queen, Queen Elizabeth. If it was not for her support of theatre, the world would have undoubtedly morphed into a much less entertaining place. Please be ready to talk about her rule and impact on theater.
Love in the Shadows of Heat (a sonnet mash up)
The spirit of love with a perpetual dullness.
Love is a babe, then might I not say so,
The one doth shadow of your beauty show,
If eyes corrupt by over partial looks.
Which from loves fire took heat perpetual.
Of course, this is not a sonnet. We went onto define a sonnet and took notes on the origin of theatre.
HW: Tonight, please read CH 5 in Shakespeare ALIVE!!!!!! You will read about the virgin queen, Queen Elizabeth. If it was not for her support of theatre, the world would have undoubtedly morphed into a much less entertaining place. Please be ready to talk about her rule and impact on theater.
Sunday, January 31, 2010
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