1 / 33

Session Three

Session Three. Aims of Session 3. To revisit the elements of drama with particular emphasis on role and character. Video. Elements. tension. role and character. action. belief. time. place. theme. plot. significance. genre. Games. Yes and… Yes but…. Games. Move. Games.

rhea
Télécharger la présentation

Session Three

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Session Three

  2. Aims of Session 3 To revisit the elements of drama with particular emphasis on role and character

  3. Video

  4. Elements tension role and character action belief time place theme plot significance genre

  5. Games Yes and… Yes but…

  6. Games Move

  7. Games Add around

  8. Elements tension role and character action belief time place theme plot significance genre

  9. Role

  10. Bertie Aherne Séamus Heaney Brian O’Driscoll Mick O’Dwyer Mary McAleese Sonia O’ Sullivan Roy Keane Emily Bronte Character

  11. Stimulus: Image

  12. Preparing • Where?: Railway station • When?: Early morning – 7a.m. • What?: Action takes place after the picture. There is a bomb scare in the station

  13. Preparing • Who? • Security guard • Parent collecting son/daughter coming back from boarding school • Son/daughter • Business person

  14. Role and Character develop the ability to play in role as an integral part of the action use his/her emerging awareness of the differences in people in order to begin to develop an understanding of the relationship between role and character Exploring and making drama understand the relationship between role and character and develop the ability to hold on to either role or character for as long as the dramatic activity requires extend playing in role and in character to include the ability to accept and maintain a brief that has been decided on by either the teacher, the group or himself/herself

  15. Developing Character • Character Profiling • Hot seating • Role on the wall • TiR as the Character • A day in the life • Important Life Events • Objects of the Character

  16. Strand Units Strand Drama to explore feelings, knowledge and ideas, leading tounderstanding Exploring and making drama Co-operating and communicating in making drama Reflecting On Drama Reflecting On Drama

  17. Visual Arts Reflecting on Drama Listening Speaking Writing Doing Questioning Methods of Reflection

  18. Writing Character Profile Letter Lists Personal recount Writing dialogue Diary Newspaper article Report Insert for time capsule…

  19. Visual Arts Making and looking at objects Drawing I.C.T. Portraits Collage Mapping Print making Use of fabric Construction

  20. Questioning What might happen next? How will this affect? How did you feel? What advice? What is the drama about? Why? Should ? How ? ...

  21. Doing Still image of key moment so far Improvisation Ritual e.g. meal / event Puppets retell drama Dance/ movement…

  22. Listening …to teacher narrating …to other characters …to silence (your own thoughts) …to teacher in role ...to taped messages …to a roll call…

  23. Speaking Thought tracking Discussion Storytelling Hot seating Meetings Interviews Conscience alley Rumours Reading (author’s chair)

  24. Hot Seating

  25. Strand Units Strand Drama to explore feelings, knowledge and ideas, leading to understanding Co-operating and communicating in making drama Co-operating and communicating in making drama Exploring and making drama Reflecting On Drama

  26. Genre What? Who? Tension Role and character Action Belief Place Time Where? When? Significance P 47 Drama Teacher Guidelines

  27. Planning template for Drama Genre? Who? (Role/Character) Stimulus Significance? Approach to Reflection Where? (Place) Content When? (time) Tension? What? (action) Organisation i.e. small group improvisation/ Teacher in role/ collective role…etc. Warm-up/ cool-down activities….

  28. Process → Performance

  29. Prop box The three little pigs Processing the school play Lakeshore Jane and the treasure map Moving house School Pack

  30. Arts Cuiditheoirí Region 6

  31.  1850 695969eolas@pcsp.ie www.pcsp.iecontact your local education centre for details of cuiditheoirí for all subjects

  32. “Drama provides a unique gateway to learning and affords a dimension of knowledge that is otherwise inaccessible.” Teacher Guidelines pg 3

More Related