Wow! The school year is almost over! It has flown by (although some days it does seem to crawl). Here are your last journals of the 2017-2018 year. (You're sad, I know, but you'll be able to write lots more in September.
Grade 8's (you will have to do this after the Aesop Fables performances and the show and tells.). Whose Aesop plays were the best? Explain why. Whose show and tell speech was the best? Explain why.
Grade 9/10/11/12: Describe in detail how the extended role play performance went. Make sure to mention interactions you had with other people which Ms. Kosar might not know about.
If you are in Drama 9/10, who are you playing in the scenarios? What is your character like? How will you show its characteristics?
If you are in Theatre Production, you must hand in a set design for your sound and light show. You must hand in a script for that show. You will get a chance to plan some of it on Friday, June 15. Be ready for that.
Thursday, 14 June 2018
Friday, 8 June 2018
Show and Tell Instructions
Instructions for Show and Tell
Your speech should be 2 minutes long. Practice what you want to say and time yourself to see if you have 2 minutes. More is not better. Brevity is the soul of wit.
Do not start your speech with "so". It is a good idea to start your speech with something that will engage your audience -- a joke, a question, a quotation.
Do not end your speech with "yeah" (as in "so that's what I wanted to say about my carpentry project . . . yeah"). Think of how you can come to a conclusion. "I learned that . . . " "This was one of the most important moments of my life" . . . "I will always remember . . . "
If you have an item that you cannot bring to school, a photograph is fine.
The item should inspire a story or ideas that can engage the audience. For example, you bring your grandfather's medals from the Second World War. You ask us to imagine an eighteen year old boy volunteering to serve in the army, describe a battle in which he took part, or the state he was in when he came back to Canada after the war. You don't need to spend too much time describing the item itself.
The goal of this project is to demonstrate that you've made progress in public speaking. That means you need to speak clearly and project your voice. You need to appear to be confident. You need to prepare a speech that does not use words and phrases inappropriately (phrases like "sort of" and words like "like").
If you are interested in what you have to say, we will also be interested. You need to show that you are interested by speaking with expression, by making eye contact with the audience, and by taking care to prepare your speech.
Do not start your speech with "so". It is a good idea to start your speech with something that will engage your audience -- a joke, a question, a quotation.
Do not end your speech with "yeah" (as in "so that's what I wanted to say about my carpentry project . . . yeah"). Think of how you can come to a conclusion. "I learned that . . . " "This was one of the most important moments of my life" . . . "I will always remember . . . "
If you have an item that you cannot bring to school, a photograph is fine.
The item should inspire a story or ideas that can engage the audience. For example, you bring your grandfather's medals from the Second World War. You ask us to imagine an eighteen year old boy volunteering to serve in the army, describe a battle in which he took part, or the state he was in when he came back to Canada after the war. You don't need to spend too much time describing the item itself.
The goal of this project is to demonstrate that you've made progress in public speaking. That means you need to speak clearly and project your voice. You need to appear to be confident. You need to prepare a speech that does not use words and phrases inappropriately (phrases like "sort of" and words like "like").
If you are interested in what you have to say, we will also be interested. You need to show that you are interested by speaking with expression, by making eye contact with the audience, and by taking care to prepare your speech.
Summer is a'coming!
Good morning, everyone!
Here are your journals for June 8! (Make sure you catch up with missing journals before the end of the school year! It's important!)
Grade 8's: (1) Which Aesop Fables moral best applies to you? Explain why.
(2) What are you thinking of speaking about in the show and tell? Explain why.
Grade 9/10/11/12: How will you play your extended role play character? What will you wear? Which students seem to have a connection with you? How do you think you can connect with them? What will your attitude be? Give details!
Here are your journals for June 8! (Make sure you catch up with missing journals before the end of the school year! It's important!)
Grade 8's: (1) Which Aesop Fables moral best applies to you? Explain why.
(2) What are you thinking of speaking about in the show and tell? Explain why.
Grade 9/10/11/12: How will you play your extended role play character? What will you wear? Which students seem to have a connection with you? How do you think you can connect with them? What will your attitude be? Give details!
Friday, 1 June 2018
Hark! Who lies in the second chamber?
That's a line from Macbeth, which the grade nines are using in their upcoming scenes.
Grade 8 journal:
Write a short scene in which you explore how your group is working on "The Creation of the World". Make sure you include all the people in your group, to show how you are getting things done.
Grade 9 journal:
Choose one of the scenes you are preparing. Write the scene in your own words. Which character are you playing? What does the character want? How does the character try to get it?
Grade 10 journal:
Actors must always ask themselves what they want in a scene. That gives the scene some momentum. In the scene from Richard III, what does your character want? How will you show that (not just through the lines)? Think of some stage business that will help give us insight into your character and what you want. Describe it (in detail).
Theatre Production journal:
Write about your concept for the sound and light show. You should think of a theme, a piece of text (song, poem or short scene) and write about how you intend to explore it.
Grade 8 journal:
Write a short scene in which you explore how your group is working on "The Creation of the World". Make sure you include all the people in your group, to show how you are getting things done.
Grade 9 journal:
Choose one of the scenes you are preparing. Write the scene in your own words. Which character are you playing? What does the character want? How does the character try to get it?
Grade 10 journal:
Actors must always ask themselves what they want in a scene. That gives the scene some momentum. In the scene from Richard III, what does your character want? How will you show that (not just through the lines)? Think of some stage business that will help give us insight into your character and what you want. Describe it (in detail).
Theatre Production journal:
Write about your concept for the sound and light show. You should think of a theme, a piece of text (song, poem or short scene) and write about how you intend to explore it.
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