Happy Hallowe'en!

 Drama 8:  How do you think the world was created?  Could you make a play out of it?  (Explain how or say why you couldn't.)  What role are you playing in "The Creation of the World"?  How will you create a believable character?

What was your Hallowe'en costume?  If you didn't wear one, say what you would have worn or draw a picture.

Drama 9:  Write a scary scene (with dialogue).  

Example:

Arthur:  Want to go to the haunted theatre at lunch?

Alice:   No, I'm scared of ghosts.

Arthur:  Are you scared of me?

Alice:  No, you're my best friend.

Arthur:  Maybe, but . . .

Alice:  But what?

Arthur:  (becoming invisible)  Never mind.

Senior Drama:  (after today)

How did the interactive Hallowe'en show go?  How did the audience react?  Did you expect that?  What suggestions do you have for future Hallowe'en shows?

Senior Drama schedule for week of October 25 to 29

 Monday, October 25:  Run "Ghostbusters" song.  Happening, if possible.  Theatre Production - decorate

Tuesday, October 26:  Run "Happening" and "Pre-show" event.  Theatre Production:  decorate

Wednesday (PLT):  Theatre production -- continue to decorate.  Set up lights, sound and projections; actors -- run scenes.  All - practice dances.

        

Thursday (PLT and class):  Dress rehearsal.  Perform "Happening" in front of classes.

Friday:  It's show time!

Pro-D is upon us

 English 11:  The poetry project will be due on November 18.  You should be able to tell me your theme on Monday.

Your pantoum is due on Monday as well.  You can use your pantoum as part of your poetry project, but you don't have to.

If you did not hand in your reading log today, you need to hand it in on Monday.

Senior Drama:  We have less than a week to get our haunted house in order!  Know what you're doing!

Drama 8:  Thanks for coming in today to do the poetry reading.  

Drama 9/10:  Think about what you can do as your framework for the heritage drama project.

BE SUPER CAREFUL AND TAKE CARE OF YOURSELVES THIS WEEKEND.

The Beauty of Strength Broken by Strength and Still Strong

 Just a little description of what I want you to do with this lovely poem.  (If you lost your copy or don't have it, you can find it online -- "The Lonely Land" by A.J.M. Smith.)

I think the two paintings we looked at go well with this poem and this weekend makes me think of the strength and beauty of trees.  I am looking out my window and see the different trees standing in the rain, sheltering the birds and the squirrels.  I have read a number of books lately that talk about how trees communicate with each other, through the network of fungi in the soil and through scents in the air.  They are wondrous creatures and very mysterious to me.

Anyhow, I am not a poet, so I won't try to wax poetical.

I would like you to read the poem, in the same way that you really looked at the two paintings (Varley's and Casson's).  This is called a close reading.  What images stand out for you?  I would like you to create a visual portrayal of something in the poem.  It can be the whole poem, or it can be one aspect of the poem.  It can be anything visual -- a drawing, a painting, a crayon sketch, a collage, a photograph, even a chart or a graph if your thinking tends that way (mine doesn't).  It can be abstract, if you like.  It doesn't have to look like a tree or a wild duck if you don't think that reflects your response to the poem. 

I realize that some of you feel as if you aren't artistic, but when you were a little kid, most of you probably liked to draw, so don't worry about it being wrong or right -- it's what you want to express about the poem.  Try to take some care with it and think about communicating, not about whether it looks pretty or not.  Try to enjoy the process.

Stay cozy!

October 15 Journal

Drama 8:

Report on how your fairy tale mime group is going.  Is anyone emerging as a leader?  How can you tell?  Who is it?  Is anyone hindering the progress of the group?  How?  Who is it?  

Write a short scene that demonstrates what is going on.  Here's an example:

Larry:  Okay, let's get started.  Alice, where do you want to sit?

Alice:  I don't want to sit, stupid.  I want to stay here and stare at my phone.

Bonnie:  But you can stare at your phone during the break.  We need to practice.

Alice:  Shut up, Donnie.

Jacky:  Looks like Alice doesn't want to play Princess Peach.  Maybe Bonnie should do it.

Alice:  (crying)  Waah!  I do want to play the princess!  My mom calls me her little princess!

. . . and so on.  Your scene should be no longer than a page! 

Drama 9/10:

How did your first heritage play go?  What went well?  What needs to be improved?  (You can incorporate Ms. Kosar's remarks and Wendy's ideas into your answer.)  Make sure you provide details.

Senior Drama:

Directors/Scriptwriters:  Write two scenes -- one for the event outside the classroom and one for the event as audience members walk into the class.  Each scene should use different actors.  Try to use every actor in the class.

Theatre Production:  Come up with a sketch of the theatre and how you would decorate it for the haunted house.  Make sure to decorate the entrance as well.

Actors:  We would like people to play characters as audience members walk in.  Can you do magic?  Can you stay still for long periods of time?  Can you create a "jump" scare?  Describe a character or an activity you can do to make the haunted house scary!

JUNK MAIL!

 I was trying to scan something to send to myself and wasn't getting any emails and so one of the ladies in the office said, "try your junk mail".

I opened the junk mail and found several journals and English assignments there!  "Oh, no!" I screamed.  "My students' work is here as well!"  I discovered a number of scanned documents that I had sent.

So, WORD TO THE WISE!  If I do not respond to your emails, it might have landed in junk!  Make sure I respond!!!

School Dress Code

 English 11:

"Sexist", "Racist", "Classist":  Georgia 8th Grader Challenges School Dress Code

The above is a story in the New York Times from September 4 of this year.

What do you think of dress codes?  What is a plus to a school having a dress code?  What is a minus for the same thing?  (This is your opinion, not from the article.)  Do you think schools need a dress code?  If you do, on what would you suggest the dress code should focus?  If not, would you have any rules about appropriate dress?  (Very low tops or very low pants forbidden?  Offensive slogans banned?  Very short shorts?  Crop tops?  Hats?) 

What did the teacher find objectionable with Sophie's outfit?  Do you agree with the teacher or with Sophie and her mom?

What is the connection (in the article) with mask-wearing?

Would you sign Sophie's petition?

I have rewritten the post after our discussion today.  Thanks for those of you who contributed.  You made me think about my own biases in this regard.

October 8 Journals and Update

 English 11:  Short Story project is due on October 12 ABSOLUTELY!  (If you can hand it in on Friday that's great.)

Write a found poem in your reading log today.

Your instructional essay is due on October 14.

Drama 8:  Which fairy tale did your group choose?  Why did they choose that one?  Which role are you going to play?  How will you create that character (think of gestures, facial expressions, costume pieces, actions that will help you create the impression that you ARE that person)?  What is the climax of the story?  Why do you think that is the climax?

Drama 9/10:  Whose presentation for "Heading Home" impressed you the most?  Why?

  What were you trying to say with your own presentation?

Senior Drama:  What is a text message you could send that would be cryptic, scary and thought-provoking?

What is your biggest fear?  Write about a time you faced your fear.

DRAMA STUDENTS:  The "Four Faces of the Moon" video is on Youtube.  Disregard the link I provided if it asks you to sign in.  

Journals for October 1

 Drama 8, 9 and 10:

What did you do for the lst ever National Day for Truth and Reconciliation?  

What did you think of the film, "Four Faces of the Moon"?

Why are there no subtitles?

What events in Canadian history does it explore?

What is the strongest image from the film for you?  Explain why.

Drama 9/10:  Please write your heritage story down.  Make sure you have a story to share with your group on Monday.

Senior Drama:

For homework (!) -- watch "Four Faces of the Moon" (on curio.ca).

Answer the above questions.