December 20 -- English 9 -- Movie review

 Now that you've seen the Baz Luhrmann (he's the director) version of "Romeo and Juliet", you are going to write a review.  It should have three coherent paragraphs (no more!).   You need a catchy title and the best sort of title is one that makes use of a Shakespearean phrase (make sure you understand the phrase).

The opening paragraph should say what you thought of the movie in general (you liked it or didn't like it and a general reason why).

The second paragraph should deal with something specific (the locale (Venice Beach, instead of Verona), the performances (name the actors you are talking about and say who they played), the music, the tempo, the set pieces (like the abandonned theatre at the beach).

The third paragraph should explain whether it is a good version of the play or not and who might like it or not like it and make a suggestion or two about how it could have been better or say why it is great.

Here's mine:

Luhrmann's Version Doesn't "Kiss by the Book"

Baz Luhrmann has created a thoroughly enjoyable, intensely energetic production of Shakespeare's great romantic tragedy, "Romeo and Juliet".  The show starts with a wild encounter at a Venice Beach gas station, between the young Montague lads and the terrifying gang of Capulets, led by the Prince of Cats, Tybalt.  All the young actors in the scene perform at top speed, with dramatic gestures and poses and vivid expressions of youth gone completely insane.  It is dangerous, and out of control and it sets up the rest of the show in exactly the way Shakespeare would have loved.

All the performances are terrific, but particularly outstanding are John Leguizamo as Tybalt and Harold Perrineau as Mercutio.  Every time either actor appears on the screen, the result is crackling electricity.  They take incredible artistic risks in their complete embodiment of both young men and present Luhrmann and Shakespeare's thesis that the impulsivity of young men brings about the destruction of all the lives they touch.  DeCaprio and Danes, as Romeo and Juliet, provide respite from the violence in the streets and inhabit the youthful infatuation of the two star-crossed lovers and are nearly (but not quite) as interesting as Perrineau and Leguizamo.

The beauty of Shakespeare is that the plays are endlessly adaptable and applicable to situations in our own lives.  Luhrmann has given us a visceral rendition of the play, with over-the-top performances, giant sets and costumes and unceasing drive and I am sure the "immortal bard" would love it as much as I do.

Journal for Drama 8 - Fairy Tale Mime

  Grade 8:  What went well with your fairy tale mime?  What could have been improved?

Which other group was your favourite?  Give a detailed description of why you liked it.

Fairy Tale Mime Journals

 Grade 8:  What went well with your fairy tale mime?  What could have been improved?

Which other group was your favourite?  Give a detailed description of why you liked it.

English 9 - Romeo and Juliet questions for December 15

 Read Act 2, scene 6.

Have you thought about what your wedding would be like?  If not, imagine it and describe what you would like.  If you have, describe it.

What sort of person would make a good life partner?

Predict what will happen next in the play (you can predict what will happen immediately or in the long run, but try to provide details.)

Journal #3 - Drama 8

 What have you accomplished in preparing for your fairy tale mime?  What still needs to be done?  Is anyone acting as a leader in your group?  Explain how the group decided on the story, where the tableaus are, who plays which part and any other important decisions?  Is anyone holding the group back?

What is the climax tableau?

Update for English 9 - December 7

 You must be ready to do your oral book report on your day!  December 8 -- Jaden, Tony, Katie, Nathan, Bradley, Vivien, Clara, Kristie, Annie, Casey, Eddie;  December 11 -- Matthew, Bella, Allen, Noah, Anna, Doris, Lucas, Natalie, Tommy and Doug.  If you don't have a copy of the book, come up with a visual representation that you can show the class while you talk.  You can write down what you want to say, but make sure you can answer questions about the book and make sure you look at the audience when you speak.

Read Act 4, scene 4 and understand what it is about.

Activities on December 5

 A and C Block -- We've been working on your fairy tale mimes.  We want to do a dress rehearsal on Wednesday and Thursday, so try to have some music to accompany your scenes.  You will need a clear script that tells me and Verik exactly when you want the music to change.  The script should have all your members' names on it.

B Block -- Make sure you read all of the balcony scene (Act 2, scene 2) and understand what Romeo and Juliet are saying.

D Block -- Our groups all seem ready to film some scenes from your film scripts.

English 9 - B Block and Senior Drama - D Block

 Our school play is about to open.  It was written and is being directed by Karl Close, a student in the Drama program here at SLSS.  We are very excited to debut Karl's first play here on our stage.  The students have been hard at work in rehearsal since October and opening night will be December 12.  Students in B Block and D Block will be able to see the matinee performances on December 13 and 14.  Tickets are $5.00.  If a student is unable to afford the price of the ticket, we are happy to welcome them, but if they can afford it, it is greatly appreciated since the Drama Club uses the funds for producing our plays and for scholarships for senior students.  

I will be collecting the money this week.  Thanks so much.

Homework for Romeo and Juliet - English9

 Write a clear, well-argued paragraph to answer this question:  Do you believe in love at first sight?  Is that possible?

Answer these questions as well:  What are three characteristics of the nurse?  What is her job?  How old is she?  Does Lady Capulet like her?  Does Juliet?  (base your answer on scene 3).

More on Romeo and Juliet - English 9

 Another challenge in reading Shakespeare is that some of the words are ARCHAIC (meaning old-fashioned).  Here are some examples:  choler meaning anger, tyrannous meaning a cruel and oppressive ruler, fray means fight, humour referring to the four humours Hippocrates described in the human body -- blood, phlegm, black bile  and yellow bile -- which influence how a person behaves -- blood makes the person optimistic,  phlegm makes the person calm, black bile makes them sad and yellow bile makes them angry.  

Most playwrights in Elizabethan times wrote in verse and Shakespeare makes use of this style, of course.   The lower class people usually speak in prose (not verse) but higher classes of people use verse when they speak (this includes Romeo, Juliet, their parents and everyone except the servants).  Shakespeare adheres to iambic pentameter, a rhythm in which each line has five sets of iambs -- an iamb is a unit of rhythm which sounds like this -- duh-DUH (example -- that QUENCH the FIRE of YOUR perNICious RAGE).

Shakespeare also uses a lot of metaphor and very powerful imagery.  He's trying to do a lot with a few words.  In lines 187 - 191, Romeo describes love :

Love is a smoke raised with the fume of sighs; 

Being purged, a fire sparkling in lovers' eyes;

Being vex'd, a sea nourish'd with lovers' tears.

What is it else?  A madness most discreet,

A choking gall, and a preserving sweet.

(The sad sighing of people for the fulfillment of their love produces feeling of love.  If the love is returned and things go well, the lovers' eyes sparkle with happiness, but if the love is not mutual, it makes the person in love cry.  What else is love?  It is insanity that keeps quiet, it is frustrating and painful, and it is delicious.) 

Romeo and Juliet - English 9 -- Act one, scene 1

 Make sure you understand how to approach the play in this volume.  (The actual script is on the right side and modern explanations are on the right.)

Use of second person familiar pronouns:  Thou - you as the subject of a sentence (if the person is a friend or a contemporary); thy/thine - yours (the possessive); thee - you as the object of a sentence.

Thou art a scurvy knave.  (Second person familiar as the subject of a sentence)

I detest thee! (Second person familiar as the object of a sentence)

This wine is thy crutch.  The goblet is thine.  (Second person familiar possessive)

Dramatis Personae (Who are the characters in the play?) Make an illustration of the two feuding families (the Montagues are Romeo's family and the Capulets are Juliet's family -- we do not meet any Capulets except Tybalt in Act 1, scene 1) and their hangers on.

Write a brief scene (with your partners, in your own words) based on something that happens in Act 1, scene 1.  Choose lines 60 - line 70, or line 79 - 95, or line 160 - 235.

Journal #2 -- November 24

 Drama 8:

On a scale of 1 - 10, with 10 being perfect and 1 being terrible, how would you rate yourself at working with a group?  What are your skills in group work?  How can you improve?  Are you a leader in groups?  Explain.  Write about a time you worked in a group and what you learned from that experience.

Senior Drama:

What is your film about?  What is your role (like what are you doing to help with it?) 

What is the setting or settings (s)?  Do you have any idea what you can use as a location?

What is the message?

English homework for tomorrow!

 Answer the following questions and give examples to support what you say:

Do you take your parents' advice?  (What advice might you listen to?  Why wouldn't you listen?)

What do you think of arranged marriages?

English 9 Reminder

 Your short stories were due on Friday!!  I still haven't received a few of the stories.  Don't let things slide, people!

Journal for Senior Drama (1st journal of Term 2)

Write about your experience seeing the play, "Tragedy, Slander and Wine".  Give details about what you thought.  Mention outstanding performances, the script, how it was staged, use of video footage, and whatever else sticks in your memory.

First Journal for Grade 8's in Term 2

 What should Ms. Kosar know about you?  Include your pronouns (don't say you don't have any -- a pronoun is a word you use to replace a proper noun, like your own name -- my pronouns are "she/her".) Also include whether you've had experience in Drama before, like a class you've taken, or you've done public speaking, or musical theatre, or some activities in elementary school.  My first performance was playing Mrs. Santa Claus in Grade 1 -- the story was how Mrs. Santa Claus solves the mystery when Santa goes missing.  I wanted to be an actor from that time on.  Do you have stage fright?  (You probably think you're the only one who feels nervous, but you aren't.) Do you do any activities which require you to perform?  (music, dance, sports, etc.) You can include anything else that you think will help me teach you.

Senior Drama reminder!

 Remember to hand in your signed permission slip from your B Block teacher and your parents on Tuesday!  Also, remember to bring bus fare for the return trip, as the school bus can only take us there, not home!

English 9 - reminder

 Your paragraphs on "The Witch" (questions 5 or 7) are overdue now.  

Your short story is due on November 16.  Make sure you make at least one allusion in your story.

Report Cards information

 Your marks and comments will be posted on Thursday, November 9 at 4 p.m.  These are preliminary marks and are subject to change and correction, so if there is a mistake or you have additional work to submit, you may do so.  The final reports will be published on November 16.

English 9

 Write a three part paragraph (intro, body, conclusion), transitions and evidence, based on either question #5 or #7 from "The Witch" by Shirley Jackson.

Last journal of the term!

 Drama 8:  What have you done to prepare for Aesop's Fables?  What do you still need to do?  (you can make a list or a chart, if you prefer).

Senior Drama:  Make sure you write your journal about "Blood Wedding"!

Senior Drama!

Journal topic:  What did you do to contribute to "Blood Wedding"?  Give details.  Comment on how the show went.  What was good?  What could have been improved?

PLEASE make sure you get your form signed -- I have to confirm our numbers with the theatre by Thursday!!

 

October 30 -- English 9, Senior Drama, Drama 8

 English 9: Make sure you understand what an "allusion" is.  Don't mistake it for an illusion.

Read the story, "The Witch", on page 152 in Inside Stories.  Be able to discuss question #6 and question #7 -- have an opinion and have a way to back it up with evidence.

Drama 8:  We will see your first Aesop play tomorrow!  Try to familiarize yourself with the lines.

Senior Drama:  Tomorrow we perform "Blood Wedding".  It is good if you can come a bit early to get ready.

Journals for Drama 8

 A and C Block:

Which Aesop's Fables lesson do you need to learn?  Explain why.

With whom would you like to work on the last project?  Choose only one person.  If you don't care, you can say so, or not write a name.

Homework, October 25 -- English

 Be able to answer these questions about "The Veldt" (p. 101)

Should children be able to "play as they wish"?

Could you live without your parents?  Without your phone?

What is the conflict?

What is the point of view of the story?

What happens in the story?

English update -- October 24

 Reading log:  where and when does your book take place?  (provide evidence)

With your partner, answer these questions by Friday.

1.  What will the world be like in 25 years?  (say at least five things and why you think so)

2.  What is a parent's responsibility?  (say at least five things)

Read "The Veldt" by Ray Bradbury, page 101.  What is good about the house the Hadley's live in?  What is not good about it?  What is the conflict in the story?  What happens at the end?  (Notice that there are "student notes" at the end of the book to help you understand the story.)

Update for all classes!

 Drama classes -- no journal, but remember last week's journal.

Senior Drama:  We need the invitation for "Blood Wedding".  Learn your lines and your blocking.  Plan lighting and sound and costumes.  We will paint on Monday.  Wear clothes that can get dirty.

Bring in your signed form for the field trip on November 15.

A and C Block:  Learn your lines for "The Creation of the World".  What should your character wear?

English 9 (D Block):  Epitaphs due on Monday.  VERY short story (based on another student's conflict) due on Tuesday.

 

English 9 update - October 18

 Epitaphs due on October 23

Reading log today -- write about a conflict in the book you are reading

English 9 - read the short story "Barney" in Inside Stories

 Make sure you understand all the words in the story and can use them in a sentence.

Scary Kids -- Friday the 13th!! Woooo!

 Everyone:

Engagement        Behaviour         Learning Progress

Rate yourself as emerging (turtle egg starts to hatch), developing (leaving the nest), proficient (running down to the sea as a fully fledged turtle), extending (at home in the sea, living your turtle life, experiencing all the turtle wonder of the world.  An explanation for why you rate yourself the way you do is welcome.

Senior Drama:

What did you do for "The Listeners"?  What did you do well?  How could you have improved?  Which one did you like the best besides your own? (Why?)

Drama 8:

What did you do in your fairy tale mime?  What did you do well?  How could you have improved? 

Which performance did you like the best (not your own)?  Explain why.

Reading logs info -- English 9

 As you know, we write reading logs every day.  You are expected to date each entry, write the title of the book (underlined or in italics), and include the author's name.

Today, I asked people to create a three or four panel comic strip based on their book.  Yesterday, I asked you to email one of the characters.  Other options are to give one of the characters advice, draw an image from the book, predict what will happen next, write about the author's purpose or why the author chose the theme, what one of the book's "big ideas" is.  If you cannot remember what the prompt was, choose one of the above and do that one . . . or . . .  make up your own prompt!

Journal Day/English update!

 English -- Your poetry project is due on October 11!  You should be reading a new book now, at your reading level!  Our oral book report is coming up.

Drama 8:  What was good about your dress rehearsal?  What still needs work?  Who is your leader in the group?  Who is not helping?

Senior Drama:  Our journal will come after the "Listeners" performance.

Drama Journals/ English update

 Drama 8:

Are you good at working with a group?  On a scale of 1 - 5, with 1 meaning very bad and 5 meaning perfect, where would you rate yourself?  Explain.  How could you improve?  Are you a good leader?  Describe your "leadership" style.  Write about a time you worked in a group and what you learned from it.

Senior Drama:

Describe a time you were really scared.  Provide details, like time, place, what happened, how you felt (like clammy hands, breathless, etc.)

English 9:

Your book report is due on Tuesday!

I collected your narrative essay based on the poem, "Jamie" on Monday.  

We wrote a precis about the turtle article on Tuesday.  We wrote a concrete poem with a partner on Wednesday.

You should be looking at poems in Poetry and Language that you can use for your poetry project.  Choose a theme that interests you.

English update -- September 20/Drama info

 Answer the questions on the poem, "Say Not the Struggle Nought Availeth".

Work on your book report (due October 3) and your narrative essay on the poem, "Jamie" (due September 25).  Keep up with your reading log.  The last prompt was advice that you would give to one of the characters.

Drama classes -- there will be no journal this week because Friday is a professional day.

Make sure you tell your parents that on Thursday evening, we will be holding "Meet the Teacher" in the evening.  There will be a welcome in the Shark Tank at 6:45 and A Block will begin at 7.  Each "class" will last about ten minutes and parents will go through their child's full rotation -- B Block at 7:15, C Block at 7:30 and D Block at 7:45.

English 9 - Friday, Sept. 15

 Make sure you understand what irony is.

The Narrative Essay (handout) -- based on the poem "Jamie" on page 136.

Journal for Sept. 15 -- What does it mean? (Senior Drama)

 Speculate on the following questions:

1.  The set of a play called "Happy, Innocent Picnic in the Park" has two trees, neither of which has any leaves.  There is a blanket centre stage.  There is a javelin piercing the blanket.  "Here We Go Round the Mulberry Bush" is playing in the background.  There are no actors on the stage.  What does it mean?

2.  Sheryl stands upstage right and looks directly at the audience.  Three other people are on stage but they are facing away from the audience.  They are dressed in red and black.  Sheryl says, "I'm so glad you were able to come" to the audience.  What does it mean?

3. Talbot enters stage left.  He begins by juggling three yellow balls in silence.  He juggles them for a minute and then changes them to red balls.  There is the sound of a gun going off.  He doesn't react.  After five seconds, the lights go out.  What does it mean?

4.  The play is "The Fall of the House of Usher".  The audience walks in and is surprised to see the lady, Madeline, standing centre stage.  She is absolutely still.  She is dressed in white, in what looks like bandages but might be rags of cloth.  There is the distant sound of wind.  What does it mean?

5.  The play is "Waiting for Godot".  Two actors, dressed rather shabbily, stand on stage.  Vladimir says, "we should go."  

Estragon agrees.  They don't go.

What does it mean?

You can describe what the play would be like or what you think the story is about or why the set, costumes and props look the way they do or what the actor is trying to get across.  Make sure you answer each question.  Use your imagination.  Don't be too prosaic.

Update for English 9

Reading Logs -- from Sept. 6 to Sept. 12

Paragraphs -- The Dark Basement, I do/do not want to live forever

Poems from Poetry and Language

Irony (know what it is):  Birth (p. 164) and "On the Birth of His Son"  (p. 165)

Lyric (know what it is):  "Quiet Water" and "Eight Puppies"

-- answer questions

Written book report (see handout) -- due October 3

First Journal of the 2023 - 2024 School Year! (September 8)

 Drama 8:

What should Ms. Kosar know about you?  Please include if you have ever done Drama before (in elementary school, at your youth group, at Arts Umbrella or Gateway or anywhere).  If you have, explain what you've done.  Do you do any performing (dance, music, public speaking)?  Do you have stage fright?  What pronouns do you use? (she, he, them?). You can share anything that might help me work with you in Drama Class!

Senior Drama:

You have been asked to create a scenario for a horror movie.  The film company has asked you to include four characters (you must name them).  There is a serious conflict between two of them.  One of them is a successful writer.  One is an old friend of the writer.  Another one is the friend's cousin, who the writer doesn't know.  The last character "is not what they seem".  The movie has two locations -- a school and a farm.  The studio wants to see two props used -- an old violin and a sack of hammers.  Your scenario should be no longer than half a page.  You can work with a partner, if you like, or do this on your own.

JOURNALS ARE DUE THE FOLLOWING TUESDAY.

Journal for June 16, 2023

 Drama 8:  Analyze how your Aesop play went.  What went well?  What could have been improved and how could you have done it differently?  Which other group do you think did the best?  Explain why.

Drama 9:  Think about a time when you felt really happy.  Describe it in detail.

Theatre Production:  I need a detailed script from you for your sound and light show.  How many actors will you need?

Senior Drama:  Think about a time you felt nervous or anxious.  Describe it in detail.

Journal for June 9, 2023

 Grade 8 -- No journal.  Learn your lines for "Aesop's Fables"!

Grade 9 -- How will you approach the character you've been assigned to play in the extended role play.  What will you wear?  Will you bring anything to class to help you play the character?  What is your relationship with Mr. Albertson?  How will you dress?  In addition, please include how the role play went for you.  What happened to your character?  Did you interact with any of the other characters?  Describe your interactions and your thoughts about how other people were able to play their characters.  Did you learn anything from the exercise?

Senior Drama --  Write about your experience in the role play.  Describe how you feel you captured the character you played and also any interactions you had with other people.  If possible, add comments on how other people were able to play their characters.

Journals for June 2, 2023

 Drama 8:  After reading the Aesop's Fables script, which lesson do you think you need to learn?  Explain.  Be sure to write if you would like Ms. Kosar and Sophina to partner you up with someone in the class for the final project.  Choose one person only!

Drama 9:  After reading your school scene script, which part would you like to play?  Describe the character in detail and explain why you are interested in that character.

Senior Drama:  Who is the most interesting person you have ever attended school with?  What did you find interesting about them?  If you were going to use yourself as a character in the role play, how would you describe yourself (five sentences or less)?

Actors:  Read the following description:

If you were going to play that character, how would you dress.  How would you enter the classroom?  Would you bring any props to help you create the character?  If the question of the day was "what's your most embarrassing moment?", how would you answer the question?

Director/Scriptwriter:  Write a character for Ms. Kosar to play in the role play.

Theatre Production:  Write a brief script for your sound and light show.  If you need actors, say which actors you would like (I can't promise you'll get them).  Draw a sketch of your set (even if it's an empty stage).

Journals for May 26, 2023

 Drama 8

How do you think the world was created?  Could you make a play about it?  Explain.

What role are you playing in the Creation of the World story?  How do you learn lines? What will you wear?  What does the story explain?

Drama 9

What is the most dramatic thing that ever happened to you at school?  Describe it in as much detail as possible.

Senior Drama

Actors:  Who did you play in "The Good Doctor" scenes?  How did you approach the character?  Are there any similarities between yourself and the character?  (Look beyond the surface features.) How do you feel about your final performance?

Director:  In class, whose "Good Doctor" scene was the best?  Explain why you think so.

Theatre Production:  Pitch your idea for your sound and light show.  Make it sound exciting and make me want to see it! 

Theatre Production and High School Drama

 Come up with a sound and light show concept -- this is a chance for you to demonstrate you can use the sound and light equipment in the booth.   You could start with a song or a poem.  I have given you several examples of past shows.  Pitch your project to me on Tuesday.

Directing and Scriptwriting:  You are VERY familiar with the world of high school.  You have read the scenes from "Mr. Young" (in a science class, the CPR scene, the audition for the school play and then, Mr. Young at home) -- write four short scenes based on your experience of high school.  You can use real people, but make up names for them.   Try to make the scenes ring true (they sound like actual high school), they should have some comedy (even though lots of high school is hard and challenging and super serious and sad).  Choose four different venues and write recurring characters in the scenes (like Mr. Young, Ivy, Echo, Derby, etc.)

Journal for May 12, 2023

Many of you had the chance to see the play, "The Good Doctor".  Seeing a live play at your school, performed by your classmates, is a real privilege.  This is a celebrated play, by a great comic playwright named Neil Simon.  He based the script on short stories of Anton Chekhov.

If you saw the play, which story did you like the best?  Explain why.

Comment on how the script was constructed, with the Chekhov character narrating some of the stories.  Was that an interesting framework?  Explain.

Which performance was the best?  Explain why you think so.  (You should use both the actor's name and the character's name, although some of the characters are just called "man" or "woman".  If you aren't sure who played what, you can look in a program.)

Did any of the other aspects of the production stand out for you?  Explain.  (This could be music, costumes, setting, lighting, staging, etc.)

Make a guess.   Why did Ms. Kosar think this play was a good choice?  Do you think it was?

If you did not see the play, you still can.  There is one last performance tonight at 7 p.m.  If, for some reason, you absolutely cannot go to see it,  talk to someone who was in it.  Find out answers to the above questions.

Journals for May 5 -- Keep up with your journals!

 It's Mental Health Week!

Everyone:  What is something that stresses you?  How do you deal with it?  (Writing about things in your journal can help you deal with stress.)

Take the survey:

1.  How much exercise do you get every week?  What do you do?

2.  How much time do you spend outside every week?  Would you say you spend time in nature every week?

3.  How much sleep do you get every night?

4.  Do you feel angry a lot?  How do you deal with your anger?

The theatre can help people empathize with other people and can provide audiences with a cathartic experience.  (Catharsis is the relief or release from strong or repressed emotions.) What is the last dramatic presentation that provided you with a catharsis?  (It can be something that helped you release anger, sadness, fear, or any other strong emotion.)

The Good Doctor - notes from run

 Everyone:  Learn your lines.  Men (if you are playing a man) -- white shirts, necktie, dark pants (not jeans), dress shoes (black and not runners).

DICTION:  Don't try to talk too fast and really think about communicating to the audience (cheat to them!  do not turn your back on them), especially if you are wearing a mask.

PROJECT:  Even if you're telling a secret.

Carolyn:  when you say you might be "mad", that could be scary; that's why you say you're harmless (it means "don't worry")

Props: We need a ticket for Jenny to give Claire.

The Sneeze:  Keep it moving -- tighten it up.  The long silences kill the comedy.

Alicia:  overact and strike a dramatic pose.

Good variety in pitch, Jenny, but more whiny on "I just wanted to apologize"

Rudy:  Your last speech sounded like you were reading out loud.  It didn't sound like you were actually mad.

Governess:

Like the sidle, Angela.  Don't drop your voices.  Practice the centre-stage "hug".  It looks a bit messy.

Surgery:

"open your mouth so I can examine you" -- get closer to him

Get closer when you blow on the tooth.  Check your lines.  Both hands on face, Ethan, for masking.  We need a profile!

Too Late:

Keep projecting (timepiece, Mia)

Pause between verse and regular conversation.

Seduction:

"women" -- pronounced "wimmen"

Franc:  this week -- emphasize (this is a joke)

Spouse is pronounced SPOWSS.

Cheat to us, Franc, and don't drop your voice

We need a pocket watch for Francesco.  Anyone?

Samantha -- LOATHSOME (emphasize this)

Peter:  WITH PASSION -- Good night, my love.

Samantha:  When husband says Peter's mind is on "some woman", perk up.  Is it you?  or someone else?and panic as you realize you're falling in love with Peter.

SWEET POISON

I/we -- don't look at husband at all.  It's too risky.  He might figure out your secret.

What time?  she's plotting.

Samantha -- enter on "gentleman"

End of scene should be centre-stage.

Drowned Man:

Yuan: SALT WATER/TOWELS

face us as much as possible -- don't look at Tourist

Never drop your voice.  Dyownne -- call the cabbie at stage right stairs.

Audition:

Alicia:  Turn to us as much as possible.  You need to find a real laugh on the stuff about the story that made you laugh.  Remember, you are desperate that Director like you.  DESPERATE!!

Big speech: Alicia, find the light.  Lift up your face. Inspire the audience.  This is one of Chekhov's great plays.

Defenseless:

Ella: sister (diction)

Lavon - slow down, crisp diction.  We need to understand the words. BANK

Let's not mime the door, because we're not doing it anywhere else.

hold your heart, Lavon -- "I'm getting excited"

Don't disappear behind the desk, Ella.

women is pronounced "wimmen".

Arrangement:

Mad -- really threaten punishment.

Jet -- buckle before she says "his knees are buckling"

Find your light.  DON'T MAKE WENDY FACE UPSTAGE.  Wendy, don't let them make you face upstage -- pretend you're watching the people walk by on the street, if they go upstage of you.

Use the door when you exit.

COME TO REHEARSALS.  WE HAVE ONE WEEK LEFT.

 

 

Journals for April 28, 2023

 Drama 8:  On a scale of 1 - 5, with 5 being terrific and 1 being terrible, where would you rate yourself at working in a group?  Explain your rating.  What are you good at in group work and how can you improve?  Are you a good leader?  Explain your answer.  Write about a time you worked as part of a group and what you learned from the experience.

Drama 9:  In the three Shakespeare scenes, what is happening?  What stage business have you thought of (for each scene)?  Who are you playing?  What does your character want?  What obstacles does the character face?

Senior Drama:  Describe (in detail) a scene from your favourite movie -- write it like I have done here.  One of my favourites is "On the Waterfront" directed by Elia Kazan -- the scene is in the back of a taxi.  Lights flash over the faces as the taxi drives through the city.  Two brothers -- Terry and Charlie -- are talking about Terry's boxing career and how Terry was used by Charlie to get money by betting against him -- Charlie made Terry "throw the fight" even though the fight was a great opportunity for Terry.  Charlie's nickname is Charlie the Dude because he wears nice suits -- he's dressed in an overcoat with a scarf and he's wearing a hat.  Terry works on the docks and is wearing a working man's plaid jacket.  They don't really look at each other much.  Terry is still resentful of this event and is very upset and tells Charlie he could have won the fight.  He is trying not to cry.  Charlie knows he was wrong but he is a gangster and is expected to do what the gang wants.  The scene ends with the great line -- "I could have been a somebody, instead of a bum, which is what I am, let's face it."  At the end of the scene, Terry finds out something that makes him see Charlie in a different light.  The actors are the great Rod Steiger and Marlon Brando and you can see it on Youtube.  It is a classic scene of cinema. 

Journals for April 21, 2023

 Drama 8:  What should Ms. Kosar know about you?  Tell me anything you think might help me work with you in Drama 8.  You might want to mention whether you have done any drama before (at elementary school, or in lessons outside school), whether you have stage fright or not (and how bad it is), whether you have performed for an audience before (in dance, music, sports, etc.) Then include anything else you would like to share.

Drama 9:  Make 2 resolutions for the second term (these should relate to drama and could be things like not using your phone, or not talking in the audience, or speaking more clearly, or staying with your group, or any of the things I nag you about in class!) Describe what you will do to be successful in keeping your resolutions.

Senior Drama:

Look carefully at the above photograph.   Describe it in detail.  If you were going to recreate this photo on stage, how would you do it?  What would the story be about?  Which people in the photo would you want your play to focus on?  What is one detail in the photo that you find intriguing?

Has March gone out like a lamb or a lion?

 All:  Which character would you be better at playing?  A lion or a lamb?  Explain.  How would you play it?

Drama 9:

What does an audience bring to a performance?  How do you "perform" as a member of the audience?  (Give yourself a score from 1 to 5, with 5 being good and 1 being terrible.  Explain your answer.)

If someone in an audience of which you are a part is talking during a performance, what do you do?

Senior Drama:

You are probably aware that the Ministry of Education wants school to do more to incorporate indigenous themes in our classes.  What are your thoughts on this?

What is "cultural appropriation"?  What is the difference between that and "cultural APPRECIATION"?

Drama 8:  From the Aesop's Fables we've read, which lesson applies to you?  Explain.  Remember to put the name of the person with whom you would like to work in this journal.  If you don't care, please say so.

The last post before Spring Break! (Have a great relaxing rest.)

 Drama 9/Senior Drama:  Write a complete scene for your playbuilding project.  Include stage directions (Alice enters stage right, for example), costumes, props, dialogue (if the scene has dialogue), a detailed description of what happens in the scene and how the metaphor is used, musical accompaniment, if any.  You must appear in the scene.  Explain what it says about your topic.

What does it mean when people say something is a "grey" area?  (Hint:  almost everything in drama is a "grey" area!)

Drama 8:  How do you think the world was created?  Could you make a play out of your idea?  (Explain your answer.) Which role are you playing in the Creation of the World performance?  What does your character contribute to the story?  How will you dress?  How will you move?  Draw a labelled picture of one of your tableaus.  Where is the focal point?

March came in like a grumpy lion.

 Does the weather affect your mood?

Drama 8:  Write a review of one of the fairy tale mimes.  Give your review a title (example :  Snow White is Red Hot at Steveston London Theatre), describe the play briefly and say what you liked about it and what could have been improved.  Provide as much detail as possible.

Drama 9:  Write a paragraph that tells the story of your relationship to your theme.

Example:  (if your theme was "be yourself") I always felt like no one would like me, so I always pretended to be someone else.  If someone was sad, for example, I would pretend I cared, even though I really didn't.  I'd listen to them whine and complain about something I thought was stupid and I'd put on a sympathetic face and make all the right sounds, "oh, no", "he said that to you?" and while I was doing it, I'd congratulate myself that I was being a good friend.   But really, was I?  I didn't ACTUALLY care.  Most of the time, I'd think "grow up.  There are people starving and you're obsessing about this?"  But I was scared that if I showed my true self, people wouldn't like me and I wouldn't have any friends.  I still think that, I guess.

You might be able to incorporate your monologue into your play.

Senior Drama:

Theatre Production:

You should have a clear idea of what your set will look like.  If you haven't done this already, draw a picture of it for this stage.

Make a list of sound effects you will need to have for your play.

Make a list of props you will need.

(You can keep adding to these lists as you develop your play.)

Director/Actors:  Theatre people use a technique called "emotional memory" to bring truth to their scenes.  Think of the theme you have chosen for your play.  Let's say your theme was "leadership" but let's say you have never been a leader -- how can you explore the theme if you don't know anything about it?  Well, think of a time when you helped someone, or when you had to work with a group of people who are younger than you are, or when you were told to pick people for a pick-up game of volleyball.  Describe what it was and what it felt like.  Give a lot of detail!

Journals for February 24

 Drama 8

What fairy tale have you decided to use?  Why did you make that choice?  What role will you play?  How do you picture the role?  (You can draw a picture if you like or describe it in words.) How will you play the character (think of facial expression, gestures, actions, costumes)?  Give three adjectives that describe your character.  What is the climax of the story?  

Drama 9

What theme have you chosen for your project?  Why did you choose it?  What do you already know about it?  What is one thing about which you are curious?  You are expected to present serious and comic scenes.   Describe one serious thing about the topic and one comic thing.

Senior Drama:

All:  What is your theme?  Why did you choose it?

Directing and Scriptwriting:  Create an outline for your group's presentation.  Write one scene in detail (it can be any scene -- you can describe your tableaus or it could be the mime scene or dialogue).

Theatre Production:  Make a sketch of what your set will look like.  Make a list of the props you will need.  How will the actors dress?

Actors:  How do you fit into the theme?  What do you already know about the theme?  What sort of character could you play that would fit into the theme?  (For example, if you are exploring the toxic drug epidemic, do you know anyone who uses drugs?  What made them start?)

Meet the Teacher Handout

 

Journals for February 10

 Everyone:  To whom would you send a Crush can?  (You don't need to name them; you can just describe them.  They don't have to be an ACTUAL PERSON, even -- they can be your dream person, if you like.  What would your note say?

Senior Drama:

Actors:  How will you end "The Gift"?  Where does the scene take place?  What is the relationship between Alex and Chris?

Theatre Production:  What is in the box?  How does it fit with the scene, "The Gift"?  How do you expect the actors to react to the item in the box?  If you could choose wrapping paper, what would be on it?  (Think of a metaphor that hints at what is inside the box.)

Directing/Scriptwriting:  Whose performance in The Gift was the best?  What is the subtext of the scene?  Who are Chris and Alex?  What would happen at the end of the scene?

Drama 9:  Write a script for a Super Bowl commercial.  It should be for a real product and try to convince people to buy the product!  It should be memorable and creative.

Drama 8:  On a scale of 1 - 5, with 5 being great and 1 needs lots of improvement, how would you rate yourself at group work?  What do you do well when you are in a group?  In what way can you improve?  Are you a good leader?  Explain.  Write about a time you had to work in a group and explain what happened.  What did you learn from the experience?

Some of you have expressed an interest in the Drama Club.  We will be reading scenes from the spring play at lunch on Tuesday in the theatre.  If you want to act or help out backstage, pop in to the theatre to see what we're up to.

Drama 9 - Quotes about LOVE

 We can only learn to love by loving.

A life lived in love will never be dull.

Life is the flower for which love is the honey.

True love stories never have endings.

I need you like a heart needs a beat.

Senior Drama -- Elements of Playbuilding

 What is "playbuilding"?

- a series of scenes related by theme!  You do not need to tell a story with your scenes, because you are giving facets of the theme rather than tracing the life of a character, or following a story arc.

- you should have both serious and comic scenes

- you must include a scene from an existing play or movie (including the actual dialogue), music, songs and dance, dialogue, a poem, several tableaus, a mime, a quote, some research on your theme (facts, historical background, surveys, etc.), a metaphor (which can act as a thread through your play) and your play must have a title (which can make use of your metaphor).

Valentine's scene

 What's the subtext?  (What's going on UNDERNEATH what they're saying?)

A:  (opening a package or envelope) Are you kidding me?

B:  Nope.  It's for real.  Well?

A:  I can't believe it.  Really, you shouldn't have done this.

B:  I had to. You know I had to.  Right?

A:  I don't see why.

B:  Come on.

A:  Really?

B:  Really,

That's the scene, except for how you want to end it.  What happens next?

Journal Time for Semester 2!

 Drama 8:  What should Ms. Kosar know about you?  Have you ever done Drama before?  What are your pronouns?  (Don't say you don't have any.  We all have them -- I want to know what you would like to be called.) Do you have stage fright?  Have you ever done any sort of performing before (dance, public speaking, sports, music)?  Is there anything else I should know?

Drama 9:  February is Black History Month.  Find out something that you could teach the class about that relates to Black History in BC.  (Ms. Kosar will give you examples in class.) Tell the story here.

Senior Drama:  Write a brief scenario based on the theme of "love is blind".  It should look something like this:

Alice and Angela stop at their lockers.  David walks by.  He doesn't notice them.

Alice:  Oh, David is so handsome.  I can't help staring at him.

Angie:  He's a creep.  He thinks he's so cool.

Alice:  Oh, no.  You're wrong.  He's so nice.  I dropped my pencil in science and he picked it up and put it on my desk.  And then, just looked at me.  I felt like I'd just die!

Angie:  Barbara went out with him and he took her out to Old Man's Cliff and then drove away and left her there.  She had to walk home.  Three miles and it was raining.  And then he laughed about it at school on Monday.  What a pig.

Alice:  Barbara deserved it.  She's a cow.

Angie:  My mom always says "beauty is only skin deep."  You're not seeing the real guy.

End of the first semester!

 Here I am at school, doing marking and working on report cards.  I hope all of you are having a nice, relaxing day.  If you still need to hand things in, you can email me at my school email or you can pop in and drop off your work.  In Drama classes, the main thing is JOURNALS!  Don't blow them off -- they are a great way to reflect on what you are doing in class.

In English, the most important things are the reading logs, the short story and the poetry project.  They show that you can read and interpret what you read, that you can express yourself clearly when you write, that you can write creatively in different forms and that you can share your ideas in a variety of ways.  

Have a great long weekend, and see you all bright-eyed and bushy-tailed on Tuesday!

Final Journal!

 Senior Drama:  Write about your role play character.  What did you do to prepare?  What interactions did you have with others?  Give a full accounting of what happened.

Drama 8:  What did you learn about how to work with a group in Drama?  Write a brief scene (like the Aesop plays) which explores your rehearsal process for Aesop.

Example:

Harriet:  Okay, everyone!  Let's choose a story to act out!

Herman:  Oh, shut up, Harriet.  You aren't the boss of me.

Harriet:  Okay, Herman.  You be the boss.

Herman:  Thanks, I want to do "The Quack Frog" and play all the parts!

Others:  Yay!  Great idea.

Harriet (sadly):  I don't think that will work.

Closing night -- Friday the 13th

 English 8:

Questions on "Julius Caesar".  

1.  In four sentences, explain the plot of the play.

2.  What was the best part of the play?  Which actor did you like the most?  (Explain.) What could have been improved?

3.  Have you ever been to a play before?  If so, what play did you see?  If not, would you go to another play?  Explain.

4.  What is different about seeing a play and seeing a movie?

5.  Why did Ms. Kosar use Scottish clothes and music in the play?  Why did Brutus watch TV in the second act?

Journals for Friday

Senior Drama:

Write your comments on the play.  What did you like?  What could have been improved?  What did you think of the performances (you can choose one to write about if you like)?  What about the production?

If you were in the play, describe what you did.  Describe your character in detail if you were an actor, and if you worked backstage, describe what you did.  If you were to produce a play, what would you choose to do?

Drama 8:

What is an important lesson that you think you need to learn?  Explain why you need to learn that lesson.

You have one last chance to see the play!  We are running tonight at 7 p.m.  Don't miss this great opportunity to see a fantastic play presented by your own school!

English Update: We are seeing "Julius Caesar" on Thursday

 Reading log:  Describe the setting or a character in the book and use at least ten adjectives.

Your short story is due on Friday.

You should have handed in your poetry project, the answers to the questions about "The Tell-Tale Heart" and the commentary on "Silversmith to the Stars".

Be ready for a quiz on short story terms on Monday.

Reading logs are due on January 16.

English 8 - Homework for the weekend

Order of priority:

 Poetry project due on Monday!

Comment on Ms. Kosar's story, "Silversmith to the Stars".

Read Edgar Allan Poe's "The Tell-tale Heart" and answer the questions below.

Beginnings and Endings

 Journal for January 6, 2023

Senior Drama:

Theatre Production 11/12:  Make a sketch of the set for Julius Caesar.  What is your sound and light show concept?

Directing/Scriptwriting:  Write a detailed description of a panto you would write.  Write a role play character for Ms. Kosar.  Make it realistic!

Actors:  Describe your character in the Comedy of Manners scene.  Give a back story and provide details.

 Drama 8:

How was the world created?  (What do you believe?)  Could you make a play out of it?  Explain how.  What does the Ugandan myth tell us? 

Silversmith to the Stars

Silversmith to the Stars

 

The door swung open and Gloria Silvero stood there, flames shooting from her eyes.  “Maria!  Get in here right now!” she screamed.

 

Maria looked forlornly at Pablo.  Again?  How many times in the course of a day could she be called in for “special attention”.  She stood up at her desk.

 

Gloria glared at Pablo.  “What are you looking at?  Get back to work.”

 

Pablo swallowed.  He wanted to argue.  He wanted to stand up and say that he and Maria and everyone else were quitting, but they all needed the work.  There weren’t many jobs in Plantsville anymore.  Not since the factory closed down two years ago.  Pablo’s oldest daughter was on the honour roll.  She wanted to go to university and become a registered nurse.  Palbo didn’t want to be the reason that Nerissa had to stay in Plantsville and work at Walmart until she retired.

 

Maria walked into Gloria’s office and stood inin the small space just inside the door.  She didn’t say anything.  She just waited. 

 

Gloria held up a fork from the Galaxy collection.  “Our silversmiths worked for seventeen months on this new design, Maria.”  She said Maria’s name as if she was describing a hideous slimy creature that you found when you lifted up a rock in the muddy part of the garden.

 

Maria nodded.  “The design is beautiful.  Clean lines.  Modern.  Should do really well.”

 

Gloria smirked.  “So what’s this copy telling me?  That you don’t need a new set of forks?  That your old forks will do just as well?  How does that sell forks?  Well?”

 

Maria shook her head.  “The copy says that the Galaxy design is classic.  It suggests that this is the design you want when you’re serving your guests.”

 

Gloria grabbed one of the Galaxy forks and held it in Maria’s face.  “Are you arguing with me?  Who’s the boss, here?  Who has worked in silver for over thirty years?”

 

Maria nodded again, hopelessly.  She had been through this so many times.  She felt so tired.  “You have, ma’am,” but before she could finish the word “ma’am”, the door behind her swung open and pushed her forward.  She lurched towards Gloria, taking one unfortunate step and pushing into the Galaxy fork before she could stop herself. 

 

Blood from Maria’s left eye spurted out and splattered all over Gloria’s carefully made-up face.  She took her hand away but the fork stayed behind, imbedded in Maria’s no longer blue eye.  Maria remained upright for several seconds and then fell, like a tall broken tree, forward onto the floor.

 

Gloria staggered back and she and Pablo, who had opened the door, stared at each other across the office floor.  “You,” Gloria said, “you . . . killed her.”

 

In shock, Pablo looked down at Maria’s body, which trembled slightly before it became still.  “I did?”

 

“Yes,” Gloria said slowly.  “We were talking and you threw open the door, without even knocking.  How many times have I told you to knock before you come into my office?”

 

Kneeling down to take Maria’s pulse, Pablo looked up at Gloria.  “It wasn’t me, Ma’am.  It was you.  You killed her.”  He looked at the fork.  “How did the fork get into her eye?  How did it get so close?”

 

Gloria laughed as she wiped the blood from her face with her monogrammed silk handkerchief.  “No one will ask that question, after I’ve explained about the door.  Who will the authorities believe, Pablo?  A poor immigrant who works in the advertising department of a small silver company, or the famous Gloria Silvero, the silversmith to the stars?”  She picked up the phone and dialled 911 as Pablo removed the fork from his coworker’s sightless eye.

The Tell Tale Heart

Read the story "The Tell-tale Heart" by Edgar Allan Poe.  Here is a link:  https://poemuseum.org/the-tell-tale-heart/

Who are the characters?

What is the plot?

What is the tone?

What is the conflict?

Where does it take place (setting)?

What is the point of view?

Why did Poe write it?  (You can't know.  Make a guess.)

Don't forget your poetry project is due soon!

Julie and Turk

English 8:  Give the story a title.

             Julie and Turk had been running forever.  It was so hot and Turk had twisted his ankle over a jagged rock.  Julie wanted to hurry, but she couldn't leave Turk behind.  No, she wouldn't leave him.

FILL IN THE BODY OF THE STORY.

            Turk held Julie's hand weakly.  His face was so pale.  "Thanks," he said.

Theatre Production:  Wear painting clothes on Wednesday!