What is a play?
What makes a play a play...and not a novel, poem or a videogame?
Where are plays performed?Who can write and perform a play?
Why do you think someone would rather write or watch a play, as opposed to reading a book or watching a film?
Pick a letter of the alphabet and find the name of a famous play that starts with that letter. Write a 2 sentence summary of what it is about (be careful of subject/issues)
What is the difference between a play and written text [ a novel]?
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What is a stereotype?
What are some of the stereotypes surrounding rats?
What do we already know about rats? What would you like to know about rats?
Complete ‘Know’ and ‘Want to Know’ on a post it and put it on the board.
You can consider diet, environment, behaviour, lifestyle, intellect and anything else you can think of.
What makes a play a play...and not a novel, poem or a videogame?
Where are plays performed?Who can write and perform a play?
Why do you think someone would rather write or watch a play, as opposed to reading a book or watching a film?
Pick a letter of the alphabet and find the name of a famous play that starts with that letter. Write a 2 sentence summary of what it is about (be careful of subject/issues)
What is the difference between a play and written text [ a novel]?
---
What is a stereotype?
What are some of the stereotypes surrounding rats?
What do we already know about rats? What would you like to know about rats?
Complete ‘Know’ and ‘Want to Know’ on a post it and put it on the board.
You can consider diet, environment, behaviour, lifestyle, intellect and anything else you can think of.
Creating a Poster |
Check your Understanding: |
Malicia, the Mayor’s daughter, alludes to a number of fairy stories and on page 33 and informs Keith that her grandmother and great aunt wrote fairy tales - they were the Grim sisters.
Make note of all the fairy tale references in the text in the form of a poster or mind-map. Research the Grimm brothers, and then create a poster explaining who the Grimm Brothers were and some of the stories they wrote. Character FocusEach student focuses one of the main characters (Maurice, Keith, Darktan, Malicia, Hamnpork, Peaches, Sardines, Dangerous Beans) and they need to make note of important characteristics or plot points of that character as you go through the script
Scene SummariesCreate a working flow chart of what happens in each scene. Do this after each scene to create a plot line.
This can be done as brief sentence summaries, posters or even tweets. This is an ongoing document throughout the book. |
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Mood Board Creation
Create a mood board for design conceptions - include set, colour palette, fabrics, inspiration photos, anything that would help you visualise your ideas (e.g. era, realistic or symbolic, masks, make-up, colour palette).
The idea is to find images that serve as inspiration for an interpretation of the play. You should not use any images associated with productions of the play or related to the novel/play in any way. Drama will provide some examples of mood boards for us to show you. The mood board must be accompanied by a short justification for your choices - it has to show some understanding of how your interpretation is relevant or appropriate.
The idea is to find images that serve as inspiration for an interpretation of the play. You should not use any images associated with productions of the play or related to the novel/play in any way. Drama will provide some examples of mood boards for us to show you. The mood board must be accompanied by a short justification for your choices - it has to show some understanding of how your interpretation is relevant or appropriate.
Writing Justifications
Here are some phrases which will help you:
I have chosen ___ because it is supposed to represent___.
This _____ is significant because it shows the audience___.
The ____ are symbolic because ____.
EG: The [colours] are symbolic because [ red is the colour of love and the darker shades/ hues/ tones represent the sorrow/ tragedy in the story].
I wanted the viewer to feel ___, so I included___.
The costumes are _____ [use adjectives] to represent___.
The stage is supposed to be/ I want the stage to be/ to remind people of/ to be ___.
The stage lighting I want to have/ I want the stage to feel like/ look like____ by doing this: _____.
The costumes for the rats is going to be/ is going to look like___, because ____.
EG: I chose a black background and I tried to keep my images dark because this scene is dangerous, and a lot of tension has been created. As there is animal fighting and gambling, I wanted to convey the darker themes of the scene.
I have chosen ___ because it is supposed to represent___.
This _____ is significant because it shows the audience___.
The ____ are symbolic because ____.
EG: The [colours] are symbolic because [ red is the colour of love and the darker shades/ hues/ tones represent the sorrow/ tragedy in the story].
I wanted the viewer to feel ___, so I included___.
The costumes are _____ [use adjectives] to represent___.
The stage is supposed to be/ I want the stage to be/ to remind people of/ to be ___.
The stage lighting I want to have/ I want the stage to feel like/ look like____ by doing this: _____.
The costumes for the rats is going to be/ is going to look like___, because ____.
EG: I chose a black background and I tried to keep my images dark because this scene is dangerous, and a lot of tension has been created. As there is animal fighting and gambling, I wanted to convey the darker themes of the scene.
Directors' Notes Assessment Task
Assessment Checklist
Example of Director's Notes
Stage Directions
Have directions for your scene.
You should think about: music, sound effects, costume/hair/makeup, props, movement on stage, body language and facial expression.
Have you explained the colour scheme?
Have you referenced costumes, props, sounds/music?
Have you talked about how the audience should feel, what they should think about the characters, and what they should hear and see?
Have you included:
REMINDERS:
12 or 14 size font
Times New Roman
The character speaking should be in bold
Stage directions must be in italics.
Check all spelling and that you have copied properly from the book.
Must be colour coded to show you are meeting (and exceeding) the criteria. This means you need to check the rubric.
Must refer to character movement, areas of the stage, lighting, sound effects and music, facial expressions, costumes, hair and makeup, props.
All spelling, grammar and punctuation must be checked.
The stage directions must help the audience to learn about a character or the plot, feel, see, hear or think something.
You should think about: music, sound effects, costume/hair/makeup, props, movement on stage, body language and facial expression.
Have you explained the colour scheme?
Have you referenced costumes, props, sounds/music?
Have you talked about how the audience should feel, what they should think about the characters, and what they should hear and see?
Have you included:
- Props
- Stage Directions ( stage right, Stage left)
- Lighting
- Costume
- Hair Makeup
- Sound Effects
- Music
- Facial expression
- Body language and direction
- Set design
- Tone of voice
- Visual effects (smoke etc)
- Audience impact
REMINDERS:
12 or 14 size font
Times New Roman
The character speaking should be in bold
Stage directions must be in italics.
Check all spelling and that you have copied properly from the book.
Must be colour coded to show you are meeting (and exceeding) the criteria. This means you need to check the rubric.
Must refer to character movement, areas of the stage, lighting, sound effects and music, facial expressions, costumes, hair and makeup, props.
All spelling, grammar and punctuation must be checked.
The stage directions must help the audience to learn about a character or the plot, feel, see, hear or think something.