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YEAR 8 Greek drama

Name_______________________________Class_______________

Level (End of SOW)________________________________________

Target Grade_____________________________________________

Teacher WWW __________________________________________

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Teacher EBI _____________________________________________

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Literacy Target: ___________________________________________

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Student Action Step _______________________________________

_________________________________________________________

_________________________________________________________

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Drama Levels

In Drama you are assessed on three main areas, Making, Performing

and Responding.

Making: relates to your ability to work within a group to create a piece of

drama; how well you work with others, the ideas you give and how you

develop your drama as a team.

Performing: relates to how confidently and effectively you perform

characters in a piece of drama. You may choose to use specific drama

techniques to enhance your work.

Responding: relates to your ability to assess your own and others’ work.

You need to comment on their strengths, weaknesses, how the

performance could be developed and try to use drama vocabulary when

discussing work.

WHAT DO I NEED TO DO TO IMPROVE IN DRAMA

LEVEL ASSESSMENT CRITERIA

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(M) I can help my group incorporate one aspect of Greek Drama into our performance. (P) I can take part in the performance and be heard and face the audience. (P) I can use at least one element of Greek Drama in my practical performance. (R) I can suggest general ways to improve my work.

4

(M) I can suggest to my group how to use two or three aspects of Greek Drama in our performance. (P) I can demonstrate a range of vocal colours, gestures and movements in my performance. (P) I can use two or three elements of Greek Drama confidently in my performance. (R) I can suggest ways to improve my work using full sentences, drama terms and I am able to focus on the elements of Greek Drama.

5

(M) I can lead my group to use a range of imaginative ideas using all the elements of Greek Drama in an interesting manner. (P) I can create a well-rounded character using voice, movement and gesture imaginatively. (P) I can perform in a style that is completely suitable to Greek Drama and use a range of elements. (R) I can suggest ways to improve my work using full sentences; drama terms and I am able to focus on the elements of Greek Drama and consider how I might use these elements in future drama work.

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GREEK DRAMA

List as many facts as you can that you learnt today about Greek Drama:

Fact #1:__________________________________________________________

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Fact #2:___________________________________________________________

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Fact #3:___________________________________________________________

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Fact #4:___________________________________________________________

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Fact #5:____________________________________________________________

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Fact #6:____________________________________________________________

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Fact #7:____________________________________________________________

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Fact #8:_____________________________________________________________

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Fact #9:_____________________________________________________________

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WWW: __________________________________________

EBI: ____________________________________________

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THEATRE FORMATIONS

In the Round

End On/Proscenium Arch

Traverse

Promenade

Thrust

Match each picture with the appropriate theatre formation name from the list above.

Then list one good thing about this shape and one negative thing about this shape.

Theatre Formation Name: _____________________________________________

Positive Aspect:_____________________________________________________

Negative Aspect:_____________________________________________________

Theatre Formation Name: _____________________________________________

Positive Aspect:_____________________________________________________

Negative Aspect:_____________________________________________________

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Theatre Formation Name: _____________________________________________

Positive Aspect:_____________________________________________________

Negative Aspect:_____________________________________________________

Theatre Formation Name: _____________________________________________

Positive Aspect:_____________________________________________________

Negative Aspect:_____________________________________________________

Theatre Formation Name: _____________________________________________

Positive Aspect:_____________________________________________________

Negative Aspect:_____________________________________________________

WWW – __________________________________________________

EBI - _____________________________________________________

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OEDIPUS In Thebes, a son is born to King Laius and Queen Jocasta. The King and Queen know a terrible prediction has been made: that their son will kill his father and marry his own mother. In order to avoid the prophecy coming true, King Laius and Queen Jocasta spike the baby’s feet and abandon him in the countryside. A shepherd finds the baby, takes him to Corinth and gives the baby to the King of Corinth to adopt. The baby is named Oedipus, which means ‘swollen feet’. One day in Corinth, someone insults Oedipus, telling him he is not the King of Corinth’s son. This worries Oedipus greatly, so he visits the Oracle and asks who his father is. The Oracle just repeats the prophecy and says that Oedipus will kill his father and marry his mother. Oedipus runs away to stop the prediction coming true (still believing that the King of Corinth is his father). On the road from Corinth, a strange old man is rude to Oedipus. Oedipus loses his temper and kills him, not knowing that it is the King of Thebes, his real father. Oedipus arrives at Thebes. Everyone knows that the King has just been killed, but they are more worried by the Sphinx monster who has taken over the city. Oedipus defeats the Sphinx and becomes a hero. As a reward he is told he can marry the Queen Jocasta. Not knowing she is his mother, he marries her. A messenger arrives to tell Oedipus that King Polybus has died, so he is now King of Corinth. Oedipus is relieved that Polybus is not dead because of him, but doesn’t want to go back to Corinth in case he marries his own mother. The messenger tells Oedipus not to worry about the prediction because he was adopted. Oedipus asks who his real parents were. The messenger says he got Oedipus from an old shepherd. One day, there is a plague in the city of Thebes, and the people beg their hero, Oedipus, to get rid of the plague. Oedipus asks the Oracle what he should do. The Oracle says that he should find the person who killed King Laius in order to get rid of the plague. Oedipus sends for the one witness who saw the murder. It’s an old shepherd. The old shepherd who saw King Laius being killed arrives. He was the one who gave baby Oedipus to the messenger in the first place. He tells them that Oedipus is King Lauis and Queen Jocasta’s son. Oedipus realises the prediction has come true: the old man he killed was his father and he has married his own mother. He rushes off in despair and rips out his own eyes; he is then left to wander, alone, in the countryside. A messenger tells us that Queen Jocasta has hanged herself.

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UNITY OF TIME AND PLACE

One of the primary elements of Greek Drama was that all plays had a

unity of time and place.

This means that____________________________________________

_________________________________________________________

_________________________________________________________

Another element of Greek Drama was the use of the messenger. The

messenger was important because_____________________________

_________________________________________________________

_________________________________________________________

THOUGHT TRACK

A thought track is when you freeze in character and express

vocally to the audience the thoughts that are going through the

character’s head.

In the space below, write a thought track for Oedipus for the moment he

discovers he has killed his father and married his mother. What thoughts

do you think go through his head?

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

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_________________________________________________________

WWW: ___________________________________________________

EBI: _____________________________________________________

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The Greek Chorus

Choral Speech: Everybody

does the same words and does

the same actions at the same

time.

Gossipy old people talking

among themselves.

One main speaker, whom the

others perhaps echo.

One main speaker, while others

join in on certain words.

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MASKS

Create/draw a design for a mask based on the facial expression

mask used in class. The mask should be in colour.

Also include two or three sentences describing

what the situation was that caused this expression.

Situation that caused this expression: __________________________

_________________________________________________________

________________________________________________________

Mask

WWW: ___________________________________________________

EBI: _____________________________________________________

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GREEK DRAMA QUIZ

1. Name three different types of theatre space. ______________________________________________________________ 2. Approximately how many people could fit into a Greek amphitheatre? _______________________________________________________________ 3. What is the front section of a Greek stage called and why is it important? ________________________________________________________________ 4. In the story of Oedipus, what prediction was made about him? ________________________________________________________________ 5. Explain what happened to Oedipus as a baby (include why he was called Oedipus). _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 6. What were the names of Oedipus’s mother and father? _________________________________________________________________ 7. Where were they king and queen of? __________________________________________________________________ 8. Explain what happens to the main characters at the end of the story of Oedipus. _________________________________________________________________________________________________________________________________________________________________________________________________________ 9. Explain what a chorus is, and what it does, using a modern day example to help you. _________________________________________________________________________________________________________________________________________________________________________________________________________ 10. What are the two unities of Greek theatre? ______________________________________________________________________________________________________________________________________ 11. How did messengers help plays to stick to the two Unities? ______________________________________________________________________________________________________________________________________

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PEER EVALUATION WWW: I thought that this person’s/group’s use of (insert appropriate drama skill) was extremely effective. This was demonstrated when (insert appropriate moment from the performance). Their use of (insert appropriate drama skill) enhanced the performance because (explain how the skill made the performance effective).

Your evaluation using the example above to help you: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

WWW: __________________________________________________

EBI: ____________________________________________________

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Your evaluation using the example above to help you: ________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

WWW: ___________________________________________

EBI: _____________________________________________

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PEER ASSESSMENT

GROUP WHAT WENT WELL EVEN BETTER IF

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My Greek Theatre Evaluation

1. List the Greek Theatre skills that you used in your performance and say

where in the story you used them.

2. The character I played in the performance was…

3. The drama skills I used to show this character were…

Think about how you used your voice, body language, posture, gesture.

4. I think that my character was particularly effective when…

What parts of the story do you think you did really well in? To get a better

level tell me why.

5. Other skills that we used in our performance were…

Did you use anything like still images or flashbacks, maybe even physical

theatre?

6. I think my performance was effective/not effective because…

Think about your drama skills and did you use any Greek Theatre skills?

7. To improve my work next term, I will work hard on…

Don’t say rehearse more. Think about your staging and drama skills, which

one could you improve on?

Narrator Body Language Audience

Chorus Fate Still Image

Messenger Facial Expression Frozen Mask

Gesture

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VERBAL FEEDBACK ACTION SHEET

In Drama a lot of the feedback that you receive from both the teacher

and your peers is verbal. To ensure you know what you need to do to

improve it is important to write out this feedback and how you plan to

act on it.

Date: __________________________________________________________

Who gave the verbal feedback (teacher/peer): _______________________

Write out the verbal feedback you received in detail: _________________

________________________________________________________________

________________________________________________________________

Write out how you are going to use this verbal feedback in your next

performance. Be as specific as possible: ____________________________

________________________________________________________________

________________________________________________________________

Date: __________________________________________________________

Who gave the verbal feedback (teacher/peer): _______________________

Write out the verbal feedback you received in detail: _________________

________________________________________________________________

________________________________________________________________

Write out how you are going to use this verbal feedback in your next

performance. Be as specific as possible: ____________________________

________________________________________________________________

________________________________________________________________

Date: __________________________________________________________

Who gave the verbal feedback (teacher/peer): _______________________

Write out the verbal feedback you received in detail: _________________

________________________________________________________________

________________________________________________________________

Write out how you are going to use this verbal feedback in your next

performance. Be as specific as possible: ____________________________

________________________________________________________________

________________________________________________________________

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Home Learning Record

After completing each Home Learning task please complete the record boxes

below.

Task Details:

Student signature/comment:

Deadline date:

Parent signature/comment:

Date completed:

Teacher signature/comment:

Task Details:

Student signature/comment:

Deadline date:

Parent signature/comment:

Date completed:

Teacher signature/comment:

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Home Learning Record

After completing each Home Learning task please complete the record boxes

below.

Task Details:

Student signature/comment:

Deadline date:

Parent signature/comment:

Date completed:

Teacher signature/comment:

Task Details:

Student signature/comment:

Deadline date:

Parent signature/comment:

Date completed:

Teacher signature/comment:

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Home Learning Record

After completing each Home Learning task please complete the record boxes

below.

Task Details:

Student signature/comment:

Deadline date:

Parent signature/comment:

Date completed:

Teacher signature/comment:

Task Details:

Student signature/comment:

Deadline date:

Parent signature/comment:

Date completed:

Teacher signature/comment:

20

LEVEL ASSESSMENT CRITERIA SELF ASSESSMENT

3

(M) I can help my group incorporate one aspect of Greek Drama into our performance. (P) I can take part in the performance and be heard and face the audience. (P) I can use at least one element of Greek Drama in my practical performance. (R) I can suggest general ways to improve my work.

o o o o

4

(M) I can suggest to my group how to use two or three aspects of Greek Drama in our performance. (P) I can demonstrate a range of vocal colours, gestures and movements in my performance. (P) I can use two or three elements of Greek Drama confidently in my performance. (R) I can suggest ways to improve my work using full sentences, drama terms and I am able to focus on the elements of Greek Drama.

o o o o

5

(M) I can lead my group to use a range of imaginative ideas using all the elements of Greek Drama in an interesting manner. (P) I can create a well-rounded character using voice, movement and gesture imaginatively. (P) I can perform in a style that is completely suitable to Greek Drama and use a range of elements. (R) I can suggest ways to improve my work using full sentences; drama terms and I am able to focus on the elements of Greek Drama and consider how I might use these elements in future drama work.

o o o o