Transcript The play of George Orwell`s Animal Farm

Animal Farm
• Objective
• To read Animal Farm (the play) to the end.
• To make notes 15 minutes before the end
of the lesson.
• What is it about?
Explorative strategies
Still image
Thought-tracking
Narrating
Hot-seating
Role-play
Cross-cutting
Forum-theatre
Marking the moment
Mediums
The
The
The
The
The
The
The
The
use
use
use
use
use
use
use
use
of
of
of
of
of
of
of
of
costume, masks and/or makeup
sound and/or music
lighting
space and/or levels
set and/or props
movement, mime and/or gesture
voice
spoken language.
Elements
Action/plot/content
Forms
Climax/anti-climax
Rhythm/pace/tempo
Contrasts
Characterisation
Conventions
Symbols
At the end of each lesson.
• All should be able to demonstrate and explain
the strategy, medium or element explored in
the lesson
• Most of you should be able to understand and
demonstrate the strategy, medium or element
explored in the lesson, in detail.
• Most will be able to give an example of how
it/they could be used in the future.
• Some will be able to give detailed reasons for
the choices they make.
Workshop 1


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
Hot seating character
Narrating character, space, levels, content.
Thought-tracking character, space
The use of voice character, space (proximity)
Levels and space Status of character, Action,
Content.
 Action, Plot, Content,
 Characterisation (The means used to portray a role using
vocal and physical skills)
Objectives
• Understand the characters of the play through
hot-seating and voice.
• Understand the plot and content through
narration.
• Explore the status of a character through
space and levels and voice.
• Identify the status of characters from Act 1,
and to demonstrate the relationship between
characters through still image, space and
levels.
Workshop 2




Marking the moment
The use of space and levels
The use of spoken language
The use of sound and/or music Response
Development
 Symbols Response/Development
 Characterisation
 Rhythm/pace/tempo Action, content,
character,
Objectives
• Explore the use of symbols and sound to
demonstrate emotion, action, setting and
atmosphere.
• Understand the cultural, social and
historical context of the play through
music.
Workshop 3
Marking the moment
The use of costume, masks and/or
makeup
The use of set and/or props
The use of movement, mime and/or
gesture
Conventions
Symbols
Objectives
• Understand how Movement, mime
and/or gesture are part of demonstrating
character, action, the relationship between
characters, the scene and the story.
• Use props/ set, costume, masks/makeup symbolically.
• Understand what a dramatic pause is and
how it affects a drama.
• Develop the use of space and levels.
Workshop 4
•
•
•
•
•
•
Role-play
The use of lighting
The use of movement, mime and/or gesture
The use of spoken language.
Climax/anti-climax
Conventions (Using techniques such as slow
motion, freeze frame, audience asides, soliloquy,
split screen)
• Contrasts E.g. (Quiet v Loud) Low v high)
Response/Development-character and voice
• Symbols
Objectives
• Explore the play and characters through
role play and contrasts.
• Explore the play and the characters
through movement, mime and gesture.
• Identify and demonstrate climax/anticlimax through strategies, mediums and
elements.
• Explore the use of lighting to create
meaning within the play.
Lighting
Workshop 5
Marking the moment
Thought Tracking
Forum-theatre
 Cross-cutting
The use of costume, masks and/or makeup
The use of set and/or props
The use of movement, mime and/or gesture
anti-climax/ climax.
Conventions
Symbols
Objectives
• Explore character and story through
thought tracking.
• Explore various ways of marking the
moment through Act 1.
• Explore the play and the characters
through Forum Theatre.
• To know and apply cross-cutting to text
WORKSHOP PREPARATIONS
• The purpose is to prepare the ground
work for the six workshops carried out
in Unit 2.
• 6 filmed hours of drama explorations
under controlled assessment conditions.
• Detailed notes of all work should be
made.