7학년

7s “Antony + Cleopatra” Shakespeare Shorts readers theatre productions “Scripted Drama” unit working on “How do I transform my face, voice, body, and posture using performance skills from both scripted and improvised Drama?” the students having explored the different ways to improve their creative processes through improvisation now learn the structures and practices to help them perform their roles in a scripted Drama play.

This assignment was to engage the students in performing a scripted performance to showcase their talents as actors and improve their ability to perform to the public using strong vocal projection, good mime and effective storytelling and transforming into different characters wherever possible using aspects of melodrama. They also had the opportunity to explore the themes of the play and curated the soundtrack for their performance!

Why Shakespeare you might ask? We remember Shakespeare today because he wrote plays that continue to mean a lot to us. Plays like “Hamlet” “Romeo & Juliet” and “A Midsummer Night’s Dream” which are still performed everywhere because people like to hear the ideas and words that Shakespeare wrote, and because he told stories about the feelings that people have always had.

02.

학년8

Grade 8 Tableaux Vivant The trimester rotation three group for Grade 8 Theatre classes are completing their first unit, exploring the genre of ‘tableau vivant.’ This past week saw them on campus doing a site-specific extension – flash mob AND take to the stage to present their ‘living pictures’ to a formal audience viewing.

Students started with various physical exercise to gain control of their bodies and faces. Next, they did a Juilliard Creative Classroom workshop analyzing a photograph of Mulberry street (NYC) from 1910 and how they would stage it. Once in groups, the students researched this historic theatre ‘tableau vivant’ genre, and selected paintings or photographs portraying different amounts of people, analyzed the possible costumes needed from one selected painting, and then matched appropriate background music. After forming a performance group, the group collaborated to select one image and brought it to life on stage, by freezing in place for up to two minutes!

Performances took place in Mr. Grist’s office, The Wolf Café, The MFH. stage, and the Black Box for a formal viewing! Thank you to the various UISG staff who brought their classes as an appreciative audience, admiring the fact that our Grade 8 actors could showcase their strategies to overcome distractions through their performance.

Mr. Grist office
The Art Judges

The MFH
Roman Interior Scene

The Wolf Café
1952 Advertisement 7-Up Berry Merry Time

03.
9학년

Grade 9 senior theatre students chose a play from the canon to workshop and perform on Thursday in the Black Box Theatre room. Thinking about how do plays present a strong central idea or theme (from a specific time or place) that must be effectively transformed through design, acting, and direction; they choose a modern “who dunnit” murder mystery of “Who Killed Sherlock Holmes?”

Based upon the character created by British author Sir Arthur Connan Doyle. The students needed to: Interpret, shape, select, structure, and show insight into their role as actor as well as to working with a director on their roles. Notes taken and scripts annotated will show the interpretation, shaping, selection of ideas and insight. (Arts Process Journal). Plus, they had to perform with flair (confidence and control) in the dark, with only their voices to tell the story of the infamous detective! They were consistently engaging with their audience with vocal mechanics, flashlights, and sound effects to set the emotional tone of their radio play, to keep their audience engaged with them!

04.
10학년

After weeks of E-portfolio tasks, Personal Projects, and E-assessments the Grade 10 senior theatre students have evolved their earworms into the unbridled joy of a musical theatre – mash up unit!

The students have explored the genre and structure of a Broadway Musical Theatre piece and then creatively change it into a modern “mash-up” form by using a modern song, as they compose, present, and express themselves in an original piece of musical theatre (in class assessment). The aim was to develop in students a sense of responsibility for their own learning and for increasing their knowledge of theatre styles and genres. This assignment was to engage students in performing a musical theatre mash up to showcase their talents as digital musicians and creative designers. There was “I Love You So” (The Walters) + “Can you feel the love tonight?” (The Lion King) and “Until I Found you” (Stephen Sanchez) + “Beauty and the Beast” (Disney animated film).