Drama MYP Grade 10

In our last drama class we looked at the first world problems, to create an extract (in groups of 4) about contrasting lives between the rich and the poor. We used the technique of cross-cutting (two or more scenes are shown together: split screen) to show relevant contrasts from time to time.  We first watched a video, showing a substantially poor area where labors of Dubai lived, after working in terrible conditions at construction sites.  Later on we were put into a group of 4 and we were asked to give two situations where the dialogue is the same, however the scenes (2) are polar opposites. For Example: An elite family in their living room feeling cold due to a low AC temperature, and next to this a scene at a local ally where construction workers are sleeping on the floor without blankets, feeling cold.  1) Give an example of one of the lines that your group chose to say in unison to show a connection between the rich and poor characters.  Our scene started with 2 peo

https://youtu.be/XHfVPcA2CZY In the video we decided to portray our understanding of the trust building game. In the game we were put into a pair, and in the pair we had to demonstrate 2 roles (navigator and follower). The navigator's role was to navigate the follower through obstacles (set by our teacher, in order to make the game more interesting) and other people, to take the follower through the safe route.  Through this game activity we built self confidence, and developed better trust bonds with our partner. This 'skill' of trust is essential in drama because you are able to rely and have faith in your partner during a course work. This activity made us have a stronger bond and relationship, because we were able to put our trust into someone else's hands. After the activity we had a better communication skill, as we were able to control and navigate our pair without actually seeing the route (since the follower had their eyes closed). 

What were the successes of this unit? The unit covered the focus theme of naturalistic and realistic drama skills to improve in the course of different plays and performances we practiced and displayed in this term. We started our term by reflecting on different topics and identities people face, due to circumstances. In the beginning of term 1, we were exposed to realistic drama after the research conducted on low and high standard living in Brazil, this was an interdisciplinary unit for me, as I have chosen geography, which contained a section of a unit researching Brazil. We then went on to issues that people in Brazil face do to poverty and other sub-standard needs. We looked at train surfing, and in this unit I came across the element of 'marking the moment', and we were exposed to trying the effect with back story, which was provided by the teacher as a small command or mini script.  After developing multiple skills throughout the course I have developed my se

Blue: Voice delivery (Volume, rate, pitch, pauses, pronunciation, dialect) Pink: Actions and gestures  Purple: Sounds and Lighting Orange: Props needed in the scene (and how they will be used) Green: Character Positions Yellow: Stage directions When we started creating the play, we decided to work on the epilogue. We wanted to show the audience main, key aspects of Martin's life, through flashbacks, and other drama techniques. Script during initial stage: Initially we had only jotted down some key scenes we wanted to include in the play, however we had still not devised the dialogues, entrances and exits, stage directions, make up, costumes, voice dialect, voice delivery, or actions or gestures yet. This is the edited script: CENTER STAGE Narrative Martin, Mark and Natalie sitting together.  Narrative Martin: It was a time like no other, something was lost, something was found. I changed - inside and out. I grew. yeah… this was the story of ho

Face the Play

A) Read The Adaptor's notes about the way Act One is built up. Then discuss:  What he means by 'fairly fractured' and 'fluid'  Why he chose this narrative structure rather than 'a simple unfolding of chronological events'. In the adaptor's notes, Benjamin Zephaniah discusses the idea of the play (particularly Act One) being 'fairly fractured', this term is quite unique to use with such a play as it gives the reader an idea of the transition and order of the play. This form of description tells us about the structure of the narrative and tells us about the several flashbacks and cutscenes that we will encounter. The idea of the scenes being fairly fractured gives the idea that in Martin's life many horrible things happen to 'break' him, or so to say, 'fracture' his life, however, that play focuses on the brighter side of ideas, with the use of reality. Using the term 'fairly fractured' helps suggests the idea t