Unit Plan: Introduction to Elizabethan Theatre teacher: D. Carruth Keywords



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Unit Plan: Introduction to Elizabethan Theatre

TEACHER: D. Carruth

Keywords:Acting, Actors, Body language, Characterisation, Costume, Cultural context, Warm-up, Theatre stage setting and scenery, Theatre, Shakespeare, Reflection


YEAR
10


LEVEL
4


DURATION
4 weeks





Achievement Objectives Being Assessed

Learning Outcomes

Drama
Understanding Drama in Context


Students will:



· Level 4: investigate the functions, purposes, and technologies of drama in cultural and historical contexts.

Students are able to:

Recognise the function and purpose of drama during the Elizabethan era.

Investigate the use of technologies on the Shakespearean stage.

Initiate and refine ideas in a group context to develop a performance of the prologue from Romeo and Juliet.

Present the prologue from Romeo and Juliet combining elements, conventions and techniques to demonstrate understanding of the Elizabethan theatre form.

Reflect an drespond on their own performances and the performances of others.

Select and use drama tschniques for a specific effect.

Work effectively in a group setting, offering and accepting ideas accordingly.






Drama
Developing Ideas in Drama


Students will:



· Level 4: initiate and refine ideas with others to plan and develop drama.

Drama
Communicating and Interpreting in Drama


Students will:



· Level 4: present and respond to drama, identifying ways in which elements, techniques, conventions, and technologies create meaning in their own and others' work.

Drama
Developing Practical Knowledge in Drama


Students will:



· Level 4: select and use techniques and relevant technologies to develop drama practice.

AIMS

To explore the thatre form of Elizabethan theatre and in particular learn about the life and times of Shakespeare. Students will explore Shakespeare's language through the prologue from Romeo and Juliet. Focus will be on conventions such as chorus to interpret the prologue. Students will demonstrate an understanding of the theatre form through their performance.

LEARNING INTENTIONS

Students will be learning to:
* Identify the key features and develop understanding of Elizabethan Theatre.
* Recognise key events in the life and times of William Shakespeare.
* Interpret the prologue of Romeo and Juliet to demonstrate an understanding of a Shakspearean text.
* Gain knowledge of the types of theatres and actors that perfomed during the Elizabethan era.
* Recognise the way in which Shakespeare used language to create meaning.
* Work effectively independently and in a group context, contributing to and making decisions.



KEY COMPETENCIES

Thinking
Using language, symbols, and texts
Managing self
Relating to others
Participating and contributing



FOCUSING QUESTIONS

What is the Elizabethan Era?
What were some of the key events that took place during the Elizabethan era?
What was the purpose of drama in Elizabethan times?
What technologies were used on a Shakespearean stage?
Who is William Shakespeare?
Why are his plays relevant to today?
What are the key features of "Shakespeare's" theatre?
How do we interpret Shakespeare's language?



TEACHER BACKGROUND READING

· Assessing in the Arts
http://nces.ed.gov/nationsreportcard/arts/whatmeasure.asp

· What can Drama do for Literacy
http://www.tki.org.nz/r/arts/artspd/research/updates6_e.php

· The New Zealand Curriculum - Vision
http://arts.unitec.ac.nz/engageinarts/curriculum/vision.php

· The New Zealand Curriculum - Principles
http://arts.unitec.ac.nz/engageinarts/curriculum/principles.php

· The New Zealand Curriculum - Values
http://arts.unitec.ac.nz/engageinarts/curriculum/values.php

· The New Zealand Curriculum - Key Competencies
http://arts.unitec.ac.nz/engageinarts/curriculum/key_competencies.php

· What Teachers Need to Know About Language
http://faculty.tamu-commerce.edu/jthompson/Resources/FillmoreSnow2000.pdf

· The Education of Pacific Students in New Zealand Schools
http://www.ero.govt.nz/Publications/pubs2002/PacificStudents.htm

· Towards Making Achieving Cool: Achievement in Multi Cultural High Schools (AIMHI)
http://www.minedu.govt.nz/index.cfm?layout=document&documentid=6146&indexid=4329&indexparentid=2107

· Making a Difference in the Classroom: Effective Teaching Practice in Low Decile, Multicultural Schools
http://www.minedu.govt.nz/index.cfm?layout=document&documentid=6135&indexid=4329&indexparentid=2107

· Pasifika Friendly Pedagogy: Relationship Building and Cultural Inclusiveness
http://english.unitecnology.ac.nz/resources/units/pacific_pride/pedagogy.html

LEARNING SEQUENCE


Teaching and Learning Experiences

Ongoing Assessment Approaches

Students will access prior knowledge of Elizabethan theatre and Shakespeare through a classroom discussion based around the questions: What is Elizabethan Theatre? Who is William Shakespeare? Why should we study his works?

Students will read a history of William Shakespeare and answer a series of questions.

Students will view a DVD entitled "Introduction to Shakespeare" from the A Taste of Shakespeare series from Marcom Projects.

Students will complete a timeline activity about the Elizabethan era.

Students will identify some of the differences between todays theatre and the theatre during Shakespeare's time.


Teachers will ensure students are collating information appropriately.

Students will explore Shakespeare's language through a variety of tasks:
1) Iambic Pentameter: clap the rhythm
write own sentence using the pattern
take a line from a sonnet "Thou art more lovely and more temparate" deliver the line stepping onto a chair on the stress and down on the unstressed syllable.
2) Shakespearean "insults" Students are given a sheet of insults and they are to say the line in a variety of ways and tones to insult their partner. (Warm up, way to explore how lines delivered contribute to the meaning of the line)


Teacher monitoring of progress.

Students will view the Luhrmann version of Romeo and Juliet.

Students will complete a 'Fill in the Gaps' activity summarising the plot of Romeo and Juliet.

Discuss types of Shakespearean plays Tragedy, Comedy, Tragi-comedy. What type of play is Romeo and Juliet?

Isolate and view the prologue, talk about its purpose. Complete "Prologue" worksheets: Pictation, Skills flow, Missing words.



Teacher led discussion around Shakesperean conventions - how well do the students understand these? Adapt self-assessment from key points on purposes and functions of conventions.

Students will get into groups of four and work on interpreting the prologue from Romeo and Juliet.

Students will be required to perform the prologue as a chorus. Students must use a combination of voice and movement to convey the meaning of the prologue to an audience.



Peer feedback on performance ideas for prologue, considering appropriateness for the theatre form studied. Students set goals for re-shaping, editing and re-working of performances as a response to feedback.

Self-assessment of their contribution to the creative process:

I contributed to my group's preparation by:
- staying on task (How? etc).
- encouraging others to stay on task.
- accepting other people's ideas.
- memorizing the dialogue and movement sequence?
- suggesting ways to make our performance more effective.
- staying focused with other members in my group.
- encouraging others to listen and share and accept/reject ideas.
- other ideas?

See summative assessment below



Summative Assessment

Summative assessment criteria applies to a performance of the prolgue form the play Romeo and Juliet by William Shakespeare that incoperates key features of Elizabethan theatre.

In order to gain Achievement the student must:

The student has identified features of Elizabethan drama. The student has demonstrated these in a performance. The student has used some features appropriately in the performance of an extract from a Shakespearean play.

For example: The student has included an annotated script with features of language such as: iambic pentameter, end-stopped lines, features of space. The student has performed their extract applying some of these features clearly and appropriately. Their performance shows the intent of the scene and the role. The student has shown through reflection an understanding of the theatre form.

To gain Merit the student must:

The student has identified an extended range of features of Elizabethan drama. The student has demonstrated these in a performance. The student has applied the features effectively in the performance of an extract from a Shakespearean play.

For example: The student has included an annotated script with features of language such as: iambic pentameter, end-stopped lines, features of space. The student has performed their extract applying some of these features clearly and appropriately. Their performance shows the intent of the scene and the role. The student has shown through reflection an understanding of the theatre form.

To gain excellence the student must:

The student has identified a comprehensive range of features of Elizabethan drama. The student has demonstrated features in a performance. The student has applied features perceptively in the performance of an extract from a Shakespearean play.

For example: The student has included an annotated script with features of language such as: iambic pentameter, end-stopped lines, features of space. The student has performed their extract applying some of these features clearly and appropriately. Their performance shows the intent of the scene and the role. The student has shown through reflection an understanding of the theatre form





ASSESSMENT

Arts

Learning Outcomes

Students are able to:

Recognise the function and purpose of drama during the Elizabethan era.

Investigate the use of technologies on the Shakespearean stage.

Initiate and refine ideas in a group context to develop a performance of the prologue from Romeo and Juliet.

Present the prologue from Romeo and Juliet combining elements, conventions and techniques to demonstrate understanding of the Elizabethan theatre form.

Reflect an drespond on their own performances and the performances of others.

Select and use drama tschniques for a specific effect.

Work effectively in a group setting, offering and accepting ideas accordingly.






Criteria



RESOURCES

Electronic

Arts Online

· Teacher Resource Exchange - "Treading the Boards" - AS 2.5
http://arts.unitec.ac.nz/resource-exchange/view_resource.php?res=332

Reviewed Resources

· Globe Theatre
http://virtual.clemson.edu/caah/Shakespr/VRGLOBE/tourst.php

· Shakespeare
http://www.shakespearehigh.com/library/surfbard/

· Theatre History Online
http://www.peopleplayuk.org.uk/guided_tours/

New Zealand Curriculum Exemplars

· The Arts Exemplars
http://www.tki.org.nz/r/assessment/exemplars/arts/index_e.php

Print

· Romeo and Juliet by William Shakespeare

Other

· DVD: Romeo and Juliet Baz Luhrmann

· DVD: Introduction to Shakespeare

NEXT LEARNING STEPS


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