Mrs. O'Toole's Drama
Madge O'Toole
Memorial Middle School

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Updated: Thu Dec 13 11:31:21 CST 2012     Visits: 2054     [ Print ] [ Refresh ] [ Classpages ]
Dramatic Arts, Theatre History and Improvisation
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Mrs. Madge O'Toole is a well travelled Actor, Director, Improv Teacher, and Playwright who is certified in teaching Lang. Arts and is one of 8 people in the entire state who is certified in Theatre Arts K-12!8th GradeDrama

 

FINAL PROJECT OPTIONS:

 

Documentary Film/Reality TV: (between 5-10mins long)

Original Play (between 2-5pgs typed)

Music video that brings awareness to an issue

(1 to 2 songs in length)

 

 

You may work together in a group or completely by yourself. If you are working in a group I want evidence of each person’s work in group. For writing original play the limit of those working together is 2. (excluding actors)

 

 

How to Create a Documentary:

This should be between 5-10mins long and should be filmed by yourself, or with a group no larger than 3 people:

1/    I can’t do this… but, I CAN do that.

            Using your own life or someone close to you tell a story of how (a person/group of people) believes that I should be or act in a certain way but, I’m different and because I’m different, I am good at (this) ... or because I believe in this… I can do that.

2/   We are doing an EVENT!

            Documenting an event and the effect it has on those involved, before and after the actual event.

A blood drive… A food drive… A campaign…A production…

3/   We are overcoming a CHALLENGE!

            There is an issue and the documentary will follow the work that leads up to overcoming a challenge.  Ie.   Going through a “Bucket List” (things you want to do—or things a person who is sick—wants to do before they kick the bucket) OR overcoming a fear (heights—rollercoasters—planes)

4/ We are bringing awareness to a PROBLEM!

            The lunch is overpriced… The teachers treat students unfairly… My parents are always busy… Bullying is happening EVERYWHERE… There is racism in politics… Insurance isn’t paying for people who are sick…

            This kind of documentary shows examples of an injustice that is going on and tells the story of those people affected by it, then ends with some kind of solution offered.

 

MAKE SURE THERE IS A CLEAR BEGINNING, MIDDLE, and END TO THIS DOCUMENTARY! AND THAT YOU HAVE THE SIGNED PERMISSION OF ANYONE IN THE FILM.

 

 

HOW TO CREATE A MUSIC VIDEO:

*Come up with a theme that you want to clearly represent or bring awareness to in the video. Ie… The teachers treat students unfairly… Parents are always too busy for their kids and this is why crime is happening… Bullying is happening EVERYWHERE, but we can stand up against it… There is too much lying in politics, we need to elect honest politicians… Insurance isn’t paying for people who are sick and so they are not getting the care that they need…

*Use short clips/scenes that highlight the problem.

*Then find clips/scenes that show people working towards an end to this problem.

*End with people making a difference with the problem.

This should be no longer than 2 songs long and should be created by yourself or with a group no larger than 3.

 

HOW TO WRITE A PLAY:

*Come up with a short storyline that has a clear beginning, middle, and end.

*Create characters that are interesting and who have issues that need to be solved

*Make the setting an easy setting that can be portrayed on stage with little to no sets or props.

*This must be between 2-5pages typed in play format (see me for a clear outline on format)

*You can write about anyone or anything as long as it is appropriate. (see me if you have any questions about what is appropriate)

 

PLEASE CHECK THE CALENDAR TO FIND OUT WHAT SCENES YOU SHOULD BE PREPARED TO GO OVER IN CLASS!!!!! 

 

 

 

 

 

Parent's

Our Class :

 

During the first semester of the class we focus on PUBLIC SPEAKING and THEATRE HISTORY.

 

PUBLIC SPEAKING =

Getting comfortable on stage and learning good technique that will help dissolve any bad habits that will distract the listener from what you are saying.   We also touch on Non-Verbal Communication and how important it is to use when trying to get your point across.

 

THEATRE HISTORY =

We do two short sections on Theatre History.  

 

One gives some background information on the fathers of theatre “ The Ancient Greeks. We learn about Amphitheaters, the original Chorus, Tragedy and Comedy festivals, and our first playwrights.   They also learn choreographed movement (or stage blocking) by doing a project based on their favorite song like the Greeks did with the Dithyramb.

 

The other section we do is on Shakespeare.   We learn a bit about Elizabethan England and what it was like to be an actor at that time. Then the students become Shakespearean actors by doing a scene from one of his great works of Theatre.

 

It is likely that we will also play some Improvisation games (Like the show; Whose line is it anyway?) throughout the semester to get the students warmed up and excited to create. This helps them think on the spot and let loose a bit¦ it also is a lot of fun to play some of these on long car rides.

 

 

 

The most important thing for me to share with your children is a sense of self-satisfaction and pride at conquering something that can be incredibly frightening, yet surprisingly useful throughout their academic life and for their future careers.   People who can speak clearly, with enthusiasm for what they are saying, are the people who we want to listen to¦ no matter the profession.  

 Flashcards are available on this website to help you learn this monologue from William Shakespeare's As You Like It:

Jacques: All the world's a stage,
And all the men and women merely players;
They have their exits and their entrances,
And one man in his time plays many parts,
His acts being seven ages. At first, the infant,
Mewling and puking* in the nurse's arms.
Then the whining schoolboy, with his satchel
And shining morning face, creeping like snail
Unwillingly to school. And then the lover,
Sighing like furnace, with a woeful ballad
Made to his mistress' eyebrow. Then a soldier,
Full of strange oaths and bearded like the pard*,
Jealous in honour, sudden and quick in quarrel,
Seeking the bubble reputation
Even in the canon's mouth. And then the justice,
In fair round belly with good capon* lined,
With eyes severe and beard of formal cut,
Full of wise saws* and modern instances;
And so he plays his part. The sixth age shifts
Into the lean and slippered pantaloon*
With spectacles on nose and pouch on side;
His youthful hose, well saved, a world too wide
For his shrunk shank, and his big manly voice,
Turning again toward childish treble, pipes
And whistles in his* sound. Last scene of all,
That ends this strange eventful history,
Is second childishness and mere oblivion,
Sans* teeth, sans eyes, sans taste, sans everything.
(As You Like It, 2. 7. 139-167)                                                          

Also check the "links" area to get to the website that will help you learn what you are saying in this monologue!!!





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          Events Last Updated: Thu Dec 13 11:31:21 CST 2012
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2013

January

10Thursday8th Grade Drama Class Performances 5:30 and 7pm
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