Unit+I+ +Aristotle's+Principles

By the end of this lesson students will be able to: || Lesson || Resources || Homework || Three ways presentation THEORY The aim of the Drama course is to support your development as inquiring, knowledgeable and caring young people through the skills and tools used in Theater. CONSOLIDATION Voice and body warm-up Use your body, your voice and the space to present your self. Two ways bio. PLENARY Whole class contract || 1) Markers, boards ||  ||
 * week || Unit I || Lessons Name || Learning Objectives.
 * # || Principles of Theatre || Introduction || * Name the elements used for Drama Course
 * Understand the assessment criteria for the Drama Course
 * Relate Drama Course to the IB profile || STARTER
 * ^  ||^   || Mimesis || * Relate imitation to the leaning and teaching.


 * Understand the steps to take to imitate (observation, trial, reflection)

Without words teach the following THEORY Aristotle´s definition of Tragedy imitation. imitation: medium/manner/object CONSOLIDATION PLENARY Personal scheme areas of learning (school, house, social) || 1) Different quotes of Aristotle explanation. JIGSAWING ||  ||
 * Realize Drama is a form of understanding the world. || STARTER
 * Mama bird baby bird.
 * Action on-stage
 * 2. ||^  || Character 1: through where and action || * Relate Action to Plot. Character and Thought
 * 2. ||^  || Character 1: through where and action || * Relate Action to Plot. Character and Thought

Recap Aristotle’s quotes. On the board elicite information of the main concepts viewed in the first class TRAGEDY, IMITATION, OBJECT, MEDIUM, MANNER, ART, ACTION, KATHARSIS THEORY CONSOLIDATION We come from Chelsea. Improvise scenes through Where/What Warm-up exploring extremes of the PLENARY Write your name? How would you make the letters, the movement, their organization reflect who you are. || 1)WORKSHEET DIAGRAM’S RELATIONSHIP
 * Relate to their own body as a tool of expression.
 * Understand the importance of allowing impulses to exist in the body.
 * Observe how character is defined by different rhythms, weights, breathing and quality of movement. || STARTER
 * Exercise with first quote introduces PLOT/CHARACTER/THOUGHT
 * An action is developed with the body, importance to connect and listen to it. (respond)

2)WHERE CARDS

3)Tabloid of Body qualities.

4)Name cards/ colors/ markers || 1 Observe a member of your family. Fill in a sheet with the breathing, rhythm, weight and quality of movement. Be able to imitate. || Read a Hamlet ACT II SC ii analize the thought process. Observe an interpretation and look at the thoughts sustained. THEORY Thought and character are the natural causes from which actions spring. CONSOLIDATION Create actions with thought and without them. PLENARY Tell a story without words, two people that can’t talk to each other (what’s the reason) Cards that say inner process. || 1)Worksheet of soliloquy hamlet Act II Scene ii. Video: [|**Hamlet**] [| - "What a piece of work is a man!"] ||  || Review homework. Present each character. THEORY Character are defined by their environment. CONSOLIDATION Explore character through place, action and relationship. Through text analysis and through improvisation PLENARY Express elements of character through color and sound. Using fabrics of different colors and objects do an abstract, intuitive appreciation of your own exploration. || 1) Objects to create a sculpture at PLENARY (paper/paintings) ||  ||
 * ^  || Thought & motivation ||^   || * Behind each action there is a thought.
 * Observe transparency of peoples thoughts
 * Develop concentration through involving the thinking process into actions || STARTER
 * 3. ||^  || Character 2: through action and relationship || * Create elements of character through place, activity and relationship.
 * Understand the process of adding layers. || STARTER