Fine Arts 8
Instructor: Tracey Lloyd, Natasha Ray
Drama is the art of characters telling comedic or dramatic stories on stage. Telling these theatrical stories challenges you to think on your feet, work with a team, and express yourself vocally and physically in front of an audience. In a creative and supportive working environment you will participate in a wide variety of drama games, scene work, improvisation, and prepare a special performance for Hands UP! As we work together this term, you will gradually become comfortable performing in front of your peers. We will work to build your confidence and respect that everyone has different levels of ability.
In order to build your confidence interacting in various team groupings, and to help you become comfortable performing in front of others, it is important we always work to develop SAFE skills. These skills are the foundation of the Handsworth Theatre Program.
Sensitivity = Empathy for ourselves and others
Awareness = Being able to observe our surroundings; aware of our inner feelings as we do this
Freedom = feeling confident to express ourselves
Environment = positive commitment from both the actors and the audience
Drama 9 - Natasha Ray
Drama is the process of taking on roles to express comedic
or dramatic stories. If there is no role, there is no drama. Therefore, this
course is centred on playing a wide range of characters. By taking on roles
students will be challenged to think on their feet, to work as a team, and to
express themselves vocally and physically in front of an audience. In a
creative and positive working environment, students will participate in a wide
variety of improvisational and scripted activities and assignments. Some of the key concepts of this course are
RESPECT and SAFETY--only in a supportive environment are students open to the
experience of performing a wide variety of characters in front of their
peers. Therefore there will be a strong
emphasis in this course on supporting and respecting one another’s differences
and abilities. With the support of the group participants will gain more
self-confidence to perform a wide range of characters.
In order to achieve the above, we will undertake to develop
- Sensitivity: Respect and empathy
towards all that surrounds us.
- Awareness: The ability to observe;
inner and outer “consciousness”.
- Freedom: Self-confidence to
express oneself without inhibition.
- Energy: Charged and focused
commitment to the work, both on and off stage.
scriptwriting & performance 12
Regardless of one’s acting background or ability level, this
is an introductory course for grade 12 students ready for the challenge of a
lifetime! Through the process of directing, scriptwriting, and performing students
will discover that theatre is a living, breathing, and ever-evolving creative
process. Students in this course are committed to Handsworth’s core philosophy:
By co-creating a play, we create a community. The Handsworth theatre program is
based on a systems-approach model. In short, students take on the roles and
responsibilities of being a leader in order to support both the theatre
community and the diverse theatre creations. Students in role as directors will
discover that in theatre there can be no separation between production and
performance (as well as between community and audience, and between creations
and creators), since every element of theatre is highly interconnected to a
common shared vision. Overall, there is a heavy emphasis in this course on
developing a theatre community in which people connect in a healthy, caring,
inclusive, supportive, and artistic manner. What makes Handsworth theatre
unique is the sheer number of students, staff, parents, and alumni working
collaboratively to co-create the best possible theatre experience for one
another and the audience.
The process of developing directing skills gives theatre
students a wider perspective of the entire theatre production process. The
focus of Term One is the development of basic directing skills by directing
grade 10 and 11 theatre students. Directing skills will be taught in September
and then students will apply these skills for the rest of the year. In Term
Two, students will be involved in a new theatre project, and will write their
own Star Series script, which they will direct in Term Three. In Term Three,
students will participate in the school play, which will be performed at
Centennial Theatre on April 10-12, 2014. Throughout the year, students will be
responsible for specific artistic, technical, and/or promotional aspects of the
school production and/or writing team.
10/11 David Beare
Theatre Performance 10 concentrates on developing acting skills
through script work, introduces students to various theatre production and
performance experiences, and builds a supportive and caring artistic community.
Theatre Performance 11 builds upon on the foundational skills developed in
Theatre Performance 10. Both courses focus on character-development, script
analysis, movement and emotional work, performance skills, group work, and
polishing theatre productions. Out-of-class rehearsals and line memorization
are required homework throughout the entire school year. This course is
designed to bridge students for Directing and Script Development 12, and Acting
for Film/TV 11/12. Students will have the opportunity to perform to a live
paying audience at Handsworth, Presentation House Theatre, and Centennial Theatre. In addition to performing,
students are invited to attend/watch evening theatre performances. Students
unable to perform/watch theatre outside of class hours will be provided with an
alternate assignment during class hours. In general, the written script
analysis assignments require students to illustrate their understanding of key
theatre concepts, such as characterization, motivation, obstacle, set-design,
top-view diagram, blocking, and subtext. Students will have several
opportunities to be directed by grade 12 directors, which is ultimately the
core foundation of the entire theatre program. In order to achieve success in
this course consistent attendance, active participation, full polished preparation
for performances, and positive and respectful attitudes are highly required.
Only in a supportive environment do students feel safe to take performance
risks and to play emotionally and physically honest roles; therefore, students
are expected to praise and to celebrate our diverse and collective range of
talents, abilities, and interests.