Welcome to
Drama/
Performing
Arts !
1
Meet your Teacher!
Ms. Michelle Baillargeon
(bye-ARE-jaun)
Derived from the french word “la baillarge”, �meaning “the barley farm”
Visual + Performing Arts, ELL
Preferred pronouns: she/her/hers
Languages: English/French
2
Investigate the Studio
You have 5 minutes to scour this space to find clues that will help you make some inferences about Ms. B that will help us get to know each other better! Think about things like personality, teaching style, expectations, interests, etc!
3
Studio Norms/�etiquette
YOU BELONG HERE!
Try something new
Respect the space
�Kindness is # 1 - this is a safe space!
We are all beginners, learners, and experts in this room
Assume positive intentions
Audience skills
All ideas are shared
Everyone brings something- use what you’ve got and celebrate the room to grow!
Fail positive!
Add some more of your own:
4
Emergency Procedures
Fire Drill
Lockdown
Hall pass + sign out book
5
Self-Regulation
Regulation bin - fidgets etc.
Music/ something calming on the screen
Calm.com -> guided meditations
Talk to me + we’ll make a plan :)
Mental Health resources:
ConecTeen (via Calgary Distress Centre)
Call 24/7: (403) 264 8336
Text available weekends and evenings: (587) 333 2724
Kids Help Phone (speak anonymously with a counsellor):
Call: 1800 668 6868
Text: CONNECT to 686868 to start live convo
Online chat: https://kidshelpphone.ca/live-chat
6
Report Card Outcomes
Drama Outcomes (Grade 6)
Demonstrates individual and collaborative decision making that leads to creative expression
Performs dramatic works with clarity and precision
Analyzes, evaluates and responds critically to dramatic works
Performing Arts Outcomes (7-9)
Applies artistic and technical skills to convey meaning through performance
Demonstrates individual and collaborative decision making that leads to creative expression
Explores and develops skills in multiple aspects of artistic performance and production
What are we doing in �Drama this term?
Drama general themes:
Dramatic play + cosplay Dramatization
Movement Puppetry
Mime Readers theatre
Choral speech Collaboration
Storytelling
What are we doing in Performing Arts this term?
Performing Arts general themes:
Dramatic performance Improv
Monologues + storytelling Sketch comedy
Costume, set design Performance art +
Stage makeup installation
Dance + movement Sound art
Trust, confidence, collaboration, community
Staying up-t0-date
Blog: https://www.emsfinearts.blogspot.com
E-mail: mlbaillargeon@cbe.ab.ca
G-mail: mlbaillargeon@educbe.ca
Power School : updated every few weeks
10
Check-Ins
Used as a way to make sure every voice is being heard
Lets me know how you are doing
Helps us resolve issues, brainstorm strategies
Builds community, classroom meetings
Answers any and all questions with honesty + information
Gives positive feedback
11
Check-in
For my information:
Your preferred name
Your preferred pronouns (i.e. she, he, they, eir)
Anything in particular you think I should know about you!
Other things you can write about:
How are you doing?
What are you most looking forward to about this term?
Is there something in particular you’d like to learn/try?
Questions/compliments/worries/jokes/suggestions:
12
Check-in
How full is your cup?
What kinds of things empty your cup?
What fills it back up? Who helps to fill it?
Questions/compliments/worries/jokes/suggestions:
13
Be kind to the plants, yourself + others
Grade 6 Drama
Drama 6 - What are we doing today?
Thursday, March 12
Jabberwocky
Drama 6 Groups
Group 1 (Angry) →
Group 2
(Excited) →
Group 3 (Happy) →
Group 4
(Unwell, ill) →
Group 5
(Mischievous) →
Grade 7 Performing Arts
Performing Arts 7 - What are we doing today?
Monday, March 16th
Warmup:
Improv games:
Cooldown:
��
Monty Python - Ministry of Silly Walks
Grade 8 Performing Arts
Grade 9 Performing Arts
Performing Arts 9 - What are we doing today?
Tuesday, March 17th
Warmups:
Rehearsal/Performance time:
Cooldown:
Countdown to Performance Time!
Unit 1: Non-Verbal Performance
Using body language, expression, movement
Tableaux Vivants: Frozen Pictures
Responding to a series of prompts QUICKLY
Performing Arts 9
Tableaux from Art History..
Let’s practice!
Ms. Baillargeon will give the command�
3 Min to organize into a frozen picture
Rest of class will do a gallery walk to offer feedback
Skit : a one-scene mini-play
You and your group are going to tell a story that shows your emotion, without using words
What are some ways we might do this?
Drama 6
Facial Expression
Each group will tell a story only using body language
Think about what has caused your character(s) to feel the emotion.
Have you ever felt that emotion? What made you feel that way?
Create a 2-3 minute skit.
Each performer will also make a mask to accompany their performance.
Drama 6
Wheel of Feelings →
Mime
Let’s practice in groups
→ mime prompts
Non-verbal summative project:
Create a performance that uses at least one of the skills we have been learning about:
Please try to incorporate music or sound effects somehow. These are to be presented Tuesday, Feb 25th.
What level am I working on?
Level 1 (beginning): Needs constant teacher support.
Level 2 (grade-level): Does a basic job of copying the skills as modeled.
Level 3 (good): Uses the skills effectively and independently which results in a creative performance.
Level 4 (mastery): Uses and applies the skills that were learned to create a sophisticated and original performance.
Unit 2: Expression
Vocalization, emotion, monologues
Tongue Twisters….
Read this quickly…
To begin to toboggan, first buy a toboggan. But don’t buy too big a toboggan. Too big a toboggan is too big a toboggan to buy to begin to toboggan.
With one (1) partner or solo...
You will get a tongue twister that you will practice and perform out loud….TODAY! :)
Learning intention:
Tongue Twisters
1.� Unique New York
Unique New York
Unique New York
Unique New York
New York’s unique.
2.
Many an anemone sees an anemone.
3.
Freshly-fried flying fish
A flying floofy flopping dish.
4.
She stood on the balcony,
Inexplicably mimicking him hiccupping
And amicably welcoming him home.
5.
Imagine an imaginary menagerie manager
Imagining managing an imaginary menagerie.�(men-AH-juh-ree)
6.
The epitome of femininity.�(ep-IT-OH-mee)
7.
A skunk sat on a stump and thunk the stump stunk,
But the stump thunk the skunk stunk.
8.
A loyal warrior will rarely worry why we rule.
9.
A pessimistic pest exists amidst us.
10.�Near an ear, a nearer ear, a nearly eerie ear.
11.
There once was a writer called Wright, she taught her son to write Wright right. It is not right to write Wright ‘Rite’, please try to write Wright right!
12.
Give papa a cup of proper coffee in a copper coffee cup.
13.�Mary Mac’s mother’s making Mary Mac marry me. My mother’s making me marry Mary Mac. Will I always be so merry when Mary’s taking care of me? Will I always be so merry when I marry Mary mac?
14.�Mr. Tongue Twister tried to train his tongue to twist and turn, and twit and tweet, to learn the letter “T”.
15.
Fabulous frivolous Fannie fried fresh fish furiously.
The Jabberwocky
By Lewis Carroll
Choral Reading
What is this poem about?
What vocal affect(s) can you hear?
Do we have any other ideas about what this poem is about?
True Confessions...
True Confessions with Jimmy Fallon
Your Goal...
Is to sell a convincing lie to your acting partners!
How we are going to set up the game
Each person needs to think of a true story that has happened to them → one sentence, write on a sticky note
You are going to get into groups of 3. When it is your group’s turn, you will sit in the ‘hot seat’. Before going up, I will give you a blank card in an envelope. Each person will get one lie and one truth.
One at a time, you can pick one of the two envelopes to read aloud to your group. Your group mates have 60 seconds to ask as many questions as possible before guessing if it is a lie or a truth.
Unit 3: Storytelling
Art imitates Life
Character Collage
Cindy Sherman, Performance Artist
Drama Notebooks
Unit 4: Dramatization
Improv, acting, sketch comedy, scene work
Unit 5: Technical Drama
Audio/visual, stage makeup, costume, set design
Unit 6: Puppeteering
Shadow, marionettes, sock puppets
Unit 7: Enrichment
Dance? Street magic? Performance Art? Stage combat?
Drama 6A - what are we doing today?
Wednesday, January 15
Drama 6B - what are we doing today?
Thursday, January 9th
Welcome back!! Last 3 classes before the term changes
Warmup: Getting yourselves ready to perform
Performance time: Shadow Theatre!
Drama 6 : Project # 4
Shadow Play Theatre
What shadow techniques did these performers use to create this scene?
What other techniques were happening here?
What techniques were happening here? How were these similar? different?
Your challenge...
Solo or in groups, you will create shadow puppets (cutouts, hand or a combination) that will tell a story (beginning, middle, end). It can be a classic story, or one of your own.
Think about bringing in some sound effects, narration, and/or music to make your performance even more exciting!
What level am I working on?
Level 1 (beginning): Performs something to teacher or a friend
Level 2 (basic): Creates a few puppets that help to tell a story. Story may be verbal or non-verbal. Performs to audience.
Level 3 (good): Performs to audience a well considered story. Uses sounds and visuals.
Level 4 (excellent, leading it!): Performs to audience a clear, interesting story. Uses sophisticated sounds and visuals that enhance the overall performance.
Group, Partner, or Solo : self assembly
Drama 6 Project 3:
Greek Dramas
Greek Mythology
Orpheus and Eurydice
https://www.bbc.co.uk/sounds/play/b03g6w1t
Who were the characters in this story?
What was the moral of this story?
Your Job...
You and your group will put on a production of one of four Greek Myths
You will be responsible for organizing props, costumes, etc.
Level 1- performing with script
Level 2- script memorized (no script during performance)
Level 3- script memorized + add on about moral
Level 4- you’ve taken the story/moral and created an updated version, turning the myth into a modern version
Drama 6 Project 2:
Sharing Stories
Drama 6 Project 1: Readers Theatre
Monologues
Level 1:
Level 2:
Level 3:
Level 4:
In Flanders Fields
What did you notice about the way this poem was read?
Tone
Speed
Pitch
Volume
Dynamics
Scene Work
Groups:
Ibrahim, Nasayem, Anika, Steve
Abdul, Erika, Maira, My, Crystal
Performing Arts 7 - what are we doing today?
Monday, January 13
Warmup: Movement activity → big, tiny, twisted
THE BLOB
Preparing for choice performances
Choice performances!
Choice Performances
You are going to create a final performance to be presented on the last day.
You can work solo or with a group.
Ideas?
Stage Fighting
“On guard!”
During this exciting unit of work, we will be creating a fast-paced, highly energetic routine that combines co-ordination and imagination. The sky is your limit as you develop your accuracy and gain trust with your partner. Will you create a slow and dramatic Matrix style fight, where flexibility and slow-motion take precedent? Or maybe a swash-buckling pirate routine? Sometimes the most beautiful of fights have dance in them- whether it's break-dance or ballet.
“
How?
What are some expectations for this unit?
No injuring your partner!!
Screaming/yelling should be acting only - don’t send school into lockdown mode !!!
Listening for instructions!!
No tripping, no spitting, no real punching, no real fighting at all!
You can say no!!! And your partner will respect it - make a plan of action with Ms. B!!
Trust Building
Activities:
Blind circle
Raising trust → from laying to standing
Trust walk
Big, Tiny, Twisted
Human knot
https://www.theatrefolk.com/blog/5-collaboration-games-for-the-drama-classroom/
Big, Tiny, Twisted
Hand-to-hand combat
How do these actors create convincing illusions??
What about the story lines?
Hand-To-Hand Combat
Punches : safety, distance
Slaps
Kicks
Hair Pull
Your Project-
To devise a short routine that includes all of these movements. You must also include a weave, a duck and a block. You must be constantly aware of where your audience are. It will not look realistic if you have not planned for this. Remember to include sound-effects for the punches and slaps.
what's your problem?!
what are you fighting about? who are you? is one of you more powerful than the other?
create a conversation/dialogue before you start your fight. this shouldn't be funny, it should set up your fight so the audience get to know you a little bit more.
Performing Arts 7 Project 1: Projecting Emotion
Brainstorm: emotions
You are going to write + perform a scene about a strong emotion, beyond just happy, scared, mad, or sad.
We will also be making masks to accompany your performance.
Your performance can use dialogue, props, or it can use mime (wordless)
Performing Arts 8 - what are we doing today?
Tuesday, January 14
Performance Time!!
Final Mini-project: Choice performances
What is a ‘genre’ in performing arts?
What are some different performance genres that you can think of?
“
Genres in performance -
You + your group are going to choose a random genre and 2 random sound effects. Your job is to create a scene (start to end) that incorporates it all.
Your story should make sense and have a beginning, middle and end
The basics of mime:
“
Your job...
You will create and perform a scene that is entirely mimed
Level 1: mimes a wall (performed to peers or teacher)
Level 2: mimes a wall + adds another action (performed to audience)
Level 3: mimes several actions that are connected
Level 4: mimes several actions clearly, there is a progression to the scene that is understood based on actions + face, mime makeup has been considered
Performing Arts 8
Mime
Performing Arts 8: Project 2:
Oral storytelling - The Moth Story SLAM
When you think of the word “storytelling”, what comes to your mind?
“
Performing Arts 8 Project 1: Narration + Greek Chorus
Greek Chorus
What techniques did these greek choruses use to help build the dramatic effect?
Greek Chorus Performances
For example...
Morning time, and Sarah awakes!
She opens her eyes and rubs away
the sleep of a dreamless night.
Slowly, slowly she rises from her bed
and stumbles to yonder bathroom.
Reaching deliberately towards the toothbrush
That promises clean teeth that resemble white pearls.
Toothpaste, with claims of minty freshness
Is spread upon the bristles in haphazard fashion.
One by one, cleansing foam envelops each tooth.
A rinse of clear, cool water
and Sarah is nearly ready to face the day.
How might we bring this picture to life using sounds? (what is seen and what is not)
Student clean-up jobs
Tips for handling stage fright!