3/31

Don't forget--on FRIDAY this week we will all meet at school at normal time, THEN go to Fort Lewis.  We dismiss FROM Fort Lewis College at 3:15 pm (no bus back to school).

Today is all about Tech!  We need to have all of this done asap.  It is going to be chaotic.  That's completely ok.  Communicate kindly and clearly with your teammates and myself during this day.

Requirements (have someone in your production group write these tasks down and check them off as they are completed.)

Sound design:  
____  Find the speakers and get them hooked up outside where they will be during the play (decide where is best, talk w/set design people)
____ Get the computer w/all the sound effects hooked up
____  Play through all of the sound effects, using your annotated script.  Make notes where you think sounds should be added in addition to what you already have.
____ Find Matt and show him what you've done.

 Set Design:
__ Get your set design approved once and for all by Matt (disclaimer:  we may have to adjust to do it all outside!)
__ Get the prisms outside!  Show Matt the designs you will make for each.  Claim, in marker, which sides are YOURS so the other class doesn't paint on them.
___Paint over your sides of the prisms in black.
__Figure out the curtain scenes--what will go on them?  Where will they be?  How will they be held up?  Begin sketching the designs on the curtains with pencil or sharpie.

Assistant Directors:
__Look over your scripts.  Make sure you have all the correct annotations down.  Be ready to run through your scene from top to bottom and explain your blocking decisions to Matt and an audience.  Have copious notes (at least one page) taken explaining your artistic choices in blocking the scene that you have assistant-directed.

Costume Design:
__Take an inventory of every costume piece you have.  Label each with the name of the character and the class (either Class I or Class II (depending on when you start class during the day).
__Hang all costume pieces on costume rack and/or in a cardboard box beneath it (for hats, masks, etc)
__Make the masks that you need to make for the fairies or other characters as needed.  Check w/Matt about mask-making supplies.
__For all the pieces that are missing, make a complete list on googledocs, featuring the name of the character, name of the actor, and name of the cosutume piece (see example below):  Share this with Matt so he has it too!!!

Character Name                       Actor                              Costume piece
Oberon                                    Bruce Willis                    White t-shirt

speak with the individual actor.  Find out if they can supply their own costume pieces that are needed.

Dramaturgs:  Check with Matt about designing the program and what features you want to include.

As soon as you are done, tell Matt!

3/30

Class locations for this week during Testing:

Period1=Sara Price's Room

Period 2=Amy Hewitt's room 

Period 3=Matt Hughes's Room

Period 5=Marcus Renner's Room

Hi everyone,
  Please work with Sarah to make this day a good one for everybody!
Goal:  To run through all of the scenes we have practiced as a class and to complete your close readings.

a.  Get with your scene groups and run through your scenes twice
b.  As an entire class, run through all of the scenes that we have rehearsed over the past few weeks--use the commons for this, set up chairs for the audience and when you're not onstage, pretend to be the audience. Give each other lots of positive feedback and get comfortable performing in front of a larger audience.
c.  Independent work-time:  complete your close reading and share with Matt.  Instructions are below:

 Close Reading on one or more of the the three texts: Due the Monday after Spring Break

Rubric: https://drive.google.com/a/animashighschool.com/file/d/0BxmnlXt_7UBOOERPSU5yYW44NHc/view?usp=sharing

Dana Gioia poem: http://www.danagioia.net/poems/lunaticloverpoet.htm

Theseus' speech:  http://www.shakespeare-online.com/plays/mids_5_1.html

Romeo and Juliet's sonnet:  http://nfs.sparknotes.com/romeojuliet/page_66.htmlhttps://drive.google.com/a/animashighschool.com/file/d/0BxmnlXt_7UBOOERPSU5yYW44NHc/view?usp=sharing

3/20

Follow-up:
 Close Reading on one or more of the following topics: Due the Monday after Spring Break

Dana Gioia poem: http://www.danagioia.net/poems/lunaticloverpoet.htm

Theseus' speech:  http://www.shakespeare-online.com/plays/mids_5_1.html

Romeo and Juliet's sonnet:  http://nfs.sparknotes.com/romeojuliet/page_66.html
https://drive.google.com/a/animashighschool.com/file/d/0BxmnlXt_7UBOOERPSU5yYW44NHc/view?usp=sharing


Rubric: https://drive.google.com/a/animashighschool.com/file/d/0BxmnlXt_7UBOOERPSU5yYW44NHc/view?usp=sharing

3/18

Agenda:
1st hour is independent worktime on either your essay, line memorization, or blocking.
Review yesterday's agenda for essay worktime guidelines.

2nd hour:  Review close reading technique and revise your close reading assignment by using the following rubric:  Due the Monday after Spring Break
https://drive.google.com/a/animashighschool.com/file/d/0BxmnlXt_7UBOOERPSU5yYW44NHc/view?usp=sharing

Close reading revision protocol:
a.  Review the rubric as a class and annotate.  Go over any questions there may be.
b.  Read the student example and annotate it with a partner, underlining especially good parts and explaining how they meet the rubric's standards.
c.  Review your own close reading and assess yourself using the rubric--what areas do you need to improve in?
d.  Spend the rest of the hour revising and refining your close reading.

Topics for close reading:
Theseus' speech:  http://www.shakespeare-online.com/plays/mids_5_1.html
Romeo and Juliet's sonnet:  http://nfs.sparknotes.com/romeojuliet/page_66.html

Follow-up:  memorize lines for act 1, REVISE YOUR CLOSE READING BY MONDAY AFTER SPRING BREAK

Also--if you'd like, check out this lovely poem, about Theseus' speech!
http://www.danagioia.net/poems/lunaticloverpoet.htm

3/17

Goal:  Finish memorizing Act I as soon as possible/Generate ideas and evidence for Final Essay

a.  Write out Project Log (use your last log as a template)

b.  Run lines in small groups, be prepared to run one of your scenes for the large group

c.  Meet with Matt for individual writing meetings/Independent worktime on essay

Follow-up:  Your rough draft of your essay is due APRIL 3--review assignment outline below
https://drive.google.com/file/d/0B_C9fVngmGpvN2FPUjVPMnJ2djQ/view?usp=sharing

3/16

Goal:  Understand how Pyramus and Thisbe story can be incorporated into your final Humanities Essay

1.  Read the following document and write down questions that arise as you read:
https://drive.google.com/a/animashighschool.com/file/d/0BxmnlXt_7UBOajhLRDZqUkRJN0U/view?usp=sharing

2.  Discuss in pairs or groups of 3 the following questions:
a.  What do you think the purpose of this story was for the people who told it?  Was it a warning to young lovers who disobey their parents?  A dramatization/romanticization of naive infatuation?  A mythical legend to explain the color of the mulberry tree?  What else?

b.  This story is beautifully written.  With your small group, go through and find three sentences that are particularly moving.  What literary techniques is the storyteller using?  Name them (if you need to, do some independent research).

c.  As a group, generate three seminar questions on the text: you can generate questions about the story itself, or about the story's connections to how the story is used in a Midsummer Night's Dream.

3.  Large group seminar

4.  Independent worktime (essay, line memorization, production role work)

Weekend follow-up

Follow-up this weekend:
*Share with me your initial concessive thesis on a googledoc for your final humanities essay by Monday morning:
Click https://drive.google.com/file/d/0B_C9fVngmGpvSVV4MS1sX181UHM/view?usp=sharing to see electronic copy of the assignment

*Memorize as many lines as possible

*

3/11

Agenda:

Read and discuss Final Humanities Essay (due May 13th)
Click https://drive.google.com/file/d/0B_C9fVngmGpvSVV4MS1sX181UHM/view?usp=sharing to see electronic copy of the assignment

Scene work and Production Role Work

Production roles need to have finished the following by Friday:

Set Design:  Your final blueprint (bird's eye view) of what the stage will look like, and your drawings of the prisms.

Costume design:  Rough sketches of costumes for the Lovers, Titania, Oberon, and Puck (annotated).

Sound design:  1 annotated scripts with sound effects for scenes I, II, and III (and have them all in a program ready to play).

3/10

Agenda:
*Group discussion and journal on the traits needed to pull off this play
* Group blocking and scene practice
*Follow-up:  Memorize lines

3/9

Agenda:

*Handed out scripts.  If you lose your copy (please don't!), you may print out a new one here:  https://drive.google.com/file/d/0B_C9fVngmGpvN2FPUjVPMnJ2djQ/view?usp=sharing

*Blocking out your assigned scene in your groups, and writing down the blocking instructions in pencil in your script

*Acting out your scenes and refining them for the rest of the day.

3/6

Agenda:
Meet with your production groups and discuss the following.
a.  What tasks will you have to accomplish in order to make your production role succeed?
b.  How will you divide responsibilities equally?
c.  Who will you have to work with outside your production groups in order to make the play a success?

Large group discussion of each group's roles and responsibilities

Independent work time on production roles

3/5 In-class

First half of class:

a.  See what your part is
b.  Click on this link to see the modified script.  Read through the lines that your character has.
https://drive.google.com/file/d/0B_C9fVngmGpvN0RyeUdCcFlHZ2c/view?usp=sharing
c.  Write a one-page journal entry detailing the "back story" of your character.  Tell us where you were born, what your parents were like, and how you ended up being that particular character.  Use your imagination to do so!

3/3

Agenda:

*Examination of how to describe the process of making a sandwich (in order to see how tricky it is to actually describe anything accurately through language).

*Watch the following clip on close reading:
https://www.youtube.com/watch?v=tfSqNsqchRg

*Group reading of Bottom's Dream passage to understand how to do a close reading, by focusing on...
 
What? will identify WHAT choice Shakespeare has made (for example, how Bottom uses mixed-up metaphors to describe his dream)

Why?   Shakespeare has made this choice (for example, Shakespeare does this both to illuminate Bottom's excitable character but also his ability to be both humorous and profound in a poorly educated by insightful way).

So What?  You advance an argument that states how Shakespeare's choice helps us understand the character or the play more deeply (for example, it helps us see Bottom both as more intelligent than the nobles, in many ways, but also reveals his common and confused nature).  

Begin your close reading and reflection on one of the two passages given in class (Romeo and Juliet's sonnet, or Theseus' speech at the end of the play)

During worktime, audition for your part in the play.