10.05.21 Analysing Performance - Formatting the assignment
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This document provides guidance for writing an essay analyzing a performance work from a postmodern perspective. Students must write a 2,000-word essay discussing how one of the listed practitioner's works can be considered postmodern. They should pay attention to the significant signs and stylistic features of the work, and how key postmodern concepts are applied. The essay is due on May 28 and is worth 100% of the unit's total assessment. Formatting guidelines are provided, including using in-text citations and following bibliographic conventions.
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Public Safety Policy and Law
Assignment Two – Salient Points Presentation
The purpose of the Salient Points Presentation is for you to review what you have learned so far
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Task
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• Slide One: Introduction
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• Slide Three: Point 2
• Slide Four: Point 3
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• Slide Six: Synthesis (bring it all together)
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The presentation
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Animal farm essayWriting the introductionThe question .docx
Animal farm essay
Writing the introduction
The question:
Animal farm is a text which lacks literary value due to its irrelevant thematic messages, simplistic style and outdated contextual concerns – evaluate this statement.
thesis
[This is the most important part of your essay] What is your line of argument in response to the statement? (ie what are your reasons for agreeing or disagreeing with the statement?) This sets the parameters of your discussion.
Structure of an introduction
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Task:
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Year 10 - Critical Study of a Novel
Animal Farm Essay ALARM Scaffold
THE STATEMENT:
“Animal Farm is a text which lacks literary value due to its irrelevant thematic messages, simplistic style and outdated contextual concerns.”
Evaluate this statement in relation to your prescribed text.
DECONSTRUCT AND DEFINE THE STATEMENT: Highlight the key words in the essay statement, define them and come up with a short list of synonyms for them.
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THESIS: [This is the most important part of your essay] What is your line of argument in response to the statement? (ie what are your reasons for agreeing or
disagreeing with the statement?) This sets the parameters of your discussion.
INTRODUCTION: (Paragraph 1)
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arguments that you’ll be using to prove your position?
4. End your introduction with a summative sentence giving an overall judgment on the novella – what you’ve learnt from it & its overall value.
BODY PARAGRAPHS
NAME & DEFINE
T
DISCUSS & EXPLAIN
E
EVIDENCE & ANALYSIS
Identify -> Example -> Effect
E
EVALUATE & CONCLUDE
L
Topic sentence/ thesis
statement: Use the
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Iop Pp
The document provides guidance for students on completing the Individual Oral Presentation (IOP), which is an assessed spoken presentation on a literary work. It outlines that the IOP focuses on demonstrating knowledge and understanding of an aspect of one of the assigned texts. Students must select a tightly focused topic and use appropriate evidence from the text to support their points. When preparing, students should rehearse their speech, time it, and practice answering potential questions. The IOP should be delivered confidently without reading notes extensively. A variety of presentation formats are suggested, including discussions, exposés, role plays, and comparisons of different aspects of the works. Thorough preparation is emphasized as key to success.
31.01.22 Analysing Performance - Introduction
This document provides an introduction and overview for a university unit on analyzing postmodern performance. The unit aims to introduce analytical skills for interpreting postmodern works and developing critical judgements. Students will learn tools like semiotics and how to analyze performances through lenses like postmodernism. They will write a 2,000-word essay investigating a text from their subject using these analytical methods. The essay is due on May 13th and is worth 100% of the unit's total assessment. Students are given example practitioners and texts to research for their analysis.
04.04.22 Analysing Performance - Assessment Overview.pptx
This document provides an overview and schedule for an assessment on analyzing performance. It includes the essay prompt which asks students to discuss how a chosen work can be considered postmodern by analyzing significant signs, stylistic features, and how postmodern concepts are applied. It then offers suggestions for essay structure, including introducing postmodernism, the chosen practitioner and work, analyzing intention, interpretation, and key moments. Potential topics for analysis are also listed such as challenging myths, use of technology, and intertextuality.
English 12 ap course handbook
This document provides a course handbook for an AP English Literature and Composition class. It includes sections on literary essay writing, close reading strategies, the 6+1 traits of writing, grammar rules, analyzing active and passive voice, improving sentence style, eliminating wordiness, AP essay exam format and scoring, multiple choice strategies, literary terminology, and MLA citation format. The handbook offers guidance to students on various elements of literary analysis and composition.
Spine Week 6 - Writing about Performance.pdf
This document provides guidance on writing essays, self-reflective works, and portfolios about performances and practice. It discusses starting an essay by considering the central argument, case studies, concepts, and structure. The PEEL model is introduced as a way to make persuasive arguments with a point, evidence, explanation, and link. Research techniques, scheduling, and essay formatting are also covered. For self-reflective works, it recommends using Gibbs' reflective cycle of describing, documenting feelings, evaluating, and making conclusions. Finally, it provides submission tips like editing, peer reviewing, and checking learning objectives have been met.
23.11.20 Understanding Performance - Close analysis
This document provides guidance for writing a close analysis of a performance text. It explains that a close analysis requires carefully examining the elements and structure of a text through interpretation and explanation. Students must choose a section of a provided text, consider how it relates to modernist ideas, find evidence in the text's form and content to support their analysis, and explain their approach. The document offers an example outline for the analysis, including introducing the work, discussing influences on the practitioner, relevant social/cultural contexts, characteristics of modernism, interpreting the text's content and form, and concluding by addressing the aims.
22.02.21 Analysing Performance - Impression
The document provides guidance for writing an essay analyzing a performance work through a postmodern lens. It suggests including an introduction defining postmodernism, information about the practitioner and performance, and then analyzing two ideas about the work through interpretation, impression, and analysis sections. For each idea, the interpretation would discuss themes and concepts, the impression would describe a key moment highlighting the interpretation, and the analysis would further connect this to postmodern concepts. The document models how to structure these different sections and provides examples of how to discuss interpretations and impressions in a concise yet academic manner.
Edsc 304
This document provides guidance on planning and presenting an argument supported by a claim. It discusses brainstorming potential topics, researching the chosen topic thoroughly, and organizing evidence using a graphic organizer. The essay should include an introduction, body paragraphs with cited evidence, and a conclusion. Best practices for presenting include being confident, making eye contact, slowing down speech, using visual aids, and breathing to reduce nerves. Students will complete a graphic organizer, write a 2-3 page essay on their chosen topic and argument, and present their findings to the class.
Assignment sheet
This document outlines the assignments for an ELIT 17 class on Shakespeare, including two essays, three exams, a sonnet or soliloquy recitation, website posts, and participation points. Essay 1 is on Twelfth Night, A Comedy of Errors, or Richard III, and Essay 2 is on Othello or The Tempest. Exam 1 covers The Comedy of Errors and Twelfth Night, Exam 2 covers Richard III and Othello, and Exam 3 is comprehensive with an emphasis on The Tempest and sonnets. Students must also complete website posts responding to readings and present a memorized sonnet or soliloquy.
Inquiry into Hamlet Poetry EssayInstructions As an exte.docx
Inquiry into Hamlet / Poetry Essay
Instructions: As an extension of the Hamlet unit, students will write an inquiry essay on a topic inspired by the tragedy of Hamlet. This essay will be between 900-1200 words in length. Evidence for the essay will be balanced equally between specific quotations from three poems and the play, Hamlet.
Step One: Working in small groups, students will engage in a thorough, line by line analysis of one of the soliloquies of Hamlet and share their analysis with the class.
Step Two: Students will select an inquiry topic from Hamlet and construct 2-3 inquiry questions about the topic. Students should not have preconceived answers to the questions.
Step Three: Gather specific evidence from the play, Hamlet, that relates to the inquiry topic. Topics that do not have sufficient evidence from the play will have to be reconsidered.
Step Four: Students will select three poems from three different poets that specifically relate to the inquiry topic. Each of the poems must come from a different time period, and different forms of poetry should be included. Poems must be sufficient in length to make meaningful connections to the inquiry topic with specific evidence. You may use no more than ONE of the poems analyzed in class.
Major Literary Eras: Traditional Poetic Forms: Non-traditional Poetic Forms:
The Middle Ages. (c.750-1485) Ballad Dramatic Monologue or Soliloquy
The Renaissance (1485-1660) Elegy Nursery Rhyme and Nonsense Verse
The Restoration of the Eighteenth Century (1660-1700) Free Verse Prose Poetry
The Romantic Period (1784-1837) Ode Rant
The Victorian Age (1837-1914) Sonnet Shape or Concrete Poetry
The Modern Period (1914~) Villanelle Song (including rap)
(Consult with the teacher if you would like to include an example of a poetic text that is not indicated here as one of your three poems.)
Step Five: ANALYSIS Original and thorough analysis of each of the three poems will be conducted and evaluated as part of the writing process. In addition to analyzing for meaning, students will consider poetic devices, structure and style. Key quotations from each of the poems will be used as evidence.
Step Six: OUTLINE: Students will determine the structure of the essay in a formal, fully-conceived outline. Consideration of the various essay methods of development is advised. Location of thesis and order of arguments, as well as the specific inclusion of evidence, needs to be determined and included in the outline. The formal outline, including inquiry questions, thesis, arguments, and evidence, in order, will be evaluated as part of the process. This is a mandatory component of the essay.
Step Seven: Consult with the teacher (if necessary), specifically focusing on the inquiry questions and thesis, construction of arguments, and use of evidence from multiple texts.
Step Eight: ROUGH DRAFTS: Write the rough draft and engage in detailed editing. Students must have a minimum of tw.
AQA- Power and Conflict Revision Resource
This document provides an overview and contents of a booklet designed to support the study of poetry for English lessons. It discusses how the booklet can be used as a homework resource, revision aid, or to catch up on missed topics. However, it notes that the booklet is not intended as a "quick fix" and emphasizes the importance of carefully reading the instructions and answering questions in full sentences. The document also provides teaching suggestions for incorporating the booklet into lessons, such as exploring poems in stages from initial understanding to reinforcement of themes. It highlights assessment objectives for poetry analysis and includes a glossary of literary devices.
Poetry Support Booklet (Power & Conflict)
This poem is about the ruins of a colossal statue discovered in the desert, once depicting the Egyptian Pharaoh Ozymandias. The statue is now in decay, with only fragmented legs and a shattered face remaining. An inscription on the pedestal proclaims "My name is Ozymandias, king of kings: Look on my works, ye Mighty, and despair!" However, nothing else remains around the statue but the lone and level sands stretching into the distance, illustrating how the Pharaoh's grandiose claims of eternal glory have been reduced to meaningless rubble by the inevitable forces of nature and the passing of time. The poem serves as a commentary on the fleeting nature of power and
AQA Power and Conflict Poetry Revision Guide
This poem is about the ruins of a colossal statue discovered in the desert, once depicting the Egyptian Pharaoh Ozymandias. The statue is now in decay, with only fragmented legs and a shattered face remaining. An inscription on the pedestal proclaims "My name is Ozymandias, king of kings: Look on my works, ye Mighty, and despair!" However, nothing else remains around the statue but the lone and level sands stretching into the distance, illustrating how the Pharaoh's boasted power and legacy have been reduced to nothing by the passage of time. The poem reflects on the fleeting nature of even the greatest human achievements and empires in the face of inevitable ruin.
15.11.21 Understanding Performance - Close Analysis
This document provides guidance for writing a close analysis of a performance text. It explains that a close analysis requires carefully examining the elements and structure of a text, interpreting its meaning, and explaining the interpretation. It then outlines the steps to take: 1) read/watch the entire text, 2) apply key ideas like those of Modernism, 3) find evidence in the form and content, 4) explain the analytical approach, and provides an example outline addressing the practitioner's influences, social/cultural context, content interpretation, Modernist characteristics, and formal properties. The goal is to achieve the aim of interpreting the text in relation to Modernist values, thinking, and ideals.
Assignment sheet
This document outlines the assignment requirements for an ELIT 17 class on Shakespeare. It includes details on two essays analyzing one of Shakespeare's plays, three exams testing comprehension of the plays and literary terms, a recitation of a sonnet or soliloquy, website posts in response to reading assignments, and participation points for in-class involvement. Students must write MLA-formatted essays and analyze prompts about Twelfth Night, A Comedy of Errors, Richard III, Othello or The Tempest for the first two essays.
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The documents provide examples of vision statements, mission statements, and values from various performance companies. The Royal Shakespeare Company's vision is for Shakespeare's plays to be enjoyed by a diverse audience and to foster access to great theater. Their mission is to inspire audiences through amazing experiences of Shakespeare's plays. New Adventures is committed to reaching many people through bold productions and supporting all involved. Enchantment Theatre's mission is to inspire children's imagination through storytelling onstage and in classrooms.
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This document provides guidance on completing and submitting dissertations and practice as research (PaR) projects. It discusses formatting requirements such as word count, structure, citations, and deadlines. For dissertations, it must be submitted online by May 26th and include sections like an introduction, literature review, methodology, and conclusion. For PaRs, students must give a 20 minute presentation and 8 minute performance by May 27th, uploading the accompanying written paper. Examples of PaR presentations are provided, which can combine traditional academic and imaginative elements.
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The document provides guidance on analyzing data for a dissertation or practice as research project. It discusses preparing both quantitative and qualitative data for analysis. For quantitative data, it recommends calculating averages, percentages, and interpreting results. For qualitative data, it suggests coding themes that emerge from sources like interviews and observing patterns across data. Both types of analysis require carefully interpreting results while being aware of biases, and reporting findings through tables, graphs, quotes or descriptions. The document stresses that research aims to discover theories from data, rather than confirm existing ideas.
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The document discusses action research. It states that action research involves:
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This document provides guidance on analyzing performance works from a postmodern perspective through a semiotic lens. It discusses key postmodern concepts like pastiche and nonlinear narrative. It recommends closely watching a work multiple times and noting the signifiers in performer, movement, sound, and space and their relationships to signified concepts. Analyses should describe a key moment, the signs present, and how they link to interpretations of postmodern stylistic features like juxtaposition or how sign systems work together or in disjunction. The document provides models for developing a paragraph analysis of how a work exemplifies postmodern concepts through its use of signs.
21.03.22 Observations, experiments and PaR
Structured observations and experiments allow researchers to tightly control variables to investigate cause-and-effect relationships. Structured observations require defining target behaviors and feasible measurement methods. Experiments enable accurate data collection but lack ecological validity. Unstructured observations explore context nuances but require justified choices about what to record. Practice as research advances artistic knowledge through exploration and insights from creative processes, documented through video, journals, or reflective practice involving description, dialogue, critique, and thematic analysis.
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This document provides guidance on analyzing a performance work from a postmodern perspective. It instructs the reader to introduce the chosen practitioner, discuss any key influences on their work from both a cultural and personal level, identify the practitioner's intentions for the work, and draw parallels between those intentions and cultural influences. The document emphasizes analyzing how the work aligns with postmodern themes and styles, rather than focusing on whether the practitioner intentionally made the work postmodern. It provides prompts for elements to discuss such as the practitioner's background, influences, stated intentions, and how their ideas relate to postmodern concepts. The overall aim is to help the reader effectively argue how a work can be considered postmodern.
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The document provides guidance on analyzing a work's postmodern characteristics in an essay. It recommends beginning with defining postmodernism and discussing key postmodern themes/styles. Students should then identify these elements in their chosen work, drawing parallels between the work's themes/styles and postmodern concepts like intertextuality, pastiche, irony and juxtaposition. The document offers prompts for discussing how the work challenges assumptions or stereotypes, incorporates other cultural works, uses technology to comment on reality's construction, and employs nonlinear storytelling or fragmentation.
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Questionnaires and interviews can both be useful research tools. Questionnaires allow researchers to gather data from large groups of people and obtain both quantitative and qualitative information. However, questionnaires risk low response rates and misinterpretation of questions. Interviews enable researchers to obtain rich qualitative data through follow-up questions, but they are time-intensive and results cannot be generalized. Well-designed questions, clear instructions, and ethical treatment of participants are important considerations for both questionnaires and interviews.
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The document discusses the key considerations and steps for conducting research for a dissertation or practice as research project. It outlines the threshold criteria, including demonstrating subject knowledge, critically applying appropriate methods of analysis, and communicating ideas clearly. It then covers secondary research, theoretical frameworks, suitable methodologies like performance analysis, historiography, and ethnography. The document provides guidance on developing interview questions, observation techniques, action research interventions, and practice as research processes. It emphasizes the importance of preparation, appropriate documentation, and obtaining ethical approval.
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10.05.21 Analysing Performance - Formatting the assignment
- 1. Formatting the Assignment by Louise Douse Week 13 Analysing Performance
- 2. What? Date Topic 10/05/21 Formatting the Assignment (and re-cap) 17/05/21 Tutorials 24/05/21 Tutorials Essay due Friday 28th May @10am Week 13 Analysing Performance
- 3. Formatting Guidelines Title page – you do not need to repeat any information from this in your essay except the title at the beginning. Do not put your name on your essay – anywhere! Do not use colloquialisms and slang Do not use lists and headings Don’t use abbreviations Do not use personal pronouns, ‘I’, ‘we’, ‘you’ Do not use ‘and’ ‘but’ ‘yet’ at beginning of sentences Week 13 Analysing Performance
- 4. Formatting Guidelines Write numbers in full e.g. one hundred (except dates: 1984) Always use someone’s surname The first time you mention someone write their full name and dob/d: (1912-2001) (b. 1952) Quote and reference Indent long quotes (over 40 words) When writing about a performance work always write the title in italics. Give the date a performance was recorded/seen (if live) the first time you mention it Week 13 Analysing Performance
- 5. Bibliography Cite them write Alphabetical order Grammar is important Layout/presentation is important Week 13 Analysing Performance
- 6. Re-cap What? Essay How long? 2,000 words including quotations When for? Friday 28 May, 10.00am How important? 100% of the total assessment of the unit Week 13 Analysing Performance
- 7. The Essay In what ways can your chosen practitioners work be considered postmodern. You should discuss the chosen work by paying particular attention to: The significant signs and key stylistic features of the work The key postmodern concepts applied to the performance Week 13 Analysing Performance
- 8. Assessment Practitioners Week 1 Analysing Performance Dance and Professional Practice Texts DV8 Physical Theatre – The Cost of Living Sidi Larbi Cherkoui – Sutra Vincent Dance Theatre – Virgin Territory Performing Arts Texts Pina Bausch – Orpheus and Eurydice Acting Texts Frantic Assembly – The Curious Incident of the Dog in the Night-Time David Watson – The Man Who Almost Killed Himself William Shakespeare (Phyllida Lloyd) – Julius Caesar Stephen Berkoff - Decadence
- 9. Threshold Criteria Demonstrate a sufficient subject knowledge of key postmodern characteristics within performance. Apply key methods of analysis to a performance text and express ideas in your own words. Communicate ideas using an awareness of the conventions of grammar, spelling and formatting, with a sense of structure. Have an awareness of good academic practice. Undertake independent research in relation to the Postmodern practitioners and practices presented in the lectures. Week 13 Analysing Performance
- 10. What should your essay include? Contextual info on the practitioner/work Discussion of key methods of analysis Semiotics and 4 strands analysis Postmodernism Interpretation: What are the key postmodern themes of the work? Impression: What are the key signs and stylistic features of the work? Analysis: How do the signs support the theme? Week 13 Analysing Performance