- The drama lesson introduces students to elements of drama such as voice, movement, and character development through a variety of engaging activities.
- Students will experiment with using their voice and body to take on different roles and characters. They will give and receive peer feedback on their character performances.
- The lesson aims to build students' confidence and understanding of drama fundamentals like developing a character through movement, voice, and interaction with others. Students will reflect on what they learned about portraying characters in their work and the work of peers.
Drama is a word of Greek origin meaning "action" and referring to a performance on the stage in which actors act out the events and characters of a story. A dramatic work is usually called a play, but if you want to specify what type of drama it is, you can call it a comedy, a. tragedy, a farce or tragicomedy or other names. As wel1 as a play, drama usually involves
o a playwright or dramatist, that is, the author of the play;
o a stage, that is, the area in a playhouse or theatre where the play is performed;
o an audience, that is, the people who go to the theatre to watch the performance.
Drama is a word of Greek origin meaning "action" and referring to a performance on the stage in which actors act out the events and characters of a story. A dramatic work is usually called a play, but if you want to specify what type of drama it is, you can call it a comedy, a. tragedy, a farce or tragicomedy or other names. As wel1 as a play, drama usually involves
o a playwright or dramatist, that is, the author of the play;
o a stage, that is, the area in a playhouse or theatre where the play is performed;
o an audience, that is, the people who go to the theatre to watch the performance.
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We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
1. LESSON:- Drama Lesson 1
Date: 20/10/2017 Term: 4 Week: 2 Year Level: 5/6
Time/length: 45 minutes Learning area focus:
Context:
To introduce drama, this first lesson will explore the students’ understanding of the elements of drama. While we know that they partake in weekly
rotations, it is still unknown how confident the students are in their skills of drama. Therefore for this lesson, students will engage with a variety of
activities to build their confidence in understanding certain elements of drama (voice, movement, focus) through building and developing characters.
Individual learning considerations:
In our group, some students have been identified as EAL/D or students with low literacy levels. To support these students, teachers will scribe peer
feedback.
Content Descriptions:
Develop skills and techniques of voice and movement to create character,mood and atmosphere and focus dramatic action (ACADRM036)
Lesson outcomes/Learning intentions:
- Students will be able to experiment with
dramatic action and voice to develop a
range of sustained roles, using character
stereotypes
- Students will be able to collaborate to
convey dramatic meaning by responding
abstractly to represent ideas, feelings,
objects and situations
- Students will understand the role the
audience can play in drama and will be
able to respond critically to a range of
character works and communicate
opinions about a range of drama works
created by themselves and others
Reflection: Howwill you evaluate your lesson
Indicators: Howwill you knowthe students have understood the concepts specified in your
learning intentions?
- As an audience, students can discuss with their peers about the character performances and
provide suggestions on how enhance their own drama work and the work of others
- Students can work collaboratively to use the elements of drama (role and character,situation)
to shape character,voice and movement in improvisation and performances of devised drama
for an audience
- Students use voice and movement skills to convey meaning about a character to an audience.
- Students makes decisions about role interactions
- Students will use improvisation and movement to interpret and respond to a dramatic context
- Students will be able to experiment with dramatic action (movement) and voice to develop the role
of a given character in a given scenario
Howwill you make the activity physical verbal and visual
Throughout the lesson, physical, verbal and visual aspects will be embedded. Students will be moving
and talking as they develop their characters and will provide feedback on one another.
Assessment for/as/oflearning:
2. for teacher effectiveness and student learning Students will be assessed informally through verbal peer feedback of character development focal
activity. Teachers will scribe from student feedback for record of documentation. Use of rubric
TEACHING AND LEARNING ACTIONS
Timing
5 minutes
15 minutes
Warm up-
Begin by discussing the safety needs of drama and the expectation to have a go -
Drama is not about creating actorsbut building self-esteem. Ensure to make it
clear to students that it will be a no putdown zone!
Drama Element: Role and Character Building
Ask students how actors portray characters- what aspectsdo you have to consider
(voice- loud/soft, walk- fast/slow, gestures etc).
Introduce skill-
Lead with different Body Parts (movement and environment)
This activity is used as a warm up for students, while exploring the use of
movement and space.
Students are to walk in various directions at different speeds in a given space. The
teacher tells the students to imagine a string is attached to their nose which is being
pulled. The children continue walking around leading their body with their nose.
The students then walk normally again until the teacher calls out a new body part
to lead with.
Extension: Explore expressions through scenarios (walk how you would feel if you
won a million dollars), or character movements (like a pirate etc).
Voice & Dialogue Warm Up - Pass the Word
Students are to sit in a circle and are to pass a particular word around the circle,
each taking it in turns to say the word. As students pass the word around, each
student is required to change the dynamics, speed,or tone of the word or add a
gesture, in order to affect the meaning of it. E.g. ‘Hello’, ‘Elephant’ (ask students
Resources/Teachers notes
https://www.dramanotebook.com/drama-
games/movement-games/lead-with-different-parts-
of-body/
https://www.dramanotebook.com/drama-
games/hot-seat/
3. 20 minutes
5mins
for suggestions). Students are to repeat this but are to pass a phrase or a tongue
twister around the circle (experiment with adding pauses or silence to affect
meaning) - E.g. ‘She sells sea shells by the sea shore’,‘Unique New York’
Activity incorporating skill- Hot Seat- Developing Characters
This activity is about incorporating the use of body and voice - elements
previously explored to become a character. These characterswill be drawn from
hat and three students are to walk over to the chairs (taking on the characteristics of
their character) and sit in front of their peers (the audience). The characters and the
audience are given a few minutes to prepare how to act as well as what questions to
ask. The audience is to ask them questions to try to figure out what character they
are portraying. To do this the selected students are to answer the questions using
the characteristics of their character.
Character selections include job roles and animals i.e. cat (smug, lazy), lion
(proud), puppy (energetic), mouse (quiet), teacher,scientist (nerdy) etc.
Possible option for adapting the activity and give each scenario a purpose: set a
scene i.e they are on trial, in space,swimming in a pool
Reflection- After the characters are guessed the students are to reflect on how the
selected students used their body/voice/characteristics to create their character.
Each student will write down a character trait on a sticky note and place it around
the selected character.
Cool down
The lesson will conclude when all students have participated in Hot Seat and have
had feedback provided. They will then share something they liked, something they
disliked and something they would like to do to support next week’s learning.
Example of words students could use with their
sticky notes (Characteristics)
