1. Drama Production and Performance Ling Liang Church M H Lau Secondary School Ms. Caroline Fung

2. The Drama Process Drama is a process involving: thinking, feeling, responding, talking, listening, role play, movement, writing and reading. It is an on-going and extended effort to make a message clear (one practice or rehearsal can seldom achieve the best product).

3. Drama as a Process  The actor needs time and opportunity to think about and create, (alone or with others), the sequence and actions of a performance.  The skills of cooperative decision making are involved at the beginning, during and after; when it is revised effectively.  Finally, the actors can have confidence to present to the intended audience with the expectation of a positive response.

4. Stages in the Drama Process Experience or Problem Pre-actingDirecting & Polishing Product Show Audience Response Decision to create through drama. Growth of intention Brainstorm Research Improvisin g Miming Casting Practice Revising Rehearsing Recasting Fine-tuning Appropriat e format presented to others A response that is conveyed to the actor

5. Stage 1: Mastering the basics Stimulate students in the module and develop vocabulary building strategies. ( use of films and reader theatres to develop awareness to the basic element of the play) Introduce the Comic and Tragic Triangle in the plot study Practise the use of stress and intonation.

6. Part 2: Script Writing Teach students the different elements of a script. Transform a famous folk tale into script and introduce simple stage directions. Practice writing a simple script. Learn the assessment criteria of script writing.

7. Free download of scripts Whootie Owl ’ s Free Fairytale Play Scripts: www.storiestogrowby.comwww.storiestogrowby.com English Teaching Plays: http://home13.inet.tele.dk/dramakaj /language.html http://home13.inet.tele.dk/dramakaj /language.html Lazy Bee Scripts: www.lazybeescripts.co.uk

8. Role-Play of a Short Scene Role Play a short scene in the group and reflect on one ’ s own performance. Evaluate the group members ’ performance using a set of criteria Role-play feedback form

9. Questions before Role Playing Should you speak from memory or hold the script? How fast should you speak? How should you handle the stress and intonation? How can the voice be made clear and interesting? How can eye contact be used? How can facial expression be used? How can gesture be used?

10. Role-play Feedback Form Area assessed Needs improvement Satisfactory GoodComment Fluency Pronunciation Pace Intonation Stress Clarity and loudness of voice Eye contact Facial expression Gesture

11. Writing Short Scenes To create short dramatic episodes based on a given situation. To practice role-playing a short scene before the class. To reflect on one ’ s own performance

12. Actor ’ s Experience To enrich actors ’ experience, brainstorm with students the verbal and non verbal cues which showing emotions, feelings and motivation. (tips: using video clips to identify different emotions, feelings or motivations with students)

13. Process Writing and Cooperative Learning Approach To identify purposes, roles and context for different scenes of a drama and rewrite the scene in order to effectively convey the emotions, feelings and motivations of the characters involved in the scene. Act out the scene and evaluate the group performance of the scene using the Rehearsal and Performance Feedback.

14. To do list for writing a script and putting on a play As a group Select a story Write a skeleton of the story Write the first draft of the script Give and get feedback on the script using the Script Feedback Form Rewrite the script as many times as it takes to get it right. Give everyone a speaking part in the play Role delegation Carry out rehearsals Give and get feedback on the rehearsals Carry out a dress rehearsal Give the performance Get feedback from your audience Evaluate your performance and what you have learned

15. Script Feedback Form Areas AssessedSpecific item AssessedComments ContentIdeas are clear enough Dialogues used are necessary No dialogues should be added OrganizationSequence of the events is logical Script is divided into acts/ scenes Transitions are smooth VocabularyAppropriate diction are used by the narrator to set the scenes. Choice of words is appropriate GrammarGrammar is correct Spelling and punctuation are correct. Stage Directions Stage Directions given are clear and logical

16. Overall Script Feedback What did you enjoy about the script? What other areas could be improved on?

17. Stage 3 Performing a Play To understand and identify purpose, audience, roles and context for developing a script. To practise completing a script by using appropriate linguistic, structural and rhetorical devices, a variety of structures and vocabulary and imaginative ideas. To draft, revise and edit a script using a set of criteria both independently and collaboratively.

18. Casting and Rehearsal Discuss the roles and responsibility of the group members and assign each one a speaking part. Each group create a portfolio of the drafts of their script culminating with the final drafts to be submitted to the teacher for assessment.

19. Performance and Evaluation Students learn to participate with others in planning, organizing and carrying a drama performance. Students also learn to respond to the characters, events and issues in a drama text through putting oneself in the imaginary roles and situations in the story and participating in dramatic presentations. Students evaluate their own and others ’ rehearsal using a set of criteria.

20. Rehearsal and Performance Feedback Form Give feedback on own or others ’ performances. Lines are memorised. Pace and Stress are correct Pronunciation is accurate Body movement Physical interactions are natural and appropriate. Good flow of actions between the actors Convey meaning and feeling through the correct use of intonation and stress Eye contact Facial expressions Props and Costumes Makeup

21. Drama is a reflective learning To improve acting skills, actors should reflect on their acting through peer decision making, revising, rehearsing and performing finally to an audience. Brainstorming is an important venue to discuss the actual topic. Decide on things as charades, debate, poem or play. Discuss the style include fairy tale, drama, comedy, fantasy and science fiction.

22. Difficulties encountered Time-constraints Resources include enough space for rehearsals, financial set up include make up, props and costumes. Sustain junior students ’ interests as quality drama involve great effort and energy as well as commitment and devotion

23. Resolutions Start planning early Seek professional support Keep things simple and basis Cultivate a positive and threat-free learning environment. Tailor the tasks for learners ’ ability Teachers are also reflective learners