Target MARCH 2017
BRAINSTORM CONTEXT and wordplay
Next Month CONTEXT and Form (example romeo Juliet – think about reading the play, hearing it on radio, seeing it live, and the
baz lurhman film version , what about happily everafter and the franco zeffereli film
How does the way the ‘context’ is presented change how you ‘feel’ about it. Are there opportunities to work in different atmosphere and/or tone.
How does this affect the author’s/director’s voice? (for the advanced kids, there is something called the ‘Foil’ for Romeo [1])
a) Reading the play
b) Zefferili FIlm [2]
c) Baz Lurhrmann Film [3]
d) reading the play [4]
e) seeing a theatrical play
f) how would you render a scene yourself.
Resources:
- http://study.com/academy/lesson/mercutio-in-romeo-and-juliet-character-analysis-personality-traits.html – for teachers, Mercutio isn’t a member of capult and/or montague
- https://www.youtube.com/watch?v=ADvHO-lGjOs (zeferrali version) – consort is a pun , chord, fiddlestick is a sword, picks a fight
- https://www.youtube.com/watch?v=zjunMlGnlKU (set up for the fight between Mercutio and Tybalt – (compare with 3) (a grave man is pun – serious vs go to the death, a plague on both your houses – I’d stop at 4:22)
- http://nfs.sparknotes.com/romeojuliet/page_138.html (keep on reading for a couple pages upto 4?)
CHallenge: What is VOICE (I think this a complex idea, we are just moving them toward understanding it or feeling it – this is concrete but will give you ideas https://literarydevices.net/voice/)
For Guidance, we are following loosely along a Hero’s Journey
Atmosphere and Tone (February 25, 2017)
- How does setting help the author speak their voice?
- What is voice and what is mood?
- Write two paragraphs one illustrating 1) atmosphere and 2) tone.
Provocations:
…for atmosphere use ‘setting’ to help the author speak their voice?
…for tone, what ‘instruments does the authors have in his/her disposal to speak their voice?
Today we went over Tone and Atmosphere. This seemed to go over really well with our younger group. Talking about it we defined tone and atmosphere, watched a Harry Potter video clip, and discussed how they are related in a movie sense. After that we did a short activity where they wrote the atmosphere and tone for their characters, using the acronym TEAS (Tone Emotion Atmosphere Setting). We further discussed that activity, which lead a little into writer’s style/voice, the difference between character’s attitude and writer’s attitude, and a discussion of “Are protagonists always good and antagonists always bad?”
I don’t think writer’s voice was touched on as much as I liked, but overall I think it went really well.
After lunch, we did used some of the lights Dee had brought to create the mood for their characters.
Artwork on feb 4, 2017
Movie
General plan for language arts as of feb 4, 2017
Game I Define the situational context:
Game 2: Defining Characters (based on status quo )
Fig 2A: Developing their literacy characters (switching back and forth between two groups)
Fig 2B: Building characters in sculpting. (We switch and back and forth between two groups)