6 Elements of Drama EnglishTeachers home：6戏剧元素英语教师首页.doc

6 elements of dramabased on aristotles poetics1. action/plotthe events of a play; the story as opposed to the theme; what happens rather than what it means. the plot must have some sort of unity and clarity by setting up a pattern by which each action initiating the next rather than standing alone without connection to what came before it or what follows. in the plot of a play, characters are involved in conflict that has a pattern of movement. the action and movement in the play begins from the initial entanglement, through rising action, climax, and falling action to resolution. 2. thought/theme/ideaswhat the play means as opposed to what happens (the plot). sometimes the theme is clearly stated in the title. it may be stated through dialogue by a character acting as the playwrights voice. or it may be the theme is less obvious and emerges only after some study or thought. the abstract issues and feelings that grow out of the dramatic action. 3. diction/languagethe word choices made by the playwright and the enunciation of the actors of the language. language and dialog delivered by the characters moves the plot and action along, provides exposition, defines the distinct characters. each playwright can create their own specific style in relationship to language choices they use in establishing character and dialogue. 4. charactersthese are the people presented in the play that are involved in the pursuing plot. each character should have their own distinct personality, age, appearance, beliefs, socio economic background, and language. 5. musicmusic can encompass the rhythm of dialogue and speeches in a play or can also mean the aspects of the melody and music compositions as with musical theatre. each theatrical presentation delivers music, rhythm and melody in its own distinctive manner. music is not a part of every play. but, music can be included to mean all sounds in a production. music can expand to all sound effects, the actors voices, songs, and instrumental music played as underscore in a play. music creates patterns and establishes tempo in theatre. in the aspects of the musical the songs are used to push the plot forward and move the story to a higher level of intensity. composers and lyricist work together with playwrights to strengthen the themes and ideas of the play. characters wants and desires can be strengthened for the audience through lyrics and music. 6. spectaclethe spectacle in the theatre can involve all of the aspects of scenery, costumes, and special effects in a production. the visual elements of the play created for theatrical event. the qualities determined by the playwright that create the world and atmosphere of the play for the audiences eye. (definitions taken from: adair-lynch, terrin. “elements of theatre and drama.” accessed 19 october 2006. ) lecture notes for lesson plan: plotaristole and the poetics i. aristotle lived 384 bc to march 7, 322 bc; student of plato; teacher of alexander the greatiii. “in science, aristotle studied anatomy, astronomy, economics, embryology, geography, geology, meteorology, physics, and zoology. in philosophy, aristotle wrote on aesthetics, ethics, government, metaphysics, politics, psychology, rhetoric and theology. he also dealt with education, foreign customs, literature and poetry.”( /wiki/aristotle)iv. aristotles was chiefly a scientist and most of his work consists of careful observations. the poetics (335 bc) is aristotles observations of literature. his instructor plato felt “drama, especially tragedy, was dangerous for society because it encourages irrationality.”(p. 40) aristotles work is important because he defends drama. he also identifies six elements that are all aspects of a production: action/plot, thought/theme/ideas, characters, diction/language, music, and spectacle. (goldfard, alvin. wilson, edwin. living theater: a history ed. 4. usa: mcgraw-hill companies, 2004. 37-40)v. action/plotthe events of a play; the story as opposed to the theme; what happens rather than what it means. the plot must have some sort of unity and clarity by setting up a pattern by which each action initiating the next rather than standing alone without connection to what came before it or what follows. in the plot of a play, characters are involved in conflict that has a pattern of movement. the action and movement in the play begins from the initial entanglement, through rising action, climax, and falling action to resolution. (definitions taken from: adair-lynch, terrin. “elements of theatre and drama.” accessed 19 october 2006. )vi.expositioninciting incidentrising actionclimaxfalling actionresolution/denouementkatie mcdermott and valerie wozniakapril 7, 2010lesson plan title: elements of drama: themegrade level: 12th subject: english/ dramaconcept /topic to teach: elements of dramaduration: two 50 minute classes.goals: 1) be able to identify and comprehend elements of drama in shakespearesunshine state standard: la.1 - the student willanalyze and compare a variety of traditional, classical, and contemporary literary works, and identify the literary elements of each (e.g., setting, plot, characterization, conflict);required materials: audio-visual equipment capable of playing a dvd and movies from the internet old comic commercials- for ex. superbowl commercials 30 minute television or film clip (ex. house, er, the west wing, etc.) theme- lecture notesanticipatory set (lead-in): visual: superbowl commercials.after each commercial discuss the message or “point” of the commercial. what ideas are expressed by the commercial? watch four or five commercials and begin introducing the concept of theme.step-by-step procedures: (open discussion) 1. watch the superbowl commercials.1. define and discuss theme using attached lecture notes. (possible questions: what were the themes of the commercials we watched? what are common themes found in literature? discuss themes of possible movies? what theme does this course focus on?2. given tools to identify theme. questions such as: what is the moral concept to the piece? consider the action of the characters or main plot points, what happened and what were the consequences? how do these pieces relate to society at large (both now, and then) goal: provide students with a general idea of what theme is. through discussion gauge how much they comprehend.day 23. complete theme activityhave students choose from selection of shows.play a 30 minute clip of the show selected.divide students into small groups.4. small group discussion with guiding questions (what was the episode saying about whatever the theme happens to be? how can you state the theme? what other themes can you find?5. after the group discussions, students will write a theme that they, or their group, have discussed. each student will be required to turn in his or her own statement of theme.closure (reflect anticipatory set): ask volunteers to state their group or individual themes. encourage hesitant students to answer by reminding them there is no “wrong” answer. question each volunteer briefly and allow them to defend their theme with evidence from the clip. assessment: collect the themes from all students.adaptations for students with learning disabilities or esol:provide copies of lecture notes (below) and make sure students are paired to understanding and varied groups. be prepared to define:theme: a subject of discourse, discussion, meditation, or composition; topic: the need for world peace was the theme of the meeting. 2. a unifying or dominant idea, motif, etc., as in a work of art.also be prepared that cultural differences may misconstrue messages. commentary: the knowledge of theme is extremely important to the entire course. the course is based on the theme of womens representations in shakespeare. the theme of strong women vs. weak women is a primary focus of most of the topics. students will need to be able to identify these themes throughout the course. themelecture notes:i. thought/theme/ideas“what the play means as opposed to what happens (the plot). sometimes the theme is clearly stated in the title. it may be stated through dialogue by a character acting as the playwrights voice. or it may be the theme is less obvious and emerges only after some study or thought. the abstract issues and feelings that grow out of the dramatic action.” (from 6 elements handout)ii. “what exactly is this elusive thing called theme? the theme of a fable is its moral. the theme of a parable is its teaching. the theme of a piece of fiction is its view about life and how people behave. in fiction, the theme is not intended to teach or preach. in fact, it is not presented directly at all. you extract it from the characters, action, and setting that make up the story. in other words, you must figure out the theme yourself.the writers task is to communicate on a common ground with the reader. although the particulars of your experience may be different from the details of the story, the general underlying truths behind the story may be just the connection that both you and the writer are seeking.” (“analyzing theme.” literature. what makes a story good. accessed 23 oct. 2006. )iii. “finding the theme: here are some ways to uncover the theme in a story: check out the title. sometimes it tells you a lot about the theme. notice repeating patterns and symbols. sometimes these lead you to the theme. what allusions are made throughout the story? what are the details and particulars in the story? what greater meaning may they have? remember that theme, plot, and structure are inseparable, all helping to inform and reflect back on each other. also, be aware that a theme we determine from a story never completely explains the story. it is simply one of the elements that make up the whole.” (“analyzing theme.” literature. what makes a story good. accessed 23 oct. 2006. )katie mcdermott and valerie wozniakapril 7, 2010lesson plan title: elements of drama: charactergrade level: 12th subject: english/ dramaconcept /topic to teach: elements of dramaduration: one 50 minute classes.goals: 1) be able to identify and comprehend elements of drama in shakespeare2) the students will demonstrate their knowledge of characters by completing a “myspace” profile for a character in a play read in class.sunshine state standard: la.1 - the student willanalyze and compare a variety of traditional, classical, and contemporary literary works, and identify the literary elements of each (e.g., setting, plot, characterization, conflict);required materials: classroom ser of full length contemporary comedic script (ex: niel simons barefoot in the park) “myspace” profile worksheets aristotle notes. 6 elements handoutanticipatory set (lead-in): visual: journal entry instructionsjournal instructions on the board:“welcome to your life: a play in three acts. the person who has been cast as you wants to come interview you before he or she goes on stage. write a half page journal entry about what you would want to tell the person playing you”5 minutes to do this exercise. group discussion of what someone needs to know about a person to successfully play them.step-by-step procedures: (open discussion) the student will: 1. consult the aristotle notes. what does aristotle say about characters in play? have a volunteer read the definition from the “6 elements” handout. (class discussion)2. connect the definition with the list compiled from group discussion.3. complete character activityread the short comedic play. search for clues to the characters of the story.pick a character and fill out a mock “myspace” page worksheet.continue through the script and analysis of characteractivity is due first thing next period.closure (reflect anticipatory set): five minutes before the end of class, bring the class back together and discuss any major insights found on character. (class discussion)assessment: “myspace” sheet due the beginning of next class.adaptations for students with learning disabilities or esol:provide copies of lecture notes (below) and make sure students are paired to understanding and varied groups. be prepared to define:character: the aggregate of features and traits that form the individual nature of some person or thing.ask what make the individual themselves.commentary: this course will cover two particular characters: desmonda of othello and ophelia of hamlet. it is important what makes these women developed characters in the play so that the students can identify and understand their characteristics and representations as different types of character.myspace.comfavorite quote:profile song:about me:who id like to meet:friends:name:my interests:general:music:movie/tv:books:heroes:my stats:marital status:children:hometown:religion:income:education:occupation:company:katie mcdermott and valerie wozniakapril 7, 2010lesson plan title: elements of drama: spectaclegrade level: 12th subject: english/ dramaconcept /topic to teach: elements of dramaduration: two 50 minute classes.goals: 1) be able to identify and comprehend elements of drama in shakespeare2) students will demonstrate their understanding of spectacle by designing scenery for “spectacular, spectacular”sunshine state standard: la.1 - the student willanalyze and compare a variety of traditional, classical, and contemporary literary works, and identify the literary elements of each (e.g., setting, plot, characterization, conflict);required materials: moulin rouge dvd (“spectacular, spectacular” scene) hour clip of spectacular show (ex. vareka by cirque du soleil) paper, markers, watercolours, etc 6 elements worksheetanticipatory set (lead-in): visual: spectacular spectacular!play the scenestep-by-step procedures: (open discussion) the student will: 1. using the “6 element” handout and the scene, define and discuss spectacle. -what is spectacle? how is it used in a play?2. watch the extended clip of vareka. 3. after the clip discuss the spectacular elements in scenery, costumes, and special effects. 4. discuss how spectacle aids plot structure and theme.goal: get class involved in what spectacle is and does.day 23. complete activity for spectacle-assign groups-the students are set designers. (money, laws of physics and geography dont matter.-they must design the backdrop, two or three special effects, and at least on costume idea for the play “spectacular, spectacular”-must create a labeled, coloured sketch (no art skill needed) of the scenery, and write a short paragraph describing the different elements and when theyll be used. goal: turn in completed activity. it is graded on completion and observed effort. closure (reflect anticipatory set): allow 5 minutes for clean up and discussion of how this will be completed. (should fall on a weekend)assessment: group scenery project should be due the following class period first thing.adaptations for students with learning disabilities or esol:provide copies of lecture notes (below) and make sure students are paired to understanding and varied groups. be prepared to define:spectacle: something that can be seen or viewed, especially something of a remarkable or impressive nature.a public performance or display, especially one on a large or lavish scale.note that cultural differences could influence what is dramatic enough to be spectacular.commentary: the spectacle of a play, often reflects upon the characters and actions specifically in the play. ophelias “mad” scene and desmonda making spectacle out of being a strong woman, who marries a “moor” (very dangerous and forthcoming for that time period), are spectacles that make the students better able to understand the strength and weakness of the characters.katie mcdermott and valerie wozniakapril 30, 2010lesson plan title: othello: setting and representationsgrade level: 12th subject: english/ dramaconcept /topic to teach: setting and cultural ideologies of women in othelloduration: two 50 minute classes.goals: 1) be able to identify and comprehend elements of drama in shakespeare. (setting)2) discuss womens role and representations in the elizabethan era.3) discuss womens roles and representation in othello (as an example of the elizabethan era).4) examine some of the use of shakespeares representations for historical significance.sunshine state standard: la.1the student will use new vocabulary that is introduced and taught directly;la.1: the student willanalyze the authors purpose and/or perspective in a variety of text and understand how they affect meaning;la.1: the student willanalyze and compare historically and culturally significant works of literature, identifying the relationships among the major genres (e.g., poetry, fiction, nonfiction, short story, dramatic literature, essay) and the literary devices unique to each, and analyze