Students will begin a dramaturgical casebook by selecting and \u201cglossing\u201d a short one-act play.<\/p>\n
<\/p>\n
Dramaturgy quiz –\u00a0Dramaturgy Quiz<\/a>\u00a0 –\u00a0Key to Dramaturgy Quiz<\/a> <\/p>\n <\/p>\n Hook\/ review\/assessment: Pass out quizzes. Administer \u201cHistory and Definition of Dramaturgy\u201d quiz as an open-notes quiz. Allow 5 minutes for the test; allow an additional 2 minutes if needed. Correct in class and collect.<\/p>\n <\/p>\n 1. Script Circle: Students will gather in a \u201cscript circle\u201d and each share a brief synopsis (about 1 minute or less for each play, using notes if desired) of the three plays they have read. They may answer either or both of the following questions during the discussion [write on board]: <\/p>\n 2. The Glossary [Tell students that one copy of the glossaries they will build is due in printed form at the beginning of the following class, and one is to be included in the casebook.] <\/p>\n 3. Assignment: Pass out copies of the glossary instruction and example sheet. [See sheet below.] Students may use any remaining time in class to begin re-reading their plays and choosing glossary items. Gauge remaining time and announce how many words\/pages are expected to be completed by the end of class in that time; ask students to show this work 3-5 minutes before dismissal.<\/p>\n <\/p>\n Play selection and glossaries turned in next class period.<\/p>\n","protected":false},"excerpt":{"rendered":" Objective Students will begin a dramaturgical casebook by selecting and \u201cglossing\u201d a short one-act play. Materials Needed Dramaturgy quiz –\u00a0Dramaturgy Quiz\u00a0 –\u00a0Key to Dramaturgy Quiz Copies of Glossary instruction for each student –\u00a0Casebook Glossary Lesson Directions Anticipatory Set\/Hook Hook\/ review\/assessment: Pass out quizzes. Administer \u201cHistory and Definition of Dramaturgy\u201d quiz as an …<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":""},"categories":[],"tags":[],"_links":{"self":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/1523"}],"collection":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=1523"}],"version-history":[{"count":3,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/1523\/revisions"}],"predecessor-version":[{"id":3363,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/1523\/revisions\/3363"}],"wp:attachment":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=1523"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=1523"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=1523"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Copies of Glossary instruction for each student –\u00a0Casebook Glossary<\/a><\/p>\nLesson Directions<\/h4>\n
Anticipatory Set\/Hook<\/h5>\n
Instruction<\/h5>\n
o Ask: What interested you initially about the play? What is appealing\/not appealing about considering this play as a project possibility?
o At the end of the discussion students will select one play to serve as the basis for their dramaturgical project. Students will report and record their selections at the end of [a specified amount of time].
Note: If during the discussion a student prefers a play that was not one of the three he or she originally read, and that play is not selected by the student who brought the play to the discussion, he or she may choose that alternate play.<\/p>\n
To make a glossary of a play:
o While re-reading the selected play, write down important and unknown\/obscure words contained in the script and the page number these words are found on. There will probably be an average of 1 term per two pages of script (or about 10-20 terms total for a short contemporary one-act play). Make a glossary of these words. Table form works well, but other clear formatting (Excel, for example) that the student is comfortable with is also acceptable.
o Show the class a casebook glossary.
\u00a7 Point out specifics:
\u00b7 Words and phrases that pertain specifically to the play are included.
\u00b7 The glossary is typed in 12-point font or neatly hand-written.
\u00b7 Single spacing is used for definitions; double spacing is used between each definition.
\u00b7 Words that seem familiar but have special meaning in the play are included in the glossary (Example: \u201cblind spots\u201d in TKAM; often connected with vision, but in this play refers to prejudice or mindset.)<\/p>\nAssessment<\/h5>\n