Intro to Dramaturgy Powerpoint<\/strong><\/a><\/p>\nProjector<\/span><\/p>\nLaptop<\/span><\/p>\nIndividual Devices for students (Laptops, iPads, etc.)<\/span><\/p>\nStudy Guide Database Link: https:\/\/tma.byu.edu\/archives\/2015-2019\/<\/span><\/p>\nPaper<\/span><\/p>\nPencils<\/span><\/p>\n <\/p>\n
Hook:<\/b><\/p>\n
Print a copy of the American Revolution Worksheet for every student. Give them the beginning of class to complete it.<\/span><\/p>\n\n- \n
\n- Write \u201cStudy Guides\u201d on the board. Have students explain their understanding of the term.<\/span><\/li>\n
- Ask students, \u201cHow would a study guide, something used all the time in school, relate to theatre?\u201d Give students time to answer.<\/span><\/li>\n
- \u201cA study guide is a resource dramaturgs can use to help fill that gap of knowledge the audience needs to fully understand the play. It can be used as an extra source of information that audience members can look at and read through to get that extra background information. This information can be shared with the audience through articles or fun activity pages. These activity pages can look something like the worksheet we just completed, a fun activity that includes some good information. Depending on the theatre the study guide may be posted online or included with the program. Together let\u2019s look at a few pages from the study guide for a show called Wendy & Peter Pan.\u201d Pull up PowerPoint. \u201cIn pairs, discuss what things you observe in the study guide.\u201d<\/span><\/li>\n
- Give students 8 minutes to talk about what they observe. Bring class back together. As a class share their thoughts and observations.<\/span><\/li>\n
- \u201cThe study guide includes some good writing about topics regarding the play and a fun activity that revolves around the theme of the play. The study guide is helpful in teaching information but it also helps in bringing the audience into the world of the play.\u201d<\/span><\/li>\n
- \u201cLet\u2019s look at another study guide from a different play, La Llorona. Who is familiar with who La Llorona is?\u201d If students are not familiar, fill them in on the story. \u201cWith your same partner, discuss: How does this study guide compare to the one we looked at previously? What things do you notice about this one?\u201d\u00a0<\/span><\/li>\n
- Give students 8 minutes to talk about what they observe. Bring class back together. As a class share their thoughts and observations.\u00a0<\/span><\/li>\n
- \u201cLook at the detail, the design matches the feel of the play. It is very different from the one we saw previously, but still achieves the same goals as the last one. Study guides can have similar structure but are specifically designed to match the feel of the show.\u201d<\/span><\/li>\n
- \u201cNow that you\u2019ve seen two examples of study guides, I would like you all to look at some study guides on your own. On your chromebooks log into canvas, there you\u2019ll find a link to a page that holds an archive of study guides. I want you to take some time to look through them. Notice what you like about them and what you think can look better. Afterwards we\u2019ll have a discussion on what you\u2019ve observed.\u201d<\/span><\/li>\n
- Give students time to look at study guides and discuss as a class what they observed.\u00a0<\/span><\/li>\n
- \u201cYou\u2019ll see each study guide has its own feel. Matching it to the dramaturg and the show which then draws the audience into the storyline. Each page also has its own article of research teaching audiences more about the show. It takes a lot of work to put together a cohesive study guide that is both educational and intriguing.\u201d<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
<\/p>\n
\n- \u201cAs we are trying our hand at dramaturgical work. We are going to start working on creating a study guide for your play. You are going to create three different articles, 2 informational and 1 activity\/fun\/your choice page. This is when your glossary from last class is going to come in handy. You have already chosen topics that would be interesting to research, and now you can choose things from that list to research and create a study guide with.\u201d<\/span><\/b><\/li>\n<\/ul>\n
<\/p>\n
\n- \u201cToday we are going to start the rough draft process. Begin researching your topic so you can write an article on it for your study guide. Each article should be about 300 words long. Also start looking into what you want to put on your fun page. As you are writing notes or begin a rough draft you can keep all that work in your manilla folder, so you don\u2019t lose it. Next class we will continue this and start working on creating and designing the study guide.\u201d<\/span><\/li>\n<\/ul>\n
Give students the rest of the class period to work on their study guides.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"Study Guides: Day 1 Objective: Students will demonstrate an understanding of dramaturgical study guides by creating and writing 3 study guide articles for their play. Standards: TH:Cr3.1.III.b. Synthesize ideas from research, script analysis, and context to create a performance that is believable, authentic, and relevant in a drama\/theatre work.\u00a0 TH:Cn11.2.III.b. Present and support …<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"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\/6332"}],"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=6332"}],"version-history":[{"count":1,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/6332\/revisions"}],"predecessor-version":[{"id":6333,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/6332\/revisions\/6333"}],"wp:attachment":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=6332"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=6332"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=6332"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}