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Melodrama Unit

Year 7

Amy Stephenson

Contents

Unit focus 3

Unit outcomes 3

Unit outline 4 - 6

Individual lesson plans 7 - 26

Appendices 27 - 34

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Subject: Drama Year level: 7 Weeks: 6 (12 individual lessons) Curriculum area: Play-building VELS domain: The Arts, Level 5 - Building breadth & depth

Unit focus: Students will be introduced to and explore the key elements that make a melodrama. Examples of movies which use the

melodramatic stock characters will be used to aid students in recognising the function of melodrama in today’s society. Using this knowledge they

will then create their own melodramatic plays in groups and perform these for an audience. The development of the play will follow this basic

process:

✦ Idea/concept

✦ Script writing

✦ Rehearsals

✦ Staging

✦ Costumes

✦ Performance

✦ Reflection

Unit outcomes in alignment with VELS:

Creating & making

1. Students will explore a range of ways to structure drama work in collaboration with others

2. Students use performance skills to communicate dramatic meaning

3. Students take ownership over the drama or/or character they devise

Exploring & responding

4. Students identify and describe the elements of melodrama

5. Students recognise the function of melodrama in theatre, film & t.v. in broader society

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UNIT OUTLINE

LESSON VELS LINK CONTENT FOCUS LEARNING OUTCOMES

RESOURCES ASSESSMENT

1 Personal Learning

Communication

Thinking Processes

- Watch clip from Batman Forever (PG rating)- Brainstorm stock characters & structure- Warm-up: Bobs & Statues with stock characters- In groups of 4 practice the script Terror Under

the Train- Each group perform 3 lines of script to class

- What are melodrama characters?

- What is the basic story line structure?

245

- DVD- DVD player

& t.v.- Stereo- Music- Script

handout

_

2 Interpersonal Development

Communication

- Warm-up: Simon Says with gestures of Laban- Read through stimulus A day in the life of a

teenage Super Hero as a class, discuss structure.

- In groups of 4 create 3 freeze frames (start, middle, end) from the story. Focus on using dramatic gestures so the audience understand which character is being depicted.

- Explain homework task

- Explore gestures of stock characters

- Play with story structure

124

- Stimulus handout

- Homework task

- Character qualities task

3 English

Interpersonal Development

Communication

- Warm-up: Grandma’s footsteps (everyone are villains, grandma is victim)

- Put class into groups of 4- Hand out major melodrama task- Groups brainstorm ideas on butchers paper- Begin writing scripts in groups

- What is expected for the task

1 - Melodrama handout

- Butchers paper

- Textas

_

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http://vels.vcaa.vic.edu.au/essential/personal/learning/index.html




http://vels.vcaa.vic.edu.au/essential/interdisciplinary/communication/index.html


http://vels.vcaa.vic.edu.au/essential/interdisciplinary/thinking/index.html




http://vels.vcaa.vic.edu.au/essential/personal/development/index.html






http://vels.vcaa.vic.edu.au/essential/discipline/english/index.html










4 Thinking Processes

English

- Warm-up: What is it? game- Groups continue script writing- Show first 5 lines of script to class implementing

expressive skills

- Ensure groups refer back to task handout

134

- Object for game e.g. iron

- Music for when they’re writing

- Formative: Group participation


- Warm-up: Pairs A & B improvisation- Groups finish script writing- Perform comic sequence to class

- Expectation of groups to finish

23

- A & B stimulus ideas

_


- Warm-up: Boal’s The Sound of Seven Doorways- Prop, SFX & mask making plan- Group rehearsals

- Implementing action

12

- Prop list handout

_

7 Design, Creativity and Technology

- Warm-up: All Aboard- Individually making eye masks for their

character

- Investing ownership into each character

3 - Blank masks- Glue,

scissors- Material,

feathers

_

8 The Arts - Warm-up: Burglar mime- Catch-up lesson in case class are behind or

disrupted (e.g. NAPLAN). Groups may need extra time for: script writing, mask making, or rehearsals

- If class are on schedule this lesson can be used to rehearse with eye masks or move straight into next lesson’s plan

- To catch up n/a n/a - Journal reflection on process so far

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http://vels.vcaa.vic.edu.au/essential/interdisciplinary/design/index.html






http://vels.vcaa.vic.edu.au/essential/discipline/arts/index.html

http://vels.vcaa.vic.edu.au/essential/discipline/arts/index.html



9 Design, Creativity and Technology

- Warm-up: Boal’s Blind Sound Direction- Each group works with the teacher to choose

SFX for their play. 4 SFX per group are enough- Groups rehearse while they are not choosing

SFX

- Using technology to increase task engagement

24

- SFX CD or Ipod with SFX

- Stereo

- Formative: Group participation


Personal Learning

Communication

- Warm-up: Simon Says with action & sounds- Dress rehearsal in performance space: groups

get into all blacks & mask, perform their scripts to the class (teacher controls SFX), & change out of costumes

- Final instructions for performance next lesson

- To ensure groups feel confident & know the process

23

- Student’s black costumes

- Masks- Stereo- SFX

- Summative: Level of character development


Personal Learning

Communication

- Warm-up: Bobs & Statues playing their script characters

- Perform!- Students follow same procedure as dress

rehearsal. - Teacher reminds students to use the key

elements to melodrama: big gestures, stock characteristics.

- Encourage students to do their best

- Deal with nervousness

23

- Auditorium- Student’s

black costumes

- Masks- Stereo- SFX

- Formative: Performance

12 Thinking Processes

Personal Learning

- Warm-up: Student’s choice- Watch another clip from Batman Forever or

different film- Hand out reflection task- Students write this in their journals- Collect journals for marking

- To reflect on the process, what worked, what didn’t & why

45

- Film- Reflection

handout- Journals

- Formative: Reflective task

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LESSON ONEIn alignment with VELS this lesson will focus on:1. “...generating, developing and communicating real, imaginary and abstract ideas that emerge from a range of starting points and stimuli.” This will be done through using Batman and Terror Under the Train as stimulus examples.2. “...the application of arts elements, principles and/or conventions.” The groups will need to be aware of these when they are rehearsing scripts.

Learning Objectives:At the end of this lesson students will be able to:1. Identify the stock characters in a melodrama2. Recognise the function of melodrama in theatre, film & t.v. in broader society.

Teaching focus: To maintain student’s attention whilst organising ICT components.

Evaluation of Teaching:

Evaluation of Learning:

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SCAFFOLDING

Stock characters: Hero or heroine, villain, comic, narrator, old man & womanThemes: Chaotic, absurd plots, tragedy, comedy, pantomine, spectacleEpisodic structure: A villain poses a threat, the hero escapes the threat (or rescues the heroine), & there is (usually) a happy ending.Focus: Romance, adventure, colour, thrill, defeat, triumph, conflict, good vs evilStyle: Big gestures, exaggerated, fast action, musical, intense emotion, comic reliefScenic marvels: Waterfalls, horses, monkeys, donkey, ducks, performing dogs, etcMoral meaning

STRUCTURAL COMPONENT

TEACHER-LEARNING ACTIVITIES LEARNING OUTCOMES Student’s will...

RESOURCES TIME

Introduction - Mark the roll- Briefly explain today’s lesson on the board: film clip, brainstorm,

warm-up, script work

- Understand expectations of them for the lesson

- Roll- Whiteboard

3 min

Warm-up - Bobs & Statues from last lesson except: statue must be Hero, Villain, Heroine, Victim or Sidekick

- Awaken senses- Warm body & voice- Explore gestures

- CD player- Music- Space

10 min

Main Activity - Watch flip clip from Batman Forever (scene 32, 4.5 mins)- Brainstorm the ‘stock’ characters we saw in film: Batman is hero,

Robin is sidekick, Two-Face & the Riddler are villains, Dr. Chase Meridian becomes the victim

- What other movies have these characters?- In groups of four (if uneven have 2 Victoria’s etc): Practice the script

Terror Under the Train. Remember to be over dramatic!- Performs 3 lines of script to the rest if the class

- Develop interpersonal skills through collaboration

- Interpret stimulus to communicate a story

- Develop ideas about melodrama

- Explore which elements link to melodrama

- DVD & projector

- Whiteboard- Terror

Under the Train script

6 min

4 min

24 min

Conclusion & Assessment

- HOMEWORK: Take notice of any stock characters in the t.v. shows you watch over the next few days

- Next lesson: Explore gesture and story line structure

- Be able to identify melodramatic characters

_ 3 min

Sponge Activity &

Special needs

- Begin on the homework task (write down any shows that you know of already)

- Perform the whole scripts- If injured: be the director for a group, or begin the homework task

_ - Pens _

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LESSON TWO

In alignment with VELS this lesson will focus on:1. “...generating, developing and communicating real, imaginary and abstract ideas that emerge from a range of starting points and stimuli.” A day in the life of a Super Hero will be used as a starting point.2. “...the application of arts elements, principles and/or conventions.” The groups will need to be aware of these when they are creating freeze frames.

Learning Objectives:At the end of this lesson students will be able to:1. Identify the gestures of each stock character 2. Create freeze frames following a melodramatic story structure

Teaching focus: To give detailed scaffolding for the freeze frame task.



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TEACHER-LEARNING ACTIVITIES LEARNING OUTCOMES Student’s will...

RESOURCES TIME

Introduction - Mark the roll- Briefly explain today’s lesson on the board: warm-up, read story,

create freeze frames


- Roll- Whiteboard

3 min

Warm-up - Simon Says with Rudolf Laban gestures: punch, slash, dab, flick, press, wring, glide, float

- Awaken senses- Warm body & voice- Explore gestures

- Space 10 min

Main Activity - Read through stimulus A day in the life of a teenage Super Hero- Discuss the structure of the plot: Villian does something bad, hero

has to come & save the day (save the victim), happy ending - In groups of 4, students create 3 freeze frames. These are of the

start, middle & end of the stimulus story. Focus on using dramatic gestures so the audience understand which character is being depicted.

- Groups need to decide what they think happens at the end of the story since it’s incomplete

- Perform to class


- Interpret stimulus to communicate a story

- Develop ideas about melodrama

- Explore which elements link to melodrama

- Stimulus story

7 min

2 min

24 min


- HOMEWORK: Fill in the handout, focussing on character qualities in Batman Forever, A day in the life of a teenage Super Hero & Terror Under the Train- Next lesson: hand in homework, begin major melodrama task

- Be able to identify characters qualities and gestures

- Homework handout

4 min

Sponge Activity &

Special needs

- Begin on the homework task- Discuss ways to end the story- If injured: be the director for a group, or begin the homework task

_ - Pens _

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LESSON THREE

In alignment with VELS this lesson will focus on:1. “...generating, developing and communicating real, imaginary and abstract ideas that emerge from a range of starting points and stimuli.” The creating & making will begin with the major task being given to the students.2. Students “...collaboratively, plan, design & improvise” their show ideas.

Learning Objectives:At the end of this lesson students will be able to:1. Brainstorm their own melodrama story lines 2. Explore the dramatic qualities of a stock character e.g. the helplessness of a victim

Teaching focus: Do not allow students to change groups



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TEACHER-LEARNING ACTIVITIES LEARNING OUTCOMESStudent’s will...

RESOURCES TIME

Introduction - Mark the roll- Briefly explain today’s lesson on the board: warm-up, into groups,

major task explanation, groups brainstorm ideas, script writing


- Roll 3 min

Warm-up - Grandma’s footsteps (everyone are villains, grandma is victim) - Awaken senses- Get creative ideas flowing

- Empty space

10 min

Main Activity - Organise pre-assigned groups- Give handout- Go through dot points, any questions? Student’s can create own

story line if desired- Give butcher’s paper for each group to brainstorm on - Begin writing scripts (individuals must write in their book in case 1

person is sick)- How can you incorporate everything you know about Melodrama?- Think back to the movie clips you saw, why were they entertaining?

- Generate fictional story- Develop interpersonal skills

through collaboration- Interpret stimulus to

communicate a story - Explore which elements link to

melodrama

- Melodrama handout

- Student’s books

35 min


- Next lesson: Continue script writing - Leave feeling positive- Know expectations for next

time

_ 2 min

Sponge Activity &

Special needs

- Each group pitches their story idea to the class- If injured: can draw costume or set idea for melodrama show

_ - Markers/textas

- Paper

_

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LESSON FOUR

In alignment with VELS this lesson will focus on:1. Students will “...make considered choices about arts ideas and ways of communicating meanings and story” when writing their scripts.2. “...the application of arts elements, principles and/or conventions.” The groups will need to be aware of these when they are performing their 5 lines.

Learning Objectives:At the end of this lesson students will be able to:1. Tell the outline of their melodramatic story line2. Use an object in symbolic ways

Teaching focus: To have a fun lesson.



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RESOURCES TIME

Introduction - Mark the roll- Briefly explain today’s lesson on the board: warm-up, continue script

writing (finish them next lesson), perform first 5 lines to class

- Feel comfortable with process - Roll 3 min

Warm-up - What is it? Choose an object available e.g. a cape or crown to use as the object. Student’s must use the object as anything except its real purpose

- Explore new ways to use objects

- Practice creative problem-solving

- Object 10 min

Main Activity - Writing scripts in groups, remind them to refer back to original task requirements

- Each group show scene 1 (or 5 lines) to the whole class towards end of lesson. They must implement the gestures they have been learning & be aware of stagecraft

- This creates pressure and encourages effective time use

- Practice collaboration- Develop ways to compromise- Use time management skills

- Scripts- Music

35 min


- Next lesson: Complete scripts and show comic sequence - Understand where they are are in process & what comes next

_ 2 min

Sponge Activity &

Special needs

- Walking around the space taking on physical attributes of character- Injured: Draw costume/set ideas

- Character development & ownership

- Enhance performance skills

- Paper, pens, textas

_

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LESSON FIVE

In alignment with VELS this lesson will focus on:1. Students will “...collaboratively improvise, interpret, & make art works” when writing their scripts.2. “...the application of arts elements, principles and/or conventions.” The groups will need to be aware of these when they are performing their comic sequence.

Learning Objectives:At the end of this lesson students will be able to:1. Read their script from start to finish2. Explore ways to create physical comedy by using the melodramatic elements

Teaching focus: To stress the importance of completing scripts today. This can be done through raising expectations.



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RESOURCES TIME

Introduction - Mark the roll- Briefly explain today’s lesson on the board: warm-up, complete

script writing, perform comic sequence to the class

- Feel the expectations are high - Roll 3 min

Warm-up - Pairs A & B improvisation using stimulus from teacher e.g. A is teaching B how to ski

- Awaken senses- Practice improvisation skills

- A & B stimulus ideas

10 min

Main Activity - Groups complete script writing- Rehearse comic sequence- Each group perform comic sequence to the class

- Explore ways to create physical comedy by using melodramatic elements

- Scripts- Refer to

original stimuli

34 min


- HOMEWORK: Type up script if haven’t already & each group hand me a copy of script next lesson

- Next lesson: Begin rehearsing & learning lines, implementing action.

- Understand where they’re in process & what comes next

_ 3 min

Sponge Activity &

Special needs

- Perform whole script to the class- Grandma’s footsteps: grandma is victim, everyones else villains.- Injured: Draw costume/set ideas

- Develop stillness & characterisation

_ _

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LESSON SIX

In alignment with VELS this lesson will focus on:1. “...the application of arts elements, principles and/or conventions.” The groups will need to be aware of these when they are rehearsing scripts.2. Students will “...make considered choices about arts ideas and ways of communicating meanings and story” through deciding on which SFX to use and what materials/colours are appropriate for their character’s mask.

Learning Objectives:At the end of this lesson students will be able to:1. Consider the role of SFX in drama2. Feel comfortable with their role in the show

Teaching focus: To encourage engagement and avoid groups getting ‘bored’ by playing an active director to each group.



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RESOURCES TIME

Introduction - Mark the roll- Briefly explain today’s lesson on the board: warm-up, group

rehearsals to learn lines & create action, filling out props handout, reminder - you are being marked on how well you are working in your groups and how polished your performance will be

- Be reminded this is their major task & it’s important to use time effectively

- Roll 3 min

Warm-up - Augusto Boal’s The Sound of Seven Doorways: To encourage students to use sound effects & link this to how it could enhance their performance

- Awaken senses- Begin to think about the role of

SFX in drama

- Space 10 min

Main Activity - Groups rehearse: First chance they have of doing complete runs of their scripts.

- Groups spend time planning what kind of masks they’d like to make, the SFX they need and any props for their characters. The teacher makes notes of any materials/SFX needed for next lesson.


- Maintain concentration through student-centred task

- Feel comfortable with their show

- Scripts- Prop/SFX/

mask handout

20 min

14 min


Next lesson: Mask making! - Enjoy a change in routine _ 3 min

Sponge Activity &

Special needs

- Melodrama written journal task- Injured: Fill out prop/SFX/mask handout, spending extra time

drawing mask

- review & reflect on group work and consolidate one’s contributions

_ _

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LESSON SEVEN

In alignment with VELS this lesson will focus on:1. Students “...experiment with, select and use appropriate skills, techniques, processes, media, materials, equipment and technologies” when making their masks.2. Students “...develop imaginative solutions to set tasks” when creating character qualities in the mask.

Learning Objectives:At the end of this lesson students will be able to:1. Take ownership of their character through individual mask creation2. Use symbolism in character’s costume to depict a character

Teaching focus: To keep students on task and ensure the room is tidy before leaving.



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RESOURCES TIME

Introduction - Mark the roll- Briefly explain today’s lesson on the board: warm-up, mask making,

clean-up

- Appreciate taking ownership of their character through individual mask creation

- Roll 3 min

Warm-up - All Aboard: A highly physical, gesture-based game, which is fun & competitive to allow students to vent their energy before concentrating on mask making

- Have fun- Feel free to be energetic

- Music- Stereo

5 min

Main Activity - Show mask example (photos or one teacher has made)- Lay out mask materials, scissors & glue at separate stations around

the room.- Students work individually on creating their mask which best suits

the character they will play. e.g. the villain may have a black mask- Ensure everyone has their name on it - Sitting in a circle with all masks on, do a brief ‘show & tell’ around

the circle

- Work intrapersonally - Use symbolism to make &

create the mask- Develop ownership towards

their character’s costume

- Material- Glue- Scissors- Blank

masks- Teacher’s

mask or photos

34 min

5 min


- Next lesson: Choosing SFX & rehearsals - Understand where they’re in process & what comes next

_ 3 min

Sponge Activity &

Special needs

- If extra time, walking around space taking on character gestures, saying lines, all with mask on- Injured: Can still partake in mask making

- Characterisation _ _

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LESSON NINE

In alignment with VELS this lesson will focus on:1. Students “...experiment with, select and use appropriate skills, techniques, processes, media, materials, equipment and technologies” when choosing SFX.2. Students “...combine and manipulate arts elements, principles and/or conventions to represent and communicate ideas” when rehearsing.

Learning Objectives:At the end of this lesson students will be able to:1. Implement stagecraft elements to enhance their show2. Improvise with sound

Teaching focus: To ensure groups are actually rehearsing whilst the teacher is focussing on SFX.



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RESOURCES TIME

Introduction - Mark the roll- Briefly explain today’s lesson on the board: Only 2 lessons after

today until we perform! Warm-up, create SFX CD, rehearse scripts with actions & masks

- Implement stagecraft elements to enhance their show

- Roll 3 min

Warm-up - Augusto Boal’s Blind Sound Direction: To help students awareness of the role of sound in their shows

- Awaken senses- Improvise with sound- Develop trust with their partner

- Space 10 min

Main Activity - Each group to work with teacher to create SFX CD- Rehearsing scripts in groups & finding props when not with the

teacher- Focus on bringing all the elements together: mask/costume, action,

characterisation, props & dialogue

- Use technology to enhance dramatic tension

- Grasp the process they’ve undertaken to reach point of collation

- Scripts- SFX CD or

Ipod with SFX

- Stereo

35 min


- Next lesson: Dress rehearsal - Understand where they’re in process & what comes next

_ 2 min

Sponge Activity &

Special needs

- Grandma’s footsteps: grandma is victim, everyones else villains.- Injured: Be the teacher’s assistant in creating SFX CD

- Stillness & characterisation _ _

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LESSON TEN

In alignment with VELS this lesson will focus on:1. Students “...present arts works that represent and communicate ideas and purpose” by concentrating on having an audience.2. Students “...present arts works for specific purposes and audiences.”

Learning Objectives:At the end of this lesson students will be able to:1. Have ownership over the script they have written, characters they have created & costumes they have made2. Practice dealing with nervousness

Teaching focus: Remain positive no matter how underprepared some groups may be.



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RESOURCES TIME

Introduction - Mark the roll- Briefly explain today’s lesson on the board: Warm-up, dress

rehearsal in performance space

- Use energy & confidence to perform

- Roll 3 min

Warm-up - Simon Says with action & sounds: a game they’re familiar with already which incorporates new elements

- Awaken body & voice - Music- Stereo

5 min

Main Activity - Groups to have a quick 10 min rehearsal- Put on costume- Perform the whole show in the correct running order- Teacher controls the SFX (alternatively an injured student)- Re-hang costumes/masks ready for next lesson

- Experience the adrenalin & excitement a performance can bring

- Practice dealing with nervousness

- Scripts- SFX- Props- Stereo- Performanc

e space

34 min


Next lesson: Perform to an audience (other year 7 classes)- Do not be sick next lesson, it puts your group in a difficult situation to try & perform without you. Ensure you know your lines. Don’t forget your black clothes from home, if not already hanging with costumes

- Have ownership over the script they’ve written, characters they’ve created & costumes they’ve made

_ 2 min

Sponge Activity &

Special needs

- Tidy the space, prepare any extra props needed to enhance the show, give feedback to groups

- Injured: Control SFX for each group

_ _ _

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LESSON TWELVE

In alignment with VELS this lesson will focus on:1. Students “...explain their decisions about how they present arts works for specific purposes and audiences” through the reflection task.2. Students “...reflect on their explorations to develop, discuss, express and support opinions about their own.”

Learning Objectives:At the end of this lesson students will be able to:1. Have an overall understanding of the process, what worked, what didn’t & why2. Review their groups work and consolidate their contributions to creating the show

Teaching focus: To congratulate the students (especially those ‘non-drama’ types) for performing in front of an audience.



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RESOURCES TIME

Introduction - Mark the roll- Briefly explain today’s lesson on the board: Congratulations for the

performance! Warm-up, film clip, reflection task

- Feel relieved, tired, happy, unhappy, all depending on how the show went for them

- Roll 3 min

Warm-up - Student’s can choose which game they’d like to play as a ‘reward’ for their hard work on the show

- Student-centred - Music- Stereo

15 min

Main Activity - Watch a film clip from Batman Forever (or another film using melodrama e.g. Superman, Incredibles) to ‘book end’ the unit.

- Give melodrama reflection task out- Students work individually on this task

- Reflect & respond on drama process & personal growth

- Review group work and consolidate their contributions

- DVD- TV- Journals- Reflection

handout

29 min


- Hand in journals today to be marked (ensure you have a copy of each group’s script, if not already)

- Have an overall understanding of the process, what worked, what didn’t & why

_ 3 min

Sponge Activity &

Special needs

- If extra time, play some fun games to bring the ‘play’ back into the room

- Injured: Should be able to take part in planned activities

_ - Written task _

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e n

ever d

one a

nyth

ing to

hurt a

nyone! L

et

me g

o!

Vic

toria

: (rubbin

g h

er h

ands to

geth

er g

leefu

lly) N

ever! T

his

world

is to

o fu

ll of g

ood a

nd

virtu

ous p

eople

like y

ours

elf. W

ith y

ou o

ut o

f my w

ay, I w

ill be fre

e to

rob a

nd c

heat a

nd

wre

ak h

avoc o

n th

e w

orld

and to

be a

s e

vil a

s I c

an! P

repare

to d

ie! E

gor! T

ighte

n th

e

stra

ps!

Eg

or: (V

icto

ria’s

cow

ard

ly h

elp

er, in

a s

niv

elin

g v

oic

e) O

h n

o m

aste

r, I can’t. T

he tra

in w

ill be h

ere

any m

inute

! Ple

ase d

on’t m

ake m

e d

o it!

Vic

toria

: (angry

and v

iole

nt, p

ushin

g E

gor to

one s

ide) G

et o

ut o

f my w

ay, y

ou fo

ol! L

et m

e

do it!

There

is s

ounds o

f an a

ppro

achin

g tra

in.

Felic

ity: (te

arfu

lly, turn

ing to

face th

e o

ncom

ing tra

in) I c

an’t d

ie! G

ood w

ill alw

ays triu

mph

over e

vil! S

om

eone w

ill com

e to

save m

e. S

torie

s lik

e th

is a

lways h

ave a

happy e

ndin

g!

Tra

in n

ois

es in

cre

ase. E

nte

r hero

. Triu

mphant m

usic

.

Dan

iel D

og

oo

d: (w

earin

g w

hite

cape, le

apin

g o

nto

the s

tage) A

ha! A

rrived ju

st in

the n

ick

of tim

e! D

on’t w

orry

Felic

ity, I’ll save y

ou! W

e m

eet a

gain

Vic

toria

! Your e

vil a

nd v

illain

ous

ways h

ave c

om

e to

an e

nd!

Danie

l runs a

round V

icto

ria a

nd E

gor, q

uic

kly

tyin

g th

em

up w

ith a

rope c

onvenie

ntly

carrie

d a

round h

is w

ais

t.

Dan

iel D

og

oo

d: (s

tandin

g triu

mphantly

next to

his

captiv

e) I m

ake it m

y d

uty

to s

ee th

at

this

world

is a

safe

and h

appy p

lace fo

r good a

nd v

irtuous p

eople

like F

elic

ity a

nd to

rid th

e

world

of n

asty

and b

ad p

eople

like V

icto

ria!

Tra

in n

ois

e n

ow

a th

undero

us ro

ar. S

moke a

ppears

.

Felic

ity: (e

ven m

ore

despera

te) D

anie

l! Quic

kly

! The tra

in!

Fast m

usic

build

ing to

a c

rescendo.

AmyStephenson

28

A d

ay

in th

e life

of a

teen

ag

e S

up

er H

ero

...

A su

per h

ero m

ust n

ever let an

yo

ne k

no

w w

ho

they

are, altho

ug

h so

me m

ay fi

nd

ou

t. My

nam

e in th

e real wo

rld is O

rang

e Bu

bb

les, altho

ug

h w

hen

I'm sav

ing

the w

orld

I go

by

Sup

er

Tate. My

friend

s kn

ow

wh

o I am

, I can tru

st them

, altho

ug

h so

me o

f them

do

n't b

elieve th

at I

truly

am a w

orld

reno

wn

ed crim

e fig

hter. T

hey

say,

"Ah

, Oran

ge, th

at girl, th

e on

e savin

g th

e wo

rld, sh

e's no

t like y

ou

. Alw

ays rem

emb

er that

yo

u are as in

sign

ifican

t as a grain

of san

d."

Ho

w clu

eless to th

e way

s of th

e wo

rld th

ey are, fo

r they

do

no

t kn

ow

that ev

en th

e smallest

perso

n m

ay m

ake a d

ifference, if th

ey try

hard

eno

ug

h. T

hey

do

n't k

no

w th

at Ms. B

ub

bles is

on

ly a p

art of m

e, that I h

ave seen

places far b

eyo

nd

the o

ceans o

f Earth

. I am th

e sup

er hero

of th

is solar sy

stem, I h

ave seen

the liv

es of far o

ff martian

s.

I remem

ber m

y fi

rst battle w

ith th

e terrible freak

of n

ature, in

visi-p

lant. P

art hu

man

, part

Glad

iola, th

at com

mo

n w

eed is n

ow

my

arch en

emy. M

y earin

g-alerters b

egan

to b

uzz an

d

vib

rate in m

y ears. I k

new

that th

ere was tro

ub

le. I qu

ickly

grab

bed

my

lun

ch an

d fak

ed sick

.

With

my

Sup

er Tate abilities I tu

rned

my

face a sickly

colo

r of p

urp

le and

the teach

ers let me

ou

t of sch

oo

l early. My

mo

ther cam

e to p

ick m

e up

, bu

t I was lo

ng

go

ne b

y th

en.

I flew

off in

to th

e dep

ths o

f space, search

ing

for a sig

n o

f the d

eadly

cause o

f trou

ble w

hich

wo

uld

soo

n b

e my

arch en

emy. I so

on

caug

ht sig

ht o

f a green

speck

in th

e distan

ce. As I d

rew

nearer to

the o

bject m

y earin

g d

etectors g

low

ed w

ith an

un

natu

ral green

ligh

t, sign

aling

to

me th

at this w

as the th

ing

that I w

as loo

kin

g fo

r. It was a stran

ge cro

ss betw

een a m

an an

d a

plan

t, and

an au

ra of ev

il was a ro

un

d it. I k

new

that th

is was w

hat I h

ad cam

e here fo

r.

I zapp

ed it w

ith an

adv

anced

gad

get o

f min

e, wh

ich cau

gh

t it's attentio

n in

no

time at all. T

he

plan

t loo

ked

ann

oy

ed w

ith m

e, as if I was d

isturb

ing

its peace. I an

no

un

ced m

yself:

"I am Su

per Tate! P

rotecto

r of all! G

o n

ow

, befo

re yo

u are cau

gh

t!"

Th

e plan

t ign

ored

me an

d as if to

bo

ther m

e furth

er, it becam

e inv

isible. I w

as stuck

. Th

is

creature seem

ed b

e to n

ot o

nly

careless and

ign

oran

t, bu

t also ab

le to tu

rn itself in

visib

le,

takin

g it's in

solen

ce furth

er. I had

no

cho

ice bu

t to stan

d an

d w

ait for th

e thin

g to

beco

me

visib

le again

. Th

e thin

g b

egan

to sp

eak in

a vo

ice that w

as so u

nim

agin

able, th

at I was

thro

wn

back

ward

s with

surp

rise.

"Well, w

ell,well, Su

per Tate. I h

ave h

eard o

f yo

u. So

yo

u h

ave co

me at last. I h

ave a q

uestio

n

for y

ou

, on

e that w

ill decid

e the fate o

f the earth

, and

it is..."

http://fh

q.forumer.com/blogs/super-ta

te/83-life

-teenage-super-hero-undercover.html

AmyStephenson

29

ME

LOD

RA

MA

HO

ME

WO

RK

Th

e list

belo

w sh

ow

s the

stock

ch

aracters u

sed in

m

elod

rama.

Next

to

each ch

aracter,

describ

e the q

ualities th

at they d

isplay

du

ring

a p

erform

ance o

r script. U

se may lik

e to refer

to the ch

aracter qu

alities in B

atm

an

Forever o

r Terror U

nder th

e T

rain

to h

elp y

ou

. Th

e first o

ne

has b

een d

on

e for y

ou

.

CHARACTER

QUALITIES

Villain

Ev

il, nasty, sp

eaks in

deep

threaten

ing

vo

ice, wears d

ark co

lou

rs, cruel to

help

ers, takes p

leasure in

harm

ing

oth

ers.

Hero

Hero

ine

Sidek

ick

Victim

Oth

er

AmyStephenson

30

AC

TO

RS

MU

ST

LE

AR

N T

HE

IR L

INE

S -

NO

SC

RIP

TS

DU

RIN

G P

ER

FO

RM

AN

CE

CH

AR

AC

TE

RS

:

Hero

/ Hero

ine

Vic

tim

Villa

in

Sid

ekic

k

Narra

tor

SE

TT

ING

:

A ra

ilway tra

ck

OR

A s

aw

mill

ME

LOD

RA

MA

MA

JO

R T

AS

K

WR

ITE & P

ERFO

RM

A M

ELOD

RA

MA

PLA

Y

Gro

up

Mem

bers:

PL

OT:

The d

isco

very

of a

secre

t fortu

ne O

R th

e d

isco

very

of

the d

eed

to a

go

ld m

ine

A p

lan to

kid

nap

the h

ero

ine a

nd

/or k

ill the h

ero

A h

ero

rescuin

g a

hero

ine

An u

nexp

ecte

d &

unb

elie

vab

le tw

ist

A h

ap

py e

nd

ing

AC

TIN

G S

TY

LE

:

Exag

gera

ted

actin

g-b

e e

ither V

ER

Y g

oo

d o

r VE

RY

evil

A s

low

mo

tion c

ho

reo

gra

phed

fig

ht s

cene

A c

om

ic s

eq

uence b

etw

een v

illain

& h

is s

idekic

k

A ta

ble

au to

sta

rt & fi

nis

h th

e p

lay

IND

IVID

UA

L R

ES

PO

NS

IBIL

ITIE

S:

Dire

cto

r

Pro

ps &

co

stu

mes

Music

& s

ound

effe

cts

Scrip

t: typ

ed

up

with

sta

ge d

irectio

ns &

so

und

effe

cts

(all g

roup

mem

bers

must c

ontrib

ute

to w

riting

the s

crip

t)

AmyStephenson

31

Gro

up

me

mb

ers

:

Pro

ps

So

un

d E

ffec

ts

Ma

sk

ma

teria

ls

Ma

sk

de

sig

n:

AmyStephenson

32

! ! Mask makingAmyStephenson

33

This refl

ection is abou

t your grou

p work on

the melodram

a play.

Write a m

inim

um

1 page entry in

your jou

rnal.

You

r journ

al mu

st be handed in

at the end of the lesson

for markin

g.

An

swer e

ach

of th

e q

uestio

n in

yo

ur e

ntry

:

Briefl

y d

escribe th

e plo

t/sto

ry o

r yo

ur g

rou

p’s p

lay. In w

hat w

ay is th

e plo

t

melo

dram

atic?

Describ

e the ch

aracter yo

u p

layed

. Wh

at was y

ou

r costu

me? Y

ou

may

like to

draw

a pictu

re.

Did

yo

u en

joy

play

ing

this ch

aracter? Wh

y? If n

ot, w

hy

? Is there an

oth

er character

yo

u w

ou

ld h

ave lik

ed to

play

?

Ho

w w

ell did

yo

ur g

rou

p w

ork

du

ring

rehearsals? W

ho

mad

e the d

ecision

s? Were

yo

u h

app

y w

ith th

ose d

ecision

s?

Are y

ou

pro

ud

of th

e play

yo

u h

elped

create?

Did

yo

u feel read

y fo

r the fi

nal p

erform

ance? D

id ev

eryb

od

y k

no

w th

eir lines?

Wh

at are three m

ain th

ing

s yo

u’v

e learnt ab

ou

t melo

dram

a?

Do

yo

u th

ink

yo

u h

ave d

evelo

ped

as an acto

r du

ring

term? A

re yo

u ‘b

etter’ than

yo

u w

ere at the b

egin

nin

g o

f the term

? In w

hat w

ays?

ME

LOD

RA

MA

MA

JO

R T

AS

K

RE

FLEC

TIO

N

AmyStephenson

34

Melodrama Unit - Wikispacesresauce.wikispaces.com/file/view/Melodrama_yr7.pdf · 3 English...

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Transcript of Melodrama Unit - Wikispacesresauce.wikispaces.com/file/view/Melodrama_yr7.pdf · 3 English...