HOLLISTON HIGH SCHOOL
Drama Workshop II
The goal of this course is to further develop and extend the dramatic
performance skills taken up in Drama Workshop I. We will apply those skills
to detailed exploration of scripted as well as improvised scenes. Students
will learn script analysis, character intentions, actions, tactics,
motivations, expectations, transitions, and other topics. Playing a
character that has previously been written requires an actor to integrate the
playwright’s intentions and his/her own discoveries and interpretations of
the text. Students will be able, after successful completion of the course,
to analyze scripts for a character’s intentions, obstacles and tactics. They
will be able to create appropriate stakes for a characters needs and to
portray these objectives and stakes on stage. They will be able to analyze
and create both technical and character-specific transitions, and to analyze
and portray the unique points of view of different characters.
By the completion of this course the successful student will have learned:
A. to work cooperatively and creatively in both self and teacher
determined groups of varying sizes in the development and/or
presentation of ideas
B. to form solutions to the dramatic problem that exhibit greater depth,
detail and complexity than those in Drama I
C. to identify and apply the dynamics of Dramatic Form and Content,
i.e.: conflict, conflict resolution, dramatic structure, theme, subtext,
premise, point of view, style, metaphor, motivation, tactic, intentions etc..
D. to create and sustain a believable and character through an
improvised and/or scripted scene that exhibits depth, detail and complexity.
E. to identify, through the creation and performance of dramatic
solutions to given problems, their artistic voice.
F. to develop through improvisation and script analysis, an intuitive
episodic theme/subject and character exploration
G. to evaluate and critique the quality of interpretation of
improvisations, prepared scenes and individual performances.
H. to identify how opinions, biases, values, and the significance of
race, gender, age, economic status, ethnicity, etc., influence the point of
view of the individual and society.
A. Source Materials: plays, text books, poetry, novels, short stories,
B. Media Articles: commentary, editorials, stories, cartoons, reviews
C. Videos: films, plays, television shows, documentaries
D. Other Art Forms: music, sound recordings, paintings, photography,
sculpture, illustrations, etc.
Scene work 20%
Class Format and Procedures:
ABC’s – What are they?
Attitude, Behavior and Cooperation. Since this class will be slightly
different than some of your other classes, i.e;. no textbook, written tests
and quizzes (maybe one or two?); your attitude is everything. Part of
cooperation is participation. Since I will require everyone to participate
in all that we do in class, if you do not participate then you are not
cooperating. How students approach this class will make their grade or break
Effort - 1/5 of my grade???
I want to see that you’re trying and giving it your all. I don’t expect
everyone to be incredible actors but I do expect success from you all and it
only comes with giving it your all. There will also be occasional homework
assignments given and students are expected to do them willingly, accordingly
and on a timely basis. (homework is usually given to prepare you for the next
class – if you don’t do it, you won’t be able to participate)
Journal – We have to write?
Self-reflection is one of the most important aspects to one’s progress. Am I
getting it? Am I doing this right? How do I feel about what is going on
around me? I wonder how others feel? What if I try something else? I
wonder if this approach will work? Students will be expected to submit one
journal entry per week. Topics for journal entries will be assigned each
week. Students will be expected to supply their own notebook for use as
Throughout this course students will work on 4 different scenes (the third
being the final scene and one of the other three a monologue from a scripted
work). The scenes will enable the students to understand and evaluate the
process of creating a character, understanding the actor’s tactics,
intentions and motivations, internalizing the character’s wants, needs,
obstacles, current situation and historical background and externalizing all
information in their final product(the performance of the scene).
Final Scene Performance
At the end of the quarter students will perform either a scene or a monologue
from a play for the class using all they learned over the quarter and
applying it to this final performance. Criteria for the final performance
will be handed out and discussed when final scenes are assigned.
Folder with pockets
Extra Help/Make-up Policy
I will be available after school for students who feel they are falling
behind or do not understand the concepts we are discussing in class. For
assignments that are missed due to a students absence it is the students
responsibility to find out what was missed during the absence. Students
should see me either before or after class, after the end of the school day
or during ELB Block. If students miss a scene performance that they were
involved in and were scheduled to perform on the day of the absence it is up
to that student to see me to reschedule the scene performance the morning
following the absent day.
Missed Journal Entries
Students are required to complete one journal entry per week based on class
work, outside observations and reading assignments. Topics for journal
entries will be given during the week. Journals are to be handed in every
Friday. Journal entries that are late will be marked down one grade each day
they are late. If a student is not in class on Friday but in school due to a
field trip, assembly or outside scheduled appointment they are still
responsible to get the journal in by the end of the school day.
Drama Workshop II
/++ You have turned in a journal entry that completely fulfills the
requirements of the assignment. You have passed the journal entry on time.
You have written or created a journal entry that relates in some way to drama
class. Your entry also reflects the experience you are having in class and is
self-reflective (You have not only written about what is happening in class,
but also how it affects you). Your entry demonstrates that you have put
superior time and effort into your work.
/+ You have turned in your entry on time or one day late. Your entry
relates to drama class and reflects to some degree the experience you are
having in class. Your journal is complete and as at least filled the length
requirement of the written jopurnal entry. Your reflection is somewhat less
extensive but still insightful.
/ Your journal entry has not been handed in on time or is incomplete.
It relates little to your class experience and contains no self-reflective
thought or process about your experience in drama.
/- Your journal entry is either or both late and has not meaning toward
any thought process regarding your experience in drama class. Your entry
demonstrates an extremely low level of effort.
*Journal entries will be accepted up until the final day of class. Any
missed entries may be submitted for partial credit.