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Found 7 results

  1. I'm confused by the amount of energy many on the Hive are expending on their irritation as they go out and about in public. I believe we were created to live in community with others. That starts with family. I also believe that our community can and should be wider than that. While I try to be careful, I'm sure I've annoyed people when I've gone around town. I hope I'm shown grace for those mistakes and try and show grace to others. Sometimes I'm dismayed by the things that people spend lots of energy getting irritated over. One of my main goals for not getting impatient when I'm out with my kids is that I don't want them to see my irritation with lots of (in the big picture of life) small issues. If the checkout girl asks a nosy question or makes a comment about my kids not being in school, who cares? Not my duty to inform or educate. Just be pleasant smile and a vague answer is necessary. Both of us go away feeling pleasant. Question about my family size? Not my duty to inform or educate. Just be pleasant smile and a vague answer is necessary. Both of us go away feeling pleasant. People sitting in the wrong area of the aisle at a public event? Be thankful you're all healthy enough to attend that event with your family. I hope my kids see me being pleasant to strangers we sit next to (not striking up conversations necessarily, but being polite), store employees, neighbors, doctors and nurses, and so on. Most of the time being very pleasant causes others to treat you the same. If it doesn't, it should be a rare exception. I want my kids to like other people. I like other people. That should be a good thing. Ever been around someone easily irritated? Not fun.
  2. Hello Hive ;) My brain is tired but I wanted to share my enthusiastic support for the "Shakespeare Set Free" teaching guides. We have approx. 15 students, from 6th to 10th grades in a Twelfth Night workshop I'm facilitating with another instructor. I had to spend some time pre-reading and photocopying but the kids are doing great! The key is that they get the kids on their feet actually reading Shakespeare. I do find it challenging but it is actually getting easier, now that I am relaxing and trusting the lesson plans. And I have gathered veils, men's suit jackets and hats, which have helped each actor get into their part. Cruising the thrift store weekly for costumes :tongue_smilie: I'm just so happy with what the kids are learning and accomplishing. FYI we are going for 6 weeks, meeting twice weekly for 1 hour (though we are trying to extend 1 class to 2 hours every week so the acting is not so rushed.) The guide suggests a short list of lessons for those of us not meeting 5 days each week. Best wishes to you all!
  3. ... Or, how to make your drama studies "meaty", as requested from me to elaborate on it in the previous thread. Necessary disclaimers: This is only my personal opinion and my personal ideal of a course. Consult it at your own risk. I. GENERAL PART OF THE COURSE Duration: 8 weeks Hours needed weekly: 4-7 (depending on previous knowledge, specific unit, depth of focus; I recommend the minimum and the maximum hours here) Objectives: Understanding the theoretical basics of theatre studies through the prism of theatre poetics throughout history as well as a few theoretical tractates. Week 1. Poetics of classical antiquity: Aristotle, Horace (excerpts). The approach to literary genre in classical antiquity. What constitutes theatre as a literary genre. Why is theatre the beginning of literacy in the Western culture (Havelock, Lord; the orality of the early epics). The importance of text in drama: comparison with commedia dell'arte and improvisative theatrical genres. Week 2. Aristotle II. Theory of tragedy - of its origin (excerpts from Nietzche). The theatre of classical antiquity (visually). Theatre as a ritual. Week 3. Renaissance and Classicism: Boileau, Corneille (excerpts). Castelvetro can fit in too. Shakespearean theatre (visually). Week 4. Diderot: The Paradox of Acting & Lessing: Hamburg Dramaturgy (excerpts; comparison of poetics from Aristotle onward) Week 5. Hugo: Preface to Cromwell. Appia's scenography (basic concepts). Week 6. Stanislavki's system. Techniques in it. Week 7. Craig, On the Art of the Theatre (basic composition of the work, main foci, reading excerpts) Week 8. Meyerhold: the concept of biomechanics in theatre Brecht: the concept of epic theatre. Read Mother Courage and Her Children. II. SPECIFIC PART OF THE COURSE Duration: 8 weeks Hours needed weekly: 4-7 (see above) Objectives: A theoretical follow-up of the application a student is engaged in (concrete play one is engaged in). EXAMPLE: A student is engaged in a Shakespeare's play, let's say Romeo and Juliet for example's sake. Week 1. Shakespeare's life and times. Division of Shakespare's canon. Theatre in Shakespeare's time (visually - expand on it). Week 2. The theme of the unfortunate forbidden love of two young people in literary canon. Ovid (Pyramus and Thisbe in Metamorphoses), and that motive in R&J as well as in The Midsummer Night's Dream. Xenophon's Ephesiaca. Comparison. You can add in stuff from other cultures too. The story of Layla and Majnun is structurally similar and can be of quite an interest. Week 3. The reading of the play. Analysis of the dramatic structure of the play. Application of the theoretical concepts learned. Week 4. Analysis continued. Points on language and verse. Week 5. Adaptations (esp. film - let's say you take that one with Di Caprio which teens usually love). Study of an adaptation. Pointing out differences in text, theatre and film. The discussion on the medium the art takes place in. Connecting this with the formal theory in literature. Week 6. Adaptations II. Let's say West Side Story. Continuation of the theoretical application and comparison of the media and their role in art. Comparing performances with theatre poetics studied and their goals. Week 7. An analysis of Romeo and Juliet from a specific point of view. Let's say psychoanalysis or whatever floats your boat - just to expose the student to a different, and largely non-theatrical, perspective of the work. Week 8. Final remarks and conclusion of the course. Written assignment: one during the whole course, must be "theatrical" in nature (not focus on a literary aspect of the work only). For example, comparison of this and that perspective on theatre, or application of this on that to Shakespeare. Target age group: "middle" high school (10th/11th grade) Prerequisites for the course: General familiarity with history and epochs of thought (knowing, in general, what's classicism and stuff like that). Some experience in theatre (as a visitor or playing). But beyond that, the course is very basic, aimed at amateurs.
  4. Finding a play that children can perform is worse than you'd ever imagine. Most of them can be placed in the twaddle (did we ever decide on a better word-description/ label to replace that term?) category. I want classic, I want meat, I want the kids to have an engaging, profound experience on stage. I don't want stupid jokes and scripts that don't have any meaning off the stage (or *on* them for that matter). Of course, I'm often looking for plays that can be performed for free or cheap, but even when I do look at the library for plays to order I'm so disappointed! Does anyone have resources to recommend, or even just an encouragement that stupid plays should not be thrusted on children? And does anyone have any experience with "Patch the Pirate" plays? These are what my "elders" suggested and just the thought of an Abeka series of plays with this title makes my tummy twirl. :bigear:
  5. Does anyone know of a drama or theater arts curriculum for high school? Not actual acting really but the theory I guess you'd say behind theater or acting or even stage design. Thanks.
  6. So if I don't add you, because I don't think I'll remember to check, or I am just to lazy to bother asking, it isn't because you aren't my friend. You are all, totally, my friend. BFFs, thats us. Sing it with me, ladies: We go together, like shanawannawanna, be bop doo wop doo wop, together forever, like shamalamalinga something something something... Never mind. Anyway. The only benefit I can see to adding any of you as my friend is the possibility of *deleting* you later if you bug me. And that isn't very friendly, now is it, so I am going to err on the side of caution (and sloth) and just consider you all my friends, added or not. :party:So this <----- is me and all of you WTM'ers, whooping up because we're friends!
  7. :( I know my tales are too detailed, but I can't help it--so sorry in advance. This is about my goddaughter, Dy. All week, she has been sleeping at my house, with her parents all day, except the day she spent with them, then her dad dropped her off with her drinking buddies and she stayed out all night. Since then, she has been good about coming home, but her parents pick her up early, saying they have to do something with her, and keep her until really late, even though they had promised to bring her back early. My dd sits and waits, and waits, and waits for her, then gets to spend no time with her. Same thing yesterday, except she made a date while she was with them. I spoke with her while she was with them, and she promised, in front of her mom, to come and spend all day and evening with us. Her dad was taking them to their trailer at a lake this weekend, but both Dy and her mom told me they were leaving tomorrow. Today I made Dy do some chores. She has done nothing since she got here, so she helped clean, did about an hour and a half worth of stuff, piddled, finished around 5, then got ready, and we went out to share a pizza around 6. We were at the restaurant, and her dad called at 6:30. He said he wanted to go to the lake tonight, she said she couldn't, then just handed the phone to me and said I had to talk to him. I got on the phone, and he said he had to pick her up at 7:30. I started to explain about Dy promising to spend time with my dd, and he started yelling he didn't care, didn't want to hear it. I said look, she is part of our family, has responsibilities and needs to live up to them, and he yelled he was coming to pick her up now, and hung up. Dy texted him to please not do this, not make a scene (she said later because a guy she likes works in the restaurant, not because of us!!!). She said she didn't know what to do. I called her mom, who yelled that I was trying to ruin their family (they would have nothing to do with her for the last 2 & 1/2 months, wouldn't even talk to her until she moved in with me!!!), and hung up on me--I tried to call back repeatedly and she told me I was just wasting Dy's minutes. A few minutes later, Dy's Dad, Gene, came into the restaurant. He approached the table, my daughter was on the outside of the booth, Dy inside, me facing them, and said to Dy, "are you going to come or am I going to pick you up?" Then Dy said, "Oh no, Clay (the boy she likes) is going to see this, I have to go." I said, "Gene, she said she'll come at 7:30, like you wanted," and he looked at me and yelled, "Shut the H--- up!! Just shut your mouth!!" I started to say something, and my dd looked at Dy and said, "Please stay, Dy", and Gene bent down, got in her face (he weighs about 400 pounds) so that his nose was almost touching hers and yelled as loud as he could "I said shut the hell up!!". My dd lost it!! She started crying hysterically and shaking, and Dy didn't even look at her, just started pushing past her. I said, "How dare you do that,", and he yelled, "I'll do anything I want! I'm going to ruin you, I'll have you on the street in a month, you will be out of your house and on the street in a month, you wait and see! You will suffer, wait and see!". I looked at Dy, and said, "After he treated her like that, you're going with him?" Dy said, "I'll be back in one minute, I'm not going with him, give me one minute.". She left, my dd was hysterical, I could not calm her down, and by then I was pretty hysterical myself. I paid (Dy was supposed to), and we went out, and, of course, she was gone. My dd cried so much on the way home, she threw up. When we got home, I called Dy, and her dad answered. I asked to speak with her, and he said, "Dy gave me the phone, she doesn't want to talk to you." I said I didn't believe him, and he told her to take it, and she said "No way!", like I had done something! He started to say something, & I lost it. I told him he called himself a Christian, he was disgusting, he had terrorized my daughter, and all we had ever done was be kind to them, and try to help Dy, and I hung up. Then, Debbie, the mom called me. She told me if I was really kicking Dy out, I needed to let them come get her stuff. I said I had never said that (I hadn't) and I would not talk to any of them right then. She called back again, and I told her, just as she wouldn't talk to me when I needed to talk to her, I would not talk to her. That her husband had dared to yell at my child in her face! That they had to leave us alone, I didn't want to hear from them right then. Gene called back, and said I had to let them in to look around for Dy's stuff, in case I wouldn't give it all back (like I want a teenager's clothes!) and if I didn't, he would kick the door in! After that, we left, and I took my dd to B&N far away from the house. I tried to get her to calm down. She sat curled up with me like when she was little and I read to her. Finally, a little after 10:30 (3&1/2 hours later!), we went home. When I drove up to our street, they were in our driveway! I drove on, turned around, and drove out, and they followed us. I lost them on small curves and turns, and went to a friend's house. We stayed there until just now. We discussed it, and my dd knows Dy cannot come back, and that we can have no relationship with her after this. I have realized that she must have told her parents some whoppers too--probably that I said she couldn't come back if she left, and she wanted to go with them, just as she told me she wanted to stay with me, but that they would disown her if she didn't go. That I wouldn't give her stuff back. Who knows what else. My dd is so devastated, I don't even know how to start reparations on this. I am too, but I'm an adult, and know I have to be the strong one here. I sent a message to Dy saying she can pick her stuff up Mon, I'm going to leave it outside, if her parents step foot on my property I'm calling the police. I'm hoping that is the end of it. I don't even know what else to think. I'm just so exhausted and sad right now.
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