6-12 Glossary of Terms Theatre Curriculum Act: to Represent
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Technical Rider
TECHNICAL RIDER I. AXIS DANCE COMPANY CONTACT LIST: 1428 Alice St., #200, Oakland, CA 94612 510.625.0110 (Office) 510.625.0321 (Fax) Marc Brew, Artistic Director 510-625-0110 [email protected] Robin Anderson, Engagement Director 510-625-0110 [email protected] II. STAGE REQUIREMENTS • Wheelchair accessibility to stage is required. • Optimum stage size: 40’ opening by 36’ deep; Minimum stage Size: 36’ opening by 28’ deep • Sprung dance floor with smooth, clean dancing surface. Most of the time it will be necessary to lay a Marley floor. • Minimum electric high trim 20’. Preferred high trim 24’. • 3-4 evenly spaced wings on each side of the stage with a minimum of 6 feet between each wing. • Black borders to mask overhead lighting are preferred. • Full stage width Black Velour Drop which must either fly or be on a traveler track • Full stage width Black Sharkstooth scrim. • Full stage width White Cyclorama with a white bounce, or a white plastic (rear projection cyc). • Wheelchair accessible crossover behind stage will be required. • Wheelchair accessible dressing room, make-up area and bathroom for 6-8 artists. • Quick change areas with prop tables, chairs and running lights stage left and / or stage right for costume changes. • Temperature of all areas must be a minimum of 68 degrees. • Stage, wings, and crossover must be reasonably clear of house equipment and must be swept and mopped prior to each rehearsal and performance. • Stage shall be available to AXIS Dance Company from beginning of load-in until final performance and strike are complete. No other use of the stage or dressing rooms during this time is permitted without prior approval from the AXIS Production Manager. -
Short Stories
Elements and Characteristics of Short Stories Short stories tend to be less complex than novels. Usually, a short story will focus on only one incident, has a single plot, a single setting, a limited number of characters, and covers a short period of time. In longer forms of fiction, stories tend to contain certain core elements of dramatic structure: exposition (the introduction of setting, situation and main characters); complication (the event of the story that introduces the conflict); rising action, crisis (the decisive moment for the protagonist and their commitment to a course of action); climax (the point of highest interest in terms of the conflict and the point of the story with the most action); resolution (the point of the story when the conflict is resolved); and moral. Because of their short length, short stories may or may not follow this pattern. Some do not follow patterns at all. For example, modern short stories only occasionally have an exposition. More typical, though, is an abrupt beginning, with the story starting in the middle of the action. As with longer stories, plots of short stories also have a climax, crisis, or turning-point. However, the endings of many short stories are abrupt and open and may or may not have a moral or practical lesson. Of course, as with any art form, the exact characteristics of a short story will vary by author. Length Determining what exactly separates a short story from longer fictional formats is problematic. A classic definition of a short story is that one should be able to be read it in one sitting, a point most notably made in Edgar Allan Poe's essay "The Philosophy of Composition" (1846). -
OHS Honors English Primer Is the Result of Over a Decade of Collabo- Ration Among the English Teachers of Oviedo High
Honors English Primer Prepared exclusively for the students of Oviedo High School 2008 Edition About Your Primer The 2008 OHS Honors English Primer is the result of over a decade of collabo- ration among the English teachers of Oviedo High. We have worked together to ensure that the materials you will find here are relevant and helpful to your studies both here at Oviedo and later in life. Materials included in this publi- cation have been created specifically for you by the teachers at this school, and the information included is designed to continually build your expertise in communication skills, literary analysis, meaningful composition, and effective research. Your teachers throughout the next four years will refer you to these pages as a resource for reference, instruction, and guidance as you continue to grow as a student of English. Our Primer has four distinct sections that each focus on a different aspect of the skills you will be acquiring: Literature, Composition, Grammar, and Re- search. Some courses may rely more on one section than another, but each course will use the Primer to build off your previous knowledge and prepare you for what lies ahead. Keep this document with you—in class at all times, throughout your career as a high school student, and as you journey into high- er education. It is our sincere hope that you find the2008 OHS Honors English Primer a helpful resource as you continue to prepare yourself for your future. Best wishes for lasting success, The English teachers of Oviedo High School The 2008 edition of The OHS Honors English Primer was set in Myriad® Pro and Warnock® Pro using Adobe® In- Design® CS3. -
The Structure of Plays
n the previous chapters, you explored activities preparing you to inter- I pret and develop a role from a playwright’s script. You used imagina- tion, concentration, observation, sensory recall, and movement to become aware of your personal resources. You used vocal exercises to prepare your voice for creative vocal expression. Improvisation and characterization activities provided opportunities for you to explore simple character portrayal and plot development. All of these activities were preparatory techniques for acting. Now you are ready to bring a character from the written page to the stage. The Structure of Plays LESSON OBJECTIVES ◆ Understand the dramatic structure of a play. 1 ◆ Recognize several types of plays. ◆ Understand how a play is organized. Much of an actor’s time is spent working from materials written by playwrights. You have probably read plays in your language arts classes. Thus, you probably already know that a play is a story written in dia- s a class, play a short logue form to be acted out by actors before a live audience as if it were A game of charades. Use the titles of plays and musicals or real life. the names of famous actors. Other forms of literature, such as short stories and novels, are writ- ten in prose form and are not intended to be acted out. Poetry also dif- fers from plays in that poetry is arranged in lines and verses and is not written to be performed. ■■■■■■■■■■■■■■■■ These students are bringing literature to life in much the same way that Aristotle first described drama over 2,000 years ago. -
Summer Information Packet
S U M M E R 2 0 1 5 The nationally recognized, Award-Winning BRAVO! Performing Arts Academy an intensive theatrical experience for kids entering grades 4 - 9 PROUDLY PRESENTS ITS 13TH SUMMER SEASON! Bravo Performing Arts Academy: an intense musical theater experience designed to hone the vocal, acting, and dance skills of students who have the desire, discipline and passion for musical theater. Full book musicals are taught and performed in only 20 days! BPAA is open to students in 4-9 grades. Junior Bravo Academy: designed for students that may be new to the stage and have the desire to learn more about musical theater. Offers intimate training for students who don’t have as much experience or knowledge in music, dance and acting. Junior shows are taught and performed in only 15 days ! JBA is open to students in 4-7 grades. After only a few weeks of intensive afternoon rehearsals, we will present up to three spectacular, professional-quality musicals featuring dozens of memorable songs, originally directed scenes, stunning makeup, impressive choreography, dazzling costumes and amazing sets. Academy Dates and Times Bravo Performing Arts Academy, 2015 Auditions - May 30 & 31, 2015 June 8 - July 12 - Monday to Friday, 9am – 3:30pm No camp July 4 BPAA mandatory Tech rehearsal: Sunday, July 5 BPAA Tech Rehearsals: 5-8pm, week of show Shows considering: Rock of Ages, Seussical, Wizard of Oz, Godspell, (Play - TBD) Junior Bravo Academy, 2015 Auditions - May 30 & 31, 2015 June 8 – July 3 - Monday to Friday, 9am – 3:30pm Final camp day is July 3 Show: 101 Dalmations A Typical Day at Bravo Academy 9AM-12PM (Monday-Thursday) JBA: Rehearsals BPAA: Classes BPAA choose from specialties such as: Dance Improvisation Acting Film Props & Costumes Voice Scenic Design Theatrical Makeup Stagecraft Lunch: 12PM-12:25 PM 12:30 PM-3:30 PM (and all day Friday) Production rehearsals, Stagecraft, Film & Junior Bravo classes Audition Information Students register for a Thursday or Friday slot (4pm-6pm or 6pm-8pm). -
Mimesis, Chinese Aesthetics, Post-Modern Theatre
In Search of Another Eye: Mimesis, Chinese Aesthetics, Post-modern Theatre Won Jung Sohn Thesis submitted for the examination for the degree of Doctor of Philosophy, University of London DEPARTMENT OF DRAMA AND THEATRE Royal Holloway, University of London 2011 1 Declaration of Authorship I, Won Jung Sohn, hereby declare that this thesis and the work presented in it is entirely my own. Where I have consulted the work of others, this is always clearly stated. 2 Abstract Although a new tradition of non-mimetic theatre has secured a place in Western theatre history, I find that existing critical vocabularies fail to embrace various theatrical forms of today. Alternative frames of discussion are sought after, and I propose that a culturally distinct one will open up possibilities of perceiving contemporary performances in different ways. In this thesis I turn to the aesthetics of Chinese painting. The Western concept of mimesis in theatre is seen as being strictly related to the verbal aspects of the drama rather than the performed spectacle. Turning to paintings as a lens through which to look at theatre enables one to focus on the extra-textual aspects of performance. At the same time, looking at painting directs one to the issue of ways of seeing, which is fundamental to theatre. Looking at Chinese paintings will disclose the unique Chinese ways of seeing that affected their artistic creation and reception, as well as what different concepts of representation prevailed. In this thesis I trace the mimetic foundations of Western theatre by investigating the writings of Plato and Aristotle as well as looking at Classical Greek painting, its modern reflections and counteractions. -
Stage Manager & Assistant Stage Manager Handbook
SM & ASM HANDBOOK Victoria Theatre Guild and Dramatic School at Langham Court Theatre STAGE MANAGER & ASSISTANT STAGE MANAGER HANDBOOK December 12, 2008 Proposed changes and updates to the Producer Handbook can be submitted in writing or by email to the General Manager. The General Manager and Active Production Chair will enter all approved changes. VTG SM HANDBOOK: December 12, 2008 1 SM & ASM HANDBOOK Stage Manager & Assistant SM Handbook CONTENTS 1. INTRODUCTION 2. AUDITIONS a) Pre-Audition b) Auditions and Callbacks c) Post Auditions / Pre First Rehearsal 3. REHEARSALS a) Read Through / First Rehearsal b) Subsequent Rehearsals c) Moving to the Mainstage 4. TECH WEEK AND WEEKEND 5. PERFORMANCES a) The Run b) Closing and Strike 6. SM TOOLS & TEMPLATES 1. Scene Breakdown Chart 2. Rehearsal Schedule 3. Use of Theatre during Rehearsals in the Rehearsal Hall – Guidelines for Stage Management 4. The Prompt Book VTG SM HB: December 12, 2008 2 SM & ASM HANDBOOK 5. Production Technical Requirements 6. Rehearsals in the Rehearsal Hall – Information sheet for Cast & Crew 7. Rehearsal Attendance Sheet 8. Stage Management Kit 9. Sample Blocking Notes 10. Rehearsal Report 11. Sample SM Production bulletins 12. Use of Theatre during Rehearsals on Mainstage – SM Guidelines 13. Rehearsals on the Mainstage – Information sheet for Cast & Crew 14. Sample Preset & Scene Change Schedule 15. Performance Attendance Sheet 16. Stage Crew Guidelines and Information Sheet 17. Sample Prompt Book Cues 18. Use of Theatre during Performances – SM Guidelines 19. Sample Production Information Sheet for FOH & Bar 20. Sample SM Preshow Checklist 21. Sample SM Intermission Checklist 22. SM Post Show Checklist 23. -
F This Unit Is on Dramatic St
Introduction 2.4 Let Us Sum Up 3.5 Exercise 3.6 Suggt:stcd Ileadings 7 Glossary of Literary Ter~rls ~fthis unit is on dramatic structure which includes plot, character and appeal and "lies near to the deeper consciousnes~c?f the nation in which it takes its rise" (Nicoll). It is capable of addressing widely and 3i vcrsely to people of different epochs anc cultures. Before we move to the terrns related to st~~~itul.elet us be clear as to what structure is and what texture is: This we shall take up here. A literary text reminds us of a building. The foundation, pillars, beams, walls. roof, etc. are the structure of a building 4ut the finish with paints, colour-combination, accessories, wood - work, flooring, etc. is the texture of the building. In any literary work the structure comprises the story? the characters, action and the dialogues whereas the texture is highlighted through images, symbols, metaphors, settings, audio-visual aids, etc. Thus the dramatist presents life on the stage, S/he deals with a much larger question of human experience and concern. One must grasp this wider meaning of the play. This is implicit in the action and characterization, the dramatic theme and the dialogues which reveal the soul of the play. 19 Plot If we tell a story through a play we are constructing a simple account of what happens. Plot is a more inclusive term: it is a fully developed version of the story. It takes account of the nature of the characters, the way in which events are related to each other and their dramatic effect. -
Department of Theatre and Dance
Theatre and Dance Department MANUAL FOR UNDERGRADUATE STUDIES This manual is a guide for applicants, students, and faculty members in matters related to undergraduate studies in the School of the Arts: Department of Theatre and Dance. As such, it complements the Samford University academic catalog. The catalog and manual together are binding on candidates for undergraduate degrees in theatre and dance. Questions about the manual or about undergraduate studies in music should be addressed to the Department Chair in Theatre and Dance. Andrew Westmoreland President J. Bradley Creed Provost Joseph Hopkins Dean, School of Performing Arts Don Sandley Chair, Department of Theatre and Dance 1 CONTENTS SAMFORD UNIVERSITY STATEMENT OF PURPOSE…………………………………....5 SCHOOL OF THE ARTS DEPARTMENT OF THEATRE AND DANCE DEPARTMENTALSTRUCTURE/MISSION STATEMENT………..............................…6 OBJECTIVES …………………………………………………………………………....………7 APPLICATION FOR ADMISSION………………………………………....………………….8 SCHOLARSHIP INFORMATION………………………………………..……………………8 ADVISORY PROGRAM……………………………………….………………..………………8 ACADEMIC REQUIREMENTS………………………………………………………….…….9 ACADEMIC INTEGRITY…………………………………….………………………..……….9 OUTCOME ASSESSMENTS……………………………………………….…………….……10 CHANGE IN MAJOR AND/OR ADVISOR……………………………………….………….11 PLAY SELECTION POLICY……………………………………………...……………….….11 PRODUCTION REQUIREMENTS…………………………….………………..….………...11 SAMFORD UNIVERSITY ATTENDANCE POLICY……………………………………….12 CAPSTONE REQUIREMENTS……………………………….……………………………....13 Acting……………………………………………………………………….……………14 Directing…………………………………………………………………………………15 -
CHAPTER 8: the Play and Your Part ■ 137 Plays Have Distinguishing Characteristics That Make the Style Easy to Recognize
The Play 8 and Your Part LESSON 1 ◆ The Structure of Plays 137 LESSON 2 ◆ Preparing Your Part 141 ◆ act ◆ melodrama ◆ antagonist ◆ plot ◆ business ◆ spectacle ◆ climax ◆ subtext ◆ comedy ◆ theme ◆ cues ◆ tragedy ◆ exposition 136 ■ Unit 2: Building Your Acting Skills ■ n the previous chapters, you explored activities preparing you to inter- I pret and develop a role from a playwright’s script. You used imagina- tion, concentration, observation, sensory recall, and movement to become aware of your personal resources. You used vocal exercises to prepare your voice for creative vocal expression. Improvisation and characterization activities provided opportunities for you to explore simple character portrayal and plot development. All of these activities were preparatory techniques for acting. Now you are ready to bring a character from the written page to the stage. The Structure of Plays LESSON OBJECTIVES ◆ Understand the dramatic structure of a play. 1 ◆ Recognize several types of plays. ◆ Understand how a play is organized. Much of an actor’s time is spent working from materials written by playwrights. You have probably read plays in your language arts classes. Thus, you probably already know that a play is a story written in dia- s a class, play a short logue form to be acted out by actors before a live audience as if it were A game of charades. Use the titles of plays and musicals or real life. the names of famous actors. Other forms of literature, such as short stories and novels, are writ- ten in prose form and are not intended to be acted out. Poetry also dif- fers from plays in that poetry is arranged in lines and verses and is not written to be performed. -
Dramatic Structure and Philosophy in Brutus, Alzire and Mahomet
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Modern Languages and Literatures, Department French Language and Literature Papers of October 1975 Dramatic structure and philosophy in Brutus, Alzire and Mahomet Thomas M. Carr Jr. University of Nebraska - Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/modlangfrench Part of the Modern Languages Commons Carr, Thomas M. Jr., "Dramatic structure and philosophy in Brutus, Alzire and Mahomet" (1975). French Language and Literature Papers. 34. https://digitalcommons.unl.edu/modlangfrench/34 This Article is brought to you for free and open access by the Modern Languages and Literatures, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in French Language and Literature Papers by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Published in Studies on Voltaire and the Eighteenth Century, edited by Theodore Besterman, Volume CXLIII. The Voltaire Foundation, Thorpe Mandeville House, Banbury, Oxfordshire, 1975. Pages 7–48. Copyright © 1975 Theodore Besterman. Dramatic structure and philosophy in Brutus, Alzire and Mahomet by Thomas M. Carr, jr. An impressive amount of recent critical work has dealt with the philosophic element in Voltaire's tragedies. His plays have been labelled a theatre of involvement and a theatre of ideas; they have been examined from the standpoint of propaganda and as tragedyl. However,the focus of such studies has been primarily on Voltaire's message or on the meaning ofthe plays, rather than on the dramatic structure he created to convey his philosophic concerns. Today, of course, Voltaire does not rank high either as an original thinker or as a dramatist. -
Myths, Dreams and Realities
University of Calgary PRISM: University of Calgary's Digital Repository Graduate Studies Legacy Theses 1999 Myths, dreams and realities Hales, William C. Hales, W. C. (1999). Myths, dreams and realities (Unpublished master's thesis). University of Calgary, Calgary, AB. doi:10.11575/PRISM/16062 http://hdl.handle.net/1880/25043 master thesis University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. Downloaded from PRISM: https://prism.ucalgary.ca UNIVERSITY OF CALGARY Myths, Dreams and Realities William C. Hales A THESIS SUBMTTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTERS OF FINE ARTS DEPARTMENT OF DRAMA WARY,ALBERTA AUGUST 1999 O William C. Hales 1999 Bibliotheque nationale du Canada Acquisitions and Acquisitions et Bibliographic Services services bibliographiques 395 Wellington Street 395. rue Wellington Ottawa ON KIA ON4 Ottawa ON K1A ON4 Canada Canada Your file Volre reference Our He Norre r8fdreoce The author has granted a non- L'auteur a accorde une licence non exclusive licence allowing the exclusive permettant a la National Library of Canada to Bibliotheque nationale du Canada de reproduce, loan, distribute or sell reproduire, preter, distribuer ou copies of this thesis in microform, vendre des copies de cette these sous paper or electronic formats. la fome de microfiche/fih, de reproduction sur papier ou sur format electronique.