Wednesday 11th of November 2015 Production Unit Students are working towards a production for the December Concert. 5th grade will devise and create a movement piece based on artistic ideas that arouse in our migration unit. Students need to communicate in a physical and collaborative fashion. Wednesday 18th of November 2015 Students are working towards the December concert. We are focusing on committment to character and situation. All students will be asked to come in either black or white for the performance (longsleeve and long legs). I will specify who should be which colour closer to December. Monday 5th of October 2015 This unit we will explore migration through improvisations and characters. We will work towards the end task of creating/devising set plays, where half the group will be the people migrating and the other half will represent countries of destination. We will also look at through improvisations how a society can change when the poplulation changes. Please scroll down to see weekly updates. Friday 30th of October 2015 Students are improvising a movement choreography/performance based on status, power and immigration. We will build on this by implementing tempo, actions and voice. Monday 19th of October 2015 Students are creating artistic expressions based on images from the book "The Arrival". We also keep working on our movement piece based on status/power and change in society. Wenesday 14th of October 2015 Students are creating a movement piece, using qualities of movement and tempo + actions to do so. We are devising it through the ideas of status/power and immigration. Wednesday 26th of August 2015  We will continue to train our skills such as movement, voice, expression, spacial awareness, imagination and creativity. Through this work we will explore status in society and emotion and responsibility in having/not having power. We link it up towards the unit work with inspirational power to see if we can find commonalities for inspirational people and leaders. We will focus a lot on movement exploration. Thursday 17th of September Students have worked on status and power in relation to their unit on inspirational people. We have focused on movement and collaboration. Next week students are to present their work to the group. The class is split into two groups with different status and power and we show this through movement and sound (not spoken word). PLEASE remember to bring white or black top! Friday 5th of June 2015 Students are working on writing an autobiography from their chosen character from the script. Most students got a hold of their imagination in this process and were awarded with a fun concentration exercise outside at the end. Those students who didn`t finish will be asked to finish a page on who their characters are. To be included: age, work, education, history, a secret, a personal memory, likes and dislikes. HOMEWORK: Finish minimum 1 page on your character. Heading: PA Character work June 5th 2015 Here is the script:
The
Switch
Timmy
is 6 years old and he has twin teenage brother and sister, called
Catherine and Christopher. Timmy is a very smart child, he is a
mathematical genius. One day Catherine and Christopher are taking
Timmy to the zoo, it is a prize because he has got the highest score
ever in Mathletics.
Timmy:
Can I get an ice cream? I really want a cookie and cream with a
cherry on top
Catherine:
We can have an ice cream after we have been to see the monkeys,
tigers and the electric eels
Christopher:
Mom and Dad gave us enough money to have pizza after as well, so
let`s go- I`m hungry
Timmy:
I love monkeys
When
they walk up to the monkey cages they see a sign that says “please
don`t feed the monkeys”. Timmy is eating his snack which happens to
be a banana and as he is pointing at a funny looking baby monkey
another nicks his banana.
Timmy:
Heeey, he took my snack!
Christopher:
Shhhhhhh, we will get into trouble! It says, don`t feed the animals.
Catherine:
Let`s go to the tigers, quickly, let`s go
Timmy:
I`m hungry
Christopher:
Timmy, you have got to be really careful by the tigers cage, ok? Keep
your distance to the bars little bro
Timmy:
Ok, I will
Timmy
runs straight over to the cage
Timmy:
Hello pretty tiger
Catherine:
Timmy, NO
The
tiger sneers and throws his big paw outside of the cage and just
misses Timmys face as Christopher lifts him quickly away
Timmy:
Good day to you too Mr Tiger
Christopher:
I told you to stay away. You could have been really hurt
Timmy:
I`m sorry Christopher, I just wanted to say hi to Mr Tiger
Cathrine:
Well, Mr Tiger doesn`t talk Timmy. Now let`s go and see the eels
Christopher:
You hold my hand the whole time, ok, littlebro?
Timmy:
Ok, I will
Catherine:
I really need the toilet, I will meet you guys in there, ok? Be good
Timmy
Timmy
and Christopher walk over to the tank filled with electric eels
Christopher:
Wooow, look at those creatures filled with electric energy
There
is a strange buzzing sound and then complete silence as the power
cuts off. Christopher feels Timmy`s little hand disappear from his
and he get`s very worried
Christopher:
Timmy? Timmy! Where are you?
The
light gets back on but there is no Timmy to be seen. Catherine comes
back from bathroom.
Catherine:Where
is Timmy?
Christopher:
I don`t know. It got dark and then he was gone
Catherine
and Christopher start searching for Timmy
Cat:
Timmy? Timmy, where are you?
Chris:
Littlebro, come on. Where are you? We are going for ice cream
remember?
Lady:
(screams) Help! There is a little boy in the tank with the electric
eels. Help
Friend:
Somebody save him! Did you see what happened?(to lady)
Bobby
(the zoo keeper): Code blue, child in danger. All available staff to
eel tank, now
Eric
and Lars come running to help out
Eric:
Grab the rubber suit-I`ll go down
Bobby:
Here!
Bobby
has already got the suits out and throws one at Eric. Eric climbs
down and grabs Timmy who is not responding. Lars is holding Eric and
Timmy in a rope and they all gather around the little boy on the
ground.
He
is not conscious.
Eric:
We are coming up
Catherine
is crying
Cat:
Is he going to be ok?
Bobby
tells the paramedics who are arriving what has happened
Bobby:
The boy was found floating in the tank. He is not responding
Mona
and Patrick, the Paramedics start life saving routine and they
discover that he is not breathing.
Mona:
I don`t feel his breath and no puls
Patrick:
We have to try and restart his heart, get the defibrilator
Mona:
Stand back
She
clears the space around and makes sure that nothing is touching his
body. Nothing happens the first time.
Mona:
Stand back!
She
puts the defibrilator on to his chest and he starts breathing on the
second try
Timmy
starts coughing
Catherine:
Thank god, he is alive
Christopher:
Timmy. Hey Timmy
Timmy
looks at them and smiles weakly
Timmy:
Hey guys, I talked to Mr eel
Christopher
and Cat look at each other
Cathrine:
Thank you so much for helping Timmy
Chris:
Yes, we are very grateful
Bobby
and Eric: You are very welcome
Lars:
We need to get that fence up guys
Mona:
Stay away from the tanks in future, ok, Timmy!
Patrick:
Stay safe
Christopher:
I`m so happy you`re ok, littlebro. Let`s go and get that pizza now
Timmy:
What about the ice cream?
Catherine:
Oh, he is ok, alright. Yes Timmy-and ice cream.
They
walk off to the pizza place
Waitor:
Can I take your order please?
Cat:
One “Big Cheese” please and three cokes
Waitor:
Comin right up
Cat:
You must promise us to never do that again, ok Timmy?!
Waitor:
Here is your pizza guys
Timmy
touches the pizza and it goes black
Timmy:
Cooooool
He
takes a bite and the pizza turns into ashes and falls out of his
mouth
He
drinks from the coke and it starts to bubble
Timmy:
Ouch, the coke is burning
Catherine:
What are you doing Timmy?
Timmy:
My pizza is broken and I burnt my lip
Molly:
Look at that boy Artie, something strange is going on
Artie:
What do you mean?
Molly:
Look at him when he tries to eat his pizza, and look at his drink
Artie:
Woow, that pizza just turned into ashes and his coke starts boiling
everytime he touches it
Christopher:
What did you do Timmy?
Catherine:
Just eat your pizza Timmy
The
same thing happens. Catherine and Christopher look at each other
Catherine
and Christopher: Let`s just go home
Waitress:
Excuse me! You have to pay! That is 350 kroner please. Hey!!!
Christopher:
Oh sorry, here!
They
walk home and when they get into the living room , Catherine and
Christopher look at each '
Christopher:I`ll
just get something in the kitchen
Timmy:
Can I borrow your phone?
Christopher:
I`m almost out of a battery but ok
Timmy
plays on the phone and Catherine watches tv
Christopher:
(says to Catherine): They are almost ready. Oh, you found the
charger-great!
Catherine:
We didn`t have the charger
Christopher:
But it is full! How did you do that?
Catherine:
What is going on?
The
light is turned off and the mum and dad enter the room
Mum
and Dad: Surprise!!!!!!
They
drop the cake
Mum:
My boy is glowing
Dad:
Timmy!!!! What have you done?
Mum:
Why is my Timmy glowing in the dark?
Dad
turns the light on and everybody stares at each other, shrugging
their shoulders
Lights
down
We
hear helicopters and sirens in the background
Newsreporter
Daphne: Again our city has been struck by the terrorist group
viturna, who steel all the medicine but our sources say that the
glowing creature known as the “Eelman” has been observed chasing
the terrorists. We have our reporter Bob downtown where the
Terrorists and Eelman has been observed. What can you tell us Bob?
Bob:
Well Daphne, here downtown it is chaos. People are afraid and have
shut their doors and windows and sirens are going off. The terrorists
are getting desperate as the city walls have been shut down and they
are getting worried that they might not escape. We have Mr Wilowski
with us, who was on his way home from work
Bob:Mr
Wilowski, what can you tell us about the situation right now.
Mr
Wilowski: It is very frightening. Nobody knows what the
terrorists might do now that they feel trapped and might not get away
with the medicines. Apparently the Eelman has also been observed and
people are worried about the electric waves he causes. Thankful that
he helps us everytime but worried because sometimes his powers are so
strong that it also causes harmful affects, like a power blackout
which can effect hospitals and so on
Bob:
Thank you Mr Wilowski. Back to you Daphne
Dark
Grown-up
Timmy: I`m on-time to save the
world...again
The
glowing Timmy is running across the stage at full speed and looks at
the audience with eel-eyes
Friday 17th of April 2015 Today we did an improvisational run through of our script so far. We used a "Woosh" to act out different characters and situations. Then we started adding additional characters to optimize our casting possibilities so that we can start rehearsing. Friday 27th of March We continued our script and we had a long chat about responsibilities. As I explained to the students-I would expect writing together towards a common story, to be an easier task for grade 5 students than grade 2, today this was not the case. However our script and story has developed and we are close to finishing, so we can start working on script and characters when we come back. Many people had done their homework, but a good few had to spend their playtime on doing it. It is important that they come in prepared. Enjoy the Easter break and I am looking forward to continuing after the break :-))  Friday 20th of March 2015 We have started on our script. An exciting play about a boy and energy. Students are to finish the story for next friday. Here is the beginning and the start of the middle, so we need a solution (the end of the story).
The
Switch
Timmy
is 6 years old and he has a twin teenage brother and sister, called
Catherine and Christopher. Timmy is a very smart child, he is a mathematical genius. One
day Catherine and Christopher are taking Timmy to the zoo, it is a
prize because he has got the highest score ever in Mathletics.
Timmy:
Can I get an ice cream? I really want a cookie and cream with a
cherry on top
Catherine:
We can have an ice cream after we have been to see the monkeys,
tigers and the electric eels
Christopher:
Mom and Dad gave us enough money to have pizza after as well, so
let`s go- I`m hungry
Timmy:
I love monkeys
When
they walk up to the monkey cages they see a sign that says “please
don`t feed the monkeys”. Timmy is eating his snack which happens to
be a banana and as he is pointing at a funny looking baby monkey
another nicks his banana.
Timmy:
Heeey, he took my snack!
Christopher:
Shhhhhhh, we will get into trouble! It says, don`t feed the animals.
Catherine:
Let`s go to the tigers, quickly, let`s go
Timmy:
I`m hungry
Christopher:
Timmy, you have got to be really careful by the tigers cage, ok? Keep
your distance to the bars little bro
Timmy:
Ok, I will
Timmy
runs straight over to the cage
Timmy:
Hello pretty tiger
Catherine:
Timmy, NO
The
tiger sneers and throws his big paw outside of the cage and just
misses Timmys face as Christopher lifts him quickly away
Timmy:
Good day to you too Mr Tiger
Christopher:
I told you to stay away. You could have been really hurt
Timmy:
I`m sorry Christopher, I just wanted to say hi to Mr Tiger
Cathrine:
Well, Mr Tiger doesn`t talk Timmy. Now let`s go and see the eels
Christopher:
You hold my hand the whole time, ok, littlebro?
Timmy:
Ok, I will
Catherine:
I really need the toilet, I will meet you guys in there, ok? Be good
Timmy
Timmy
and Christopher walk over to the tank filled with electric eels
Christopher:
Wooow, look at those creatures filled with electric energy
There
is a strange buzzing sound and then complete silence as the power
cuts off. Christopher feels Timmy`s little hand disappear from his
and he get`s very worried
Christopher:
Timmy? Timmy! Where are you?
The
light gets back on but there is no Timmy to be seen. Catherine comes
back from the bathroom.
Catherine:Where
is Timmy?
Christopher:
I don`t know. It got dark and then he was gone.......................................................
Monday 2nd of March 2015 This unit we will create a script which will be linked up to the students` unit inquiry. We will work on characters in relation to the written script and we will work hard on commitment to character, response and situation. Students are beginning to take ownership of the warm-up part of the lesson-leading each other through well known exercises. Monday 9th of February 2015  Students were told to melt down and find complete relaxation. I asked them to listen to a piece of music, in highlight of the national Sami day, I chose a piece of joik. Students were asked to note what they saw, felt, heard; colours, emotions, pictures, stories etc. Students were put into groups where they discussed what they had seen or felt and came up with a common theme. They had to choose a form of artistic expression and make a piece based on the vision/story they agreed upon. We had some lovely experiences come to life on stage, symbolic and commited work.
Here is the song: What do you feel/see? ;-)
Monday 26th of January 2015  Planning for some situation driven improvisations
Thursday 15th of January 2015
WHO am I?
WHERE am I?
What do I want?
We are working on IMAGINATION and IMPROVISATION this term. We see that we need to be risk takers, dare to be in the moment with our characters and given circumstances.
We are using our movement, expressions and voice.
It is important that we don`t try to "perform" but commit to the moment.
Friday 14th of November 2014  Students have been asked to bring in poems on freedom for next friday. Friday 31st of October 2014  Students got to practise their skills of concentration and reaction through team spirit in the shoe game. They carried on working on their movement improvisations and one group got to show their work, get feedback and improve by trying again. It is interessting for the students to see the differences in the work, based on simple adjustments. Monday 20th of October 2014 Students are working towards a devised piece through collaborative movement work Their improvisations build on our exercise of slave and master, where communication, reaction, character, status and improvisation are skills in focus. We will keep building on this work, sharpening movement and setting situations linked up to their unit work. Friday 10th of October 2014  We are developing our movement skills and practising them through improvisation and the master/slave exercise. We also did an exercise called pyramid power, where they really got to feel the power of focus and team mentality. I am looking forward to see where we get with our on going project. 
Master and Slave
 Focus and cooperationFriday 26th of September 2014
Concentration pattern
 Students finished their 1st term in PA by choosing an exercise they wished to share. They have filled out a reflection sheet to go in their portfolio, where they explain which skills they use and what this exercise teaches them.
A very enthusiastic, very creative group :-)
 Master and slave    Friday 19th of September 
Master and slave
Students did many exercises relating to status and characters. We used a deck of card and numbers to represent a persons status and we talked about characters. Students did the "Master and slave" with status in mind and we discussed and explored how it feels to have power versus no power. Which characters would we place where? Students also created a short improvisation, implementing levels and actions + words.
Friday 12th of September 2014 
Movement-Collaboration-Tempo
Students are improving their focus as a group and are showing a lot of enthusiasm in the PA room.
Today they got to do an exercise called slave and master, it requires concentration and communication skills as the two opponents have to create a mutual language.
It links up to their unit work, as people we admire usually have high status.
What does it feel like to have high/low status and how do we use or misuse it? Which characters can we think of?
Students also created a movement choreography, based on actions, tempo and levels.
:-)
Friday 5th of September 2014  We keep working and experimenting with movement within the space. Focusing on quality of movement and tempo. We do need to improve on our focus and even though PA is fun and exciting, we need to make sure that we stay focused on the work and our attitudes. HOMEWORK FOR NEXT FRIDAY. Students are to write and hand in a written piece on: What am I good at in the PA lessons (how do I contribute) and what do I need to work on and how. Friday 29th of August 2014 We keep focusing on clarity and concentration, as well as communicating, using our bodies, movement and imagination. Students are already showing progress in certain areas, and we need to keep working on the PA room being a different arena to the class room, and therefore opens up for different possibilities to grow and explore, when treated with focus and respect. Next week, we will dive in to some more improvisation and some more verbal work.  |
| Statues-Clarity-Concentration Friday 22nd of August 2014 5th grade showed enthusiasm and effort in our very first PA lesson and to see how far they get in one lesson is very inspiring :-) We did various excercises and finished with a showing of their group work on making statues (stories), using non verbal communication. |
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