4/16: Students continued discussin play, and responded in writing to questions they created about play.
Homework: None
3/28 Classwork: Students presented ritual.
Homework: For the students who did not present today, you will present on Monday.
3/26 Classwork: Students prepared for their ritual presentations. We read about the similarities in Ethological and human Rituals.
Homework: Students will present their rituals on Wednesday.
3/7 Classwork: Students read about functions of rituals. We viewed different rituals in class and discussed their significance with ritual questions.
Links to rituals: Pink Floyd Mussalini and Olympic Opening Ceremony.
Homework: Think of a ritual that you will present to the class. Consider these questions
3/5: Classwork: Students continued to read and discuss different types of rituals and the intermingling of secular and sacred. We looked at and discussed the mixing of secular and sacred aspects of rituals in Nazi Nuremberg rallies.
Homework: None
3/2 Classwork: Students began to read about ritual, and they wrote about catharsis in their journals. We discussed the writing pieces as a whole class.
Homework: None
2/29 Classwork: Students continued to view Zeferilli's version of the play, and we discussed different adaptations of it.
Homework: None
2/27 Classwork: With Substitute, students discussed themes and began to view the Zeferilli version of Romeo and Juliet.
Homework; None
2/24 Classwork: Students read and discussed the differences between make belief and make believe performances.
Homework: None
2/13 Classwork: Students began writing about different modes of performance, and annotating the what they are reading.
Homework: None
2/3 Claswork: Students wrote about the origins of the performance studies and how performance studies can be used to understand human behavior.
Homework: None
2/1 Classwork: We read about and discussed the intersections between performance theory and other social sciences.
Homework: None
1/30 Classwork: We debated the existence of the "really real" with reference to Plato's "Allegory of the Cave" Descartes, and Aristotle. We continued to read about performance.
Homwork: Write one paragraph describing a performance that you've witnessed that other's may not consider a performance. How does this performance fit within our definition of performance?
1/25 Classwork: We continued to discuss the meaning of performance and the importance of performance studies as a discipline. We began reading the first chapter Performance Studies: An Introduction
Homework: None
1/23 Classwork: Went over course syllabus, and began discussing what performance means.
Homework: signed course syllabus due on Wednesday
1/18 Classwork: Students read each other's drafts in writing groups and worked on their revisions.
Homework: Final draft of writing project is due Friday, 1/20. Due to it being the end of the semester, you must have it to me on Friday.
1/11 Classwork: Students contined to draft their essays.
Homework: First draft of writing project is due Wednesday, 1/18.
1/9 Classwork; Students began to draft their writing projects.
Homework: First draft of writing project is due Wednesday, 1/18.
1/4 Classwork: Students shared their interviews with their classmates and began to create viable theses for their writing projects. Students began to outline their projects.
Homework: None
12/14 Classwork: Students created interview questions and decided on people to interview for primary sources of their projects.
Homework; Conduct your interview over break. (Email correspondence or phone interview is fine in place of personal interview)
12/12 Classwork: Students coninued creating annotated bibliography by researching their projects. Students also began to hone in on theses for their projects.
Homework: None
12/9 Classwork: Students began researching their writing topics, and began to create an annotated bilbliography.
Homework: None
12/7 Classwork; Students continued to discuss privacy and the supreme court case, and we connected private and public with performance studies.
Homework: None
12/5 Classwork: Students listened to NPR discussion about privacy supreme court case (http://www.npr.org/2011/11/30/142714568/interpreting-the-constitution-in-the-digital-era) , and we discussed the implications of privacy and performance.
Homework: None
11/30 Classwork: Finished discussing performativity, and began exploring topics for final writing projects.
Homework: None
11/28 Claswork: Finished reading the performativity packet and questions.
Homework: Write two inferential questions based on today's reading.
11/16 Classwork: We discussed invisible theater projects that were completed today, and read about links among performativity, postmodernism, and reality TV (Up to page 114 of packet). Students answered the first four questions in their journals.
Homework: Write two inferential questions based on today's reading.
11/14 Classwork: We debriefed about the invisible theater performances, and decided to do more after thanksgiving. Assessed the performance with the following prompt, which will be given a letter grade.
Homework: None
11/9 Classwork: We rehearsed invisible theater projects and read more about performative and performative speaking.
Homework: Be ready to perform your invisible theater projects Monday.
11/7 Classwork: We rehearsed invisible theater projects and continued to discuss performativity.
Homework: None
11/2 Classwork: We continued to rehearse invisible theater projects, and began discussing performativity.
Homework: None
10/31 Classwork: We rehearsed invisible theater projects, and students took an exam on Play unit.
Homework: None
10/26 Classwork: Students finished working on the questions they created, and we played review jeopardy.
Homework: Test Monday.
10/24: Classwork: Students discussed the questions they created about play, and we decided on invisible theater projects.
Homework: none
10/21: Classwork: We reviewed vocabulary and students created questions based on the reading.
Homework: none
10/19 Classwork: Students continued to annotate chapter about play focusing on rule bound and free play. We discussed more invisible theater projects. We added words to our unit vocabulary.
Homework: None
10/17 Classwork: Students began to create questions about functions of play, and we discussed invisible theater projects.
Homework: None
10/10 Classwork: Students compared deep and dark play, and we read more about it.
Homework: None
10/7 Classwork: in my absence students watched the beginning of WEST SIDE STORY.
Homework: None
10/5: Classwork: Students discussed different types of play and how they can be defined using performance studies' vocabulary. We read and discussed difference between Deep and Dark Play.
HW: None
10/3 Classwork: We continued to read about play, and finished discussion questions as a class. We also played a game and discussed how this fit within our definition of play.
Homework: None
9/28 Classwork: We discussed homework and continued to read about play. Students got a new vocabulary list. Students answered in their journals and discussed questions about play in their groups.
Homework: None
9/26 Classwork: In groups students played a game, and we discussed how the definition fits within the definition of Play. We began reading the chapter about play from Performance Studies: an introduction.
Homework: Describe a game that you made up and played when you were younger. How does this style of play fit within our definition of play?
9/23 Classwork: We continued discussing play and came up with a working definition.
Homework: None
9/21 Classwork: We discussed theatrical and ritual qualities of The Beatles' performance and Shea stadium after viewing some videos of it: Beatle Clip One and Beatle Clip Two. We also discussed sacred spaces for peformance looking at performative qualities of different performance spaces. (This is a ppt, fyi.)
We transitioned into introducing play as performance by students answering questions in their journals.
Homwork: Test on Ritual Unit on Friday.
9/19 Classwork: We reviewed unit voacbulary. Students finished discussion questions about Ritual, and we began discussion play.
Homework: Ritual unit test, including vocabulary on Friday 9/23.
9/14 Classwork: most of the class went to a African Drum and Dance workshop with a visiting artist. Those who did not want to go played theater games with Mr. Sweet in the classroom.
Homework: None
9/12 Classwork: We went over in great detail the differences between spontaneous and normative communitas. We read an enthological article about physiological changes that sports fans undergo, and began discussing quesitons about ritutal.
Homework: Write one paragraph about a time that you experienced normative or spontaneous communitas. How does your experience fit within the definition of the communitas that we discussed in class.
9/9 Classwork: Students shared their homework and evauated types of rituals that we have participated. We read about spontaneous and normative communitas. Students completed an exit card and were asked to define the terms spontaneous and normative communitas.
Homework: None
9/7 Classwork: The class went to a performance from visiting tango musicians.
Homework: None
8/31 Classwork: Students wrote about a time they witnesses a moving performance Make Belief Performance Observation. We reviewed the vocabulary and read about liminal ritual. We defined liminal ritual as "A performance enacted to change or reinscirbe the poeple or the society involved."
Homework: What ritual have you been a part of in the last year? Describe the ritual and write what makes it fit within the definition of ritual we created. One paragraph in your journal.
8/29 Classwork: Students wrote about a performance they witnessed over the weekend. Reviewed unit vocabulary. We began reading annotating chapter 3 from Performance Studies: An Introduction. We began to try to define ritual.
8/26 Classwork: Continued working on what performance is and students performed restored behavior.
Homework: None
8/24 Classwork: Continued discussing what performance means. Students answered discussion questions in their journals.
Homework: What performance, that someone else may not consider a performance, did you witness at school this week? How is this a performance that fits into the definition we were discussing in class? Write two paragraphs.