Dramatic Arts at St. Jude's Academy

2 Days to Go......Tuesday, December 13, 2011

2011-12-13T22:48:00.001-05:00

Dear Parents!

We NEED we NEED we NEED:
- more FLAGS!!!!!!!!!!!!!!!!!! Something easy to wave and visible.
- clipboards
- hardhats

We have enough:
- angel wings
- our horse on a stick
- flowers

To all those of you who have glued, shopped, attached feathers, made halos, searched your basements, and hunted down fluffly sheep - my sincerest thanks. The kids really do appreciate it as do the teachers.

Some students in Grade 3 have been selected to read. You're doing a beautiful job reading!

Some students in Ms. M's SK class have had their lines sent home to review. Parents - they have studied this for over a month and are ready. Just in case they want or need to see it, and would like to review, the page from the script pertaining to them has been sent home. You CANNOT have the entire script as we want to surprise you, and want you to relax and watch.

Those who have had their line sent home for review are:
Nikhil
Safi
Adi
Kian
Ohanna
Ryan
Ansh
Matthew
Shane

We are ALL (JK A to Grade 8) working hard to adjust to our smaller stage, and trying to be energetic, but are getting tired and anxious.....waiting is difficult.
Your enthusiasm will keep us going though......and we can't wait to perform.
We want to dazzle, entertain, and put all of you into a warm and fuzzy good mood to help celebrate the holiday season.

Our full out DRESS REHEARSAL will be first thing on Thursday morning! All costumes and props must be at the school.

As I anticipate we will all be just a little busy over the next two days....I want to wish all students, parents, guardians, and families a very Merry Holiday Season. May you rest, and be healthy, happy, and loved.

Merry Christmas
And Many Blessings,
Mrs. Deras

The Christmas Concert and Rehearsals

2011-12-08T17:49:00.000-05:00

Dear Parents and Students,

The Christmas concert is ONE WEEK away. We are all becoming very excited.

TOMORROW IS OUR FIRST DRESS REHEARSAL. As the children are young, we need to have several "dress rehearsals".

Please make sure that all costume pieces arrive at the school tomorrow and are LABELLED.

Thank you so much to those who brought in FLAGS, but WE NEED MORE!!!!
Thank you to Cadance and parents for loaning us many props.
Thank you to Julian's Dad who fixed our horse on a stick.

JK A's - Pay attention to when it's time to get off the stage. When Jordan goes to the stairs, you must follow.

JK B's - You are not to fight over your spot. It doesn't matter what order you stand in, just stay put. I will be removing the stickers with your name. There will be an empty sticker. Just go to the next empty stickers and freeze.

JK B/SK - Please sing on stage!!!!! You know the words. You're doing great. SMILE and SING!!!!

SK - all those with speaking parts, your lines will be going home this weekend. Please memorize it better.

GR 1 and 2 - not bad, not bad. Practise the song because you sang the 4th verse incorrectly. Study your words.

GR 3 - not bad, not bad. Please be more energetic and SMILE.

GR 4 and 5 - it's terrible!!!! You must stay in character and NOT rush. Show your props to the innkeepers. Show them how to use it, and LET THEM USE IT. Listen to the song and for the love of Pete - pay attention.

GR 6,7,8 - stay in character!!! Don't look so sad on stage. You're innkeepers, and peacekeepers on stage. Don't force the kids to move, just guide them.

PARENTS - please read the entry below AND please read the costume and prop notes in the sidebars to the right UNDER Christopher Plummer.

Many thanks,
Mrs. Deras
mderas@stjudesacademy.com

Dear Parents.................Nov - Dec. 15th

2011-12-06T10:42:00.001-05:00

CHRISTMAS CONCERT - DECEMBER 15TH AT 7:00 PM

We at St. Jude's have been hard at work rehearsing during every drama class in preparation for the Christmas Concert: Songs the moved the world.

I have not been blogging as each class was a rehearsal and we have been going over the same thing.

Letters have been sent home regarding your children's required participation in the Christmas Concert. I have received almost all of them back, signed, and some of you have spoken to me in person - thank you.

Please be advised that parents are responsible for their children's costumes. A costume requirement is written about directly below the image of Christopher Plummer to the right of this entry. It is done class by class. Because some children will have different costumes, notes will be going home with specific requests.

Some of you have been wondering where one may purchase costumes. There are costume stores, but much can be done with common items found at home.

Example: lamb/sheep tails - take a small white/black sock, stuff with cotton or paper, and use a safety pin to pin this to your childs WHITE pants.

Costume Stores and other ideas:
Fee Fi Fo Fun
In Person: 1842 Lakeshore Road West, Mississauga, ON L5J 1J7
We are in Clarkson Village, South Mississauga.
Two lights East of Erin Mills / Southdown Road. Right across from HomeSense.
By Phone: 905-823-3331
By Email: info@feefifofun.ca

Hollywood Tickle Trunk
1590 Dundas St. E.
(East of Dixie on the Southside of Dundas, next to the Beaver & Bulldog Pub)
Mississauga, ON
L4X 2Z2 CANADA
Phone: 905-212-7772
Email: thetickletrunk@live.ca

Marcucci Costumes Studios
885 Main St. E. Unit 1
Milton ON L9T 5A7
905.878.1504

Parties'N'More
568 Kerr Street, Oakville, ON L6K 3C7
at the North end of the
Shoppers Drug / JYSK Plaza
between the Laundromat
and Joe's Market Convenience Store

Let's Celebrate-More Than a Party Supertstore

1225 Dundas St. East, Mississauga, ON L4Y 2C5

905-275-3799

You may also try -
Party Packagers
Value Village
Goodwill
DOLLARAMA
etc.

There is no need to go to such extremes as Malabar's - but for your reference www.malabar.net

Properties

We also need many items (properties or props) to enhance our Christmas performance. St. Jude's is providing most of them, however we do need help in locating some "hard to find things". Your cooperation is very much appreciated to help us deliver a wonderful concert.

A huge thank you to Evan and Family for providing the school with 2 large bales of straw!

Thank you,
Mrs. Deras
mderas@stjudesacademy.com

PS: Please read the side bar under Christopher Plummer

Friday, NOV. 4th, Monday, NOV. 7th, and Wednesday, NOV. 9th, 2011

2011-11-10T21:30:00.000-05:00

Parents - Please note that drama classes were cancelled on Wednesday, November 2nd, and were held instead on Friday, November 4th.

PLEASE CHECK THE SIDE BARS FOR COSTUME AND PROP REQUESTS!

Dear Parents,
Next week a letter will be sent home regarding the Christmas Concert. Because St. Jude's Academy is a candidate school for the International Baccalaureate, and an "Arts Focused" school, the expectation is that your child will take part in our school productions.

The first school production will be the Christmas Concert on Thursday, December 15th. This is an evening performance. Your child MUST attend. This will be a Summative Assessment task for them and will directly reflect their grade.

It is unfair to practise for a role with a team, and then leave the team stranded the night of a performance.

Grade 3
We are still spending much time getting our dance together. More focus and seriousness are required, as some of you will also be asked to read (from memory) for the Christmas concert. It is important to remember you positions, and to be able to count. Those who continue to be disruptive will need to have their parents informed as you are not fair to your classmates.

Grade 6, 7, and 8
We have blocked everything for the Christmas concert - from start to finish. Some of you were in New York. Please check with your classmates regarding your roles and positions.

The boys and girls spent two classes preparing a skit for Remembrance Day. This was entirely prepared and rehearsed by them with minimal guidance. It was presented on Thursday, November 10th, at the morning assembly. This was done for 4 reasons:
- to show the younger children what a "performance" on stage looks like
- to honour Remembrance Day
- to give the 6, 7, and 8's an opportunity to put something together independently, and rehearse it, and make it "stage worthy" in little time
- to give the 6,7, and 8's an opportunity to reflect on their dramatic ablities and their performances prior to a "big prodction".

On that note: HOMEWORK - Please complete your Page of Reflection for Wednesday, November 16th, - NO EXCUSES!

Grades 1 and 2
Once again we have had an opportunity to be on stage alone and perform a solo based on a nursery rhyme. We were emphasizing clarity, intonation, elocution, performance skills, and the ability to be accurate and captivate an audience.

We have also been preparing our voices to sing melodiously, in unison, on key, on beat, in rhythm, and correctly move from verse to verse.

Children have practised their entrance and exit from stage - this area needs much work. It won't come together on performance night, and it is imperative that children realize that on the stage, we stay focused from START to FINISH.

Grades 4 and 5
ATTENTION PARENTS: Allow me to clear things up.
-Your children were given several handouts based on Twelfth Night.
-They were given links on this blog to a) NO FEAR SHAKESPEARE - TWELFTH NIGHT; and b) BBC SHAKESPEARE ANIMATED TALES.
- They listened to the story of Twelfh Night from the series Shakespeare for Kids TWICE.
- They have experienced the performance in Stratford.
- They have every opportunity to be well behaved, inquistive, caring, knowledgable, balanced, risk-takers in class and many, sadly choose not to do so.

Behaviour in class, as well as discipline and seriousness in the homework department are reflective of their mark on the FOURTH attempt to demonstrate acquired knowledge on their summative assessment.

TESTS have been sent home and MUST be signed by PARENTS before any further work is released to them.

St. Jude's Academy is an Arts Focused school in the candidacy stages of acquiring IB status. We teach via the IB method. This means there will be much cross-over in their subjects. They are expected to be literate, and therefore writing a test using clear, concise, full paragraphs in drama class is a legitimate expectation.

In order to complete their summative assessment on Unit 2, they will remain in class for 10 minutes after school, completing their work, as we cannot no longer expect them to do this during drama class. They have had their chance.

On another note - we have also finished our blocking for the Christmas Concert! Hooray! Some students choose not to pay attention and make it very difficult for the majority who does. We will be rehearsing this more. Focus on staying in character at all times.

To my singers - please practise your line of melody.

JK B (Mrs. P)
Interpretive movement games are used by this group to foster teamwork, to develop coordination, to assist in singing and moving simultaneously. The children play these movement games with songs very enthusiastically.

We have also rehearsed our part in the Christmas Concert, and almost everyone remembers what to do. Some children still are very young and do not realize that this will be before an audience. Please try to reinforce the "concert/audience" concept with your children.

JK A (Ms. H)
Our imitation of animals and making noises associated with our character is progressing. The children are beginning to understand through repetition and continuous stage exposure that they will be assuming a character - for pretend - who will have something to do. This is a big concept for little people.

We are now focusing on listening for our cues to know when to enter the stage, when to make movements and noises, and are practisig exiting the stage in character. Well done little ones!

SK (Ms. M)
This class has also finished blocking their play for the Christmas Concert. We have practised different forms of movement by various animals and people. This helped us to prepare for our roles. We have also rehearsed staying quietly behind the curtains, and waiting for our cue.

Some children will have speaking roles. They will receive their lines to memorized at home.

Costume information will be going home as well, as there will be different costumes throughout.

JK B/SK (Ms. G)
This is the only class, other than the 6, 7 and 8's which has completed blocking for the ENTIRE Christmas concert. Well done! They are familiar (I hope) with our IB entrance, their part, and our finale.

As our song is very fast, we are going to have to zoom across the stage to get to our positions. Remember to "ZOOM" only on stage and NEVER ZOOM on the stairs backstage.

We must also work on being quiet while waiting. In drama class there is much waiting as everyone needs to have their moment in the spotlight. This involves respect - for self, for others, for the director, and for the audience. This also means no talking, giggling, dancing, conducting, twirling, pushing, pulling, stomping, hopping, wiggling, poking, etc.

We can hope, can't we?

Best Regards,
Mrs. Deras

Monday, October 31, 2011

2011-11-01T18:11:00.000-04:00

HAPPY HALLOWE'EN EVERYBODY!!!!

Unfortunately there were no drama classes today.
You all looked wonderfully SPOOKY in your costumes.

Grades 4 and 5

We did not have a formal drama class on Monday, but we did take up the test answers AGAIN and we did read from more of Twelfth Night - Shakespeare for Kids series.

You WILL have a re-test on Wednesday! You WERE told this in class on Monday. And you were reminded again on Tuesday - I checked!

We have been over ALL of the answers!

You are expected to write in paragraph form. Keep it simple; just answer the questions.

Example: Q - Why does Viola become Cesario? (10 points)

A - Viola becomes Cesario because she is shipwrecked without any money, and without documents stating that she is a rich noble woman. She wants to work as a woman, but no one is hiring women at this time. She hears that Duke Orsino is looking for a page. She can sing and play instruments. She needs a job. To survive, she dresses up as a man with the Captain's help, and finds work in the Duke's court as Cesario.

2 points for neatly written paragraph form
2 points for proper spelling and grammar
1 point for being shipwrecked without money/documents
1 point for requiring a job to survive
1 point for telling me that women were not being hired at the time
1 point for telling me that the Duke was looking for a page (a guy)
1 point for telling me that Viola can play musical intruments
1 point for telling me that she dressed up as a man to find employment as a man
____
10 points

Please answer the last two bonus questions - they are your opinion. They cannot be marked incorrect, only incomplete! This is an easy 5 marks.

You don't need luck. Just think about what we read, what we discussed, what you saw in the play, and answer the questions. Focus!

And just in case....Good Luck!

Regards,
Mrs. Deras
mderas@stjudesacademy.com

Monday and Wednesday, October 24th and 26th, 2011

2011-10-31T12:09:00.001-04:00

Audition Announcements for Shakespeare's Twelfth Night
In order of appearance:
Feste - Kyle C.
Orsino, Duke of Illyria - Evan
Fabian - Cadance
Captain - Keianna
Viola - Arielle
Sebastian - Mark
Malvolio - Kyle T.
Olivia - Sara
Maria - Serena
Sir Toby Belch - Damien
Sir Andrew Aguecheek - Adrian
Antonio - Alberto

Ladies in Waiting - Poorvi and Charlotte

Narrators and boating crew - Ms. Chang's Grade 4's and 5's

Grade 3
We are attempting to finish choreography for our dance. Things are coming along. Picture day interrupted our schedule a little, but we are able to arrive on count and remember out steps! Good job everyone.

Grades 6,7,8
We have taken a deeper look at Feste, Shakespeare's Wise Fool on Monday. Our realization is that Feste does more than add comic relief - he is a guide of sorts, an advisor if you will, a wise fool who knows more than we think.

We began blocking of Twelfh Night, but must focus more in order to get through this sooner.

Wednesday, we have almost completed blocking for our part in the Christmas pageant.

Costume requests will be going home shortly.

Grades 1 and 2
In order to truly deliver our Christmas song, we are also trying to train our voices a little. Singing scales, while working on tone, pitch, melody, breathing, rhythm, singing in unison, and clarity of delivery are all in progress.

Children must realize that singing louder does not mean yelling. That's when we lose the melody.

We have also rehearsed our grand entrance onto stage, which is taking more time than anticipated.

Grades 4 and 5
Tests have been marked and will be returned on Monday. I am NOT pleased!

We are going over Twelfth Night for Kids AGAIN! We have gone over the answers in class. Pay attention! Read your notes! Study my links! You will ALL have a re-test on Wednesday, November 2, 2011, in class.

Your tests must be signed and returned by Wednesday!

You will not recieve a script until you receive a mark of 85% or higher.

JK B (Mrs. P)
We have added more actions to our Christmas presentation. Thank you Anastasia for your fantastic contribution! Otherwise we are getting used to our positions, our song, our bowing in unison, and following the director.

Remember that on stage we do not move from our spots for this song. Your actions are to be done in your spot. Please stay focused.

JK A (Ms. H)
On Monday we all took turns playing a game of direction. Many chidren do not know the meaning of "on", "in front", "behind", "beside", "underneath", etc. so we practised this with a chair. Everyone was able to direct and to be directed.

On Wednesday we focused again on becoming animals that are quiet. It is important to stay on stage and move where the shepherds want you to move.

Rule Review:
No running around.
Stay in character.
Be quiet.
Baa on cue.
Do not touch anyone.
Sleep on your hands when directed.

SK's (Ms. M.)
We have some roles cast and other yet to be cast based on performances I see in class.
We are rehearsing for both our grand entrance and our Christmas play.
Remember when to "Baaa". It must be on cue!

Our grand entrance must be faster, and we will continue doing this until we have mastered it.

Costume notices will be going home shortly.

JK B/SK (Ms. G)
All children have a specific role for the Christmas pageant. It is very important that we remember our formation and order. We need to act very quickly for both parts, and although this is coming along, we must continue to rehearse.

We could spend some time on other fun dramatic things, if we didn't have to wait for the same people to be quiet. Parents, please tell your children that on stage we won't have time to think, and listening now, means we will be ready to perform when performance day arrives.

Best regards,
Mrs. M. Deras
mderas@stjudesacademy.com

Classes for Monday, October 17th and Wednesday, October 19th

2011-10-20T18:56:00.002-04:00

Greetings and Salutations!
Roles for Twelfth Night have been CAST!
Audition results will be posted below!

But I begin with Grade 3's
We are rehearsing our dance for the Christmas concert..........learning positions, formations, trying to find form, energy, and function.

But we have also squeezed in some understanding about the theatre: The children were taken backstage to the large auditiorium. They then experienced an exercise about respect, reflection, understanding, communicating, for the actor(s) on stage. Everyone took turns as an audience member in a prime locations, and backstage. Hopefully they now understand why it's important to a) be silent and b) wait................A LOT................... in the theatre.

Also, formations are different on differently sized stages......everyone must a) remember where they stand, and b) remember how far apart to be, and c) that this distance changes if the size of stage changes.

HOMEWORK: Reflect on IB Unit 1 - All your lines of Inquiry that you did with Mrs. Haag - apply them in drama class please!

Grades 6, 7, 8
We have handed in our take home assignment. I am marking them furiously. (it means intentsively, not necessarily being tough).
We have also worked in pairs to peer review our ways of speaking on the stage. Students read out parts from Twelfth Night to each other and tried to offer each other constructive criticism. In the meantime, I had several students read to me one-by-one and each was given techniques on speaking, pausing, reading with fluency, voice modulation and intonation.

And the AUDITION RESULTS ARE........................
Oh, I can't post them here, now can I?
Keep reading...............

HOMEWORK: Read outloud daily for 10 minutes, in the mirror, with pauses, and fluency practise (group word phrases).

Grades 1 and 2
We have practised warming up voices before we sing. We tried singing scales, and I reverted back to what I feel is the best introduction: Julie Andrews singing "Do-Re-Mi".

The children practised being respectful listeners, and then were allowed to dance away to the entire song. Dancing skills need work!
Later we assembled on the big stage to rehearse our singing, in unison - we had a tough audience - they were louder.

HOMEWORK: Memorize all 6 verses of your song!

Grades 4 and 5
YIKES! Parents - the test became a take-home assignment. Some were returned, some were not returned. These must be completed as they are Summative Assessments for your children for this term.

The children have been told that the behaviour in class reflects their ability to understand and deliver. They must meet expectations and do the assigned homework.
So far:
a) we read a Grade 2 version of Twelfth Night
b) we discussed the book, the play, the performance we saw
c) they received two sets of handouts to study
d) there are links at the bottom of this blog - BBC Shakespeare Animated Tales; Twelfth Night, and NO FEAR SHAKESPEARE
e) they were all encouraged to go to the library, to go on the Internet, to read their information in order to complete this take-home assignment.

In grades 4 and 5 you are expected to write in paragraph form with correct spelling - use dictionaries please; keep trying; point form is unacceptable, and neatness counts.

There is also an outstanding assignment on Emotions - List of 20 - a) neat b) with your name c) with a title d) with correct spelling e) properly written on neat flat lined paper - anything else must be redone!!!

You will NOT receive a role in the play (and the play is your assessment giving you a final mark for this term) until you complete and PASS (85%) the test.

My personal recommendation (though I don't know for sure that this is a problem) FEWER ELECTRONICS = BETTER CONCENTRATION AND FOCUS. Here's an article with links to studies:

http://www.societyforqualityeducation.org/index.php/blog/read/game-over-for-video-games-cognitive-benefits/

We also listened to the music for the Christmas concert - more attention needed! We discussed the Christmas concert, our role, the expecation, the general outline.

HOMEWORK: Practise reading the blog twice a week, and find out and list 1 of my favourite actors, 1 of my favourite musicians, and 1 thing I'm interested in doing. The idea is to READ THE BLOG and know where things are.

JK B (Mrs. P) AND JK A (Ms. H)
We listened to several animal songs from a CD "Animal Crackers"
We tried to identify with the music and practised singing and movement as a group and individually.
We identified animals from the songs and tried to imitate them.
We need to work on moving on the stage SUPER QUIETLY so that if we also speak, or sing, we will be heard.

SK (Ms. M.)
This group will be putting on a play. Roles are being assigned; formations made; now we're following along - sort of....

Since the Christmas play will require us to be a specific animal, this group also listened to songs from "Animal Crackers" - specifically "Donkey Donkey". We then tried to get a good rhythm going. My was this difficult. We also tried dancing. My was THIS difficult.

Parents - please have your children listen to a variety of music and get then to keep beat. It MUST be in time to the music. They may clap their hands, stamp their feet, tap their feet, sway back and forth, snap their fingers, tap their lap, etc.

JK B/SK (Ms. G.)
This group listened to their music for the concert. Then they were allowed to dance to their song and the two following songs. We have some excellent dancers in this class!!!! Great job! There is rhythm, tempo, and energy.

We then rehearsed for the concert to the music - some of us are right on cue, and others must learn to focus and pay attention, as this song is going to be quick!

AUDITION RESULTS!
I know this is NOT what you want to read, but I am training your patience, and hoping it will develop! I'm not deliberately cruel, it just seems that way!

Your audition results, will be posted TOMORROW - YUP, that's right! Friday, October 21st, 2011 on the bulletin board!
Come on! Focus, be patient! You can do it!

Best Regards,
Mrs. Deras
mderas@stjudesacademy.com

Wednesday, October 12th, 2011 All Classes

2011-10-13T13:14:00.000-04:00

Grade 3
Today, we have incorporated stage directions, movement to music, combinations of sequential actions, mime and imagery, and the use of dance step planning into our class.

Students used all of the above in order to begin preparation for the Christmas Pageant.

Students are to listen at home to the song we will discussed in class. As it is to be a surprise, the songs will not be mentioned here.

Grades, 6,7, and 8
We discussed our experiences while watching the performance of Twelfth Night in Stratford. We discussed all aspects of the play, from like and dislikes, to clarifications of plot and character, to behaviour, to adaptation for our school stage. Movement, form, function, clarity, staying in character, and character assignments were all analyzed.

Based on all we have discussed in class, there will be a take-home assignment, that will be due this coming Monday. You may use any resources available to answer the questions.

Remember: "Be not afraid of greatness: Some men are born great; some achieve greatness, and some have greatness thrust upon them." Which one are you?

Grades 1 and 2
We are also rehearsing for the Christmas concert. Not be too repetitive, we have thrown in vocal music instructions, movement to music, imagining and miming, as well as stage movement to music.

Please remember you music sheet with the lyrics to our song.

Grades 4 and 5
Oh dear! You were given a test today. It did not go well. Together with your teacher we are determining the next logical step.

As for all of you - here are your instructions (ask parents for help PLEASE)

1. READ THE BLOG at least twice a week.

2. COMPLETE HOMEWORK ASSIGNED IN CLASS example: read your handouts in the drama folder; you now have 2 (two) READ THEM!!!

3. Read or watch the links for Shakespeare's Twelfth Night at the bottom of my blog.

4. Go the library and find books about Twelfth Night. BORROW THEM!

5. Search the Internet for information about Twelfth Night, then read what you have found.

6. MOST IMPORTANTLY - Pay attention in class. We have covered ALL the information on your test in class. I even read out the answers to the first three questions during the test. If you don't understand, you should listen in class and ask questions pertinent to our subject of study.

JK B (Mrs. P's class)
Yay! Finally we went back to the drama room! We listened to a song by Sharon, Lois, and Bram, and then tried to do the actions in our attempt to coordinate movement to music.

We then practised our Christmas pageant song, and being still. We were even able to try to perform it on the small stage. Good job!

JK A (Ms. H's class)
This class also proceeded to the drama room, but based on behaviour of some, we may not be able to continue here. Boys and girls must follow instructions, and running around is unacceptable!

This group tried very hard to coordinate movement to music, with many discrepancies between students.

SK (Ms. M's class)
The boys and girls incorporated animal movement and emotional facial expressions in order to show understanding for our Christmas Pageant story.

We discussed our performance and listened to the story again. Selections for specific characters will be made shortly, but all students were told that the presence of EVERYONE is important on stage. And we will all be put into practise all that we have learned so far.

We have been listening and practising coordinating movement to music, using imagery (for now) instead of props. We need to rehearse moving faster, as our music ends before our actions.

JK B/SK (Ms. G's class)
We are deep into rehearsals for the Christmas Pageant. Although we know what to do more or less, our timing and cueing need work!

Also it is important to know our order of entrance or else this will completely throw off our song.

Again for this group, miming combined with movement to music was practised. We also need to rehearse stopping on time - and together.

Best Regards,
Mrs. Deras
mderas@stjudesacademy.com

REMINDERS: Grades 4 and 5 AND Grades 1 and 2

2011-10-11T14:47:00.000-04:00

TOMORROW GR.4&5:

1. Lists of 20 Emotions are DUE! (This is the second time around. If your paper is not submitted - neatly written, it will result in a mark of "0". Those who have already received their papers with a grade may try to receive a better grade. If your paper had the words "RE-DO" - you must redo it.)

2. Test: tomorrow, Wednesday, October 12th, you will be tested on your knowledge and understanding surrounding Shakespeare's Twelfth Night! Make sure you know who is who, what they do, and why they do it.

Good luck!

GRADES 1 & 2

You MUST bring your words to the song that was given to you 2 weeks ago. This must come to every class.

STRATFORD, and Classes of Sept. 26 & 28, Oct. 3 & 5

2011-10-06T22:24:00.001-04:00

Stratford - Festival Theatre - Twelfth Night - Thursday, October 6th, 2011

Today, Ms. Chang's 4's and 5's, together with Mr. Greczi's 6's, 7's, and 8's attended a brilliant, mesmerizing, musically induced performance of William Shakespeare's Twelfth Night!

We all had a terrific time, watching fantastic performers; though unexpectedly, the performance was an hour longer than we had been told it would be. Well worth it though! Bravo and standing ovations abound!
Ms. Chang's class, together with Mr. Browning and Mr. Sawatsky ate lunch on the town and toured a little before attending the theatrical performance.

Mr. Greczi's class together with me, had a picnic lunch by the water. We fed some ducks, marvelled a the swans, and photographed the beautiful, graceful, elusive black swan. After a delightful stroll around the water's edge, we viewed the gift shop, and proceeded to the theatre.

Boys and girls - from what I experienced with you today, I must say that I am very VERY proud of you!!!! Your behaviour (with some minor shushing) was excellent. Bravo!!!

Everyone was polite, well-behaved, and appeared to really enjoy the performance. Lunch was delightful, and the fact that you "hit the books" at the gift shop, brings tears of joy to any teacher's eyes. Well done, my students, well done.

A big thank you to our parent volunteers: Barbara, Amanda, and Alfredo - your presence and assistance are greatly appreciated.

My apologies to parents for waiting for our arrival longer than expected. The performance was not expected to take 3 hours! Nor did we anticipate construction on the return trip. Thank you for your patience and understanding.

THE LAST TWO WEEKS.................

Grade 3's

We have been hard at work learning about presentations on stage: poise, elocution, diction, projection, pausing, breathing, and voice modulation while reading short selections on stage. Every student has had an opportunity to read individually on stage and be critiqued by their peers.

We have seen the stage, and understand that in drama, very often you must simply WAIT - QUIETLY.

We have received instructionS on puppeteering so that our audience will be more aware of which puppet is speaking.

Christmas productions are underway, slowly.......

Grades 6, 7, 8

Twelfh Night synopsis, characters, plot, love cycle, and theatrical presentations have taken up our last two weeks. We were well prepared for the performance in Stratford, as everyone had figured out that in the end there are three weddings, and all is well............sort of............poor Malvolio!

Auditions were mandatory for this group and with the exception of 3 students, I was surprised that after our lenghty discussions, Q&A's, and poignantly written instruction the rest was so ill prepared.

Audition results will be posted shortly - hopefully next week.

Grades 1 and 2

Stories and singing in prepartion for the Christmas concert are well underway. We have discussed many concepts to date that will assist us in our performance: miming, voice modulation, beginning and ending together, singing in unison, stage presence and bowing have all been experienced individually and as a group on our small stage. Soon we will progress to the larger stage.

We have also finished our Emotions series of books by Jane Bingham, and the children are very capable of showing emotions with their faces and body language. All very important when conveying what we feel on stage.

Grades 4 and 5

Once again, this class has been hard at work preparing for Twelfth Night. We have reviewed the plot, the characters, as well as theatre behaviour and etiquiette. We also reviewed proper behaviour in a restaurant. Hopefully, you were able to apply all we discussed at length in class.

Auditions were optional for this group, and the entire auditioning process was discussed at length. Unfortunately many opted out, and those brave sould who did audition were ill prepared. Next time I will walk you through it EVEN MORE, but the expectation remains that you: a) read the blog, b) read the bulletin board, c) ask questions in class, d) do the required readings - if it's in your drama folder you MUST learn it! That means read it over and over many many times!

ON WEDNESDAY AFTER THANKSGIVING WEEKEND: THERE WILL BE A TEST REGARDING THE OVERALL PLOT OF TWELFTH NIGHT!

It will be in class, half an hour, writing required. Please study your handouts, and watch the links of the BBC Shakespeare Animated Tales for TWELFTH NIGHT in this blog!

You will not receive a script without passing the test!

JK B (Mrs. P)

This young group is getting better and better. After a few frustrating classes, I am discovering that you CAN sing, that you DO know your actions, and you are able to combine them. Good job boys and girls!

We are now able to introduce ourselves. Our introductions are getting stronger and louder. I hope very soon that we will be able to start practising for the Christmas concert.
The children are repeating tongue twisters; they have listened to poems about animals and their sounds; they have heard stories about animals and have acted out how they move............all in preparation for the stage. (Wouldn't it be Funny, by Anonymous)

JK A (Ms. H)

This very young group is beginning to combine their actions and their singing. While still very quiet, they are slowly coming along. The ability to move to songs strengthens understanding and also allows for inadvertent development of breathing techniques.

Our animal imitations in terms of onomatopeaic sounds and characteristic movements were very impressive. We had many ducks and kangaroos waddling and hopping very around the classroom very well, based on our poem about them and their voyage. (The Duck and the Kangaroo, by Edward Lear)

JK B and SK's

Ms. M's SK class has been incorporating knowledge of animals and their movements to the stage. This is to be in preparation for the Christmas concert. We have now heard the entire story that will be performed on stage.

Ms. G's JKB/SK class has been very hard at work with our surprise for the Christmas concert. This group catches on very quickly, and is showing tremendous promise at following directions. They are extremely eager to perform, and are becoming experts in taking their bows and curtseys.

Both groups were very capable of acting out, in groups of two, the entire poem of The Elf and the Dormouse by Oliver Herford . The poem was mimed extremely well, as children were able to follow along with appropriate actions at the appropriate times. Well done.

A very Happy and Blessed Thanksgiving long weekend to all!

Should you need to reach me with any questions, please don't hesitate to do so at mderas@stjudesacademy.com

Best regards,
Mrs. Deras

Fourth Week - IMPORTANT ANNOUNCEMENTS!

2011-09-28T18:18:00.001-04:00

ALL GRADES: JK A - GR. 8
YOUR CHILD IS NOT GOING TO BE ON STAGE FOR THE UPCOMING PRODUCTION - Do You Know Why?
Please read the previous blog!

GRADES 4,5,6,7, AND 8
AUDITIONS FOR TWELFTH NIGHT: Audition notices were posted on the bulletin board at school two weeks ago. The necessary information is also on this blog. Today's date for the auditions was written clearly, as were the instructions. The auditions were discussed for two and a half classes at school. Anyone who has missed them, or has not prepared for them, only has him or herself to blame.

* Remember, the audition will affect your role; you must have a role; and your drama mark depends on how well you fulfill your role - NOT on what type of role you have.

GRADES 4,5,6,7, AND 8
FIELD TRIP TO STRATFORD: This trip is an obligatory part of the school curriculum. Students expected to attend the field trip are doing so in order to -
A) better understand Shakespeare and his works
B) see and hear one of Shakespeare's works performed (it's better for you to see the same work which we will be performing as this will heighten your awareness about it)
C) experience a theatre environment; be able to sit there for 2 hours quietly and focus on what is happening in front of them; to develop an appreciation for theatre
D) gain cultural development and appreciation in a state-of-the art environment
E) develop an understanding that theatre is about team work; that all actors, their parts, and everyone involved is important and depended upon.

Those students not attending the trip MUST have their parents speak with me, their teachers, or Mr. Sawatsky. You will be expected to make-up for missing this experience.

Students in Grades 4 and 5 will not receive a script until they have passed a test determining their comprehension about the plot in Shakespeare's Twelfth Night. Test date will be the Wednesday following Thanksgiving!

More postings about this week's classroom activities will follow shortly.
Best Regards,
Mrs. Deras

Third Week of Classes #4 and #5 - September 19 & 21, 2011

2011-09-24T10:20:00.003-04:00

Dear ALL Concerned: The stage can be a wonderful place of self-discovery. Human emotions, plights, experiences are discovered, better understood through movement, facial expression, vocalization, and projection of character. We, as the audience are in turn moved to laugh, to cry, to FEEL.............

Please be aware that in order to have your children experience drama fully, they must be in a place of trust, where each child can depend on the other. We will try to cultivate this, but children must also be willing to be dependable. This means they MUST be respectful of EVERYONE!

We are, for now, wasting much time trying to make sure that some children are a) QUIET and LISTENING; b) keep their hands and legs and other body parts to themselves; c) follow instructions given in class.

I will not tolerate any inappropriate behaviour, as it is unfair to those who are listening and following. Your child, if they will continue to be disruptive after 2 warnings, will be asked to LEAVE the class. If they miss more than 4 rehearsals for this reason, they WILL NOT BE allowed on stage for performances.

My reasoning for this is as follows: on the stage, and behind the curtains there are many wires, electrical devices, musical instruments, props, chairs, etc. There are also stairs. Although we take every precaution to keep your children safe, some are very VERY little, and if pushed, or not paying attention, or not listening can be hurt.

In order to avoid accidents, children must be obedient and respectful. We need them to climb on stage in single file, and without pushing for instance, for reasons obvious to us. Please encourage your children to listen and follow instructions, and understand why we practise OVER and OVER many of the things we learn. Yes, this is boring to those who understand and follow instructions right away. It's also unfair that some feel they don't have to do what they are told, while most are waiting for them to stop being silly.

Thank you for your understanding,
Mrs. Deras
Dramatic Arts Teacher

PS We are using the small stage for grades SK to 8, for our classes. The JK A & B's are no longer in this room, but in the classroom, for their safety. They must be respectful first, to earn the privilege of "being on stage".

Grade 3

This week we warmed up with mime stories on the small stage. The stories of Jane Bingham's, Emotion series were acted out to develop the use of facial expressions and actions. The stories deal with social skills and emotions in line with the Grade 3, Unit 1 - Who We Are.

We also practised walking in and out, sitting, standing, and bowing on cue. Way to go Grade 3's you're the best out of all my classes so far!!!!!

We finished our 2 stories for the Christmas pageant, and have voted on which we would like to narrate.

Grades 6,7 and 8

We are independently beginning to enter the class as we would the stage. Keep going, you may be better than the grade three's soon. :-)

Some students were able to read their passages outloud with corrections in elocution and fluency. We'll get to the rest.

Twelfth Night: We reviewed the cast of characters, discussed the audition process, explained the importance of "value-added input", and the script was read out loud (half way).

AUDITION SHEETS ARE POSTED: THIS GROUP MUST AUDITION!!!! PICK A CHARACTER.

ATTENTION: Students must have a binder or 3-pronged duo-tang, a pencil, an eraser, and water in class.

Grade 1 and 2

We walked in line MANY TIMES, in order to practise walking on stage appropriately.

We reviewed stage directions and practised a stage game. Good job everyone! It's coming along.

After reviewing Jane Bingham's books on Emotions, we are practising walking on stage, introducing ourselves, saying a few sentences, following up with facial expressions, bowing, and exiting. Good work here too!

Grade 4 and 5

HOMEWORK: Mrs. Deras collected the list of 20 emotions from MOST students. Two students recieve a bonus for handing this in ON TIME on Monday. The rest receive their grade as is. Those who are late (yes, next Monday is LATE) will receive a deduction.

We needed to walk into class many, MANY, MANY, times due to a complete disregard of instructions. Again - this applies only to some students and is totally unfair to others who are patiently doing what they are told. The grade 3's are MUCH better, if that is any incentive.

Twelfth Night: We discussed the audtion process, the cast of characters, and read some of the script.

AUDITION NOTICES HAVE BEEN POSTED: This group MAY audition (you don't have to). Keep in mind that EVERYONE will have a speaking part in the play. Keep in mind also that the roles will be assigned based on merit, ability, dependability (arriving on cue), projection of voice, elocution, etc. You do not get the role you want just because you want it. You must "wow" the audition panel first.

ATTENTION: Students must have a binder or three-pronged duo-tang, a pencil, and an eraser for ALL classes. I will NOT be reprinting anything if it becomes LOST!

JK B

We played "Follow the Leader" and "Simon Says" in order to have the children learn to follow instructions.

We discussed what we do and how we look when we are happy. We sang the song: "If You're Happy and You Know It". Then, most children introduced themselves independently and told everyone what makes them happy.

We sang "Twinkle Twinkle" with actions in order to begin coordinating singing and movement.

We almost finished the story "Something From Nothing" - but there are many disruptions in this class, caused by a few (2) affecting many. Please note, you will be removed from the class if you misbehave. Parents, please see me if you have any problems with this.

JK A

We played "Follow the Leader" and "Simon Says" in order to have the children learn to follow instructions.

We sang "Twinkle Twinkle" with actions in order to begin coordinating singing and movement.

We discussed what we do and how we look when we are happy. We sang the song: "If You're Happy and You Know It". Then most children introduced themselves independently and told everyone what makes them happy.

Since we don't quite understand what facial features are, we sang "Head and Shoulders Knees and Toes" several times and became very quick at it.

This class was able to hear the story "Something from Nothing" and included actions. Very good JK A's.

JK B/SK Both Classes

We have been introduced to stage directions and followed this up with a game.
We are also practising walking into class like we would onto a stage. We then focus on standing, sitting, bowing.

The children are on stage one at a time to introduce themselves and to state an emotion and then follow it up with a facial expression and body movement. Well done!

Ms. Genco's class was well behaved enough to be able to walk across the big stage TWICE and to see what is behind those black curtains known as "back stage".

Ms. Mischuk's class reviewed sitting appropriately and following instructions. Maybe next week we too will see the stage.

Best Regards,
Mrs. Deras

Second Week of Classes #2 & #3 - Monday, Sept. 12 and Wednesday, Sept. 14, 2011

2011-09-21T23:09:00.000-04:00

Grade 3

This week we reviewed stage directions. We also discussed the definitions of SCRIPT, DIRECTOR, NARRATOR, CAST, STAGE MANAGER, AND STAGE HANDS.

We focused and acted out the emotion of being "Scared" by Jane Bingham.

We also read four books to determine a potential script for the Christmas concert. We narrowed it down to two.

Grades 6, 7 and 8

This week we discussed seeing "Twelfth Night" by W. Shakespeare in Stratford. We will need to review theatre etiquiette, but most already know how to behave, and the rest are just being silly (I hope).

We discussed and planned the Christmas concert, as I expect them to help prepare it for the rest of the school.

HOMEWORK: Every student is to bring in a short passage to practise reading with emotion and fluency - out loud.

Grades 1 and 2

All children took part in an activity highlighting animal movements but with emotion - we had some sad lions, and happy fish, and annoyed elephants.

We read books by Jane Bingham about emotions.

We practised walking in line.

Grades 4 and 5

We reviewed the rules and regulations of our class as we have a very chatty bunch of boys.
We then attempted to act out some scenes with emotions based on the books by Jane Bingham. We reviewed emotions.

We need very much to focus on walking in line, in pairs, on cue - more on this later.

HOMEWORK: the students are to prepare a list of 20 emotions - DUE: Monday

JK B

We started off our classes with the formation of a circle through the "Sleeping Bear Song" (this is an adaptation from the traditional Polish song - Stary Niedzwiedz Mocno Spi).

We then read the emotion books by Jane Bingham and practised making appropriate facial expressions and body movements.

We then expressed these through the song: "If you're .......... and you know it". (Happy, Sad, Angry, Scared)

The children then all answered the question: "What makes you happy?" It is pretty easy for them at this age.

JK A

We tried to start off with the circle song about the "Sleeping Bear". We are having some difficulties paying attention and doing what we are told.

We then listened to the books about emotions by Jane Bingham. We read "HAPPY" and followed up with how we behave and look when we are happy. We clap, we smile, we sing. The children all answered the question: "What Makes You Happy?"

JK B and ALL SK students

We began the class with the "Sleeping Bear" song in order to practise formations and following directions.

We studied all of Jane Bingham's books about emotions. The children then had everyone try to guess their emotion as they presented it one by one on stage.

The children practised being flowers that awaken, sang "If you're ............ and you know it" using different modes of expression for different emotions.

Following directions in drama is imperative! More on this with the next blog entry.

Wednesday, September 7, 2011

2011-09-07T22:17:00.000-04:00

First Drama Class

Welcome Back! It's a new school year, with fresh ideas, eager faces, and St. Jude's is in the Candidacy stage of obtaining International Baccalaureate Status. This means much for all of us, as we aspire to excellence in education. We look forward to a year filled with much dramatic flair and theatre arts to amuse, inspire, educate, and allow for creative thought to flourish. Let's hope to be all that we can.

Grades 6, 7, and 8

We went striaght into introductions with style. There was emphasis on speaking with accents, so that we may better understand Who We Are and Where We Come From.

The children had a review of rules so that drama class will be an environment filled with respect, trust, and growth to our fullest potential.

Grades 4 and 5

I need to know them, they need to know themselves, and we must see which areas of public speaking will require attention: introductions abounded as did a review of rules.

Most students remembered stage directions, and those who are new, learned them quickly in our "walk across the stage" game.

Grade 3

This group created the rules for behaviour in St. Jude's Auditorium as well as the requirements in drama class. Any complaints, turn to our pros, who have - themselves - requested that everyone be allowed to speak in turn, that we listen, and that parents refrain from flash photography when their children are on stage.

Not to worry - before we perform, we will post our rules for attending the theatre.

We also reviewed stage directions in the form of a game.

Grades 1 and 2

We began with mini-introductions and started to study movement and emotions. The class was very eager to imitate animal characteristics as well as to assign moods and feelings to their animals. We still have some eager participants to demonstrate this during our next class.

SK's

This group was introduced to public speaking, the stage, and bowing. Many look like pros who knew exactly what to do. We also started to study facial mimicking based on emotions.

JK's

This group began the study of emotions through games and songs. The children's tears of apprehension quickly turned to delight as we tried not to wake the angry bear. This then facilitated into easy introductions where everyone spoke quite clearly.

Looking forward to wonderful adventures on the stage!
Mrs. Deras

Wednesday, June 1st, 2011

2011-06-04T14:31:00.000-04:00

Congratulations to all actors from JK to Grade 7 who participated in either or both productions.
Overall you did a great job and gave great performances!

My apologies for not posting blogs from May 4th to May 25th.
We were deep in the throes of rehearsals going over our blocking, our diction, our positions, our backstage behaviour, our curtain call orders, our bowing, etc.

Costumes - all children received either a letter home (Grades: JK to 3) or I spoke with parents personally (Grades: 4-7).

Middle School: Most of you, in fact about 98% pulled through with borrowed bed sheets, or Mom's skirts, or sister's shoes, Dad's shirts, Grandmother's aprons, your own dresses, or new purchases of hats and suspenders, etc. A very very small group in the Middle school, did not do as told, and hence the consequence of looking a little out of place. You know who you are: try harder next time to pay attention when costumes are discussed in class. You're getting older and the responsiblity is to fall more and more on your shoulders to remember what to do and when to do it.

All children had the following drilled into them over the year. Some retained the information and it was obvious in their wonderful performances, others - nerves, jitters, absent-mindedness or forgetfulness got the better of them. Some just refuse to do as requested, and this was obvious on stage too.

Just a few stage reminders for whenever you find yourself performing:

PIED PIPER:
JK's the children - most looked adorable; handled themselves very well; followed through on their actions. The circle dance was sweet.

SK's the rats - you were wonderfully annoying and everyone made it into the river. Great job!

Grade 1 and 2 the children and townspeople - most of you finally stayed in character; had the appropriate facial expressions; did things on cue. Some did not - didn't look great. Try harder next time.
Grade 3
- the circle dance was very sweet and on cue! Wonderful!
- if there is a microphone: GET CLOSE TO IT; USE IT
- if there is no microphone: project loudly
- stay in character at all times - those who act look great; those who are too embarrassed, look silly
- learn your lines; practise with someone who understands the words if you do not
- read the ENTIRE script! You need to know what goes on around you, not just your lines
- take your time; be slow and deliberate in your movements and speaking roles; let your moment in the spotlight last!
- overall, a very good job! Give yoursevles a round of applause!

JULIUS CAESAR - Grade 4, 5, 6, and 7
- you did it! you finally let my yelling of directions sink in and you did it!
- you were audible (loud) because you projected
- you were clear because of your "fluency in reading exercises" and your SLOWING down
- you knew your blocking
- you cooperated on stage
- you knew your lines
- you took your time
- you made your movements deliberate
- you dealt with unexepected obstacles like seasoned performers
- you were even quiet backstage
- you were great!
- take another BOW!

A huge thank you goes out to my apprentice crew:
- to Adrianna and Josiah for keeping everyone where they were to be, and for writing it all down in the BOOK and on the backstage posters in big black letters; also for your intro and thank you
- to Sara for the music, choreography, and lunchtime practices that the little ones thought were playtime
- to Evan and Kyle C. for my magic portal door in the mountain
- to Jude and Adrian and their team for props and their constant setting up and taking down
- to Adil and Sara for posters and your attempt at a press release
- to Sara for compliling the names for the program
- to Cadance and Evan for keeping everyone quite in the wings
- to Keianna, Paul, and Arielle for the river
- to Cadance and her Mother for contribution of props
- to Keianna and Sara for helping to figure out costumes
- to Alyssa, Cadance, Daniel M., Kyle T., Damien, and Rory for your help on stage
- to Tito and KingsLi for your help backstage

A big thank you goes out to the teachers for accommodating endless run throughs.
Another thank you to our four Moms for their help with the mountain, costumes, and make-up.

Overall, we had wonderful performances - take another BOW!

Regards,
Mrs. Deras

Wednesday, May 4th, 2011

2011-05-09T14:26:00.000-04:00

ATTENTION PARENTS:
It's that time of year again, when we are approaching Grandparents' Day and the Spring Concert.

This year we will have two productions.
The first will be on May 27th and June 1st. It is the Pied Piper.
This is a student-driven production that has the entire school involved.
The younger children are acting in predominantly pantomime roles.
The older children are responsible for helping to stage the production and are involved on many fronts.

The second production is Julius Caesar.
It will take place only on June 1st.

Please check this blog and the school bulletin board regularly as I will be communicating this way to ensure that your child does his or her best on stage.

Currently we are looking for someone with sewing skills to help us create one very special costume. Please speak to me or your childs' teacher that you would be willing to make this very appreciated contribution.

Many thanks,
Mrs. Deras
Drama Teacher

JKs
We spent our time in class going over blocking - what happens in the play on stage and in what order.
We also reviewed rules of behaviour, what is a play, when it will be, and who's coming to watch.
We then went on stage and listened intently to how we are supposed to act and when. We rehearsed very well and we are trying hard to do our best.

PARENTS: Please be aware that costume requirements will be going home soon. Please check the bulletin board and this website.

SKs
We practised blocking and pantomime. There is much improvement. Some of us are very convincing.
We are listening intently for our cues.

PARENTS: Please be aware that costume requirements will be going home soon. Please check the bulletin board and this website.

Grades 1 and 2
We were on stage today! We practised blocking and pantomime and our one very important line.
Rehearsals are in full swing and the excitement is in the air.

PARENTS: Please be aware that costume requirements will be going home soon. Please check the bulletin board and this website.

Grade 3
We were on stage today! We rehearsed our lines and blocking and facial mimicking of what we want to show. We must learn our lines by heart, but deliver them SLOWLY AND WITH EXPRESSION AND EMOTION!

PARENTS: Please be aware that costume requirements will be going home soon. Please check the bulletin board and this website.

Grade 4, 5, 6, & 7
- There was a pep talk given as some still cannont get over the fact that some have more lines than others.
- We started blocking JC.
- We returned to class and took down the remaining historical facts surround the period of history in and around the time of Julius Caesar.
- We understand that what we put into this performance will determine its outcome.
- We have stopped complaining (for now).

PARENTS: Please be aware that costume requirements will be going home soon. Please check the bulletin board and this website.

Pied Piper Production
1. If you are part of the production team you must stay after school on Wednesdays from 3:45 to 4:15. Adil and Sara are to remain until 4:30.
2. Check this blog and school bulletin board regularly.
3. We will be having extra rehearsals every Tuesday and Thursday from 1:00 to 2:00.
4. All students must learn their lines by heart except the narrators.

Julius Caesar Production
1. Check the blog regularly
2. Check the bulletin board regularly
3. If your core teachers do not need you and you have taken care of all responsibilities, your lunch recess on Wednesdays is now devoted to Julius Caesar rehearsals.
4. You must memorize your lines. Do this with friends who can help you deliver them accordingly. We will work on this in class as well.
5. Start asking your parents for large white bedsheets! One per person.

Best Regards,
Mrs. Deras

Wednesday, April 27th, 2011

2011-05-05T10:26:00.000-04:00

JK's
- We are continuing with following along quietly in preparation for the Pied Piper
- We had access to the stage! YAY!
- We are practising being cute children with facial mimicking only.

SK's
Preparing for our role of rats in the Pied Piper.
- we studied movement
- we studied pantomime
- we studied rules while on stage in this production: BE QUIET, TOUCH NO ONE, SCAMPER DON'T RUN, LISTEN FOR YOUR CUES

Grades 1 & 2
- We practised our blocking with the Grade 3's.
- We practised facial expressions and gestures.

Grade 3
- We read through our parts and furthered elocution.
- We practised initial blocking with the Grade 1s and 2s.

Grades 4, 5, 6, & 7
- We received the script for Julius Caesar.
- We discussed character building and power plays.
- We took down history notes on the times surrounding Caesar.
- We complained much about getting "good" parts.
- We discussed that a "good part" could have only one line.

Pied Piper Production

- We must have meetings after school on Wednesdays with the entire production team.
- Permission forms will be going home shortly. Parents are to sign and return the bottom portion.
- You can communicate with me via the PIED PIPER PRODUCTION BOOK which should always be in Josiah's care.

Julius Caesar Production
- Scripts were handed out
- Roles are being determined

All Communicaton will be POSTED on the BULLETIN BOARD - therefore READ IT!!!

Wednesday, April 20th, 2011

2011-05-04T20:18:00.000-04:00

SCIENCE FAIR!!! Way to go future chemists and physicists!

SK's and Grades 5,6, and 7
Due to science fair, most of drama was cancelled.

The SK's rehearsed more stage positioning, grouping, and scampering in preparation for the Pied Piper.

The older grades had a mini-history lesson in preparation for the upcoming performance of Julius Caesar.

Grades 1, 2, 3, 4, 5, 6, and 7 must come to class prepared with scripts, pencils, erasers, and highlighters!

Best Regards,
Mrs. Deras

Wednesday, April 13th, 2011

2011-04-18T17:02:00.000-04:00

JK's
This group heard the entire story of the Pied Piper. We now have and understanding of the role the children will play in this production.

We have selected our children for the circle dance.

Everyone has practised showing emotion and movement without making any noise. We are showing much improvement in this area of pantomime.

SK's
The SK class reviewed their knowledge of Stage Left and Stage Right. They are better able to follow along in a line, while in character. They are attempting to model after the rat, and this involves holding hands in the appropriate position, making a rat-like grimace, and scampering. Our experience with different types of mobility has greatly helped here. We are practising freeze poses as well, in order to prepare for the production. The children are not at any time to be on their knees or tummies while on stage. All scampering is to be done in a crouched or hunched position.

We will be going over stage behaviour, more on holding positions comfortably, and what to do on stage while in the character of the rat next time.

Grades 1 and 2
This group listened to the entire story of the Pied Piper, and we discussed some of the required blocking that will happen on stage. This production will be part recitation and part pantomime. The children are learning that even when not speaking, it is important to remain in character at ALL times. We had some excellent silent improvisation.

For the Role of the FAT RAT - auditions are still taking place between Victoria, Temi, Jessica, and Nathanael. The part must be learned for Wednesday or the role will be assigned.

Grades 3
This group listened to the rest of the story of the Pied Piper.They have had most of their questions answered.

Auditions have closed for all except the FAT RAT, and roles are now assigned. These have been posted on the bulletin board. In the running are: Victoria, Temi, Jessica, and Nathanael.

Children are supposed to study their parts and begin memorization. They will not be required to recite ANYTHING from memory yet, as we must first work on pronunciation, fluency, and attribution of breathing, pauses, etc.

SCRIPTS ARE NOT TO BE LOST!!!! Children must come prepared to class. This has also been posted on the bulletin board.

We have discussed general blocking and will begin its implementation next class.

Grades 4, 5, 6, and 7
The GRADE 4's must submit their papers on audience behaviour by next class or receive a mark of ZERO.

We discussed the meaning of the word: rhetoric.

We have gone over the roles of the narrators and the initial blocking.

Grades 5, 6, and 7: There will be a test on the Pied Piper that will count towards 10% of this terms final mark. It will involve 10 vocabulary words; 2-3 passages explained about the story/poem; an opinion about either the poem or the production, and the definition of some apprenticeship roles.

Homework: Please provide 10 points of historical significance during the time of Julius Caesar - +/-10years around his existence.

The Pied Piper Production
We have met after school and discussed what needs to be done by the AD, ASM, Costume deptarment, Choreographer, Music Selection, and PR dept.

Please make sure your ideas are in the book before the Easter Break.
I have and will supply the BOOK!

Wednesdays - March 30th and April 6th, 2011

2011-04-08T11:57:00.000-04:00

JK's
For the last two classes we have been trying very hard to follow in a line. This is essential to the production. Please review with your children the need to stay within their line, and keeping hands to oneself. Many children are disrupting the class with a constant need to touch someone else. This is not permitted, and greatly interferes with other children's listening skills.

We have also spent the last two classes listenging to the story of the Pied Piper, as the poetic version by Robert Browning will be difficult for them to grasp without this.

The children are also practising making noise without talking (stamping feet, clapping hands, shuffling,) and they are learning to move in various ways that are going to be used within the production: slow, quick, skipping, leaping, tip-toeing, etc.

SK's
For the last two classes we have been studying the story of the Pied Piper. As the production is centred around Robert Browning's poetry, the children need to fully understand the story, so that they may then follow along in the production.

We are continuing with games based around pantomime, movement, and facial mimicking working around the type of animal the children will be imitating in the production.

There is much improvement in order and following a leader. Today we learned about stage directions: SL = stage left and SR = stage right. The boys and girls enjoyed a simple game to ingrain the concept.

Soon we will be incorporating all we have learned from September to our production.

PARENTS: costumes will require ears attached to headbands, and brown, black, or grey clothing from head to toe, as well as tails. Your assistance in this matter will be appreciated.

GRADES 1 & 2
This group has been listening to the story of the Pied Piper as read from two different story books, and we have discussed Robert Browning's version. They do seem to understand the poetic version well for their level.

We have played games to emphasize quiet and different types of movement, expression, and staying in character while one stage. All this will be incorporated in our production. They are coming along well in terms of freezing in character, demonstrating emotion through their walk, facial expressions, and hand gestures.

Last Wednesday we also had some children audition for the six speaking parts in the poem. They are very keen on receiving a part and are in direct competition with the Grade 3's.

Audtion results will be posted shortly - hopefully, by Friday.

PARENTS: Please be advised that I greatly need your support in the costume department. Children will be dressed like townspeople from the Renaissance period.

GRADE 3's
The Grade 3's now have separate drama classes, as the Grade 4's will be involved in the production of Julius Caesar.

In preparation for the production, they have been working hard on understanding the roles of the townspeople in the poem. We have read three versions of the Pied Piper and have discussed some difficult vocabulary and concepts.

The children were to prepare for an audtion if they want a speaking role in the production. Some prepared beautifully, others need to remember that they must bring their script to every class, and that I will no longer be photocopying new scripts for those who have lost or misplaced theirs.

PARENTS: If your child needs a photocopy, I do want a written note from the parents requesting one. Or you may speak to me in person.

I will also need help in the preparation of costumes. Your children will be dressed as townspeople from the Renaissance ere, unless they receive a speaking role.

GRADE 4, 5, 6, & 7
We have been very busy discussing how to put on a production. The children were given explanations and definitions in terms of what is required to be a stage manager, director, choreographer, PR & promotions coordinator, properties master, stage hand, set designer, and costume designer.

Many have eagerly applied for the apprenticeship positions. These will be allocated only to some students, usually one per position. The decision is based on their participation in class, their behaviour, their ability in that department, and their willingness and eagerness as demonstrated in their interview.

Their assistance will be only for the production of The Pied Piper, not Julius Caesar.

Scripts for Julius Caesar will be distributed as they arrive.

PARENTS: I will need a note from parents indicating that the full script has been read before your child will be given a role. Unfortunately, many children will only read their own role and not the entire script. Once on stage they do not understand blocking, sequencing, etc. and do not know when it is their turn to enter. It is imperative that each child read the entire script from start to finish and watch the Animated BBC version located at the bottom of this blog.
PIED PIPER PRODUCTION - Audition/Apprenticeship Results

JK's - children from the town of Hamelin (Charlotte and Klara to LEAD and play clapping game)
SK's - rats
Grade 1, 2, 3 - townspeople
Pied Piper - Sarah Silva (understudy Peyton)
Mayor - Peyton (understudy Daniel)
Lame Boy - Gabe (TBA)
Fat Rat - TBA (understudy TBA)
Townsperson 1 - TBA
Townsperson 2 - Poorvi

Narrator 1 - Adil
Narrator 2 - Adrianna
Narrator 3 - Sara
Narrator 4 - Kyle C.
Assistant Director(s) - Adrianna
Assistant Stage Manager - Josiah
Assistant Choreographer - Sara
Assistant Music Selectors - Sara & Kyle C.
Assistant Set Designer(s) - Arielle & Evan
Assistant Costume Designer(s) - Keanna & Kyle C.
Assistant Properties Master(s) - Adrian & Jude
Assistant Public Relations & Promotions Coordinator(s) - Adil & Sara

Stage hands (Sheepherders) to be in character as Townspeople - Cadance(LEAD), Adrian, Kyle T., Damian, Paul, Alberto, KingsLi, Alyssa, (I might need more.)

JULIUS CAESAR PRODUCTION

The script has not yet been finalized. You will not receive a script even after I have it photocopied if you do not prove to me that you have at least watch the Animated BBC verstion of Julius Caesar.

Your roles will be given to you based on your past performances and your in-class and on-stage behaviours. I did tell you that your behavious and participation will make an impact sooner or later.

And.......Curtains!
Mrs. Deras

Friday, March 25, 2011

2011-03-25T12:48:00.000-04:00

The Pied Piper of Hamelin -

AUDITION SIGN UP SHEETS HAVE BEEN POSTED!

Check the bulletin board and gymnasium doors!

The roles are currently open only to grades 1, 2, & 3.

The theatrical positions are currently only open to grades 5, 6, and 7.

Wednesday, March 23, 2011

2011-03-24T17:11:00.000-04:00

Welcome Back After March Break! Lights! Cameras! Action!

JK's
The JK's will have a very special role in the upcoming school production of the Pied Piper. This will involve following a leader. In an effort to prepare, we are trying very hard to do this in class. Some children have learned this concept well. Others are not yet able to follow any instructions nor their peers. We have worked on circle formations, and following along in a line is a critical component to make the circle, and to this play. We will practise this very often.

The children also discussed and demonstrated various types of movement: hopping, skipping, leaping, jumping, and dance. We will be analyzing this further as this is also essential to our play.

The children then listened to the story of the Pied Piper of Hamelin. A good observation was made that although this story appears to be happy, it is really very sad and teaches a lesson.

More on that next week, as this concept will be repeated for full comprehension.

SK's
The SK class is almost ready to expand creating their direct formations. Our circle and entrance/exit are coming along very well. These will be critical components for the next upcoming school play.

We then concentrated our efforts on the magic of movement. We applied our knowledge of animal movement to emotional movement and different types of movement - heavy, light, confident, confused, sad, happy, etc. The class is coming along very well as they are realizing that with movement they can show much by facial expression, use of hands, body language, etc. while keeping silent.

Everyone then listened super quietly (this was AMAZING) to the story of the Pied Piper of Hamelin. We have use the child fairy tale version, but for the upcoming performance we will need to familiarize ourselves with the Robert Browning poetic tale.

And.............in our presentation of the Pied Piper................DRUM ROLL PLEASE!........................Ms. M's class will take on the role of: THE RATS!

PARENTS: Please start thinking about ALL gray or ALL brown clothing for your children. We will need tails, ears, buck teeth, and whiskers. We have two months until curtain call.

Grades 1 and 2
This group has received its script for the upcoming production of the Pied Piper of Hamelin by Robert Browning - albeit stapled upsidedown, sorry!

We read through the children's story version and discussed it. We also read through some excerpts in the script and discussed those as well.

In the meantime we had some fun movement games which have taken animal movement to the next level. They practised types of movement: using weight, tension, and focus. We then expanded this by incorporating pantomime. The children had to move with purpose, focus, tension, and emotion. They used this to meet with a particular individual making it clear to the audience, with actions alone, as to what was happening.

These will be critical components in the upcoming production.

Auditons will be held for the following 5-6 speaking roles requiring difficult poetic memorization:

The Pied Piper (either girl or boy)
The Mayor (preferably a boy, but we might be flexible)
A fat rat
The lame boy
The lady and/or gentleman from the town

PARENTS: Please read to your child the full length version of the Pied Piper of Hamelin at least once.

Grade 3 and 4
Today in class we discussed the assignment that was due before the start of March Break....those who have already handed it in, may re-do it for a better mark. They have already recieved a 5 mark bonus. There will also be a two mark bonus if you include your name, a title, and make it neat. Those who did not hand it in yesterday are now required to write 3 paragraphs. Everyone was told I would add on a paragraph for every week it's late.

The children then listened to the story of the Pied Piper of Hamelin. The poetic version of Robert Browning was introduced, and we read through three stanzas: the Fat Rat's account, the Lame Boy's account, and the lesson learned in conclusion.

The role of the grade 3's in the play will be that of the Townspeople.
There are five-six speaking roles:

The Pied Piper (either girl or boy)
The Mayor (preferably a boy, but we might be flexible)
A fat rat
The lame boy
The lady and/or gentleman from the town

Grade 3 Homework - read through the Pied Piper of Hamelin at least twice. Underline the words you do not understand. Re-do or DO your assignment about theatre behaviour.

Grade 3 Audition preparation: If you would like a speaking part, you must learn the FAT RAT's explanation as to why the rats followed the Pied Piper: starts in the middle of line 5 on page 5. Either know how to read it well or memorize it.

Grade 4 Homework - Audition notices for Julius Caesar will be posted soon. Re-do or DO your assignment regarding theatre behaviour.

Failure to hand in the required assignments next week will result in a 10% deduction for every day late! No excuses.

Grade 5, 6, and 7
These kids did their homework! Hooray! We all discussed and defined the word "rhetoric" and will hopefully be able to practise the concept.

We then listened to and discussed some of the more difficult concepts in Robert Browning's poetic tale of the Pied Piper of Hamelin.

some of the children have volunteered to assist in the play of the Pied Piper. There will be no memorization required as they will soon have their hands and heads full with another production.

The roles in the Pied Piper have been explained and are very easy yet critical to assisting the little ones. This may involve staying after school.

The children will soon begin preparations and rehearsals for the school production of Julius Caesar. Audition notices will be posted.

HOMEWORK: find out what Tartary means. Hint: it's a place. Study the vocabulary we discussed in the poem. Understand the meaning of the stanzas. Prepare yourself for any upcoming production and oral test by reading the poem outloud in front of an audience or mirror.

Okay, it's not exactly a RAT - best I could download!
Cheers,
Mrs. Deras

Wednesday, March 2, 2011

2011-03-02T21:15:00.000-05:00

All classes had a reveiw of drama class rules. These were written down and followed very well.

JK's
Circular formation is still in need of work. We are still focusing on walking in a single file, which helps us prepare for walking onto the stage.

The children then discussed spring and all the wonderful things it brings to life. We discussed the fact that the trees will soon blossom, but for now are still sleeping and dealing with the wind and sometimes the snow.

They then took turns participating in a narrative pantomime during which they became seeds, saplings, trees needing the sun, the rain, and the wind. Eventually they grew branches and blossomed. As the trees danced wildly in the wind, they were prompted to stop for a movement improvisation game. Holding a position, as you sometimes need to do on stage, can be difficult and this game allowed them to "freeze" and hold a pose.

SK's
Having practised circular formation for several weeks, we are now finally able to walk into the classroom the way we would walk onto a stage or into a theatre. A quiet orderly formation was made and followed! Way to go SK's!

We then reviewed drama class rules with some modifications made by the children and these were followed beautifully.

The SK's played the Hand Animal Game, which allowed them to analyze and imitate physical movement. This helps them to develop an awareness between similarities and differences in the way people move, animals move, and movement overall.

This allowed the children to practise pantomime and improvisation as they shared their animals and their characteristics related to animal movements.

Grades 1 and 2
To understand physical control and pantomime, the children presented animal vs. human movement. They came up two by two and one was a pet walking in a certain way, the other a child. We compared types of movement as well: fast, slow, swimming, hopping, etc. between animals and people.

The children then continued with narrative pantomime and improvisation as they became seedlings, followed by saplings, then trees with branches, and finally trees with blossoms. Some children were the sun, the wind, and the rain. Then they all took turns. Eventually once we were all big tall trees with branches and leaves we played "musical forest" and had a tie between Jessica and Nathan.

Grades 3 and 4
After discussing drama class rules, the class discussed proper theatre behaviour. We compared and contrasted movie theatres vs. live stage theatres. The children then read their prepared paragraphs about how they would like St. Jude's children to behave in the auditorium (and other theatres) during productions.

We have some very strong opinions on what is appropriate and all this came from the children themselves.

We touched on elocution and monologues.

Those who did not prepare their paragraphs for this week, must now add on another paragraph and submit their work on March 23rd.

Grades 5, 6, and 7
This group needed a review of rules in the class as we later applied them to rules and courtesies given to actors on stage in a theatre. We discussed the difference between a movie theatre and "live theatre". We discussed what bothers us at the movies, and the children were informed about proper behaviours in a theatre with live actors on stage. Parents - they may now be proudly taken to see a production such as "Billy Elliot" - and they won't object to dressing up!

We defined and discussed "elocution" and reiterated the points that make our speech pleasant to the ears.

We discussed monologues and how they can be interesting.

HOMEWORK: Define "rhetoric". Read the Pied Piper of Hamelin by Robert Browning and underline the words you do not understand. Feel free to look them up. This is due March 23rd.

Wednesday, February 23, 2011

2011-02-24T20:33:00.000-05:00

The day started off with nervous trepidation and fervour, as our eager participants in the speech and poetry competition, assembled in the auditorium.

It was wonderful to watch all the children really try very hard to do their best.

We also want to thank our judges, who volunteered their time and expertise to ajudicate the children. Many thanks to Sue, Andrew, and Frank. All are experienced professionals and did a fine job.

JK's
The JK's are still learning circle formation and it is coming along but very slowly. Our game with the hibernating bear does help.

Afterwards we discussed the upcoming season of Easter and the new baby animals that will be born in the spring: chicks, lambs, birds, foals, bunnies, and "camels" apparently.

The children then listened to the poem "We Are Going to See the Rabbit" by Alan Brownsjohn and were all eager to learn new words to understand the meaning of the poem. They did very well and were not at all surprised that the bunny burrowed away from the people coming to see him. They then practise walking quietly like a bunny not wanting to be seen.

SK's
This group is managing to grasp circle formation. It is coming along well. The game is enjoyed by all.

We spent the rest of the class in the auditorium, on stage, as we were still all mesmerized by the speeches and poems. To practise for next year, the children climbed on stage one by one and gave their name, age, grade, and teacher's name. The rest of the class critiqued them positively on the way they stood and spoke (straight or fidgety; loud enough or not; clear enough or not; enthusiasm, smiling, etc.)

The children, because of practise and stage exposure are now able to climb up and down the stairs confidently. They know where the "front and centre" of the stage is. They are no longer afraid, but eager to speak before their peers. We still have a few eager beavers left to speak next week.

Grades 1 & 2
This class listened to and then analyzed the poem "Polite Children" by Alan Ahlberg. They understood it very well the first time around, and were able to see how the words created pictures about the situation. We had an intensive discussion, and are beginning to understand how the words we choose, and voice modulation we use shape the message. This applies not only to acting, but to everyday life as well.

Grades 3 & 4
With this group we discussed the events of the morning. We analyzed the speeches and poetry competition from the perspective of the audience and the competitors. We did not pass any judgement as to who or what should have or could have happened, but discussed how we felt (eg: nervous) on stage, and how we felt (eg: interested and excited) off stage in our chairs.

The class made some valid observations that the audience is able to impact the delivery of the presenter/performer by its behaviour. The class will therefore, write a paragraph about how they believe an "audience" should behave in the theatre, auditorium, viewing area, etc.

HOMEWORK: Paragraphs about audience behaviour are due next week.

The class also listened to the poem "Polite Children" by Alan Ahlberg, and although they did understand the essence of the poem, they were surprisingly not as quick to pick up the descriptions in the stanzas as the younger grades. Phrases were re-read with more voice modulation and intonation and they all did realize the funny question posed by "polite children" under the circumstances.

Grades 5, 6, & 7
With this group we also had an intensive discussion about the events of the morning. Again, without passing judgment on any decisions or results, the children responded to how they felt on stage and in their seats. Many claimed to have learned interesting facts, and all realized how difficult and nerve-wracking it is to go before an audience of you peers, younger grades, parents, teachers, and judges and present from memory.

Although everyone did find the morning long, then did realize the need for the wait as judges deliberated. It put more perspective on the competitive reality shows of the day.

The group then listened to the poem "The Pied Piper of Hamelin" by Robert Browning . Some were fascinated and couldn't wait to hear the ending which will be heard next week, while others found the poem too long.

This poem will be the subject of discussion and theatrical review for the next two weeks.

HOMEWORK: For next week, the children are to define the word ELOCUTION. It may be done in any form they wish - point form, paragraph form, poetry, etc.

It is due next week - NO EXCUSES! (Hint - there is a link in the blog below.)

Best Regards,
Mrs. Deras

Wednesday, February 16, 2011

2011-02-17T11:36:00.000-05:00

Poetry and public speaking contest on Wednesday, February 23rd, at 9:00 am in the St. Jude's Academy Auditorium - all parents and friends are welcome.

Public speaking, reciting, giving a monologue, or acting with a group - all require some form of stage presence and eye-contact, albeit with different people or things, depending on your selected form of delivery.

Children need to understand that as they enter the stage, they assume a certain role, posture, or presence in order to deliver some type of material to their audience.

Eye-contact is critical based on your positioning. For instance, with speeches, the students are front and centre requiring direct eye-contact with the audience. Several tricks can be used to maitain this, but also to allow for relaxation and to maintain focus.

For younger children, they need to be made aware of what their stage purpose requires. They also need to learn the difference between interacting with their fellow cast members versus the audience.

As most do not yet differentiate that stage is a different medium from the classroom, the car, the livingroom, the restaurant, they feel "their whole world is a stage". It's just that sometimes they are seen and heard, while other times they are not. To have them distinguish this, is what we hope to accomplish.

JK's
The JK's are practising circle formation, and maintaining this by respecting the actor in the centre. See SK below.

SK's
Due to the enormous difficulty this group has in forming a circle, we are playing games teaching formation. The chlidren are then taking turns showing the group something from withing the circle.

The children are first starting off with a traditional European circle game which they seem to really enjoy. This allows our circle to form. We respect the hibernating bear in the centre, thereby having the circle maintain its shape, and learning to later respect the performing actor in the centre.

The children then present something in the centre as a group of 3 or 4, again respecting the boundaries of the human formation. They learn to express themselves to everyone by moving about and maintaining eye-contact with the entire group.

Grade 1's & 2's
This group is practising for its poetry recitation.

We listened to everyone's poems and focused on maitaining eye-contact as well as giving meaning to the poem by the way we modulate our voices, through use of slight hand gestures, tone, etc. The children were very good in maintaining proper posture, and there was hardly any fidgeting.

They are taking their work seriously and trying very hard to work on their delivery. My recommendation to this group is that they focus on increasing their volume. I would also recommend they blow their noses prior to speaking.

Grade 3's & 4's
This group has the grade 3's preparing for poetry recitations and the grade 4's for speeches.

The boys and girls in this group do know their material well. It would be better if they took the time to really understand it. Most have a good idea as to the subject about which they are speaking, but an indepth analysis would help them place the correct emphasis where needed.

Diction, volume, and elocution are areas in need of work. This would be possible if they were to slow down their speaking.

With this age group the posture and stance are starting to show signs of disintergration as more nerves are present than among the younger grades.

Grade 5's, 6's, & 7's
These grades are preparing for speeches.

The main problem with this group is the age - they are the most nervous of all the grades and are fidgeting nervously in ways that are nearly beyond their control.

Certain gestures and tics are beginning to merge with their characters, making these habits difficult to break when delivering a speech.

Slowing down, thinking and understanding their selected subjects, will help them present better. Once the aspect of memorization has been achieved they will only then be able to use voice modulation more naturally.

Elocution is key http://www.wisegeek.com/what-is-elocution.htm

Good luck to everyone!
Stand up straight!
Hold your hands in front, at your sides, or behind your back!
Maintain eye-contact!
NO GUM!
Know your subject!
Tell your story!
Use clarity of speech by talking slowly, loudly (not shouting) and distinctly!
Best Regards,
Mrs. Deras

Wednesday, February 9, 2011

2011-02-07T22:18:00.000-05:00

Dear Parents and Guardians,
It is imperative that you advise your child's teacher if he or she will be away for the fundraising gala dinner: Valentines in Venice.

The children are all preparing a production and roles have been assigned. I am also working on a program and including some names.

If you know you will be away, this must be conveyed ASAP! It is very late in the game to expect other children to pick up your child's parts.

Many thanks for your understanding that we are working hard to create an entertaining theatrical production for parents, families, and friends.

Mrs. Deras

JK's - costumes are to be cute and ready for Valentine's Day

SK's - costumes are to be cute and ready for Valentine's Day
The following children will need something slightly different: Alejandra, Shane, Noah, Rayn, and Sofia.

Grade 1's and 2's - the costumes are of the Roman era 269 A.D.
Girls are to wear white togas and ornamental head dresses
Boys are to be dressed as ROMAN soldiers; have them dress all in black with black hats
- does anyone have shields, capes, etc. something for soldiers?
Temi is a Roman Emperor
Victoria is St. Valentine
Shannon requires something light and white for a veil on her head

Grade 3's and 4's - something dressy and evening appropriate; if the entire class could coordinate something with folk or country flare, that would be great!

Grade 5's, 6's, and 7's - something long and flowing; think Victorian, Grecian, Mermaidian, ball gowns, this applies to the guys as well.
Guys - poofy shirts - like pirates please! You could wear a suit, but the poofy shirts will look better. You won't look wierd; it will enhance the play.

Many thanks! I am now assuming that everyone has learned his or her parts and we will have fluid rehearsals all week! Correct?

Regards,
Mrs. Deras

Wednesday, February 2, 2011

2011-02-07T22:06:00.000-05:00

SNOW DAY - HOORAY!

This means we will need extra rehearsals!

Wednesday, January 26, 2011

2011-02-07T22:04:00.000-05:00

Dear Parents and Students,
We are all practising and rehearsing..........for Valentines in Venice

JK's - must rehearse their song
SK's - must learn to form a circle, i.e. stand in a circle
Gr. 1's and 2's - memorize your lines
Gr. 3's and 4's - learn your arias and song
Gr. 5's, 6's, and 7's - poems MUST be memorized!!!

Wednesday, January 19th, 2011

2011-01-24T18:07:00.000-05:00

In preparation for our fundraising night "Valentines in Venice" on Saturday, February 12th, all classes have started their rehearsals.

Please read the blog for upcoming instructions about props and costumes.

JK'S

We have created our formation and are practising to walk on and arrange ourselves on stage. Children are reviewing what it means to take their cue, and to start, end, bow, curtsey, together.

It appears for now that this class should start to think about dressing up in red.

SK'S

For now, this class is trying to master walking in a circle. We are starting to incorporate what we learned about animals to some of the roles that are to be taken during our presentation. We have learned that when talking about a character, it is sometimes easier to understand it when applied to an animal; for instance, sly and cunning as a fox; quiet as a mouse; ferocious as a lion; cold like a shivering bunny; etc. We are using this information to create an interpretive mosaic based on a love song.

We will need the following props: two baskets, a blanket, a big cup, a shawl, and a stuffed animal.

Grades 1 and 2

The class completed the blocking for their short play.

We will need the children to be dressed in long gowns, like Roman togas. If any of the children have long swords (plastic of course) could they please bring them in?
Three of our boys will need to be dressed up as Roman soldiers.

Grades 3 and 4

This class must practise the lyrics they have been given. They only need to learn the first four to eight lines. Most music should be easily found on the Internet just by typing in the first lines of their "secret songs".

They are also to listen to their "other song" on http://www.songdrops.com/ under silly songs. It is a very child friendly site.

We are still thinking about costumes.

Grades 5, 6, and 7

This group has much to memorize and to rehearse. We have discussed pausing at punctuation marks. We have discussed thinking about what we are to say, and for whom it was written, in order to add appropriate emotion and voice modulation. All of this needs to be practised at home, as time is of the essence.

Costumes: this group is to come dressed in something long and flowing akin to a "Midsummer Night's Dream" theme. They may consider something Victorian, something fairy-like, something "Romeoish". Either way they are to look dreamy and romantic. Yes, really!

Best Regards,
Mrs. Deras

Wednesday, January 12th, 2011

2011-01-13T18:04:00.000-05:00

JK's
The class is, first of all, practising to enter the classroom and take their seats the way they would if entering and exiting the stage, in a theatre, AS A GROUP. We need to start practising now, as this actually causes the most trouble in preparing for productions. The children are encouraged to enter quietly, in a line, take their seats as they arrive in order. They are then practising to be very quiet while their fellow actors speak.
We discussed the poem "The Tale of Custard the Dragon" by Ogden Nash, who appeared to be very scared and timid, but was brave to eat the pirate. He simply was lazy and liked the comfort of his cage.

We then listened to the poem "The African Lion" by A. E. Housman and compared wild animals to domesticated pets. The consesus was that the wild animals are more likely to eat you regardless of whether you are well or ill behaved.

The children then offered individual presentations using full and complete sentences (most difficulty here) about their favorite animal, ending with a bow or a curtsey.

SK's
This class is also practising entering and exiting the classroom as if they were entering/exiting the stage. Please see the note regarding the JK's.

We reviewed the story of Little Red Riding Hood, and the role of the wolf. We then read a long poem entitled "Planning" which really spoke of a child getting ready to sleep, and thinking about growing up to be an animal. Each animal had characteristics that made it fast, hungry, cunning, tall, big, ferocious, gentle, etc.

One by one the children were then to introduce themselves clearly, and then give three clues about their favorite animal allowing the class to guess what that animal could be. We had some excellent clues using characteristics. Each presentation was concluded with a bow or curtsey. The children were focusing on being loud, clear, and thinking on the spot.

Grades 1 and 2
With this group we first discussed the comma, the semi-colon, and the period with respect to pausing and breathing when reading out loud or reciting. Each child then recited the poem "Sneezing" (minus four students) while carefully focusing on taking a breath at the required intervals.

We have also been discussing what to perform during our upcoming fundraising night "Valentines in Venice".

Grades 3 and 4
We continued our exercise in fluency with idiomatic expressions, and the students were reminded to read via phrasing with proper pauses for breath and comprehension and emphasis. The students then listened to two variations on the start of a fairy story - one read erratically and one read slowly with emphasis and emotion.
To further our study of presentation techniques, poetic recitation, and focus on punctuation, each student recited the poem "Sneezing" by an anonymous author. Their stance, and mention of the title, author and focus on pausing were of importance.

Once we clear the hurdle of phrasing and pausing, we will move on to adding emotion through voice modulation. To very few students in the class this comes naturally. Most will need to learn that they must develop an understanding of the subject, the way it is written and punctuated before they will be able to add required emotions. Therefore we might just stayed focused on "Sneezing" a little while longer.

Grades 5, 6, and 7
Today, we discussed our upcoming performance "Valentines in Venice". Seeing that the topic involves love and Italy, we are planning something very special. This will require memorization, dedication, and a little understanding about the topic. The boys and girls are to try to use their knowledge of punctuation, breathing, emotion, and phrasing to give a good performance. Pieces have been assigned and their memorization is required for next Wednesday.

Good Work Everybody!
Mrs. Deras

Wednesday, January 5th, 2011

2011-01-10T18:50:00.000-05:00

ALL GRADES
Today the children were slightly horrified as they listened to the story of Little Red Riding Hood.
It was the original version, written by Charles Perrault, where the wolf eats the Grandmother and then eats Little Red Riding Hood - no one saves them.

They were then told that the many different versions arose from this one.

The next version listened to was Roald Dahl's - they unanimously preferred this one, as Little Red Riding Hood takes care of the nasty old wolf and her wardrobe. Unfortunately pistols and knickers were involved.

JK's and SK's
The Junior and Senior Kindergarten classes, upon hearing the story and poem, proceeded to act out scary ferocious animals without words. First we spoke of frightening animals and creatures. They then individually showed the class how the animal would walk, what other movements it would make, and what noises it would produce. The rest of the class had to guess what animal they were pretending to be. Some of your children were quite frightening!

Grades 1 and 2
This group is very eager to discuss any upcoming productions! They are more than willing to sing, dance, and act, but we did get down to basics. The moral of the story of Red Riding Hood was discussed and they all agreed that it is important to be polite, but not to enagage in conversations with strangers, unless okayed by a parent or close guardian.

The class decided the poetic version by Dahl was much better and the importance of learning to take care of yourself really helped Red Riding Hood in the end.
This left little time to put on a short production of the story, at which point every child thought that the wolf should be ignorned and or reported or "dealt with" according to Dahl.

Grades 3 and 4
We began with "fluency in reading exercises" through idiomatic and proverbial expressions. Children are to focus on proper expression, breathing techniques, and reading according to punctuation marks. This is important to comprehension, without which we cannot achieve proper expression on stage.

This exercise was followed by the story of Little Red Riding Hood, followed again by shock. We will review the poem the following week. The children are to focus on understanding the characters and their intentions, thereby helping to develop proper expression. They are just beginning to realize that the characterization can take on animal form, but refer to different types of characters of people.

Grades 5, 6, and 7
This group used the story and poem to delve deeply into the meaning portrayed. The analyzed the characters in each story and offered comparisons to the real world. The story was portrayed against the poem using descriptions from real life. The overlay of the moral was very clear to the group, and the poem allowed them to express themselves in similar situations, offering "stay-safe" techniques. We have to work on expression without giggling, but then again, the poem kept giving them "unrealistic" defense ideas.

Regards to All,
Mrs. Deras

Fourteenth Class - Wednesday, December 15, 2010

2010-12-18T14:08:00.000-05:00

JK's
SK's
Grades 1 & 2
Grades 3 & 4
Grades 5, 6, & 7
All classes are nervously and tirelessly preparing for the St. Jude's Academy Christmas Concert!
We are preparing to give you an entertaining and moving production - whether it will move to laughter, tears, or just fill you with warmth remains to be seen.

Thirteenth Class - Wednesday, December 8th, 2010

2010-12-11T17:56:00.000-05:00

We are looking for a small Christmas tree, about 3ft tall. If anyone would be willing to lend it to us, that would be wonderful, and very much appreciated. You may then pick it up after the Christmas production, on Thursday evening.

With extra rehearsals before the Christmas Concert, days are becoming a bit of a blur.
We are all working on what hopefully will end up as a smoothly running, delightful, heart-warming Christmas production, but PARENTS, your assistance is crucial. Here's what we need, want, and ask you for ever so sweetly:

JK's

- summer clothing for all the children, with sandals or shoes that are quiet and won't fall off when walking or dancing
- a blue or white plain dress for Anastasia to change into, but also for her to wear something for summer first
- straw hat and sunglasses for Krythia
- a white dress for Emilia M.to change into, but allso for her to wear something for summer first
Parents, once the JK's have finished performing, one parent of each JK child will be asked to come to the JK classroom to pick up their child. This must be donne after the children have had the opportunity to change out of their costumes. This moment will be announced on stage. Your children will be on stage twice. Afterwards they will need time to change. Then we will let you know when you can pick them up. You are invited to continue watching the production together with your now "seasoned performer".

SK's

- a red top and bottom for David, as well as black boots to hold; if the red bottom is unavailable, black is okay
- all the children are to come wearing something festive; red, green, and white colours are encouraged

Grade 1's and 2's

- pajamas for all children except Abel
- reindeer antlers are required for everyone except Abel and Klara; 74 cents at Party Packagers
- Christmas stockings
- a small wrapped empty box would also be very much appreciated
Thank you to Mrs. T, and Mrs. N, and Mrs. A for your assistance
To Mrs. O - my hearfelt apologies, but your child's reindeer antlers were stretched and broke. We have spoken to all the children about behaving appropriately and respecting their own things, and especially those of others. We will try to ensure that you will all have your loaned items returned to you in the condition in which they arrived.

Grade 3's and 4's

- Peyton, Frederick, KingsLi, Nathanael, and Tito, are to be dressed as men
- Poorvi is to be dressed as a Mother
- Alyssa is to be dressed as an old lady
- Jude is to be dressed as an old man
- Gabe, Rory, Nathan, and Daniel M. are to be dressed as boys (Rory may need to come dressed as a man - this will be decided at the last minute, as he is an understudy)
- Charlotte is to be dressed as a girl and has agreed to loan us one package of silly bands
- Sara will need a white dress
- Daniel L. and Alberto should be dressed in white (white gowns, white anything)

Grade 5, 6, and 7's

- please have the children dress festively in a clean and polished image

Boys and Girls - I know that you are slightly confused by the last minute changes. Please bear with us teachers, as we are coordinating the entire school. You are now expected to follow along, and write down any changes as they come about. We will be having more rehearsals, and I am confidant that all of you will be able to figure everything out by Monday afternoon. I will provide you with the final script on Monday.

Best Regards,
Mrs. Deras

Twelfth Class - Wednesday, December 1, 2010

2010-12-07T20:29:00.000-05:00

JK's
SK's
Grade's 1 and 2
Grade's 3 and 4
Grade's 5,6, and 7

All classed have been cancelled due to rehearsals, more rehearsals, and dress rehearsals. Parents are asked to check last week's blog for Christmas concert instructions. Thank you.

TSoRaJ Cast Members
One more sleep before curtain call! Break a leg everybody!

Eleventh Class - Wednesday, November 24th, 2010

2010-12-07T20:21:00.000-05:00

JK's
We are intensively rehearsing for our Christmas concert.
Anastasia needs either a blue or white dress.
Emilia M. needs a white dress.
Everyone including the two girls above must come to the concert dressed in summer clothes. Tights worn under shorts are fine.
Krythia is asked to bring in a straw hat and sunglasses.
Everyone is asked to bring in a wrapped empty box.

SK's
We are intensively rehearsing for our Christmas concert.
David needs a red shirt and red or black pants. If he could wear shoes but bring in black boots, that would be appreciated.
Everyone is asked to bring in a wrapped empty box.
Thank you Mrs. S.L. for volunteering to make stage cookies.

Grade 1's and 2's
We are intensively rehearsing for our Chirstams concert.
Just a reminder that the children will be wearing pajamas and need to bring in reindeer headbands.
Everyone is asked to bring in a wrapped empty box.

Grade 3's and 4's
The boys and girls listened to the Christmas story that will be adapted to suit our stage.
They will begin studying it very soon. Lines need to be memorized.
Everyone is encouraged to bring in an empty wrapped box.

Grade 5,6, and 7's
This group is being Seussified.
Everyone is welcome to attend the Seussification of Romeo and Juliet.
All efforts to bring in props and costumes are very much appreciated.

TSoRaJ CAST MEMBERS
Study, memorize, work together, follow instructions, remember cues.

Tenth Class - Wednesday, November 17, 2010

2010-11-23T15:35:00.000-05:00

JK's
The children are really beginning to understand that we are going to be performing for parents and friends on stage. There are several surprises in store. We still need to work on our positions for our production pieces, but the singing is coming along.

Parents - please remember to dress your children in something for summer.
The following will need additional props:
Anastasia - will need a small swaddled doll (male looking) and please dress in blue
Krythia - will need a straw hat and sunglasses

SK's
We are practising and rehearsing for our Christmas concert. We managed to get up on stage again and sing with actions.

Parents - please wrap a small empty box and bring it to school. It is needed for the concert. Thank you to the parent who has already done this.

Thank you to our parent volunteer S.L.

Grades 1 and 2
We were up on stage singing and reciting. The size of the auditorium is overwhelming us a little. We need to focus on speaking loudly, clearly, and slowly, taking breaths.

Parents please go over the Christmas carol and the parts of the poem your children need to memorize.

Reindeer antlers are on sale at Party Packagers for $0.74 - please acquire a pair for your child.

The following children DO NOT NEED ANTLERS:
Abel - a Santa Claus outfit will be needed. Please check with Mrs. Nelson or me if you are having trouble finding a costume.
Klara - mouse ears and a tail will be required

Grades 3 and 4
We practised and performed our short production for Mrs. Haag. It was tough to do as we are still slightly overwhelmed by the stage. We learned about the importance of taking our cue without prompting, standing still, speaking loudly, projecting our voices, and learning our lines and what they are to convey.

Tests will be returned shortly.
Next class we will begin working on our Christmas production. We have a short time in which to learn more lines and find our positions. No time to rest!

Grades 5, 6, and 7
We practised the play, discussed costumes, and promised to memorize our lines for next Wednesday. Let's hope!

Thank you to Mrs. K for your help with line reading.

TSofRandJ Cast Members
I am getting worried. We are only just starting to know where to go - please pay more attention to your cues. I will not be directing when you are performing. You have just over a week left to get this right.
Costumes will be discussed below the blog posting, below the props.
Unfortunately our Friday extra rehearsal was cancelled.
The dance has been completed and we must now make sure the Grade 4's will learn it quickly.
There will be a special meeting of Ninjas next Wednesday during class.
Ninjas you are: Paul, Adil, Rory, and Jude, who is in charge. Your costume will be to dress in black - forget the jeans (unless they're black) and forget the coloured T-shirts. All black please! If you have a cap, baseball or other, please bring that to next class.

See below this blog for props and costumes!

Best Regards,
Mrs. Deras

Ninth Class - Wednesday, November 10th, 2010

2010-11-11T16:25:00.000-05:00

JKs
We are moving along with our Christmas song and dance. Finally, the boys and girls were able to get to their spots ON CUE! It was wonderful to see the songs coming together. Our singing is also improving. There will be extra practise when ever we can squeeze it in - it helped us tremendously this week.

There are some strong singers, and our Christmas Carol sounds better and better. Please remember JK's, that when you sing, you use your musical voice and do not yell - that will only hurt your throats. So, let's keep it QUIET when we can, to conserve our voices for singing.

SKs
Today we were able to practise four verses of our Christmas song.

We had access to the stage today, and finally the SK's were able to practise assembling on it. It was a very scary experience for some. The more exposure we get to the stage before the Christmas production, the better we will perform!

We are trying very hard to line up so that we may look good on stage. Some stage directions have been given - no talking, no fidgeting, hands must be OUT of our pockets and by our sides, no leaning or stepping back, and no leaning on anyone else.

Letters have gone home with the words to our special song. Practising at home is strongly encouraged. PARENTS - if you would like your child to hear the song, please go to http://www.songdrops.com/ and click on the song title that was sent home with your child. (It appears in the middle of the left hand column - blue letters.) We are trying to keep this a surprise for the rest of the school and other parents. Shhh!

A huge thank you to our parent volunteer!!! Three cheers for S.L. It was wonderful to have you there and we hope you come back often.

Grades 1 and 2
Today we focused on our Christmas poem. Things are really coming together as the students are very eager to present well. We are also reinforcing our positions on stage so that we can give an exciting presentation rather than a dry delivery. Next week every student will bring home their one or two verses to learn by heart. Parents please help your children with the difficult words and encourage them to share with you the coaching they recieved on their presentation.

We will also need reindeer antlers/hairbands for everyone except Santa and the mouse. Please check the dollar stores for this item.

Last week the words to their Christmas carol were sent home. Latin pronunciation is extremely phonetic. Each letter is pronounced distinctly and all vowels are short. The only exception for the purposes of this carol are the vowels AE together. They make a sound that is similar to a LONG i, or the English sound "aye". The "g's" are either soft or hard as in English. "Regem" = hard g. "Angelorum" = soft g. And it is very important to note that the "i" is pronounced like "ee" not as a SHORT "i".

Grades 3 and 4
The boys and girls wrote their make-up tests for our study of Shakespeare's Romeo and Juliet. I think that the studying, practise play, the trip to the theatre, and taking up our answers last week in class, all helped everyone to better remember what is involved in this tragic love story. Tests will be returned on Friday.

We were also able to do a dry run of our mini-production of Romeo and Juliet. We have some students who have memorized their lines and are now able to add some emotion and action. Others - please read over your sheets and learn what you are to say and when. The 10 minute production is next week towards the end of class. You may memorize but that is not essential. It is more important to be able to say or read your lines with the appropriate expression discussed in class.

You may bring a costume if you wish, but they are NOT necessary. You are to wear you full uniforms to school.

GRADE 4's only - also read the blog information in PINK below. The information above is for your class WITH the grade three's. The information below is for the big PLAY - The Seussification of Romeo and Juliet. Don't get things mixed up please. You are in both!

Grades 5,6, and 7
In light of the fact that this week we will mark Remembrance Day, we took a little break from blocking our production and focused on the words and emotions associated with poems. We discussed "In Flanders Fields" as well as "Remember Remember the Fifth of November".

Students learned about the poppy and how it came to grow in Flanders fields. Have then tell you how the germination of poppy seeds was enabled by the bombings. They learned the meaning behind the words of the poem written by John McCrae. The also learned that poems were one method used to communicate facts and emotions during times when there were few electronic gadgets connected to satellites providing instant information.

We also looked at the way in which punctuation within a poem, shows us when to take a pause and how long to make that pause. Our delivery of poetry or our portrayal of character will vary from person to person. The more we know about our subject or our character, the better we can make our delivery.

TSofR&J - Cast Members
WE HAD ACCESS TO THE STAGE!!! This was in fact a magnanimous moment as we were able to see how we will be positioned for our difficult dance number. Some were overwhelmed by the height and depth of the stage while others thought it an "opportunity to run from UR to DL". Let's stick to where we are supposed to be positioned next time, shall we?

Remember, sometimes it may feel boring to you to just stand and do silent actions; but this way you add to the scenery and make the production lively. Even though you are not speaking, the audience will still be watching YOU!

* CONTINUE MEMORIZING LINES.
* YOU MUST ALL SLOW DOWN AND INCREASE YOUR VOLUME.
* DON'T EAT YOUR WORDS.
* BE CLEAR. BE FLUID. BE FLUENT.
* AND REMEMBER YOUR BLOCKING.

Best Regards,
Mrs. Deras

Eighth Class - Wednesday, November 3, 2010

2010-11-03T21:48:00.000-04:00

JKs
We are trying to learn our positions for the Christmas performance. Certain parts and props have been assigned. The Christmas carol is still in need of work and we will be practising more in our regular class as well as drama class.

SKs
The senior kindergarten class reviewed the chorus, first and second verse of their Christmas song. We then practised going on stage and coming off stage. It is important to remind the children that they cannot stand where they choose out of concerns for their safety, and because they will not be seen if they choose to hide behind their friends.

Grades 1 and 2
We continued with our Christmas carol and our presentation. The children will be receiving the words to their carol to practise at home.

Grades 3 and 4
Today we discussed the required answers to the test for Romeo and Juliet that was written two weeks ago. It is marked and will be returned shortly. Please review your answers, think about the proper answers discussed in class, read your handouts, study your short play, and prepare for the make-up test next week.

Grades, 5,6, and 7
We are using the time for this class to rehearse for the play. We are oh so close to finishing blocking. It is important that you remember where you stand and when to come in. Remember: there will be no one to tell you what to do or where to go on the night of the performance. You must learn and memorize your part; when to say your part; where to stand; how to move; how to speak; where to add emotion; how to emphasize the words; when and how to dance......etc. This involves paying attention in class.

TSofR&J - Cast Members
We are almost finished blocking. Please check the bottom of this blog for required props. Please memorize your lines. You must first learn HOW TO SAY THEM PROPERLY WHILE EMPHASIZING THE CORRECT WORDS - if you need it, ask for help. To truly learn your lines, you need to practise while hearing someone say the other words. Ask your parents, family, or friends for help - PLEASE.
Thank you so much to our parent volunteer for your time and for your assistance in helping us to learn our lines.

Seventh Class - Wednesday, October 27th, 2010

2010-10-31T14:46:00.000-04:00

On Wednesday, October 27th, the grades 3,4,5,6, and 7 attended a field trip to see Romeo and Juliet by the group Shakespeare in Action. The classes truly enjoyed the play, and did ask very many questions during the Q&A session. Everyone was VERY well behaved. I believe our group had the youngest audience. We discussed the play afterwards during our rehearsal and many admitted they were moved to tears during some parts. The actors were all professionals and that was truly evident as the St. Jude's audience was swept away, finding the performances very believable. Well done St. Jude's; we're very proud of you.

JK
There was no drama class today due to the field trip for the middle and upper schools, but the children did practise their song with Mme. Stella.

Costume alert for the Christmas production: Please have the children dressed as for the summer: summer dresses, shorts, T-shirts, capris, sunglasses, sandals, etc. They may change at school if they arrive early enough, or they may have something warmer on underneath. For instance: a turtle neck and tights, with a sundress over top. This will only be required on the night of the performance and NOT for class.

We are also looking for a big straw hat to borrow.

Parents and Guardians: If you would like to volunteer your time on Wednesdays at 11:30 for half an hour, we would be delighted to have you.

SK
There was no drama class today due to the field trip for the middle and upper schools, but the children did practise their song with Mrs. Mischuk.

Costume alert for the Christmas production: Please start thinking about a Christmasy outfit for your child for the Christmas concert. Nothing too fancy, just warm and snuggly, and perhaps with some red and/or green.

We are also looking for ONE Santa hat, and one child, a boy will need to wear all red with a black belt and black boots. More on that later, but if you have something like that, we may ask you to borrow it later. We would like this to be a surprise.

Also: if every child could bring in one, small, wrapped, EMPTY box in Christmas type wrapping paper, that would help the production immensely. We also need four Christmas stockings - larger, but looking very much like an ordinary SOCK, with colour.

All of this will be required ONE WEEK BEFORE the production, and your support in this matter will be more than appreciated.

Parents and Guardians: If you would like to volunteer your time on Wednesdays at 11:30 for half an hour, we would be delighted to have you.

GRADES 1 & 2
The grade ones and twos had their regular class and things are coming along well for our Christmas production. The children will soon be bringing home their required items for memorizing.

We will be needing ONE SANTA OUTFIT. If someone has one and would be willing to share, it would be very much appreciated. Please let me know.

All the children will need to wear pajamas and robes for their production, except for Santa and the mouse.

We are also looking for the following props: plastic purple fruit; a small sleigh WITH reindeer; Christmas stockings; a small to medium sized Christmas tree; and eight antler headbands.

GRADES 3 & 4
To both grades - you are studying Romeo and Juliet by William Shakespeare in your combined class. It is a shortened version and will only be performed for Mrs. Haag and Mr. Sawatsky.

Grade 4's - you are ALSO studying and putting on the production of The Seussification of Romeo and Juliet by Peter Bloedel. This one MUST BE MEMORIZED, it will have full costumes and props! You now have extra rehearsals on Fridays from 2 pm to 3 pm. Come prepared. Always read the blog in PINK at the bottom of this posting, as it applies to you too.

To both grades - The tests are marked and will be returned this week. Please have them signed. A make-up test will be given on Wedesday, November 10th.

To both grades - We will finish the study of the play Romeo and Juliet this coming week and will perform it one week after our make-up test. Please know what you are reading - you will not have to memorize but may do so if you wish. You may also wear any type of costume you feel is appropriate. It is NOT a modern day version and you do not have to have a costume if you don't want to.

GRADE 5,6, & 7
We will finish blocking after this upcoming class. You will start learning your dance in Ms. Land's gym class. Please start memorizing and learn your blocking. If you have to write it down on your script then please do so. We have now added extra rehearsals on Fridays from 2 pm to 3 pm.

CAST MEMBERS (Grade 4, 5, 6, & 7)
You must memorize your lines and your blocking. Remember, when you perform, it is up to you to know where to go and what to do - even if that means standing still backstage and listening for your cue, or if that means helping a fellow cast member with a costume change. Your performance in this play will be indicative of your role in the Spring Production of Julius Caesar.

Please check the bottom of this blog for a list of required PROPS. You must first ask your parents' or guardians' permission before you bring something to school. We will need to start using props at every rehearsal. The director decides which prop will be used, so please don't be saddened if I send you back home with your prop. I will be VERY pleased that you tried so hard. It will count.

I will also start sending you home with a list of your costume outline. If you don't have something, please tell me AS SOON AS POSSIBLE, so that I can ask the rest of the group if they have whatever you need, and would be willing to lend it to you.

Whatever you bring in, you must have a) parental permission and b) it labelled.

Best Regards,
Mrs. Deras

Sixth Class - Wednesday, October 20, 2010

2010-10-22T12:13:00.000-04:00

JK
Heard you had a great time picking apples at Chudleigh's!!

Parents, if you would like to volunteer on Wednesdays at 1:00 for half an hour, that would be wonderful.

SK
Heard you had a great time picking apples at Chudleigh's!!

Parents, if you would like to volunteer on Wendnesday at 11:30 for half an hour, that would be wonderful.

Grades 1 and 2
We continued practising our Christmas carol and our special poem. Things are moving along well.

Parents, I am thinking that pajamas and robes will be the costume for this group, except for one who will need a Santa Claus outfit, and one mouse. I'll keep you posted.

Grades 3 and 4
Today the children had their drama TEST!!! It was quite dramatic!!! Some had so much to say, and knew what to do. Others - well it seems you must remember to read and study your drama notes, as well as pay more attention in class. Graded tests will be going home next class.

NEXT WEEK: Field trip to see Romeo and Juliet, by Shakespeare inAction. Please make sure your forms and payment have been handed in.

Grades 5, 6, and 7
We have started blocking for the play. Let me remind this group of the rules:
1. We DO NOT TALK except to say our lines.
2. We pay attention all the time and follow along in our scripts. Just because we are not speaking doesn't mean we won't be on stage doing some actions, or behind the scenes helping to make the production work.
3. We bring our scripts and a pencil to every class. You may also bring water bottles.

It is also important to start memorizing our lines!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! Next week we have a field trip. This leaves you with two weeks in which to memorize your lines.

We are going to see a performance for Romeo and Juliet, by the group Shakespeare in Action. Please make sure your permission forms and payment have been handed in.

TSOR&J Cast Members
We have finally started blocking (moving to where we are supposed to go). Some know their parts very well and your efforts truly shine. Others - LEARN YOUR LINES!!!!

We will now have more rehearsals during school. I will let you and your parents know ahead of time whether there will be any need for after school rehearsals.
A letter will be going home shortly to parents indicating that students will need to be present in the evening for the performances. Your child must be available on those two evenings towards the end of November. STUDENTS: YOU WILL HAVE TO CANCEL ANY OTHER ACTIVITIES YOU HAVE ON THESE TWO PERFORMANCE DAYS. This is a team effort and we cannot have anyone missing; and this is a compulsory component at St. Jude's.

Parents, if you would like to volunteer your time with us on Wednesdays at 1:30 for an hour, to help students go over their lines it would be very dearly appreciated. Any parent volunteers are welcome. The more the merrier - really! Line reading takes place on Wednesdays at 1:30.

Best Regards,
Mrs. M. Deras

Fifth Class - Wednesday, October 13, 2010

2010-10-22T11:45:00.000-04:00

JK
The children will be learning two songs and artistic movement to another for the Christmas concert. They are attempting to enter and exist the stage and learning how to follow cues (silent directions) in order to sing in unison and to incorporate their actions at the proper moments.

PARENTS - please check this blog for postings of required items (props) and costumes. Your assistance will be imperative and enormously appreciated.

SK
On this day the children practised their song for the Christmas concert. They attempted to make their stage formations and add some actions while singing.

PARENTS - please check this blog for postings of required items (props) and costumes. Your assistance will be imperative and enormously appreciated.

Grades 1 and 2
The grade ones and twos are ambitiously learning their Christmas poem and their carol. They truly enjoy the idea of surprising parents with a good production, follow dirctions, take their cues, offer good ideas, and are a joy to work with. We are also learning a little bit of an ancient language..............

PARENTS - please check this blog for postings of required items (props) and costumes. Your assistance will be imperative and enormously appreciated.

Grades 3 and 4
We have been studying the play Romeo & Juliet by W. Shakespeare and are learning our roles in order to put on a 10 minute play for Mrs. Haag and Mr. Sawatsky. The boys and girls are to study ALL handouts, as the information and discussions we have had will be part of a test.

It is important to remember that every part in a play or production is VERY important. If we only had the leads, and that would be one or two people, the plays would be very boring indeed.

We must also remember to listen to our cast members so that we take our cues from their last word or action and this way know exactly when it is our turn to speak without the need for prompting.

Grades 5, 6, and 7
We once again reviewed the stage directions so that we know where to go when the director says to move UP STAGE RIGHT!!! We have reviewed several vocabulary words related to theatre and these will be posted somewhere on this blog eventually.

We have compared and contrasted the characters and will continue to do so until everyone is able to understand the roles the characters play in both Shakespeare's version as well as Mr. Bloedel's.

Finally we have defined the words MONOTONE and CAPITULATE!

TSOR&J - Cast Members
All the roles have now been allocated! Cast members have attempted a read through.
It is extremely important to start reading your lines properly - which means to start adding emotions. Remember we read in phrases and take PAUSES and follow punctuation marks to know when to stop, stop longer, and continue. We are trying to read for fluency and meaning and emotion. We are trying very hard to read ahead and prepare for classes so that when it's our turn to speak during class, we will not sound choppy. And we have agreed that we will all bring a pencil and our scripts to EACH AND EVERY CLASS!!!

Parents - your assistance in providing props for the play will be crucial and appreciated beyond belief. Please, please, please, either check the blog in order to be updated as to costumes, properties required, and attendance at rehearsals. For now, we are wondering if any of you have swimming/water noodles that you could lend us, that would be great. We need 6-8 any colours; please label them. They will be safely stored away after every rehearsal and will be returned after the production. Thank you.

Kindest Regards,
Mrs. M. Deras

Fourth Class - Wednesday, October 6th, 2010

2010-10-08T13:42:00.000-04:00

JKs
The boys and girls were all amused at the different emotions I tried to convey to them, but showed they were able to understand that our faces can show what we're feeling when asked. We had some very sad, happy, angry, and surprised JK's. The children are beginning to understand that we can show these emotions with just our faces and no words, no noises, and more importantly without jumping around. We continued with the Jessie's story in the book Everybody Feels Angry, by Jane Bingham and learned that saying sorry with words and gestures is also very important. We then practised walking into the auditorium, lining up in our stage positions so that everyone can be seen by their parents, grandparents, aunts, uncles, and friends in the audience. We discussed the AUDIENCE and how we present for them. We also practised our bows and curtsies on cue.

SKs
The boys and girls practised lining up in their stage positions, as well as walking on and off stage. They are just gaining an understanding of what the Christmas concert is about. We practised our bowing on cue. In the second half of class we focused on emotions and how our faces can show happiness, sadness, anger, fear, and surprise. We finished Stacie's story in the book Everybody Feels Angry, by Jane Bigham. We are also learning that our actions can speak lounder than words and this includes facial expression.

Grades 1 and 2
The students listened to the Christmas poem which they will be reciting for the concert. In the auditorium, we then worked on the actions which will be added to the poem. The boys and girls are very excited, enthusiastic, and good listeners who are eager to put their best effort into the show. GREAT JOB GRADE ONEs AND TWOs!!!!

Grades 3 and 4
We studied more of the plot for Romeo and Juilet. The boys and girls worked together in groups to familiarized themselves with the different roles and the lines to be said by the characters. Some of the grade fours needed to audition or re-audition for the play.

HOMEWORK: as there will be a TEST on the materials covered in two weeks, the boys & girls are to
1) study the biography of William Shakespeare (given last week on a handout)
2) study the short version play of Romeo and Juliet (given this week on a four-page handout).

Grades 5, 6, and 7
We continued with our fluency exercises based on phrasing. We compared and contrasted the play Romeo and Juliet by William Shakespeare versus the Seussification of Romeo and Juiet by Peter Bloedel. Those boys and girls who were already given their parts were practising their lines while the rest of the students were re-auditioned.

THE SofR&J PLAY
Auditions have now closed and roles have been assigned. Students are expected to have read the play at least three times by the next class on Wednesday, October 13th. We will be going over stage directions, blocking ideas, costume ideas, and characterization at the next class and we will also read through as much of the play as possible. As we get closer to opening night, there will be a need for more rehearsals. Please keep that in mind.
HOMEWORK: define Monotone and Capitulate! NO ONE DID THIS PROPERLY; YOU MUST UNDERSTAND THE MEANING OF THESE WORDS.

Third Class - Wednesday, September 29, 2010

2010-10-06T10:30:00.000-04:00

VOCABULARY FOR ALL
stage
audience
theatre
musical
play
movie
songs
costumes
set and set design
props
actor
enter
exit
bow
curtsey

JK
- We read Tom's story in the book Everybody Feels Angry, by Jane Bingham; and then studied how our faces are different when we're happy and when we're angry. We studied body movement, but had to do so quietly without words or noises. We all made some really good angry faces, but they all made us giggle.

- We discussed some of the vocabulary words posted above.

- We discussed shapes and will be trying to form good circles and good lines, all in preparation for getting on and off stage for the Christmas production.

- The JK's are having some difficulties with understanding that your position (or shape) on stage cannot be based on where your friend stands. It is based on height, voice projection, voice (tenor, alto, soprano), the role, the need to be here and not there, and in this age group - the behaviour.

SK
- We discussed shapes and then tried to make those shapes as a group of children standing in a circle, line, semi-circle, square, and triangle. We discussed the importance of standing where we are told to stand because that is what will make us most visible to an audience.

- We read Tom's story in the book Everybody Feels Angry, by Jane Bingham; and then studied how our faces are different when we're happy and when we're angry. We studied body movement, but had to do so quietly without words or noises.

- The boys and girls enjoyed the poem Planning, by Thomas Hood. Next Wednesday we will trying acting out some of the "plans that have been made" when grown up.

Grades 1 and 2
- We have started preparing for Christmas and the children really took off with a little bit of Latin.
- We read the poem Brother and Sister, by Lewis Carroll, and discussed issues with sibings by way of acting out how it makes us feel, using our facial expression, and some noises and descriptive words.
- We read Tom's story in the book Everybody Feels Angry, by Jane Bingham; and then studied how our faces are different when we're happy and when we're angry.
- With this group, we also discussed some of the vocabulary words posted above.

Grades 3 and 4
The children discovered that, unfortunately, Shakespeare's Romeo and Juliet, is in fact a tragedy as half the cast dies. We discussed the players and their significance in the Bard's work.

The class has received a handout that was reviewed about the life of W. Shakespeare. This needs to be studied and placed in a folder/binder/duo-tang.

THERE WILL BE A TEST ON BOTH THE LIFE OF WILLIAM SHAKESPEARE AS WELL AS THE PLAY ROMEO AND JULIET.

Grades 5, 6, and 7
By these grades children should be developing fluency in reading. In order to do so, in preparation for the play, speeches, and the future we have started exercises in fluency and phrasing. Emotions, punctuation, and the interpretation of meaning must be understood as materials are read, whether outloud or silently. This comes with practise, vocabulary expansion, and proper phrasing versus phoneticising.
We discussed stage directions and reviewed the different parts of the theatre (the building).

We also discussed William Shakespeare's life in brevity, the types of works he wrote, as well as the synopsis of Romeo and Juliet, the characters and their significance (and demise in many cases).

TSoRaJ (aka The Play)
Scripts were handed out today!!!!!
We discussed the following "concepts" also known as rules: we must work together; we must accept the roles we are given since there cannot be two people playing the same part; our parts require us to be comfortable doing what is required of that role, and we must ALWAYS PAY ATTENTION because even though it may not be our role to speak, we may still be required to stand in a certain spot on cue.

CUE - when someone says something, or does something, in the play that gives a signal to me to be prepared to go, or do, or say, or look at, what it is that I am supposed to do, or say, or to go there, etc.

Please check the blog for posting of all roles.
Romeo, Juliet, and one the narrators have been decided but not yet announced.
All the rest of the roles will be assigned AFTER next Wednesday's class.

HOMEWORK: We have discussed most of the characters. We read through a few parts of the script together. PLEASE FAMILIARIZE YOURSELF WITH THE ENTIRE SCRIPT BY NEXT CLASS AS WE WILL BE GOING THROUGH IT TOGETHER AND MAKING A FEW CHANGES AND DISCUSSING IMPORTANT THINGS LIKE COSTUMES, PROPS, AND BLOCKING.

Define: MONOTONE and CAPITULATE

AUDITIONS for Grades 5, 6, and 7 (and those grade 4's who REALLY want to)

2010-09-25T21:15:00.000-04:00

As you may have noticed on the bulletin board, the audition notice has been posted. The sign-up sheet is beside it.

Here's what's required, i.e. these are the instructions: study one of the following two links (Romeo's soliloquy Act 2, Scene 2 or Juliet's soliloquy Act 3, Scene 2). Make sure you are able to understand them (that's why the modern English version is beside it). DO NOT FREAK OUT OVER MEMORIZING IT!!! IT'S NOT REQUIRED (I mean neither the freaking out, nor the memorizing).

You will be asked to come in to a room, one by one, and present to me, Mr. Sawatsky, and possibly one other teacher. You will also be asked to read a passage from the script which we will be using. You will get that script on Wednesday. You will need to understand that we are all in this together, and there can only be one person playing one character at a time, but ALL the characters are NEEDED. I can't change the play to include two Juliets, 10 Narrators, 3 Mercutios, 5 Heffalumps, and 6 Sugarplums, and no Romeos - it is what it is...... "To be; or not to be - that is the question."

Romeo: http://nfs.sparknotes.com/romeojuliet/page_78.html

Juliet: http://nfs.sparknotes.com/romeojuliet/page_154.html

Here's what I'm looking for - fluency, understanding what you're reading, projecting your voice without yelling, applying emotion, clarity of speech (HERE'S A HINT - SLOW DOWN!!!) and being able to take direction!
Good Luck!

PS You will be asked to memorize your part in the script by the end of October, or a little sooner - just in case you were wondering. :-)

Mrs. Deras

PPSS I will have a label with your name, written in calligraphy, made for Wednesday's class. Make sure you have your black duotangs as I will attach your labels. If you have a label already, you don't have to have mine.

Second Class - Wednesday, September 22, 2010

2010-09-22T20:52:00.000-04:00

JK's
The class practised putting emotions into speech through onomatopoeic presentations.We studied and really enjoyed The Three Little Kittens and had excellent responses/performances. The class made formal presentations once again and tried to say more than just their names. We need to overcome some shyness when speaking by ourselves. Overall a job well done.

SK's
By reciting the poem Pat-a-Cake, the children worked on synchronicity as well as speed. We tried very hard to say it quickly and slowly, but together. It was tough, but we did. Once again, we practised proper presentation with a focus on clarity and volume. You did some excellent work. We have some very eager performers.

Grades 1 and 2
Today we listened to and discussed the poems Schoolitis, by Brian Patten and Chicken Poxed by Valerie Bloom . We also started preparations for the Christmas concert/production. The class listened to our special poem and is to think about presenting it and acting in it (both will be done by all children). We went to the auditorium again to learn about walking on stage, stage courtesy, stage presence, and projection of our voices. HOMEWORK: Practise any nursery rhyme that is easy. Remember, I just want something SHORT to which you easily know the words so we may practise using your voice, adding emotion, entering and exiting, etc and not worrying about the words. Memorization of more difficult pieces will start shortly......... do not fret.

Grade 3
We have decided to study Shakespeare's Romeo and Juliet. Although the grade 3's have one more year before they will partake in the school play, we will study the play in class. Today we listened to Peter Dixon's Teabag. The students all decided that being a teabag would end tragically, if the teabag were to meet its purpose in life. Each student had the opportunity to read aloud from Dr. Seuss's Green Eggs and Ham, something easy and familiar in order to practise voice projection, stance, posture, and clarity. We need much work in this department and a few students will need to read next week. HOMEWORK: please learn Humpty Dumpty, Twinkle Twinkle, Mary Had a Little Lamb, etc. We need to work on our presentation skills before we hit the hard stuff!!!! After next week the dramatics will get more dramatic.

Grade 4
The above applies to all of you too! We discussed the play in which you will play a part: The Seussification of Romeo and Juliet, by Peter Bloedel. You will receive your scripts next week. The workload will be heavy. HOMEWORK: If you do truly want a major role, you will need to auditon before the class. You must learn (not by heart, but well) the soliloquy of either Romeo or Juliet. Please search my blog for a link. It will appear shortly, probably near the bottom. To those who did not present their poem today, you will do so next week.

Grades 5, 6, & 7
It's official - the play is underway. We will be performing Peter Bloedel's The Seussification of Romeo and Juliet, a lighter version of the heavier original. Hopefully we can combine learning, education, and fun........hmmmmmmmmmmmmm. Remember there are many good parts and we must all work together. Romeo and Juliet had feuding families, without which there would be no Romeo and Juliet - only a very elegant wedding. Once again emotions, voice modulation, and presentation were forefront as we tried to put ourselves in other people's situations, learned emphasis on dialogue, and presented our nursery rhymes. We discussed soliloquies. HOMEWORK: Please read everything in your black drama folder. All the pages must be read. Bring your questions to class. You must have a solid understanding of the characters and the synopsis. If you wish to audition for a major role, please learn either the soliloquy for Romeo or Juliet which I will post shortly. Memorization is not necessary, though it's not a bad idea; for it truly is a beautiful piece of work to know. We have much toiling to do............be prepared!!!! There are only two months before we appear on stage.

Mrs. Deras

Just to keep you informed grade by grade about our FIRST CLASS

2010-09-21T21:26:00.000-04:00

JK's
We began with introductions and speaking loudly and clearly. Everyone practised saying their name enthusiastically and with a smile. We looked at the Chinchilla's eyes to understand that our eyes can show different emotions. Added to that were a few songs that also helped us show emotions. The class listened to the poem, What is Pink?, by Christina Rossetti and discussed how thinking about different colours makes us feel different things. Way to go JK's!

SK's
The Senior Kindergarten class introduced themselves one by one. The idea of "stage left" and "stage right" was introduced through their approach to our "centre stage". Introductions were made confidently and clearly followed by a bow or curtsy. Those curtsies need work as we try not to topple over. The Chinchilla made his debut to this class and we studied how his eyes tell us what he feels. Everyone got to give him a hug to make him feel less afraid. We studied the poem, What is Pink? by Christina Rossetti, as well as the entire five verses of the lullaby Twinkle Twinkle, known as The Star, by Jane Taylor.

Grade 1's and 2's
The grade ones and twos were very eager to get started. We discussed different types of theatre, and have some opera afficionados in the class. Introductions were made very confidently, as were the entrances and exits from the stage. We went to the auditorium and looked at the different physical aspects that make up a theatre. All were very excited to see the "back stage" area. HOMEWORK - all the children were asked to prepare a very short nursery rhyme or poem. It needs to be short as we just need to know the words, and work over and over on proper presentation.

Grade 3's and 4's
The boys and girls had a very fun time presenting themselves at centre stage (in our classroom). Each introduction was repeated until we were confidently able to hear a name and a personal interest. We expanded our likes and dislikes by stressing emotions through voice modulation, volume, and posture. We have a lot of work ahead of us when the giggles found their way among us. The poem of the day was: Vegetable Strike Back, by Steve Turner. Who would have thought a poem about vegetables could be quite so distressing and scary. We will be returning to that poem again. HOMEWORK - both grades were asked to know a very short poem or nursery rhyme. GRADE 4'S - you will be participating in the school production based on Shakespeare's Romeo and Juliet, please browse through the link at the bottom of the blog.

Grade 5's, 6's and 7's
Double, double toil and trouble. We started with quick introductions and jumped right into discussions about the theatre and different types of performances we have seen. We compared the dry version of In Flander's Fields with one that shows emotion. We read through Shakespeare's Witches' Song from Macbeth, several times, discussing how voice modulation can make the verse more frightening. We read through Green Eggs and Ham by Dr. Seuss in order to practise using our voices while reading something very familiar. HOMEWORK - a very short poem or nursery rhyme needs to be memorized for next class. I stress the word SHORT! As all of you will be participating in the school production based on Shakespeare's Romeo and Juliet, I encourage you to click on the link at the bottom of the blog. Till we meet again, dear class; till we meet again.

Mrs. Deras

JK - Grade 7: Wednesday, September 15, 2010

2010-09-20T09:30:00.000-04:00

Dear Parents,

Today was a very exciting and dramatic first day, as formal introductions were made. All the boys and girls were individually brought to centre stage to introduce themselves to the class and to me. Throughout the year, we will be working on clarity of speech, voice intonation and modulation, as well as stage presence, while studying children's poetry, plays, and forms of improvisation. We will also be very hard at work preparing for our school productions.

Shortly I will post the specific poems and activities that were studied by each grade. Stay tuned, as we will always have some dramatic activity to practise for homework.
It was wonderful to meet all the smiling faces on the eager young actors.