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One Flew Over the CuCKOO’s Nest. UNIT 2 6 Hour Controlled Assessment . Lesson 1: Understanding the plot. LEARNING OBJECTIVE: To understand how the strategies; still images, and narration can consolidate a grasp of the plot. KEYWORDS: Levels, Symbolism, Tone KEY QUESTIONS :

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one flew over the cuckoo s nest
One Flew Over the CuCKOO’s Nest

UNIT 2

6 Hour Controlled Assessment

lesson 1 understanding the plot
Lesson 1: Understanding the plot
  • LEARNING OBJECTIVE: To understand how the strategies; still images, and narration can consolidate a grasp of the plot.
  • KEYWORDS: Levels, Symbolism, Tone
  • KEY QUESTIONS:
    • What are the key points that you feel best describe the themes of the play?
    • How are you being influenced by the written language in your delivery of the captions?
    • How are the transitions between the still images maintaining the atmosphere that you created in each scene?

FOCUS

ES: Still Image, Narration DM: Music, Spoken LanguageDE: Plot, Symbols

lesson 1 understanding the plot1
Lesson 1: Understanding the plot
  • DOC EVIDENCE: (Do for your group and another group)
    • What you/they did? (drama skills)
    • What group/individual decisions have you made?
    • Why did you do it?(what were you trying to communicate?)
    • What was successful about your/their performance? How can you/they improve?

HELPFUL HINT

The more detail and use of specific examples the more that you will have to draw upon when you write up your controlled assessment.

FOCUS

ES: Still Image, Narration DM: Music, Spoken LanguageDE: Plot, Symbols

lesson 2 character exploration
LESSON 2: Character Exploration
  • Learning Objectives: To explore the contrasting characters of McMurphy and Nurse Ratched using Role Play
  • Keywords: Characterisation, Non-Verbal Communication, Movement, Mime, Gesture
  • KEY QUESTIONS:
    • How did the movements of the characters differ?
    • How is the use of space and pace varied between the characters?
    • What effect does this create on the audiences understanding of the characters status in the play?

FOCUS

ES: Role Play, Mime DM: Mime, Movement, Proxemics DE: Chracterisation, Contrasts

lesson 2 character exploration1
Lesson 2: character exploration
  • DOC EVIDENCE: (Do for your group and another group)
    • What you/they did? (drama skills)
    • What group/individual decisions have you made?
    • Why did you do it?(what were you trying to communicate?)
    • What was successful about your/their performance? How can you/they improve?
    • How has using these drama techniques helped you to understand these characters and what they represent in the play?

HELPFUL HINT

The more detail and use of specific examples the more that you will have to draw upon when you write up your controlled assessment.

FOCUS

ES: Role Play, Mime DM: Mime, Movement, Proxemics DE: Chracterisation, Contrasts

lesson 3 marking the moment
Lesson 3: marking the moment
  • LEARNING OBJECTIVE: To understand how marking the moment can emphasise a key moment of the play.
  • KEYWORDS: Marking the Moment, Lighting, Action
  • KEY QUESTIONS:
    • Why is this scene particularly important in the development of the climax of the play?
    • What are the reactions of the other patients to McMurphy’s failure?
    • How does this strengthen or weaken McMurphy’s status in the hospital?
    • Which specific moment are you going to use to mark the moment within the scene and why?

FOCUS

ES: Marking the moment DM: Lighting, Levels DE: Climax/Anti-Climax, Action, Symbols

lesson 3 marking the moment1
Lesson 3: Marking the moment
  • DOC EVIDENCE: (Do for your group and another group)
    • What you/they did? (drama skills)
    • What group/individual decisions have you made?
    • Why did you do it?(what were you trying to communicate?)
    • What was successful about your/their performance? How can you/they improve?
    • How has using these drama techniques helped you to understand the climax/anti-climax, and its importance in the development of the themes?

HELPFUL HINT

The more detail and use of specific examples the more that you will have to draw upon when you write up your controlled assessment.

FOCUS

ES: Marking the moment DM: Lighting, Levels DE: Climax/Anti-Climax, Action, Symbols

lesson 4 billy
LESSON 4: BILLY
  • LEARNING OBJECTIVE: To explore the development of Billy’s confidence and downfall
  • KEYWORDS: Cross- Cutting, Characterisation, Content
  • KEY QUESTIONS:
    • What does the development of Billy’s confidence say to the audience about institutionalisation?
    • Why does Billy gain confidence?
    • How does Billy’s death impact the audience?
    • How has using cross-cutting to mix up the scenes helped to enhance the message of the character for the audience?

FOCUS

ES: Cross-Cutting DM: Voice, Costume DE: Chracterisation, Content

lesson 4 billy1
Lesson 4: Billy
  • DOC EVIDENCE: (Do for your group and another group)
    • What you/they did? (drama skills)
    • What group/individual decisions have you made?
    • Why did you do it?(what were you trying to communicate?)
    • What was successful about your/their performance? How can you/they improve?
    • How has using Brechtian techniques and cross-cutting helped you to develop the character and impart a message about institutionalisation to the audience?

HELPFUL HINT

The more detail and use of specific examples the more that you will have to draw upon when you write up your controlled assessment.

FOCUS

ES: Role Play, Mime DM: Mime, Movement, Proxemics DE: Chracterisation, Contrasts

lesson 5 artaud and conflict
Lesson 5: ArtAUd and conflict
  • LEARNING OBJECTIVE: To use physical theatre to highlight the break down of control in the hospital
  • KEYWORDS: Physical Theatre, Movement, Forms
  • KEY QUESTIONS:
    • How does light and sound effect you as an audience member?
    • Why does the use of Artaud’s Theatre of Cruelty form help to enhance the significance of the conflict between McMurphy and Nurse Ratched?

FOCUS

ES: Role Play DM: Lighting, Sound, Music DE: Form, Action, Plot and Content

lesson 5 artaud and conflict1
Lesson 5: Artaud and CONflict
  • DOC EVIDENCE: (Do for your group and another group)
    • What you/they did? (drama skills)
    • What group/individual decisions have you made?
    • Why did you do it?(what were you trying to communicate?)
    • What was successful about your/their performance? How can you/they improve?
    • How has using Artaud helped you to highlight the break down of control?
    • How were lights and sound used to help you create a ‘total theatre’ experience and shock the audience?

FOCUS

ES: Role Play, Mime DM: Mime, Movement, Proxemics DE: Chracterisation, Contrasts

lesson 6 me and mcmurphy
Lesson 6: Me and McMurphy
  • LEARNING OBJECTIVE: To demonstrate an understanding of how the patients have made McMurphy into their idol and the impact of his downfall using Cross-Cutting, Marking the Moment and Proxemics.
  • KEYWORDS: Relationships, Cross-Cutting, Marking the Moment and Impact
  • KEY QUESTIONS:
    • Which characters do you feel are closest to McMurphy?
    • How does each character demonstrate McMurphy’s idol status?
    • How does McMurphy’s death affect the patients?

FOCUS

ES: Cross-Cutting, Marking the Moment DM: Movement, Proxemics DE: Chracterisation, Contrasts

lesson 6 me and mcmurphy1
Lesson 6: me and mcmurphy
  • DOC EVIDENCE: (Do for your group and another group)
    • What you/they did? (drama skills)
    • What group/individual decisions have you made?
    • Why did you do it?(what were you trying to communicate?)
    • What was successful about your/their performance? How can you/they improve?

HELPFUL HINT

The more detail and use of specific examples the more that you will have to draw upon when you write up your controlled assessment.

FOCUS

ES: Cross-Cutting, Marking the Moment DM: Movement, Proxemics DE: Characterisation, Contrasts

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