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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. 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

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  1. One Flew Over the CuCKOO’s Nest UNIT 2 6 Hour Controlled Assessment

  2. 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

  3. 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

  4. 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

  5. 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

  6. 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

  7. 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

  8. 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

  9. 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

  10. 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

  11. 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

  12. 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

  13. 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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