Scripts--Assignment #11

Scriptwriting--Assignment #11

AGENDA:

Playwriting Exercise

Pick an opening line:

The scene should be at least one page long. The scene should only have two characters who are in one room, in one location. Go down the list and  use the provided first line as the first line of your scene and write scene using proper format.

1. Well, aren’t you going to congratulate me?
2. What do you mean “I have to give the ring back?”
3. This is most definitely the result of a curse.
4. Dude, Lara Croft is not your girlfriend.
5. I can fix this, I am determined to fix this.
6. I have something important to tell you.
7. Why are you hiding in the bathroom?
8. Sir, you dropped your wallet.
9. I would do anything for a peanut butter dipped chocolate bar right now.
10. First day of school, first day of hell.

THE STANDARD STAGE PLAY FORMAT What follows is a guide to “professional” stage play script formatting. These pages are an explanation of the standard stage play format. See the Example Pages for visual examples of the format. There are three reasons why playwrights use this format: 1) In this format, it is easy for a producer/script reader to estimate how long the running time of the script will be. The accepted format lays out the script at roughly one minute per page. 2) This standard format is optimized to make all the separate elements of the script easy to read and comprehend (character names, dialogue, stage directions, page numbering, etc.). 3) This standard format immediately tells a producer/script reader that the playwright knows something about submitting plays. “How good could the play be if the playwright doesn’t even know the basics of formatting?” they will ask. Unfair, yes... but the way your script looks is the first impression you make.

http://downloads.bbc.co.uk/writersroom/scripts/stageus.pdf

Drama: Assignment #10 The Monologue

The Monologue

See sample monologues:

http://www.monologuegenie.com/basketball-therapy-monologue.html

https://www.dramanotebook.com/monologues-teenagers/

Exercise: The Monologue

ONE: Dealing with the Past

It is a common practice with monologues that a character relates a past story in order to illuminate something that is currently happening the plot of the play.

The problem with these types of monologues is when a character says, "I remember." "I remember" creates an insular experience; it's something that only happened to the character and it's difficult for the audience to share in the event. The audience doesn't remember.

Another problem with past monologues is the use of the past tense. When something has happened in the past, it's over, it's done. Using the present tense is much more alive and active.

EXERCISE

1. Write a monologue where the first line is 'I remember when...' and uses the past tense. Have a character talk about a childhood memory that has significant impact on how they are today.
2. Re-write the monologue, taking out all mentions of 'remembering.' Just tell the story.
3. Re-write the monologue in the present tense.
4. Read aloud the first version and then the third. Discuss the differences.

TWO: Making the Story Count

If a character tells a story in a monologue - "I went to the grocery store and THIS JUST HAPPENED," there has to be something besides the base story going on for the audience. There has to be more. The story has to show something: a character flaw, a plot point we didn't know, a lie, a romance, and so on.

EXERCISE

1. Write a monologue where the character tells a story about going to a parade.
2. Re-write the monologue so that by telling the story, the audience sees the character is a liar.
3. Re-write the monologue so that by telling the story, the audience sees the character is heartbroken.
4. Re-write the monologue so that by telling the story, the audience sees the character is in love.

THREE: The Need to Speak

In every monologue a character must 'need to speak.' Otherwise, why is the monologue there? In every monologue you write, you must determine the need for the character to speak. What drives the character? Is there anything that stands in the way of the character's need to speak? The character doesn't necessarily have to succeed with what they need. Maybe they're too afraid, or they change their mind, or there's something stopping them. Obstacles are good! But start with the need and then see what happens.

EXERCISE

Choose one of the following needs. What kind of character would have that need? Give them a name, an age, and a physical appearance. Who are they talking to? Who is the listener? What is the relationship? Decide if your character will succeed or fail with their need. Now write the monologue.

1. The character needs to reveal a secret to the listener.
2. The character needs to prove something to the listener.
3. The character needs to reveal they love the listener.
4. The character needs to reveal they hate the listener.
5. The character needs to stand up to the listener.

Extra Credit Prompts

Extra Credit Prompts

Those of you who have finished the assignments for the class can do extra credit projects independently.  This can be writing and/or drawing or illustrating your writing!

Here are some places to go for prompts:
http://thinkwritten.com/365-creative-writing-prompts/

http://www.creativewritingprompts.com/

Music writing Prompts #9

Music Writing Prompts--Assignment #9

Musical Writing Prompts

Write a page of nonfiction! Select a prompt (or two) and write a page of nonfiction---personal essay!

Why not write about a musical subject?

1.     What is your favorite instrument, why?

2.     If you could learn to play any instrument, which one would you choose and why?

3.     Who is your favorite singer?  Describe why you enjoy their music.

4.     Music and emotions run hand in hand.  Describe a time when music helped you get through a tough time.

5.     Music can be used to really get people excited and focus on a task.  Describe a time when you noticed that music was used this way.

6.     All right dancing kings and queens:  Describe your dancing style in a paragraph.

7.     Mozart was a child prodigy.  This means that when he was a child he had extraordinary talent and skills.  If you could be child prodigy, what skills would you like to have?   Why?

8.     Sometimes music reminds of events that have happened in our lives.  Describe a time when music reminded you a funny time in your life.

9.     Imagine that you are an amazing inventor.  You have just created a NEW woodwind instrument.  Describe what it looks like, how it is played and be sure to give your cool new instrument a name.  Don't forget that this is a WOODWIND instrument.

10. Imagine that you are an amazing inventor.  You have just created a NEW brass instrument.  Describe what it looks like, how it is played and be sure to give your cool new instrument a name.  Don't forget that this is a BRASS instrument.

11. Imagine that you are an amazing inventor.  You have just created a NEW string instrument.  Describe what it looks like, how it is played and be sure to give your cool new instrument a name.  Don't forget that this is a STRING instrument.

12. What kind of musical present would you like to receive?  Describe it and don't forget to tell me why!

13. Your parents have decided to take you to ANY concert that you would like to see next week.  Who would you like to see and why?

14. Your music teacher has decided to take two students to see a new musical on Broadway!  Write a letter asking to be one of the students she chooses. Be sure to use all the parts of a letter and don't forget to be convincing!  Lay on the charm!!!

15. Unfortunately, some schools are not as lucky as we are to have music classes that meet every week.  Some schools have lost music class all together! Think about the reasons that it is important to have music in our school.  Write a persuasive paragraph about this topic.

16. What great book do you think should be turned into a song?  Describe the kind of song it should be.  (happy, sad, rap music, country music, fast/slow, etc...)

17. You are an amazing inventor and you have been asked to create a musical instrument that can be used under the water!  Introduce your new instrument in a paragraph and then draw a sketch of what your  instrument might look like below it.

18. If you could audition for American  Idol, what song would you choose? Describe how your audition would  go.

19. Oh no!  You have the Rock and Roll Flu!  You can only speak in song titles!  Write a short play (with two or more characters) in which  your character only speaks in song titles.

20. Music gives us a voice for our patriotism.  What is your favorite patriotic song?   Why?

Book of qualities Assignment #8

Book of qualities Assignment #8

Link to Ruth Gendler's blog and website:

www.ruthgendler.com/

Examples:

https://mseffie.com/assignments/book_of_qualities/Qualities.html

 New Writing Project:  Assignment #8

The Qualities

Create two "quality" personifications similar to the ones that Ruth Gendler has written.

Select an emotion and give it the qualities of a human being--personification!  How does this emotion act, "feel", live?  Who are friends of this emotion?  What does this emotion look like physically (if he or she were a person)?  Use vivid DESCRIPTION to PERSONIFY this emotion.

Those of you who would like to can also draw a picture of your "character" and we will try to publish a class book of "The Qualities" at the end of the marking period

Assignment #7 Ekphrastic Poem

Ekphrastic Poetry

AGENDA:

EQ: What is ekphrastic poetry?

Ekphrasis is writing about any art form, but in its modern usage, ekphrasis generally refers to poetry that reflects on visual art, and most often painting. In my classroom, I often choose one or two artists for an in-depth study. Once my students are experts about the artists, they each choose a meaningful piece of work to inspire a poem. 

http://www.scholastic.com/teachers/top-teaching/2016/04/ekphrasis-poetry-about-art
http://americanart.si.edu/education/pdf/Ekphrastic_Poetry_Lesson.pdf

http://www.english.emory.edu/classes/paintings&poems/classicscene.html

The Red Wheelbarrow

William Carlos Williams, 1883 - 1963

so much depends
upon

a red wheel
barrow

glazed with rain
water

beside the white
chickens.

ACTIVITY:

Students select a postcard or find artwork on the internet.  Look up famous paintings.

Write a poem describing or inspired by the artwork.

Assignment 4, 5 and #6 Poem and Movie

Where I'm From

I am from clothespins,
from Clorox and carbon-tetrachloride.
I am from the dirt under the back porch.
(Black, glistening,
it tasted like beets.)
I am from the forsythia bush
the Dutch elm
whose long-gone limbs I remember
as if they were my own.

I'm from fudge and eyeglasses,
          from Imogene and Alafair.
I'm from the know-it-alls
          and the pass-it-ons,
from Perk up! and Pipe down!
I'm from He restoreth my soul
          with a cottonball lamb
          and ten verses I can say myself.

I'm from Artemus and Billie's Branch,
fried corn and strong coffee.
From the finger my grandfather lost
          to the auger,
the eye my father shut to keep his sight.

Under my bed was a dress box
spilling old pictures,
a sift of lost faces
to drift beneath my dreams.
I am from those moments--
snapped before I budded --
leaf-fall from the family tree.

AGENDA:

1. Review:
Assignment #1---MLA Heading on paper, 12 pt. Times Roman font  Heart Map or Writing Prompt
Assignment #2--From your list, write about one of your SPECIFIC Heart Map ideas (at least one page double-spaced)
Print out Assignments 1 and 2 today and put in your folder

Assignment #3---SHORT STORY

2. Begin working on "Where I'm From" poems which we will turn into a movies next week with Moviemaker by adding images and music.

Assignment #4:  FILL OUT THE TEMPLATE!

Look over Examples: https://www.youtube.com/watch?v=qG3iP08HKZA
https://www.youtube.com/watch?v=bJ0bHaFsPx8
https://www.youtube.com/watch?v=TVryvxLTIyU 

2. Show video of original poem:
https://www.youtube.com/watch?v=ZdnHl_yW1dQ 

3. HANDOUT: Where I'm From template--Assignment #4

4. Assignment #5: 

Write your own "Where I'm From" poem in a Word or Google Doc using the model and the template

5. Assignment #6

Moviemaker instructions

Moviemaker instructions

Video instructions: https://www.youtube.com/watch?v=TXr_kzfnCM4

Music converter:https://mp3-youtube.download/en

Add "slide"--TITLE (home)

Add text--CAPTION (home)--can change size, color, font, etc.

Add video or photo (home)

Add music (home)

Link for music converter:

https://mp3-youtube.download/en

Story Prompt --Assignment #3

ASSIGNMENT #3

Write a short story based on one of these picture prompts.  Use the first line of the story from the picture.  Story should be 2-3 pages with characters, plot, dialogue and description.

The Mysteries of Harris Burdick

https://mrsgraveswebsite.weebly.com/uploads/1/2/6/8/12686140/the_mysteries_of_harris_burdick.pdf

First Week Writing Prompts--Assignment #1 and #2

First Week Writing Prompts--Assignment #1 and #2

First Week Writing Prompts

AGENDA:

1. Finish working on your heart map--Assignment #1

2.Assignment #2:

 Choose something from your heart map to write about or choose something from the list below

1 pg.

12 pt. font. double-spaced, Times New Roman

Use header as follows:

Your name

Ms. Gamzon

CW7

Date

3. First Week Writing Prompts

Here are some questions to help you with your descriptive writing.

1. What was the best thing that happened at school today? (What was the worst thing that happened at school today?)

2. Tell me something that made you laugh today.

3. If you could choose, who would you like to sit by in class? (Who would you NOT want to sit by in class? Why?)

4. Where is the coolest place at the school?

5. Tell me a weird word that you heard today. (Or something weird that someone said.)

6. If I called your teacher tonight, what would she tell me about you?

7. How did you help somebody today?

8. How did somebody help you today?

9. Tell me one thing that you learned today.

10. When were you the happiest today?

11. When were you bored today?

12. If an alien spaceship came to your class and beamed someone up, who would you want them to take?

14. Tell me something good that happened today.

15. What word did your teacher say most today?

16. What do you think you should do/learn more of at school?

17. What do you think you should do/learn less of at school?

18. Who in your class do you think you could be nicer to?

20. Who is the funniest person in your class? Why is he/she so funny?

21. What was your favorite part of lunch?

22. If you got to be the teacher tomorrow, what would you do?

Welcome to SOTA and Creative Writing 7/

Welcome to SOTA and Creative Writing 7/

AGENDA:

1. Welcome/Seating/Introductions--Name/Major

 https://www.youtube.com/watch?v=FH3akqBwYfo

a. Write your major underneath your name on folder
b. Sign on to computer: Your ID number and your birthday!
MM/DD/XXXX
c. Go to the Class BLOG
CW7sota.blogspot.com
Click it blue in the star to bookmark


2. Sign-in:  Google classroom (hw9qx3)

3. Classroom expectations

1) Treat others as you would like to be treated.  RESPECT ALL NOUNS (People, objects, ideas)

2) Respect other people and their property (e.g., no hitting, no stealing).

3) Laugh with anyone, but laugh at no one.

4) Be responsible for your own learning.

5) Come to class and hand in assignments on time.

6) Do not disturb people who are working.

In addition:

No food or drink in classroom or computer lab.

No cell phones.

As we begin to create writing

Use Times New Roman font  12 pt.

Ask permission to print

USE MLA HEADING:

Your name

Teacher name

CW7

Date/Assignment

Write shortcuts on folder:

4. Discuss;

EQ: Why is Art important? Why are you at SOTA?  Why do you want to pursue your art major?

Student reads:
"By awakening our imagination, art intensifies and complements our ownexperience. Art represents people, cultures, values, and perspectives on living, but it does much more. While bringing us pleasure, art teaches us. While reading or contemplating a painting our minds go elsewhere. We are taken on a journey into a world where form and meaning are intertwined.

Form matters and gives pleasure. How a work of art is organized — its technique, its verbal or visual texture, its way of telling — gives pleasure. So does the inextricable relation between form and content. The form of imaginative art, as well as the form of well-written non-fiction, organizes the mess (if not the chaos) of personal life as well as that of external events. Form not only organizes and controls art but also other bodies of knowledge within the humanities. Form imposes structure that our own lives — as we move from moment to moment through time — may lack.

Narrative — sequential telling — imposes form as it orders and gives shape. Indeed, in the sense that each of us is continually giving shape to the stories we tell to and about ourselves, there is continuity between what we read and see and our own lives. Put another way, what we read teaches us to find narratives within our own lives and hence helps us make sense of who we are. Our seeing shapes and patterns in stories and other kinds of art helps give interpretive order — in the form of a narrative that we understand — to our lives. We live in our narratives, our discourse, about our actions, thought, and feelings.

While there is always a gulf between imagined worlds and real ones, does not the continuity between reading lives and reading texts depend on our understanding reading as a means of sharpening our perceptions and deepen our insights about ourselves? Reading is a process of cognition that depends on actively organizing the phenomena of language both in the moment of perception and in the fuller understanding that develops retrospectively."

Daniel Schwartz, Huffington Post

5. Heart Map

Extra Credit Assignment---Historical RAP

Historical RAP

Famous Person Rap/Biography

NEW PROJECT: Historical RAP
Pick a partner to work with.

Think about a famous historical character.  Do some research on the character. Fill out the biography handout.

 

Create a rap song for that character.

https://www.youtube.com/watch?v=yIl1OIGzuDg

https://www.youtube.com/watch?v=t0aX8Jy1tME

http://www.songsforteaching.com/biographicalsongs.htm

Alexander Hamilton Rap

[BURR]
How does a bastard, orphan, son of a whore and a
Scotsman, dropped in the middle of a
Forgotten spot in the Caribbean by providence
Impoverished, in squalor
Grow up to be a hero and a scholar?

[LAURENS]
The ten-dollar founding father without a father
Got a lot farther by working a lot harder
By being a lot smarter
By being a self-starter
By fourteen, they placed him in charge of a
Trading charter

[JEFFERSON]
And every day while slaves were being slaughtered and carted
Away across the waves, he struggled and kept his guard up
Inside, he was longing for something to be a part of
The brother was ready to beg, steal, borrow, or barter

[MADISON]
Then a hurricane came, and devastation reigned
Our man saw his future drip, dripping down the drain
Put a pencil to his temple, connected it to his brain
And he wrote his first refrain, a testament to his pain

[BURR]
Well, the word got around, they said, “This kid is insane, man”
Took up a collection just to send him to the mainland
“Get your education, don’t forget from whence you came, and
The world is gonna know your name. What’s your name, man?”

[HAMILTON]
Alexander Hamilton
My name is Alexander Hamilton
And there’s a million things I haven’t done
But just you wait, just you wait...

[ELIZA]
When he was ten his father split, full of it, debt-ridden
Two years later, see Alex and his mother bed-ridden
Half-dead sittin' in their own sick, the scent thick

[COMPANY]
And Alex got better but his mother went quick

[WASHINGTON]
Moved in with a cousin, the cousin committed suicide
Left him with nothin’ but ruined pride, something new inside
A voice saying

[WASHINGTON] “You gotta fend for yourself.”

[COMPANY] “Alex, you gotta fend for yourself.”

[WASHINGTON]
He started retreatin’ and readin’ every treatise on the shelf

[BURR] There would have been nothin’ left to do For someone less astute He woulda been dead or destitute Without a cent of restitution Started workin’, clerkin’ for his late mother’s landlord Tradin’ sugar cane and rum and all the things he can’t afford Scammin’ for every book he can get his hands on Plannin’ for the future see him now as he stands on The bow of a ship headed for a new land In New York you can be a new man

[COMPANY] Scammin’ Plannin’ Oooh...

[COMPANY] In New York you can Be a new man— In New York you can Be a new man—

[HAMILTON] Just you wait! Just you wait!

[COMPANY]
In New York you can be a new man—

[WOMEN] In New York—

[MEN] New York—

[HAMILTON]
Just you wait!

[COMPANY] Alexander Hamilton We are waiting in the wings for you You could never back down You never learned to take your time! Oh, Alexander Hamilton When America sings for you Will they know what you overcame? Will they know you rewrote the game? The world will never be the same, oh [BURR] The ship is in the harbor now See if you can spot him Another immigrant Comin’ up from the bottom His enemies destroyed his rep America forgot him

[COMPANY] Alexander Hamilton Waiting in the wings for you You never learned to take your time! Oh, Alexander Hamilton Alexander Hamilton… America sings for you Will they know what you overcame? Will they know you rewrote the game? The world will never be the same, oh [MEN] Just you wait [COMPANY] Just you wait

[MULLIGAN/MADISON & LAFAYETTE/JEFFERSON]
We fought with him

[LAURENS/PHILIP]
Me? I died for him

[WASHINGTON]
Me? I trusted him

[ELIZA & ANGELICA & PEGGY/MARIA]
Me? I loved him

[BURR]
And me? I’m the damn fool that shot him

[COMPANY]
There’s a million things I haven’t done
But just you wait!

[BURR]
What’s your name, man?

[COMPANY]

Alexander Hamilton!