Websites

 

Ted.com

 This website consists of nothing but speeches. It's an excellent resource for my Speech and Performance class. Speeches are categorized by type, most recent and most watched. The uploads are quick and if you have a computer/projector in your classroom, it's instant access to modeling a speech assignment.

Because it's quick, I have used it spontaneously while transitioning between classroom activities or at the end of class if we have a few minutes to spare.

If the speeches we select are random, I allow the students to assess the speaker and the content as we watch. Often times, they will lose interest in one so we'll bring up another until we find one we like. Then we discuss why we like that one as opposed to the first one. This open discussion form of critique is very useful for my inquiry question: teaching objectivity in performance. The students practice objective critique techniques with the speeches on Ted andoffer responses and feedback among each other.  

Here's and example of a speech that was intriguing and led to excellent critique practice (the students found the argument full of holes and the costume distracting)

My Mushroom Burial Suit

Commedia Dell'arte 

Commedia Dell'arte is responsible for much of the physical comedy of today. The origins of stock characters still found in modern romantic comedies as well as the "slap stick" can be found in this 16th century Italian art form.  Students can make comparisons to modern television and use the site for research. 

I am in the process of developing curriculum for an honors/advanced drama class that would explore various movements including Commedia Dell'arte. This website will be helpful for the students in developing their own scenario to perform in the spirit of the art form and for finding links to other comedy sites.

Here's a great video introducing the characters: Commedia Characters

Drama Queen

 

Amazon Book for Teens

Her Webpage 

Silent Film clip

If anyone had grandparents old enough to live during the Depression, there's a good chance they heard "she's a real Sarah Bernhardt" at some point. This French trained actress had a flair for the dramatic as well as a questionable personal life. She captivated audiences and is one of the first American "movie stars." Study of Sarah Bernhardt is great way to introduce students to the stylized performance style of early 20th century performers, as well as note the success a woman could have in a title role for Shakespeare (Bernhardt played Hamlet).

The Original Funny Girl

Thanks to the tv show Glee, kids are familiar with the songs from Funny Girl (Leah Michelle's character is obsessed with Barbara Streisand). The musical is of course based on the life of Yiddish Theatre actress and Ziegfield Girl Fanny Brice. Brice was a comedienne, singer, actress, and all around entertainer. Studying her career provides an excellent segue into Yiddish Theatre in New York, a look at the great Florenz Ziegfield, and the early attempt to break down concepts of beauty on stage. Like Bernhardt, Brice also had a rocky personal life.

Clips from the movie Funny Girl starring Barbara Streisand could be used after hooking students in with a Glee clip : Dont' Rain on My Parade
Biographical Books abound:

FunnyGirl

Funny Woman

Words to live by

Inquiry Question: Objectivity in Critiquing a Performance

As I contemplated what made a good review "good", I realized that although the characteristics of a good critic applied to all of the arts, live performance required a little more effort in objectivity because the instrument in music, dance, and drama was part of the art itself; that being the person. Unlike a written text, or painted picture, the performing arts requires that the individual be present in the audience's experience. This adds another element of subjectivity in the critic's response. We as individuals have acquired certain prejudices that must be overlooked in judging another's performance.

Motivational speaker and author Scott Berkun offers the following advice on interpersonal criticism:

• "...know the goals" In performance, the audience should have an idea of what the purpose is (context, playwright's message, performing company's background)

• "good and bad is not the same as what you like and don't like" This is especially important if the critic has preconceived notions of appearances, actor choices, meaning, etc.

• "talk about what is" It's much easier (especially for a teenager!) to remember the negative, what was lacking, what needed help. It's just as important to acknowledge what worked.

Once the approach has been established, how to we help our students implement objectivity? The first step is to expose them to as much live performance as possible. They most likely attended at least one concert. Perhaps they saw their friend in a school play. Allow open discussions on what they have seen and guide them to think objectively. The more seasoned they are as an audience member, the more credibility they can have as a critic.

The next step is to model, model, model. Give them samples of good critiques from a variety of sources: newspaper, websites, former students. Videotape them and have them critique themselves and their peers.
Give them the opportunity in class to journal. They're more likely to be honest if it's not a formally assessed assignment.

And lastly (this is kind of obvious) make sure you give them the opportunity to see good stuff. Field trips can be a hassle (and costly) so be resourceful. Provide lists of upcoming events worth seeing.
And see more art yourself!

Great Websites for Student Use

THEATRE HISTORY.COM

Aside from the multiple ads, the site offers easy to read overviews and many links. A good way for students to assess their own interest in certain eras.One miscellaneous topic they cover is "Plays about Cinderalla". It lists in chronological order and offers a brief description of over two dozen instances of dramatizations based on the fairy tale; beginning with a pantomime in 1804. There are links for each topic. The site would be a great source for webquests.
Another great feature of the site is the "Today in Theatre History" on the homepage. It usually covers a biographical fact, a production opening/closing date, and a non-musical related archive. the home page also has a featured topic (such as Holocaust Theatre) and a link to an article archive.
You can also find a library of full plays online; some well-known (O'Neil, Moliere) some obscure; as well as a collection of monologues and short plays.

 

http://www.musicals101.com/

All things American Musical Theatre. Author and NYU professor John Kenrick has created an extensive site that covers history, anecdotes, archival photos, reviews, and links to his blog, performance rights, NY restaurants, etc. Mr. Kenrick is an adjunct professor at NYU and author of several books on the topic. This site would be especially beneficial in writing a review of a musical; a requirement of my classes (and the focus of my inquiry project.)
It's one drawback is the rather simple graphics (or complete lack thereof). It can be hard to navigate a home page with over two dozen links all listed in the same font and color; even if they are organized in some form. The site index does offer a one page "capsule history" that could serve as a starting point for a student research project. It would give them enough information to help determine where they would like to start and the links included could take them there. The suggested reading list would lead students to more sources; although I have find that very few public or high school libraries have the books in stock. It's a great way for me to add to my trade book collection in the classroom though!