Thursday, November 14, 2019

Hamilton: Day 4 (conclusion); Historical Time Period Activity

After completing Hamilton (Act II), please turn in your notes at the end of class today.

As we read, find examples of theatrical conventions used in the musical. Also, find at least 1 example of each of the Greek Tragedy elements (see handout) as we read/listen to Acts 1 & 2 of the play. You will turn in your notes at the end of the reading.

Historical Periods Brainstorm:
  • What historical figures or time periods do you think are interesting? Make a short list of times, places, events, and people from history that you find compelling, interesting, or fascinating.
  • Pick one of these time periods and begin researching. Keep notes of what you find that's interesting--you might use these later in a play or musical you write!
HOMEWORK: None. Please continue your research. Take notes. 

Tuesday, November 12, 2019

Aristotle's Poetics; Hamilton: Day 3

Welcome to the second half of Playwriting!

This marking period, we will be spending some time working on a major playwriting project (more on that later), examining some historically important theatre works from long ago and continuing examining how contemporary writers tackle the problem of taking something old and breathing new life into it. Let's start this morning by taking a look at this short article:

How to Cultivate a Practice of Generating Play Ideas (article)
  • What are some topics or questions that you worry about (for yourself, your family, your best friend, etc.?)
  • What are some worries/questions you have for the world or society?
  • What are some problems we are wrestling with as a society currently?
  • What are the stories (or plays) that have stuck with me? Why did they work to move/interest me? How do these stories work (plot, character, style, theme, conflict, diction/language, setting, etc.)
  • What stories haven't I seen on stage? How might I tell that story? 
No one would have thought that a musical about a United States Secretary of the Treasury would make a good subject for a play, let alone a Broadway musical. Boy, were we wrong!

As mentioned before in class, much of the play uses old ideas in new ways. Another key style choice Miranda is making here is using Aristotle's advice to playwrights in his short book: The Poetics. Let's learn a little about that this morning.

Aristotle’s Poetics (circa 330 B.C.E.)

Aristotle Introduction

You should know that we still use Aristotle's poetics as a guide to writing plays (yes, after all that time!)
Plays still consist of:
  1. Plot. Specifically a beginning, middle, and end.
  2. Characters
  3. Idea (theme)
  4. Language (dialogue & rhetorical devices to make our language interesting, artistic, and creative--refer to AP English Language for some of these devices...)
  5. Music (the earliest plays included songs, dances, and music!)
  6. Spectacle (cool stuff! Masks, costumes, special effects, lighting, props, set pieces, etc.)

Again, as we continue to read/listen to Hamilton, notice theatrical conventions used in the script. Also, look for some of these Greek Tragedy elements in the libretto:
  • A story based on history or historical legends
  • Hubris (a tragic flaw or Hamartia of a character who feels he/she is too great, powerful, or perfect to make a mistake...this is usually taking the gods or fate for granted, or ignoring the natural reality of life, etc.)
  • A good (or powerful) character comes to a bad end (usually as a result of the character's hubris or hamartia)
  • peripety (turning point or change of fortune)
  • An anagnorisis (a discovery) (enlightenment)
  • A chorus representing the Populus (the people)
  • Aristotle's 6 elements of a play: Character, Plot, Idea, Language, Music, Spectacle
  • Stasimon (choral singing together)
  • Stichomythia (alternating short lines of dialogue between 2 or more characters)
  • Parados/exodus (the entrance of the chorus (parados) and the exit of the chorus (exodus))
  • Deus Ex Machina (a contrived ending)
CLASSROOM TASK: As we read find examples of theatrical conventions used in the musical. Also, find at least 1 example of each of the Greek Tragedy elements (see handout) as we read/listen to Acts 1 & 2 of the play. You will turn in your notes at the end of the reading.

Historical Periods Brainstorm:

  • What historical figures or time periods do you think are interesting? Make a short list of times, places, events, and people from history that you find compelling, interesting, or fascinating.
  • Pick one of these time periods and begin researching. Keep notes of what you find that's interesting--you might use these later in a play or musical you write!
HOMEWORK: None. Please continue your research. Take notes. Bring your books back with you to our next class.

Thursday, November 7, 2019

Hamilton: Day 2

This morning, please post a COMMENT in the COMMENT section of this blog post regarding the linked articles about playwrighting and the musical Hamilton. You may also find the essay we read in class (the introduction to the libretto for the musical) helpful in answering this question:
  • Using Jeppson's and/or Zimmerman's advice, along with the article on what actors want, speculate (write) your opinion as to why Hamilton, the Musical might interest or encourage actors to accept a role in the play. Also, comment on Miranda's success in starting and finishing his play from brainstorming/idea gathering to publication (drafting, revising, editing, etc.). Obviously, use specific details from the texts [to prove you understood and read these articles] for full credit.
As we read/listen to Hamilton, notice theatrical conventions. Also, look for some of these Greek Tragedy elements in the libretto:
  • A story based on history or historical legends
  • Hubris (a tragic flaw or Hamartia of a character who feels he/she is too great, powerful, or perfect to make a mistake...this is usually taking the gods or fate for granted, or ignoring the natural reality of life, etc.)
  • A good (or powerful) character comes to a bad end (usually as a result of the character's hubris or hamartia)
  • peripety (turning point or change of fortune)
  • An anagnorisis (a discovery) (enlightenment)
  • A chorus representing the Populus (the people)
  • Aristotle's 6 elements of a play: Character, Plot, Idea, Language, Music, Spectacle
  • Stasimon (choral singing together)
  • Stichomythia (alternating short lines of dialogue between 2 or more characters)
  • Parados/exodus (the entrance of the chorus (parados) and the exit of the chorus (exodus))
  • Deus Ex Machina (a contrived ending)
CLASSROOM TASK: As we read find examples of theatrical conventions used in the musical. Also, find at least 1 example of each of the Greek Tragedy elements (see handout) as we read/listen to Acts 1 & 2 of the play. You will turn in your notes at the end of the reading.

70th Annual Tony Award Opening (parody)
70th Annual Tony Awards: Hamilton Medley

HOMEWORK: Please bring your scripts back with you to next class. Continue to take notes on your handout. This handout will be due when we complete the play next week.

Tuesday, November 5, 2019

Marking Period Exam; Hamilton, The Musical: Day 1

Please take the first 5 minutes to look over your notes for your test.

After turning in your exam, please use the time in class to upload and prepare your play script (those are due today by 11:59 tonight). If your script project is submitted and peers are still taking the test, please use headphones to listen to the following videos and read the two reviews concerning Hamilton, the Musical.

Video Advice:
Read the following reviews for Hamilton: The Musical.

Review: All About the Hamiltons (New Yorker)
Review: "Why the show isn't as revolutionary as it seems"

Our next play will be Hamilton, an American Musical by Lin-Manuel Miranda. You can learn more about Miranda at the link.

As we read/listen to Hamilton, notice theatrical conventions. Also, look for some of these Greek Tragedy elements in the libretto:
  • A story based on history or historical legends
  • Hubris (a tragic flaw or Hamartia of a character who feels he/she is too great, powerful, or perfect to make a mistake...this is usually taking the gods or fate for granted, or ignoring the natural reality of life, etc.)
  • A good (or powerful) character comes to a bad end (usually as a result of the character's hubris or hamartia)
  • peripety (turning point or change of fortune)
  • An anagnorisis (a discovery) (enlightenment)
  • A chorus representing the Populus (the people)
  • Aristotle's 6 elements of a play: Character, Plot, Idea, Language, Music, Spectacle
  • Stasimon (choral singing together)
  • Stichomythia (alternating short lines of dialogue between 2 or more characters)
  • Parados/exodus (the entrance of the chorus (parados) and the exit of the chorus (exodus))
  • Deus Ex Machina (a contrived ending)
CLASSROOM TASK: As we read find examples of theatrical conventions used in the musical. Also, find at least 1 example of each of the Greek Tragedy elements (see handout) as we read/listen to Acts 1 & 2 of the play. You will turn in your notes at the end of the reading.  

HOMEWORK: Please bring your scripts back with you to next class. Please complete and turn in your play project draft today if you did not complete it during class. It is due today! Finally, if you did not read the articles linked above, please do so. Be ready to write commentary about these articles next class (Friday). 

Thursday, October 31, 2019

The Mystery of Irma Vep: Day 2; Review for Marking Period Exam

Please turn in your analysis reviews for the Charles Busch play you read. 

Image result for the mystery of irma vep

Charles Ludlam is best known for the theatrical movement: The Theatre of the Ridiculous.

Image result for the mystery of irma vep
"The Theatre of the Ridiculous" made a break with the dominant trends in the theatre of naturalistic acting and realistic settings. It employed a very broad acting style, often with surrealistic stage settings and props, frequently making a conscious effort at being shocking or disturbing. "Ridiculous" theatre brought some elements of queer performance to avant-garde theater. Cross-gender casting was common, with players often recruited from non-professional sources, such as drag queens or other "street stars." [We see this trend as well with the plays of Charles Busch].

Plots in these "ridiculous" plays are often parodies or re-workings of pop-culture fiction, including humor and satire to comment on social issues. Improvisation plays a significant role in the plays, with the script acting as a blueprint for the action.

The Mystery of Irma Vep (Buffalo Theater Ensemble; The Art of the Quick Change)
The Mystery of Irma Vep (Kansas Repertory Theater; preview)
The Mystery of Irma Vep (Arizona Theater Company; clip)
The Mystery of Irma Vep (Arizona Theater Company; clip, act 2)

We will continue reading The Mystery of Irma Vep. As you read, notice the use of theatrical conventions.

REMINDERS: The marking period ends Nov. 8. No late work will be accepted after that date. Your play drafts are due Nov. 6. There will also be a marking period test on the material covered this marking period on Nov. 6.

HOMEWORK: Your play script drafts are due Wednesday, Nov. 6. There will also be a quarter exam on that date. Please study for your exam.

The plays & playwrights: [we read 13 plays so far during this course]
  • The Colored Museum by George C. Wolfe
  • The Mountaintop by Katori Hall
  • Driving Miss Daisy by Alfred Uhry
  • Spic-o-Rama by John Leguizamo
  • 'Night Mother by Marsha Norman
  • Oleanna by David Mamet
  • "The Loveliest Afternoon of the Year" by John Guare
  • "Words, Words, Words"; "Arabian Nights"; "Variations on the Death of Trotsky"; "Sure Thing" by David Ives
  • The God of Carnage by Yasmina Reza
  • The Mystery of Irma Vep by Charles Ludlam
  • "The Play That Goes Wrong" by Henry Lewis, Henry Shields, & Jonathan Sayer
  • The Vampire Lesbians of Sodom by Charles Busch
  • Red Scare on Sunset, Tale of the Allergist's Wife, Psycho Beach Party, The Woman in Question by Charles Bush
Proper script format
How to create characters/characterization; tips about writing effective characters, plots, themes, and writing effective dialogue; etc. See handouts in particular!
Techniques to motivate and gather ideas (from the blog, articles, and class advice)

Play Vocabulary:
  • Playwright
  • Play
  • Premise: a deeply held belief by the playwright which shapes a script.
  • Conflict & the basic types of conflict
  • Structural Unity: all parts of the plot (exposition, rising action, turning point, climax, resolution, etc.) should work and fit together.
  • The classical unities: the unity of time, place, and action. A well-written play should encompass only a short amount of time, use one main setting, and have only one main plot (subplots can occur, but only one plot should be the main plot). 
  • Inciting Incident: the point of attack, the inciting incident forces the protagonist into the action of the play's plot.
  • Events
  • Major Dramatic Question (MDQ): the hook that keeps an audience interested in a play; a dramatic question that a reader/viewer wants answered by the end of the play.
  • Major decision: A decision a character makes in the plot that creates the turning point for their character.
  • The main event: the main plot or action of a play.
  • The three C's: Conflict, crisis, complication: obstacles characters must face for an interesting and dramatic plot.
  • Rising Action
  • The dark moment/crisis: the lowest moment of a character's struggle--when all the world seems lost, the fight unbeatable, the "darkest hour before dawn" -- a stunning reversal of fortune and sense of failure.
  • Deus ex machina: a contrived ending. Often one in which the characters did not have a hand in solving. (It is more interesting to see a character deal with their own problems rather than an outside force solving it for them.) literally, a "god from a machine"
  • Enlightenment: When the protagonist understands how to defeat the antagonist. A revelation that begins the movement toward a climax.
  • Climax
  • Catharsis
  • Roots of Action; Dramatic Triangle(s)
  • Developing character, plot, and theme in a script (tips & advice) 
  • Ten-minute play format
  • One act plays
  • Full-length plays (2 or 3 act)
  • Monologues/Soliloquies; internal/dramatic monologues
  • Theatrical conventions
  • Commedia d'ell Arte 
  • Cross-dressing; pantomime
  • Generating ideas for plays 
  • Farce
  • The Event: a uniquely significant moment in the character's lives
  • Time lock: setting up a time limit or specific deadline characters have to meet in order to spur them into action (for example having a script project due...)
  • irreconcilable needs
  • Obstacles, motivation and desires: the roots of action
  • Universal truths/lies
  • The vise
  • Mono-dramas
  • Place & setting
  • Realistic vs. suggested set designs (realistic sets and suggested sets & the use for each type)
  • Theme
  • Scenario: an outline for a writer to identify major/minor characters, plot, and setting used BEFORE writing a script
  • Catalyst: the event in the play that causes a character to take action
  • Character flaw or tragic flaw
  • Creating credible and well-developed characters
  • Subtext: what is not said in a character's line. The subtext are the subtle details or clues used by the actor to develop their character.
  • Beat: a short exchange of dialogue
  • Different types of beats: physical, behavioral, inner-life
  • Scene
  • Time lock: a deadline for a character to achieve his/her goal in a scene or play
  • Signpost/Pointer: foreshadowing or hints that something will happen in a play
  • Backstory
  • Character types: major/minor, flat/round, dynamic, ally, foil, mentor, protagonist/antagonist, sympathetic/unsympathetic, etc.
  • Confidante: a character the protagonist or antagonist can talk with to reveal necessary backstory
  • Dialogue (tips and advice) 
  • Play development (advice & instruction on how to create a dramatic scene/play)
  • At Rise: indicates the beginning of the play or act or scene
  • Exit/Enters: directions to indicate a character/actor entering or exiting the scene in a playscript.
  • Cross: indicates how a character moves from one place to another on stage. 
  • Curtain: indicates the end of an act or scene break
  • Lights: indicates lights coming on or off stage. 
  • End of Play: indicates the play is over
  • Motifs: repeated objects, symbols, or actions that hold significance or meaning in a story
  • Theater of the Ridiculous
  • Contributions of various playwrights: (see list above)
  • Titles, characters, and plots of various plays we read (see list above)

Tuesday, October 29, 2019

Play Script Project Writing Time; The Mystery of Irma Vep: Day 1

From last class: If you didn't complete this work, please do so now...it is late! Look for theatrical conventions in the following short play: The Play That Goes Wrong. After watching the play, please answer the 3 questions from your Google Classroom assignment. This will count as a quiz. 

Please take until 8:30 to work on your play script projects.

If you're not into writing this morning, please work on your homework (see below). Stay on task. The end of the marking period is looming!

At 8:30, we will begin reading The Mystery of Irma Vep by Charles Ludlam.

REMINDERS: The marking period ends Nov. 8. No late work will be accepted after that date. Your play drafts are due Nov. 6. There will also be a marking period test on the material covered this marking period on Nov. 6. Friday, I will post a review for you. Finally, your play analysis for Charles Busch's collection of plays is due Friday, Nov. 1.

HOMEWORK: Choose 1 of the OTHER plays in the collection The Tale of the Allergist's Wife & Other Plays and read it. Write a play analysis of your chosen play. Choose from: The Tale of the Allergist's WifePsycho Beach PartyRed Scare on Sunset, or The Lady in Question.

This analysis is due Friday, Nov. 1.

EXTRA CREDIT: You might like to see Putnam County Spelling Bee. If you go see it and write a critique of the show, you can gain extra credit.

Other extra credit: From JCC: We have been given comp (free) tickets to go see Division Street at the JCC. The Author will be in town opening Nov 2 at 8 pm and the matinees on Nov 3 at 2 pm. If you go, you can gain extra credit. The playwright will be speaking! Sign the interest sheet so we can reserve tickets for you!

Sunday, October 27, 2019

Vampire Lesbians of Sodom: Day 2

Today we will conclude our reading of Vampire Lesbians of Sodom. After reading, please work on your play projects. These drafts will be due next week. Please use the time given to you during class to write your drafts.

Theatrical Conventions and Some Advice for Your Play Projects:
  • Give characters irreconcilable needs. Place obstacles. Make sure characters fight to the finish.
  • Use the "locked cage" (keep characters on stage where they belong!)
  • Use the ticking clock (time lock); give your characters a time limit/deadline.
  • Use the vise; increase the stakes for your characters.
  • Use personal traits, qualities, state or conditions as reasons for confrontation.
  • or allow characters to break societal, religious, or moral laws as reasons for confrontation.
Theatrical Conventions:
  • Masks
  • Cross-gender (costume/casting)
  • Asides
  • Soliloquy
  • Stillness/silence/pauses
  • Use of a narrator (seen in "memory plays" like The Glass Menagerie or Brighton Beach Memoirs)
  • Synecdoche (part represents the whole); a prop might suggest a character type, etc.
  • Suggested scenery (consider the set in Driving Miss Daisy, for example)
  • Costumes & props
  • Multiple casting (one actor plays several roles)
  • Lights or lighting changes
  • Soundscapes/sound effects
  • The fourth wall; Breaking the fourth wall (addressing the audience)
  • Flash forward, flashback, slow motion, freeze
  • Tableau
  • Montage
  • On-stage deaths; stage fights
  • Physical theater; mime & dance to communicate or narrate the story
  • Unities of time, place, or action
  • Transformation of time, character, place, or through props
  • Songs
  • Choruses
  • Heightened language; unrealistic speaking patterns
  • Placards, signs, and multimedia
Look for some of these conventions in the following short play: The Play That Goes Wrong. After watching the play, please answer the 3 questions from your Google Classroom assignment. This will count as a quiz. Notice the theatrical conventions that went wrong in the play.

If you're not into writing this morning, please work on your homework. Stay on task. The end of the marking period is looming!

HOMEWORK: Choose 1 of the OTHER plays in the collection The Tale of the Allergist's Wife & Other Plays and read it. Write a play analysis of your chosen play. Choose from: The Tale of the Allergist's WifePsycho Beach PartyRed Scare on Sunset, or The Lady in Question.

This analysis is due Friday, Nov. 1.

EXTRA CREDIT: You might like to see Putnam County Spelling Bee. If you go see it and write a critique of the show, you can gain extra credit. 

The Murky Middle (Even More Advice)

Aristotle wrote that stories should have a beginning, middle, and end. Middles can be difficult. You might have a smashing opening to a stor...