Introductory Materials

MYP 10 Overview 2011.pdf MYP 10 Overview 2011.pdf
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Greek Theatre

Accompanying Assignment: 
1. Read Chapter1 & 2 of Theatre History I 
(See link on the menu to the left or as a .pdf file click here)
2. Answer the review questions following each chapter.

3. Your answer must be full sentences.  (You may cut and paste from the text but not other websites)

4. Submit your work by August 30 in a Google Doc Journal that you share with me (blanckd) titled like this: 


You will be adding to this journal throughout the year.  Title this section

Theatre History 1

Examples of Greek Tragedies in Performance:

Pequot Lakes HS Production of 

The Women of Troy

Women of Troy Intro.pdf Women of Troy Intro.pdf
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Summative Assessments Greek Theatre

(Criteria A)

Summative assessments include:
1) A Test composed of multiple choice, matching, and essay questions -and-
2) A Poster Project
MYP 10 Greek Test Criteria.pdf MYP 10 Greek Test Criteria.pdf
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Greek Playwright Poster Project.pdf Greek Playwright Poster Project.pdf
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Greek Poster Assessment.pdf Greek Poster Assessment.pdf
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For the Poster Assignment you may choose to do a search for and read ar electronic or print version of an ancient Greek tragedy or comedy. Many, however, are very long and were often the standard translations are from the late Victorian era and use difficult obscure English. These are usually shorter adaptations generally using more modern English.

Aeschylus (c. 525-456 BC)

Sophocles (c. 495-406 BC)

Euripides (c. 480-406 BC)






Phoenician Women

The Cyclops

Aristophanes (c. 446-338 BC)

The Knights 


The Birds (Further adapted by me in 2010)



Fragment of a Greek Tragedy 

Summative Performance Assessment

Fragment of a Greek Tragedy Houseman.pdf Fragment of a Greek Tragedy Houseman.pdf
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Fragment Task.pdf Fragment Task.pdf
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Fragment Assessment.pdf Fragment Assessment.pdf
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Greek Tragedies in Performance:

Cornell Univ Antigone Production Video Clips


Kennedy Center Medea Production Video

Here is the rest of the Medea clips in all of their horror.  Warning: They take a long time to patient!  Happy (or perhaps I should say "tragic") watching. Read and complete the Medea questions on the "MedeaInfo.pdf" document as a Google Doc Journal Assignment when you are finished.  

Note: Each clip is about 10 minutes long. 

Part A-D In Class

Part E - Watch Online Here

Part F - Watch Online Here

Part G - Watch Online Here

Part H - Watch Online Here

MedeaInfo.pdf MedeaInfo.pdf
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Greek Comedy and Tragedy Performance January 2013

memory for acting.pdf memory for acting.pdf
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Greek Cast for 2013.pdf Greek Cast for 2013.pdf
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Greek Costume Design Assignment

1. Most Greek costumes are based on the basic Greek garment known as th Chiton.  Both men and women wore Chitons.  Men wore them shorter (above the knees) while women wore them longer (to the ankle).  Women sometimes wore the Chiton pinned on one shoulder only.  Men would often wear wide leather belts around their waists while women wore belts of braided leather or cloth in different patterns.  Class distinctions included dye color and the thread count of the fabric, the type of broaches used to pin the shoulders, and other trim.  Cloaks and capes were also worn.  Study the basic pattern of a Greek Chiton below.

2. After studying the chiton and remembering the basics, research the costume your character might wear on the following pages.  

Ancient Greek Costumes by Paul Anderson

Ancient Greek and Roman Costume by Pauline W. Thomas

Greek, Prof. Scott Robinson, Central WA Univ.

Costumer's Manifesto by Tara Maginnis

3. Now, draw your character in costume using your research, your understanding of the Greek Chiton and your imagination.  Your depictions should be reasonably realistic and in colour.  When you are finished, scan your drawing and paste it into your Google Doc Journal.

4.You will be asked to explain your costume choices in a written essay.  You should discuss these choices both from an historical perspective (based on your reading and research) and a character perspective (based on your understanding of your character's given circumstances).

Line Memorization Summative.pdf Line Memorization Summative.pdf
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Greek Tragedy and Comedy Performance Summative Assessment

Assessment Components:

1. Costume - Criteria D: Personal Engagement (8)

Black T, black pants, mostly black or dark brown shoes

Chiton draped appropriately or you have an approved alternative (See Chiton Diagram above)

At least (1) one added prop or costume piece for all actors (Crown, scroll, cane, etc.)

2. Rehearsal Etiquette - Criteria D: Personal Engagement (8)

On time


3. Memorization - Criteria B: Application (10)

No mistakes

Any “aids” are pre-approved and concealed

4. Blocking & Character Work - Criteria B: Application (10)

Know your entrances 

Know where to go on stage

Be authentic and in character on stage

(No mouth covering, no laughing unless called for in the  


no out of character conversation on stage, no 

waving to audience members)

Be supportive and in ensemble with fellow cast members(

No teasing, No horseplay, Help each other)

5. Voice - Criteria B: Application (10)

Projection: You must be HEARD

Diction: You must be UNDERSTOOD

Your performance will be filmed and evaluated after the live event based on the video evidence and my written observations.

Knowledge and Reflection Essays

Showcase Performances of 

a Greek Tragedy and a Greek Comedy

Please share your answers in your Google Doc journal


Reflection Questions:

Please answer the following questions using at least one complete paragraph (3-5 sentences) each.

1. Describe how your appreciation for drama and specifically the Greek theatre has developed over the course of this year.  

2. Describe how you have developed as an actor through the memorization, rehearsal, and performance process compared to the first performance you did earlier this year.

3. Describe your ensemble’s work on Feb. 5.  How well did it work together?

4. What did you do well in your performance Feb. 5 and why?  

5. What could you have improved on in your performance and how will you improve in the future?

6. What positive or negative critique were you given that you found the most helpful? Why?


Engineering an Empire - The Roman Colosseum 


In Mel Gibson's 1990 production of "Hamlet" a pageant wagon and troupe of players are featured beginning at 58:00 and ending at 1:13:00

In the 2003 film "Luther" a medieval mystery play is performed in the town square.  In this clip this scene is from 4:00 to 5:33.  By the way this film is a great, though very simplified biography Martin Luther, an important Christian historical figure whose aim was to return the medieval church to the core message of salvation in Jesus Christ.

Homework Assignment:

Read Chapters 3 and 4 from Theatre History 101 and answer the accompanying questions in full sentences.  Please share your answers with me in your Google Doc journal under the heading:


Summative Task 1:


Please use the Everyman script that we read in class and a copy of the King James Version of the Bible to complete this assessment task.

Online KJV websites:

(Note: You may choose to complete the task in print or copy and paste from the task sheet into your shared google doc journal.)

Everyman(Abridged).pdf Everyman(Abridged).pdf
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Everyman Assessment Task.pdf Everyman Assessment Task.pdf
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Remember to expect a Multiple Choice/Matching Test IN CLASS!

A trailer for a film adaptation of "Everyman"

A Modern Morality Tale - Allegorical Drama

An Allegory is a narrative having a second meaning beneath the surface one - a story with two meanings, a literal meaning and a symbolic meaning.  In an allegory objects, persons, and actions are metaphors or symbols for ideas that lie outside the text.  Most fables and some fairy tales are allegorical in nature.  

Examples of metaphor in speech: “A sea of troubles”, "Love is a battlefield", "A blanket of snow", "land a contract", "A weighty subject" or “All the world's a stage” 

Final Summative Task for Medieval Drama:  

Allegorical Playwriting 

Choose between the following options:

1. Write a morality play called Everystudent for middle school kids which would teach them how to overcome any obstacles that might keep them from graduating.  For example, perhaps the counselor summons Everystudent to give a reckoning of their four years' work and students who fail don't have enough credits in their account. Personify the problems Everystudent faces during his journey to graduation and the qualities that help him overcome those problems.  Since you can't act out every single thing that might happen in the four years of high school, you would have to be selective and choose events which might represent typical problems faced by every student.  Name your characters allegorically.  Teach a moral by showing how Everystudent can succeed.

2. Write your own morality play, basing it upon images and/or moral concerns that you find in a recent print or website newspaper.  Follow morality play format, as demonstrated in Everyman. Name your characters allegorically and make sure your play has a moral. Do not merely personify some vices and virtues, having them converse inanely -- create a lesson for a modern Everyperson.  For this option you should include a photocopy of the newspaper article or a printout of the website news article that inspired you. 

General Requirements

Plays must be a minimum of 12 minutes in length when read out-loud in a "Reader's Theatre" performance.

Plays must have a minimum of three characters listed in order of appearance in a “dramatis personae” at the beginning of the script.

Plays must be set essentially in the modern era, although flashbacks or individual scenes may be set in the past.

Plays must include both dialogue and stage direction, including a setting paragraph at the beginning.

You may work with a partner to develop your script but you must each turn in your own separate document for grading.  You may not work in groups of more than two without specific given permission.

Follow the story structure guide below to develop your story.



Story Structure.pdf Story Structure.pdf
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French/Restoration Comedy


Homework Assignment:

Read Chapters 5, 6 and 7 from Theatre History 101 and answer the accompanying questions in full sentences.  Please share your answers with me in your Google Doc journal under the heading Theatre History Chapter 5,6,7


Moliere's "The Miser" -

1) Read the Synopsis of Moliere's Miser (English adaptation of L'Avre) here: 

2) Watch the 1988 BBC production starring Nigel Hawthorne.

Link to the Youtube Playlist: Click Here


Summative Assessment - Moliere Interpretation

Directions: You will each be given an ensemble and (a) character(s).  You will be performing with bare stage and only essential props and costuming.  

Your task is to: 

  1. Memorize your lines, 
  2. Block your play with your ensemble, 
  3. Work on a character analysis for (one of) your characters
Remember Moliere created Comedy by four means:
  1. Audience Asides
  2. Status
  3. Comedy of Manners
  4. Commedy of Errors

Ensemble 1: A Doctor in Spite of Himself (English adaptation of "Le médecin malgré lui" aka. "The Mock Doctor")

Ensemble 2: The Imaginary Invalid (English adaptation of "Le malade imaginaire" aka. "The Hypochondriac")

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