Special! Final Project 2016/2017
The Laramie Project 10 Years Later
In Cooperation with
The Center for Dynamic Learning and The Met School Providence
Understanding:
"On October 6, 1998, a gay University of Wyoming student, Matthew Shepard, left the Fireside Bar with Aaron McKinney and Russel Henderson. The following day he was discovered at the edge of town. He was tied to a fence, brutally beaten, and close to death. By the following day, Matthew's attack and the town of Laramie had become the focus of an international news story. On October 12, 1998 Matthew Shepard dies at Poudre Valley Hospital in Fort Collins, Colorado." - The Laramie Project: 10 Years Later
In conjunction with the Center for Dynamic Learning and the Met School in Providence, we are creating this contemporary work of theatre for a public performance in Mid-March. We are tasked with creating a piece of theatre that is both socially performance challenging. As we explore together the characters of the play, it is important to remember that we are portraying REAL PEOPLE, not fictional constructs. That is the actor's greatest challenge - to convince the audience that although the piece of art they are viewing is scripted, it is the first time the character has ever said these things. The task, is to act as if you are not acting.
Essential questions: How does theatre affect society? What connotations can we draw about humanity from a piece of historic theatre? Is there ever a truly non-bias way to present an historical event? How does this piece of art make you feel? How in today's society is theatre still relevant?
Students will know:
Assessments:
1. Class participation in Acting technique exercises and discussions about the play The Laramie Project: 10 Years Later.
2. Weekly observational journal entries describing characters from reality that exhibit mannerisms which can be placed onto the play's characters.
3. Research of events as they were in 1998, 2008, and today.
4. Performance of The Laramie Project: 10 Years Later in class for a panel of adjudicators using the rubric from EdTA for individual performance.
Activities:
Activity1. Read aloud as a group The Laramie Project and The Laramie Project: 10 Years Later by Moises Kaufman and members of the Tectonic Theatre Project. Then in a discussion forum open on Google Classroom give your impressions of the plays.
Activity2. Research the media coverage of the Matthew Shepard beating and the 20/20 episode (Season 26, Episode 11) mentioned in The Laramie Project:10 Years Later. Watch these reports as homework then discuss in class.
Activity3. Audition for a role in The Laramie Project:10 Years Later. by prepping two monologues from the show. Choose a character you can relate to, and one you do not. Please choose gender specific roles as we are trying to present natural acting and realism in the final piece.
Activity4. After you are cast, rehearse your role(s) in class with a partner/small group/the class, dependent upon the day. Participate in group and individual critiques throughout the process identifying technical pieces of acting that could improve your and your classmate's performances.
Activity 5. Create a cohesive/full performance of The Laramie Project:10 Years Later to be performed as your final exam project.
Activity 5.1. Reflect and respond to your performance experience with the material in a five paragraph essay (the essay is your Final exam). You will be allotted some class time for this.
Activities for Most students:
Participation in all activities with an emphasis on the good of the ensemble and collaborative nature of the art form.
Commitment to understanding the societal ramifications of this work of theatre shown in forum participation and research.
Perform the final work and reflect.
Activities for Some students:
Participation in all activities with a sense of leadership and seriousness demanded by the material with emphasis on the ensemble collaboration embedded within the piece.
Extra research concerning the incident, Tectonic Theatre Project, or reactions to the play from other sources (i.e. reviews, etc.)
Superior level of effort toward performance and reflection.
Content Standards: (based on national theatre arts standards)
TH:Cr1.1.HSI
a. Apply basic research to construct ideas about the visual composition of a drama/theatre work.
c. Use script analysis to generate ideas about a character that is believable and authentic in a drama/theatre work.
TH:Cr2.1.HSIII
b. Collaborate as a creative team to discover artistic solutions and make interpretive choices in a devised or scripted drama/theatre work.
TH:Cr3.1.HSI
a. Practice and revise a devised or scripted drama/theatre work using theatrical staging conventions.
b. Explore physical, vocal and physiological choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work.
TH:Pr4.1.HSII
a. Discover how unique choices shape believable and sustainable drama/ theatre work.
TH:Pr5.1.HSI
a. Practice various acting techniques to expand skills in a rehearsal or drama/theatre performance.
TH:Pr6.1.HSII
a. Present a drama/theatre work using creative processes that shape the production for a specific audience
TH:Re8.1.HSI
a. Analyze and compare artistic choices developed from personal experiences in multiple drama/theatre works.
b. Identify and compare cultural perspectives and contexts that may influence the evaluation of a drama/theatre work.
TH:Re9.1.HSI
a. Examine a drama/ theatre work using supporting evidence and criteria, while considering art forms, history, culture, and other disciplines.
TH:Cn11.1.HSI
a. Explore how cultural, global, and historic belief systems affect creative choices in a drama/theatre work.
"On October 6, 1998, a gay University of Wyoming student, Matthew Shepard, left the Fireside Bar with Aaron McKinney and Russel Henderson. The following day he was discovered at the edge of town. He was tied to a fence, brutally beaten, and close to death. By the following day, Matthew's attack and the town of Laramie had become the focus of an international news story. On October 12, 1998 Matthew Shepard dies at Poudre Valley Hospital in Fort Collins, Colorado." - The Laramie Project: 10 Years Later
In conjunction with the Center for Dynamic Learning and the Met School in Providence, we are creating this contemporary work of theatre for a public performance in Mid-March. We are tasked with creating a piece of theatre that is both socially performance challenging. As we explore together the characters of the play, it is important to remember that we are portraying REAL PEOPLE, not fictional constructs. That is the actor's greatest challenge - to convince the audience that although the piece of art they are viewing is scripted, it is the first time the character has ever said these things. The task, is to act as if you are not acting.
Essential questions: How does theatre affect society? What connotations can we draw about humanity from a piece of historic theatre? Is there ever a truly non-bias way to present an historical event? How does this piece of art make you feel? How in today's society is theatre still relevant?
Students will know:
- How to perform an historically accurate work of theatre
- Decipher and portray realistic characters through research
- Create a monologue-driven work of theatre
- Perform realistic portrayals of real people
- Research characters and nuances of movement
- Understand the cultural significance of a work of social drama taken from interviews
- Understand the implications contemporary theatre has on society as a whole
Assessments:
1. Class participation in Acting technique exercises and discussions about the play The Laramie Project: 10 Years Later.
2. Weekly observational journal entries describing characters from reality that exhibit mannerisms which can be placed onto the play's characters.
3. Research of events as they were in 1998, 2008, and today.
4. Performance of The Laramie Project: 10 Years Later in class for a panel of adjudicators using the rubric from EdTA for individual performance.
Activities:
Activity1. Read aloud as a group The Laramie Project and The Laramie Project: 10 Years Later by Moises Kaufman and members of the Tectonic Theatre Project. Then in a discussion forum open on Google Classroom give your impressions of the plays.
Activity2. Research the media coverage of the Matthew Shepard beating and the 20/20 episode (Season 26, Episode 11) mentioned in The Laramie Project:10 Years Later. Watch these reports as homework then discuss in class.
Activity3. Audition for a role in The Laramie Project:10 Years Later. by prepping two monologues from the show. Choose a character you can relate to, and one you do not. Please choose gender specific roles as we are trying to present natural acting and realism in the final piece.
Activity4. After you are cast, rehearse your role(s) in class with a partner/small group/the class, dependent upon the day. Participate in group and individual critiques throughout the process identifying technical pieces of acting that could improve your and your classmate's performances.
Activity 5. Create a cohesive/full performance of The Laramie Project:10 Years Later to be performed as your final exam project.
Activity 5.1. Reflect and respond to your performance experience with the material in a five paragraph essay (the essay is your Final exam). You will be allotted some class time for this.
Activities for Most students:
Participation in all activities with an emphasis on the good of the ensemble and collaborative nature of the art form.
Commitment to understanding the societal ramifications of this work of theatre shown in forum participation and research.
Perform the final work and reflect.
Activities for Some students:
Participation in all activities with a sense of leadership and seriousness demanded by the material with emphasis on the ensemble collaboration embedded within the piece.
Extra research concerning the incident, Tectonic Theatre Project, or reactions to the play from other sources (i.e. reviews, etc.)
Superior level of effort toward performance and reflection.
Content Standards: (based on national theatre arts standards)
TH:Cr1.1.HSI
a. Apply basic research to construct ideas about the visual composition of a drama/theatre work.
c. Use script analysis to generate ideas about a character that is believable and authentic in a drama/theatre work.
TH:Cr2.1.HSIII
b. Collaborate as a creative team to discover artistic solutions and make interpretive choices in a devised or scripted drama/theatre work.
TH:Cr3.1.HSI
a. Practice and revise a devised or scripted drama/theatre work using theatrical staging conventions.
b. Explore physical, vocal and physiological choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work.
TH:Pr4.1.HSII
a. Discover how unique choices shape believable and sustainable drama/ theatre work.
TH:Pr5.1.HSI
a. Practice various acting techniques to expand skills in a rehearsal or drama/theatre performance.
TH:Pr6.1.HSII
a. Present a drama/theatre work using creative processes that shape the production for a specific audience
TH:Re8.1.HSI
a. Analyze and compare artistic choices developed from personal experiences in multiple drama/theatre works.
b. Identify and compare cultural perspectives and contexts that may influence the evaluation of a drama/theatre work.
TH:Re9.1.HSI
a. Examine a drama/ theatre work using supporting evidence and criteria, while considering art forms, history, culture, and other disciplines.
TH:Cn11.1.HSI
a. Explore how cultural, global, and historic belief systems affect creative choices in a drama/theatre work.