SPA Theater Arts Module - ZNNHS

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NAME:________________________ GRADE AND SECTION ________________ TEACHER: ____________________ SCORE _____________________________

First Quarter Special Program in the Arts:

Theater Arts 7

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Republic of the Philippines DEPARTMENT OF EDUCATION Cordillera Administrative Region SCHOOLS DIVISION OF CAR Wangal, La Trinidad, Benguet

Published by: Learning Resource Management and Development System

COPYRIGHT NOTICE 2020

Section 9 of Presidential Decree No. 49 provides: “No copyright shall subsist in any work of the Government of the Philippines.

However, prior approval of the government agency of office wherein the work is created shall be necessary for exploitation of such work for profit.”

This material has been developed for the implementation of K-12 Curriculum through the Curriculum Implementation Division (CID)—Learning Resource Management and Development System (LRMDS). It can be reproduced for educational purposes and the source must be acknowledged. Derivatives of the work including creating an edited version, an enhancement or a supplementary work are permitted provided all original work is acknowledged and the copyright is attributed. No work may be derived from this material for commercial purposes and profit.

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PREFACE

This module is a project of the Curriculum Implementation Division particularly the Learning Resource Management and Development Unit, Department of Education, Schools Division of CAR which is in response to the implementation of the K to 12 Curriculum.

This Learning Material is a property of the Department of Education - CID,

Schools Division of CAR. It aims to improve students’ performance specifically in Special Program in the Arts – Theater.

Date of Development July 2020

Resource Location DepEd Schools Division of Baguio City

Learning Area Special Program in the Arts – Theater

Grade Level 7

Learning Resource Type Module

Language English

Quarter/Week Q1/W1/W2/W3/W4/W5/W6/W7/W8

Learning Competency Code SPA_TA-AE7-Ia-b-1, SPA_TA-AE7-Ic-2, SPA_TA-AE7-Id-f-3, SPA_TA-AE7-Ig-i-4, and SPA_TA-AE7-Ij-5

Learning Competency

1. Translate personal experiences to creative expression;

2. Evaluate the level of meanings inherent in shared stories;

3. Utilize the body and the voice as tools for exploring the principles of artistic organization;

4. Apply the elements of artistic expression and the principles of artistic organization common to all the arts through creative release and exploration exercises;

5. Give importance to one’s background/orientation in the creative expression.

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ACKNOWLEDGEMENT

The developer wishes to express his appreciation to those who helped in the development of this learning material. The success of this material would not be likely without these organizations and people who gave their expertise and commitment:

The developer extends his indebtedness to the Philippine Educational Theater Association (PETA), for instilling the PETA-Creative Pedagogy for blended learning strategies and techniques that teachers can utilize this “new norm.”

To also extend his whole-hearted appreciation and gratitude to Ma’am Jennifer C. Pinlac and Ma’am Jocel D. Naniong for their constant support and insightful comments and suggestions in the development of the learning material.

To the Special Program in the Arts (SPA) head teacher coordinator, Sir Francis B. Lumiwes, and the Baguio City National High School Principal, Ma’am Brenda M. Cariño, for giving their continuous moral support, opportunity to maximize and hone the talents and skills of the SPA mentors and student-artists, and for being advocates in promoting arts in the community..

And to all other help directly and indirectly given to the developer to finish this learning material, thank you and God bless you a thousand fold.

Development Team

Developer & Layout Artist: Florel W. Acfiawen Illustrator: Peniel Zenith W. Acfiawen

School Learning Resources Management Committee Brenda M. Carińo School Head / Principal Ortez D. Gabol Subject / Learning Area Specialist Sherwin Fernando School LR Coordinator

Quality Assurance Team

Lolita A. Manzano, Ed.D. EPS – MAPEH Lourdes B. Lomas-e PSDS – BCNHS District

Learning Resource Management Section Staff Loida C. Mangangey EPS – LRMDS Victor A. Fernandez Education Program Specialist II - LRMDS Christopher David G. Oliva Project Development Officer II – LRMDS Priscilla A. Dis-iw Librarian II Lily B. Mabalot Librarian I

CONSULTANTS

JULIET C. SANNAD, EdD SORAYA T. FACULO, PhD Chief Education Supervisor – CID Asst. Schools Division Superintendent

MARIE CAROLYN B. VERANO, CESO V

Schools Division Superintendent

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TABLE OF CONTENTS

Page

Copyright Notice …………………………………………………..……...…..…. ii Preface …………………………………………………………………...…….… iii Acknowledgement……………………………………………………. …….…... iv

Table of Contents……………………………………………………….……. … v

Title Page…………………………………………………………………………. 1

Introduction ……………………………………………………………………….

Learning Objectives

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Pretest………………………………………………………………….…………. 3

Lesson 1: Elements of Artistic Expression …………………………………… 4

Review…………………………………………………………………………. 4

Activity ……………………………………….……………….…………… 4

Discussion ……………………………………...………………………… 5

Enrichment ……………………………………………………….…………… 6

Activities…………………………………………………………………… 6

Activity 1…………………………………………………………………… 7

Activity 2…………………………………………………………………… 9

Activity 3…………………………………………………………………… 12

Generalization …………………………………………………………………… 13

Application ……………………………………………………………….……… 13

Lesson 2: Principles of Artistic Expression..…………………………………. 17

Review…………………………………………………………………………. 18

Activity ……………………………………….……………….…………… 18

Discussion ……………………………………...………………………… 19

Enrichment ……………………………………………………….…………… 20

Activities…………………………………………………………………… 20

Activity 1…………………………………………………………………… 21

Activity 2…………………………………………………………………… 25

Activity 3…………………………………………………………………… 28

Generalization …………………………………………………………………… 28

Application ……………………………………………………………….……… 29

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Lesson 3: Theater Warm-ups, Routine, & Exercises………………………… 35

Review…………………………………………………………………………. 36

Activity ……………………………………….……………….…………… 36

Discussion……………………………………...…………………………. 37

Enrichment ……………………………………………………….…………… 42

Activities…………………………………………………………………… 42

Activity 1…………………………………………………………………… 42

Activity 2…………………………………………………………………… 43

Activity 3…………………………………………………………………… 43

Generalization …………………………………………………………………… 44

Application ……………………………………………………………….………. 45

Post-Assessment …………………...…………………………………………… 47

Reference Sheet…………………………………………………...…….…….… 48

Answer Key……………………………………………………………………….. 50

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What I Need to Know This learning material is an overview of the artistic expressions and principles in Theater Arts. Through the learning tasks presented, you will understand the language of artistic expression in all the art forms and principles of artistic organization common in the arts.

Read and understand the lessons carefully. Instructions are given in each activity. You just need to follow the directions and you will be guided as you move from one page to another. This module was made and intended for blended learning through the use of google classroom and other google applications and/or softwares. It is also required for the learner to download at least one video editing application on his/her device to be able to accomplish the given performances throughout this module. Selected instructional videos and other learning resources are also presented with an online link which will serve as a guide for you to engage yourself with the topics before answering the given tasks. The lessons will also prepare you for a post assessment at the end of the module.

This module is divided into three lessons: Lesson 1 - Elements of Artistic Expression Lesson 2 - Principles of Artistic Organization Common in the Arts Lesson 3 - Acting, Movement, and Voice

Learning Objectives

• Differentiate elements of artistic expression • Distinguish artistic expressions and principles on daily activities and other

engagements • Assess artistic self through self-explorative and reflective activities • Explore elements of artistic expression and the principles of artistic

organization through imaginative and creative release • Create an instructional video of various theater warm-ups, routines, and

exercises

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What I Know Pre-assessment: Let us determine how much you already know about the Artistic Self & Theater as an Art.

Multiple Choice. Instruction: Encircle the letter and word of the correct answer. Avoid erasures and superimpositions. 1. It is the field in which the art exists.

a. Space b. Stage c. Television d. Auditorium 2. The motion towards a direction is perceived as a:

a. Movement b. Rhythm c. Line d. Shape 3. What includes stage lights used to portray emotions or feelings of the scene? a. Stage b. Color c. Space d. Acting 4. This is created as line moves. a. Drama b. Action c. Movement d. Shape 5. It provides the pulse of life of the artwork. a. Story b. Rhythm c. Movement d. Action 6. What refers to the parts of an over-all theme which may be in contrast to one

another? a. Variation b. Contrast c. Balance d. Clarity 7. This principle heightens the difference and emphasizes a point. a. Clarity b. Balance c. Contrast d. Variation 8. It refers to something which is emphasized to draw the viewer’s attention to a particular idea. a. Contrast b. Logic c. Clarity d. Focus 9. What is the term for the tension that the elements exert upon one another?

a. Variation b. Contrast c. Movement d. Dynamism 10. It is the reason for an element to exist. a. Theater b. Logic c. Script d. Play 11. What is the process of creating and developing drama for performance? a. Characterization b. Playwriting c. Rehearsal d. Acting 12. The outline of a drama is called:

a. Plot b. Script c. Play d. Summary 13. These are made by the hand and arm, and can be a visual signal of

communication. a. Gestures b. Posture c. Gait d. Poise 14. What term refers on how a character walks? a. Status b. Runway c. Gait d. Pace 15. It is the range of tones in the human voice and the sounds you can make as an

actor. a. Tonality b. Pitch c. Register d. Intonation

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What’s In

The art of the theatre is essentially one of make-believe, or mimesis.

Drama or Theater had its origins in the human impulse to imitate. Judging from the records left behind, early humans imitated the significant events in their lives after those events took place. Successful hunts, victorious battles, earth-quenching rains were typical of the events acted out, often around a fire or within a circle of viewers. But, as we well know, not all hunts are successful, not all battles are won, and not all years are free of drought. Therefore, the first actors began to pantomime, dance, and chant how they would like things to turn out. This acting out of wished-for events was the forerunner of ritualistic drama or dance pre-done. The traditional dances we see performed today by various Philippine indigenous and tribal groups are example of the dance pre-done.

What’s New Artistic Expression

Elements of art are essentially the same for all art forms, although the nature of the elements differ with varying mediums. Expressing oneself is different in every moment depends our moods and situation we are in. It is innate to the Filipino spirit to be creative in every moment they are in either they are aware of it or not. Activity: Sweeping (Nagwawalis) – a mindfulness exercise

We have a Filipino practice at the end of the day to sweep the morning and afternoon litters. Use this to bring mindfulness practice and self-expression. Find an artistic expression through your sweeping whether putting the litters in a corner, at the center, or in a specific direction. Use this to observe your creativity deep within. Practice “being” while you sweep.

Instructions: • Breathe in the outside air. Notice if it is different today. • Take your walis ting-ting/walis tambo, and see

if it really feels different today. • Brush it against the pavement, or garden,

listening to the sound it makes. • How does your body feel today? • Begin to experience your feet and body weight

shifting in the rhythm of sweeping. • Stay and abide in the experience of sweeping

and how you do it (Do you sing, dance, and etc while sweeping?)

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• If you notice thoughts creeping in, observe them come and go. • Go back to your breath, the sound, pattern, and manner of sweeping when you

find that your mind has drifted you away from the present moment. What sweeping pattern/s did you observe? Describe it. _________________________________________________________________________________________________________________________________________________________________________________________________________ What are the litters (leaves, wrappers, and etc.) you were able to sweep? Did you find artistry on the litters? Describe it. _________________________________________________________________________________________________________________________________________________________________________________________________________ How did you express yourself through sweeping? Did you somewhat sing or dance? _________________________________________________________________________________________________________________________________________________________________________________________________________ Can we consider sweeping as an art? Explain. _________________________________________________________________________________________________________________________________________________________________________________________________________

What’s in it Lesson 1: Elements of Artistic Expression

Art translates ideas into symbols and actions. These are what we call as Artistic Expression. Either we are doing things or just standing, we can observe an expression of art in our posture and way of doing things. Art also gives the imagination of free-reign, allowing us to experience the surrounding world in different ways and then we may

record how we feel about it without relying on words.

ELEMENTS OF ARTISTIC EXPRESSION Space

field in which the art exists element that the artist work with inner space (thoughts and feelings) and outer space (the world where

he moves around). a. Positive Space – occupied space, there is something in the space b. Negative Space – unoccupied space, empty space

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Line motion towards a direction example: a body which moves in a jerky or jagged way projects a jerky

or jagged line Shape

created as line moves

Texture tactile quality of an art background of the stage, music, and also the attitudes and behaviors

of the characters example: gentle, warm, firm, cold, soft, or rough person

Color feelings or emotions, and/or music stage lights used to portray emotions or feelings of the scene

Movement energy impulses that the art form carries energy inherent in the form which has a dynamic relationship with the

world outside, creating tension and relaxation Rhythm

pulse of life of the artwork

What’s More Here is a theatrical performance of the BCNHS SPA Theater during the Baguio City Celebration of the World War II Victory Day 2019.

https://www.facebook.com/TeatroTatakPalay/videos/269965950980004/

Remember, we may use the elements of artistic expression discussed earlier

in doing a performance analysis.


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Space: Stage and Media Line: Combination of straight, diagonal, arc, and etc. Shape: Combination Texture: Combination of rough, smooth, flowy, and . Color: Combination. But chaos, sadness, and hopefulness was the emphasis. Movement: Realism and Expressionism Rhythm: Medium to fast Be reminded that Movement is in summary the unique process and way of producing the art. It is composed of the following: Romanticism – shows life as we would like it to be and highlights concepts of

love Realism & Naturalism – life as it is with no holds barred Symbolism – characters, props, even sets, stand for something else Existentialism – discovering the true meaning of life Expressionism – centered on ideas of justice, social relationships, and the

evils of the age Impressionism – gives the audience the inner reactions of characters under

great stress

Activity 1: Performance Analysis Let’s now analyze the elements of artistic expression involved during the BCNHS SPA Theater Arts Nativity Performance 2018. Use the guide questions for the performance analysis. https://www.facebook.com/TeatroTatakPalay/videos/1152268848469850/ Guide Questions: 1. What is the performance all about? Give a brief but precise summary. ______________________________________________________________________________________________________________________________________ ___________________________________________________________________ 2. What is the space of the performance? Give a brief explanation. ______________________________________________________________________________________________________________________________________ 3. Is the line in the performance straight, diagonal, curve, and etc.? Why do you say so? ________________________________________________________________


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4. Did you observe the shapes being formed during the performance? Describe. ______________________________________________________________________________________________________________________________________ 5. What is the overall texture of the presentation? Is it rough, soft, flowy, smooth, or jagged? Describe. ______________________________________________________________________________________________________________________________________ 6. Does it have a specific color or emotion throughout the performance? Specify and describe. ______________________________________________________________________________________________________________________________________ 7. What Movement did you observe throughout the performance? Why do you say so? ______________________________________________________________________________________________________________________________________ 8. Is the Rhythm of the performance fast, slow, medium, and etc.? Explain. ______________________________________________________________________________________________________________________________________Here is another performance of the BCNHS SPA Theater Arts students: “Euphoria.” https://www.facebook.com/TeatroTatakPalay/videos/717123965689569/ *Guide Questions: 1. What is the performance all about? Give a brief but precise summary. ______________________________________________________________________________________________________________________________________ ___________________________________________________________________ 2. What is the space of the performance? Give a brief explanation. ______________________________________________________________________________________________________________________________________ 3. Is the line in the performance straight, diagonal, curve, and etc.? Why do you say so? ________________________________________________________________


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4. Did you observe the shapes being formed during the performance? Describe. ______________________________________________________________________________________________________________________________________ 5. What is the overall texture of the presentation? Is it rough, soft, flowy, smooth, or jagged? Describe. ______________________________________________________________________________________________________________________________________ 6. Does it have a specific color or emotion throughout the performance? Specify and describe. ______________________________________________________________________________________________________________________________________ 7. What Movement did you observe throughout the performance? Why do you say so? ______________________________________________________________________________________________________________________________________ 8. Is the Rhythm of the performance fast, slow, medium, and etc.? Explain. ______________________________________________________________________________________________________________________________________ *Process Questions: 1. What are the difficulties you encountered through the activity? _________________________________________________________________________________________________________________________________________________________________________________________________________ 2. How did you deal or provide solutions with these difficulties? _________________________________________________________________________________________________________________________________________________________________________________________________________ 3. How did the activity help you understand better the lesson/topic? _________________________________________________________________________________________________________________________________________________________________________________________________________

Activity 2 : Script Analysis

Let’s analyze the given script below using the guide questions provided. Silip Series #4: Seen lang? (An excerpt of the script)

(under revision as of September 24, 2019 – 9:24am) Written by: Florel W. Acfiawen – SPA Theatre Mentor Characters: Mark – tsinito na medyo chubby pero pogi at may dimple. Grade 11. 17 years old.

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Melanie – Igorota beauty at maputi. Grade 12. 18 years old. Setting: Nasa kanya-kanyang bahay… Sunday morning around 9am… Conversation through messenger only… Melanie: Kumusta? Mark: I’m fine. Thank you. And you? Melanie: Super maka English ha? Hindi mo man lang ba ako namiss? Mark: Super miss you Melanie: Naalala mo yung time na nasa school tayo? Yung payakap yakap tayo sa isa’t-isa… pamassage-massage tayo kasi naiistress tayo... tapos nakikiliti ako sa mga haplos mo… (Tatawa na parang kinikiliti) yung may pa blow blow ka pa sa teynga ko… (Tatawa na parang nakikiliti at nasasarapan) Mark: Nasaan ka ngayon para pupuntahan kita? Melanie: Pwidi vaAaaahHhhhh???? Nasaan ka ba ngayon? Mark: Sa puso mo. Melanie: Alam ko. Matagal ka na dito sa puso ko. Ayiiieeeehhhhh!!!!! Pero seryoso… Nabalitaan ko kasi kay Kurt na magkakasama daw kayo noon. Pero hindi ka na daw dito sa Baguio nag-aaral? Kailan ka papasyal dito? How about this week? Mark: … Melanie: Magrespond ka naman… Para alam ko kung anong nararamdaman mo… ….. Mark: Lols! Hahaha Iba ka! Melanie: Iba talaga ako. Sa’yo ako e! Hahaha Mark: Talaga! May iba ka! Hahahaha Melanie: Wala akong iba! Ikaw lang talaga! Hahaha ayiiieeehhhh! Kilig pa more! Mark: Sauce! Ewan ko sayo. Galing mo rin mambola. Melanie: Hindi ewan ko sayo… Ako ay sayo ganun… Hahahayiiieeehhhh! Mark: Hahaha. Galing mo sa text. Marami akong kakilalang ganyan. Melanie: Oo, sa text lang ako magaling… Nabobo kasi ako sa’yo… Kainis… Mark: Dami mong alam hahahaha ….. Mark: … Melanie: May pa “sauce sauce ka pang nalalaman”… Oo, alam kong masarap ako pero hindi ako pagkain, uulitin ko na naman sayo… tao ako… may damdaming nasasaktan at puwede kang ipaglaban… Hmpft! Kung sino ka man kahit pogi ka man… This is already goodbye… Ayoko na kasing masaktan akaya ititigil ko na… Pero… kung magreply ka, ibig sabihin may chance pa eto… Bibilangan ko ‘to… kapag hindi pa to nagreply, erase na ang number mo… (Play sound of ticking clock) Sampo…. Siyam… Walo… Pito… Anim… Lima… Apat… Tatlo… Dalawa…. Dalawa… Dalawa… Dalawa… (Play ringtone of messenger when receiving message) Melanie: (Nagmamadaling binuksan ang kanyang phone at messenger) Mark: Sorry. ‘Di kasi ako nagloload sa smart for messenger. Yan, dahil sayo nag load ako para machat ka. Sayang kasi pera.

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Melanie: (Titingin sa audience at kikiligin nanaman na parang kinikiliti tapos mauubo… Sasayawin ang musika habang parang kinikiliti pa rin sa pagtawa…) (Play the song “Lexi” by Nik Makino then sound and light slowly fades…)

…Wakas…

*Guide Questions: 1. What is the script all about? Give a brief but precise summary. ______________________________________________________________________________________________________________________________________ ___________________________________________________________________ 2. What is the space of the sript’s story? Give a brief explanation. ______________________________________________________________________________________________________________________________________ 3. Is the line in the script straight, diagonal, curve, and etc.? Why do you say so? ________________________________________________________________ 4. Did you observe the shapes being formed while reading the script? Why? or Why not? ______________________________________________________________________________________________________________________________________ 5. What is the overall texture of the script’s story? Is it rough, soft, flowy, smooth, or jagged? Describe. ______________________________________________________________________________________________________________________________________ 6. Does it have a specific color or emotion throughout the script? Specify and describe. ______________________________________________________________________________________________________________________________________ 7. What Movement did you observe throughout the script’s story? Why do you say so? ______________________________________________________________________________________________________________________________________ 8. Is the Rhythm of the script fast, slow, medium, and etc.? Explain. ______________________________________________________________________________________________________________________________________

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*Process Questions: 1. What are the difficulties you encounter through the activity? _________________________________________________________________________________________________________________________________________________________________________________________________________ 2. How did you deal or provide solutions with these difficulties? _________________________________________________________________________________________________________________________________________________________________________________________________________ 3. How did the activity help you understand more the lesson/topic? _________________________________________________________________________________________________________________________________________________________________________________________________________

Activity 3.1: True or False with Correction

*Instructions: Read the following statements and write TRUE if it is correct, otherwise, write FALSE and change the underline word that made it wrong. Write legibly your answer on the space provided before the number. Avoid erasures and superimpositions. (5 points) ________________1. Space is the field in which the art exists. ________________2. Line refers to the motion towards a direction. ________________3. Lighting includes stage lights used to portray emotions or

feelings of the scene. ________________4. Shape is created as line moves. ________________5. Movement provides the pulse of life of the artwork.

Activity 3.2: Multiple Choice *Instructions: Read the following statements and choose the best answer from the given choices. Write the letter of your answer on the space provided before the number. Avoid erasures and/or superimpositions. (10 Points) ____1. The term for the occupied space is ____________ space.

A. Boundary B. Neutral C. Positive D. Negative ____2. It also refers on the background of the stage.

A. Texture B. Shape C. Rhythm D. Space ____3. What provides the pulse of life of the artwork?

A. Rhythm B. Movement C. Color D. Texture ____4. This is the unoccupied space or empty space.

A. Neutral B. Positive C. Boundary D. Negative ____5. What portrays the emotions and feelings of the art?

A. Acting B. Color C. Script D. Space ____6. It shows life as we would like it to be and highlights concepts of love. A. Realism B. Existentialism C. Romanticism D. Expressionism

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____7. A movement where characters, props, even sets, stand for something else. A. Impressionism B. Symbolism C. Expressionism D. Realism

____8. It gives the audience the inner reactions of characters. A. Existentialism B. Realism C. Impressionism D. Expressionism ____9. It is all about discovering the true meaning of life. A. Existentialism B. Realism C. Impressionism D. Expressionism ____10. This centered on ideas of justice, social relationships, and the evils of the age.

A. Impressionism B. Symbolism C. Expressionism D. Realism

What I Have Learned As part of your generalization of the topic/lesson, write ideas/concepts/insights you succesfully learned/gained from it.

1. Elements of Artistic Expression __________________________________________________________________________________________________________________________________________________________________________________________

2. Movements in Artistic Expression __________________________________________________________________________________________________________________________________________________________________________________________

3. Theater/Drama as an Art __________________________________________________________________________________________________________________________________________________________________________________________

What I can do For the rest of the week, try to observe first the things in your environment (your pillow, smartphone, bed, room, and etc.). Take pictures and videos if you like. Using those pictures and videos, observe the art in it and try to explain why do you consider it as an art. Then, proceed to the people and the daily simple events that is happening around you. Do the same as you did with the non-living things. Try to look for artisitc

expressions hidden with each action they are doing. Analyze it using the elements of artistic expression. Once you are done, you can now proceed to the activity below.

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My Creative Daily House Chores (Video Presentation and Summary Activity Sheet)

*Instructions: a. Make a list of the daily house chores you are doing in your home.

(Please use the attached template.) b. Allow someone (a family member, relative,

guardian, or a friend) to take a picture and 1-minute video of you doing the house chores. (The total video should not exceed 5 minutes)

c. Download and install any video editor app on your phone then combine and edit your videos while taking the following considerations:

Put the Title: Creative Daily House Chores by (Your complete name, grade level, and section) at the beginning part of the video

Name and add a short description of the house chores you are doing in the video.

Add a short narrative of where can we observe art (e.g. patterns, color, movement, and etc…) in that specific house chore or while doing it (e.g. dancing and/or singing while doing the chore). At least one art observation in each house chore.

Include credits at the last part of your edited video (like starring, videographer, editor, special participations, and etc…)

d. Write a summary of your video presentation by putting the necessary information and pictures on the attached activity sheet.

e. Submit outputs through your google classroom. (Note: Please see attached rubric for the video presentation and worksheet. To access your google classroom, use the invitation sent to your gmail accounts or the class code given by your teacher) *Process Questions: (Answer these after doing the activity)

1. What are the difficulties you encountered throughout the activity? _________________________________________________________________________________________________________________________________________________________________________________________________________

2. How did you deal or provide solutions with these difficulties? _________________________________________________________________________________________________________________________________________________________________________________________________________

3. How did the activity help you understand better the lesson/topic? _________________________________________________________________________________________________________________________________________________________________________________________________________

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My Creative Daily House Chores/Errands (Summary Activity Sheet)

Name: ________________________________________ Date: _____________ Grade Lvl. & Section: _____________________________ Score: ___________ *Instructions: Attach the taken pictures while doing your daily house chores, errands, or task on the boxes below and add a short description of it on the space provided. Write a short discussion on the observed art during the house chores. (Please refer on the previous page for the complete instructions…) House Chore/Errand #__: _______________________________________

Description: ___________________ _____________________________ _____________________________ _____________________________ Observed Art: _________________ _____________________________ _____________________________ _____________________________

House Chore/Errand #__: _______________________________________


House Chore/Errand #__: _______________________________________


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(Note: You can reprint/ photocopy this page if needed…)

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What’s In Theatrical art demands the collaboration of

the actors with one another, with a director, with the various technical workers upon whom they depend for costumes, scenery, and lighting, and with the businesspeople who finance, organize, advertise, and sell the product.

Collaboration among so many types of personnel presupposes a system that divides duties. In the commercial theatre the most powerful person is usually the producer, who is responsible for acquiring the investment that finances the production. The rehearsal of the play is conducted by the director, who is responsible for interpreting the script, for casting, and for helping to determine the design of the scenery and costumes. Under the director’s general direction, a stage manager, possibly with several assistants, looks after the organization of rehearsal and the technical elements of the performance—light and curtain cues, properties, sound effects, and so on. This collaboration and organization happens not only with the people involve in theater but also with all the various art forms required for it. Thus, making Theater as the mother of all art forms.

What’s New

Activity: Scrambled Letters *Instructions: Unscramble the letters below to come-up with the correct word that is related with our lesson. Use the given clue/s. Write your answers on the space provided beside each item.

1. Y L C S T I V E I T E = _ _ _ _ _ _ _ _ _ _ _ Clue/s: “I like this, I don’t like that”, “I choose this one”

2. I R V I N A A T O = _ _ _ _ _ _ _ _ _ Clue/s: “Differences”, “Variety”

3. N O C A S T T R = _ _ _ _ _ _ _ _ Clue/s: “Yin and Yang”, “light and dark”

4. N O A M R Y H = _ _ _ _ _ _ _ Clue/s: “Blending”, “Coordination”

5. D N N B A T I I U R O O S = _ _ _ _ _ _ _ _ _ _ _ _ _ Clue/s: “Inferior”, “Submission”, “Dependent”

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6. P P O O O T N I R R = _ _ _ _ _ _ _ _ _ _ Clue/s: “Percentage”, “Fraction”

7. A A E L B C N = _ _ _ _ _ _ _ Clue/s: “Stability”, “Steadiness”

8. I A S D M M N Y = _ _ _ _ _ _ _ _ Clue/s: “Energy”, “Fast then slow…”

9. L C G I O = _ _ _ _ _ Clue/s: “Reason”, “Why do you included it?”

10. C S F U O = _ _ _ _ _ Clue/s: “A yellow umbrella mixed with 10 black umbrellas”, “Rule of Thirds”

What’s in it Lesson 2: Principles of Artistic Organization Common in the Arts Imagine you're using your favorite pen to draw a spaceship. You take into careful consideration where to place this spaceship on the page and how far away to draw the moon and stars that the spaceship is about to fly by. You want to show that the spaceship is moving, so you draw a few squiggles. Finally, because of your love of star gazing, you color in a nearby shooting star with your favorite shade of yellow and voila; you have just created your own artwork.

Without even knowing it, you have just used some of the principles of art.

PRINCIPLES OF ARTISTIC ORGANIZATION SELECTIVITY

selection of the elements to use to get specific qualities needed by the form for it to express an idea or concept

VARIATION parts of an over-all theme which may differ

from one another CONTRAST

heightens the difference and emphasizes a point

arrangement of opposite elements and effects FOCUS

something which is emphasized to draw the viewer’s attention to a particular idea

SUBORDINATION part of the form which do not compete for attention with the focal point

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PROPORTION how many elements and how much of them should be used in creating

a particular form create sensations such as depth, realism, disorientation, and drama

BALANCE distribution of weights in the art form weight of the spoken lines or the distribution of movement

DYNAMISM excitement created by the interaction of the elements tension or the push and pull forces that the elements exert upon one

another LOGIC

reason for an element to exist “form follows function”

UNITY and HARMONY parts contribute harmoniously to the completion of the whole, then unity

is achieved how whole, consistent, and complete it appears

CLARITY form needs to be clear in its conception and creation superfluous and non-essential elements do not obscure the idea being

put across They are used to organize the basic elements of art: line,

shape, form, value, color, space, and texture. They are sometimes also referred to as principles of organization or design principles.

Another important element in creating art is composition. A composition is the placement or arrangement of the elements in an artwork/performance, and art principles help figure out the arrangements of those art elements.

What’s More

In every art form either it is a movement, visual, music,or technology-based, the principles of artistic organization can always be observed. Unconsciously and consciously, it is being applied on every aspect through the movement, face, voice, and etc.

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Activity 1 – Movement and Flow Walk Solo *Instructions:

a. Strategically put your video camera on a place where you can be viewed from head to foot.

b. Play your favorite song/music for a minute. Choose an instrumental (piano, guitar,and etc.) version so that the lyrics will not disrupt your concentration.

*Note: Do not engage in eye contact with anyone. c. Let the music move you. Walk around the

room in any direction, any pattern, any style. Feel the music.

*Note: If your mind begins to trigger thinking, do not be provoked to overthink, or overanalyze the experience. Just walk.

*Avoid the following: • Right/Wrong – “I don’t know the right

steps, I might do it wrong.” • Judgement – “I am not artistic, I’m no good at this.” “I’m so boring.” • Competition – “I want to be the best.” “I will blow them away.” • Comparison - “They are all dancers, I am not.” “I’m always the worst.” • Labelling – “I’m clumsy, I have two left feet.” “I am overweight.” • Excuses – “I’m so tired from work.” “I’m overweight.” • Perfection – “I don’t have the correct shoes and attire.” • Fear – “Someone may walk in and see me and think I am crazy.”

*Discover what it feels like to:

• Walk to the rhythm of the music. • Travel through space freely. • Feel the different temperatures of the room on your skin. • Change your direction. • Change the speed. • Travel through all the empty spaces. • Twirl, skip, hop, jump.

d. After 1 minute, watch and provide a title for your performance. e. Edit your video and add the following:

Title Your complete name, grade level, and section as the performer Videographer and editor’s name (If you are not the one who shoot

yourself and edited the video…)

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*Note: Learn as much as possible how to edit your own video using your device application/software.

Words or phases that will pop-out during the video for emphasis of meaning

Title of the music used. f. After editing your video performance, proceed to the self-assessment and

evaluation process of your output while taking in consideration the principles of artistic organization.

g. Use the template of SPARK Art Criticism & Discussion Framework below for your improvised creative performance analysis.

*Submit output/s through your google classroom. Ask your teacher for the class code or check your gmail for the invitation.

Movement and Flow (Activity Sheet)

Name: ______________________________________ Date: _________________ Grade Lvl. & Section: _________________________________________________ Artwork/Performance Title: _____________________________________________ Title and artist of the Music/Song used: ___________________________________ Date of Video Performance: ____________________________________________ *Note: Be an artistic audience of your video performance while doing the analysis. Always consider the principles of artistic organization throughout the activity.

SPARK Art Criticism & Discussion Framework

Step 1: See Look closely at the work of art you made and note the content, subject matter, and artistic choices that make up your own artwork/performance.

What do you see? ____________________________________________________ How did the artist use the elements of artistic expression and principles of artistic organization? Specify and explain. _______________________________________ _________________________________________________________________________________________________________________________________________________________________________________________________________ How would you describe the performance? State your comment as an artistic audience.______________________________________________________________________________________________________________________________

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Step 2: Perceive Dive deeper beneath the surface of the artwork/performance and perceive its emotions, meaning, and messages through your senses.

What emotions do you feel when watching this artwork/performance? ______________________________________________________________________________________________________________________________________ What is the mood of this artwork/performance? _____________________________ How do you think the artist felt, which is you, when creating this artwork/ performance?___________________________________________________________________________________________________________________________ Describe the artwork/performance using the five senses. I can see ___________________________________________________________ I can touch/feel ______________________________________________________ I can hear___________________________________________________________ I can smell __________________________________________________________ I can taste___________________________________________________________

Step 3: Ask + Answer Figure out the meaning or message of the artwork/performance by analyzing the artist’s choices and pondering your initial observations.

What is this artwork about?_____________________________________________ ___________________________________________________________________ What are the hidden meanings or messages? ______________________________ ___________________________________________________________________ What symbols are present in this artwork? _________________________________ ___________________________________________________________________ As an artistic audience, what questions would you ask the artist? ___________________________________________________________________ ___________________________________________________________________

Step 4: Reflect Use your personal experiences, convictions, and emotions to connect with the art to better know yourself and the artwork.

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How can you relate your own life and experiences to this artwork/performance? ______________________________________________________________________________________________________________________________________ How might you look at the world or experience the world differently after experiencing this artwork/performance? ___________________________________ ______________________________________________________________________________________________________________________________________ What can you learn about yourself through this artwork/performance? ______________________________________________________________________________________________________________________________________

Step 5: Know Use the artwork/performance to learn about yourself. Use observation, critical thinking, art content knowledge, and research to learn what you can about the artwork/performance.

Who? ______________________________________________________________ What? _____________________________________________________________ When? _____________________________________________________________ Where? ____________________________________________________________ Why? ______________________________________________________________ What do you know about the person/people/yourself who created this artwork/performance based on what you see? ______________________________ ___________________________________________________________________ As an artistic audience, why or for whom did the artist create/perform this artwork/performance and how does that impact the meaning? __________________ _________________________________________________________________________________________________________________________________________________________________________________________________________ *Process Questions: 1. What are the difficulties you encountered through the activity? _________________________________________________________________________________________________________________________________________________________________________________________________________ 2. How did you deal or provide solutions with these difficulties? _________________________________________________________________________________________________________________________________________________________________________________________________________

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Activity 2. My Collage Story.

*Instructions: a. Use your smartphone/web cam, take 5-10

pictures of your self with different emotions and pose. (It can be selfie, whole body, or creative shots)

(*Note: Do the first instruction before reading or doing the next…) b. Using your taken pictures, create a story from it.

Create a title of your story. *Tip: Write first a draft on a piece of paper so that you can edit and revise it later on before putting your final output on the given template/activity sheet. c. Arrange your pictures just like the comic books/magazines then add

descriptions and other needed information on the activity sheet provided. d. Add story narration if you think the callouts and other inputs are not enough. If

your are already satisfied, you can leave the story narration portion blank. (*Note: Your story should revolve to your creative and artistic life as a beginning theater artist of the Special Program in the Arts.)

e. Check the attached rubric as guidance throughout your output making. *Submit outputs through your google classroom. Ask your teacher for the class code or check your gmail account for the invitation. *Process Questions: (Answer these after the activity…) 1. What are the difficulties you encountered through the activity? _________________________________________________________________________________________________________________________________________________________________________________________________________ 2. How did you deal or provide solutions with these difficulties? _________________________________________________________________________________________________________________________________________________________________________________________________________ 3. How did the activity help you understand better the lesson/topic?

_________________________________________________________________________________________________________________________________________________________________________________________________________

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My Collage Story (Activity Sheet)

Name: ______________________________________ Date: _________________ Grade Lvl. & Section: _________________________________________________ Collage Title: _____________________________________________ Date Pictures were taken: ____________________________________________

Story Narration: ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________

Analysis & Reflection: The principles of artistic organization can be observed in my output through _______ ______________________________________________________________________________________________________________________________________ As a beginning theater artist, my creativity and artistry can be seen through _______ _________________________________________________________________________________________________________________________________________________________________________________________________________

Paste pictures

and

create callouts here…

Your picture/collage arrangement

depends upon your choice…

Enjoy being creative

and

do not limit your artistry

and

imagination…

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Activity 3: True or False with Correction *Instructions: Read the following statements and write TRUE if it is correct, otherwise, write FALSE and change the underline word that makes it wrong. Write your answer on the space provided before each number. _______________1. Selectivity refers to selection of the elements to use to get specific qualities needed by the form. _______________2. Parts of an over-all theme which may be in contrast to one another is called as Unity. _______________3. Contrast heightens the difference and emphasizes a point. _______________4. When something is emphasized to draw the viewer’s attention to a particular idea, it refers to Focus. _______________5. Part of the form which do not compete for attention with the focal point is termed as Subordination. _______________6. Proportion refers to how many elements and how much of them should be used in creating a particular form. _______________7. Distribution of weights in the art form is observed to create Balance. _______________8. Dynamism is the excitement created by the interaction of the elements. _______________9. The reason for an element to exist is for Logic to be observed. _______________10. Unity is also similar to Clarity. _______________11. When parts contribute harmoniously to the completion of the whole, then Logic is achieved. _______________12. The phrase “form follows function”, it refers to Logic. _______________13. The principles of artistic organization can be observed to all arts. _______________14. Selectivity includes weight of the spoken lines or the distribution of movement. _______________15. In considering Clarity, superfluous and non-essential elements do not obscure the idea being put across.

What I Have Learned

As part of your generalization of the topic/lesson, write a reflection/reaction of your learning experience from it.

Principles of Artisitc Organization _________________________________________________________________________________________________________________________________________________________________________________________________________ ___________________________________________________________________

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What I Can Do

As part of your learning, you are asked to do the following activities. Follow the instructions religiously.

Travelogue

*Material: Writing materials (Markers, pencil, & ballpen) Coloring materials (Oil Pastel, Crayon, and etc…) Other art materials (Colored papers, Magazines,

and etc…) *Instructions:

1. Lie with your back on the floor and eyes closed. Make sure you can freely move. You must feel relaxed so that you may easily “enter into the exercise.”

Some pointers on how to make you relax:

• Breathing: breathe deeply and rhythmically • Feet: tense up feet muscles slowly then slowly relax • Knees: tense up knee muscles slowly then slowly relax • Thighs: tense up thigh muscles slowly then slowly relax

• Buttocks: tense up buttock muscles slowly then slowly relax • Abdomen: tense up stomach muscles slowly then slowly relax • Chest: tense up chest muscles slowly then slowly relax

• Shoulders: tense up shoulder muscles slowly then slowly relax • Neck: tense up neck muscles slowly then slowly relax • Whole Body: simultaneously tense up body muscles slowly then slowly relax

Allow 10 seconds of silence.

2. Use your imaginative eye and body, not your literal eye and body. Move around and follow according to the given instructions, as someone narrate to you the following cover story for the travelogue: With eyes open, imagine yourself lying down in bed in your room. Look around.

What is it that makes you comfortble here? Make your senses work. What is the smell

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of your room? Touch the bed. Feel it! Is it smooth, rough, hard, soft? Then slowly stand up, go around the room. Imagine that you are alone. Walk around slowly in your room.

Now that you have explored your room, go out and explore other areas. Where is the door? Imagine the door, go to the door and open it. You are now outside and from afar you see a jeepney coming. Wave at it. It stops and you ride, sitting somewhere at the back. The jeepney is jampacked. There are bags at your feet and you can hardly sit comfortably. It’s twelve o’clock high and the road is rough and rugged, giving you a bumpy ride. How do you feel?...

The jeepney stops and you get down. You’re left alone in the middle of the street. As you look back and forth all you see is the long, long stretch of flat and straight road. But then on either side of the road you see a wide expanse of grassland. It’s a very wide space and you are alone. Explore the areas. How do you feel?...

Walk through the field. Then from afar you see trees. Run to them… Now you’re in front of the trees. Walk through… walk… walk… until you discover that you are in the midst of a tropical rainforest. The trees are tall. You can hardly see the sun now. But the light coming from the sun filters through the leaves of tall trees. Explore the area. How do you feel?...

Suddenly you feel that an ant bit your leg. And another one, and still another one.

You realize that you are on top of an ant hill, and ants swarm all over you! Run as you react to the ants walking all over you until you find yourself near a river. The water seems fresh, clean, and quiet. What do you want to do?...

You have become so tired you want to rest. You see a cave across the river. You want to go to the cave! Go ahead, but first you have to cross the river. Cross!... And now you’re facing a huge, huge cave. Why don’t you go in? It’s getting dark. As you walk inside the cave, it gets darker and darker and darker.

You’ve been walking for a long time and you feel that the cave is getting smaller. You want to go back but you can’t find your way out. The width and the height of the cave are getting smaller and smaller until you feel the sides of the cave within your reach. The cave continues to get smaller – closer and closer, tighter and tighter. How do you feel now?... Suddenly you feel something at your feet! Could it be a – space? Lucky you, you can now get out of the cave. But first you have to bore a hole through the wall. So you bore a hole slowly and lightly at first, gradually going faster and faster and heavier and heavier. Finally, the hole is getting bigger. You can almost get out now but there’s a big stone in your way. Push it. Push it hard… hard… Now, the way is all clear. You get out and you find that there is another room in the cave.

In order to explore for an exit, you need to feel the rough walls. As you move, the texture of the walls are starting to feel smooth. Explore further… and further… Then… you came upon a rough object sticking out from the wall… Feel it… All parts of it… Every inch of the object… Try to pinch, rub, scratch the object… Press it… then

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the cave starts to tremble… small rocks starts to fall from the cave’s ceiling… A small light starts to appear from the center of the room. It starts to get bigger… and bigger… and bigger until it occupies the centermost part of… You can now see the whole place where you are standing. The wind blow on your face… You can smell the fresh air… You look around and try to find where the wind is coming from… then you realize that it is from the light at the center… You start to move towards it… slowly… because you are not sure if it is safe… Then the light starts to pull you… You try to ran away from it but the strong wind is pulling you into the light… You try harder and harder to get away from it but it becomes stronger and stronger… You try to find something to hold into so as not to be pulled into the light… You also try to hold into the rough object you pressed earlier but it gave away so you suddenly slip and the light absorb you

completely… You fall into a void space of white light, your eyes is trying to adjust to the new environment… You start to float like you are in the space… You realize that you cannot see your own body… Try feeling your body… You can feel it but cannot see it… You are trying harder and blinking rapidly to see it but then the light become very strong so you choose to close your eyes instead… Then slowly open your eyes. Open your eyes. You are back in your room…

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My Travelogue Map (Activity Sheet)

Name: ______________________________________ Date: _________________ Grade Lvl. & Section: _________________________________________________ *Instructions: On the box provided, draw a map illustrating the places you went through and what you saw in your imaginative eye and mind during the travelogue experience. Use your art materials. Be creative!

*Note: You can use a separate paper if the provided box on the next page is not enough.

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3. Write a reflection of your travelogue experience. What did you feel before the travelogue experience? ______________________________________________________________________________________________________________________________________ Did you find it easy to relax as you prepared for the activity? Why? or Why not? ______________________________________________________________________________________________________________________________________ Where can you find the principles of organization during the travelogue and map making activity? Describe. _________________________________________________________________________________________________________________________________________________________________________________________________________ How did the experience help you to be a more creative theater artist? _________________________________________________________________________________________________________________________________________________________________________________________________________ What did you feel after the travelogue experience? Explain your emotional, mental, and physical experience. _________________________________________________________________________________________________________________________________________________________________________________________________________

4. Do a dramatic voice recording of your travelogue experience. Refer to your travelogue reflection above.

*Note: Submit your voice recording through your google classroom. Ask your teacher for the class code or check your gmail for the class invitation. *Process Questions: 1. What are the difficulties you encountered through the activity? _________________________________________________________________________________________________________________________________________________________________________________________________________ 2. How did you deal or provide solutions with these difficulties? _________________________________________________________________________________________________________________________________________________________________________________________________________

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What’s In

Most artists or performer believe they have to specialize in order to give the best to their audience. That’s true for 99% of the various art forms. But it’s not true for theater arts. Theater arts is different. Here’s why.

The media arts student needs to be a specialist in media presentations and preparations. Because that’s what they do. But theater covers every art form possible – acting, directing, playwriting, costuming, stage management, mask, movement, music, sing, dance, and on and on. It also includes sound and lighting (which is part of media art). Acting or theater arts in general is physical, vocal, mental and emotional work that requires preparation in order to operate at peak performance.

As a result, an actor’s body and mind need to be warmed up in order to deliver their best to the audience.

What’s New

Activity: Theater Symbolism

*Instructions: 1. On the box provided below, draw a simple poster using symbolisms that depicts

your personal description to theater as an art form. 2. Then complete the given statements for the explanation of your output.

*Submit output through your google classroom. Ask your teacher for the class code or check your Gmail for the class invitation.

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*Complete the statements: The symbolisms I included within my drawing are ____________________________ ______________________________________________________________________________________________________________________________________ I choose to include these symbolisms because ______________________________ ______________________________________________________________________________________________________________________________________ These symbolisms and the poster itself help/challenges me to strive more as a beginning theater artist by ______________________________________________ ______________________________________________________________________________________________________________________________________

What’s in it

Lesson 3: Theater Warm-ups, Routine, and Exercises

Warmup routines, physical warmups, and warmup games are full-body physical, facial, and vocal exercises that help actors get ready to perform.

A good warmup will help you get into proper physical, mental, and emotional form to nail performances and to work well with other actors onstage. Warm-ups energize groups and help them begin with the same energy level.

For an actor, a good warmup will help them relax, will help get rid of any anxieties, and will make an actor more limber up in preparation for the physical demands of a performance.

Drama games and acting exercises also help actors train their voice for performance, especially for actors who perform improv. Warmups are an essential part of any drama class and actors’ pre-performance routines. (*Caution: Do the warm-ups slowly so as not to injure your body. If you feel pain in doing it. Please skip to the next.)

Seven (7) Acting Warm-ups for Actors Warmup routines do not need to take too much time, and they can be done

either alone or with other actors. 1. Work your neck.

*Instructions: Roll your neck around forward, side to side, backward. Roll it around in one direction, then the other.

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2. Shoulders. *Instructions: Shrug your shoulders up, down, then roll them forward and backward. Then repeat the process with just your left then your right shoulder. 3. Circle your arms. *Instructions: Swing your arms in a circle in one direction, then the other, then in opposite directions.

4. Stretch your ribs. *Instructions: Raise your arms above your head, then leaning to one side, feeling the tension release on your ribcage. Hold for a beat, then return to the upright position and lean to the other side.

5. Breathwork. *Instructions: Assume an erect posture, inhale deeply and slowly through your nose. Exhale slowly and deliberately through your mouth. Repeat a few times to slow your heart rate down and relax.

6. Folds. *Instructions: Bend forward at the waist, dropping your head, with arms extended down, holding for 10 seconds. Then come back up all the way into a slight backward bend, holding for another 10 seconds. Repeat a few times until you feel your posture has improved.

7. Shake everything out. *Instructions: Start shaking your hands, then your arms, then your entire body to release any lingering tension.

Three (3) Facial Warm-ups for Actors Having an expressive face is key to good acting, especially if filming a close-up

shot. Warming up and loosing your facial muscles can allow your face to be more expressive.

1. Massage. *Instructions: Begin your facial warmups by massaging your face in slow, circular motions to loosen the muscles around your mouth, eyes, and forehead.

2. Use the “lion/mouse” technique. *Instructions: Stand in front of a mirror and stretch all your facial muscles. Open your mouth wide, like a lion roaring. Then scrunch your face into a meek, small, expression, like a mouse. Switch back and forth.

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3. Stretch your tongue. *Instructions: Pull your tongue out, pull it down as far as you can, then up, then side to side. This will help you move your mouth and to enunciate and articulate.

Six (6) Vocal Warm-ups for Actors Your voice is your main instrument of expression as an actor, and warming it

up will prevent damaging your vocal cords while helping you articulate your words. 1. The “Hum.”

*Instructions: Exhale slowly, humming until you have exhaled all of your air. Repeat approximately five times

2. The “Ha.” *Instructions: Stand and place your hand on your abdomen. Breathe in by expanding your stomach outward; you are now breathing from your diaphragm. Exhale slowly, uttering, "ha ha ha ha." Push you abdomen in with every syllable. Repeat.

3. Lip trills and flutters. *Instructions: Close your lips then blow some air. Roll your tongue on the roof of your mouth to make “trr” or “rr” sound.

4. Descending nasal consonants. *Instructions: Say the word “onion,” stretching the “ny” sound and voice it downward in pitch.

5. Tongue twisters.

*Instructions: Memorize a few of tongue twisters, like “red leather yellow leather” and repeat them to get your mouth loosened up.

6. Yawn and sigh. *Instructions: Open your mouth as if to yawn and let your voice sigh loudly from the top of your register down to its lowest note.

Seven (7) Acting Games and Warm-up Techniques There are dozens of theater games and acting exercises actors can use alone

or with others to get themselves ready. Here's a sampling of games.

1. Energy Ball. *Instructions: Face a wall. Around 2-3 meters apart from a wall. Imagine that you’re holding an invisible ball with both hands in front of you. Now imagine that you’re gathering energy into the ball, feeling it throb and pulse as the energy grows. The energy becomes so intense you have to throw the ball against the wall. As the ball bounces back, lean in to

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catch it. Pitch it back forcefully. This game will focus your energy while also getting you moving.

2. Reflection. *Instructions: Find someone as a partner, then face him/her and try to get inside their head. Observe their movements closely. As they move, mirror their movements and facial expressions as exactly as you can in real time. Mirror their facial expressions.

3. Theme song. *Instructions: Think of a theme song or music that captures the essence of a character you want or given. Put it on while you warm up, playing it over and over again to get yourself into the character’s emotional space.

4. Speed run. *Instructions: Take a scene you’ve prepared and perform it in normal time. Then repeat it, beat for beat, in double time. Then do it a third time, twice as fast again. You can do this exercise alone or with a partner if you have one.

5. Receive and pass. This exercise is best done with a team of actors.

*Instructions: Get everyone moving around a space. You make a clicking noise or utter a single word aimed at one of your partners. They must catch it, then pass it audibly to another person while continuing to move. Increase the speed at which the clicks pass from one actor to another.

6. Character walk.

This exercise is best done with other actors. *Instructions: Begin moving around the room. Observe one of your partners closely. Duplicate their walk as accurately as possible without exaggeration or parody. Feel the person behind the walk.

7. Circle work. This exercise is a good warmup for an ensemble working on a particular

production. *Instructions: The cast stands in a circle. Start in the middle of a line of dialogue from somewhere in the script that contains a cue for one of the other actors. That actor must play out the rest of the scene from the center of the circle. If the scene contains a cue to another actor, that person enters the circle. If not, another actor must come up with a new line with a new cue, and the process continues. (*Note: As a theater artist, you should religiously do the warm-ups, games, and techniques daily. Also include a 15-minute jog because it has an after-workout fat-burning effect.)

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Now, let us consider some theater terms which you might be using through the warm-ups and routine or in theater arts in general. Drama General Terms 1. Rehearsal – process of creating and developing drama for performance.

2. Peer-Evaluation – to judge the strengths and weaknesses of another group’s drama 3. Plot – outline of the plot of a drama, including changes in time or place. 4. Purpose – answers why a character takes the action they do within a scene. 5. Stimulus – something which engages your imagination in order to be developed into

a drama. 6. Self-Evaluation – talking and writing about what you have done yourself, highlighting

your strengths and development areas. 7. Target Audience – a group of people who you think would enjoy or get the most

from a production (often age groups / people with specific interests). 8. Time Period – answere when the play is set. 9. Characterization – process of creating a character by including details about their

background, their nationality and their personality, etc.

Voice Terminology 1. Accent – tells the country and region a character is from. 2. Volume – how loud or quiet the voice is. 3. Pitch – how high or low the voice is. 4. Clarity – how clear the voice is. 5. Emphasis – where you put stress on a word to convey meaning. 6. Tone – conveys the emotion in the voice, e.g.: an angry tone. 7. Pace – how fast or slow speech is. 8. Intonation – rising and falling of the voice. 9. Pause – a break in speech which allows the character to breathe and show the

thought process of the character. 10.Fluency – how easily the speech flows. 11.Register – range of tones in the human voice and the sounds you can make as an actor.

Movement Terminology 1. Body Language – gives an indication of the whole body’s attitude (e.g. defensive or

open). 2. Facial Expression – position of the face to communicate the emotion the character

is feeling. (e.g. confused, concerned, excited) 3. Gestures – made by the hand and arm, and can be a visual signal of communication.

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4. Eye Contact – allows a character to make a connection with the audience or another character.

5. Posture – how the actor holds their upper body, and can indicate a character’s status, age, health or emotion etc. It can be either straight or slouched.

6. Speed – how fast or slow the character’s movement is. 7. Use of Space/Levels – enables the actor to use positioning for

status or to create distance or proximity to other characters. 8. Gait – how a character walks. (e.g.: has a purposeful gait.)

What’s More

Activity 1: My Daily Warm-up Routine *Instructions: 1. Take a video of yourself while doing all the warm-ups (Acting, vocal, facial, and some acting games) as proof of your experience. 2. Edit your video and add title and label after each activity you are

doing as guide to the viewer. 3. Submit output through your google classroom for feedback. Ask your teacher

for the class code or check your Gmail for the class invitation. *Process Questions: 1. What are the difficulties you encountered through the activity? _________________________________________________________________________________________________________________________________________________________________________________________________________ 2. How did you deal or provide solutions with these difficulties? _________________________________________________________________________________________________________________________________________________________________________________________________________ 3. How did the activity help you understand better the lesson/topic?

_________________________________________________________________________________________________________________________________________________________________________________________________________

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Activity 2: Matching Type *Instructions: Match column I, II, and III. Write the letters only of your answer consecutively on the given blanks provided in column. Avoid erasures and/or superimpositions

Column I: Activity Column II: Instructions Column III: Category

_ _ 1.Yawn and sigh

_ _ 2.Massage

_ _ 3.Shoulders

_ _ 4.The “Hum”

_ _ 5.Circle work

_ _ 6.Speed run

_ _ 7.Reflection

_ _ 8.Tongue twisters

_ _ 9.Breathwork

_ _ 10.Folds

a. Shrug your shoulders up, down, then roll them…

b. …face him/her and try to get inside their head. Observe…

c. …like “red leather yellow leather” and repeat them…

d. Bend forward at the waist, dropping your head…

e. Begin moving around the room. Observe one of your partners…

f. …massaging your face in slow, circular motions…

g. Stand in front of a mirror and stretch all your facial muscles…

h. Assume an erect posture, inhale deeply and slowly…

i. Open your mouth as if to yawn and let your voice sigh…

j. Exhale slowly, humming until you have exhaled all of your air

k. Take a scene you’ve prepared and perform it in normal time.

l. The cast stands in a circle. Start in the middle of a line…

M. Acting N. Facial O. Vocal P. Games &

Techniques

Activity 3: Word/Phrase Completion

*Directions: On the given warm-ups, complete the missing word/phrase to complete the instructions for it. Write legibly your answer on the space provided. Avoid erasures and/or superimpositions.

Use the “lion/mouse” technique. *Instructions: Stand in front of a mirror and stretch all your (1)__________ muscles. Open your (2)__________ wide, like a lion roaring. Then scrunch your face into a meek, small, expression, like a mouse. Switch back and forth

Stretch your ribs. *Instructions: Raise your (3)__________ above your head, then leaning to one side, feeling the tension release on your ribcage. Hold for a beat, then return to the upright position and (4)__________ to the other side

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Shake everything out. *Instructions: Start shaking your (5)__________, then your arms, then your (6)__________ to release any lingering tension

Energy Ball. *Instructions: Face a wall. Around (7)__________ apart from a wall. Imagine that you’re holding an (8)__________ with both hands in front of you. Now imagine that you’re gathering energy into the ball, feeling it throb and pulse as the energy grows. The energy becomes so intense you have to (9)_______ the ball against the wall. As the ball bounces back, lean in to (10)_________ it. Pitch it back forcefully. This game will focus your energy while also getting you moving.

The “Ha.” *Instructions: Stand and place your hand on your (11)__________. Breathe in by expanding your (12)__________ outward; you are now breathing from your (13)__________. Exhale slowly, uttering, "ha ha ha ha." Push you abdomen in with every syllable. Repeat.

Folds. *Instructions: Bend forward at the waist, dropping your head, with (14)________ extended down, holding for (15)__________. Then come back up all the way into a slight backward bend, holding for another 10 seconds. Repeat a few times until you feel your posture has improved.

What I Have Learned As part of your generalization of the topic/lesson, write a reflection/reaction of your learning experience from it.

Theater warm-ups, routines, and exercises _________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________

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What I can do

Instructional Video Making In theater, one way or the other, we needed to lead the warm-up exercises for the group. This experience will also boost our leadership, confidence, and self-image as a performer. So, you need to start doing it now through your very own instructional video presentation so that you can still lead even without face-to-face set up. Do it like you are instructing your viewers of what and how to do the warm-up activities. *Instructions:

1. Memorize the step-by-step procedure of all the areas of warm-up (acting, facial, vocal, & etc.) activities.

2. Choose one from the four areas of warm-ups (Acting Warm-ups, Facial Warm-ups, Vocal Warm-ups, and Acting Games) to lead.

3. Rehearse how you are going to instruct and demonstrate the activities and instructions of your chosen warm-up/exercise area.

4. Take a video of yourself instructing and demonstrating the various activities and exercises on your chosen area of warm-up.

5. Edit and enhance your video, using your downloaded device video editor application, for clarity of your instructions and procedures. When editing, take into considerations the following: Title of the video, labels, descriptions/written procedure, credits, and etc.)

6. Submit output to your google classroom. (*Note: Ask your teacher for the class code or check your Gmail for the class invitation.)

7. Check the rubric on the next page to serve as your guide for the output making. *Process Questions: 1. What are the difficulties you encountered through the activity? _________________________________________________________________________________________________________________________________________________________________________________________________________ 2. How did you deal or provide solutions with these difficulties? _________________________________________________________________________________________________________________________________________________________________________________________________________ 3. How did the activity help you understand better the lesson/topic?

_________________________________________________________________________________________________________________________________________________________________________________________________________

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Post Assessment Post-assessment: Let us determine how much you already know about the Artistic Self & Theater as an Art. Multiple Choice. Instruction: Encircle or put color on the letter and word/s of the correct answer. Avoid erasures and superimpositions. 1. It is the field in which the art exists.

a. Space b. Stage c. Television d. Auditorium 2. The motion towards a direction is perceived as a:

a. Movement b. Rhythm c. Line d. Shape 3. What includes stage lights used to portray emotions or feelings of the scene? a. Stage b. Color c. Space d. Acting 4. This is created as line moves. a. Drama b. Action c. Movement d. Shape 5. It provides the pulse of life of the artwork. a. Story b. Rhythm c. Movement d. Action 6. What refers to the parts of an over-all theme which may be in contrast to one

another? a. Variation b. Contrast c. Balance d. Clarity 7. This principle heightens the difference and emphasizes a point. a. Clarity b. Balance c. Contrast d. Variation 8. It refers to something which is emphasized to draw the viewer’s attention to a particular idea. a. Contrast b. Logic c. Clarity d. Focus 9. What is the term for the tension that the elements exert upon one another?

a. Variation b. Contrast c. Movement d. Dynamism 10. It is the reason for an element to exist. a. Theater b. Logic c. Script d. Play 11. What is the process of creating and developing drama for performance? a. Characterization b. Playwriting c. Rehearsal d. Acting 12. The outline of a drama is called:

a. Plot b. Script c. Play d. Summary 13. These are made by the hand and arm, and can be a visual signal of

communication. a. Gestures b. Posture c. Gait d. Poise 14. What term refers on how a character walks? a. Status b. Runway c. Gait d. Pace 15. It is the range of tones in the human voice and the sounds you can make as an

actor. a. Tonality b. Pitch c. Register d. Intonation

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REFERENCES Fajardo, B. and Topacio, S. (1989). BITAW: Basic Integrated Theater Arts

Workshop. Philippine Educational Theater Association. No. 1 Scout de Guia corner Mother Ignacia St. Quezon City

Communication & Self-Expression Through Art. (2003-2020). Accessed on July 1,

2020 from https://study.com/academy/lesson/communication-self-expression-through-art.html#:~:text=It%20makes%20sense%20that%20people,it%20 without% 20relying%20on%20words.

Theatre art. Encyclopedia Britannica. (2020). Accessed on July 1, 2020 from

https://www.britannica.com/art/theatre-art Valdes-Lim, A. (2014). Theater for Wellness: Creative Techniques To Be Well and

Whole. Mandaluyong City: Anvil Publishing, Inc. Valdes-Lim, A. (1997). Workshop: A Manual on Acting. Pasig City: Anvil Publishing,

Inc. Mendoza, A. (2007). Get into Acting. World Marketing Corporation. Worldlink Books. Schanker, H.H. and Ommanney, KH. (1989). The Stage and the School. 6th Edition.

Oklahoma City, New York: McGraw-Hill, Inc. BCNHS Special Program in the Arts: Theater Arts. Facebook. (2020) Accessed on

July 3, 2020 from https://www.facebook.com/TeatroTatakPalay Abadier, NA., Quilla, M., Lamason, N., & et.al. REEDZ: A collection of PSICOM’s

Fictional Literary Pieces. (n.d.). Quezon City: PSICOM Publishing Inc. Ingram, C. (2018, November 17). The Ultimate Collection of Principles of Design

Examples and Definitions. Retrieved on July 4, 2020 from https://artclasscurator.com/principles-of-design-examples/

Riyaz, S. (2015, March 3). Theatre is mother of all art forms: Om Puri. the pioneer.

Retrieved from https://www.dailypioneer.com/ What Are the Principles of Art? - Definition & Examples. (2003-2020). Study.com.

Retrieved on July 6, 2020 from https://study.com/academy/lesson/what-are-the-principles-of-art-definition-examples.html

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MasterClass. (2019, September 16). 7 Acting Warmups, Games, and Techniques for Actors. MASTERCLASS Articles. Accessed on July 8, 2020 from https://www.masterclass.com/

McClafferty, M. (2017, March 8). Drama Terminology And Literacy Booklet.

Eastwood High Drama. Retrieved from https://blogs.glowscotland.org.uk/er/ewhdramadept/

Cover and Title pages’ raw pictures Retrieved from and Designed by macrovector /

Freepik and canva

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ANSWER KEY Lesson 1: Elements of Artistic Expression

Activity 1: Performance Analysis Theater Arts Nativity Performance 2018

1.A bitter girl, because of her past experience, who learned that the true essence of Christmas can be found from the birth of Jesus which depicts not money but love, caring, and sharing with one another.

2.A “stage” and media when considering the taken video. 3.It is a combination of various lines. 4.Yes. It can be observed on the dance choreography, and formations where the performers tried to maximize

the given space for them. 5.More on soft and flowy because of the theme of the performance. Rough and jagged on some parts to

exaggerate a certain scene. 6.The emotions lean more on the positive ones like love, kindness, forgiving, happiness because of the main

idea of the story. 7.It is more on expressionism, realism, and romanticism because it depicts the birth of Jesus Christ with a

sprinkle of real life experience, and performed through exaggeration. 8.It is a combination of fast, slow, and medium because on some scenes, it shows a short flashback; on others, a

reflective scene; while reality is emphasize on some parts. “Euphoria”

1.A girl who found her happiness on illegal drugs. Thus, turning her into a psychotic serial killer. 2.A stage and media when considering the taken and edited video of the performance. 3.Based upon the movements of the actors, it is a combination. 4.Yes. Circle, because the story involves plenty of flashbacks. 5.Rough and jagged because it involves killings and crimes. 6.Hatred and regrets in general as depicted by the two main performers: Euphoria and his father. 7.Realism because the story is based on real events that might and will happen sooner or later. 8.Fast because it highlighted crimes and killings.

Activity 2: Script Analysis Silip Series #4: Seen Lang?

1.A girl who has a crush on her ex-classmate boy and tried to seduce him through messenger. 2.Online/Web/Facebook/Messenger as observed on the script itself. 3.Curvy because of the various ways of flirtations that is happening on the script. 4.It’s circle because by the end of the script, the girl goes back to being flirtatious. 5.Soft and flowy because it involves a smooth conversation and dramatic lines. 6.Happiness, lust, and sadness as highlighted by the girl through her lines. 7.Expressionism and Romanticism as based on the theme of the script. 8.Medium because of its conversational nature.

Activity 3.1: True or False with Correction 1.TRUE 2.TRUE 3.FLASE Color 4.TRUE 5.FALSE Rhythm

Activity 3.2: Multiple Choice

1.C. Positive 2.A. Texture 3.A. Rhythm 4.D. Negative 5.B. Color 6.C. Romanticism 7.B. Symbolism 8.C. Impressionism 9.A. Existentialism 10.C. Expressionism

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Lesson 2: Principles of Artistic Organization Common in the Arts

Lesson 3: Theater Warm-ups, Routine, and Exercises

Activity 3: True or False with Correction 1.TRUE 2.FLASE Variation 3.TRUE 4.TRUE 5.TRUE 6.TRUE 7.TRUE 8.TRUE 9.TRUE 10.FALSE Harmony 11.FALSE Unity 12.TRUE 13.TRUE 14.FALSE Balance 15.TRUE

Activity 2: Matching Type 1.iO 2.fN 3.aM 4.jO 5.lP 6.kP 7.bP 8.cO 9.hM 10.dM

Activity 3: Word/Phrase Completion 1.facial 2.mouth 3.arms 4.lean 5.hands 6.entire body 7.2-3 meters 8.invisible ball 9.throw 10.catch 11.abdomen 12.stomach 13.diaphragm 14.arms 15.10 seconds

Pre & Post-assessment 1.a. Space 2.c. Line 3.b. Color 4.d. Shape 5.b. Rhythm 6.a. Variation 7.c. Contrast 8.d. Focus 9.d. Dynamism 10.b. Logic 11.c. Rehearsal 12.a. Plot 13.a. Gestures 14.c. Gait 15.c. Register

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SPA Theater Arts Module - ZNNHS

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