Block Theater Project Analysis

In 1933, the Great Depression was at its peak. As people were struggling to find work and survive in a crumbling economy, President Franklin D. Roosevelt created a program called The New Deal to help alleviate some of the United States’ problems; such as helping the poor and unemployed, repairing the economy, and fixing the country’s financial issues. With it, another project was formed which would radically change the world of theatre. The Federal Theatre Project, sponsored by the Works Progress Administration, funded theatre projects, employed actors, and created meaningful art (Simkin).While The Federal Theatre Project was an important tool to keep theatre alive and people employed during The Great Depression, it also had much greater after-effects; altering the role and effect of theatre in the years to come.

The project I did for the Shakespeare project was building The Globe Theater. I decided to do this project because I enjoy building different things with my hands. I worked on this project with a partner. I enjoyed working with a partner rather than alone because I like to have fun while I do projects.

I had the subject of homelessness, and I have thought about this problem before. It is a subject that has caused controversy throughout the nation and I previously didn’t know much about this situation. I began looking on political and news websites to get polls and facts about how much homelessness is affecting our world today. I used the websites on the library page and they were a huge help in getting articles and helping me to keep everything organized. Some things were hard to find such as finding a quote from someone who is an expert on homelessness, it took me a while to find. This project was fun and led me to understand this problem more and to understand how deeply it affects us and our world.

The Story Pirates Theater Troupe is a nonprofit educational sketch-theater group known for teaching kids the art of storytelling through writing. The group offers in-school and afterschool theatrical programs in New York and Los Angeles. These programs are “designed to create a safe space for students to express their most outlandish ideas and develop their creative writing skills” (DeBlasis, 2015). There were doubts whether this group would be able to continue to thrive in the age of the common core state standards and rigorous accountability expectations. However, they are!

Unlike the ones that came before and after these are the places that had the entertainment and grew in business very well. People belonging to the working class were the stars of the show they put on entertainment for immigrants and their children, farmers, and laborers. The rise of a pervasive culture of consumerism which dramatically altered the way Americans worked, played, and thought about their relationships to other citizens. During the Great Depression thousands of people were put out of work and had very little money. There was a New Deal program known as the Federal Theatre Project. It’s main focus was to entertain everyone and help their confidence at this time. But, one other focus this project had was that it inspired Americans

To begin with, plays are meant to be watched and enjoyed in theaters, not to be taught in a classroom. Just like Mark Powell stated,

The author begins by saying that her lessons should be used as a resource, not a strictly followed procedure, and should be adapted to fit the needs of each teacher’s classroom. Graves is a strong believer that the teacher must give the students opportunities to act. Before reading the play, she has her students give oral presentations on “themes” that will help the class to build interest and background knowledge. Then, the teacher should briefly outline the play for the students. She has her students read the first scene of the first act independently. Graves says that before beginning to read, the students should be taught the correct pronunciation of all of the character’s names. The teacher must create a lighthearted atmosphere so that as the class begins to read the second scene of the first act, the students feel comfortable laughing out loud about parts that they think are funny. Graves believes that this will help fuel discussion about the scene. Then, she asks the students to act out their interpretation of the characters’ actions in the second scene. After, each student is assigned a role and advised to focus more on the actions of their character and less on their lines. Once the students have had the chance to show the actions of their character, have the class focus on Bottom’s actions and how the other characters seem to react to

It all began on a weekday afternoon. Ms. JB was out running errands, and had left me with the keys to the theatre, an adult with no knowledge of theatre for supervision, and a dozen hyper kids aged 7-14. She also left me with vague instructions regarding what we were supposed to rehearse. Thus equipped, I faced the

DRAMA I (Beginning Drama) This is an introductory course in theatre arts, which is intended to help students break out and gain confidence in public performance in a safe classroom environment. This class includes an introduction to theatre history by studying different genres of plays and follows up with scene work. The course will introduce the basic skills required for performance, such as teamwork, (ensemble) Line Memorization, Improvisation, appropriate audience etiquette & Blocking. Students will be expected to participate in classroom exercises in Monologues, Scenes, children’s theatre, creating scenes, etc. Since this is a participation class, students who have attendance problems should consider other options.

In the beginning of the Level Two course in the Health Careers Academy, my instructor assigned the senior projects for each group. My project is concerning animal abuse awareness and why it is an extensive issue in the world. Ever since my group and I have started volunteering in Rescue Oasis, I began to realize how many animal abuse cases are ignored and the horrors these animals are exposed to. This project has allowed me to focus on helping others rather than myself and to understand the necessity of volunteers in certain areas.

One of the hardest things about being a teacher is directing student engagement to keep them on track. This feat seems almost unattainable at times, especially when your target audience is a sixth grade classroom full of sugar-drunk, hormone laden adolescents (meant with love!). Bringing strong language arts lessons into the classroom early on will expose young learners to an array of literary tools and devices, and familiarize them with using these methods to increase in baseline literacy functionality and professional development.

One of the most engaging things I have ever done as a student was science fair my junior year. It incorporated two of my greatest interests -- band and social justice -- and allowed me to mix them together into a glorious soup of interdisciplinary learning. It focused on the utilization of environmentally detrimental construction waste to create orchestral quality instruments in order to make music programs (and their benefits) accessible for urban impoverished areas. I spent a lot of time sorting through source after source because I was actually enjoying my research. It related directly to the world I lived in -- both band and the locus of urban poverty within a few miles of me. As I moved to the planning stage of the project, I, of course,

The most meaningful project I did this year was oil pastels. This was the most meaningful project to me because I based it on my favorite movie Peter Pan. I chose to base my art on this movie because I grew up watching this my whole life. I got the idea from watching the movie and noticing the different colors in the sky and I realized I could use it for my project. In my project I added the moon and a pirate ship in the sky background.

Since my project had an emotional pull for me, I payed more attention to what I was learning and absorbed more. I learned a lot about my family history while making this project. My project focused on my grandfather's experience as a Jewish WWII soldier. It was very fascinating to research my grandpa. I got a better understanding of what it was like being a soldier during WWII. I was able to also learn the soldiers' perspectives and what information they were told about the war.

SteM Meets Shakespeare was a group film project that you had to participate in and act a scene out from a part of a Shakespeare play. This project was made for you to learn thingS about responsibly and teamwork.From my point of view this project was neutrally challenging. There were times that different group members would cooperate with others and we sometimes got in disagreements. Stem Meets Shakespeare caused me to use processes, procedures, collaboration, and communication to work and get a decent grade