Professional Documents
Culture Documents
2016-2017
As part of your coursework in IB Theatre you are required to keep a journal. This isnt just a
requirement from me, but it is also a requirement from IB.
There are 2 means by which you will keep your journal: Narrative entries and non-narrative
entries. The purpose of this resource packet is to outline and review narrative entries only. A
follow-up packet will deal with non-narrative entries.
This packet will help explain some effective ways to record journal entries and offer a template
for your journal presentation.
Before adding anything to your journal, you need to ask yourself Why am I including this? and
How is this entry a reflection of my experience of theatre, my discoveries in theatre, and a
development of my knowledge, understanding and skills?
Holistic Aspect
This means that you become aware of the inter-connectedness of theatreof how one area
feeds into another. You must write entries attempting to link all of your experiences with
others. Can you compare and contrast masks in Noh theatre with masks in Commedia Dell
Arte? How do Turkish Shadow Puppet stories mimic Taiwanese glove puppetry? Does an
element of symbolism you see in a professional production directly feed into a creative choice
you make in directing a scene from a play? Does your definition of theatre change or get
challenged through practical experience in the rehearsal process?
Holistic assessment asks you to consider the internal (subjective) and the external (objective).
What you think and feel is as important as what you learn and apply and testthis inner/outer
aspect of the theatre students means that you are fulfilling a major component of IB Theatre.
Your journal will be holistic in nature by considering three important components:
Synthesis
Analysis
Reflection
II. Synthesis/Analysis/Reflection
You can make sure you include these three areas in journal entries by
striving to answer these questions:
SYNTHESIS=CREATE
*To form a single unified thought or observation by combining parts or elements.
What alternative would you suggest for__________?
What changes would you make to revise_____________?
How would you explain the reason____________________?
How would you generate a plan to_____________________?
What could you invent_________?
What facts can you gather_______?
Predict the outcome if_____________?
What would happen if_____________?
How would you portray_______?
Devise a way to_______?
How would you compile the facts for_________?
How would you elaborate on the reason_________?
How would you improve______________?
Synthesis power words: adopt, arrange, assemble, blend, build, connect, combine,
compile, compose, concoct, connect, construct, coordinate, create, cultivate, design, detect,
develop, devise, dictate, elaborate, establish, explain, form, format, formulate, frame, gather,
generate, glean, graph, hypothesis, imagine, incorporate, integrate, interact, invent, judge,
make, model, monitor, organize, participate, plan, portray, produce, publish, rearrange, refine,
reorganize, revise, rewrite, summarize, synthesize, test, write.
Analysis= Analyze
*To break down in order to bring out the essential elements; structure; any underlying
assumptions and any interrelationships involved.
How can you classify _______________ according to _______________?
How can you compare the different parts _______________?
What explanation can you have for _______________?
How is _______________ connected to __________________?
Discuss the pros and cons of ________________?
How can you sort the parts ________________?
What is your analysis of _________________?
What can you infer _________________?
What ideas validate ________________?
How would you explain ________________?
What can you point out about __________________?
What is the problem with __________________?
Why do you think _________________?
Analysis power words: analyze, ask, catalog, categorize, chart, classify, compare, contrast,
correlate, decode, deduce, diagram, differentiate, dissect, distinguish, divide, document, edit,
examine, explain, focus, group, identify, infer, inquire, inspect, inventory, monitor, observe,
order, outline, parse, point out, proofread, reason, review, segment, select, sequence, sort,
survey, transform.
Reflection = Evaluate
*Make an appraisal by weighing up the strengths and limitations of different evidence and
arguments. Concerned with meditation and deliberation.
What criteria would you use to assess ___________?
What data was used to evaluate ______________?
What choice would you have made _____________?
How would you determine the facts _____________?
What is the most important ______________?
What would you suggest ______________?
How would you grade _____________?
What is your opinion of _______________?
How could you verify _______________?
What information would you use to prioritize _____________?
Rate the ______________.
Determine the value of _______________.
Reflection power words: agree, appraise, appreciate, assess, choose, compare, conclude,
consider, construct, contrast, criticize, critique, debate, decide, defend, design, determine,
discriminate, dispute, editorialize, estimate, evaluate, explain, grade, hypothesize, influence,
interpret, judge, justify, measure, perceive, prioritize, prove, rate, recommend, relate, select,
summarize, support, test, value, verify.
Here are two journal entries that follow this basic format. Read
them and use them as examples for your own entries. Next, you
will find a blank template for your own entries. A digital copy of
the template is uploaded on our class website for you to use
when you write.
Journal Entry 1
Weve been talking about Architecture as it relates to Ann Bogart, with relationship (between
actor and set,) As well as how using this idea; the set can be changed quickly and effectively, by simply
Activity
In The Incarcerated, the set is just ten chairs which become other things, based on how the actor relates
to them A few years ago, I saw the play The Interview, which Mountain View put on. They used very
minimal set, and used chairs for a lot of different things there was a subway scene where they just
Perception
picked up the chairs, and they became sliding doors. This technique changed from the set from
somewhere very different, to the subway, and they didnt have to change much at all.
I am in Tech Theater and we are building the set for the play Godspell. One of the things we made were
saw horses for the police barricade. However, during the play, they are placed side by side and
Confirmation
a table top is set on them, transforming them into a picnic table. Obviously everything is still
exactly what it was before but its relationship with the actors has changed, so what it is supposed to be
changes.
Self-Evaluation
I have always seen one thing/object being used symbolically in theatre presentations, but
always thought of these moments as static. Today I experienced what I always suspectedthat
these moments can be active and dynamic as well as static and help tell the story just as much as any
realistic set depiction.
Learning Summary
To the left are the 10 learning characteristics identified in the IB
learner profile. Circle or highlight the characteristic you think
you demonstrated most in the activities described in your
journal entry. Below, write a short summary justifying why and
how you think you demonstrated this characteristic.
Journal Entry 2
Today in theatre arts, Elena did her Meisner presentation. Through the word repetition game, I realized
Meisners desired goals. He wanted self-consciousness with in and actor to be abolished while emotions
present. We tried to illustrate his intentions through this word repetition game. First we paired up
Activity
and began to repeat back sentences without partner about a trivial observation one partner made
about another. For example my partner said Youre wearing jeans, and I repeated it back word for
word. This repetition back and forth continued for a while until my mind went blank, void of any
thought. I just waited until my partner finished repeating and then I spoke, but blankly. It became a
matter of waiting for someones cue. Then, we continued this repetition game but with responses in
first person.
This was relatively void of any emotion because what was being repeated was so frivolous anyway. Im
wearing black shoes Who cares! I dont care, I just stared at the wall absent-mindedly waiting for my
cue. Then when it seemed like a monotonous tone had fallen upon the class things took an
Perception
interesting turn. We were asked to ask our partner a provocative question and they were obligated
to repeat it back the same exact way. In two words this exercise generated emotion. When I asked
my partner a question she threw it back with an offended tone in voice and exasperated expression.
Unlike the other exercises, emotion had been triggered here. I found this to be quite interesting and
funny because of the questions that people thought of. Additionally, each question yielded a different
response (eg: Ben laughed when asked Do you like porn?)
Its curious how Meisner thought up these exercises but either way they work well for what he expects
from an actor. In the first two exercises not much emotion was yielded but the mind was cleared of all
thoughts as Meisner wanted. The actor was no longer self-conscious as they made an observation about
someone else and repeated it back and forth. It was preparation for the emotion that would
Confirmation
come about in the third exercise. This emotion was raw and unrehearsed; exactly what Meisner
wanted. This is so because the first exercise is based on instinctive reactions. Not like in a soap
opera where the emotion is rehearsed and over-dramatic. This is what Meisner called the living
truthfully part of acting, for obvious reasons. It is truthful because the reactions of emotions are real,
extemporaneous and solely based on natural impulses. I dont know how he flowed the emotions into
acting because we didnt manage to get that far in our limited amount of time.
However I do know how I felt in the exercises we did today. I felt like a robot without a brain that is
Reflection
usually teeming with random thoughts or worried. This was a good thing. It was nice to forget all
these things and end up focusing on your cue to repeat some dumb meaningless observation about
someone elses appearance or my own! This was what I felt for the first two exercises. For the third
exercise I was sitting there anticipating a question that I hoped would trigger laughter. I found it
amusing. However sometimes the question actually provoked personal emotion because it would
remind me of a past experience. I didnt mind this much because my feelings only lasted for a second
Self
I dont dwell on past events but I can if I want to but I dont so I forgot it in a second. Through these
Evaluation
exercises I realized that I was bad at asking a provocative question. This is because I dont know many
people.
Learning Summary
To the left are the 10 learning characteristics identified in the IB
learner profile. Circle or highlight the characteristic you think
you demonstrated most in the activities described in your
journal entry. Below, write a short summary justifying why and
how you think you demonstrated this characteristic.
Journal Entry
Name:
Title:
Date:
Activity:
What we
did today.
Reflection:
How I feel
about what
we did.
Perception: What I
learned that was
new to me today.
Confirmation: What
did I see or
experience that I
already knew about
theatre?
Self Evaluation-What
Learning Summary
To the left are the 10 learning characteristics identified in the
IB learner profile. Circle or highlight the characteristic you
think you demonstrated most in the activities described in
your journal entry. Below, write a short summary justifying
why and how you think you demonstrated this characteristic.
Journal entries are due every Friday to me, already printed at the beginning of class.
They are to be given to me physically or placed in my received tray on my desk.
They are to be turned in whether I have given a journal prompt or not. Sometimes you
are given prompts and sometimes you are on your own to write about experiences you
decide on. I have found that over time, some students become over-reliant on prompts
and want them instead of having to use their own initiative.
Do not email me your entry. They are due on Friday whether or not we have had class
that day. You must constantly check the IB webpage under school fusion for notes and
prompts from me.
If you are absent on a given Friday, your journal is due Monday when you return,
whether we meet for class that day or not.
I prefer you to follow the prescribed template until we decide, on a case by case basis, a
more open and freestyle form for you. The template is meant to help you stay focused
and learn the basics.
The entries are to be typed and an electronic back up copy kept. After your entry is returned it
is to be pasted into your proper journal.which is actually an art sketchbook. Over time you
will collect all journal entries, as well as important images, pictures, programs from plays,
posters, play analysis and reviews, etc
All entries must have
Tips
Appropriate times for journaling are
Some strategies:
Use color coding throughout your journal. I and my students
have found this to be extremely useful Use these colors to
highlight passages that illustrate the following:
V. Conclusion
I want you to have fun writing your journal entries. Hopefully this booklet has provided some
minimal guidance for you. Students have benefited enormously from journaling their theatre
learning. Your journal will help you focus your attention on the subject matter, engage actively
with your learning, arouse curiosity, discover disparate elements in theatre, make connections
between theatre and your life, make your own meaning, identify what you know and dont
know, diagnose learning success and problems and prepare you for a successful TPPP exam!
90-100
80-89
70-79
60-69
0-59
Teacher notes:
Descriptor