WICKED What makes people wicked? Are we all born inherently evil – does everyone have the capacity to succumb to evil thoughts and behaviours? How does the world we live in shape the individual capacity for evil? Who do you view as ‘evil’ and why?
The essence of developing a character for a performance involves knowing and understanding that character and the context of their world. We need to understand what motivates a character – what are the reasons for why they behave they do. Shakespeare was a master of showing us the many facets of human nature. Did Shakespeare create and exaggerate the imaginary villains like those we see in Disney movies, or were these characters a window into ourselves. When is the line crossed from bad to WICKED?
Negotiated Performance Task To be the masters of your own destinies, follow these steps…. Step 1Choose a Shakespeare character or play that interests and motivates you and that you know a little about already. Decide on
questions you could ask to explore our wicked topic.
Step 2 PLAN YOUR GOALS - Upload a copy of the Goals planner,
complete all the boxes and save on your personal wikipage.
Record your MI on your personal wikispace page on this site.
Step 4Look at the Negotiated Project Grid and select activities you might do to contribute to your own understanding and the
group's understanding of your project. Use the Taxonomy to build your knowledge and understanding to help you create a
performance project. You must aim to select activities that challenge and extend your skills.
Decide which aspects of the task you can do independently and which aspects you may need specific acting workshop activities or
help from your teacher. Remember, you control your own learning journey. Step 5 Select a minimum of 4 learning activities. The activities in the grid are only a guide – you may negotiate any alternative ideas you
have. Decide in what way/s you are going to document and show how these tasks help you create your performance – your ‘production
folio’ may be include a number of different formats – design folder, wikispace, online discussion forum and should be something
that is practical and useful for you. One of these activities must include the way you evaluate your progress throughout and after the project.
One of the activities at least must come formt he higher order thinking skills categories. Step 6 You are on your way to becoming a self-directed learner! You set the goals, then work out the best ways to achieve these in the time you have available. You are not on your own – you
can use as much teacher assistance as you need during the process, but it means that everyone will be exploring different
approaches and working at different paces. There is no ‘one-size-fits-all’ lesson – but if there is a group of people that decide
they want a specific workshop to help with certain skills then that will be booked in for people to choose to do in their schedule if
they want to.
Now you need to consider the Negotiated Learning Grid and begin your planning……….
What makes people wicked?
Are we all born inherently evil – does everyone have the capacity to succumb to evil thoughts and behaviours?
How does the world we live in shape the individual capacity for evil?
Who do you view as ‘evil’ and why?
The essence of developing a character for a performance involves knowing and understanding that character and the context of their world. We need to understand what motivates a character – what are the reasons for why they behave they do. Shakespeare was a master of showing us the many facets of human nature. Did Shakespeare create and exaggerate the imaginary villains like those we see in Disney movies, or were these characters a window into ourselves. When is the line crossed from bad to WICKED?
Negotiated Performance Task
To be the masters of your own destinies, follow these steps….
Step 1 Choose a Shakespeare character or play that interests and motivates you and that you know a little about already. Decide on
questions you could ask to explore our wicked topic.
Step 2 PLAN YOUR GOALS - Upload a copy of the Goals planner,
complete all the boxes and save on your personal wikipage.
Step 3 What sort of learner are you?
Take the Multiple Intelligences Test to see your strengths!
Record your MI on your personal wikispace page on this site.
Step 4 Look at the Negotiated Project Grid and select activities you might do to contribute to your own understanding and the
group's understanding of your project. Use the Taxonomy to build your knowledge and understanding to help you create a
performance project. You must aim to select activities that challenge and extend your skills.
Decide which aspects of the task you can do independently and which aspects you may need specific acting workshop activities or
help from your teacher. Remember, you control your own learning journey.
Step 5 Select a minimum of 4 learning activities. The activities in the grid are only a guide – you may negotiate any alternative ideas you
have.
Decide in what way/s you are going to document and show how these tasks help you create your performance – your ‘production
folio’ may be include a number of different formats – design folder, wikispace, online discussion forum and should be something
that is practical and useful for you.
One of these activities must include the way you evaluate your progress throughout and after the project.
One of the activities at least must come formt he higher order thinking skills categories.
Step 6 You are on your way to becoming a self-directed learner!
You set the goals, then work out the best ways to achieve these in the time you have available. You are not on your own – you
can use as much teacher assistance as you need during the process, but it means that everyone will be exploring different
approaches and working at different paces. There is no ‘one-size-fits-all’ lesson – but if there is a group of people that decide
they want a specific workshop to help with certain skills then that will be booked in for people to choose to do in their schedule if
they want to.
Now you need to consider the Negotiated Learning Grid and begin your planning……….
Individual Performance PLANNER in 3 parts:
Part 1 - Goals
Wicked Plan 1.docx
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- 13 KB
Part 2 - Choosing tasks from Negotiated Learning Grid
Wicked Plan 2.docx
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- 15 KB
Part 3 - Individual Task Planner
Wicked Plan 3 Ind Perf Plan.docx
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- 12 KB