Project: Students will perform one excerpt from the play “Pygmalion” with correct use of language dialects, full costume, and appropriate era setting. Students will prepare a short written presentation of the research necessary to perform the play correctly.

* A group may choose to rewrite the text and adapt it to another setting. (ie. Schunat Hatikva/Zfon Herzilia)

The project requires between 6-10 students who will divide up into two groups:

The acting group will learn, memorize and perform roles.The support group will research, direct, prepare costumes and

stage setThe project will be assisted by Art, Fashion, and Drama Departments.

Schedule: The Written Presentation (research on costume, era, dialects) – Due September 29 th . The Oral Presentation (Performance) – September 29 th .

You have one month to work on this project.We are going to work on it 4 hours a week from August 29- Rosh Hashana. The Performance will take place on Thursday, September 29. (Out of class time will also be devoted to learning parts, researching, making costumes,stage sets.)

By the end of each week, the following tasks should be completed by the groups.WEEK ONE: Support Group finds source material and summarizes it.

Acting Group chooses roles and begins learning parts. WEEK TWO: Support Group presents their findings to artists and actors.

Artists and Costume Designers plan work and prepare lists of supplies for meeting with art/fashion departments. Arrange themeeting.Acting Group learn their dialects with help of the support group research.

WEEK THREE: Acting Group: Rehearsals are in full swing. Actors are now trying

to perform parts by heart. Session is planned with Drama Specialist for

tips.Support Group: Artists’ work is in full swing. They

receive ongoing feedback from Art/Fashion Departments. Researchers are writing up their findings.

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WEEK FOUR: Support Group finishes costumes and decorations, and written

presentation of research material. Acting Group has full dress rehearsals with parts known completely by heart.

Each group views the work of the other group. (ie. Actors read

research paper for comments. Researchers watch play for comments.)

Getting Started:Introductory Lesson: Students will play Social Skill Game to promote

cooperation skills in the group.Next, groups will re-read the excerpts together. Choose an excerpt which your group likes.(Consider the characters, the setting,

the language that suits your group.) Make sure you understand ALL underlying meaning, nuances etc.

Decide whether you’re going to perform it AS IS, or CHANGE the script to modernize the play.(If you choose to change the script, the whole

group must devote themselves to the script writing before anything else can move forward)

Decide on roles for all group members amongst the following possibilities:Acting GroupActorsDirector (in charge of directing of acting – intonation, movement, speech, etc.)Stage Manager (in charge of props, costumes, lighting, sound,

video, equipment)

Support GroupResearchers ( in charge of researching language, costume, era

setting etc.)/ Script Writers

Artists – Stage Design

[Teacher enlists help of the following Departments: Fashion, Art, Drama. ]

[Each group receives weekly Time Order Graphic Organizers to fill out with the specifics of who’s doing what, and to keep a record of what has been done]

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USING THE INTERNETfor research on costumes, dialects and stage sets

 

These are sample sites which can help you to get started:

FASHION

http://www.costumes.org/history/100pages/timelinepages/1910s1.htm

ARCHITECTURE

http://britannia.com/travel/london/index.html

http://www.britannia.com/history/londonhistory/modlon.html

DIALECTS

http://www.collectbritain.co.uk/collections/dialects/

 

 

FOR FURTHER RESEARCH:

Yahoo and Google are recommended search engines, but you need to help them by writing in your key words the correct way.

For a successful search, break down the information you need into small parts. Connect with the words: AND, OR, NOT

For example, if you want to know what the fashion for women looked like in early 20th century London, write: fashion AND women AND early 20th century London.

 

 

CITING YOUR SOURCES IN A BIBLIOGRAPHY

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When using internet sources in research, it's not enough to write the site address.

First, write the author's name – last name first.

Second, write the name of the article – use quotation marks

Also write the place the article was taken from - if it tells you

Add the date it was written – if it tells you

Then , write the site address and date at the bottom

 

Here's an example of how to cite your sources from the web:

 

Burka, Lauren P. "A Hypertext History of Multi-User Dimensions."

MUD History. 1993.

http://www.utopia.com/talent/lpb/muddex/essay (accessed August 2, 1996).

 

 

CHECKLIST AT THE START OF THE PROJECT WORK  

YES NOT YET

 

 We have decided to perform it as is or to create a new script.(i.e. modernize the play – base it in Harlem, HaTikva Neighborhood of Tel-Aviv etc.) We have chosen an excerpt.

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  We have decided who is playing what roles. (actors/characters, researchers, artists, director, etc.) We have divided up the workload. (researching era or neighborhood, script writing, stage design, costumes, etc.) Researchers have begun to look for source material. Our group has read and understood the instructions for doing the project. We are aware of the requirements.  We have gone over the rubrics for grading the project.  We are ready to start our project. 

 

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CHECKLIST FOR FINAL WRITTEN WORK 

  

YES NOT YET   Our project answers all the requirements.  Our project has our name on the cover page with the date and any other necessary information.  Our research page (and rewritten script if relevant) has been edited by all the members of the group, with respect to spelling, grammar and punctuation.  Our research page is typed and in a folder opening from left to right.  Our research page has a bibliography.  Our research and script are neatly presented, easy to read and represent our best efforts. 

Assessment Rubric for Performance OptionQuality of Performance

Criteria Absolutely Terrific! Very Good Good

  15 pts. 9 pts. 3 pts.Students produced a well-organized page describing their research of the era architecture, costumes, habits, etc.(and rewritten script if relevant)

Well- organized, detailed, and serving as basis for practical application in play

Less well-organized, not detailed enough, doesn’t have enough practical application for play

Poorly organized, little amount of content, no application for play

35 pts. 20 pts. 5 pts.Students performed Performed completely Occasionally Frequently

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the text by memory and with fluency35%

by memory, with fluency

referred to notes/ occasionally forgot parts.

referred to text or forgot parts

  10 pts 7 pts. 3pts.Students pronounced the lines according to particular dialect of their role.15%

Near-perfect imitation of speech style

Didn’t always differentiate between speech styles

Didn’t differentiate between speech styles

  10 pts. 7 pts. 3 pts.Students used body language to convey meaning. 15%

Effective use of body language / Correct interpretation of textual meaning

Didn’t always use body language effectively /Occasionally displayed lack of understanding the text

Didn’t use body language effectively/Frequently displayed lack of understanding the text

  10 pts. 7 pts. 3 pts.Students used tone and inflection to convey meaning15%

Showed emotion correctly

Didn’t always show emotion correctly

Rarely showed emotion correctly

  10 pts. 7 pts. 3 pts.Students produced appropriate era-costumes and décor10%

costumes and décor reflected the era effectively

Costumes and décor somewhat reflected the era

Costumes and décor didn’t reflect the era

  10 pts. 7 pts. 3 pts.Students worked as a team to produce the whole

Full cooperation among members evident /Assigned and fulfilled roles effectively

Partial cooperation /Roles not always assigned and fulfilled effectively

Lacking in cooperation/Ineffective assignment and fulfillment of roles

Template for Designing Project Work

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Stage one: Identifying targeted benchmarks and/or goals, and criteria for assessment

Targeted Benchmarks and/or Goals

Criteria for Assessment

Are aware of the differences in the appropriate use of language and

the dynamics of language changes, such as shifts in word

connotations

Did the student exhibit an appreciation for the differences

and nuances in language?

Interpret literary texts Did the student show an understanding of cultural social differences in early 19th Century

London?Engage in extended conversations,

using language to suit context, audience and purpose

Did the pupil speak with correct pronunciation and inflection of the

various dialects and speech registers?

Was the pupil fluent in his speech?

Identify the attitudes of the writer and/or speaker

Did the pupil exhibit an understanding of the author’s

rhetorical intent?

Stage two: Describing the project work assignment

Description of the Project Work Assignment

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The Pygmalion project is literature-based for a five point class. The students study the play prior to the project. Students will be given two or three options to choose from for their project. The option we’ve chosen to create in our NBA course is the Performance Option. After studying excerpts from the play backed up by the movie, students will choose an excerpt to perform. Through the creation of their performance, students will exhibit an understanding of all the criteria listed in our template. They will exhibit this in some of the following ways:By memorizing of a literary textBy eliciting language in varied speech stylesBy using body language to convey meaningBy using tone and inflection to convey meaningBy designing costumes and décor to convey meaning

**Students can choose an alternative/creative track – and adapt the script to a different context (ie. Harlem, Hatikva Neighborhood etc.)

Stage three: Choosing tools for assessment

Type of Assessment Who Assesses

X Rubric Self

X Checklist Peer

Assessment List X Teacher

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Stage four: Mapping out prerequisite skills and knowledge

Table of Prerequisite Skills and Knowledge 

Skill Examples Ways of Teaching

EFL Understanding implicit meaning of text

    using memory tricks for memorizing texts

        learning necessary vocabulary

developing an “ear” for different dialects

knowledge of appropriateness of different registers –

to different contexts (Harlem, Hatikva etc.)

During course of play, worksheets will focus on understanding the “essence” of quotes from play.[See Appendix]

Watch movie “My Fair Lady” / bring British guest to class that can elicit different accents and dialects/ discussion with British guest of registers in England. [See appendix]

Research

        how to summarize information in your own words

    

how to distinguish between useful and non-useful

Bring related source material to class and have them summarize main points of each

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resources in locating information about the clothes, architecture of their context.

                  

paragraph.

T Use: http://www.library.c

ornell.edu/olinuris/r

ef/webcrit.html

Social         understanding the true meaning of cooperation

        how to agree on role assignments in a fair way 

         to learn the art of positive criticism

      how to adapt/compromise individual desires/ expectations for the good of the whole   

         

Perform social skill game (ie. Each kid must perform own task while strung together in a group (literally)

Organizational

        how to divide up the work load efficiently/ according to the talents of the group

       how to map out the time frames for all the necessary components in the project

                           

Provide students with checklists and Time Order Sequence Graphic Organizer

[See appendix]

Presentation

        writing a research report Teach research report format

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         writing a script

         how to act dramatically         how to set a stage      

including bibliography.

Refer to: http://www.library.c

ornell.edu/olinuris/r

ef/webcrit.html

During course of the play, have them write a continuation to the script.

Work together with Drama Department – give tips to groups.

 

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Self-Reflection Page1. Why did you choose the option you did?2. Are you glad you chose this option? Do you have any regrets?

Explain.3. What new things did you learn about yourself during this

project?4. Describe the way you worked in your group. Did your group

have all the necessary skills to fulfill the roles you had to play?5. Were my guidelines helpful to you? Specific enough?6. What kind of help did you need that you didn’t get?7. Were any of the requirements too difficult to achieve?

Unrealistic? Explain.8. What were the most difficult parts of the project? The easiest?

The most enjoyable?9. What is the most significant thing that you learned from doing

the project?10. In your opinion, did your English improve as a result of

this project? In what ways?

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APPENDIXWORKSHEET ON British English

1. DIALOGUE: 2. INTERVIEW WITH SHAUN:

What kind of English do you speak today?Tell us about the various dialects, pronunciation, intonation that exist in England

West County- l’s, you at end of sentenceYorkshire- Old English (Shakespearian): thee, thine, thou art

Abbreviations: t’art, t’table, that in’s for theeNo “h” – Change of vowel sounds – “road”sounds like “ruid”; “my” sounds like “me”, water sounds like waaaater (kettle)Change of grammar- It has just happened- It happened so.Different words for things like to drink is to sup

Cockney (London) – Cockney Rhyming Slang Suit- fluteUpstairs-apples and pearsCigarette – snout – trout – salmon

Tell us some words that are different in Britain/AmericaQuestions from the Audience

3. MODEL – AMERICAN/BRITISHEllen says and then Shaun says:

1. Would you like to play football in the break?2. Give me the book next to the door.3. I ran over a hole in the road.

4. GAME: Can you understand what Shaun’s saying?- You guess, get a Chocolate. You miss, he gets it.Shaun says the following things in dialect:Can I have a cigarette?I’m going upstairs.How do you like my suit?I’ve put the kettle on. Can you make us something to drink?My house is on fire.How are you doing? Are you alright?What are you making to eat?It has just happened.

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5. AND NOW SOME SPELLING DIFFERENCES – BRITISH /AMERICANShaun/Ellen write on the board.Center-centreColor-colourCurb-kerbDialog-dialogueJewelry-jewelleryPractice-practiseProgram-programmeTire-tyre

6. NOW do workbook page 7.

7. BRITISH OR AMERICAN SPELLING? WRITE A “B” OR AN “A” NEXT TO EACH WORD.Meter/MetreHonor/honourFavourite/FavoriteQuestionaire/questionairreMonologue/Monolog

8. Make up a few sentences as a Yorkshire Brit would say them.

Use : thee, thou – YOUThine - YOURSArt- ARE

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SAMPLE WORKSHEET on Pygmalion 15-22A. Circle the correct answer. 1. Despite her life in the slums of London, Liza seems to have disgrace/

pride/ desperation.2. Higgins is the author of a universal alphabet/ the Lisson Grove dialect/

spoken Sanscrit.3. The science of speech is Higgin’s profession/ profession and hobby/

hobby.4. Higgins never coaxes/ ceases/ seeks to insult Liza.5. Liza came to Wimpole Street in order to get grievances/ compliments/

lessons.6. Liza reacts confidentially/ solemnly/ with defiance to the way Higgins

speaks to her.7. Higgins finds the way Liza speaks English to be grave/ rebellious/

deplorable.8. Liza Doolittle is most definitely not a defiant/ feeble/ rebellious young

woman.9. Higgins invited Pickering to this house in order to employ the Colonel/

come off it/ have a jaw with him.10. Mrs. Pierce doesn’t understand how such an ignorant/ articulate/

courteous girl could possibly afford to pay Mr. Higgins.

B. Answer 5 questions. Write one or two sentences for each question.

1. Why, according to the notetaker is his business so profitable?

2. What is ironic about the meeting between Pickering and Higgins?

3. Why does Higgins throw Liza so much money as he leaves?

4. Why did Liza come to Higgins’s apartment?

5. What touches Pickering about Liza?

6. Compare the behavior of Higgins and Pickering toward Liza.

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SAMPLE Pygmalion WORKSHEETp. 23-25,28-30

Choose 5 quotes below. Discuss each quote in several sentences. [You might refer to: who said it and at what point in the scene, why it was said, what it means, what it refers to etc.]

You must write in your own words to show your full understanding of the text. Your answer should reflect the essence of the quote. (10 points)

You must express your ideas as correctly as possible in English. (10 points)

The Quotes:1. “What is life but a series of inspired follies?” [middle of p. 23]

2. “You can’t take a girl up like that as if you were picking up a pebble on the

beach.” [middle of p. 24]

3. “ Stop Mr. Higgins. I won’t allow it. It’s you that are wicked.” [bottom p. 24]

4. “So here I am a confirmed bachelor.” [top of p. 29]

5. “I might as well be a block of wood.” [top- middle p. 29]

6. “Mere alliteration, Mrs. Pearce, natural to a poet.” [bottom of p.29]

7. “Take care of the pence and the pounds will take care of themselves.”

[top p.30]

8. “You know, Pickering, that woman has the most extraordinary ideas about

me.” [middle – bottom p. 30]

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SAMPLE PYGMALION WORKSHEETPages 43-45, 46-48

Match the quote to the right explanation. Write the letter in the blank.1. …….."It would have been more to the point if her mother had (walked

in with Liza)."2. …….."But it’s my belief they done the old woman in."3. …….."It would be quite proper on a canal barge."4. …….."Tell me what is the exact state of things in Wimpole Street."5. …….."We work together at my Indian dialects, and we think it more

convenient…"6. ………"Them she lived with would've killed her for a hat pin, let alone

a hat."7. …….."It's filling the deepest gulf that separates class from class and

soul from soul."8. ……..."This unfortunate animal has been locked up for 9 years at our

expense…and the result is ‘Ahyee, Beyee….’”9. ……..."She's a triumph of your art and of her dressmaker's."10. ……..."The manners and habits that disqualify a fine lady from earning

her own living without giving her a fine lady's income!"

a. Mrs. Higgins wants to know where everyone is sleeping.b. Higgins thinks the rich are wasting their money on educating the low class.c. They would do it for no reason at all.d. The end result of the experiment is not a real-life person.e. Pickering doesn't understand the real meaning behind Mrs. Higgin's question

about the arrangement at Wimpole Street.f. Mrs. Higgins hints that men are more irresponsible than women.g. The mother hints that her son's language is low class.h. Liza thinks her aunt was murdered.i. Liza will have the status of high society without the money to support itj. Higgins justifies the experiment, saying it will improve society.

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