PPT-Dramatic form

Objective 1 Key Terms and Vocabulary Objectives By the time you finish taking notes on this presentation you should understand the definitions of the following terms and be able to identify examples of each. TEXT MILA CREWEBROWN YLING EANA S HOE AN PHOTO RAPHS GRAE E YLLIE IN AN DYLL C CORNER OF THE REE STATE TH IS ONCE CHARACTERLE SS FACEBR CK BU LD HA BEEN G VEN A BOLD ECOND CHANCE up lighten HO SEA NDL RE C Z H JULY 2014 ENOVAT ON brPage 2br ORE ts s GEOL 2110. Lecture 2. Scales of Time and Change. Major Concepts. Geological events cover huge amounts of time that are hard to grasp in the span of human life. We tend to focus on dramatic, short-lived geologic events that we witness and are unaware of subtle, but geologically important events . W. or. d of the Day. Concur. to agree; be of the same mind; be in accord. Illustrious. of great renown; famous and distinguished. Viand. (. Cookery) a type of food, . esp. a delicacy. Imperative. absolutely necessary or required; unavoidable: It is imperative that we leave. . Drama. Question One: . Does the play employ realistic or nonrealistic conventions?. On the spectrum from literalistic imitation of reality to stylized or surrealistic representations, where is the play situated?. An Inspector calls. 'WHAT DRAMATIC EFFECTS DOES PRIESTLY USE?'. Dramatic effects are things, which happen on stage & which grab our/the audience's attention. So, things you might be looking at could include: lighting/music/staging/costumes etc. . Blank Verse. unrhymed iambic pentameter. Blank verse is the meter of most of Shakespeare’s plays. It resembles the pattern of natural speech.. Tomorrow, and tomorrow, and tomorrow,. Creeps in this petty pace from day to day, . Elementary and the Imagination. Lisa Castaneda and Chelsea . LeValley. Who we are. …. Lisa . Castaneda Chelsea . LeValley. Co-Founder and CEO of . foundry10 dramatic arts program development. Seattle, . Prepared by:. Miriam Nicolas. T. P. lay. is an art form. Like other art forms, theatre also expresses the ideas and emotions of the artist/s. . needs the actors’ and the actresses’ portrayal to be able to communicate to the audience.. Elementary and the Imagination. Lisa Castaneda and Chelsea . LeValley. Who we are. …. Lisa . Castaneda Chelsea . LeValley. Co-Founder and CEO of . foundry10 dramatic arts program development. Seattle, . ?. By ‘dramatic features’ the SQA mean;. Plot/plot twists. T. hemes . and issues. D. ramatic . tension. Conflict. D. ramatic . irony. C. haracter . motivation/behaviour/. development. Setting/Period. Williams’ strategy is to implicate the audience in . ‘violent processes of historiography – the process of constructing a narrative of the characters’ pasts’. . (. A. nca. . Vlasopolos. , 1986.). and . stasimon. Evidence of Oedipus’s HUBRIS. Extended Metaphor – Thebes as a ship. Main theme: Sight vs. Blindness. Dramatic Irony. Supplicant(s) / to be suppliant. Begging or making a plea for help from a figure of authority. &. Chamber Theater. @. jhazenesporlas. Traditional Interpretation. Cenaculo. - The theatrical presentation of passion of the Christ.. Moro-. moro. /. comedia. - relates to Christian and Muslim conflict.. by Susannah . Centlivre. Dr Teresa Grant, February 2019. Learning Outcomes for EN352. Demonstrate knowledge and understanding of the set plays in their political, religious and social contexts . Demonstrate knowledge and understanding of the major dramatic trends of the period 1660-1709.