YEAR 10 DRAMA

SEVEN AGES OF MAN

NAME:
TEACHING GROUP:
DRAMA TEACHER:

UNIT QUESTION: As we grow older how much do we change?

Ares of Interaction
Community and Service:
Have you developed a more sense of responsibility towards the community after
exploring this unit? Why? Which age affected you the most?
TEACHER COMMENTS AND FINAL GRADE:

MYP Drama : Year 10

Unit Title: Seven Ages of Man
TASK:
To perform a self written monologue
To explore several different texts using the poem as a starting stimulus
To create a piece of Drama
To research social, cultural and historical contexts
Criteria
Criterion A: Knowledge and Understanding
Criterion B: Application
Criterion C: Reflection and Evaluation
Criterion D: Personal Awareness
Aim:
To enable students to explore relationships through the poem which are relevant
and concern to them.
To explore the Seven Ages of Man using other texts and the poem as a starting
stimulus.
Ares of Interaction
Community and Service:
Have you developed a more sense of responsibility towards the community after
exploring this unit? Why? Which age affected you the most?

POEM

William Shakespeare - All the world's a stage (from As You Like

It 2/7)
All the world's a stage,
And all the men and women merely players:
They have their exits and their entrances;
And one man in his time plays many parts,
His acts being seven ages. At first the infant,
Mewling and puking in the nurse's arms.
And then the whining school-boy, with his satchel
And shining morning face, creeping like snail
Unwillingly to school. And then the lover,
Sighing like furnace, with a woeful ballad
Made to his mistress' eyebrow. Then a soldier,
Full of strange oaths and bearded like the pard,
Jealous in honour, sudden and quick in quarrel,
Seeking the bubble reputation
Even in the cannon's mouth. And then the justice,
In fair round belly with good capon lined,
With eyes severe and beard of formal cut,
Full of wise saws and modern instances;
And so he plays his part. The sixth age shifts
Into the lean and slipper'd pantaloon,
With spectacles on nose and pouch on side,
His youthful hose, well saved, a world too wide
For his shrunk shank; and his big manly voice,
Turning again toward childish treble, pipes
And whistles in his sound. Last scene of all,
That ends this strange eventful history,
Is second childishness and mere oblivion,
Sans teeth, sans eyes, sans taste, sans everything.

Session 1
* Brainstorm you understanding of the poem

POEM

CRITERION B: In small groups create 7 images that represent the 7 ages

find sound/music prepare an imovie. Present to the class.

REFLECTION: Choose one of the images from todays session and paste
explain WHY you created it and what it represents to you? * In a FIVE sentences
reflect on session 1; how did you feel at the start of the lesson what did you
do how did you feel at the end of the session. Did you learn anything today?

Session 2
Read newspaper article attached and highlight and notate anything your consider
importantwords, statements and state your reasons why (Article 1 and 2 at
back of book). Show a friend your initial feelings about this article ask for
feedback do they agree? Did you have the same statements? What discussion
took place whilst sharing?

Look at the photos attached (at back of book). Brainstorm your feelings about
this photo. Think about what it is trying to say and what emotion it is trying to
portray.

Session 3
Listen to the music for teenagers (chosen by teacher) what do you think of it?
What do you think the emotions are? What do you think it is trying to say? Lyrics
at the back of your book.

CRIRERION B: Now in your group find a group teenage song and create a sound
collage on what it is like to be a teenager in the 21 st Century alongside the music
create a series of STILL IMAGES that you feel represent being a teenager in
the 21st century create as a imovie ready to show. Take photo of ONE image
and paste below and describe what your image is about and a list of the
songs your group chose.

REFLECTION OF SESSION 3: HW
What is a sound collage and what is mime? Describe your mime in detail. What
is it about? What was your group trying to say (without words), was it difficult?
Why? What difficulties did you come across? Did you solve the problems?

HOMEWORK: Mid reflection of the workshop so far (3/4 side of A4)

Session 4 and 5
Old Age and Death are they different? How does that make you feel?
Show your discussion below

CRITERION A PART 1 you will add at the back of this booklet

RESEACH TASK
1. Choose a country/culture maybe your culture/country
2. Prepare 10 POWERFUL questions on what is like to be an adult in the 21 st
century? Think carefully of the 10 questions you want to ask but one
point is to get them to reflect on their life so far
3. Interview ONE adult can be parent/your grandparent or any relative 4. Research the country/culture of your choice where it is in the world? Its
position? Main points history, who is in power etc? (should be one side
of A4)
5. Research on the culture/social impact of the OLD anywhere in your
chosen country/culture. What are the traditions etc?

CRITERION A RUBRIC
Knowledge and Understanding
TASK
Research and investigation culture, history, social of a Country/Culture
Research and investigate the art form of DRAMATIC MONOLOGUE
Marks
1-2

3-4

5-6

7-8

Give yourself a mark and

reasons why
You have shown a limited understanding of
the topic and the social, cultural and
historical aspects.
Your use of vocabulary and personal
opinions and critical understanding and
conclusion of the art form are limited
You have included limited facts in your
research
You have demonstrated limited research
skills and few referenced sources
You have shown satisfactory understanding
of the topic and researched of the social,
cultural and historical aspects.
You have used some vocabulary and
expressed some of your own opinions and
critical understanding in your conclusion
You have included some interesting facts in
your research of the art form is satisfactory
You have used satisfactory research skills
and some referenced sources
You have shown good understanding of the
topic and researched using your own words
and are able to apply and understand the
social, historical and cultural.
You have applied vocabulary well and
expressed your own opinions and critical
understanding clearly in your conclusion
You have included appropriate and good
facts of the art form researched and have
created your own interpretations
You have used and referenced a variety of
sources which is good
You have shown good understanding of the
topic and researched using your own words
and are able to apply and understand the
social, historical and cultural.
You have applied vocabulary well and
expressed your own opinions and critical
understanding clearly in your conclusion
You have included appropriate and good
facts of the art form researched and have
created your own interpretations
You have used and referenced a variety of
sources which is good

Criterion B Rubric Application STILL IMAGES OF THE 7 AGES

Tick
0

1-2

MYP
The student does not reach a
standard described by any of the
descriptors below.

TASK SPECIFIC

There is very limited expression

and communication of artistic
intentions in the students work,
which may not have reached a point
of realization.

There is very limited expression

and artistic intentions in the
students DRAMA work, which
may not have reached the point
of realization. A very limited
amount of techniques, explored
in their research are applied at a
very limited level of proficiency.
The student attempts to apply
artistic processes. The rehearsal
process
questions
are
incomplete and does not support
or give evidence of the process
explored.
There is limited expression and
communication
of
artistic
intentions in the students
DRAMA
work
which
has
reached a point or partial point
of realization. A limited amount
of techniques, explored in their
research are applied at a limited
level of proficiency. The student
attempts to apply the artistic
processes.
The
rehearsal
process questions is incomplete.
The material that is included
however does give some
evidence
of
the
process
explored.
There is satisfactory expression
and communication of artistic
intensions in the students
DRAMA work . The student is
able to elaborate an idea, theme
or a personal interpretation to a
point of realization. Various
techniques, explored in their
research are applied at a
satisfactory level of proficiency.
The
student
shows
a

Skills and techniques are applied at

a very limited level of proficiency.
The student attempts to apply the
artistic processes.

3-4

There is limited expression and

communication of artistic intentions
in the students work, which has
reached a point or partial point of
realization.
Skills and techniques are applied at
a limited level of proficiency. The
student attempts to apply the artistic
processes.

5-6

The student is able to elaborate an

idea, a theme or a personal
interpretation to a point of
realization. There is satisfactory
expression and communication of
artistic intentions.
Skills and techniques are applied at
a satisfactory level of proficiency.
The student shows a satisfactory
ability to apply the artistic processes

involved in creating art.

7-8

The student is able to elaborate an

idea, a theme or a personal
interpretation to a point of
realization. There is evidence of
good expression and
communication of artistic intentions.
Skills and techniques are applied at
a good level of proficiency. The
student shows a good ability to
apply the artistic processes involved
in creating art.

9-10

The student is able to elaborate an

idea, a theme or a personal
interpretation to a point of
realization. There is evidence of
purposeful expression and
effective communication of artistic
intentions.
Skills and techniques are applied at
a high level of proficiency. The
student shows an excellent ability to
apply the artistic processes involved
in creating art.

satisfactory ability to apply the

artistic process involved in
creating a piece of art/drama.
The rehearsal process questions
are complete; the material
included
gives
satisfactory
evidence of the essential
processes explored in reaching
a final point of realization.
There is evidence of good
expression and communication
of artistic intensions in the
students DRAMA work.The
student is able to elaborate an
idea, theme or a personal
interpretation to a point of
realization. Various techniques,
explored in their research are
applied at a good level of
proficiency. The student shows a
good ability to apply the artistic
process involved in creating a
piece
of
art/drama.
The
rehearsal process questions are
complete; the material included
gives good evidence of the
essential processes explored in
reaching a final point of
realization.
There is evidence of purposeful
expression
and
effective
communication
of
artistic
intensions in the students
DRAMA work. The student is
able to elaborate an idea, theme
or a personal interpretation to a
point of realization. Various
techniques, explored in their
research are applied at a high
level of proficiency. The student
shows excellent ability to apply
the artistic process involved in
creating a piece of art/drama.
The rehearsal process questions
are complete; the material
included
gives
excellent
evidence of the essential
processes explored in reaching
a final point of realization.

CRITERION c: evaluation and reflection

Reflection of your work
Questions used from BLOOMS TAXONOMY
APPLY knowledge to your OWN work
If you did not know the title what title would you give to your groups
performance? What made you decide on that title?
What other titles could you give your piece of work?
If you could change any part of your Drama piece what would you change and
why?
How did you arrive at your final idea? What role did you play? Actor or technical
person or both. What does it feel like?
Look back at either the SONG or POEM - Why do you suppose the
playwright/composter created/composed this piece of performance art? What
makes you think that?
Choose the best 5 words that describes your piece of Drama?

ANALYSE your work

What can you tell me about the EMOTIONS of your piece of Drama?
What makes this your Drama piece interesting?
What can you tell me about the one character? In your Drama piece?
What do you think is the most important part of your Drama piece?
EVALUATE your work
What do you think is good about your work? What is not so good?
Did you did a good or bad job? What makes you think so?

What do you think other people would say about this work? Why do you think
that?
What grade (Criterion B = 10 marks) would you give your work? How did you
arrive at that grade?
Is there anything you would change?
What do you think is worth remembering about your piece of Drama?
Criterion C Rubric SCORE YOURSELF and state the reason for your
score
Tick
0

MYP

1-2

The student records his or her artistic

development and processes with little
reflection.

The student does not reach a standard

described by any of the descriptors below.

The student carries out a limited evaluation of

his or her work, with guidance.

3-4

The student reflects on his or her artistic

development and processes.
The student carries out a satisfactory
evaluation of his or her work. Some aspects of
the evaluation may be unrealistic or
incomplete.
The student attempts to use feedback in his or
her artistic development and processes, with
guidance.

5-6

The student reflects critically on his or her

artistic development and processes at different
stages of his or her work.
The student carries out a good evaluation of
his or her work. The evaluation includes an
appraisal of the quality of work produced and
an identification of some areas of
improvement.
The student uses feedback in his or her artistic
development with little guidance, which

Why?

informs his or her own artistic development

and processes.

7-8

The student reflects critically and in depth on

his or her artistic development and processes
at different stages of his or her work.
The student carries out an excellent evaluation
of his or her work. This shows a considered
appraisal of the quality of work produced and
details of improvements that could be made.
The student intentionally uses feedback in his
or her artistic development, which shows an
appropriate consideration of his or her artistic
processes.

Criterion D Session 11
Please list 3 points in which you feel you have demonstrated a high personal
engagement:
NOTE: Please spend a few minutes, now that you have completed the unit,
reflecting on the unit question, How do I use performance to target a specific
community?
1)

2)

3)

Criterion D
Assignment: Commit yourself fully to this unit of work, ensuring that all practical
and written assignments are completed to your maximum ability.
HAVE YOU?
Have you fully completed all assignments?
Have you fully recorded the creative process?
Have you contributed ideas to the rehearsal process?
Have you worked well with your peers?

y/n
y/n
y/n
y/n

Criterion D Rubric SCORE YOURSELF and state the reason for your score
Tick
0

MYP

1-2

The student shows limited commitment in

using his or her own artistic processes.

The student does not reach a standard

described by any of the descriptors below.

The student demonstrates limited curiosity,

self-motivation, initiative and a willingness to
take informed risks.
The student works with his or her peers in a
positive way, with encouragement.
The student is rarely receptive to art practices
and artworks from various cultures, including
his or her own.

3-4

The student shows satisfactory commitment in

using his or her own artistic processes.
The student demonstrates satisfactory
curiosity, self-motivation, initiative and a
willingness to take informed risks.
The student supports, encourages and works
with his or her peers in a positive way, with
encouragement.
The student is occasionally receptive to art
practices and artworks from various cultures,
including his or her own.

Why? I think I am

5-6

The student shows good commitment in using

his or her own artistic processes.
The student generally demonstrates curiosity,
self-motivation, initiative and a willingness to
take informed risks.
The student supports, encourages and works
with his or her peers in a positive way, with
little encouragement.
The student is generally receptive to art
practices and artworks from various cultures,
including his or her own.

7-8

The student shows excellent commitment in

using his or her own artistic processes.
The student actively demonstrates curiosity,
self-motivation, initiative and a willingness to
take informed risks.
The student actively supports, encourages and
works with his or her peers in a positive way.
The student is actively receptive to art
practices and artworks from various cultures,
including his or her own.

7 Ages of Man CHILDHOOD

1) Complete session 1 photos and write up
2) Read 2 articles below and highlight any important words of
phrases.
3) Complete brainstorm in your booklet
4) Clip into your booklet
ARTICLE 1
As China's Economy Grows, So does China's Child Labour Problem
10 June, 2005
Child labour in China is hardly a new phenomenon. For years, despite official regulations
banning the employment of minors (defined by Chinese law as those under sixteen years
of age), teenagers and even pre-adolescents from poorer regions of China have been

drawn to the rapidly developing southern and coastal areas looking for work. For this
army of young labourers, employment is readily available in the workshops and factories
(and to a lesser extent related industries, such as food service) that are at the heart of
China's economic boom. A recent People's Daily Report cites an investigation undertaken
by the government agency in charge of monitoring labour conditions in Shandong
province's Jinan City. According to the report, the use of child labour is most prevalent in
the following industries: Toy production, textiles, construction, food production, and light
mechanical work. Concerning the latter, the report concludes that child labour is
particularly in demand because children have smaller hands and eyesight undamaged by
years of labour, making them more desirable than adults for certain kinds of work.
More often than not, parents of child workers have little choice but to send their children
off to work; as school fees increase beyond the means of most rural families, educational
opportunities for rural children grow increasingly dim. Further, the earnings of children,
however meager, represent a substantial portion of much-needed income to poor families.
Parents of child labourers rarely have a clear idea of the adverse working conditions and
physical risks inherent in industrial work. Moreover, the child workers learn themselves
are often reluctant to complain, knowing well the critical nature of their financial
contributions to the family.
Underage labourers are particularly vulnerable to job related hazards resulting in injury
and death, and this is because they tend to be less aware of workplace hazards than do
adult workers. An adult working in a coal miner is generally aware of perilous conditions
in which they work; a child working in a factory, on the other hand, is usually less aware
of the dangers they face, making their situation all the more hazardous. Furthermore,
while adult and juvenile labourers both shoulder similar burdens of financial contribution
to the family, the workplace injury or death of a minor brings an even greater degree of
bereavement and psychological damage to loved ones.
A report issued by Human Rights in China (http://www.hrichina.org) in March of this
year documented the tragic case of five adolescent girls who appeared to have been
poisoned by carbon monoxide smoke from a coal brazier lit in the confines of their
cramped factory sleeping quarters. In an attempt to hide culpability for the girl's deaths,
the panicked factory manager ordered that the bodies be disposed of immediately; later
investigation revealed that two of the girls had likely been buried alive.
Few parents understand the dangers of allowing their children to enter the workforce.
This low awareness in the public about child safety and protection provides a breeding
ground for both exploitation and potential disaster. In late 2003, a reporter from
Guangzhou's Southern Metropolis Newspaper did investigating child labour visited a
local textile factory and found workers as young as twelve years old working as much as
sixteen hours per day, more during peak production season. When the reporter asked to
see the young worker's sleeping quarters, they replied that the cramped 200-square meter
workshop was it, and that at night they slept on or under their worktables. (2) Far from
being an anomaly, the reporter found similar conditions in other Another article published
in the same paper on August 11th, 2004 concerned a primary school headmaster in
Guangdong province's Huizhuo city. This headmaster was found employing students
from his school in a private toy factory which he owned . According to the report, local
labour and commercial officials found thirty-five juveniles between the ages of eight and
sixteen working in the "headmaster's" factory. When informed of the illegality of his

actions, the headmaster seemed surprised, and claimed to merely be offering the students
an opportunity to earn money. As for the physical risk that factory work posed to his
students, the headmaster said that he "would sooner risk his own life than that of one of
the students."
We have to ask ourselves how the general public can hope to be made aware of the
dangers of child labour when someone like a school headmaster, clearly responsible for
the protection and education of children, could be so oblivious.
.The problem lies not so much with regulation but lack of enforcement. Indeed, despite
stiffer penalties, the problem of child labour has only become more serious in recent
years. A growing economy coupled with a growing economic disparity provides a fertile
ground for exploitation of societies most vulnerable members. Local governments, in a
headlong rush to woo manufacturers into their districts are often reticent to enforce
regulations against child labour, which might act as an impediment to local economic
growth.
ARTICLE 2
Think back on your childhood for a few moments; what memories stand out? I was
talking with my grown son about his memories of childhood. "Dad, it was the good times
we had together that I remember--waterskiing at the lake, snow skiing in the mountains in
the winter, a Halloween party when I was ten years old." The closeness we enjoy with our
children in later years relates directly to the fun times we had with them when they were
children. We also had happy times--working together in the yard and the garden, bedtime
rituals, including story time and especially AHappy Home."
I remember playing ball in the back yard with my boys. The youngest--about three years
old-- was batting. I pitched the ball in a way to permit success. Of course, I never
criticized a bad play or a missed ball. I shouted encouragement all along. I recall one ball
game: I was pitching and the oldest boy hit a slammer--right through the neighbor's shed
window. The youngest hit the dirt with spasms of laughter! Of course, it turned serious
when we thought about responsibility to our neighbor. There were lessons to be learned,
of course, but no censure. (After that we played in a vacant lot near by.)
Children need many things: firm, kind discipline, unconditional love, well defined limits.
But they also need happy times. I recall life at home with my two older teenage sisters.
My mother believed in the proactive method of controlling teens. She was always
planning parties and gatherings at home. The young people thoroughly enjoyed the
games, the popcorn, and the apple cider on Saturday nights. I don't see how my mother
stood up under all the pressures. But, somehow, she made it and her children loved and
respected her. This is how she shielded her children from temptation. Of course, there
were the routine family worships, study of the Sabbath school lesson, and always work to
do--having fun together.
So, if you would build happy childhood memories, plan fun times. But the fun should
include you. It's the bonding that is so important and, of course, that takes time.
Remember, children spell LOVE -- T-I-M-E.
The younger you were at the time, the better. I

LOOK AT THE PHOTOS

describe what you see and try and analyse each image in connection with
CHILDHOOD!

LYRICS TO SONG

"Just The Two Of Us"

(Now dad this is a very sensitive subject)
From the first time the doctor placed you in my arms
I knew I'd meet death before I'd let you meet harm
Although questions arose in my mind, would I be man enough?
Against wrong, choose right and be standin up
From the hospital that first night
Took a hour just ta get the car seat in right
People drivin all fast, got me kinda upset

Got you home safe, placed you in your basonette

That night I don't think one wink I slept
As I slipped out my bed, to your crib I crept
Touched your head gently, felt my heart melt
Cause I know I loved you more than life itself
Then to my knees, and I begged the Lord please
Let me be a good daddy, all he needs
Love, knowledge, discipline too
I pledge my life to you
[Chorus:]
Just the two of us, we can make it if we try
Just the two of us, (Just the two of us)
Just the two of us, building castles in the sky
Just the two of us, you and I
Five years old, bringin comedy
Everytime I look at you I think man, a little me
Just like me
Wait an see gonna be tall
Makes me laugh cause you got your dads ears an all
Sometimes I wonder, what you gonna be
A General, a Doctor, maybe a MC
Haha, I wanna kiss you all the time
But I will test that butt when you cut outta line, trudat
Uh-uh-uh why you do dat?
I try to be a tough dad, but you be makin me laugh
Crazy joy, when I see the eyes of my baby boy
I pledge to you, I will always do
Everything I can
Show you how to be a man
Dignity, integrity, honor an
An I don't mind if you lose, long as you came with it
An you can cry, ain't no shame it it
It didn't work out with me an your mom
But yo, push come to shove
You was conceived in love
So if the world attacks, and you slide off track
Remember one fact, I got your back
[Chorus]

It's a full-time job to be a good dad

You got so much more stuff than I had
I gotta study just to keep with the changin times
101 Dalmations on your CD-ROM
See me-I'm
Tryin to pretend I know
On my PC where that CD go
But yo, ain't nuthin promised, one day I'll be gone
Feel the strife, but trust life does go wrong
But just in case
It's my place
To impart
One day some girl's gonna break your heart
And ooh ain't no pain like from the opposite sex
Gonna hurt bad, but don't take it out on the next, son
Throughout life people will make you mad
Disrespect you and treat you bad
Let God deal with the things they do
Cause hate in your heart will consume you too
Always tell the truth, say your prayers
Hold doors, pull out chairs, easy on the swears
You're living proof that dreams do come true
I love you and I'm here for you
[Chorus to fade]