COLONIAL ARCHITECTURE TREASURE HUNT



-44453175000Use this packet and the SOA WILLIAMSBURG ARTS TOUR RESOURCE website (use QR or soalitart. to get there) as your guide to Field Activity assignments. All SOA students will complete assignments in this packet, and each instructor will collect them upon your return to SOA. Spend approximately one hour completing only the activity specified for your discipline. Every SOA student will complete JUST ONE of these activities, so Double-and Triple-Dippers should chose and complete just one of the activities listed below. Theatre Arts II, III & IV: CharacterizationIn the time you have near the Palace Green, travel in groups of three or four and pick a spot from which you can make observations of historical interpreters and visiting guests. Then, without talking to each other, record the following:Write an impression of the first person you see walk by. What is s/he wearing? What is his/her hair like? Clothing? What do you think s/he is doing? Why is s/he there?Do the same for at least three more people. Flesh them out as much as possible. How do their walks give them personality? Are they carrying something? Do the looks on their faces say something? Are they talking on the phone or to someone with them? Select one of the people you observe and create a monologue or speech detailing their inner-most thoughts. This should be written in 1st-person point of view. Your monologue (or speech) should have at least 10 written sentences, be addressed to a specific scene partner (or audience), and have a clear objective.Advanced Technical Theatre: Sketch Exercise In your sketchbook draw a landscape view of the outdoor restored area. Include the following elements: Architecture / buildings or man-made structures.Natural elements: trees, bushes, clouds, fields.People, dogs, horses, other living creatures.Incorporate perspective in your composition.Use line weight, shading, overlapping and aerial perspective to establish ground.You have compositional license, you can arrange your drawing to suit you. Verisimilitude is not required.You may not use an eraser. Draw lightly at first when establishing the “bones” of your drawing. Get gestures of people, because they will move… (pesky people). Make sure you have placement and proportion established before going for detail.This should be a fairly well developed drawing, you have almost an hour to work on it. Select a focus of your drawing and have the shading and line-weight reinforce the focal point. Happy drawing!Dance Arts: Field AssignmentWhen you are in the Muscarelle, take a photograph of one or two pieces of marine art that speak to you. You will use this photograph to complete an assignment during the “Field Activity” time after lunch. Meet Mrs. Glass in front of Barnes and Noble at 12:30 to receive your assignment. If you are not going on the trip, the assignment will be available for 4A students to complete at SOA, and Mrs. Glass will post the assignment on Edmodo after school. You can use the ASMA website to look through the exhibition and pick a piece.Literary Arts 9 & 11: Building the BraffertonIf you are unable to attend the trip, watch the three Brafferton Context Videos on YouTube to get some background information. Remember that the second two do not specifically discuss the Brafferton, but it’s possible to think of the Indian School at William and Mary as paving the way for institutions like the ones presented in the second two films.With the exhibition theme of Building the Brafferton in mind, you will be brainstorming, then creating an original written work inspired by the ideas of “inclusion; honoring cultures; and the rights to education.” Pay careful attention to the native artifacts on display in the museum and their representation of the pre-Revolutionary time period and Tidewater-region American Indian cultures. Listen to the Muscarelle docents explain how the Indian School was created to give these tribes educational opportunities (something we take for granted today). Also consider the docents’ representations and descriptions of the rich benefactors who gave money to fund the Brafferton. We had a very quick tour of the exhibition. What did they focus on? What did they gloss over?When you tour the historic campus, again focus on the guides’ presentations of these different themes. What historical narrative(s) are they promoting and preserving and what might they be leaving out? Do you notice a difference in the styles of the presentations between a temporary exhibition at a college art museum and an ongoing year-round tour celebrating its most famous historical site? What do these differences (if there were any) suggest about ways art can tell the story of a particular culture or cultures?LA11: During your Field Activity hour today, stay in groups of 3 or 4, and find a comfy spot to settle in to record your thoughts. Spend at least 15 minutes recording your reactions to and impressions of both tours. When you reach the end of 15 minutes, you may either continue or shift gears and use these ideas as a springboard for a piece of writing in any genre that spirals out from the themes: inclusion, honoring culture, and/or rights to education. Feel free to let the sights and sounds of CW give you inspiration, as the interpreters and guests in this space work to create yet another kind of historical narrative.LA9: You will work on the Architecture Scavenger Hunt during the Field Activity hour. Over the course of the next week, please spend at least 15 minutes creating a journal entry (due 10/27) that records your reactions to and impressions of both tours.Literary Arts 10: Dialogue ActivityIn the time you have near the Palace Green, travel in groups of three or four and pick a spot from which you can make observations of historical interpreters and visiting guests. Then, without talking to each other, record the following:1. Write an impression of the first person you see walk by. What is s/he wearing? What is his/her hair like? Clothing? What do you think s/he is doing? Why is s/he there?2. Do the same for at least three more people. Flesh them out as much as possible. How do their walks give them personality? Are they carrying something? Do the looks on their faces say something? Are they alone or in a group? How do you think the size of the group affects their interactions?3. Select two of the people you observe (they do not have to be together) and create a scene between the two placing them in the 1700s. What are they doing in the colonial capital? What is their relationship? Are they friends, business associates, farmers in town to buy supplies? Are they in Williamsburg to conduct business at the capital? Are they here to view or participate in a trial at the colonial courthouse? Think about why these people would be in the capital and write your scene accordingly. Your scene should have at least 20 lines of dialogue between the two people, and you should do your best to incorporate words and interactions that show the characters are really listening and responding to one another. ................
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