Rights of Passage
“Rights
of Passage” represents transitional stages in life that signify the growth and
development of the individual. This
allows for the acceptance of deeper responsibilities, the ability to take on
new roles, relating differently to others and or awakening to new realities
The classic pattern of rites of passage involves three steps:
1. Severance
2. Threshold
3. Return
In some instances, these steps are literal and acted out in a structured way for the community to see and celebrate. In other cases, they are more symbolic or internal to the person undergoing the transition.
Severence
· This involves the letting go of something or someone ie) to parents by cutting the symbolic umbilical cord tying you to your childhood.
· You become ready to have your own growth experience, acting as your own person.
· This might be views as a symbolic death and rebirth.
Threshold (a.k.a. liminal
stage)
· You voluntarily take on a form of testing or "make your stand”
· This transition may represent a change in behavior, an accomplishment, a new role, deeper understanding, or some other form of personal growth.
· This may involve taking actions that are symbolic or ceremonial ie) body paints, masks,fasting, lighting candles, piercings (more common in boys)
· Some cultures have tests of endurance, bravery and competence or cleansing through the leadership of an elder in their society
· In some cultures the initiate is isolated in order to give the community time to adjust to the change
Return
· Transformed, you step back across the threshold of adulthood and return to the life you left behind
· Upon reuniting, your new self is ready to share personal growth with others and carve a different niche into your home and community.
· The sharing of food is the most common form of community participation
SGA: Small Group Acting
SGA's are used to try to portray real life issues in Society. They work best when the actors make a real commitment to bring the facts to life. SGAs will occur on a regular basis as a part of your Portfolio. For each unit we will choose topics and bring them to life. Refer to the rubrics to see how you will be assessed.
SGA group will consist of 4-6 students per group. Students may switch groups for each unit if
desired.
You will be given a set amount of time to prepare you skit. In the allotted time you must:
1)
Research the topic by answering the following
questions:
a) What is the issue/ topic about?
b) Who are the key people involved?
c) Who or what are the sides?
d) What action is/was taken?
e) What are/were the results?
f) Why is this event important to Society?
g)
What is the message of the presentation?
· brainstorm ideas (identify the main ideas and how you want to perform your skit)
· develop a script (you may not read from a paper during your performance)
· practice your skit (run through so that the performance is professional)
· perform your skit for the class
2) There should be a handout that accompanies your particular focus. It should be one page in length and should be given to the instructor in digital form so it can be posted to the website.
Checklist
Each SGA must have the following
HINTS: TV shows, memory flashbacks, radio show, storytelling, re-enactment, musicals, songs etc.
SGA Rubric
|
||||
|
Thinking / Inquiry |
Level 1
|
Level 2
|
Level 3
|
Level 4
|
Research of topic
|
Script research shows limited
accuracy and use of texts |
Script research is mostly accurate
and shows moderate evidence of use of texts |
Script research is accurate and
shows evidence of competent use of texts |
Script research is accurate and
shows evidence of information from sources other than provided texts |
Communication
|
Level 1 |
Level 2 |
Level 3 |
Level 4 |
Writing Skills
|
Language is occasionally concise
and suitable; grammar and spelling are rarely correct |
Language is sometimes concise and
suited to the topic; grammar and spelling are sometimes correct |
Language is frequently concise and
suited to the topic; grammar and spelling are usually correct |
Language is concise and suited to
the topic; grammar and spelling are correct |
Acting
|
Uses voice and body movements with
limited skill; inaudible voice; little movement |
Supports interpretation of characters with an audible voice and some
characteristic action |
Varies pitch, tone and volume to
reflect interpretation of the characters; gestures and actions are
appropriate |
Uses pitch, tone, pacing, and
volume to skilfully render characters; gestures and actions reflect and
complement an insightful view of the characters |
Direction
|
Poor shift from scene to scene;
actors move aimlessly or stand still; poor use of space |
Awkward shift from scene to scene;
actors move with some degree of purpose; awkward use of space |
Good shift from scene to scene;
actors move with purpose; appropriate use of space |
Seamless shift from scene to scene;
actors move with skill and purpose; skilful and creative use of space |
Entertainment
|
Story has limited interest or
excitement; needs considerable development |
Story is somewhat interesting;
needs some development |
Story is well-developed and
presented in an interesting manner |
Story is well developed and
presented in an interesting and exciting manner |
Application
|
Level 1 |
Level 2 |
Level 3 |
Level 4 |
Connection to historical defining moment
|
-production lacks any real
historical relevance or meaning to the topic |
-adequate production of the SGA to
show the historical meaning of the topic |
-proficient production of SGA to
show the historical meaning of the topic |
-exceptional production of SGA to
portray the historical importance / meaning of the topic |
Topic |
Group Members |
Mark
/ 10 |
|
1- Iraq – Courtship & Marriage |
1 |
|
|
2- Japanese Attire |
1 |
|
|
3- Kenya – Rights of Passage |
1 |
|
|
4- Zimbabwe: Childhood |
1 |
|
|
5- South Africa: Children |
1 |
|
|
6- Cultures & Customs – The Philippines |
1 |
|