Students will demonstrate their understanding of Uta Hagen’s Three Entrances exercise by performing this exercise through a contentless scene.
· Make necessary arrangements for “the errand” · Respect for Acting by Uta Hagen · Contentless Scenes · Performance space
Assuming that appropriate arrangements have been made, ask a student (preferably a TA) to “run an errand” for you (e.g. turn in a paper at the front office, drop off supplies to Ms. So-and-so, etc.). While the student is gone, tell your class to observe “how” the student “enters” the classroom when he returns. Advise them to be inconspicuous in their observations as to not make the errand-runner feel awkward. After the student returns, discuss what the class observed. (Focus the discussion to reveal possible answers to “What he just did? What he is doing now? and What is the first thing he wants?)
Step 1: · As a class, read Uta Hagen’s Respect for Acting, pages 95-101. · Throughout the reading, periodically asks students o to summarize what they’ve read o for examples from productions they’ve seen o for personal experiences they’ve had GOAL: Students will have an understanding of 1. how important a purposeful entrance is 2. the exercise Ask yourself: What did you just do? (do this offstage); What are you doing now? (do this while entering stage); What’s the first thing you want to do? (this question enhances entrances with purpose). For example: I just ate a cookie and so now I’m dusting the crumbs off my shirt, and I want a cold glass of milk to wash it down.
Step 2: · Have students find a partner; pass out a contentless scene to each partnership · Once students have identified their “entrance”, instruct them to determine 1. What they were doing right before the scene started 2. What they are doing as the scene starts 3. What their first object is once the scene starts · As soon as the students determine this, have them act out these choices before moving into their contentless scene. · Have them rehearse for 10-15 minutes their entrance exercise as they transition into their contentless scene
Step 3: · Once students have had sufficient time to practice the exercise and scene, begin performing. · To performers: emphasize focus on the entrance exercise · To viewers: based on the entrances, try to answer the three questions posed in the reading (what just happened? what’s happening now? what do they want?)
GOAL: Students will 1. improve their entrances by adding detail and purpose 2. observe enhanced entrances through the addition of detail and purpose
· After each performance, discuss possible occurrences that might have happened before the contentless scene started, based on the entrance · Once everyone has performed, discuss their process in doing this exercise (Possible questions: what did this exercise do for you? How did it help you? How do you think it can help the performance overall?, etc.) Conclude by rereading the final paragraph from this chapter on page 101.
Participation: 10pts Implementation of Exercise: 5pts Total possible points: 15pts
Implementation of Exercise POINT VALUE Description of Qualifying Standard Points Barely understands the exercise and its application to improving one’s acting ability 1 Sufficiently understands the exercise and its application to improving one’s acting ability 3 Understands the exercise and successfully applies it to improve one’s acting ability 5