Students will be able to use light to either give or take attention on stage, use props to further plot and character, and consider costumes in relation to characterization through application of these skills through improvisation.
· Student performers with monologues · Props or Pieces of Paper with props listed · Costume Pieces
Step 1: “Hook” – Begin the class with either a guest performer or skilled student actor performing a monologue. Design lighting, use props, and costume the actor for maximum production of the monologue performance.
Step 2: Discussion- Engage students in a discussion of the performance. · What did you experience in watching this performance? · What is unique about this performance than any we’ve worked on so far? · How can technical elements of theatre strengthen overall performance? Today we will be discussing the benefits of lighting, props and costume as well as how to prepare for the upcoming technical rehearsals.
Step 3: Light Instruction/Modeling- Ask certain students prior to class, either from prior classes, or from a higher level course, to perform a monologue for the purposes of instruction, utilizing the light in different ways. Utilizing the Light o How do we use light? o Be careful o Get hot o Get Blinded o Don’t look to Iris Different light options · In dark · Out of light · Edge of Light · “Iris” of Light Meaning of Light o What do the colors feel like? o What do the shadows say?
Step 4: Discussion- Following each performance of a monologue, with different lighting options, ask students to consider their initial reactions and conclusions as a result of light. · What is the use of light and how does it affect performance quality? · What did this lighting with this performance make you feel? Think?
Step 5: Guided Practice- For students to be able to experience what is being discussed about lighting. Have the entire class gather on stage and turn the lights of and then on so they can experience the light. Next have students line up on either side of the stage and each walk through light finding the Edge, the Iris and looking at the light, a partner onstage and the audience.
Step 6: Prop Instruction—Review with students what qualifies as a prop, as well as what uses they have as well as the importance of practicing with props. PROPS: · What are Props? · Why do we use props? · When in the rehearsal process do you begin using props?
Step 7: Prop Practice- Choose volunteers from the class to participate in an improvised scene. Ask the students to provide a situation and character description for each student improvising. Situation/Characters. Instruct students that on the floor are pieces of paper, each with the name of a prop written on it. When the instructor says prop a student must grab a “prop” and use it in the scene. When the instructor says “Switch” the student must slap the hand of a student sitting in the audience and switch places.
Step 8: Costuming Instruction/Modeling: Talk Through the benefits of costumes as well as some of the limitations or considerations. Benefits: · Further Character, Establish Context, Interesting to work with Limitation/Consideration: · Actor Mobility, What does it say about your character?
Step 9: Going into Polishing/Tech Rehearsals · Purpose o Techies opportunity to rehearse their cues · What to expect? o Standing around o Waiting · What to do? o Focus o Do something productive- work on character voice, walk, or run lines. o Be patient o Be grateful to Techies