Objective: Students will be able to use the basics of four separate acting techniques by doing activity station exercises to rehearse each acting technique with their final scenes.
TH:Cr3.1.II.b. Use research and script analysis to revise physical, vocal, and physiological choices impacting the believability and relevance of a drama/ theatre work
TH:Pr5.1.II.a. Refine a range of acting skills to build a believable and sustainable drama/theatre performance.
TH: Re7.1.II.a. Demonstrate an understanding of multiple interpretations of artistic criteria and how each might be used to influence future artistic choices of a drama/theatre work.
TH:Cn11.2.II.a. Formulate creative choices for a devised or scripted drama/theatre work based on theatre research about the selected topic.
Materials: 40 Final Assessment rubrics, projections of scene list and scene-acting method list, 2-3 print outs of each of the final scenes, Acting method station sheets, 3 tablets, 35 card stock papers (for placards), markers for placards.
Physical Acting: Could be anything. Unaware or Aware
Physical-Social Acting: Direct connection, total awareness
This is important to know because it will is crucial to blocking. Speaking of which, today we are going to assign scenes and start preparing for the final assessment!
Instruction 1: Final Assessment Info (10 minutes)
Step 1:Pass out the final assessment rubric papers. Remind them that the final is 2 part. They will be acting a short scene, as well as writing a 1 page paper. Let’s start off by talking about the paper. (Go over the assignment and rubric. Ask for questions.) Remind them that this paper is worth more than the final performance, and explain why again.
Step 2:Then discuss the requirements for the final scene.
Activity 1: Basic script analysis (10 minutes)
Activity 2: Acting Method Stations (50 minutes)
Step 1: Explain to the students that we are now going to apply the acting principles we’ve learned to the scenes we’ve been given. We need about 3 groups per station. It doesn’t matter which one you start at because you are going to go to each one of them. They should follow the instructions on the paper that is on the wall. They have 10 minutes at each station. When the teacher rings the cow bell, the students should change stations. Here are the basic activities that will be happening at each station. At the end of the lesson there are the actual flyers you should hang.
Station 1: Psychological Acting
Identify different tactics in your script, and write them in. Then find 1 way you can incorporate sensory memory and 1 way you can incorporate emotional memory. Mark those in your script.
Station 2: Psycho-physical Acting
One partner at a time will do the psychological gesture exercise. The other partner will take pictures to create a flip book, or progression of the psychological exercise.
Station 3: Physical Acting
Video Tape: Choreograph a small abstract movement sequence that can be incorporated into your scene.
Station 4: Physical-Social Acting
Find a way to use Gestus in the scene. Take a picture with some kind of placard to accompany it.
I know that we have already done these with your script, but I want you to find a new way to incorporate the acting method into your script.
As they are going around to each station, walk around and help students who look like they are in need help. Make sure to keep track of the time!
What was it like applying all different acting methods to one scene? How did the scene change?
Explain that now the students will receive their acting method assignment. No one will be doing the psychological method because you all already have a lot of experience with that. Project the following:
Barefoot in the Park
Barefoot in the Park
Physical- Social Scenes
Measure For Measure
Tell them that they only have 1 1/2 class periods to get this scene down, so it would be best if they came to class memorized next class.
Assessment Scoring: Students will receive 20 participation points for the day, and 10 points for completion of all the review activities. They will get another 5 points for the starter.
Adaptation: Students who have difficulty speaking in the discussions can write down responses on a piece of paper. Extended time to answer verbally will be provided by the teacher. Students who may need extended time to finish this activity may come in during the MAP period, or finish next class. This may require they have a shorter scene than other people.