Objective:Students will demonstrate an ability to analyze artistic choices by giving and responding to peer-formed dramatic criticism.
Levels of Understanding:
self-knowledge, apply, perspective, explain
TH:Cr3.1.I.b. Explore physical, vocal and physiological choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work.
TH:Re8.1.I.c. Justify personal aesthetics, preferences, and beliefs through participation in and observation of a drama/theatre work.
TH:Pr4.1.I.b. Shape character choices using given circumstances in a drama/theatre work.
TH: Pr6.1.I.a. Perform a scripted drama/theatre work for a specific audience.
All student-compiled materials necessary for performance
Hook (20 min):
Remind the class, how when they watched the filmed play, they wrote an imagined history for a character. Ask for some examples of what students wrote.
Have each group improvise two minutes of what has happened write before their scene and show another group.
Then have them improvise what happens in the two minutes after their scene, rotating and showing a different group.
Actors should not feel bound to the actual script, having read it. They should courageously follow their instincts.
After each improvisation, have the group discuss with each other and inform their audiences as to what new discoveries they made. How do they blend with their tablework? The actual text?
Step One: (5 min)
Have each group create three tableau based on their improvisations—one for before the scene, one for during it, and one for after. The class will observe these tableaus in a hall of images, each group demonstrating their images as though they were clicking through a slideshow.
Step Two (25 min):
Considering these new discoveries, have the actors rehearse. This will be their dress rehearsal. At the end, they will preview for another group, conducting a feedback session where they ask for positives and three things they can improve on.
Step Three: (22 min)
Have the groups partner up. One group will perform for the other and receive feedback, then the other group will do the same. As both praise and suggestions are given, students should ask their peers for insights as to why they made their artistic choices. They should especially pay attention to character and relationships.
Step Four: (3 min)At the end of class, inform which groups will perform on the first and second days. The group that goes first will have an opportunity to redo their performance at the end of all the performances.