Work Day


Students will work actively at applying unit performance preparation activities through practical application towards their characters demonstrated through previews with the instructor.


Materials Needed

· Work Day Evaluation Rubric (not included – needs to be created by teacher or together by the class members)


Lesson Directions

Anticipatory Set/Hook

Step 1: “Hook”- Warm up the students through activities that warm up the body, the voice, and their energy.
· Body: Have students close their eyes
o Instruct students to reach up high towards the ceiling stretching their arms and fingers as well as their feet and toes. Then have students bend to touch their toes, have them isolate and begin to tap their toes, then isolate their knees, then their knees, then their torso then have them take 30 seconds to stretch and wakeup all the different parts of their bodies.
· Voice: this activity can be done simultaneously with that of the body.
o Ask student to now focus the energy and ability of their body through their voice. Ask students to begin with a low steady hum, ask them to vary the tempo and pitch of that hum, then ask students to alter their voice to an “ahhhh” “uuhhh”, then engage students with consonants focusing on projection and diction.
· Energy:
o Once students have fully engaged their body and voice, have students build energy to put towards their performance work. Begin building this energy through movement actviities. One activity possibility is to do the “Shake Countdown” Game. Have students begin counting down for a count of 8, then 7 then 6 etc. For each count shaking a hand then the other, then a foot than the other until you are shaking each limb for only a count of 1.
o Following this activity, have students focus the energy by creating a group energy ball. Have students all begin by rubbing their hands together building friction and then on the count of three have students spread their arms and hands to create a pantomimed ball of energy. Once the ball is formed have them try to compress it as small as possible without coming into contact with each other’s hands until they feel it right to release the energy into the room.



Step 2: Question and Answer Session- Invite students to address any questions, concerns or difficulties to the class, or instructor, about their One Act rehearsal process. To spark discussion:
· Would anyone like to share an experience?
o What rehearsals have been most effective and why?
o What has caused rehearsals to be less effective or supportive?
o Is there anything you feel is keeping you from succeeding? Discouragement? Worry? Questions?


Step 3: Guided Practice- Pass out the rubrics to the class. Have every student write their name on their rubric performing continuing forward. During each time check allotment affirm that every

student is actively working on an aspect of their performance. Per each check, preview a fourth of the class regarding spot check memorization. Each student will need to have brought their scripts. Take their script and give the student a 2-3 line led in to their own line, check memorization on random pages spaced from the beginning middle and end.

· 1st Check- Affirm the work of each member of the class. Fourth of class previewed for memorization.
· 2nd Check- Affirm the work of each member of the class. Fourth of class previewed for memorization.
· 3rd Check- Affirm the work of each member of the class. Fourth of class previewed for memorization.
· 4th Check- Affirm the work of each member of the class. Fourth of class previewed for memorization.



Step 4: Closure- At the end of the class period. Instruct each student to return their rubric to the instructor, with their names written. Impress upon the students the importance of preparing for rehearsals, class, and performance individually. Remind students to bring their scripts to class the following class period, but also let them know that next class period they will be receiving feedback on overall performance rather than merely memorization.