Day 4 – Rehearsal Day (Objective, Tactics, Obstacles)

National Standard:
TH:Pr5.1.II.a. Refine a range of acting skills to build a believable and sustainable drama/theatre performance.

Other National Standards Met But Not Assessed:

TH:Pr4.1.I.b. Shape character choices using given circumstances in a drama/theatre work. TH:Cr1.1.II.c. Use personal experiences and knowledge to develop a character that is believable and authentic in a drama/theatre work.
TH:Cr3.1.III.b. Synthesize ideas from research, script analysis, and context to create a performance that is believable, authentic, and relevant in a drama/theatre work.
TH:Cr2-III.b. Collaborate as a creative team to discover artistic solutions and make interpretive choices in a devised or scripted drama/theatre work.
TH:Cr3.1.III.a. Refine, transform, and re-imagine a devised or scripted drama/theatre work using the rehearsal process to invent or re-imagine style, genre, form, and conventions.

State Standards:

Standard L2.T.CR.5: Explore physical, vocal, and emotional choices to develop a performance that is believable, authentic, and relevant in a drama/theatre work.

Other State Standards Met But Not Assessed:

Standard L2/L3.T.CR.8: Generate ideas from research and script analysis to devise a performance that is believable, authentic, and relevant in a drama/ theatre work.
Standard L2/L3.T.P.6: Use imagination to inform artistic choices.
Standard L2.T.P.2: Share leadership and responsibilities to develop collaborative goals when preparing or devising drama/theatre work.

Standard L3.T.CR.7: Refine, transform, and reimagine a devised or scripted drama/theatre work using the rehearsal process to invent or reimagine style, genre, form, technical design, and conventions.

Enduring Understandings:

1. Students will understand that motivations and actions create interesting performances.
2. Students will understand that they are capable performers.
3. Students will understand that rehearsal is an important process for performance.
4. Students will understand that there are various effective acting tools.

Essential Questions:

1. What makes an engaging performance?
2. What strategies are most effective for achieving a goal?
3. How do we rehearse effectively?
4. Which acting tools are most effective?

Objective:

Students will explore and refine their acting skills through a rehearsal focusing on objectives, tactics, and obstacles.

Materials:

1. Students should have access to their scripts
2. Students should also have their chromebooks
3. Large empty space
4. Exit Ticket: https://forms.gle/XBX3PTw34hhvJeJV6
5. Drama 2/3 Daily Question
6. Projector, Projector Screen, Laptop, HDMI Cable, and HDMI to USB-C adaptor

Instructions:
Hook 1 – Daily Question (10 minutes)

1. Put the Drama 2/3 Daily Question up on the board and have the students scan the code and add their answer.
2. Read off answers and have the student attached to each answer raise their hand and give us a brief reason why they said that.

a. Suggested Question: Who is your favorite villain? Hook 2 – Bomb and Shield (5-10 minutes)

1. Gather the students in a circle (I will not be participating in this particular game).
2. “We’re going to play the bomb and shield game if you remember that!”

3. Have them look around at everyone in the circle and secretly pick someone. This first

   person will be their bomb. “So remember who you picked!”

4. Now have them look around again and secretly pick someone else. This person will be

   their shield.

5. “I’m going to set a timer for 2 minutes. When the timer goes off, if your shield is between

   you and your bomb, you’re safe! You win! However, if your shield is NOT between you

   and your bomb, you’re dead. You lose.”

6. Check for Understanding: Ask if it makes sense with a thumbs up thumbs down. If

   there are lots of thumbs down, check for questions and clarify instructions.

7. Then play the game!

8. Once the 2 minutes is up, yell FREEZE! Then have students raise their hands if they

   survived, then raise their hands if they died.

9. Depending on the vibe of the class, I may have them play multiple rounds of the game.
10. Once you are done with the game, gather the class together in a “puddle” for a discussion.

Brief Discussion (5-10 minutes)

1. Have a few students share highlights from the game.

2. Then perhaps move into a few discussion questions:

   1. What were some of your strategies? What worked? What didn’t?
   2. Would this be interesting to watch from the outside? Why or why not?

1. Personally, I think it’s very entertaining to watch.

2. Would it still be entertaining/interesting if you didn’t know the rules of

   what was happening?

3. When you wrap up the discussion, thank the students for their participation!

Instruction (5 minutes)

1. “Today is mostly going to be a rehearsal day! But first, I want to give y’all something to maybe focus on, and that’s objectives, tactics, and obstacles.”
2. “Hopefully, you’re already using objectives and tactics/actions, but if you’re not, definitely think about them! What do you want and how are you getting it? In the bomb game, the goal was getting your shield between you and your bomb. All of y’all had various strategies, which mainly included running around, but you also could’ve tried talking to people and convincing them to stand somewhere. There’s lots of ways you can try to get what you want”
3. “Then, obstacles, as a reminder, is what stops you from just getting your objective. In the bomb game, it was the fact that your shield had their own objective and wouldn’t just stand somewhere. Or it could be the fact that your bomb had their own objective and wanted to come closer to you. There are several obstacles there!”

4. “And once again, these things help us to care about what’s happening, and it also makes it more real. I, as an audience member, want to watch people who are trying to get something, I want to see if they succeed or if they fail. So play into that game in your scenes. Answer the three questions:”

   1. “What are you fighting for?”
   2. “How are you trying to get it?”
   3. “What’s stopping you?”
5. “If you ever achieve your objective, start a new one. What’s the next hill to climb?”
6. “So that is your focus for today as you rehearse. Objectives, tactics, and obstacles”

7. Check For Understanding: Ask for any questions students may have about these ideas

   and answer as necessary. Perhaps redirect students to see what they think about it.

Rehearsal Time (40-50 minutes)

1. Then give the students time to rehearse their contemporary scenes.
a. I will walk around as they rehearse to informally assess how they’re doing and

check in, as well as answer questions that come up. Exit Ticket/Wrap Up (5 minutes)

1. In the last 5 minutes of class or so, gather attention and have students start filling out the exit slip (Exit Ticket: https://forms.gle/XBX3PTw34hhvJeJV6 ) and gathering their stuff

a. Project a QR code on the screen and/or write out the short URL on the board

2. Also remind students to keep exploring their chosen contemporary issue!
3. Thank the students for their work today!