page not found https://tedb.byu.edu/tag/page-not-found page not found en-US Mon, 01 Jan 0070 07:00:00 GMT Voice Acting - Party Quirks II https://tedb.byu.edu/page-id-6254 Lesson 5 - Voice Acting - Party Quirks II Mon, 01 Jan 0070 07:00:00 GMT https://tedb.byu.edu/page-id-6254

Voice Acting - Party Quirks II

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Lesson 5 - Voice Acting - Party Quirks IISTANDARDTH: Cr 3.1.7b. Refine effective physical, vocal, and physiological traits of characters in an improvised or scripted drama/ theatre work.OBJECTIVEStudents will demonstrate their ability to use voice projection, articulation, and inflection in character work by recording and evaluating their voice work for the Party Quirks.MATERIALS <span class="cms-text-helpers-no-wrap cms-custom">Rubric for Party Quirks II</span>WARM-UP As your quirk character created in the last lesson, chat with your friends about the following topics: If you could create a new school subject, what would it be? What is your spirit animal? When was the last time you were in an argument? What was it about? Find out more quirk characters in the class. The purpose of this warm-up is to review our characters voice and warm our voice up.INSTRUCTION There are 4 parties going on now. As your quirk character, select two parties to attend. Each party has a task that requires you to make one 15-20 seconds voice recording. You may choose to film it instead. You can choose to work by yourself or with a friend on brainstorming ideas. The voice/video recording must be you alone.  You will upload your recordings on Canvas.  You will be evaluating your own work by watching/listening to the recordings. Later, I will show you how to do it. I will also look at your work and give your feedback based on a rubric. Go through the rubric with the class.GUIDED PRACTICE You may choose to write a script before you record anything, but it is not required. You are suggested to write at least the keywords or outline for what you are going to say. For example, write out the exact wording for the slogan you will create and just an outline for the other parts. If it is helpful, you can write out the whole thing. You must practice at least 3 times before you make the recording. You may make multiple recordings and pick the best one for submission. Tasks for each party: Disney Villians Association Welcoming Party- Create a slogan for Disney Villians Association to recruit more villains. Make a 15-20 seconds commercial as your quirk character. Tony Awards After Party - Create a new award category. As your quirk character, present it to someone at the party. Make a 15-20 seconds voice/video recording. The awards winner does not have to be present in the recording. Tik Tok Celebrity Tea Party - Pick your favorite motivational quote. As your quirk character, share the quote and encourage your Tik Tok fans to embrace their imperfections. Make a 15-20 seconds voice/video recording.  NASAs Rocket Launch Party - The rocket is launched successfully, present a celebratory speech as your quirk character. Make a 15-20 seconds voice/video recording.  Give the class at least 30 minutes on the tasks. Have the early finishers help their peers or do more tasks.EVALUATION  After uploading the recordings on Canvas, the students pair up and listen to each others recordings. Then, the students give each other feedback based on their use of voice. The students should talk about things that they did well and things to improve on. 
]]> Podcast Performance (Rehearsal Day) https://tedb.byu.edu/page-id-6261 Lesson 7 - Podcast Performance (Rehearsal Day) Mon, 01 Jan 0070 07:00:00 GMT https://tedb.byu.edu/page-id-6261

Podcast Performance (Rehearsal Day)

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Lesson 7 - Podcast Performance (Rehearsal Day)STANDARDSTH: Cr 3.1.7b. Refine effective physical, vocal, and physiological traits of characters in an improvised or scripted drama/ theatre work.OBJECTIVEStudents will demonstrate their ability to use projection, articulation, and inflection in character work by rehearsing a podcast performance. 

MATERIALS

Podcast Rubric

WARM-UP Do two of the following activities as your warm-up for today(which we have previously done in class): Skeleton, Toffee Candies, ADV, Tongue Twister with a conductor, and Insult-Off. You can do some of the warm-ups on your own. For some of them, you need to pair up with a friend.PRACTICE Go through the rubric as a class. Encourage the students to refer to the rubric when they practice. Use the rest of the class time to rehearse their podcast performance. Each group should invite at least two other groups to listen to their performance and give them feedback. When giving feedback, the students should talk about two effective vocal choices and two things to improve on.  The group receiving feedback should go rehearse again after getting the feedback.
]]> Podcast Performance (Performance Day) https://tedb.byu.edu/page-id-6263 Lesson 8 - Podcast Performance (Performance Day) Mon, 01 Jan 0070 07:00:00 GMT https://tedb.byu.edu/page-id-6263

Podcast Performance (Performance Day)

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Lesson 8 - Podcast Performance (Performance Day)STANDARDSTH: Cr 3.1.7b. Refine effective physical, vocal, and physiological traits of characters in an improvised or scripted drama/ theatre work.OBJECTIVEStudents will demonstrate their ability to use projection, articulation, and inflection in character work by performing a podcast performance. WARM-UP Pick two of the following activities as your warm-up for today(which we have previously done in class): Skeleton, Toffee Candies, ADV, Tongue Twister with a conductor, and Insult-Off.  You can do some of the warm-ups on your own. For some of them, you need to pair up with a friend.GROUP PRACTICE The whole class will have 10 minutes of rehearsal time. Students should reflect on the feedback they received from other groups last time and base their rehearsal on those suggestions.ASSESSMENT Assign each group a designated place in the school to film the podcast. The students need a quiet place to film it.  The students need to film it so the teacher will know who is speaking.  The students need to place their filming devices at least 12 ft. away from them for showcasing their projection techniques.  The students can film multiple times and turn in the best one on Canvas.  Only one person per group has to turn in the video. 
]]> Podcast Performance (Script Day) https://tedb.byu.edu/page-id-6259 Lesson 6 - Podcast Performance (Script Day) Mon, 01 Jan 0070 07:00:00 GMT https://tedb.byu.edu/page-id-6259

Podcast Performance (Script Day)

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Lesson 6 - Podcast Performance (Script Day)STANDARDSTH: Cr 3.1.7b. Refine effective physical, vocal, and physiological traits of characters in an improvised or scripted drama/ theatre work.OBJECTIVEStudents will demonstrate their ability to use projection, articulation, and inflection in character work by creating a podcast performance. MATERIALSPodcast Script TemplateHOOK - PODCAST Ask the class the following questions: Do you listen to podcasts? Why or why? Why do people listen to podcasts instead of watching movies or TV sometimes? Share a list of popular podcasts: The American Life, Criminal, How did this get made? etc. Listen to the Deer Lady (radio) https://www.youtube.com/watch?v=RFCrJleggrI  Ask what makes these radio shows/podcast interesting? Whether youre regular podcast consumers or not, well make a podcast that is meaningful and fun for you.INSTRUCTION FOR PODCAST PERFORMANCE Students can work on this by themselves or be in a group of 2-3. The whole performance should be about 5-7 minutes.  Steps to create the podcast: Pick an audience (such as the millennials, teenagers, businessmen, etc.) Pick a format for your podcast (conversational, nonfiction storytelling, solo, etc.) See https://rachelcorbett.com.au/blog/podcast-types/  Pick a topic, issue, or controversy that interests this group of audience. Explore your chosen subject. Write a word-for-word script. Include 1 interview (at least one of you in the group act as a different character). Write a word-for-word script. Create 2 commercials (you make them up! do not copy existing commercials, but you can use existing products.) Write a word-for-word script. Add music for transitions. You will be performing a part of your podcast for the preview. After that, you will have a day to record your whole podcast. Give the students ideas on places to start: BBC Culture / National GeographicGROUP PRACTICE - PODCAST SCRIPTWRITING Use the podcast script template to create your podcast. Use the rest of the class period to finish it. 
]]> Story Structure https://tedb.byu.edu/page-id-6240 Lesson 1: Story Structure Mon, 01 Jan 0070 07:00:00 GMT https://tedb.byu.edu/page-id-6240

Story Structure

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Lesson 1: Story Structure Time: 30 minutes Student Objectives: Students will be able to demonstrate the basic story structure by recognizing the different aspects (beginning, middle, and end) within a familiar story book. Theatre Standards: TH:Re8.1.K. With prompting and support, name and describe settings in dramatic play or a guided drama experience (e.g., process drama,story drama, creative drama). TH:Cn11.2.K. With prompting and support, tell a short story in dramatic play or a guided drama experience (e.g., process drama,story drama, creative drama).Materials: Story book: Harold and the Purple Crayon Beginning(1), Middle(3), and End(1) Pictures X4Instruction: Introductions Powerpoint Invisible ball, say their name and one fun fact about them. (Ex. Their favorite animal) Warm up (led by student) Book Have the students sit in a circle. Possibly two depending on the number of students. Ask them what makes a story a story? What do you need to make a story? Have them raise their hands to give input. Guide to them in identifying characters, beginning, middle, and end. Read the story Pause and ask the students to identify an event that signified the beginning of the story. Continue and do this same thing with at least 3 middle events as well as an event that occured at the end of the story. Once you have finished reading the story fully, designate three different hand signs for the students to silently identify beginning, middle, and end. Go over these a number of times so the students remember them with ease. Beginning - Fist Middle - Peace Sign End - Thumbs up Go through the story again. This time, just show the pictures and give the students a brief moment to respond with their hand signals showing what part of the story they think it is. Beginning, Middle, End order activity with paper in small groups. Split the class into 3-4 small groups. It is preferable for these groups to sit at small tables if the classroom allows. Give each group a set of the picture snippets from the story. (Included below) Ask the students to place the papers in the correct order. Walk around the room and assist as needed. Ask students questions such as the following to ease their understanding of the material. Questions: Does order matter? Do the pictures help you know which order the pictures should be in? How does this help you understand Harolds story? Assessment: Participation and understanding shown in the hand signal activity. Questions at end
]]> The Root of the Story https://tedb.byu.edu/page-id-5689 Lesson 6:The Root of the Story Mon, 01 Jan 0070 07:00:00 GMT https://tedb.byu.edu/page-id-5689

The Root of the Story

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Lesson 6:

The Root of the Story

Materials

Dr. Who clip

Journals

Hook

: One Word

Play Dr. Who Clip: https://www.youtube.com/watch?v=GXdEWSoRi0g Write the journal on the board. What do you have to know in order to communicate with others using one word sequencing? What do you have to do? How could this exercise be helpful when shaping your stories? Have students write their answer to the prompt and down. Ask students to share and discuss. Context Facial Expressions Helps communicate Find your guide postsActivity

: Boiling the Story Down

Set up speed dating seating, aka paired seats facing each other for every member of the class. Students will tell their stories using only 10 sentences. They cant be run on sentences and the whole breadth of the story must be communicated. Rotate the students to 3 different partners. Each time they should adjust based on what they learned from the last telling. Next, students will tell their story in 10 words, rotate them 3 times. Next, students will tell their story in 5 words, rotate 2 times. Have the students pause. Tell a Personal Story and have one word that sums the experience up. Share that with students. Ask them to decide on one word that sums up their whole story and share it with a partner. Discussion Ask students what they learned about their stories in that exercise. Were they surprised by anything they learned? What discoveries did they make about story telling?Closer Remind students that next class we will be previewing. Assign Homework.Homework Assignment Tell your story three times, each to a different person. The more people in one sitting the better.
]]> Preview, Part Two https://tedb.byu.edu/page-id-5694 Lesson 8: Preview Part Two Mon, 01 Jan 0070 07:00:00 GMT https://tedb.byu.edu/page-id-5694

Preview, Part Two

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Lesson 8:

Preview Part Two

Objective:

Students will improve their storytelling performance by rehearsing based on preview feedback.

Materials

Feedback Worksheet

Markers and White Board

Journals

Warm Up Allow those students who need to preview 5-10 minutes to warm up their voice and bodies and review their story. Those who already have their feedback from previews should determine which feedback they would like to respond to.Activity:

Previews Continued

Handout Feedback worksheets to all the students. Allow students to preview their work. When everyone is finished divide the feedback up and give it to the performer.Activity:

Rehearsal Bingo

Have students copy this into their journals. Feed Back #1 Feedback #4 Timed Feedback #2 Feedback #5 Dramatic Build Feedback #3 Feedback #6 Perfect Run Students must have a classmate, teacher, or TA sign off the box when completed to get full points in class. #1-5 Feedback Students must select a feedback and work to strengthen it. Timed- Students must time their piece to make sure it falls within the specified time limit. Dramatic build- Students must identify where their story hits each moment of the dramatic build. Exposition, Inciting incident, Rising Action, Crisis, Climax, Falling Action, Denouement, Perfect Run - Students must produce their perfect run according to feedback and project specifications. Explain each boxs activity. Students will have the rest of the class period to finish their entire bingo sheets to get full points.Closer Remind students that next class they will be doing their final performance. Any work they still need to get done must be done outside of class.
]]> Building a Story https://tedb.byu.edu/page-id-5680 Lesson 2- Building a Story Mon, 01 Jan 0070 07:00:00 GMT https://tedb.byu.edu/page-id-5680

Building a Story

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Lesson 2

- Building a Story

Objective:

Students will be able to identify classic plot structure by identifying examples during a PowerPoint presentation.

Material Plot Lines PowerPoint ProjectorLecture Before they decide on their stories we will look at classic plot structures that we could follow to help tell our story. Each person will need to choose one as the structure for their story. Bring up PowerPoint on the projector. The PowerPoint will show written examples of the various plots structures, their names, and video clip examples of the plot structure. Overcoming the Monster- ex. star wars, avatar, David and goliath Rags to Riches - ex. Cinderella, great expectations Voyage and Return - Ex. Alice in Wonderland, Wizard of Oz The Quest - Ex. Lord of The Rings Comedy - Freaky Friday, The Proposal Tragedy - Romeo and Juliet, Sweeney Todd Rebirth - Beauty and the beast , Christmas Carol

* As found on http://www.sparkol.com/engage/the-7-universal-story-plots-that-still-entrance-audiences/

Activity:

60 Second Stories

Split the class into 8 groups Assign each group a different plot structure. The groups must tell an established story like a fairy-tale or film plot. They will have 1 minute to perform the stories just like the clip in the PowerPoint. Give the students 5-10 minutes to decide and rehearse how they will tell the story to the class. Have each group perform. Ask the class to identify the plot structure and share their reasoning. After each performance discuss what structure and technique were being used and how the students might remember them.
]]> Finding Your Characters https://tedb.byu.edu/page-id-5684 Lesson 4: Finding Your Characters Mon, 01 Jan 0070 07:00:00 GMT https://tedb.byu.edu/page-id-5684

Finding Your Characters

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Lesson 4

: Finding Your Characters

Lesson Objective:

Students will be able to develop a story telling character and perspective by participating in a character press conference and character walk.

Materials

None

Warm Up:

Voice and Diction

Review voice elements with students. Diction Projection Dialect Quality Pitch Tone Say the tongue twister and have students repeat back to you after each line.

To Sit in Solemn Silence

In a Dull Dark Dock

In a Pestilential Prison

With a Life Long Lock

Awaiting the Sensation

Of a Short Sharp Shock

From a Cheap and Chippy Chopper

On a Big Black Block

Go through it a couple of times having the students focus on different vocal elements.Transition Explain that, now that their voice are warmed up, today they are going to work on developing their characters they chose last class.Activity

: Press Conference

Each student will assume the role of their chosen character. We will play a game called press conference. The goal will be to get to know your character through improvisation and discover the physical qualities of their voice. Each character will be interviewed in a press conference by the other characters. They can ask anything they want that will help them get to know the character better. Have students take a minute and write 3 questions they could ask other characters. Such as What was a defining moment in your life? How do you feel about interacting with others? How do you feel about love? When I say the word friendship what do you think of? Who do you look up to? What is your favourite dance style? Model an example of what the press conference should look like using a character all the students will know. Wednesday Addams Katniss Hermione Bella Introduce your name in character and call on students to ask you their questions. Have the students ask any questions they have about the activity. Split the class in two to save time and allow them to start their press conferences. Remind students that each character should be interviewed for 3-5 minutes.Transition

Explain that now that they have gotten to know their characters and their voice it's time to discover their characters bodies.

Activity:

Character Walk

Ask students to start moving around the room in soft focus. Ask them to slowly turn into their character just moving around the room, not interacting with each other. Ask them to explore the way their character moves. Use some prompts to help. What do their faces look like when they are stressed? How does body language feel when they are happy? How do they react to a dangerous situation? How do they move when they are greeting a friend?Closer Hand out character worksheets for homework. They will be due at the beginning of next class. Students should get as detailed as possible so they really get to know their character.
]]> Voice Anatomy & Projection https://tedb.byu.edu/page-id-6246 Lesson 1 - Voice Anatomy & Projection Mon, 01 Jan 0070 07:00:00 GMT https://tedb.byu.edu/page-id-6246

Voice Anatomy & Projection

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Lesson 1 - Voice Anatomy & ProjectionSTANDARDTH: Cr 3.1.7b. Refine effective physical, vocal, and physiological traits of characters in an improvised or scripted drama/ theatre work.OBJECTIVEStudents will demonstrate their understanding of the role of breathing and tension in voice projection by reading passages on stage in a game show. MATERIALS

Voice Anatomy Workbook

HOOK Show the class a video of a singing bowl to demonstrate what sound is: https://www.youtube.com/watch?v=PIZFlCE3-eg&feature=emb_title  Ask the class What is sound? (vibrations through the air) What is voice? What makes it more than a sound? Explain the 4 stages of voice production: breathing, phonation, resonance, articulate. Ask the students to try the following: Speak without breathing. Speak without using their throats (larynx) Whisper and touch their head/chest. (cant feel the vibration) Then, speak without moving their tongues and mouths. Explain that if they skip any of the stages, they cannot use their voice effectively.INSTRUCTION Introduce the Voice Anatomy Workbook. There are 4 parts: breathing, larynx, resonators, and articulators. Each student is assigned a part that they will focus on. They study the materials for that part and answer the related questions. Each student finds 3 other students who studied different parts. Have their friends explain the different parts to them Everyone turns in their workbook on Canvas.GUIDED PRACTICE - BODY TENSION Define what is voice projection (Voice projection is the strength of speaking whereby the voice is used powerfully and clearly). Ask What is the role of tension in voice projection? Use a rubber band to demonstrate. If it is too loose (without tension), it doesnt make any sound. If it is too tense, the sound is small and rigid. The right amount of tension gives a louder sound. Invite the students to feel their rib cage as they inhale and exhale. Encourage them to expand their rib cage during the inhale. Feel the tension of your lungs and rib cage. Release unnecessary tension on your chest and shoulder. TRANSITION - invite the students to continue to focus on the balanced use of tension in the next activity. GROUP PRACTICE - GAME SHOW Bring the class to the auditorium. Divide the class into 2 groups. They are competing with each other in the game show. The host will ask a question first. Then, in each group, the students will take turns being the readers. The readers will read some quotes and passages on stage. The group members will catch the words and information. Then, they answer questions raised by the host. The group that gets the right answer first will get a point. The group with the most points will win.  Prompts and quotes/passages: Repeat what they are reading: I meant what I said and I said what I meant. I know it is wet and the sun is not sunny, but we can have lots of good fun that is funny. How many moons are there throughout the solar system? Which planet has the most moons? How many does it have? There are approximately 173 moons throughout the solar system. Earth has a single moon, Mercury and Venus have none, and the planet with the most moons is Jupiter with 63. Not far behind Jupiter is Saturn with 62 moons. What colors are mentioned in this passage? Which type of penguins is one of the isolated types? Some penguins are known for yellow or orange feathers on their heads. Some have a single or double black band across their upper chest. Brush-tailed penguins have tails that are longer than any other. The emperor and the king are called the giant penguins. The little blue and the yellow-eyed are isolated types of penguins not related to any other.  How many times does a heart beat in a day? What is the pulse rate of an adult? What is the pulse rate of a child? The heart beats or pumps every second of the day or night. It beats or pumps 100,000 times a day, every day of a person's life. Every time a heart beats or pumps out a stream of blood, this beat, called a pulse, can be felt on the inside of the wrist. The pulse rate in an adult is between sixty and one hundred beats per minute. Children's pulse rates range from ninety to one hundred twenty beats per minute. Side-coaching Remind the students not to release tension when they project. The idea of shouting may not be the most helpful in making room for resonance.  Announce the winner and have a verbal discussion on the following questions: What created tension in your body when you were on stage? How did the tension in your body help or prevent you from projecting your voice? What else have you learned about projecting your voice today?
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