Partner Scene Work UnitCreated by: Megan Michaels

Learning Level:First and second year theatre students

Prior Experience: Includes pantomime, improve, content-less scenes, elements of voice and diction, stage areas and directions, stage pictures.

Unit Educational Objective: Students will be able to perform a rehearsed scene with a partner while demonstrating their understanding of stage rules and creating believable characters with objectives and tactics.

National Core Arts Theatre Standards:TH:Cr1.1.HSIa. Apply basic research to construct ideas about the visual composition of a drama/theatre work.TH:Cr3.1.HSIa. Practice and revise a devised or scripted drama/theatre work using theatrical staging conventions.b. Explore physical, vocal and physiological choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work.TH:Pr5.1.HSIa. Practice various acting techniques to expand skills in a rehearsal or drama/theatre performance. TH:Re9.1.HSIb. Consider the aesthetics of the production elements in a drama/theatre work.c. Formulate a deeper understanding and appreciation of a drama/ theatre work by considering its specific purpose or intended audience.

Unit Big Ideas: Stage Directions Basic Script Analysis Creating Character Backgrounds Physicality Objectives and Tactics Stage Pictures Rehearsal Focus-Group Collaboration, Preparation, Listening Memorization Techniques

Essential Questions: What makes a character believable? How do the past experiences of a person affect their actions or attitudes? How do pictures around us tell a story? What objectives and tactics do I see around me every day? How can I apply my experience with objectives and tactics to tell a believable story?

Key Knowledge and Skills (activities): Graffiti Wall Stage Directions Map Follow Stage Directions With a Partner

Facebook Character Profile Basic Script Analysis Candy Objectives/Tactics Game Worksheet for Character Objectives and Tactics Creating Stage Pictures for Fairy Tales Creating Stage Pictures for Assigned Scenes

Authentic Performance Tasks:Perform a scene with partner(s)

LESSON 1: Staging Rules and positions

Educational Objective: Students will show their understanding of stage areas, directions, and notations by labeling a stage map and developing a basic script notation.

Supplies Needed: Staging area 4 Large posters or pieces of butcher paper Ingredients for peanut butter and jelly sandwich Map of staging areas see Supplements

Pre-Assessment/ Hook: Have 4 posters in the room. Each has one term written large on the top: Believable Characters, Script Analysis, Character Motivation, Stage Directions. Tell them that they are going to do a “Brain Dump!” A Brain Dump is when you take everything you have in your brain about a certain topic and dump it onto a piece of paper or a poster.

Set up and rules: Divide them into 4 groups and have each group start at one of the posters. Tell them that

everyone must write at least one thing on every poster. If they do not feel like they know anything about the topic on the poster, then ask them to write a

question about it instead. Explain that if one of the students finishes at a poster before the rest of their group, then they are

allowed to move on to the next one on their own. If, for some reason, they finish before the rest of their group or the class, ask that they rotate back through the posters and see what others have written about the subjects, especially any of the ones they were not as familiar with.

When everyone is done, ask them to gather around the poster that they felt they knew the most about. Once they’re in their new groups, tell them to read through all the comments and be prepared to present the poster and share with the class what each term means in relation to performing in a scene. NOTE: Make sure that the group for “Stage Directions” goes last, because they will lead you into the next instructional step.

Step 1: When the Stage Directions group has presented. Ask them if they feel they could label a map of a stage accurately? If there is someone who thinks they can (and if they are willing) ask them to come help you label one for the class to see.

Step 2: Handout a map of the stage without the labels. Explain the difference between Right and Left Stage, Upstage and Downstage. (The reason it is the way it is. Actor’s right and left for clarification, and up and down because of the racked stage in the old days.) If you have an area in the room large enough, or a rehearsal stage, then as you have them label together each portion of the stage, have a student stand in the correct place so that they also have a physical example in front of them.

Step 3: Once it is all labeled, tell the class that you are going to quiz them. Have them use the tip of their pen or pencil to draw the directions you give them on the map (their map should have lines from the starting stage area leading to the next area). Make sure they understand that when you say “cross” you mean “move to”. You will do this once on the side with the labels they wrote and once on the side where there are no labels still. Use the master copy to grade their work. Their final shape or design on their map should match the one you have on the master copy.

Directions:

An actor is standing on DSL. They cross to DC, Cross to SL. Cross to USR. Cross to SR. End at C.

Step 4: Allow the students to see the master copy and compare the shape they drew as they followed your verbal instructions. Ask a student to take the master copy and follow the directions on the actual stage or rehearsal area that you have marked out. This allows them to have a visual of what it would look like in real life.

Step 5: Have them turn their maps over the other side where there is another unlabeled map. Explain that this time they will not have their labels to help them. They will have to see how well they can do without them. Have a student lead in the stage directions this time. NOTE: You will also have to follow along so that you can have a master copy of the correct design for them to see after.

Step 6: When the student is done giving instructions show them the correct shape. Have them compare to their neighbor’s. Ask them questions like: Which instructions confused you? Did you mix up Left and Right? Up and Down?

Step 7: Explain that now that we are familiar with the map and names of the stage areas, we are going to put our knowledge to use by playing Battleship! Divide the stage into two stages. Make sure that the class knows where both Centers are located and the other areas as well. Pick two students to stay off stage and face away from the stage. These two students use their maps, if needed, to take turns calling out various stage areas. For example: Student Captain of Team A calls out “Stage Left” or “Center Stage Left”. The student(s) on Team B who is standing in that area is “SUNK” and they have to leave the stage. Student Captain of Team B then takes a turn calling out a stage area. Then all the “battleships”/players on the stage, move around to other areas. Student Captain of Team A then takes another turn. Follow these steps until there is only one team with a “battleship” on their stage.

Stage 8: Gather the students in their seats again. Explain that now we know where the different areas are, but we still need to understand why it’s important for a performer to know and use them. Why do we have different names for the different parts and how do the actors use them?

Step 9: Have all the items needed to make a PB and J sandwich displayed on a table. Ask for a volunteer to give you directions on how to make the sandwich. Tell them that no matter what, they cannot touch you or any of the ingredients or tools that you will use. They must only instruct verbally. As they give directions make sure you do them in a non-traditional manner that makes a bit of a mess. For example: They might tell you to take out a piece of bread. You should rip open the bag instead of untying it. They might tell you to put PB on a piece of bread. You should slap a big glob of it on or only use a very small piece of bread Etc. NOTE: This may make a mess. Prepare for it!

They will probably laugh and get frustrated when they see you doing the steps they tell you, but not in the way they expect or want.

Step 10: Once the sandwich is made, ask them, “What did you notice about this experience? I did the directions like you said, so why does this not look like your normal sandwich?” Point out that the more specific you can be with directions, the better the product will look. The same is true for stage

directions. There are special terms and phrases used in order to help actors. Stage directions are always given from the actor’s perspective in order to make it clear for them. So when a director says “go right”, it means the actor’s right not the director’s right. Performing artists use this lingo so that they can be specific and avoid confusion. If an actor does not speak the lingo, it will mess up the presentation and make everyone frustrated at rehearsals.

Step 11: There are other terms in the lingo that we must know as well. Introduce body positions and other terms we use in stage directions: full back, cheat out, full front, upstaging, cross, hug. Have them take notes on these in their journal so that they can keep the definitions with them for future reference. Have students come up and show examples of each as you introduce them.

Step 12: Explain that we know the basic lingo, now we need to know how we can remember what the director has asked us to do and when. Performers must make notations in their script in order to keep all their notes and remember what they’ve been asked to do.

Step 13: Ask the students to give you two or three lines from a movie or a play. They must be from the same movie or play. Have a student write them on the board. Introduce a scenario by saying, “what if these are the lines in the script and I start at USL. My director wants me to cross after the first line down to DSR, throw my shoe toward C after the second line, and then exit off to the R?” Tell them that the notations generally used for cross, exit, and entrance are: X, Ex, En respectively. But how could you make sure that all the directions are clear in your script notations?

Tell them to copy the lines from the board into their journals and take a couple minutes to make the notations on the lines there. They can be creative. They may all come up with something different, but they need to be clear enough for an understudy or director to also understand them.

After a minute or two, ask a couple students to come to the board and show the class what notations they would make in the script.

Step 14: At the end test make sure they turn in their maps for participation points and to assess whether they understood the directions given in the beginning. You may also consider having them keep their maps or giving them back next class so that they have them to refer to during the duration of the scene unit.

LESSON 2-Background work

Educational Objective: Students will create character backgrounds and relationships with scene partners by analyzing clues from the script and creating a Facebook profile for their characters based on their analysis.

Supplies Needed: Copies of the scenes you want them to use (prepared previously) Facebook profile handout see Supplements Facebook profile finished example see Supplements

Hook: Play the I Have Never game in small groups. Divide the class into 5-6 smaller groups. Tell them that they must keep one hand visible to the group at all times. Their fingers should be extended and palm spread. Each person in the group takes a turn telling the others one thing that they have never done. For example: “I have never been horseback riding.” The other members of the group who HAVE been horseback riding then need to curl or bend one finger down. If you lose all your fingers you are out of the game. NOTE: This is meant to get them thinking about their past experiences and may even help them open up to peers who might ask about it. It is also a great get-to-know you game.

Step 1 Explain that we will be doing scene work, but that in order for them to perform effective scenes they need to understand their character’s background; things they’ve done or have not done, experiences they’ve had that could influence their personality. They also need to know what their relationship is with the other character(s) in the scene. For example: Has Peter Pan ever had a job? What is his relationship with Wendy? Etc.

Step 2: Assign scenes and partnerships. Allow 5-10 minutes to read through the scenes together and mark their parts. As they read together have them pay attention to anything that gives them a clue as to their character’s personality or background. They do not need to act it out, but read it together and become familiar with what characters they will be playing.

Step 3: Begin your discussion about character backgrounds by asking them what they found in their script that helped them understand more about their characters. Have them share with the class what they have found.

Project a script page from a script you are familiar with and show them how you would highlight or look for clues.

Step 4: Ask them to highlight one thing about their character’s history that is revealed in the script they think is interesting or that would affect their character’s mood, personality, or physical attributes in their scene. Example: they found out in the previous scene that their dog died. Or they served in a war and still have shrapnel in their left leg. Explain that it’s important to not only note this in their scripts, but to also keep all the information in one place where they can look back at it. NOTE: You may also need to explain that some of them may not have a whole lot of background information revealed in their scripts. If this is the case, then they need to either look up information about the play or fill the in gaps on their own. This will allow them ownership and a way to use their creativity when developing their characters.

Step 5: Ask them if any of them currently have a Facebook account. Ask them: What can you learn about a person from their profile? (residency, travel, who their friends are, where they work, big events,

favorite books, movies, tv shows, music, you can learn about their personality from the YouTube links they’ve shared. Etc.)

Step 6: Project an example of a Facebook profile for a character. For this lesson, we used Peter Pan. See Supplements. What things do they learn about Peter Pan just from the profile page that was made for him?

Step 7: Tell them that they have 10 minutes to work on their background based on what they know already about their characters. It’s ok if they don’t know a ton of detail, the purpose is to just get them thinking about their characteristics and background.

Step 8: Have each of them present their character profiles or portions from the profile. Remember to ask questions like: How could your background influence the way you perform the scene/ say the lines? Why did you decide that your character is from ____? What other information in the script did you use to create the background? Etc. Encourage the class to keep these things in mind as they develop their characters and scenes. Tell them that MUST keep their Facebook profiles for the rest of the unit. They will need them to refer to and add ideas to.

Step 8: Introduction to memorizing techniques. Have them brainstorm different ways to memorize. Have a student list them on the board. Explain what each method entails. Ask them which techniques would be best for someone who learns visually or aurally? Consider asking them how they memorized their addresses or phone numbers growing up.

o Listening over and over to the cue line and the line.o Writing or copying the lines many timeso Remembering the order of big ideas or the important words in each line- also known as a

grocery list. Take the key word or phrase in each line and make a sequential list. Use the list to clue you on what line comes next.

o Breaking up the memorization (use beats or divide large monologues into shorter sentences or sections.

o Practicing with a mix of listening to and reading the lines.o Have some quiz you.o Write the lines on a mirror or a board with dry erase markers and slowly take away small

words and phrases so that you have to read the line and fill in the blanks on your own. o Write just the beginning letter of each word in the line and try to say ito -Jingles-put the lines to a song (more time consuming)

Step 9: Have them write them down 3 that they are interested in trying.Have them pick one technique and use the rest of the time to work on using it to memorize the lines.

LESSON 3-Body and Voice

Educational Objective: Students will create a believable character in body and voice by developing and practicing a physical trait and vocal pattern for their characters.

Supplies Needed:o Production photos from any show you are familiar with or find onlineo Princess Diaries 2 DVDo BYU’s Studio C sketch “Anne the Librarian”o Pictures to demonstrate physical traits of characters see Supplements

Hook: Project a picture of an interesting production photo. Ask the students to raise their hands and tell you what they think they know about the characters just from the picture of their body positions and expressions.

NOTE: Consider showing a second photo from the same show and asking similar questions.

Step 1: Explain that you will be reviewing traits of physicality and voice today. Have them make a list of these traits as you go and tell them to keep in mind the question “What kind of physicality or vocal traits will help establish my character in my scene?”

Ask the students to describe or explain how each trait or element is used to portray character. As you cover each one, project a visual example of each one.Physical Traits/ Elements of Character these pictures are in the Supplements

o Energy (picture of Tigger and Eeyore-even just sitting, they have different energy levels)o Facial Expressions (Star Trek Capt Kirk vs. Spock, “How do their faces accurately

portray their personalities?”)o Posture (picture of the army cook by Norman Rockwell)o Gestures (picture of town gossip by Norman Rockwell)

Step 2: Now that you have reviewed physical elements of performance, explain that they need to look for the changes that Chris Pine makes in his posture, gestures, and facial expressions in order to portray different types of people in this clip from Princess Diaries 2.

Show the clip called “Nicholas Cooks” on the Deleted Scenes section of the DVD.

Step 3: Ask the students to tell you what changes they saw him make for the various people he portrayed. Discuss.

Step 4: Now that we have reviewed the physical elements, we are going to review the vocal elements as well. Since this is a review for most of them ask the students to describe or explain what each term means and how it might be used to portray character. Vocal Traits/ Elements of Character

o Rate: How fast or slow one speakso Pitch: How high or low ones voice iso Tone: The emotion in the voiceo Diction: Articulation in the words one speaks

Step 5: Introduce the next clip by saying that this time, they need to decided which character in the clip is the most interesting to watch visually and what that character does with his/her voice that makes them unique too. (In essence we are laying physical and vocal on top of one character to make them more unique.)

Show the first clip of “Anne the Librarian” from BYU’s show Studio C.

Step 6: Ask them, which character was more interesting to watch? What did she do to her voice to make it stand out from the other characters? To her body? Discuss

Step 7: Ask them if anyone would be willing to try to mimic her in both body and voice? Have a couple students come up and mold each other into Anne’s physical positions and try her voice.

Step 8: In order to establish a unique voice, we need to practice various ways of speaking. Have a student choose a line from their favorite movie. Make sure it is appropriate and write it on the board so all can see. Have the whole class say it several times: normally, then with a higher pitch, lower, faster rate, a specific emotion, etc. Perhaps have them try saying the line as Anne would.

Step 9: Have them use their scripts and work together with their scene partners to brainstorm ways they could create their characters physically and vocally in order to create a unique, but believable character. Tell them to decide on at least two changes each.

Step 10: Brainstorm ideas for about 5-7 minutes. Then go around the room and have them tell the class what two traits they want to try to use for their characters in the scene. NOTE: This is mainly to hold them accountable for their work. We want to make sure that they actually have added some things and that the reason is legitimate and can be supported by the background of the character.

Step 11: Give them the rest of the class period to work on memorization, (make sure they know their off-book date) and/or work on their scenes with their partners while also practicing their physical and vocal qualities.

LESSON 4-Tactics and Objectives

Educational Objective: Students will demonstrate their understanding of objectives and tactics by identifying an objective (I want [person] to [action]) and choosing 3 tactics they will use for their character in their assigned scenes.

Supplies Needed:o Bag of candyo Tactic list see Supplementso School room scene clip from Anne of Green Gableso Objectives/ Tactics homework sheet see Supplements

Hook: Have a large bowl or bag of candy sitting on the table as they walk in. (They should naturally be excited to see a treat!) Take one piece of candy in your hand and explain that one student may have the chance to get this from you. Pick a student and tell them to try to get it from you. Their first natural tactic may be to ask for it, or grab it from your hand. YOU CANNOT LET THEM GET IT ON THE FIRST TRY. After each try, say “try again” or “that way didn’t work, so pick a new way”. Let them do 3 different things to try and get it and then finally give in.

Step 1: Explain that the student’s objective or desired action (outcome) could be stated like, “I want [teacher name] to give me the candy bar.” The different ways in which the student tried to get that to happen are called tactics. Make sure they understand that objectives and tactics are used in everyday life. Whenever we have a goal, we also decide on a tactic to help us accomplish it.

Step 2: Help them identify objectives and tactics in their own life by asking them the following: What are some objectives you see at school? Home? What are some things you want frequently? (as they share ideas, make a list of objectives on the board) Ask them: What are some tactics that people at home or at school use or could use to get what they want?

Step 3: Explain that tactics are often described as things we do to the other person; like to flatter or shame. Hand out a tactic list and have them skim through looking for tactics that they have seen used at school, home, etc. see Supplements

Step 4: If our tactic does not work the first time, then we naturally try another. Our goal as actors is to make sure that our characters use multiple tactics to keep the scene interesting. Ask them to write down the objective and at least 2 tactics that are used in the clip from Anne of Green Gables. We want to find what kind of tactics he uses.

Step 4: Discuss what tactics and objectives they saw in the scene. How did you know when he switched tactics? (his were mostly physical tactics, so it’s easier to see when he changed)

Step 5: Have the students play “Very Serious Matter”. This is where everyone sits in a circle and one person stands inside. The person in the center must pick one person sitting in the circle and say to them “this is a very serious matter” using different tactics until the person they’re speaking to begins to laugh. In essence, the Objective of anyone standing inside the circle is “I want [name] to break into laughter”. Allow them to have their tactic lists with them to get ideas before it’s their turn. If they can break the other person they can get a piece of candy.

Step 6: Explain that they have now heard the same line (“this is a very serious matter”) said with many different tactics and in many different ways. Not all the tactics that were used in the circle may be appropriate for their scene, but this should help them get ideas of tactics they could use. Instruct them to work with their scene partners and decide what each character wants from the other. Have them also work together to brainstorm at least 3 different tactics each person will use in the scene to get what they want. (about 10 minutes?) They will turn in this paper for points as an assessment. The objective should be stated as “I want [person] to [action]”.

----The objective and tactics chosen should be written on their character Facebook profile page and also on the objective/ tactics sheet that they will turn in. this allows all their character work to be on one page

Step 8: If any of them do not finish this in class, then their homework is to finish the homework sheet see Supplements. And all of them should be practicing their tactics at home as they rehearse. Send with them home with the tactic list that you introduced before and the brainstorming one they made so they can use it at home if they need to reference it or change a tactic.

Step: 9 Ask them how memorization is coming and give them time to work on it. Remember that these are students who are largely untrained and usually distracted while at home. They need all the time they can get in order to memorize.

LESSON 5: Stage Pictures

Educational Objective: Students will demonstrate a working knowledge of how to create effective stage pictures, by developing a distinct picture for the beginning, middle, and end of their scenes.

Supplies Needed:o Performance space

Hook: Have 4-5 students come to the center of the room with you. Explain to the rest of the class that they will need to identify the story fairy tale that these three pictures are telling. Put them in the three tableaus.

1-Cinderella on the floor scrubbing. With step-mom pointing down at her and two step-sisters turning their backs or putting on make-up being hoity-toity.2-Cinderella in her gown being asked to dance by the prince (perhaps he’s kissing her hand), with the fairy god-mother in the background waiving her wand!3-The Prince putting the lost slipper on Cinderella as the step-sisters gasp and the step-mom covers her face in shame or shakes her fist in anger.

Step 1: After you have staged all three tableaus, ask the class: What fairy tale did you see? Can you identify the beginning, the middle, and the end? If they get stuck on one you may need to have the group go back to that particular position to help refresh their memory.

They should have gone more in depth with stage pictures in their earlier classes, so here, review the following elements of stage pictures:

o pulling focuso power and authority in levels o body positionso energy. o proximity

Remind them that effective stage pictures reveal the relationships of the characters, the story, and may also give us a clue as to who is winning their objective at that moment.

Step 2: Explain that for their scenes they will need to make sure they have created at least three pictures that help tell the story to us. They should show us the beginning, the middle, and the end. Give them examples from one of their scenes or a movie. Pick out the beginning, the middle and the end of it to help them understand how they could break their scenes into 3 parts too. Give them about 7 minutes first to see if they can focus their rehearsal on it. Check their progress and then, if they need more time, extend it to a full10 minutes.

Step 3: After their 10 minutes, have them review what the stage pictures communicate story, relationship, emotion, character, focus. Ask the class to gather to watch the pictures of the other groups. Allow each group to show all three pictures and encourage the other class members to tell the group what they are seeing. This will help the group assess if their pictures are giving the effect they wanted. Coach them, if needed, so that they can fix anything in the picture that is misleading.

Step 4: Discuss their experience as a whole. What elements did they see well done?

Step 5: Tell them to finish class by rehearsing and memorizing while using their picture positions. They should mark in their scripts when they will reach or create each picture. They can do whatever they need to in order to move from one picture to the other, but we need to maintain a clear beginning, middle, and end.

Step 5: The rest of time needs to be working on memorizing and rehearsals.

LESSON 6-Rehearsal

Educational Objective: Students will rehearse scenes while focusing on their stage pictures, vocal and physical traits, and spending time on memorization.

Supplies Needed:o 4-5 papers or posters to write the name of each station on

Hook: Have a student lead the class in a warm up; an energy circle or some other activity that will force them to use their bodies and the voices.

Step 1: Explain that today is largely a rehearsal day to help them practice each layer of their performance so that they can master their scenes. Divide the room into four or five various areas. Each area is assigned one of the following elements:

o Objectives and Tacticso Staging (all staging choices including how they get from one stage picture to the other)o Characterization in voiceo Characterization in bodyo Relationship between characters

The scene groups will rotate through the various stations. At each station they will rehearse their scene and focus mainly on the element assigned to that station. The first 2 minutes at each station, they should be creating a goal for themselves that has to do with that element. Then they will have roughly 10 minutes to work on that goal.

Step 2: Project the rubric for the preview and the performance days on the wall so that they can see what is expected for the following days. Have them write down a goal for something to work on before the next time.

Step 4: Homework Remind them that they must also bring their completed Facebook profile page for their characters next time to pass off as part of their preview.

Step 3: They’ve been working really hard today. If there is time, have them take a work break and play the Woosh-Zap game until the end of class.

LESSON 7-Preview

Educational Objective: Students will demonstrate their ability to receive and give helpful feedback to other scene partnerships by previewing their scenes for peers.

Supplied Needed:o Preview group rubric see Supplements

Hook: Gather everyone into a circle and have them pick just one of their lines and one of their tactics from their scene.

Step 1: Warm-up two. To get the energy going and to keep them aware of their body, do the warm up “I Feel So Good”. Lead the students in this first. Start out shaking or moving their bodies as much and as big as possible while yelling “Ooo, I feel so good. Ya, like I knew I would. Oh, I feel so good!” The Leader slowly makes their motions and voice smaller as the rest of the group follows. At the end you should all be whispering the line and laying on the floor only moving your finger.

When the line is almost imperceptible, jump up move around like you did in the beginning while yelling the line one last time.

Step 3: Review Review the criteria for the preview grades as you pass out the grade sheets they will use to sign each other off. Each group should observe 2-5 other groups. Each person gets their own group preview sheet –see Supplements

o Must have 3 tactics and 1 clear objectiveo Must use proper staging practices and 3 clear stage pictures.o Must have Facebook Profile for characters completed.o Must show an understanding of physical traits and vocal variety

Step 4: Rehearsal. Designate a practice area for each scene partnership. Give them ten minutes to rehearse.

Step 5: Previews Then divide them into groups (2 scene groups each) and give them 5 minutes to perform and grade each other, then rotate. In the end they should have previewed for and critiqued at least two other groups. NOTE: the preview rubric has space for 5 just in case.

Step 6: Assessment and Discussion Have the class sit in their seats after performing. Ask them the following. “Was there a performance that you saw that was really good at using 3 clear tactics? Which one? Why did it work so well?” Ask similar questions regarding the other criteria. We are trying to see if they can articulate what they liked, what worked, and if they participated.

Step 7: Assessment and Discussion Ask one person from each group to tell the class one of the things they had been told to work on. Ask all the performers to set a goal for what they will improve on before their actual performance. Write the goal down in their notebooks so they can look at it later.

LESSON 8-Performance day

Educational Objective: Students will demonstrate their ability to apply stage directions, body positions, tactics and objectives by performing a short scene.

Supplies Needed:o Rubric for grading each scene see Supplements

Hook: Use the same warm-ups as previous lesson.

Step 1: Rehearse and Instruction Give ten minutes to rehearse. Make sure that they are referring to and working on the goals that they had set based on the feedback they received last time.

Step 2: Performances. Volunteers first, but then they will then call on the next group; they will take a turn calling on the third group, etc. Final Assessment: see Supplements for rubric.

Supplements Index:

Lesson 1 Map of stage areas

Lesson 2 Facebook profile Facebook profile example

Lesson 3 Pictures to demonstrate physical traits

Lesson 4 Tactic list Objectives/ tactics homework sheet

Lesson 7 Group preview rubric

Lesson 8 Final scene performance rubric

AUDIENCE SEATS

AUDIENCE SEATS

f facebook

Name:

Age:

Height:

Eye Color:

Hometown:

School:

Work:

Talents:

Three Characteristics: (example: bad temper, selfish, brainiac)

4 friends on Facebook:

Most important event in your life:

Best memory:

If your life had a theme song:

Other notes:

What is your objective? (What do you want from your scene partner?):

List 3 tactics you will use:

facebook

fName: Peter Pan

Age: very young

Height: 5ft

Eye Color: green

Hometown: born in London, claims Neverland

School: elementary drop out

Work: PLAY: fighting pirates, leading Lost Boys

Talents: Sword fighting, swimming, leadership, impersonations, flying

Three Characteristics: (example: bad temper, selfish, brainiac) forgetful, immature, loyal

4 friends on Facebook: Wendy, Tinker Bell, Tiger Lily, the lost boys

Most important event in your life: when I ran away from home and found Tinker Bell

Best memory: getting a kiss from Wendy

If your life had a theme song: I Believe I Can Fly

Other notes: I’m secretly afraid of losing Wendy

What is your objective? (What do you want from your scene partner?):

List 3 tactics you will use:

LIST OF TACTICS

to Convinceto Encourageto Prepareto Enlightento Annihilateo Get Even

to Overwhelmto Reassureto Bombardto Suppressto Belittleto Lambaste

to Helpto Seduceto Igniteto Buildto Hurtto Awaken

to Mockto Crushto Inspireto Winto Reduceto Persuade

to Containto Tantalizeto Guilitifyto Interogateto Preserve

to Dazzleto Earnto Fascinateto Ensnareto Cheer upto Explain

to Informto Relayto Proveto Devastateto Obliterate to Charm

to Manipulateto Destroyto Teaseto Conquerto Possessto Compliment

to Praiseto Encourageto Fortifyto Elevateto Exaltto Glorify

to Surroundto Dominateto Victimizeto Provoketo Occupyto Flatter

to Reinforceto Strengthento Invigorateto Immortalizeto Lionizeto Deify

to Questionto Encourageto Helpto Enlightento Igniteto Build

to Bombardto Dazzleto Earnto Fascinateto Ensnareto Seduce

to Cheer upto Explainto Informto Relayto Proveto Devastate

to Complimentto Surround

Scene Work Character Objective and Tactics

If not finished in class, then this assignment is due: ____________________ at the beginning of class.

Your Name: _______________________________________________________________

Play Title: ____________________________________________________________

Character Name: _______________________________________________________

State the Objective of your character using the format we discussed in class: ______________________________________________________________________________

______________________________________________________________________________

List 3 tactics you will use in your scene:

1. __________________________________________________

2. __________________________________________________

3. __________________________________________________

Scene Group Preview Rubric and FeedbackDrama 1

Name:______________________________________________ Period:____________

Observe 2-5 different scenes and critique them on the following:o Each character must have 3 tactics and 1 clear objectiveo Each actor use proper staging practices o The cast must use 3 clear stage pictures.o Each actor must have the Facebook Profile completed.o Each actor must show an understanding of who their character is and communicate that

physically and vocally.o Cast members must be memorized!

Write down at least one critique for each scene you watch:

Scene: Comment you want to make:1

2

3

4

5

Perform your scene 3-5 times and write down critiques given about your scene:Scene: Comments given to your group:1

2

3

4

5

Drama 1 – Scene Rubric Name: __________________ Scene: ____________ Period: _______