Through Their EyesThrough Their Eyes

The Magic IfThe Magic If

Imagination is more important Imagination is more important than knowledge….Albert than knowledge….Albert

EinsteinEinstein

Class LevelClass Level

This lesson is aimed at Theatre I students This lesson is aimed at Theatre I students which can cover freshman through which can cover freshman through seniors. Lesson adjustable for higher-level seniors. Lesson adjustable for higher-level students to hone their toolbox.students to hone their toolbox. Taught within the first six weeks of a Theatre I Taught within the first six weeks of a Theatre I

class.class.Foster imagination in contrast to other disciplines Foster imagination in contrast to other disciplines

where students focus on facts.where students focus on facts.Counter inhibitions to curb or control imaginary Counter inhibitions to curb or control imaginary

impulses.impulses.

Connection to Acting Connection to Acting Theorists and the Element(s) Theorists and the Element(s)

of Actionof Action Imagination stimulation is considered one of the base Imagination stimulation is considered one of the base

elements of theatre and a main component essential to all elements of theatre and a main component essential to all actors and directors in order to achieve maximum success.actors and directors in order to achieve maximum success.

StanislavskyStanislavsky – “The visualization energizes the imagination. – “The visualization energizes the imagination. Training the imagination begins by strengthening inner Training the imagination begins by strengthening inner visions”(Carnicke 21). visions”(Carnicke 21).

ChekhovChekhov –. “The task for the actor is to become an active –. “The task for the actor is to become an active participant in the process of imagination” (Chamberlain 86)participant in the process of imagination” (Chamberlain 86)

Adler – Adler – “Every word, every action, must originate in the actor’s “Every word, every action, must originate in the actor’s imagination.” (Krasner 141).imagination.” (Krasner 141).

Stimulating students utilizing “Through Their Eyes” begins a Stimulating students utilizing “Through Their Eyes” begins a journey for the apprentice to tap into their own journey for the apprentice to tap into their own imaginations and emotions. It builds the base of the actor’s imaginations and emotions. It builds the base of the actor’s toolbox through visualization, allowing the students to toolbox through visualization, allowing the students to experience emotional memory and to search for truth and experience emotional memory and to search for truth and belief in their thoughts and actions.belief in their thoughts and actions.

ObjectiveObjective

Students will analyze, create, express, Students will analyze, create, express, compose, explain, defend, and criticize compose, explain, defend, and criticize character biography developments.character biography developments.

TEKS/TAKS Connection –TEKS/TAKS Connection –

This lesson covers seventeen TEKS (ELA/Theatre) and This lesson covers seventeen TEKS (ELA/Theatre) and connects to eight objectives on the ELA portion of the tenth connects to eight objectives on the ELA portion of the tenth and eleventh grade TAKS.and eleventh grade TAKS. Nine ELA TEKS Nine ELA TEKS Eight Theatre TEKSEight Theatre TEKS Explanation of connected TEKS (will link in activity and assessment Explanation of connected TEKS (will link in activity and assessment

discussion)discussion) TEKS numbers and description included in lesson planTEKS numbers and description included in lesson plan

ELA TAKS Objectives CoveredELA TAKS Objectives Covered The student expresses and supports responses to various types of texts.The student expresses and supports responses to various types of texts. The student will demonstrate the ability to analyze and critically evaluate The student will demonstrate the ability to analyze and critically evaluate

culturally diverse written texts and visual representations.culturally diverse written texts and visual representations. The student understands and interprets visual representations.The student understands and interprets visual representations. The student evaluates his/her own writing and the writings of others.The student evaluates his/her own writing and the writings of others. The student analyzes and critiques the significance of visual The student analyzes and critiques the significance of visual

representations.representations. The student will, within a given context, produce an effective composition The student will, within a given context, produce an effective composition

for a specific purpose.for a specific purpose. The student will produce a piece of writing that demonstrates a command The student will produce a piece of writing that demonstrates a command

of the conventions of spelling, capitalization, punctuation, grammar, usage, of the conventions of spelling, capitalization, punctuation, grammar, usage, and sentence structureand sentence structure

The student evaluates his/her own writing and the writings of others.The student evaluates his/her own writing and the writings of others.

Materials neededMaterials needed

Pen or pencil, paperPen or pencil, paper People photographs.People photographs.

Single person photographs.Single person photographs. Head shots, Full body shots, actions shotsHead shots, Full body shots, actions shots Use photographs of anonymous persons only. No well-Use photographs of anonymous persons only. No well-

known personalities or celebritiesknown personalities or celebritiesBlack and white photographs.Black and white photographs.Enough copies for students to have their own copy.Enough copies for students to have their own copy.No duplicate photographs in a classNo duplicate photographs in a classHand out to gender unless you believe students can Hand out to gender unless you believe students can

handle creating the opposite sex – that could be for handle creating the opposite sex – that could be for higher-level students.higher-level students.

Activity DescriptionActivity Description

A.A. Working independently, students create a Working independently, students create a character biography from their given character biography from their given photographs answering a bank of leading photographs answering a bank of leading questions as specifically, creatively, and questions as specifically, creatively, and action oriented as possible. The responses action oriented as possible. The responses need to be truthful and believable. Point out need to be truthful and believable. Point out not humdrum everyday life. Conflict and not humdrum everyday life. Conflict and action are required. Prompt students towards action are required. Prompt students towards this type of story. Upon completion of the this type of story. Upon completion of the biography, students orally present to the biography, students orally present to the class. Students discuss the validity and class. Students discuss the validity and believability of each presentation. This activity believability of each presentation. This activity will lead into students working as partners, will lead into students working as partners, creating a scenario, which develops into creating a scenario, which develops into written duet acting scenes based on their written duet acting scenes based on their character biographies.character biographies.

Photo SamplePhoto Sample

Students answer the overall question Students answer the overall question - What if this person was you? - What if this person was you? Ensure students understand the caveat Ensure students understand the caveat

that the person is a character – not in that the person is a character – not in reality themselves.reality themselves.

Students write in first person, Students write in first person, establishing a voice and dialogue. establishing a voice and dialogue.

Prompt

Questions and information students Questions and information students must answer & provide in their must answer & provide in their

biographies.biographies. What is your name, nationality, ethnic group, age?What is your name, nationality, ethnic group, age? Do you have a family? If so, what is your relationship? Do you have a family? If so, what is your relationship?

Describe your the family.Describe your the family. Do you have any friends? Who is your best friend? How many Do you have any friends? Who is your best friend? How many

friends do you have? What type of people do you like to be friends do you have? What type of people do you like to be around?around?

What is your educational background? Are you smart, What is your educational background? Are you smart, challenged, etc?challenged, etc?

What is your social status? Are you rich, poor, middle class? What is your social status? Are you rich, poor, middle class? Are you satisfied with your status?Are you satisfied with your status?

What is your occupation and for how long have you been What is your occupation and for how long have you been doing this ? If you don’t have an occupation, why not?doing this ? If you don’t have an occupation, why not?

What is your personality type? Are your proud, selfish, What is your personality type? Are your proud, selfish, selfless, shy, personable, etc.? The personality can be a selfless, shy, personable, etc.? The personality can be a combination of traits. This answer should be reflected in the combination of traits. This answer should be reflected in the character’s voice.character’s voice.

Do you have any hobbies?Do you have any hobbies? What do you like? Food, drinks, certain types of people, etc.What do you like? Food, drinks, certain types of people, etc. What don’t you like? Food, drinks, certain types of people, etc.What don’t you like? Food, drinks, certain types of people, etc.

Questions and information students Questions and information students must answer & provide in their must answer & provide in their

biographies.biographies. WhereWhere are you and why are you there? are you and why are you there?

What time of day is? What is the weather like? What What time of day is? What is the weather like? What time of year? Is this a place you know or is it time of year? Is this a place you know or is it someplace new? How do you feel about this place?someplace new? How do you feel about this place?

What do you want most out of life?What do you want most out of life? What is your greatest fear?What is your greatest fear? Have you ever been in love? If so, with who and what Have you ever been in love? If so, with who and what

happened?happened? How and why have you suffered?How and why have you suffered? What was the funniest thing that ever happened to What was the funniest thing that ever happened to

you?you? What was the most humiliating thing that ever What was the most humiliating thing that ever

happened to you?happened to you? What happened to you yesterday?What happened to you yesterday? What is happening right now?What is happening right now? What is the major conflict in your life and how are you What is the major conflict in your life and how are you

going about to resolve it?going about to resolve it?

Time Frame Time Frame

Give students one to two days to Give students one to two days to complete the written part of the complete the written part of the assignment.assignment.

Yes, they may need to do some theatre Yes, they may need to do some theatre homework – oh, my gosh!homework – oh, my gosh!

PresentationsPresentations

Students present their biographies to Students present their biographies to the class. the class.

Students critique and assess their own Students critique and assess their own as well as others work. as well as others work.

Open-end Questions for Open-end Questions for StudentsStudents

Ask any of these following question Ask any of these following question types about the students’ works.types about the students’ works.

What might happen if ________________?What might happen if ________________? i.e, you had just witnessed a crime, you saw a i.e, you had just witnessed a crime, you saw a ghost?ghost?

Why is this person believable?Why is this person believable?What is going to happen next?What is going to happen next?

Open End Questions for Class Open End Questions for Class DiscussionDiscussion

Ask the following questions of the Ask the following questions of the entire class.entire class.

How many people in the class agree student A’s How many people in the class agree student A’s biography could be a real person?biography could be a real person? Ask those students why they do or do not Ask those students why they do or do not

agree. They must support and defend their agree. They must support and defend their opinion. opinion.

What else can happen to this person?What else can happen to this person? What other questions could we have asked to What other questions could we have asked to

build the character?build the character?

Building A Unit Building A Unit

Next Level: Next Level: After presentations, commence a lottery to team up After presentations, commence a lottery to team up

the characters into duet scenes. the characters into duet scenes. Students then must create a five – ten Students then must create a five – ten

minutes scene with those characters, minutes scene with those characters, Writing dialogue and devising action ensuring Writing dialogue and devising action ensuring

there is a beginning, middle, and end. there is a beginning, middle, and end. The characters’ motivations and actions The characters’ motivations and actions

should be justified by the work done in the should be justified by the work done in the character biography.character biography.

Begin by having the students work on Begin by having the students work on improvisation of their scenes before improvisation of their scenes before beginning writing work.beginning writing work.

AssessmentAssessment

A.A. Student has completed the work on Student has completed the work on time, effectively presents the work to time, effectively presents the work to the class, follows all requirements of the class, follows all requirements of project as well as standard rules of project as well as standard rules of English, and contributes positively to English, and contributes positively to class discussion.class discussion.

Assessment RubricAssessment RubricCATEGORY A (100 - 90) B - (89-80) C - (79-70) F - (69 - 0)

Character The character is named clearly described in text, and speaks with a distinct voice. Most of the audience could describe the character accurately.

The character is named described, and has a voice. Most of the audience would have some idea of what the character looked like.

The character is named, but voice is unclear. The audience knows very little about the character.

It is hard to tell who the character is and there is no voice.

Creativity The biography contains many creative details and/or descriptions The student has really used his imagination.

The biography contains a few creative details and/or descriptions . The student has used his imagination.

The biography contains a few creative details and/or descriptions, but they distract from the biography. The student has tried to use his imagination.

There is little evidence of creativity in the biography. The student does not seem to have used much imagination.

Setting Many vivid, descriptive words are used to tell when and where.

Some vivid, descriptive words are used to tell the audience when and where .

The audience can figure out when and where the story took place, but the student didn't supply much detail.

The audience has trouble figuring out when and where .

Name The name is creative, sparks interest and is related to the story and topic.

name is related to the story and topic.

name is present, but does not appear to be related to the story and topic.

No name.

AssessmentAssessmentAction Several action verbs

(active voice) are used to describe the character. The character seems exciting!

Several action verbs are used to describe the character, but the word choice doesn't make the character as exciting as they could be.

A variety of verbs (passive voice) are used and describe the action accurately but not in a very exciting way.

Little variety seen in the verbs that are used. The character seems a little boring.

Problem/Conflict It is very easy for the reader to understand the problem the main characters face and why it is a problem.

It is fairly easy for the reader to understand the problem the main characters face and why it is a problem.

It is fairly easy for the reader to understand the problem the main characters face but it is not clear why it is a problem.

It is not clear what problem the main characters face.

Requirements All of the requirements (all questions answered and composed.) were met. The character can vividly be related back to the photograph. There were none or maybe only one or two grammatical errors.

Almost all (about 90%) the written requirements were met. The character can be related back to the photograph. There were three to four grammatical errors.

Most (about 75%) of the written requirements were met, but several were not. It's a little unclear if this could be the person in the photograph. There were five to seven grammatical errors.

Many requirements were not met. It has no relation to the photograph. There are more than eight grammatical errors.

AssessmentAssessmentVoice There is an appropriate

voice to bring the character to life - the personality is made very clear .

There is an appropriate voice to bring the character to life, but at times the personality does not seem believable .

There is not a very believable voice, it's difficult to understand who the person is.

The character's voice is not clear. The personality type is muddy.

Speaks Clearly Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.

Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.

Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.

Often mumbles or can not be understood OR mispronounces more than one word.

Posture and Eye Contact

Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.

Stands up straight and establishes eye contact with everyone in the room during the presentation.

Sometimes stands up straight and establishes eye contact.

Slouches and/or does not look at people during the presentation.

Collaboration with Class Discussions

Almost always listens to, shares with, and supports the efforts of others in the class. Tries to keep people working well together.

Usually listens to, shares with, and supports the efforts of others in the class. Does not cause "waves" in the class.

Often listens to, shares with, and supports the efforts of others in the class but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others in the class. Often is not a good team member.

Volume Volume is loud enough to be heard by all audience members throughout the presentation.

Volume is loud enough to be heard by all audience members at least 90% of the time.

Volume is loud enough to be heard by all audience members at least 80% of the time.

Volume often too soft to be heard by all audience members.

ConclusionConclusion

Students learn skills to create true and Students learn skills to create true and believable characters, which they then believable characters, which they then bring to acting work by asking similar if bring to acting work by asking similar if questions, developing background, and questions, developing background, and emotional memories.emotional memories.

The process opens up the imagination, if The process opens up the imagination, if they can work from within to create script, they can work from within to create script, character, and story, they can then work character, and story, they can then work from published works – Classics, from published works – Classics, Shakespeare and more.Shakespeare and more.