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OVERVIEW:  To continue learning foundational skills in acting to support creativity, imagination, presentation, etc.

UNIT 1 STANDARDS:

L1.T.CR.1       Develop imagination to create artistic ideas
L1.T.CR.3       Use correct form and structure to create a scene or play with a beginning, middle, and end
L1.T.CR.5       Explore physical, vocal, and emotional choices to develop a performance that is believable, authentic,and relevant
L1.T.CR.7       Recognize that participating in the rehearsal process is necessary to refine and revise.
L1.T.P.3          Observe, listen, and respond in character to other actors through-out a scripted or improvised scene.
L1.T.P.4          Use body to communicate meaning through space, shape, energy, and gesture.
L1.T.P.6          Use imagination to inform artistic choices.

UNIT 1 - Improvisation
Day 1:  What is Improv?
Read to Discuss:  Improvisation  pg 7-9
Create/Perform:  Improv Games – pg 9
Summarize:

Day 2:  How do we know we have a successful improve? 
Read to Discuss:  Improv pg 11-14
Create/Perform:  An Improvisational Scene – CSI: Your Hometown
     - Students will choose a slip of paper with directions and information necessary to begin the exercise. 
     - Students will work for 5-10 min to create the improv.
     - Students will perform their improv for the class.
     - Students will summarize how they felt the improv went.  Feedback will be give by students and teacher.

Summarize: Was your improv successful? Why or why not?

DAY3: How do you establish a character in an improv and sustain the character?
Read to Discuss:  Improv pg 14 - 16  (10 min)
     -- In pairs or group of 3 (depending on the total attending) discuss the do's and don'ts (10min)
     -- Whole group:  discuss what they learned from the do's and don'ts.  How will they apply this information?
       --Don'ts: Have the students give examples a simple statement of information  (The truck is red.). Then have another student          use descriptive language to make it an active statement with descriptive words about feelings, observations, needs, and goals. In other words, show...not tell.  (When I see a truck the color of cherries, I go weak in the knees.)

Create/Perform:  Improv - "Getting There is Half the Fun"
    - Students will choose a slip of paper with directions and information necessary to begin the exercise. 
    - Students will work for 5-10 min to create the improv.
    - Students will perform their improv for the class.
    - Students will summarize how they felt the improv went.  Feedback will be give by students and teacher.

Summarize:  For each group answer the following questions:
      1. Did the players make a believable vehicle?
      2.  Were the players able to make the vehicle "appear" to move?
      3.  Was the vehicle used as the basis of the plot?
      4.   Did the scene have a beginning, middle, and end?

DAY 4 - Individual Improv and Review
Read to Discuss:  Pgs 18,22   Discuss questions with neighbor, then discuss answers as a class.
Create/Perform:  Improv:  Trapped
    - Students will choose a slip of paper with directions and information necessary to begin the exercise. 
    - Students will work for 5-10 min to create the improv.
    - Students will perform their improv for the class.
    - Students will summarize how they felt the improv went.  Feedback will be give by students and teacher.

Summarize:  How did today's game help you with improv?  How was it different from Getting There is Half the Fun?

DAY 5 - Review Improv
Read to discuss:   None today.
Create/Perform:  Improv - Walking pg 164  (lead in to Pantomime)
                                Weather - pg 168
                        (or Getting There is Half the Fun)

       - Students will choose a slip of paper with directions and information necessary to begin the exercise. 
       - Students will work for 5-10 min to create the improv.
       - Students will perform their improv for the class.
       - Students will summarize how they felt the improv went.  Feedback will be give by students and teacher.

UNIT 2 - Pantomime  Jan 27 - February 7

UNIT 2 STANDARDS:

L1.T.CR.1           Develop imagination to create artistic ideas
L1.T.CR.3     Use correct form and structure to create a scene or play with a beginning, middle, and end
L1.T.CR.5     Explore physical, vocal, and emotional choices to develop a performance that is believable,authentic, and relevant
L1.T.CR.7     Recognize that participating in the rehearsal process is necessary to refine and revise.
L1.T.P.3        Observe, listen, and respond in character to other actors through-out a scripted or improvised scene.
L1.T.P.4        Use body to communicate meaning through space, shape, energy, and gesture.
L1.T.P.6              Use imagination to inform artistic choices.

DAY 1 -    L1.T.CR.1 Develop imagination to create artistic ideas

Pantomime Basics w/Carol LaForge

- Instruction on the basic moves of pantomime. 
- Students will be on the stage learning these basic moves. 
- Students will learn and practice object identification, walking, holding and placing objects, etc.

DAY 2 - Pantomime Basics w/Carol LaForge 
-- Instruction on the basic moves of pantomime. 
-- Students will be on the stage learning these basic moves. 
-- Students will review and practice object identification, walking, holding and placing objects, etc.  In addition, students will form small groups and put together short group pantomime.

Day 3 - Characterization through pantomime
Read to Discuss: None today
Create/Perform:  GAME:  While A...   
   --In a small group, create a short pantomime skit with a beginning, middle and end. 
   --Students will have 10-15min to create the pantomime from a slip of paper with directions for activity. 
   --Students will then perform the pantomime skit they have devised.
   --Each group will then perform their skit for the class.

Summarize:  How does pantomime help us an actor?

DAY 4 - Individual pantomime
Read to Discuss: 
     -- Book:  pgs 44-45  - Students will read and then discuss what they feel are the important comments and why.  Class discussion for 5-10min.
     -- Video clips of Marcel Marceau or Red Skelton
Red Skelton:  https://www.youtube.com/watch?v=X2pmhFCUDJw&list=PLTkfY5KDy74lNJiOYjxM5garxHPXMh2mU&index=2&t=0s    (Start at 1:16)

Mime Troupe & Marcel Marceau:  https://www.youtube.com/watch?v=bWvXA-UBCqw&list=PLTkfY5KDy74lNJiOYjxM5garxHPXMh2mU&index=4   (Start 0:15   and  3:37)

-- Class discussion on why students saw, how it related to pantomime development, etc.

Create/perform:     What's My Line (Charades) pg 105

                              Creating an individual character in pantomime

--In a small group, create a short pantomime skit with a beginning, middle and end. 
--Students will have 10-15min to create the pantomime from a slip of paper with directions for activity. 
--Students will then perform the pantomime skit they have devised.
--Each group will then perform their skit for the class.

CLOSE:  Watch the video clip:  Mirror Pantomime:  https://www.youtube.com/watch?v=79EnDc-Ucv8&list=PLTkfY5KDy74lNJiOYjxM5garxHPXMh2mU&index=7

ASSIGNMENT:  If you missed class, read the pages, watch the video clips and write 1/2-1 page essay describing what elements of pantomime were used, according to the book, in developing the pantomime.

Summarize:  what I learned and how I can use the principles in acting (During pantomimes)

DAY 5 - Writing a Pantomime in a small group
Read to Discuss: Pgs:  49, 52,   Review of pantomime
Create/Perform:  Divide into groups.  Students will develop and write a short pantomime, with beg, mid, and end. Share with group. 

--In a small group, create/write a script for a short pantomime skit with the following:

1. a clear beginning, middle and end
2. actions are simple and clear
3. clear characterization that remains clear throughout the pantomime
4. written script that outlines the story, actions and establishes all the essential details.          

--Students will have 10-15min to create the pantomime from a slip of paper with directions for activity. 
--Each group will then perform their skit for the class.
--Students will turn in their pantomime script as part of the assignment today.

Summarize:  Have a peer eval sheet for each student to discuss stories, pantomime, what learned as the groups are done.  Use the critiques from above.

ASSIGNMENT:  If you missed class, you may create a pantomime script as noted above and perform for class when you return.

UNIT 3 -  CHARACTERIZATION & MONOLOGUES
UNIT 3 STANDARDS:
L1.T.CR.1       Develop imagination to create artistic ideas
L1.T.CR.3       Use correct form and structure to create a scene or play with a beginning, middle, and end that includes full character development, believable dialogue and logical plot outcomes.
L1.T.CR.5       Explore physical, vocal, and emotional choices to develop a performance that is believable,authentic, and relevant to a  drama/theatre work.
L1.T.P.4          Use body to communicate meaning through space, shape, energy, and gesture.
L1.T.P.5          Use voice to communicate meaning through volume, pitch, tone, rate of speed, and vocal clarity.
L1.T.R.4         Demonstrate the ability to receive and act upon coaching, feed-back, and constructive criticism.

February 10 - Feb 21
DAY 1: Characterization and Monologues
TODAY's OBJECTIVE:  I can build and complete a character sketch for a fairy tale character.
Read to Discuss:    Pgs 105, 107 
    -- Discuss how to build a character sketch and why you need to build a sketch.
    -- Hand out graphic organizer "Build a Character Sketch"  Discuss the things being looked for in the sketch.

Create/Perform:  Character Sketch
    -- Hand out Shakespearean monologues to each student.
    -- Discuss with students how to read Shakespeare. 
                -- Have students read their monologue to another student.
                -- Discuss problems in understanding.
                -- Have them rewrite their monologue in prose.Read to neighbor.How did understanding change for the person listening.
                --Discuss how knowing more about the play and character would help in how the student performs the piece.

ASSIGNMENT/Summary: Create a character sketch for a fairy tale character.
        --  Using the graphic organizer, choose a fairy tale character and completely fill out.  What type of picture develops?  Based on what your sketch, how would you play the character?

ASSESSMENT:  Completed graphic organizer

DAY 2
TODAY's OBJECTIVE:  I can research my monologue character and build a sketch to support characterization in performance.
Read to Discuss:    Pgs 109
-- Discuss things to think about when completing a character sketch.  10-15,om

CREATE/PERFORM
-- Have the students pull out their phones and using SparkNotes, Gradesaver, or Schmoop read the plot overview and the characterizations given.  What can they find out about their character and what is happening in the play to help them fill out their characterization. 
-- Students will complete the graphic organizer based on their character research.  30 min
Assessment:  Graphic organizer correctly completed.

DAY 3
Today's Objective:  Today I will score my monologue based on my character needs and wants to support characterization in performance.
Read to Discuss:  SCORING A SCRIPT  pg 110 - 111
        -- In pairs, have one student read the the selection in the book, ignoring the markings. Discuss.
        -- Have the pairs work together to use the markings to read the lines.  Go one line at a time.  Take turns.
        -- Discuss what difference, if any, using the scoring helps to make the passage more interesting.
        -- Use the phrase "I love you for now and forever."  Have the students chorally put accents on each different word and discuss how it changes the meaning of the sentence.
CREATE/PERFORM: 
-- Students will score their monologues using the symbol key from the book.
-- Students will share with 1-2 other students for suggestions on scoring.
-- Students will practice then read/perform from their scored monologue for the class.
-- Students will begin memorizing their monologue.
Assessment:  visual of the scored script

DAY 4  - Monologues Practice
Today's Objective:  I will rehearse my scored monologue, until I can perform it fluently as my character.
Read to Discuss:  Sixteen Keys to Characterization   pg 113 - 119
--  Assign each students a different key to read and then share what they learned with the class and give an example how you will use it for your monologue.
-- Students complete a graphic organizer of the 16 Keys to keep for later use. (completed organizers are shown to teacher for grade)

Create/Perform: 
-- Hand out Peer Performance Eval Rubric
-- Students will create/embody the character they have developed, including physical and emotional traits needed to perform monologue.
-- Students will practice individually or with partner their monologues for performance next class.
Assessment:  Walk around and check/listen to student rehearsal.

DAY 5 - Monologue Performance
Read to Discuss:  Keys to Nailing an Audition
CREATE/PERFORM:  Monologue Performance
ASSESSMENT: 
    --Students will perform their monologue for the class.
    --Teacher will score performances based on Peer Eval #1 Rubric. February 24 - Mar 6

UNIT 4 - Characterization & Scenes
L1.T.CR.1       Develop imagination to create artistic ideas
L1.T.CR.3       Use correct form and structure to create a scene or play with a beginning, middle, and end that includes full character development, believable dialogue and logical plot outcomes.
L1.T.CR.5       Explore physical, vocal, and emotional choices to develop a performance that is believable, authentic, and relevant to a  drama/theatre work.
L1.T.P.4          Use body to communicate meaning through space, shape, energy, and gesture.
L1.T.P.5          Use voice to communicate meaning through volume, pitch, tone, rate of speed, and vocal clarity.
L1.T.R.4         Demonstrate the ability to receive and act upon coaching, feed-back, and constructive criticism

DAY 1 - Today:  Using principals of characterization, students will create short scenes in groups of 2-4. Students will also practice entering and exiting the stage through improv.
Read to Discuss:  Pg 120 - 122 - Discuss vocabulary and Cues and entrances
Create/Perform: 
-- Improv Exercises: 
-- Students will be divided into groups of 3-4 and be given a scene to act out.
-- Students will read the scene(s) and research the play/characters to develop a character sketch
-- Students will score their lines based on the action in the scene and the physical/emotional characteristics of the scene/character.
Summarize:  How does knowing your character help you in performing your scene?

DAY 2 - Today:  Students will practice stage positions in class and then apply them to the scenes they are creating.
Read to Discuss:  Pg 124-125  Stage movement
Create/Perform: 
-- Improv Exercises:  Walks pg165
-- Students will be divided into their groups by scenes and will decide how to block their stage positions and groupings. 
--Then they will rehearse the scenes until they are comfortable with the blocking, using props as needed.
Summarize:  How did rehearsing the stage movements.make your scene more interesting?

DAY 3 - Today:  Students will add grouping to their stage positions and apply them in their blocking for the scene they are working on.
Read to Discuss:  Pg 126-127  Groupings on Stage
Create/Perform: 
-- Improv Exercises:  Trapped - practicing stage movement and groupings
-- Students will be rehearsing their scenes and adding groupings to their blocking.
Summarize:
 

DAY 4 - Today:
Read to Discuss:  Pg 130-131  Special Stage Techniques and Kissing
Create/Perform: 
-- Improv Exercises: 
-- Students will be
Summarize:
 

DAY 5 - Today:  Working on pitch and inflection - scoring your lines.
Read to Discuss:  Pg 132 - 133
Create/Perform: 
-- Improv Exercises: 
-- Students will be
Summarize:

September 24 - Oct 3 - Students were separated into four groups to work together on their particular reader's theatre.  Today, the students performed 1-2 scenes from their  play.  We discussed characterization and projection.

ASSIGNMENT:  Oct 1 -  Write a character summary to get to know their character's needs, wants, personality, background, etc. It should be very detailed.  In this way, their character will start to develop.   It is due Oct 3.

OCT 7 -  Practice/Feedback for scenes
OCT 9 -  SCENE PERFORMANCE
OCT 15 - AUDITIONS
                  --Nailing the Audition (See below)
                  --Audition Pieces
                  -- Choose an audition piece.
                  --  What characteristic does this person have?  What is he/she like.  Write it down
                  --  Don't list things like the emotions or feelings of the person.
                  --  What does this person want, need?  Share with someone.
                  --  Now interview a person in your family, a friend, a grandparent.  Find out what they are like, favorite foods, sports, books,   music, what they do in tough situations, when they are happy, when they are sad, what quirks they have...etc.
                  --   Then translate this person into your characterization of your audition piece.

How does it change the motivation of this piece? 
AUDITION piece needs to be memorized by Wednesday, October 23.

Welcome to Stagecraft.

Week 1-3: Thus far, we have completed the Theatre/Tool Safety and Power Tool Test. We have also completed the section on Building Flats. After Labor Day, we will go to the theatre to do some yearly maintenance as part of the Theatre Safety lesson.  Then we will be back in the classroom building flats out of popsicle sticks.  This is an excellent way to get hands-on training for when we begin building on the stage for the upcoming play:  7 Brides for 7 Brothers.

If your student has missed any of the tests, the study guides are or will be listed below.

• THTRSafetyScoringGuide
• ToolSafetyScoringGuide
• FlatsScoringGuide
• Power Tool Study Guide

August - September
-- Learning to write a play - for competition - Handouts are below.
Week 1 - Getting Started
Week 2 - Characters and Conflicts
Week 3 - Setting & Structuring your play
Week 4 - Working/discussing play
ROUGH DRAFT DUE:  Sept 26

September

Monologues - Learning to Write own Monologues
Week 1-2     Devising a monologue from a book
             --Reading/performing completed monologue
Week 3-4     Devising a monologue from a movie
             --Reading/performing completed monologue

October
Week 1-2   Musical Scenes - A Tale of Two Cities
MONOLOGUE:  BOOK    DUE:  Oct 7
MONOLOGUE:  Movie     DUE:  Oct 11

Week 3-4   Musical Scenes - A Tale of Two Cities
Oct 10 - Read through script and choose scenes and songs to work on.

• SETTING
• CHARACTER FILE
• HOW TO WRITE A MONOLOGUE

 

OVERVIEW:  To continue learning foundational skills in acting to support creativity, imagination, presentation, etc.

August 21 - Sept 3 - Improv
Improv
-- Assignment:  read Chp 3 on Improv in the School & Stage book. 
-- In class students played theatre games specifically related to improvisation.
Building a character in Improv
-- Watched several Carol Burnett and Red Skelton clips to demonstrate the evolution of character.
-- In class students chose a specific adjective and tried to portray the character in an improv interview situation.
-- Assignment:  Students were given an organizer to fill out to better understand their character.  Then students were given a situation to have their character react to.
--In discussion, it was noted that characters are more complex than one emotion and that we need to portray characters as complex not one-dimensional.

Sept 5 - Monologues
--Looking at Oscar Wilde -  Monologues from Lady Windemere's Fan, An ideal Husband, or The Importance of Being Earnest.  Began watching An Ideal Husband - part of researching the cultural norms of the time.
Assignment:  Look up the unfamiliar words and paraphrase the monologue in your own words to understand

Sept 9 - Working on Monologue, watching Much Ado About Nothing for background

Sept 11/13 - Preview Monologue
ASSIGNMENT:  a)Students were to look up unfamiliar words and write their meanings by the words to help them understand what the person is saying.
b) Students were to rewrite their monologue in prose instead of poetry form to help with understanding and characterization

Sept 17 - Monologue Performance

a) Performed Much Ado About Nothing monologues
b) worked on voice, emphasis, and movement for monologues
ASSIGNMENT:  a) script movement for each sentence of the monologue  b) decide which words in each sentence need emphasis to get the message along.  Due:  Sept 19.

Sept 19 - Performing in groups, the students worked on putting movement into their monologue.  We discussed the power of the "pause" and not to perform their monologues like a speeding freight train.  We practiced putting more emotion, pauses, and emphasis on particular words.  We also discussed what is contrived versus real movement.

Oct 7 - Performing: The Bear - Anton Chekov

OCT 9 - Handed out copies of the following Reader's Theatre

                --  The Oblong Box .............. Edgar Allen Poe

                --  The Necklace .................. Guy Maussant

Read through the plays, choose characters, and begin practicing.

OCT 11 -- Practice Reader's Theatre

--Finish "The Bear"  performances

Oct 15 - Catch up Day (many of class were excused for Choir)

OCT 21 - Practice Reader's Theatre - characterization activities
(interview person to their right for personality likes, dislikes, wants, needs, quirks, etc.)  Use these personality traits/background to build your character.  How do these traits change your motivation as the character. 

OCT 28 - Nov 1 - Reader's Theater Performances.