partner scene work unit of lessons

8/15/2019 Partner Scene Work Unit of Lessons

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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 obectives and tactics.

National Core Arts !eatre Standards:

":Cr#$#$"S%

a. !pply basic research to construct ideas about the visual composition of a drama"theatre wor#.

":Cr&$#$"S%a. $ractice and revise a devised or scripted drama"theatre wor# using theatrical staging conventions.

b. %&plore physical, vocal and physiological choices to develop a performance that is believable,authentic, and relevant to a drama"theatre wor#.

":Pr'$#$"S%

a. $ractice various acting techni'ues to e&pand s#ills in a rehearsal or drama"theatre performance.

":(e)$#$"S%

b. Consider the aesthetics of the production elements in a drama"theatre wor#.

c. Formulate a deeper understanding and appreciation of a drama" theatre wor# by considering itsspecific purpose or intended audience.

Unit *ig %deas:• Stage (irections

• )asic Script !nalysis

• Creating Character )ac#grounds

• $hysicality

• *bectives and +actics

• Stage $ictures

• ehearsal Focus-roup Collaboration, $reparation, istening

• Memori/ation +echni'ues

Essential +uestions:• 0hat ma#es a character believable1

• 2ow do the past e&periences of a person affect their actions or attitudes1

• 2ow do pictures around us tell a story1

• 0hat obectives and tactics do I see around me every day1

• 2ow can I apply my e&perience with obectives and tactics to tell a believable story1

,e- ,no.ledge and Skills /activities0:

• raffiti 0all



LESSON #: Staging (ules 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

• 5 arge posters or pieces of butcher paper

• Ingredients for peanut butter and elly sandwich

• Map of staging areas see Supplements

Pre3Assess2ent4 "ook: 2ave 5 posters in the room. %ach has one term written large on the top:)elievable Characters, Script !nalysis, Character Motivation, Stage (irections. +ell them that they are

going to do a 6)rain (ump78 ! )rain (ump is when you ta#e 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:

• (ivide them into 5 groups and have each group start at one of the posters. +ell them that

everyone must write at least one thing on every poster.• If they do not feel li#e they #now anything about the topic on the poster, then as# them to write a

'uestion about it instead.

• %&plain 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 ne&t one on their own. If, for some reason, they finish before the rest

of their group or the class, as# that they rotate bac# through the posters and see what others havewritten about the subects, especially any of the ones they were not as familiar with.

0hen everyone is done, as# them to gather around the poster that they felt they #new the most about.*nce they9re 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 the !ill lead ou into the ne"tinstructional step#

Step #: 0hen the Stage (irections group has presented. !s# them if they feel they could label a map of

a stage accurately1 If there is someone who thin#s they can 3and if they are willing4 as# them to comehelp you label one for the class to see.

Step 5: 2andout a map of the stage without the labels. %&plain the difference between ight and eftStage, pstage and (ownstage. $The reason it is the !a it is# %ctor&s right and left for clarification,

and up and do!n because of the racked stage in the old das#' 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 e&ample in front of them.

Step &: *nce it is all labeled, tell the class that you are going to 'ui/ them. 2ave them use the tip of

their pen or pencil to draw the directions you give them on the map 3their map should have lines fromthe starting stage area leading to the ne&t area4. Ma#e sure they understand that when you say 6cross8

you mean 6move to8. ;ou will do this once on the side with the labels they wrote and once on the side

where there are no labels still. se the master copy to grade their wor#. +heir final shape or design ontheir map should match the one you have on the master copy.



(irections:!n actor is standing on (S.

+hey cross to (C,

Cross to S.Cross to S.

Cross to S.

%nd at C.

Step 6: !llow the students to see the master copy and compare the shape they drew as they followed

your verbal instructions. !s# a student to ta#e the master copy and follow the directions on the actualstage or rehearsal area that you have mar#ed out. +his allows them to have a visual of what it would

loo# li#e in real life.

Step ': 2ave them turn their maps over the other side where there is another unlabeled map. %&plainthat this time they will not have their labels to help them. +hey will have to see how well they can do

without them. 2ave a student lead in the stage directions this time. NOTE: (ou !ill also ha)e to follo!

along so that ou can ha)e a master cop of the correct design for them to see after#

Step 7: 0hen the student is done giving instructions show them the correct shape. 2ave them compareto their neighbor9s. !s# them 'uestions li#e: 0hich instructions confused you1 (id you mi& up eftand ight1 p and (own1

Step 8: %&plain that now that we are familiar with the map and names of the stage areas, we are going

to put our #nowledge to use by playing )attleship7 (ivide the stage into two stages. Ma#e sure that theclass #nows where both Centers are located and the other areas as well. $ic# two students to stay off

stage and face away from the stage. +hese two students use their maps, if needed, to ta#e turns calling

out various stage areas. For e&ample: Student Captain of +eam ! calls out 6Stage eft8 or 6Center Stageeft8. +he student3s4 on +eam ) who is standing in that area is 6S<=8 and they have to leave the

stage. Student Captain of +eam ) then ta#es a turn calling out a stage area. +hen all the

6battleships8"players on the stage, move around to other areas. Student Captain of +eam ! then ta#esanother turn. Follow these steps until there is only one team with a 6battleship8 on their stage.

Stage 9: ather the students in their seats again. %&plain that now we #now where the different areas

are, but we still need to understand why it9s important for a performer to #now and use them. 0hy dowe have different names for the different parts and how do the actors use them1

Step ): 2ave all the items needed to ma#e a $) and > sandwich displayed on a table. !s# for a volunteer to give you directions on how to ma#e the sandwich. +ell them that no matter what, they cannot touch

you or any of the ingredients or tools that you will use. +hey must only instruct verbally. !s they give

directions ma#e sure you do them in a non-traditional manner that ma#es a bit of a mess. For e&ample:

+hey might tell you to ta#e out a piece of bread. ;ou should rip open the bag instead of untying it.+hey might tell you to put $) on a piece of bread. ;ou should slap a big glob of it on or only use a very

small piece of bread %tc. NOTE: This ma make a mess# *repare for it+

+hey will probably laugh and get frustrated when they see you doing the steps they tell you, but not in

the way they e&pect or want.

Step #: *nce the sandwich is made, as# them, 60hat did you notice about this e&perience1 I did the

directions li#e you said, so why does this not loo# li#e your normal sandwich18 $oint out that the more



specific you can be with directions, the better the product will loo#. +he same is true for stagedirections. +here are special terms and phrases used in order to help actors. Stage directions are always

given from the actor9s perspective in order to ma#e it clear for them. So when a director says 6go right8,

it means the actor&s right not the director&s right . $erforming artists use this lingo so that they can bespecific and avoid confusion. If an actor does not spea# the lingo, it will mess up the presentation and

ma#e everyone frustrated at rehearsals.

Step ##: +here are other terms in the lingo that we must #now as well. Introduce body positions and

other terms we use in stage directions: full bac#, cheat out, full front, upstaging, cross, hug. 2ave them

ta#e notes on these in their ournal so that they can #eep the definitions with them for future reference.2ave students come up and show e&amples of each as you introduce them.

Step #5: %&plain that we #now the basic lingo, now we need to #now how we can remember what the

director has as#ed us to do and when. $erformers must ma#e notations in their script in order to #eep alltheir notes and remember what they9ve been as#ed to do.

Step #&: !s# the students to give you two or three lines from a movie or a play. +hey must be from thesame movie or play. 2ave a student write them on the board. Introduce a scenario by saying, 6what if

these are the lines in the script and I start at S. My director wants me to cross after the first line downto (S, throw my shoe toward C after the second line, and then e&it off to the 18 +ell them that thenotations generally used for cross, e&it, and entrance are: ?, %&, %n respectively. )ut how could you

ma#e sure that all the directions are clear in your script notations1

+ell them to copy the lines from the board into their ournals and ta#e a couple minutes to ma#e thenotations on the lines there. +hey can be creative. +hey may all come up with something different, but

they need to be clear enough for an understudy or director to also understand them.

!fter a minute or two, as# a couple students to come to the board and show the class what notations they

would ma#e in the script.

Step #6: !t the end test ma#e sure they turn in their maps for participation points and to assess whether

they understood the directions given in the beginning. ;ou may also consider having them #eep

their maps or giving them bac# ne&t class so that they have them to refer to during the duration

of the scene unit.



LESSON 53*ackground .ork

Educational Objective: Students will create character bac#grounds and relationships with scene

partners by analy/ing clues from the script and creating a Faceboo# profile for their characters based ontheir analysis.

Supplies Needed:

• Copies of the scenes you want them to use 3prepared previously4

• Faceboo# profile handout see Supplements

• Faceboo# profile finished e&ample see Supplements

"ook: $lay the -a)e Ne)er game in small groups. (ivide the class into @-A smaller groups. +ell them

that they must #eep one hand visible to the group at all times. +heir fingers should be e&tended and

palm spread. %ach person in the group ta#es a turn telling the others one thing that they have never

done. For e&ample: 6I have never been horsebac# riding.8 +he other members of the group who 2!B% been horsebac# 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 e"periences and ma e)en help

them open up to peers !ho might ask about it# t is also a great get.to.kno! ou game#

Step # %&plain that we will be doing scene wor#, but that in order for them to perform effective scenes

they need to understand their character9s bac#ground things they9ve done or have not done, e&periencesthey9ve had that could influence their personality. +hey also need to #now what their relationship is

with the other character3s4 in the scene. For e&ample: 2as $eter $an ever had a ob1 0hat is his

relationship with 0endy1 %tc.

Step 5: !ssign scenes and partnerships. !llow @-DE minutes to read through the scenes together and

mar# their parts. !s they read together have them pay attention to anything that gives them a clue as to

their character9s personality or bac#ground. +hey do not need to act it out, but read it together and

become familiar with what characters they will be playing.

Step &: )egin your discussion about character bac#grounds by as#ing them what they found in theirscript that helped them understand more about their characters. 2ave them share with the class what

they have found.

$roect a script page from a script you are familiar with and show them how you would highlight or loo#

for clues.

Step 6: !s# them to highlight one thing about their character9s history that is revealed in the script theythin# is interesting or that would affect their character9s mood, personality, or physical attributes in their

scene. %&ample: they found out in the previous scene that their dog died. *r they served in a war andstill have shrapnel in their left leg. %&plain that it9s important to not only note this in their scripts, but toalso #eep all the information in one place where they can loo# bac# at it. NOTE: (ou ma also need to

e"plain that some of them ma not ha)e a !hole lot of background information re)ealed in their scripts#

f this is the case, then the need to either look up information about the pla or fill the in gaps on theiro!n# This !ill allo! them o!nership and a !a to use their creati)it !hen de)eloping their

characters#

Step ': !s# them if any of them currently have a Faceboo# account. !s# them: 0hat can you learnabout a person from their profile1 3residency, travel, who their friends are, where they wor#, big events,



favorite boo#s, movies, tv shows, music, you can learn about their personality from the ;ou+ube lin#sthey9ve shared. %tc.4

Step 7: $roect an e&ample of a Faceboo# profile for a character. For this lesson, we used $eter $an.See Supplements. 0hat things do they learn about $eter $an ust from the profile page that was made for

him1

Step 8: +ell them that they have DE minutes to wor# on their bac#ground based on what they #now

already about their characters. It9s o# if they don9t #now a ton of detail, the purpose is to ust get them

thin#ing about their characteristics and bac#ground.

Step 9: 2ave each of them present their character profiles or portions from the profile. emember to

as# 'uestions li#e: 2ow could your bac#ground influence the way you perform the scene" say the lines1

0hy did you decide that your character is from 1 0hat other information in the script did you useto create the bac#ground1 %tc. %ncourage the class to #eep these things in mind as they develop their

characters and scenes. +ell them that MS+ #eep their Faceboo# profiles for the rest of the unit. +hey

will need them to refer to and add ideas to.

Step 9: Introduction to memori/ing techni'ues. 2ave them brainstorm different ways to memori/e.2ave a student list them on the board. %&plain what each method entails. !s# them which techni'ueswould be best for someone who learns visually or aurally1 Consider as#ing them how they memori/ed

their addresses or phone numbers growing up.

o istening over and over to the cue line and the line.

o 0riting or copying the lines many times

o emembering the order of big ideas or the important words in each line- also #nown as a

grocery list. +a#e the #ey word or phrase in each line and ma#e a se'uential list. se thelist to clue you on what line comes ne&t.

o )rea#ing up the memori/ation 3use beats or divide large monologues into shorter

sentences or sections.

o $racticing with a mi& of listening to and reading the lines.

o 2ave some 'ui/ you.

o 0rite the lines on a mirror or a board with dry erase mar#ers and slowly ta#e away small

words and phrases so that you have to read the line and fill in the blan#s on your own.

o 0rite ust the beginning letter of each word in the line and try to say it

o ->ingles-put the lines to a song 3more time consuming4

Step ): 2ave them write them down G that they are interested in trying.2ave them pic# one techni'ue and use the rest of the time to wor# on using it to memori/e the lines.



LESSON &3*od- and ;oice

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 $roduction photos from any show you are familiar with or find online

o *rincess Diaries / (B(

o );9s Studio 0 s#etch 6!nne the ibrarian8

o $ictures to demonstrate physical traits of characters see Supplements

"ook: $roect a picture of an interesting production photo. !s# the students to raise their hands and tellyou what they thin# they #now about the characters ust from the picture of their body positions and

e&pressions.

NOTE: 0onsider sho!ing a second photo from the same sho! and asking similar 1uestions#

Step #: %&plain that you will be reviewing traits of physicality and voice today. 2ave them ma#e a listof these traits as you go and tell them to #eep in mind the 'uestion 60hat #ind of physicality or vocaltraits will help establish my character in my scene18

!s# the students to describe or e&plain how each trait or element is used to portray character. !s youcover each one, proect a visual e&ample of each one.

$hysical +raits" %lements of Character these pictures are in the Supplements

o %nergy 3picture of +igger and %eyore-even ust sitting, they have different energy levels4

o Facial %&pressions 3Star Trek Capt =ir# vs. Spoc#, 62ow do their faces accurately

portray their personalities184

o $osture 3picture of the army coo# by <orman oc#well4

o estures 3picture of town gossip by <orman oc#well4

Step 5: <ow that you have reviewed physical elements of performance, e&plain that they need to loo#

for the changes that Chris $ine ma#es in his posture, gestures, and facial e&pressions in order to portray

different types of people in this clip from *rincess Diaries /.

Show the clip called 6<icholas Coo#s8 on the (eleted Scenes section of the (B(.

Step &: !s# the students to tell you what changes they saw him ma#e for the various people he portrayed. (iscuss.

Step 6: <ow that we have reviewed the physical elements, we are going to review the vocal elements aswell. Since this is a review for most of them as# the students to describe or e&plain what each term

means and how it might be used to portray character.

Bocal +raits" %lements of Character

o ate: 2ow fast or slow one spea#s

o $itch: 2ow high or low ones voice is

o +one: +he emotion in the voice

o (iction: !rticulation in the words one spea#s



Step ': Introduce the ne&t clip by saying that this time, they need to decided which character in the clipis the most interesting to watch visually and what that character does with his"her voice that ma#es them

uni'ue too. 3In essence we are laying physical and vocal on top of one character to ma#e them more

uni'ue.4

Show the first clip of 6!nne the ibrarian8 from );9s show Studio 0 .

Step 7: !s# them, which character was more interesting to watch1 0hat did she do to her voice to ma#e

it stand out from the other characters1 +o her body1 (iscuss

Step 8: !s# them if anyone would be willing to try to mimic her in both body and voice1 2ave a couple

students come up and mold each other into !nne9s physical positions and try her voice.

Step 9: In order to establish a uni'ue voice, we need to practice various ways of spea#ing. 2ave astudent choose a line from their favorite movie. Ma#e sure it is appropriate and write it on the board so

all can see. 2ave the whole class say it several times: normally, then with a higher pitch, lower, faster

rate, a specific emotion, etc. $erhaps have them try saying the line as !nne would.

Step ): 2ave them use their scripts and wor# together with their scene partners to brainstorm ways theycould create their characters physically and vocally in order to create a uni'ue, but believable character.+ell them to decide on at least two changes each.

Step #: )rainstorm ideas for about @-H minutes. +hen 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 mainl to holdthem accountable for their !ork# 2e !ant to make sure that the actuall ha)e added some things and

that the reason is legitimate and can be supported b the background of the character#

Step ##: ive them the rest of the class period to wor# on memori/ation, 3ma#e sure they #now their

off-boo# date4 and"or wor# on their scenes with their partners while also practicing their physical and

vocal 'ualities.



LESSON 63actics and Objectives

Educational Objective: Students will demonstrate their understanding of obectives and tactics by

identifying an obective 3I want personJ to actionJ4 and choosing G tactics they will use for theircharacter in their assigned scenes.

Supplies Needed:

o )ag of candy

o +actic list see Supplements

o School room scene clip from %nne of 3reen 3ables

o *bectives" +actics homewor# sheet see Supplements

"ook: 2ave a large bowl or bag of candy sitting on the table as they wal# in. 3+hey should naturally be

e&cited to see a treat74 +a#e one piece of candy in your hand and e&plain that one student may have the

chance to get this from you. $ic# a student and tell them to try to get it from you. +heir first naturaltactic may be to as# for it, or grab it from your hand. ;* C!<<*+ %+ +2%M %+ I+ *< +2%

FIS+ +;. !fter each try, say 6try again8 or 6that way didn9t wor#, so pic# a new way8. et them do

G different things to try and get it and then finally give in.

Step #: %&plain that the student9s obective or desired action 3outcome4 could be stated li#e, 6I want

teacher nameJ to give me the candy bar.8 +he different ways in which the student tried to get that to

happen are called tactics. Ma#e sure they understand that obectives and tactics are used in everydaylife. 0henever we have a goal, we also decide on a tactic to help us accomplish it.

Step 5: 2elp them identify obectives and tactics in their own life by as#ing them the following: 0hatare some obectives you see at school1 2ome1 0hat are some things you want fre'uently1 3as they

share ideas, ma#e a list of obectives on the board4 !s# them: 0hat are some tactics that people at home

or at school use or could use to get what they want1

Step &: %&plain that tactics are often described as things we do to the other person li#e to flatter or

shame. 2and out a tactic list and have them s#im through loo#ing for tactics that they have seen used at

school, home, etc. see Supplements

Step 6: If our tactic does not wor# the first time, then we naturally try another. *ur goal as actors is to

ma#e sure that our characters use multiple tactics to #eep the scene interesting. !s# them to write downthe obective and at least K tactics that are used in the clip from %nne of 3reen 3ables# 0e want to find

what #ind of tactics he uses.

Step 6: (iscuss what tactics and obectives they saw in the scene. 2ow did you #now when he switched

tactics1 3his were mostly physical tactics, so it9s easier to see when he changed4

Step ': 2ave the students play 6Bery Serious Matter8. +his is where everyone sits in a circle and one person stands inside. +he person in the center must pic# one person sitting in the circle and say to them

6this is a very serious matter8 using different tactics until the person they9re spea#ing to begins to laugh.

In essence, the *bective of anyone standing inside the circle is 6I want nameJ to brea# into laughter8.!llow them to have their tactic lists with them to get ideas before it9s their turn. If they can brea# the

other person they can get a piece of candy.



Step 7: %&plain that they have now heard the same line 36this is a very serious matter84 said with manydifferent tactics and in many different ways. <ot 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

wor# with their scene partners and decide what each character wants from the other. 2ave them alsowor# together to brainstorm at least G different tactics each person will use in the scene to get what they

want. 3about DE minutes14 +hey will turn in this paper for points as an assessment. +he obective

should be stated as 6I want personJ to actionJ8.

----+he obective and tactics chosen should be written on their character Faceboo# profile page and also

on the obective" tactics sheet that they will turn in. this allo!s all their character !ork to be on one

page

Step 9: If any of them do not finish this in class, then their homewor# is to finish the homewor# sheet

see Supplements. !nd all of them should be practicing their tactics at home as they rehearse. Send withthem 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: ) !s# them how memori/ation is coming and give them time to wor# on it. emember that these

are students who are largely untrained and usually distracted while at home. +hey need all the time theycan get in order to memori/e.



LESSON ': Stage Pictures

Educational Objective: Students will demonstrate a wor#ing #nowledge of how to create effective

stage pictures, by developing a distinct picture for the beginning, middle, and end of their scenes.

Supplies Needed:

o $erformance space

"ook: 2ave 5-@ students come to the center of the room with you. %&plain to the rest of the class that

they will need to identify the story fairy tale that these three pictures are telling. $ut them in the three

tableaus.

D-Cinderella on the floor scrubbing. 0ith step-mom pointing down at her and two step-sistersturning their bac#s or putting on ma#e-up being hoity-toity.

K-Cinderella in her gown being as#ed to dance by the prince 3perhaps he9s #issing her hand4,

with the fairy god-mother in the bac#ground waiving her wand7G-+he $rince putting the lost slipper on Cinderella as the step-sisters gasp and the step-mom

covers her face in shame or sha#es her fist in anger.

Step #: !fter you have staged all three tableaus, as# the class: 0hat fairy tale did you see1 Can you

identify the beginning, the middle, and the end1

If they get stuc# on one you may need to have the group go bac# to that particular position to help

refresh their memory.

+hey should have gone more in depth with stage pictures in their earlier classes, so here, review the

following elements of stage pictures:

o pulling focus

o power and authority in levels

o body positions

o energy.

o pro&imity

emind 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 obective at that moment.

Step 5: %&plain that for their scenes they will need to ma#e sure they have created at least three pictures

that help tell the story to us. +hey should show us the beginning, the middle, and the end. ive them

e&amples from one of their scenes or a movie. $ic# out the beginning, the middle and the end of it to

help them understand how they could brea# their scenes into G parts too. ive them about H minutesfirst to see if they can focus their rehearsal on it. Chec# their progress and then, if they need more time,

e&tend it to a fullDE minutes.

Step &: !fter their DE minutes, have them review what the stage pictures communicate story,

relationship, emotion, character, focus. !s# the class to gather to watch the pictures of the other groups.

!llow each group to show all three pictures and encourage the other class members to tell the groupwhat they are seeing. +his will help the group assess if their pictures are giving the effect they wanted.

Coach them, if needed, so that they can fi& anything in the picture that is misleading.

Step 6: (iscuss their e&perience as a whole. 0hat elements did they see well done1



Step ': +ell them to finish class by rehearsing and memori/ing while using their picture positions.+hey should mar# in their scripts when they will reach or create each picture. +hey 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 ': +he rest of time needs to be wor#ing on memori/ing and rehearsals.



LESSON 73(e!earsal

Educational Objective: Students will rehearse scenes while focusing on their stage pictures, vocal and

physical traits, and spending time on memori/ation.

Supplies Needed:

o 5-@ papers or posters to write the name of each station on

"ook: 2ave 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 #: %&plain that today is largely a rehearsal day to help them practice each layer of their performance so that they can master their scenes. (ivide the room into four or five various areas. %ach

area is assigned one of the following elements:

o *bectives and +actics

o Staging 3all staging choices including how they get from one stage picture to the other4

o Characteri/ation in voice

o

Characteri/ation in bodyo elationship between characters

+he scene groups will rotate through the various stations. !t each station they will rehearse their sceneand focus mainly on the element assigned to that station. +he first K minutes at each station, they should

be creating a goal for themselves that has to do with that element. +hen they will have roughly DE

minutes to wor# on that goal.

Step 5: $roect the rubric for the preview and the performance days on the wall so that they can see what

is e&pected for the following days. 2ave them write down a goal for something to wor# on before the

ne&t time.

Step 6: "o2e.ork emind them that they must also bring their completed Faceboo# profile page for

their characters ne&t time to pass off as part of their preview.

Step &: +hey9ve been wor#ing really hard today. If there is time, have them ta#e a wor# brea# and play

the 0oosh-Lap game until the end of class$



LESSON 83Previe.

Educational Objective: Students will demonstrate their ability to receive and give helpful feedbac# to

other scene partnerships by previewing their scenes for peers.

Supplied Needed:

o $review group rubric see Supplements

"ook : ather everyone into a circle and have them pic# ust one of their lines and one of their tactics

from their scene.

Step #: War23up t.o$ +o get the energy going and to #eep them aware of their body, do the warm up“ 4eel So 3ood”# ead the students in this first. Start out sha#ing or moving their bodies as much and

as big as possible while yelling 6*oo, I feel so good. ;a, li#e I #new I would. *h, I feel so good78 +he

eader slowly ma#es their motions and voice smaller as the rest of the group follows. !t the end youshould all be whispering the line and laying on the floor only moving your finger.

0hen the line is almost imperceptible, ump up move around li#e you did in the beginning while

yelling the line one last time.

Step &: (evie. eview the criteria for the preview grades as you pass out the grade sheets they will use

to sign each other off. %ach group should observe K-@ other groups. %ach person gets their own group

preview sheet see Supplements

o Must have G tactics and D clear obective

o Must use proper staging practices and G clear stage pictures.

o Must have Faceboo# $rofile for characters completed.

o Must show an understanding of physical traits and vocal variety

Step 6: (e!earsal$ (esignate a practice area for each scene partnership. ive them ten minutes to

rehearse.

Step ': Previe.s +hen divide them into groups 3K scene groups each4 and give them @ minutes to

perform and grade each other, then rotate. In the end they should have previewed for and criti'ued at

least two other groups. NOTE: the pre)ie! rubric has space for 5 6ust in case#

Step 7: Assess2ent and <iscussion 2ave the class sit in their seats after performing. !s# them the

following. 60as there a performance that you saw that was really good at using G clear tactics1 0hichone1 0hy did it wor# so well18 !s# similar 'uestions regarding the other criteria. 0e are trying to see

if they can articulate what they li#ed, what wor#ed, and if they participated.

Step 8: Assess2ent and <iscussion !s# one person from each group to tell the class one of the thingsthey had been told to wor# on. !s# all the performers to set a goal for what they will improve on before

their actual performance. 0rite the goal down in their noteboo#s so they can loo# at it later.



LESSON 93Per1or2ance da-

Educational Objective: Students .ill de2onstrate t!eir abilit- to appl- stage directions= bod-

positions= tactics and objectives b- per1or2ing a s!ort scene$

Supplies Needed:

o ubric for grading each scene see Supplements

"ook: se the same warm-ups as previous lesson.

Step #: (e!earse and %nstruction ive ten minutes to rehearse. Ma#e sure that they are referring to

and wor#ing on the goals that they had set based on the feedbac# they received last time.

Step 5: $erformances. Bolunteers first, but then they will then call on the ne&t group they will ta#e a

turn calling on the third group, etc.

>inal Assess2ent: see Supplements for rubric#



Supple2ents %ndex:

Lesson #

• Map of stage areas

Lesson 5• Faceboo# profile

• Faceboo# profile e&ample

Lesson &

• $ictures to demonstrate physical traits

Lesson 6

• +actic list

• *bectives" tactics homewor# sheet

Lesson 8

• roup preview rubric

Lesson 9

• Final scene performance rubric



AUDIENCE

SEATS

AUDIENCE

SEATS



facebof Name:

Age:

Height:

Eye Color:

Hometown:

School:

Work:

Talents:

Three Characteristics: (example: bad temper sel!sh brainiac"

# $riends on %acebook:

&ost important e'ent in yor li$e:

)est memory:

$ yor li$e had a theme song:

+ther notes:

What is yor ob,ecti'e- (What do yo want $rom yor scene partner-":

.ist / tactics yo will se:

lents: Sword ghting, swimming, leadership,

mpersonations, !ing

ree Characteristics: "e#ample: bad temper, selsh, brainiac$

orgetf%l, immat%re, lo!al

friends on 'aceboo(: )end!, Tin(er *ell, Tiger +il!, the

st bo!s

ost important e-ent in !o%r life: when I ran awa! from homend fo%nd Tin(er *ell

hat is !o%r ob.ecti-e/ ")hat do !o% want from !o%r scene partner/$:

st 0 tactics !o% will %se:facef



Name: 1eter 1an

Age: -er! !o%ng

2eight: 3ft

E!e Color: green

2ometown: born in +ondon, claims

Ne-erland

School: elementar! drop o%t

)or(: 1+A4: ghting pirates,

leading +ost *o!sTalents: Sword ghting, swimming, leadership,

impersonations, !ing

Three Characteristics: "e#ample: bad temper, selsh, brainiac$

forgetf%l, immat%re, lo!al

& friends on 'aceboo(: )end!, Tin(er *ell, Tiger +il!, the

lost bo!s

ost important e-ent in !o%r life: when I ran awa! from home

and fo%nd Tin(er *ell

*est memor : ettin a (iss from )end

)hat is !o%r ob.ecti-e/ ")hat do !o% want from !o%r scene partner/$:

+ist 0 tactics !o% will %se:



L%S O> AC%CS

to Convince

to %ncourage

to $repare

to %nlighten

to !nnihilate

o et %ven

to *verwhelm

to eassure

to )ombard

to Suppress

to )elittle

to ambaste

to 2elp

to Seduceto Ignite

to )uild

to 2urt

to !wa#en

to Moc#

to (a//leto %arn

to Fascinate

to %nsnare

to Cheer up

to %&plain

to Inform

to elayto $rove

to (evastate

to *bliterate

to Charm

to Manipulate

to (estroy

to +ease

to Con'uer

to $ossess

to Compliment

to $raise

to %ncourage

to Fortify

to %levate

to %&alt

to lorify

to Surround

to (ominate

to Bictimi/e

to $rovo#e

to *ccupy

to Flatter

to einforce

to Strengthen

to Invigorate

to Immortali/e

to ioni/e

to (eify

to Nuestion

to %ncourage

to 2elp

to %nlighten

to Ignite

to )uild

to )ombard

to (a//le

to %arn

to Fascinate

to %nsnare

to Seduce

to Cheer upto %&plain

to Inform

to elay

to $rove

to (evastate

to Compliment

to Surround



to Crush

to Inspire

to 0in

to educe

to $ersuade

to Contain

to +antali/e

to uilitify

to Interogate

to $reserve

Scene Work C!aracter Objective and actics

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

;our <ame:

$lay +itle:

Character <ame:

State the *bective of your character using the format we discussed in class:

ist G tactics you will use in your scene:

D.

K.

G.



Scene ?roup Previe. (ubric and >eedback

(rama D

<ame: $eriod:

*bserve K-@ different scenes and criti'ue them on the following:

o

%ach character must have G tactics and D clear obectiveo %ach actor use proper staging practices

o +he cast must use G clear stage pictures.

o %ach actor must have the Faceboo# $rofile completed.

o %ach actor must show an understanding of who their character is and communicate that

physically and vocally.

o Cast members must be memori/ed7

0rite down at least one criti'ue for each scene you watch:

Scene: Co22ent -ou .ant to 2ake:

D

K

G

5

@

$erform your scene G-@ times and write down criti'ues given about our scene:Scene: Co22ents given to -our group:

D

K

G

5

@



ama D Scene ubric

me: Scene: $eriod:

partner scene work unit of lessons

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