Directing: Adapted Fairytale Scenes

By Casey Greenwood

Unit Objective:Students will demonstrate their understanding of a director’s role in a production by adapting and directing for the stage a 5-7 minute scene from a fairytale.

Level of Experience:Beginning; for class periods of 80 minutes length

2014 National Arts Core Theatre Standards:Proficient TH:Cr1.1.HSIa. Apply basic research to construct ideas about the visual composition of a drama/theatre work.Proficient TH:Cr3.1.HSIa. Practice and revise a devised or scripted drama/theatre work using theatrical staging conventions.Proficient TH:Pr5.1.HSIa. Practice various acting techniques to expand skills in a rehearsal or drama/theatre performance. b. Use researched technical elements to increase the impact of design for a drama/theatre production. Proficient TH:Re7.1.HSIa. Respond to what is seen, felt, and heard in a drama/theatre work to develop criteria for artistic choices.Proficient TH:Cn11.1.HSIa. Explore how cultural, global, and historic belief systems affect creative choices in a drama/theatre work. 

Big Ideas:Collaborating with othersCreating ConceptsWorking with ActorsEffective Storytelling

Essential Questions:What makes someone a good director?How can I work effectively with actors?What is a concept?

Lessons:LESSON 1: Playwriting and AdaptationLESSON OBJECTIVE: Students will demonstrate their ability to effectively adapt and write for the stage by writing a scene for a stage version of a given fairytale.

LESSON 2: ConceptLESSON OBJECTIVE: Students will demonstrate their understanding of concept by creating a concept statement for a given fairytale.

LESSON 3: DramaturgyLESSON OBJECTIVE: Students will demonstrate their ability to gather information by giving a presentation about their fairytale and concept to the class.

LESSON 4: Casting and the Audition ProcessLESSON OBJECTIVE: Students will demonstrate their understanding of choosing actors by casting their fairytale scene.

LESSON 5: Blocking and Stage DirectionLESSON OBJECTIVE: Students will demonstrate their ability to block by creating a map for their fairytale scene.

LESSON 6: Working with ActorsLESSON OBJECTIVE: Students will demonstrate their ability to coach actors by directing a simple scene or providing feedback to the director of that simple scene.

LESSON 7: Working with DesignersLESSON OBJECTIVE: Students will demonstrate their understanding of a director’s role when working with designers by creating their own simple design for another student’s fairytale production.

LESSON 8: Fairytale Scene PerformancesLESSON OBJECTIVE: Students will demonstrate their ability to direct by having their fairytale scene performed for the class.

LESSON 1: Playwriting and Adaptation

LESSON OBJECTIVE: Students will demonstrate their ability to effectively adapt and write for the stage by writing a scene for a stage version of a given fairytale.

MATERIALS NEEDED: Fairytale storybook, stage direction examples, white board and markers, short scripts with a lot of filler dialogue (one per student) (not included), stage direction examples (not included), computer access with projector screen and appropriate connection cables, list of fairytales, scene rubrics, white board and markers

HOOK: Have students sit on the floor. Read them a short fairytale, such as Sleeping Beauty. After reading the book, show clips of a film versions of the story.

Step 1DISCUSSION: Ask questions such as: How were the two versions of the fairytale similar? How were they different? What elements were added to or taken away from the story to make it effective for the screen? What could a playwright do differently to adapt it for the stage? What could a director do differently?

Step 2TRANSITION: Explain that the students will individually select a fairytale to be performed at the end of the unit (the example used in class will be off limits). Each student will be adapting and directing his or her own scene from that chosen fairy tale and acting in someone else’s.

Step 3INSTRUCTION: Have students write in a word cloud on half of the white board: What makes a story interesting? Answers may include plot, action, characters, tension, etc. On the other half of the white board, have them write down how these things could be brought to life in a stage production. Answers may include dialogue, sets, costumes, acting, choreography/blocking, etc.

Refer back to the film version of the story at the beginning of class, asking students to comment on moments in which some of these things may have been incorporated. Highlight the action portion of the storytelling. Remind them that “actions speak louder than words” and that often the most important parts of a story occur when no character is speaking. Pass out or project a short scene with examples of stage direction so that they can see the writing format and style of both dialogue and stage direction.

Step 4DISCUSSION: Ask questions such as: How can you avoid writing a story that has too many unnecessary moments? Answers may include not including too much in one scene, telling the story through stage direction, etc. How can you make your storytelling most effective? Answers may include characterization, theming or moral, relating to the audience or receiving their sympathy or admiration, etc.

Step 5CHECKING FOR UNDERSTANDING: Give the students a short script full of a lot of repetitive or pointless dialogue. Give them a time limit in which they will edit the script, taking out much of the pointless dialogue, adding to or subtracting from stage direction, etc. Make it a competition to see

who can edit the scene down to the fewest number of lines and still tell the same story. These scenes will be handed in at the end of the exercise.

Step 6MODEL: Have the students pull out a sheet of paper and write down sections of the fairytale from the beginning of class that could be separated into different scenes. Draw a plot diagram on the white board.

Invite a student to tell you one of the scenes that they wrote down, title it, and write it on the white board.

Ask the students which moment of the scene could be the climax of the action or story in that scene. Next, ask the students what smaller moments within the scene lead up to the climax as well as what leads out of that moment to the next part of the story.

Ask the students which characters would definitely be involved in the scene, followed by which characters might or could be involved.

Finally, ask the students what the audience could learn from the scene, ie a moral of the story that could be vaguely brought out in the dialogue. Have students write down on a sheet of paper the information that they need/want to write their own version of the scene.

Step 7INDIVIDUAL PRACTICE: Have students write a short script for the scene written on the white board, following the same format that was used in the handout scene and including stage direction.

Step 8GROUP PRACTICE: Have the students swap scripts with a partner, editing or providing written feedback on each other’s script. Have the students swap scenes and provide feedback again with another person. Students will keep their own scene for personal reference.

Step 9TRANSITION: Ask questions such as: As a director, what can you do to help the audience to understand a production and its themes? Answers may include concept, helping actors to bring out certain themes in the dialogue or action of the scene, stylization, visuals (body language), blocking, etc.

Step 10DIRECTIONS: Pass out a list of fairytales to the students. The students will choose a fairytale and write a 5-7-minute scene based off of a particular moment in their fairytale as homework. Students will continue to edit this scene throughout the unit on their own. These scenes will be graded on a rubric at the end of the unit.

Step 11ASSESSMENT: Each student’s edited scene from the in-class competition will checked for comprehension of the lesson topic.

Fairytale Adaptation and Playwriting Rubric

Student’s name: ________________________________________________

Fairytale: _________________________________________ Score: /30

Advanced (10) Proficient (8) Basic (5)Needs

Improvement (3)

Adaptation

The story is written in the student’s own

words and in the correct format throughout the

entire scene. The student includes strong themes or messages in the

scene.

The story is written in the student’s own

words and in the correct format

throughout most of the scene. The student grasps

storytelling aspects and is beginning to

experiment with theme.

The student often relies on the

storytelling from the fairytale itself

and has few original

storytelling aspects. The scene

is sometimes written in the

correct format.

The student heavily relies on the

storytelling from the fairytale itself and doesn’t write

any original material. It is not

written in the correct format.

Stage Direction

Stage direction is always clear and

concise and is used often throughout

the scene.

Stage direction is mostly clear and

concise and is used consistently

throughout the scene.

Stage direction is often unclear and is used once in a

while throughout the scene.

Stage direction isn’t included in the

scene.

Dialogue

Dialogue is always necessary and

leads the characters to the

next step throughout the

scene. Characters are portrayed very differently through the dialogue, with

specific, clear goals and objectives.

Most dialogue is necessary and

interesting. Characters are

portrayed differently through

the dialogue and have different

desires and goals.

Dialogue is often unnecessary. Most characters do not differentiate from

one another or have no clear

goals or objectives.

Unnecessary dialogue is

prevalent and occurs throughout most of the scene. Characters aren’t

diverse.

LESSON 2: Concept

LESSON OBJECTIVE: Students will demonstrate their understanding of concept by creating a concept statement for a given fairytale.

MATERIALS NEEDED: Computer and projector access, appropriate connection cables, white board or butcher paper and markers, concept statement examples (not included)Disney’s The Emperor’s New Groove movie clip link: https://www.youtube.com/watch?v=Fv-sKP17xTw

HOOK: Show a clip from Disney’s The Emperor’s New Groove. Ask the students what lesson Kronk’s shoulder angels wanted him to learn.

Step 1CHECKING FOR UNDERSTANDING: Ask the students questions such as: What is a theme? Can there be more than one theme in a story?

Step 2GUIDED PRACTICE: Write the name of the fairytale read in class in lesson 1 on a whiteboard or large piece of paper. Have the students write down themes or messages/morals from the fairytale on the board or paper.

After reviewing each of the items on the board or paper, have students write down on their own sheet of paper the three themes that they think are most important for the audience to understand from the story.

Have the students turn to a neighbor and share what they wrote down. With that neighbor, have the students narrow down their own lists until they have selected the one theme that they think is most important for the audience to understand from the fairytale.

Step 3TRANSITION: Ask the students questions such as: How can a theme or message be portrayed to an audience? Answers may include metaphors, symbolism, etc.

Step 4CHECKING FOR UNDERSTANDING: In their pairs, have the students discuss ways in which their selected theme or message could be portrayed or presented to an audience.

Step 5DISCUSSION: What can a director do to ensure that all aspects of a show are helping to portray the theme? Answers may include concept, working closely with designers and actors, making sure that everyone knows what the vision is, etc. What is a concept? How does it change how a story is told? How does it make a story more powerful or interesting?

Step 6MODEL: Provide and discuss examples of concept statements from previous productions you’ve directed.

Step 7GROUP PRACTICE: Based on what they’ve already written down, have the students (in their partnerships) create a single-sentence concept statement for the given fairytale, incorporating the theme, message, metaphor, etc. that they discussed.

Have the students write a copy of their concept statement on a clean sheet of paper to be handed in to the teacher. Invite a few groups to read their concept statement to the class.

Step 8DISCUSSION: Ask the students questions such as: What aspects of the production would a concept affect? Answers may include design, blocking, acting choices, etc. How could it change them?

Step 9INDIVIDUAL PRACTICE: Invite the students to consider the following questions in regards to their own selected fairytale’s concept: What are some elements of your story that you would like to focus on? What do you want the audience to learn from your fairytale? How can it be portrayed to the audience?

Step 10ASSESSMENT: Students will create a concept statement for their chosen fairytale scene based on what was discussed in class. These statements will be turned in to the teacher in lesson 3.

LESSON 3: Dramaturgy

LESSON OBJECTIVE: Students will demonstrate their ability to gather information by giving a presentation about their fairytale and concept to the class.

MATERIALS NEEDED: Short script (not included), computer and projector access, computer lab accessKid History “FACT!” clip link: https://www.youtube.com/watch?v=dVlaZfLlWQc (1:05-1:30)

HOOK: Play an improv game called “Accents.” Receive a list of accents from the audience. Two or three actors are given a location and relationship, and they begin the scene. The teacher will call out a new accent every so often, and the actors will incorporate those accents into the scene.

Step 1TRANSITION: Ask the students questions such as: What specifics of time, location, etc. did you notice throughout the scene? How did the changing accents affect the scene?

Step 2GROUP PRACTICE: Provide a short script to the class featuring information such as time of day, time period, location, dialect, etc. Have the students get in groups and dissect the script to gather as much information as possible about the production or scene in a short amount of time.

Step 3DISCUSSION: What did you discover about this production? How could you learn more? What could you learn about your fairytale by doing research? Answers may include time period, dress, body language and posture, vocabulary, social ranks and expectations, etc. How could the information you gathered affect the production?

Step 4TRANSITION: Play the “FACT!” clip from Kid History. Ask the students questions such as: What are good sources for gathering information? What are bad sources?

Step 5INDIVIDUAL PRACTICE: Students will work in a computer lab to find information about their fairytale and concept.

Step 6ASSESSMENT: At the end of class, students will present what they learned to the class, and how it will affect their concept and/or storytelling. Students will answer the following questions in their presentations: What have you learned about the people, architecture, fashion, location, etc. of your scene? How will this new information change the way that you direct your scene?

LESSON 4: Casting and the Audition Process

LESSON OBJECTIVE: Students will demonstrate their understanding of choosing actors by casting their fairytale scene.

MATERIALS NEEDED: Simple coloring pages, computer and projector access, appropriate connection cablesThe Muppets Disney Junior audition clip link: https://www.youtube.com/watch?v=szrzRfxJzLw

HOOK: Pass out simple coloring sheets to the students. Have them tape them to the whiteboard or wall when they are finished. Ask the students questions such as: What differences do you see among the coloring jobs? If the patterns were all the same, why did they turn out so differently when they were colored in? Answers may include because everyone imagines it differently, because everyone likes different colors, etc.

Step 1TRANSITION: Have the students answer the following question in a word cloud on the white board: What might a director look for in an audition? Answers may include body type, vocal quality, personality, memorization, boldness, performing abilities, ability to take direction, etc.

Ask the students questions such as: How could this change if the production were different? How could this change if the director’s concept were different?

Step 2INDIVIDUAL PRACTICE: Have each student write down qualities that he or she is looking for in each character that is featured in his or her fairytale scene.

Step 3GUIDED PRACTICE: Together with the students create an example of a director’s audition evaluation form –some general areas they can take notes on and look for as they audition their fairytales.

Step 4DISCUSSION: Show the students a video of the Muppets auditioning for Disney Junior characters. Ask the students questions such as: What should you do if no one has what you are looking for? Answers may include make do with what you have, invite someone you know to be in your show, adjust your vision of the production, etc.

Step 5ASSESSMENT: Have each student provide a short cold reading script or monologue from his or her fairytale scene. Have each student pick up approximately 3-4 scripts/monologues and read them for the class. Based off of their individual audition forms, students will create two potential cast lists and turn them in to the teacher. The teacher will review each student’s cast lists and try to divide parts evenly among the class so that each student is acting in the same number of scenes if possible.

LESSON 5: Blocking and Stage Direction

LESSON OBJECTIVE: Students will demonstrate their ability to block by creating a map for their fairytale scene.

MATERIALS NEEDED: Stage direction group instructions, word papers, computer and projector access, appropriate connection cables, colored pencils“Do You Want to Build a Snowman” video link: https://www.youtube.com/watch?v=V-zXT5bIBM0“For the First Time in Forever” video link: https://www.youtube.com/watch?v=_UA3xY0OxI4

PREPARATION: Decide on 4-5 short quotes from the fairytale from lesson 1 (number depends on how many students are in your class). Type and print out the quotes (one quote per colored paper) and cut them at 1-3 words – depending on how many stage directions you want to send the students to.

Create the stage direction map instructions…instructions for students to follow to different stage areas and collect the word left there. You can use the same instructions for each group but pick a different starting point with each group so that they aren’t all going to the same stage area at the same time. Print out instructions on colored paper to match the quote (red instructions find the red words, etc.).

HOOK: Have the students get in four or five different groups. Give each group a sheet of paper with stage directions listed on it in a certain order, like clues for a treasure map. Each group will have different instructions and thus will have a different result. Words written on paper will be placed in different areas around the stage. The students will follow their instructions, piecing together the words—thus creating a short quote from the fairytale read in lesson 1.

Have a stage direction “key” with the nine areas drawn on the white board in case anyone needs a reminder.

Step 1CHECKING FOR UNDERSTANDING: Review the following: What is stage direction? How is it helpful to a director? Why is stage right/left on the opposite side of where the audience would think it would be? Why is it called up/downstage?

Step 2TRANSITION: Ask students questions such as: What is blocking? How can blocking help a story to be more powerful?

Step 3MODEL: Before watching the “Do You Want to Build a Snowman?” scene from Disney’s Frozen, invite the students to pay attention to how the blocking tells the story.

Step 4DISCUSSION: What blocking did you see? What moments were most powerful because of the blocking?

Step 5MODEL: This time, instruct the students to watch for examples of how blocking can show a difference between characters. Show the “For the First Time in Forever” scene from Disney’s Frozen.

Step 6DISCUSSION: Ask the students questions such as: What differences did you see in their blocking? What do we know about Anna and Elsa because of these blocking differences?

Step 7TRANSITION: Ask the students questions such as: How can blocking progress a story? Invite them to think about the “For the First Time in Forever (Reprise)” scene from Disney’s Frozen, more specifically the moment in which Elsa accidentally strikes Anna with her ice powers.

Step 8MODEL: Invite two students that are familiar with Disney’s Frozen to recreate the blocking from the “For the First Time in Forever (Reprise)” scene. Secretly remind them (just in case) that Elsa’s back is turned when she strikes Anna with her ice powers.

After they perform, ask the students questions such as: Does Elsa realize what she’s just done? What is it about Elsa’s blocking in the moment in which Anna gets struck by ice that creates the most tension possible and progresses the story even quicker? Answers may include that Elsa’s back was turned.

Step 9INDIVIDUAL PRACTICE: Have each student take out his or her fairytale scene and read through it, imagining what blocking could help to tell the story best. Have the students write their blocking ideas in stage direction code directly in their script (in pencil!). Draw a stage direction key on the white board just in case someone needs it.

Step 10MODEL: On the stage direction key on the whiteboard, draw little line dashes to indicate that a character moves from here to here during a scene. Emphasize that that is just one example of how a director could record blocking for a scene. Invite the students to create their maps in whatever way is most comfortable, memorable and/or readable for them. Provide colored pencils so that each character’s blocking in a student’s scene could be outlined in a different color.

Step 10ASSESSMENT: Have each students draw two copies of a blocking “map,” one for himself or herself, and one for the teacher. One copy of each student’s map will be turned in to the teacher.

Step 11INDIVIDUAL PRACTICE: Any remaining time in class will be spent rehearsing fairytale scenes.

LESSON 6: Working with Actors

LESSON OBJECTIVE: Students will demonstrate their ability to coach actors by directing a simple scene or providing feedback to the director of that simple scene.

MATERIALS NEEDED: Computer and projector access, appropriate connection cables, white board and markers, short and simple scenes (not included)“The Most Interesting Man in the World” photo from https://plus.google.com/118322926668591998911/posts

HOOK: Have the students fill in the blank for a “Most Interesting Man in the World” meme (“I don’t always… But when I do…”). Invite a few students to share their response with the class.

Step 1TRANSITION: Invite the students to write on a sheet of paper what they think would make the “Most Interesting/Best Director in the World.” Have them turn to a neighbor and discuss their ideas and opinions.

Step 2DISCUSSION: In a word cloud on the white board, have the students write the qualities that both of the students in a partnership agreed is important in the “Most Interesting/Best Director in the World.” Ask the students questions such as: Why are these qualities important in a director? What differences did you notice among your opinions with your partner? Emphasize that every director

and actor/designer has a different style. You won’t always be paired up with someone that you will be on the same page as all the time!

Step 3TRANSITION: How can a director coach an actor without making him or her feel bad? Answers may include giving more positive feedback than negative, not commanding but suggesting, expressing gratitude, etc.

How can a director help his or her actors to discover more about their individual characters? Answers may include know the script very well, help them to make a backstory for their character, know what each character wants and how he or she is going to get it, help actors to discover by asking questions about details, etc.

Step 4GROUP PRACTICE: Put the students in groups. Give each group a short, simple scene with enough parts for every person except 1, who will be the director. Allow the students to decide among themselves who will direct the scene.

Step 5ASSESSMENT: Have each group perform their scene. After each scene performs, have those who participated in the scene provide positive feedback for the director as well as a suggestion to be a better director.

Step 6INDIVIDUAL PRACTICE: Any remaining time will be spent rehearsing fairytale scenes.

LESSON 7: Working with Designers

LESSON OBJECTIVE: Students will demonstrate their understanding of a director’s role when working with designers by creating their own simple design for another student’s fairytale production.

MATERIALS NEEDED: Computer and projector access, appropriate connection cables.Tim Burton’s Corpse Bride trailer link: https://www.youtube.com/watch?v=G9boDkpEyvc

Set design idea (from http://antifan-real.deviantart.com/art/VG-Concept-Theatre-132063505):

HOOK: Show the trailer for Tim Burton’s Corpse Bride. Invite the students to look for examples of design.

Step 1TRANSITION: Ask the students questions such as: What did you notice about the design in the trailer? What can you tell me about the world of the production based on this information? What message do you think Tim Burton wants the audience to learn? (Review from lesson 2) Ask the students questions such as: What aspects of a show could a concept affect? How could it affect them?

Step 2MODEL: Show the students a photo of a set design for a production that could be incorporating a concept.

Step 3DISCUSSION: Ask the students questions such as: What things do you notice about the set? What message do you think the designer is trying to convey?

Step 4GROUP PRACTICE: In groups of two or three, have students discuss ideas to answer the following question: How might this set design change if the director’s concept were “Love lets light in”?

Step 5CHECKING FOR UNDERSTANDING: Invite the students to share their “Love lets light in” design ideas with the class.

Step 5TRANSITION: What can the director do to best help the designers create the world of the production and incorporate the concept? Answers may include letting the designers be creative rather than telling them what to do, while still emphasizing the concept. Help the designers to understand the concept and develop ideas of how their designs can more fully incorporate the concept.

Step 5ASSESSMENT: Have students get with a partner. Students will choose an element of design and create a simple design for their partner’s fairytale production. Students will work with their partner as he or she creates a design for their own fairytale scene, ensuring that they clearly understand the concept and vision for the production.

Step 6INDIVIDUAL PRACTICE: Any remaining time in class will be spent rehearsing fairytale scenes.

LESSON 8: Fairytale Scene Performances

LESSON OBJECTIVE: Students will demonstrate their ability to direct by having their fairytale scene performed for the class.

MATERIALS NEEDED: Performance rubrics

HOOK: Have the students answer a writing prompt: What was the most difficult thing I experienced in directing my fairytale scene? How can I improve as a director? Have the students turn these responses in to the teacher.

Step 1ASSESSMENT: Each student’s fairytale scene will be performed for the class. Students will be graded on a rubric.

Step 2DISCUSSION: After each scene performs, students will provide feedback on the scene, discussing things that were really effective as well as ways that the director could improve the scene.