KRISTA D. PRICE

DAY 1:  

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1.) Reviewed our current acting project:  Perform a Character Monologue (IB Rubric:  Developing Skills)

• Below are the monologue options from the play we read in class (Lost in Yonkers by Neil Simon)

  • • Bella (2 options)

    • Grandma (2 options)

    • Jay (1 option)

    • Louie (2 options)

    • Eddie (3 options)

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2.) Reviewed:  The physical choices an actor makes for a character are the most important for building a believable character.  (An audience can't see what you're thinking...only what you're DOING with what you're thinking/feeling.)

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3.) Ms. Price led students through guided rehearsal in order to determine (and rehearse with) your character's

• Laban Movement 

• Intention / Wants (What are you trying to do TO the other charcter with these words?

• Body posture (esp. at "intention changes")

• Focus Point(s)

• (and also how to "chunk" in order to more easily memorize)

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4.) Learned about stage business (i.e. actions performed by an actor - other than blocking & often involving props - that give a character and/or scene more depth & believability)

• Example:  Louie shines his shoes during a scene when the boys ask uncle Louie to take them with him

• Example:  Grandma knits while the boys are saying goodbye

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5.) Watched a scene from a movie version of Lost in Yonkers while observing the actors' Laban movement, Leading center, and stage business for the characters they were portraying.  Discussed.

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DAY 2: 

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1.) Reviewed the grading Rubric for students' monologue performance.  Click HERE. (This is how you will be graded...your grade is not based on how "well" you perform, but rather on how well you make/show your physical CHOICES and on your GROWTH for your character...so be sure to make strong choices and find meaningful ways to show them.)  If absent: Be sure to read the rubric provided.

• Note:  IB 7's & 8's on the rubric are reserved for students who choose to perform entire monologue (and, of course, show strong character/physical choices)

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3.) Learned about & analyzed characters' super-objectives, wants, obstacles, & tactics

• super-objective = what your character wants most in life

• wants = what your character wants to do TO the other character with their words

• obstacles = who or what is getting in the way of (preventing) your character from getting what they want

• tactics = the shifting methods used in the monologue that show the character trying to get what they want (when one tactic fails, often we - and characters - try new tactics)

• If absent, watch:  Intentions (Wants), Obstacles, & Tactics (Action) - 1 Minute Acting Lesson (This video will help to explain some of what Ms. Price taught in class. Respond in journal as described below.) 

Acting PROCESS Journal in Google Classroom (week 10)

Journal Title:  Wants, Obstacles, Tactics

After watching the above video list one thing (in your Google Classroom Process Journal) in your life that at your core you need/want (do NOT list a physical "thing"/object - go deeper).  Describe an obstacle in your life that has prevented you (or could prevent you) from "getting" that core need.  Describe what you are you willing to do (or what you've done) to get what you need/want?

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4.) Ms. Price demonstrated (with students) how to break down a monologue into "beats" and "play" the different wants/intentions of the scene.  

• Ms. Price encouraged actors to alter their posture/pose in those beat change moments to "feel"/show the shift in character intention.  

• Ms. Price had actors assign "verbs" to each beat.

  • Example:  My character is trying TO _________ the other character in this beat.  (Write "to [verb])

• If absent, watch this video (up to 4:22):  Scoring a Scene.  This video will help explain some of what Ms. Price taught in class.  After watching, be sure to mark your beats and "verbs" for each beat.)

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5.) Participated in teacher-led character choice activities (choosing body positions at each monologue beat change)  (After guided practice, students were given time for independent rehearsal.)  If absent, go to the BOTTOM of this webpage, and follow instructions for independent rehearsal. 

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DAY 3: 

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1.) Reviewed:  When building a character for monologue performance...

• Step #1:  Analyze the character's background (What do they bring to the scene from their past?)

• Step #2:  Determine your character's Present/Given Circumstances (Where are they NOW in the scene and how are feeling, or what are they thinking about, in THIS  moment?  What do they want to do to the person with whom they are speaking WITH THESE WORDS?)

• Step #3:  Make choices to SHOW your character PHYSICALLY, based on the above information.  (Tools for these choices were given in class:  Laban Movement, Leading Center, & Beats/Verbs, & Stage Business.)

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2.)  Watched 3 different movie monologues & analyzed:

• Who was the monologue TO?

• What (specifically) did the actor do PHYSICALLY that made their character engaging & believable?

• What does the actor/monologue/scene teach us about the HUMAN CONDITION?

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2.) ​ Rehearsed monologues, with coaching by Ms. Price.  If absent, be sure to follow the rehearsal advice given at the BOTTOM of this webpage

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DAYS 4:  

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1.) Reviewed what was learned last class about "shifts" in intention (or beats).  Also reviewed character motivations/intentions expressed as verbs.

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2.) Reviewed rubric (Click HERE.)  Remember, you will be graded on your development of skills, including how you show your script's beats, your character verbs, and the physical choices you have made for your character Laban, Leading Center & Stage Business).  Focus on these skills, NOT the lines.  Be sure to rehearse "chunk by chunk" and the lines will "magically" become easy.  :) 

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3.) Ms. Price gave time for independent rehearsal.

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4.) Volunteers performed monologues and received written feedback by 2 students each.  (If you did not perform today, be ready to perform next class.

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5.) Previewed our next unit:  SCENE WORK

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INDEPENDENT REHEARSAL for ABSENT students: 

Students are encouraged to rehearse their monologues "chunk by chunk" while making (physical) character choices. Remember, ACTing is ACTion, and both require muscle memory, so be sure to rehearse your scene physically (not mentally).  It's NEVER just about the lines.  Lines are only the beginning of the acting process!  

 

*If absent, watch:  How to practice effectively (4:49) and journal in Google Classroom - PROCESS Journal (week 11) about the following... 

Journal title:  Rehearsing 

1.) What did you learn about practice from this video that you found interesting?

2.) What from this video could apply to rehearsing a monologue for performance?

*If absent, Rehearse your monologue... 

Find a quiet place in your home with space to REHEARSE your monologue several times over until you are comfortable with the end result.  Follow these guidelines:​

• Make CHOICES for your movement/character before/while rehearsing.  (Analyze both the motivations of the character, as well as the type of movement that he/she should have.  The character should NOT look/sound like you.)

• PHYSICALLY rehearse the character. (Don't just "look at lines" or "think about it".  Acting requires you to develop "muscle memory" in your body through rehearsal.)

• MEMORIZE the monologue.  (As discussed in class - we all learn best through repetition and in chunks - so only approach one chunk at a time, and move on to the next chunk only after you're comfortable with the choices/lines from the previous "chunk".)

Note:  You must perform a minimum of 30 seconds in which you show strong physical choices for your character.  However you want to perform the entire monologue, you'll be eligible for an "A" (7-8 on IB scale).

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MONOLOGUE RUBRIC (if ABSENT, be sure to read!):

Remember, you are graded on your DEVELOPMENT OF SKILLS.  So put your time and energy into the SKILLS and the character choice-making PROCESS that is taught, guided, and modeled in class. 

 

Click HERE for the Summative IB Rubric. This is how you will be graded.