KRISTA D. PRICE

DAY 1:

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1.) Reviewed: How does an actor know how to "play" a character from a script? 

• There are 3 main ways we learn about our characters from a script:

  • What the playwright tells us about our character (Example:  ​"she's as warm and congenial as she is emotionally arrested")

  • What other characters say about our character (Example:  "She'd come out of that door with a limp and a cane and look like she was going to kill you.")

  • What a character says about him/herself (Example:  "Sometimes I get so confused I think I should carry an alarm clock")

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2.)  Participated in an Observe/Infer activity (Google Classroom REFLECTION Journal - week 12) in which we observed the body positions and physical choices of various actors playing characters from Lost in Yonkers, then inferred what was being communicated to an audience about that character through the actors' choices.  (If absent or quarantined, you do NOT need to complete this activity.)

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3.) Chose a character to "work with" for a future monologue assignment/performance. 

• Each student/actor must choose one of the following characters from Lost in Yonkers: 

  • Bella, Grandma, Eddie, Louie, Jay 

• You must choose your OWN gender/gender identity for this assignment, although girls are allowed to choose Jay if desired.

• If absent or quarantined, be sure to choose which character you'd like to work with, and Ms. Price will provide you with a monologue for that character next class (online).

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4.)  Watched a video of playwright Neil Simon describing the characters of his play, Lost in Yonkers.  (watch to 1:45 if absent or quarantined)  Discussed the playwright's interpretation of his characters.

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5.) Discussed:  How do actors/directors make choices about HOW to portray characters on stage?  (Answer:  They read and INTERPRET the script.)

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6.) Participated in a small group activity (Label Activity)

• students (in groups) were given every line/description from the script, Lost in Yonkers, in which a character was described by the playwright, by themselves, or by others. 

• Students analyzed each, and put each line (label) in the correct column (playwright/self/others) and for the correct character. 

• When done, actors will now have a complete list of every description from the script about the character they will be playing.  (If absent or quarantined, this is an assignment you do NOT need to do/make up.)

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7.)  Discussed (in small character groups) "clue words" from the script (i.e. label activity) that can help actors to know how to best play their characters.  

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8.)  Ms. Price introduced our next acting project:  Perform a Character Monologue (IB Rubric:  Developing Skills)

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9.) Ms. Price passed out monologues to each student for their chosen character.  If absent or quarantined, choose from the monologues below (choose your own gender/gender identity; girls can also choose Jay if desired):

• Bella (2 options)

• Grandma (2 options)

• Jay (1 option)

• Louie (2 options)

• Eddie (3 options)

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10.)  Watched a video (KP's Theatre Class - Characterization) and took notes in Google Classroom CLASS NOTES.   (watched only to 2:30)  If absent or quarantined, complete this learning.

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11.) Analyzed / Answered character questions about your monologue character.  As introduced in the video above, when we play any character, we must analyze her/his BACKGROUND and also PRESENT CIRCUMSTANCES.  If absent or quarantined, complete the assignment "Monologue - BACKGROUND and PRESENT CIRCUMSTANCES" (in Google Classroom) for YOUR character.  (Note:  Present Circumstances would refer to what's going on just before and/or during your monologue.)

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DAY 2:

 

1.) Reviewed: When we play any character, we must analyze her/his BACKGROUND and also PRESENT CIRCUMSTANCES.  

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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.) Finished video (KP's Theatre Class - Characterization) and took notes in Google Classroom CLASS NOTES.   (started @ 2:30)  If absent or quarantined, be sure to complete this learning on your own.

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4.) Participated in teacher-led movement activities in order to explore and "try on" various types of movement.  (This helps in character development.)  The movement activities we explored are listed below.  If absent or quarantined, find a place to be alone, and TRY altering your physical movement (while walking) as described below...

• "Leading Center" (the part of the body a character may "lead" with)

  • Lead with your chin...​ (What does this "feel" like?)

  • Lead with your hips...  (What does this "feel" like?)

  • Lead with the top of your head...  (What does this "feel" like?)

  • Lead with your nose...  (What does this "feel" like?)

  • Lead with your chest...  (What does this "feel" like?)

  • Lead with your hands...  (What does this "feel" like?)

• Laban Movement (the theory of human movement that asserts there is a ​weight, direction, and speed to all movement)  For visual handout click HERE.

  • Direct, Quick, Heavy movement ​ (What does this "feel" like?)  This type of movement is called a PUNCH.

  • Indirect, Quick, Heavy movement (What does this "feel" like?)  This type of movement is called a SLASH.

  • Direct, Quick, Light movement (What does this "feel" like?)  This type of movement is called a DAB.

  • Indirect, Quick, Light movement (What does this "feel" like?)  This type of movement is called a FLICK.

  • Direct, Sustained, Heavy movement (What does this "feel" like?)  This type of movement is called a PRESS.

  • Indirect, Sustained, Heavy movement (What does this "feel" like?)  This type of movement is called a WRING.

  • Direct, Sustained, Light movement (What does this "feel" like?)  This type of movement is called a GLIDE.

  • Indirect, Sustained, Light movement (What does this "feel" like?)  This type of movement is called a FLOAT.

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5.) Discussed/Chose:  What might your character's "Leading Center" be, and what type of movement (from the above Laban Movement choices) would probably be typical for your character?  What type of Laban Movement might your character exhibit during your monologue (present circumstance?​  If absent or quarantined, make these choices for YOUR character monologue and write your choices at the top of your monologue (where indicated).

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6.) Learned about stage business (i.e. actions performed by an actor - other than blocking - 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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7.) Watched a scene from 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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8.) Participated in teacher-led characterization and memorization activities to begin to make choices while rehearsing monologues.  Students were encouraged to rehearse their monologues "chunk by chunk" while being guided by Ms. Price in making (physical) character choices.

*If absent or quarantined, 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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9.)  Read the Rubric provided for your monologue performance.  Click HERE.  (This is how you will be graded.)