KRISTA D. PRICE

Important topics/terms are in RED.

Google Classroom assignments are in BLUE.

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If ABSENT you are REQUIRED to read / understand / do all activities posted for that day, even if it's not an "assignment". 

Ms. Price provides ALL learning for absent students in a self-directed format below.

Day 1 (Sub):  Character Clues in a Script (intro to Monologue)

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1.)  Completed a Monologue Pre-Test survey (if absent, go to Google Classroom and complete the survey)  ​

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2.) 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 (who the line/description was ABOUT)

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

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Note:  Sub Plans were provided on Google Classroom for today's activities.  Students were asked to follow the plans from Google Classroom.

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DAY 2:  Character Analysis

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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.) Students finished reading the Script, Lost in Yonkers AND finished the Character Analysis Activity from last class.

 

2.) Discussed as a class (from Label Activity): 

• Which character talks about themselves the most?

• Which character is talked about the most?

• Etc.

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

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4.) Students chose a character to "work with" for our upcoming 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 (or your own gender identity) for this assignment, although girls are allowed to choose Jay if desired.

• If absent, 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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1.) Completed a journal entry in Google Classroom PROCESS Journal (Title: Character Clue Words) in which students listed all the character "clue" words (from the label activity) that got to the heart of WHO their character is.  (Example:  Louie = danger, never careless, etc.)

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5.)  Participated in an Observe/Infer activity (Google Classroom Process Journal - week 8) 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, you do NOT need to complete this activity.)

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DAY 3:  Interpreting a Character

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1.) Ms. Price passed out monologues based on students' character choices. ​

• If absent , be sure to choose which character/monologue you'd like to work with from the list below:

  • Bella (2 options)

  • Grandma (2 options)

  • Jay (1 option)

  • Louie (2 options)

  • Eddie (3 options)

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

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7.) 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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3.)  Watched a video of playwright Neil Simon's description of characters in Lost in Yonkers.  (watch to 1:45 if absent)  Discussed the playwright's interpretation of his characters.

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3.) 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, 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?)

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4.) Previewed next class' movement activity:  Laban Movement

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DAY 4: (Next week) 

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1.) Reviewed "Leading Center" and made choices about what part of the body YOUR monologue character might "lead" with.  (Wrote down Leading Center choice for YOUR character at the top of your monologue.  If absent, be sure to do this on your own - see #4 under Day 2 if needed.)

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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/feeling...only what you're DOING with what you're thinking/feeling.)

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3.) Participated in Laban Movement Activities, led by Ms Price:

• Laban Movement (the theory of human movement that analyzes the ​weight, direction, and speed of 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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3.)  Watched a video (KP's Theatre Class - Characterization) and took notes in Google Classroom CLASS NOTES.   If absent, complete this learning on your own by the end of the week.

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4.) 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:  Complete  My Monologue Choices in Google Classroom

Completing this assignment will help you think through your character choices, and also allows Ms. Price to grade your monologue performance according to YOUR actor choices.  (Your monologue can NOT be graded until you've done this analysis work.)

• If absent, ALSO write your choices at the top of your monologue sheet (where indicated).

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6.) Participated in teacher-led character development scene work for your chosen monologue character.