KRISTA D. PRICE

DAY 1: Script & Collaboration Debrief

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1.) Debrief: After reading the Adv. Acting black box show script (The 39 Steps - Abridged), Ms. Price and students debriefed on last week's Creative Collaboration activities, and also on the script.

• What did you LIKE/LEARN from Creative Collaboration activities last week?

• What ROLES did members of your group play in CREATING your piece?

• In what ways do you feel your TASTE exceeded what you showed your audience?

• What is the role of a director?

• What is the role of a coach?

• What is the role of an independent learner?

• What practices did you do (as a CURIOUS LEARNER) when reading the script?

• What did you FEEL when reading the script?

• What did you LIKE when reading gate script? What do you think will be FUN?

• Read the FIRST page again (or for the first time):  What did you LEARN?

• (Does anyone want to change their preference about DESIGN TEAMS after reading the script?)

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DAY 2: Script Exploration

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1.) Participated in group activities while exploring the script (The 39 Steps - Abridged).

• Group "Research":

  • Where does this play come FROM?  What versions preceded this script?​

  • What is the LITERARY style of the STORY?  (Not the style of the action of the script, but rather the style of the story itself when first written?)

  • What IS "the 39 steps" - not the script, but what does the term refer to?

  • What are the major PLOT POINTS in the whole script/story?

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2.) Using the major plot points of the story, groups created a 2 minute performance version of The 39 Steps and performed for the class.  (Then played 60/30/10 using the major plot points.)

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DAY 3: Scene-to-Scene (Script Analysis: Scenic Design Prep)

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1.) Learned the 5 phases of a Director's Process that we, as a class, will be embarking on:

1. Phase 1:  Script Analysis (includes script study, character study, design process, research, formulating a Director's Concept, etc.)

2. Phase 2:  Collaboration Process (includes communication with, & organization of, teams that will be working on the show; includes sharing vision, style, design, etc.)

3. Phase 3:  Audition & Casting Process

4. Phase 4: Rehearsal Process

5. Phase 5:  Dress / Tech / Performance (when show is turned over to the SM)

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2.) Completed an activity in which groups were given sections of the script to...

• Read, highlight, and record ANYTHING that would affect the scenic NEEDS/DESIGN of that scene (using any stated or implied information from the script)

  • Group 1:  pgs 1-10​

  • Group 2:  pgs 11-24

  • Group 3: pgs 25-40

  • Group 4: pgs 41-59

  • Group 5: pgs 60-68

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DAY 4: Script Analysis (Scenic Design)

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1.) Ms. Price passed out EXAMPLE of how to mine a script for scenic information (and also showed the class an example from her early reads of The Little Mermaid which you can see HERE).

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2.) Discussed show date options (which the spring calendar is dictating):

• Monday, May 1:  in-class rehearsal / after-school DRESS REHEARSAL

• Tuesday, May 2:  in-class rehearsal / after-school DRESS REHEARSAL

• Wednesday, May 3: in-class rehearsal / SENIORS' LAST DAY

• Thursday, May 4: in-class rehearsal / after-school DRESS REHEARSAL

• Friday, May 5 (half day): FINAL DRESS REHEARSAL (noon-4:00)

• Friday - Saturday (May 5-6) = DANCE COMPETITION in our Black Box

• Monday, May 8: no class (no 7th hour)

• Tuesday, May 9: in-class rehearsal / after-school DRESS REHEARSAL (Band Concert)

• Wednesday, May 10:  2 SHOWS (6:00 & 8:00)

• Thursday, May 11:  2 SHOWS (6:00 & 8:00)

• Discussed:  Shows DURING school? (Tues? Wed? Thurs?)

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3.) Discussed research needed for the show.

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4.) Began: Find & prepare an "Audition Piece" (FROM The 39 Steps) that you'd like to perform for an audition. (No more than 2-3 people auditioning together, but you can audition alone if you choose).

• Choose something you'd like the director to SEE.

• Choose a character/scene that you feel showcases your interest/talent the most.

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