STORY (sm. class - daily sched)

Today in Acting Class...

Days 5-6: Thursday, March 5, Friday, March 6 (SUB), Monday, March 9 (3rd hour) / Thursday, March 5, Monday, March 9 (4th hour)

(Performance / How to Read a Play)

Remaining Goodbye scenes were performed for the class.
Reviewed Unit Questions: 1.) What does a great story LOOK like? 2.) What moves a story forward?
Discussed: What if you had to go from CONCEPT (creating your own scenes) to SCRIPT (performing an already scripted scene)?
Discussed: What does a script LOOK like?
Discussed the difference between SEEING and READING a script, and the factors that can affect reading a script aloud.
Introduced that in the next part of our STORY unit we will be reading a script. Students were asked to read and annotate a Passage from their Acting folders entitled "How to Read a Play"
Introduced playwright, Neil Simon and his accomplishments.
Introduced Neil Simon's play, LOST IN YONKERS
Discussed first words of script: "Yonkers, New York, 1942" - What can we assume about the "world of the play"? What possible impacts might this time and place have on the story?
Began reading script "Lost in Yonkers" (EXPOSITION)

Homework: (If you didn't finish reading/annotating "How to Read a Play", do so before next class.)

Tuesday, March 6 - Friday, March 13 = HELP THE PLAY DAYS

Monday, March 16 - Friday, March 27 = COVID-19 QUARANTINE (NO SCHOOL)

Monday, March 30-Friday, April 3 = SPRING BREAK

Daily Schedule for this Unit...

(from first to last day of unit)

Day 1: Tuesday, February 25, 2020

(Building Blocks of a Story)

Students finished their Open-Ended Scenes
(Ms. Price passed back Rubrics from last performance and students filled out their Reflections then turned back in.)
Warm-up Activity: One Word Story
Ms. Price introduced next unit: STORY
Discussed today's learning goal: to be able to identify and describe the building blocks of a great story.
Students discussed 2 Unit questions: 1.) (in your opinion) What does a great story LOOK like? 2.) What moves a story forward?
Students watched a video by Ira Glass (storyteller on the radio) in which he discussed the "building blocks" of storytelling. (If ABSENT, watch video HERE)
Watched a short film: The Lost & Found Shop and identified elements that baited the audience, and what moved the story forward.

Homework: None

Wednesday, February 26, 2020 - SNOW DAY

Thursday, February 27, 2020 - SNOW DAY

Day 2: Friday, February 28, 2020 (3rd hour) / Monday, March 2, 2020 (4th hour)

(Using the Building Blocks of Storytelling)

(Ms. Price passed back Rubric/Reflections.)
Discussed learning goals: 1.) to be able to identify and use the building blocks of a great story. 2.) to commit to the PROCESS of "thinking creatively"
Reviewed how stories tend to have an inherent FORM.
Reviewed building blocks of storytelling: 1.) the ANECDOTE (sequence of events) and 2.) BAIT
Students were asked to divide a page in their Acting Journals (with a vertical line) and label the left side "FEELS like" and the right side "LOOKS like". Ms. Price then played 3 different music clips - during each, the students responded first to what the music "FEELS like" (feeling words) and then tried to imagine action to the music and responded in writing to what the music might "LOOK like". Volunteers shared their written responses with the class.
Ms. Price described the next acting assignment: Goodbye scene to music clip. (Students paired up and discussed their written journal ideas with eachother)

Day 3: Monday, March 2 (3rd hour) / Tuesday, March 3 (4th hour)

(Developing Story ideas / Abandoning Bad Ideas / Rehearsal)

(Ms. Price passed back Rubric/Reflections - absent students.)
Discussed learning goals: 1.) to be able to USE the building blocks of a good story while rehearsing partner (Goodbye) scenes to music. 2.) to be able to ruthlessly abandon "bad" ideas/storytelling. 2.) to be able to ruthlessly abandon "bad" ideas/stories
Reviewed: Form & "building blocks" of a great story.
Students reviewed their responses to the music clips played last class and were asked to add to their ideas. (Absent students were introduced to music clips.)
Ms. Price reviewed next acting assignment: To create a "goodbye scene" to your choice of music clip. Must have STORY to it (beginning, middle, end) and must be done without talking (work to SHOW more than you tell).
Students watched a video by Ira Glass (storyteller on the radio) in which he discussed the time involved in creating great IDEAS, and how to abandon "bad" ideas. (If ABSENT, watch video HERE - :44-3:04)
Students wrote in Process Journals about their experience with the concept of "failure" (if ABSENT, respond to the following journal prompt:
Journal Title: Failure & Learning to Think Creatively
1. What have you been TAUGHT about "failure" in your life?
2. How can LEARNING TO THINK CREATIVELY and producing creative work help you in your chosen career/life path?
Ms. Price showed two examples of Goodbye scenes, and students analyzed the "storytelling" in each.
Students discussed their new ideas and rehearsed their scenes with their partner, seeking to "kill crap", and "tell a story" (with anecdote / bait, etc.)

Homework: If absent, watch video above & complete journal entry above.

Day 4: Tuesday, March 3 (3rd hour) / Wednesday, March 4 (4th hour)

(Rehearsal / Performance)

Discussed learning goal: to perform with commitment (to your character, scene, and partner)
Reviewed: Form & "building blocks" of a great story (Anecdote & Bait)
Reviewed: "Killing Crap"
Watched a video by Ira Glass (storyteller on the radio) in which he discussed the role of FAILURE in creative work. (If ABSENT, watch video HERE)
Discussed how creativity CAN be developed, and that failure is PART of the creative process.
Students wrote in Process Journal: Title: End of Unit 1: Thinking Creatively
1. What have you learned about THINKING CREATIVELY as a result of creating original scenes with partners this unit?
Students finished rehearsing their Goodbye Scenes.
Students completed their pre-performance Reflection Questions in preparation for performance.
Some students performed their scenes. (Any remaining students will perform NEXT class.)

Homework: None

Days 5-6: Thursday, March 5, Friday, March 6 (SUB), Monday, March 9 (3rd hour) / Thursday, March 5, Monday, March 9 (4th hour)

(Performance / How to Read a Play)

Remaining Goodbye scenes were performed for the class.
Reviewed Unit Questions: 1.) What does a great story LOOK like? 2.) What moves a story forward?
Discussed: What if you had to go from CONCEPT (creating your own scenes) to SCRIPT (performing an already scripted scene)?
Discussed: What does a script LOOK like?
Discussed the difference between SEEING and READING a script, and the factors that can affect reading a script aloud.
Introduced that in the next part of our STORY unit we will be reading a script. Students were asked to read and annotate a Passage from their Acting folders entitled "How to Read a Play"
Introduced playwright, Neil Simon and his accomplishments.
Introduced Neil Simon's play, LOST IN YONKERS
Discussed first words of script: "Yonkers, New York, 1942" - What can we assume about the "world of the play"? What possible impacts might this time and place have on the story?
Began reading script "Lost in Yonkers" (EXPOSITION)

Homework: (If you didn't finish reading/annotating "How to Read a Play", do so before next class.)

Tuesday, March 6 - Friday, March 13 = HELP THE PLAY DAYS

Monday, March 16 - Friday, March 27 = COVID-19 QUARANTINE (NO SCHOOL)

Monday, March 30-Friday, April 3 = SPRING BREAK

Day 7:

(Reading a Script - EXPOSITION & CONFLICT)

Reviewed Unit Questions: 1.) What does a great story LOOK like? 2.) What moves a story forward?
Discussed learning goals: 1.) to identify or describe the needed information in a scripts EXPOSITION and CONFLICT., 2.) to actively PARTICIPATE in the reading of a script
Students were given the opportunity to earn Extra Credit by completing a Crossword Puzzle on the reading, "How to Read a Play"
Ms. Price taught the terms: EXPOSITION, CONFLICT (in the context of plot structure)
Read, as a group, the EXPOSITION & CONFLICT of the play, Lost in Yonkers.

Homework: Remember, you must attend this semester's show (and write a critique for a grade)...show dates are March 19-22 (7:00 p.m. More info to come (in class) on how to get tickets and/or usher for the show (for Theatre Hours).

Day 8:

(Reading a Script - BUILD)

Discussed learning goals: 1.) to identify or describe the needed information in a scripts EXPOSITION and CONFLICT., 2.) to actively PARTICIPATE in the reading of a script
Learned about CONFLICT and BUILD in a plot. (Conflict is the first significant event that "unlocks" the build of the plot. Build is the rising action in a scene/play.)
Read CONFLICT & BUILD in Lost in Yonkers.

Homework:

1.) If you haven't already, read "How to Read a Play"

2.) Remember, you must attend this semester's show (and write a critique for a grade)...show dates are March 19-22 (7:00 p.m. More info to come (in class) on how to get tickets and/or usher for the show (for Theatre Hours).

Day 9:

(Reading a Script - BUILD)

Discussed learning goals: 1.) to identify the development of character & conflict in a play's BUILD.
Discussed: How character information is discovered in scripts: 1.) by what the PLAYWRIGHT says about a character, 2.) by what OTHER CHARACTERS say about eachother, & 3.) by what a CHARACTER says about him/herself. (Ms. Price gave examples from Lost in Yonkers.)
Reviewed: EXPOSITION (the beginning of a play where we learn about characters and their relationships to each other), CONFLICT (the event that unlocks the plot) and BUILD (the rising action)
Reviewed: CONFLICT and BUILD in a plot. (Conflict is the first significant event that "unlocks" the build of the plot. Build is the rising action in a scene/play.)
Finished reading Act I of Lost in Yonkers

Day 10:

Students completed a Mid-term Self Evaluation
Reviewed: Exposition, Conflict
Read the BUILD of Lost in Yonkers

Homework:

Watch on youtube: ("KP's Theatre Class - Plot") and take notes.
Remember, you must attend this semester's show (and write a critique for a grade)...show dates are March 19-22 (7:00 p.m. More info to come (in class) on how to get tickets and/or usher for the show (for Theatre Hours).

Day 11:

(Plot Structure / Watch Movie Version of Script)

Quiz: "Plot" (if absent today, be prepared to take Plot Quiz tomorrow)
Reviewed (from homework video) Plot structure in a play
Discussed critique assignment (due on BEFORE Spring Break - Miss Price WILL NOT ACCEPT LATE!)
Discussed the idea of WHY people/characters are the way they are (their backgrounds & present circumstances affect behavior)
Discussed learning goals: 1.) to actively participate in the reading/watching of a script, 2.) to analyze an actor's PHYSICAL choices that contribute to a believable character
Reviewed plot structure - crisis, build after crisis, climax. Read those parts of the play.

Homework:

Remember, you must attend this semester's show (and write a critique for a grade)...show dates are March 19-22 (7:00 p.m. More info to come (in class) on how to get tickets and/or usher for the show (for Theatre Hours).

Day 12:

(Characterization)

Reminder: MUST attend musical! (see homework)
Discussed critique assignment (due BEFORE Spring break - Miss Price WILL NOT ACCEPT LATE!)
Reviewed: Plot terms (inciting incident, exposition, conflict, build, crisis, climax, denouement)
Discussed learning goal: to identify and analyze character traits from a script (in order to more believably portray the character(s) on stage
Discussed: How do actors/directors make choices about HOW to play characters on stage? They should focus on WHO the characters are, and not just their lines. (Lines are CLUES to understanding WHO your character is and HOW to play that character on stage.)
Did a group activity (in groups of 4) that tested students understanding of WHO characters really are in Lost in Yonkers. (Character analysis with labels.)
Discussed (from activity): Who is talked about the most in the play? Why? Who talks about themselves the most? etc.
Discussed: Once you know WHO your character is, then you can focus on how to physically SHOW your character.)

Homework:

Day 13:

(Characterization)

Reminder: MUST attend musical! (see homework)
Discussed critique assignment (due on BEFORE Spring break - Miss Price WILL NOT ACCEPT LATE!)
Discussed learning goals: 1.) to analyze a character's past & present circumstances, 2.) to "try on" different (character) physical choices
Actors chose a character (from Lost in Yonkers) to work with for today's class (Eddie, Grandma, Louie, Bella, or Jay)
Actors looked for character clues (from yesterday's label activity) and wrote down "character clue" words in their journals that get to the "heart" of who their character's are (ex: Louie - "danger", "tough", "never careless")
Discussed: Once you know WHO your character is, then you can focus on how to physically SHOW your character.
Watched a video: "KP's Theatre Class - Characterization" and took notes. (Watched only up to 2:30.)
Tried various "Leading Centers" during a group movement activity.

Day 14:

(A Character's Physical Movement)

Reminder: MUST attend musical! (see homework)
Discussed critique assignment (due BEFORE Thanksgiving break - Miss Price WILL NOT ACCEPT LATE!)
Discussed learning goals: 1.) to analyze my character & his/her movement, 2.) to "try on" various types of movement.
Reviewed: How do actors/directors make choices about HOW to play characters on stage? They should focus on WHO the characters are, and not just their lines. (Lines are CLUES to understanding WHO your character is and HOW to play that character on stage.) Once you know WHO your character is, then you can focus on how to SHOW your charater PHYSICALLY on stage.
Watched rest of a video: "KP's Theatre Class - Characterization" and took notes. (Watched from 2:30 to the end.)
Discussed Laban Movement, as introduced in video. Tried various types of Laban Movement during a group movement activity. (Handout provided.)
Students made Laban Movement choices for their chosen character.
Watched a scene from Lost in Yonkers and observed actors' physical movement choices (discussed characters' leading center & Laban Movement)

Homework:

Day 15:

(Characterization)

Reminder: MUST attend musical! (see homework)
Discussed critique assignment (due on BEFORE Thanksgiving break - Miss Price WILL NOT ACCEPT LATE!)
Did an "Observe" vs. "Infer" activity with characters from Lost in Yonkers. (Each student completed this activity for their chosen character.)
Discussed learning goal: To analyze my character's background and present circumstances and how both affect my character physically in a scene.
Students answered their 3 starred "Background" questions (from "Characterization" video) in their Process Journals.
Did a "Sculpting" activity with partners. (focused on posture & body position of characters)
Ms. Price gave each student a monologue from the play (based on character chosen).
Students were asked to consider their character's "Present Circumstances" (in THIS monologue, my character....)
Students partnered up (pairs) and conducted "Character Interviews" to determine what their character might be thinking, feeling, etc. at the time of the monologue. (Interview questions used were the "Present Circumstances" questions from the "Characterization" video.)

Homework:

Remember, you must attend this semester's show (and write a critique for a grade)...show dates are March 19-22 (7:00 p.m. More info to come (in class) on how to get tickets and/or usher for the show (for Theatre Hours).You can get a free ticket by going to the box office after school. This is your responsibility...remember, we expect to sell out!

Day 16:

(Monologues)

Reminder: MUST attend musical! (see homework)
Discussed critique assignment (due BEFORE Thanksgiving break - Miss Price WILL NOT ACCEPT LATE!)
Discussed Learning Goals: 1.) to apply physical choices to your chosen character in a monologue; 2.) to analyze other actors' physical choices and the meaning those choices create in a scene
Reviewed steps in the process of creating a believable character: 1.) analyze a character's BACKGROUND (what a character "brings with them" into this scene from the past); 2.) determine your character's PRESENT circumstances (Where is your character now? What are they thinking/feeling?) 3.) Make choices of how to SHOW your character physically.
Students made physical choices for their chosen characters (Leading Center / Laban Movement) and wrote those choices on their monologues.
Ms. Price led a character "workshop" in which actors worked on building their characters physically.
Watched and analyzed the physical choices of other actors in movie monologues. Discussed Laban, Leading Center, and also what each monologue teaches us about the "human condition".
- Steel Magnolias
- Patch Adams
- A Few Good Men

Homework:

Day 17:

(Monologues)

Reminder: MUST attend musical! (see homework)
Discussed critique assignment (due BEFORE Thanksgiving break - Miss Price WILL NOT ACCEPT LATE!)
Discussed Learning Goals: 1.) to apply physical choices to your chosen character in a monologue; 2.) to memorize and perform a portion of a character monologue
Reviewed steps in the process of creating a believable character: 1.) analyze a character's BACKGROUND (what a character "brings with them" into this scene from the past); 2.) determine your character's PRESENT circumstances (Where is your character now? What are they thinking/feeling?) 3.) Make choices of how to SHOW your character physically.
Ms. Price led a character "workshop" in which actors worked on building their characters physically in a scene while memorizing lines of a monologue. (Ms. Price coached students through techniques for rehearsal, memorization, and characterization while students learned/rehearsed character choices.)

Homework:

Day 18:

(Monologues)

(students worked on rehearsing their monologues for a 30 second performance)

Day 19:

(Monologues)

Reminder: Your written critique (rubric) is due BEFORE Spring break (Ms. Price will not accept any late.)
Discussed Learning Goals: 1.) to apply physical choices to your chosen character in a monologue performance, 2.) to adjust character choices based on director's coaching/directing
Students performed their prepared (30 second) monologues and received coaching from Ms. Price on ways to adjust and enhance their character/performance.

Homework:

(see #1 above)

Day 20:

(Monologues / Listen & React)

Reminder: Your written critique (rubric) is due BEFORE Spring break (Ms. Price will not accept any late.)
Discussed Learning Goals: 1.) to apply physical choices to your chosen character in a monologue performance, 2.) to adjust character choices based on director's coaching/directing
Students performed their prepared (30 second) monologues and received coaching from Ms. Price on ways to adjust and enhance their character/performance.
Discussed: Building a physical character is important, but actors are generally in scenes with OTHERS. How can you create believable INTERACTIONS on stage as well?
Did an activity (koosh ball activity) that highlighted the importance of LISTENING and REACTING on stage. Learning to LISTEN and REACT is one of the most important skills you can learn as an actor, and creates belivability on stage with others.

Homework:

(see #1 above)

Day 21:

(Monologues / Introduction to Improv)

Reminder: Your written critique (rubric) is due BEFORE Spring break (Ms. Price will not accept any late.)
Discussed Learning Goals: 1.) to adjust character choices based on director's coaching/directing, and 2.) to listen and react in improvised scenarios
Students performed their prepared (30 second) monologues and received coaching from Ms. Price on ways to adjust and enhance their character/performance.
Discussed: Learning to listen & react on stage can be enhanced through studying/playing improv.
Acting Journal: 1.) In what ways do you feel improv could grow your acting abilities in this class? 2.) About what are you fearful or excited when it comes to doing improv in this class?
Ms. Price taught students that the two things you want to establish as quickly as possible in improv is: character (WHO) and environment (WHERE). Ms. Price gave "tips" for both. (i.e. Tell your scene partner who THEY are / Focus on realistic environments that are HERE, not there, etc.)
Did an activity in which students practiced establishing WHO or WHERE in the first two lines of an improvised scene. (Partners listened and reacted.)

Homework:

(see #1 above)