KRISTA D. PRICE

DAY 1:  Characterization / Character Analysis

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1.) Students completed sub plans in Google Classroom (which includes watching and taking notes on the above video along with additional monologue analysis tasks).  Be sure to go to Google Classroom and complete required learning, even if absent.

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3.) Reminder of  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).  If you don't already have a monologue (from Ms. Price) be sure to choose one from below.

  • • Bella (2 options)

    • Grandma (2 options)

    • Jay (1 option)

    • Louie (2 options)

    • Eddie (3 options)

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DAY 2:  Character Analysis & Movement  

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1.) Reviewed:  How does an actor go from the page (script) to the stage (acting)?  How do actors/directors make choices about HOW to portray characters believably?  (Step #1:  INTERPRET the script/lines / Step #2: Make CHOICES about how to physicalize the want/intention of the character.)

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2.) Reviewed:  The physical choices an actor makes for a character are the most important skills to work on when trying to build a believable character, and these are the SKILLS you'll be graded on for this monologue Summative Assignment.  (Remember:  An audience can't see what you're thinking...only what you're DOING with what you're thinking/feeling.  Acting is Action.)

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3.) Reviewed "Leading Center" from last class, and the choice you made for your character's Leading Center. (Be sure your Laban Movement choose is written at the top of your monologue.)

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4.) Reviewed the Monologue/Acting skills we worked on last class during the guided rehearsal:

• Physicalizing emotions:  HOW is your character showing what they're thinking/feeling in your BODY?

• Monologue Focus Point(s):  WHO is your character talking TO, and how/where to show that in your monologue.

• Character Intention/Motivation: WHAT do you want to do TO the other character with the words you're saying?  (For example, I want TO CRUSH him, I want to BELITTLE her, I want TO WELCOME him, I want to INTERROGATE her, I want TO COMFORT him, I want TO SILENCE her, etc.)

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5.) 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 (If absent, read and try to physicalize each type of movement described below.  Which type of movement might be MOST appropriate for your monologue character?)

  • 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.

 

6.)  Students analyzed their monologue character: What type of movement you think your character would have (overall) in YOUR monologue?  (If absent, be sure to READ and DO.)

• Write (at the bottom of YOUR monologue):  Direct OR Indirect​

• Write (at the bottom of YOUR monologue):  Heavy OR Light​

• Write (at the bottom of YOUR monologue):  Quick OR Sustained​

• Now, based on the 3 words you chose, write the corresponding Laban Movement at the TOP of your monologue (next to the words "Laban Movement Choice").  (Click HERE for help.)

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DAY 3:  (Sub)

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1.) Students were given time to either work on their monologues (if desired) or complete this past Monday's learning activities - see Day 1 above.

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