KRISTA D. PRICE

DAY 1:  Wants, Obstacles, Tactics

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1.) 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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2.) Reviewed:  When building a character for monologue performance...

• Step #1:  Analyze the character's background (What do they bring to the scene from their past?)

• Step #2:  Determine your character's Present/Given Circumstances (Where are they NOW in the scene and how are feeling, or what are they thinking about, in THIS  moment?  What do they want to do to the person with whom they are speaking WITH THESE WORDS?)

• Step #3:  Make choices to SHOW your character PHYSICALLY, based on the above information.  (Tools for these choices were given in class:  Laban Movement, Leading Center.  Today we will work on & Beats/Verbs, & Stage Business.)

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3.) Reviewed:

• Focus Point(s)

• Laban Movement 

• Intention / Wants (What are you trying to do TO the other charcter with these words?

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4.) Ms. Price demonstrated (with students) how to break their monologue into "beats" (chunks that show a shift in character intention) and SHOW the different wants/intentions of the character/scene.  

• Ms. Price encouraged actors to alter their posture/pose in those beat change moments to "feel" and/or show the shift in their character's intention.  

• Ms. Price had actors assign "verbs" to each beat (chunk).

  • Example:  My character is trying TO _________ the other character with the words they're saying in this chunk of action.  (Write "to [verb] in the margins)

• If absent, watch this video (up to 4:22):  Scoring a Scene.  This video will help explain some of what Ms. Price taught in class.  After watching, be sure to mark your beats (shifts in intention) and "verbs" for each time your character's want/intention SHIFTS in your script/monologue.)

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5.) Rehearsed monologues with teacher-guided and independent rehearsal time.  (If absent, follow the guided instructions for rehearsal at the bottom of this page.)

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6.) Learned about & analyzed characters' super-objectives, wants, obstacles, & tactics

• super-objective = what your character wants most in life

• wants = what your character wants to do TO the other character with their words

• obstacles = who or what is getting in the way of (preventing) your character from getting what they want

• tactics = the shifting methods used in the monologue that show the character trying to get what they want (when one tactic fails, often we - and characters - try new tactics)

• If absent, watch:  Intentions (Wants), Obstacles, & Tactics (Action) - 1 Minute Acting Lesson (This video will help to explain some of what Ms. Price taught in class. Respond in journal as described below.) 

Acting PROCESS Journal in Google Classroom (week 12)

Journal Title:  Wants, Obstacles, Tactics

After watching the above video, list one thing (in your Google Classroom Process Journal) in your life that at your core you need/want (do NOT list a physical "thing"/object - go deeper).  Describe an obstacle in your life that has prevented you (or could prevent you) from "getting" that core need.  Describe what you are you willing to do (or what you've done) to get what you need/want?

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7.) Learned about stage business (i.e. actions performed by an actor - other than blocking & often involving props - 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

• Discussed what each above example of stage business can do to give more depth/meaning to the lines/intentions of the character

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DAY 2:  Stage Business

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1.) Reviewed what was learned last class about "shifts" in intention (or beats).  Also reviewed character motivations/intentions expressed as verbs.

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2.) Reviewed stage business (i.e. actions performed by an actor - other than blocking, & often involving props - 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

• Discussed options of stage business for your own monologue

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3.) Watched a scene from a movie version of 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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4.)  Watched 3 different movie monologues & analyzed:

• Who was the monologue TO? (focus points?)

• What (specifically) did the actor do PHYSICALLY that made their character engaging & believable? (Laban Movement, Leading Center, Stage Business?)

• What does the actor/monologue/scene teach us about the HUMAN CONDITION? (what makes us all human)

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5.) Reviewed the grading Rubric for students' monologue performance.  Click HERE. (This is how you will be graded...your grade is not based on how "well" you perform, but rather on how well you make/show your physical CHOICES and on your GROWTH for your character...so be sure to make strong choices and find meaningful ways to show them.)  If absent: Be sure to read the rubric provided.

• Note:  IB Scores of 7 & 8 on the rubric are reserved for students who choose to perform entire monologue (and, of course, also show strong character/physical choices)

• Note:  Only 30 seconds are required for performance, so choose the 30 seconds you feel most confident in portraying a strong character (physically).  Also, prepare MORE than 30 seconds, since often nerves can make us rush.

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6.) ​ Rehearsed monologues, with coaching by Ms. Price.  If absent, be sure to follow the rehearsal advice given at the BOTTOM of this webpage and REHEARSE your monologue.  (Performances will be NEXT CLASS - even if you're absent for today's class.)

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7.) Volunteers performed monologues and received written feedback by 2 students each.  (If you did not perform today, be ready to perform next class.)

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DAY 3:  (Sub) Ms. Price is at an Oakland Schools Fine Arts Council Meeting; Students must do Sub Plans in Google Classroom.​

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DAY 4:  Monologue Performance

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1.) Reviewed rubric (Click HERE.)  Remember, you will be graded on your development of skills, including how you show your script's beats, your character verbs, and the physical choices you have made for your character Laban, Leading Center & Stage Business).  Focus on these skills, NOT the lines.  Be sure to rehearse "chunk by chunk" and the lines will "magically" become easy.  :) 

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2.) Ms. Price gave time for independent rehearsal (5-10 minutes)

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3.) Remainder of students performed monologues and received written feedback by 2 students each. 

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4.) Previewed our next (and final) unit:  SCENE WORK 

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5.) Perused descriptions of scenes for our final acting scene project.  Click HERE to read descriptions of scenes to choose from, as well as the corresponding scripts.  (You must choose a scene and an acting partner for this project.  Choose wisely!)

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INDEPENDENT MONOLOGUE REHEARSAL for ABSENT students: 

Students are encouraged to rehearse their monologues "chunk by chunk" while making (physical) character choices. Remember, ACTing is ACTion, and both require muscle memory, so be sure to rehearse your scene physically (not mentally).  It's NEVER just about the lines.  Lines are only the beginning of the acting process!  

 

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*If absent, Read my comments above, and then 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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MONOLOGUE RUBRIC (if ABSENT, be sure to read!):

Remember, you are graded on your DEVELOPMENT OF SKILLS.  So put your time and energy into the SKILLS and the character choice-making PROCESS that is taught, guided, and modeled in class. 

 

Click HERE for the Summative IB Rubric. This is how you will be graded.