KRISTA D. PRICE

Day 1: Beats / Naming Beats

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1.)  Reviewed course requirement of writing a Play Review.  For specifics (task sheet, rubric, helpful videos, etc.) pertaining to this assignment, click HERE.

  

2.) Reviewed the W's of scene analysis:

• What is going on?  (both on the surface and BENEATH the surface)

• Why is this scene happening?  (What part(s) of the relationship are important to show?)

• Where is the scene taking place?  (How does this impact the scene?)

• Wants? (What is each character trying to do to the other character with his/her words? Express the want as a verb:  "My character wants to ___________ him/her")

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3.) Reviewed beats in the scene  To Gillian on Her 37th Birthday (What's REALLY going on in this "chunk" of action?  When does that "shift" and something different/new begins?)

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4.) Learned how to name beats (using To Gillian on Her 37th Birthday) and discussed how breaking a scene into beats (and naming those beats) shows the "flow"/build of the scene.  (To name beats, try to determine a title that gets to the heart of the relationship in that chunk.  Name it as a "mini chapter title:  "The ____________")

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5.) Reviewed wants (also called a character's "motivation" or "objective" or "intention")

•  In acting, we define WANTS as VERBS 

  • Q: What does my character want to do TO the other character with these words?

  • A:  My character wants to ___________ him/her (insert actable verb)

• Discussed wants in LIFE (super-objective), wants in a SCENE, and wants in a RELATIONSHIP (which are revealed through a character's LINES)

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6.) Staged (blocked) the characters' wants in  To Gillian on Her 37th Birthday 

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7.) Practiced defining a character's wants by completing 5 verbs on your own (turned in for a grade).

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8.) With your scene partner:

• Read your scene together aloud.

• Discuss:  What's going on (on the surface and beneath the surface)?

• Discuss:  Why is this scene happening?  (What is important to SHOW about the relationship?)

• Complete page 4 in your booklet.  If absent be sure to complete.

• Complete page 8 in your booklet.​

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Day 2: Strong "Actable" Verbs (Action / Reaction)

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1.)  Reviewed course requirement to attend (and write a Review) on Fall Play.  (For specifics (task sheet, rubric, helpful videos, etc.) pertaining to this assignment, click HERE.)

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2.) Revisited choices of set for your chosen scene.  (Drew set choices on pg 8 of booklet - if absent, be sure to discuss with your partner and complete pg 8)

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3.) Watched  a video on  Wants  

While watching the video, be sure to take notes on what you're learning in your CLASS NOTES Journal - WANTS. (Google Classroom).   If absent do the learning/notes on your own.

 

4.) With your scene partner:​​

• Complete page 5 in your booklet.  If absent be sure to complete.

• Verb 5 of your character's lines (in your script) - using the parameters for strong actable verbs that were described in today's video.  If absent be sure to complete.

• TRY to give ACTION (with your partner) to the moments you chose to verb.  (What is the believable ACTION/REACTION between you and your scene partner with your chosen verbs?  Put those actions on their feet!)

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Day 3:

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(check back after class)

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Day 4:

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(check back after class) 

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Extra Help / Guidance (Beats):

Watch Scoring a Scene (Scene Analysis)  (7:15) and try to find the answers to the following questions:

Journal Title:  Scoring a Scene

1.) Describe the various functions of BEATS in a scene.  (What are they?  List some descriptions given.)

2.) What types of things (3 were given) should you try to identify in the second reading of a scene?

3.) When you analyze your CHARACTER in a scene, you want to analyze his/her motivations.  Motivations, as described in this video (and also last week's lessons), are best defined as what type of words? "_________ words" (or as Ms. Price described it, "actable verbs")

4.)  Define blocking.

5.)  What should blocking DO?  (Describe what the video shared, but in your own words if you can.)

6.)  What does the video say has the greatest success rate for memorizing lines?

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