A week 13 S1 (2022-2023)

Acting: Week 13
(November 13-17, 2023)

Important topics/terms/instructions are in RED.

Google Classroom assignments are in BLUE.

Ms. Price provides ALL learning for absent students in a self-directed format.

If absent, read & understand/complete each of the day's activities below. You are EXPECTED to do so BEFORE returning to class.

Day 1: Analyzing a scene's Beats & Blocking Pattern/Build

1.) Reviewed course requirement to attend and write a Review on the Fall Play. For specifics (task sheet, rubric, helpful videos, etc.) pertaining to this assignment, click HERE. Note: This assignment will be due NO LATER than 11/22/22.

2.) Received Final Scene Project Task Sheet & Rubrics (Rubric 1 & Rubric 2). Remember, you're graded on your KNOWLEDGE and UNDERSTANDING as well as your acting. Concepts learned and practiced in class are to be applied to YOUR scene - so be sure you participate in class learning so it's easier to apply the concepts to YOUR scene.

3.) Ms. Price passed back your initial practice (in-class learning activities) of: Verbs / Beats (in To Gillian). Grades were given for level of understanding (verbs) and also participation in the learning (beats).

4.) Reviewed how to "name" a scene's beats in order to see the progression & build of the scene. Ms. Price taught these concepts live with her class - however, if you were ABSENT, watch Scoring a Scene (Scene Analysis) (7:15) and respond in your Acting PROCESS Journal in in Google Classroom 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?

5.) Reviewed the beats chosen last class for the scene To Gillian on Her 37th Birthday .

6.) Participated in a scene study with volunteer actors in which we workshopped (as a class) where characters may be at each beat change in the scene.

7.) Learned a method for determining a scene's overall blocking pattern by physicalizing each "beat change" in the scene to show the progression (build) of the scene. scene.

8.) Scene partners analyzed/marked beats in their own scenes (by marking in their scripts each time something "shifted" in the relationship/action of the scene)....and then used those beats to determine their scene's overall blocking pattern/build.

Partners were encouraged to use the following questions to guide their choices:
- What's REALLY going on in this "chunk" of action? (use character's lines as guide)
- When does that change and something NEW begins? (use character's lines as guide)

9.) Watched a video: Stanislavski's method of physical actions

If absent or quarantined be sure to respond in your PROCESS Journal in Google Classroom

Title: Playing the Action

After watching the video above, describe what you found interesting in this video in which actors discuss the process of using actions/objectives to create believable moments in a scene.

Day 2: Review of beats / Showing a scene's opening beat

2.) Read & analyzed a scene from the play, Proof.

Background of Story: Two adult sisters have just lost their father, a once a brilliant mathematician (genius) who suffered from mental illness in his final years. The younger sister (Catherine) cared for her father prior to his death, and also shares his genius. But she worries that she may turn "crazy" like he did in the end.

In this scene: Catherine's older sister (Claire) has come to take a depressed and disconnected Catherine back with her to New York.

3.) Participated in guided practice of marking & naming beats in Proof.

4.) Learned about opening beats. (The non-verbal information you give an audience about your scene BEFORE characters begin to speak lines. This could include your established setting, your character's posture, your character's stage business, etc.)

5.) Experimented (as a class) with the opening beat in the scene from Proof using stage business and characterization to convey meaning and character. (Ms. Price directed volunteers in a scene study).

6.) Named beats in your OWN script (with your partner), using the following questions:

What's REALLY going BETWEEN THE CHARACTERS on in this "chunk" of action? (use lines as guide)
What's a NOUN that could define the overall subtext of this chunk? The ________________ (like a mini-chapter title)

7.) Participated (with scene partner) in analyzing/showing the beats/opening beat of YOUR scene.

Made choices for your scene's opening beat. Write about your choices on the bottom of page 6 of your scene booklet. (What ways can you SHOW the relationship BEFORE speaking lines in the scene?)
Worked with your partner to name each beat in your scene. ("the ___________") and marked your choices vertically for each beat on your script. (Follow the guidance/directions on page 6 of your scene booklet.)

If absent, be sure to complete each of the above items with your scene partner.

Day 3: Showing a scene's build / climax

2.) Reviewed blocking (a scene's coordinated movement) and how you must show BUILD in your scene's blocking (start with your scene's blocking pattern BEFORE you move to detailed/character blocking).

4.) Read a new scene from the play, 1984

A brief synopsis of the play, 1984:

In a future (dystopian) society, where everything (including thoughts) are controlled by the all-powerful government ("the Party"), and every action is watched on camera and scrutinized by "Big Brother", Winston fiercely holds on to his individuality despite the mental re-programming (torture) he must endure. (If interested, watch trailer HERE.)

In this scene:

Winston, in this scene, has been imprisoned & tortured repeatedly by a Party leader (O'Brien), but despite all that, Winston seeks to remain strong.

5.) Determined the climax of the scene from 1984 and marked that moment with a star. (Partners worked together to discuss, analyze, and mark the climax of the scene.)

6.) Participated as a class in a scene study (with volunteers) show the possible set, beats, and build (& climax) in 1984.

7.) Completed (with your partner) the following for your OWN final scene:

Determine the climax of your scene. (Complete page 7 in your scene booklet.)
Review your scene's blocking pattern.
TRY some detailed blocking. (Complete page 9 in your scene booklet.)

If absent, be sure to complete each of the above items with your scene partner.

Day 4: Showing a scene's build / climax

2.) Watched a video (KP's Theatre Class - Blocking - watch to 7:40) and took notes in CLASS NOTES - BLOCKING (Google Classroom). If absent, be sure to watch and take notes on your own. You are responsible for knowing, understanding, and being able to apply this information to your own scene.

3.) Discussed obligatory blocking, blocking pattern, and detailed blocking in 1984.

4.) Participated as a class in a scene study (with volunteers) show the detailed blocking in 1984. Also learned how to mark blocking choices in your script. (If absent , refer to page 11 in your scene booklet for the correct way to mark blocking in your script OR watch a short tutorial HERE.)

Acting: Week 13 (November 13-17, 2023)

Acting: Week 13
(November 13-17, 2023)