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Acting:  Week 3

(February 8-12, 2021)

Important topics and terms are in RED.

Google Classroom assignments are in BLUE.

If ABSENT, you are REQUIRED to read / understand / do all activities posted for that day, even if it's not an "assignment".  

DAY 1:


1.)  Reviewed composition & negative space in compositions, as well as the "role" of art in theatre.

2.)  Introduced today's topic:  How to better develop creative ideas.

3.)  Journaled (in Google Classroom - "Acting Process Journal"):  How do YOU define creativity?  How do you come up with creative IDEAS?  

4.) Discussed: Is there a difference between CREATIVITY & IMAGINATION? (If so, what?)

5.) Watched a short talk by Sir Ken Robinson in which he shares his definition of creativity.  (Watch clip HERE from 3:02-3:55)

  • Creativity = the PROCESS of having ORIGINAL ideas that have VALUE. 

  • Discussed the value of "thinking creatively" in your current culture, and future job(s). 


6.) Discussed the value that IB places on "thinking creatively" and how students will be graded on this PROCESS in class.

7.)  Discussed that STRONGER choices...

  • are NOT SAFE choices (ex: vague or easy choices such as "friends" or "at school", etc.)

  • are NOT STEREOTYPES (ex: one-dimension characters such as the "nerd" or "ditz", etc.)

  • answer the question:  WHY?  (ex: You're mad, but why?  You're at the park, but why?, etc.) 

8.) Journaled (in Google Classroom - "Acting Process Journal"):

  • Color Scene Re-do:  Exploring Ideas (Reflection)  Name and describe at least 2 specific things that helped you to get to stronger ideas last class and why.

10.) Ms. Price explained that creativity is a PROCESS, and that ACTing requires ACTion.  In order to have a product you're proud of, you must have a process you're proud of.  You can change ideas in rehearsal (but not lines) if you discover that something does/doesn't work.  But you MUST try, try, try various options and ways of doing those options (i.e. "exploration of ideas").  Remember, creativity is never "done" just becomes stronger or weaker through the process of bringing original ideas to life.

11.)  Ms. Price led students in a final creative thinking behavior:  The 5 Whys

12.) Journaled (in Google Classroom - "Acting Process Journal"):

  • Journal Title:  Color Scene Re-do:  5 Whys  With your partner, pick out a relationship/location from your previous journal entries that you'd like to try.  Ask yourself WHY your chosen character would say one of the lines given in the script.

    • Below is just one simple example of the "5 whys" technique being used to create a more meaningful scene/relationship:

      • Chosen Relationship:  Estranged sisters

      • Chosen Location:  Hospital Room (one sister is very ill)

        • Why #1:  Why didn't the ill sister "expect to see" her sister visiting her in the hospital?

          •   Because they hadn't spoken in 20 years.

        • Why #2:  Why hadn't they spoken in 20 years?​

          • Because the ill sister had a falling out with her family.​

        • Why #3:  Why did the ill sister have a falling out with her family?​

          • Because she eloped against her parents' will

        • Why #4:  Why did the ill sister elope?

          • Because she had to get out of an a​n abusive home, but regrets having left her younger sister there.

        • Why #5:  Why did she leave her younger sister there?​

          • Because she was scared, and thought she was the only one being abused.

13.) Explored the "5 whys technique" with your scene/partner, and started putting developed ideas "on their feet" (i.e. acting out different options and arriving at choices you like best).

DAY 2:  (Note:  Due to the schedule change, this class was moved to next week, and students had time to explore/rehearse their scenes/ideas in preparation for performance)

1.)  Reviewed definition of creativity:  the PROCESS of having ORIGINAL ideas of VALUE

2.)  Re-visited IB Rubric:  Thinking Creatively 

3.)  Completed (in Google Classroom - "Color Scene REFLECTION (#1)") - answered questions 1-3. 

4.) Rehearsed scenes for performance.

5.) Performed scenes for the audience and received feedback.  (Note:  Students are required to write their audience feedback on their "Color Scene REFLECTION (#1)" in Google Classroom)

6.) Discussed that in the next part of our unit, we will be focusing on WHERE dramatic stories are performed and HOW to "tell" great stories on stage.

7.) Learned about the different types of stages on which shows can be performed ("KP's Theatre Class - Types of Stages) and took notes in Google Classroom - "Acting Class Notes").

8.) Observed various photos from shows staged in the OHS Black Box Theatre and analyzed each.

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