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Acting:  Week 4

(May 11-15, 2020)

1.) Finish (if you haven't already):  Upload your monologue performance (to drive shared in Google Classroom

2.) Do:  Give Feedback on Classmates' Monologues

In the shared class folder (where you uploaded your monologue on Google Classroom), watch and provide FEEDBACK for four of your classmates' monologue performances.  (Click the "add comment" button - the speech bubble with the plus sign.)   Be sure your feedback is helpful, honest, and growth-oriented.  Compliments are acceptable, also.  Just be sure any feedback you provide is specific and not vague.   

3.)  Watch:  Wants  

Journal:  A Character's Wants (take notes under this week's date in your JOURNAL in Google Classroom)

1.)  Who helped define and provide a method for modern acting?  ("The Method")

2.)  Why might it be difficult for young actors to use Method acting?

3.)  What does Ms. Price focus on instead (with young actors)?  

4.)  Wants create action in the scene.  Discuss HOW (as described in the video).

(Although we didn't finish reading Lost in Yonkers, please pay close attention to the Lost in Yonkers wants/"verbing" examples in the video. This is a concept that you must understand and be able to analyze/do on your own in this class.)

5.) Write 3 examples of "actable" verbs from the video.

6.) Write 3 of your own examples of verbs (not from the video).  Try to think of 3 verbs that could show what one person might want to do to another person with his/her words.  (Start each verb with "To".)

7.) What kind of verbs should you AVOID when analyzing a character's lines? 

4.) Watch:  Stanislavski's method of physical actions

Journal:  Playing the Action

Describe what you found interesting in this video of actors discussing the process of Stanislavski's method?

5.)  Watch:  Intentions (Wants), Obstacles, & Tactics (Action) - 1 Minute Acting Lesson

Journal:  Wants, Obstacles, Tactics

After watching the above video list one thing in your life that at your core you need/want (do NOT name 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?

6.)  Watch:   Scene from Fences  (a brief synopsis of the play is below)

Journal:  Wants, Obstacles, Tactics in FENCES  

Watch the FIRST version of the scene (0:00-2:55) and answer the following questions:

1.) In this scene (using the and actors' portrayal and the text as a guide), what do you think the SON wants?  What do you think the FATHER wants?  

2.) What do you feel is the main obstacle to each character's want?

3.)  What actions did you notice that accompanied each actor's portrayal of his want?  (Describe a specific line/moment and the actor action that accompanied it.)

Watch the SECOND version of the scene (2:58-end) and answer the following questions:

4.)  What differences in the actors' portrayal of their wants/obstacles/action did you notice in this version of the scene?

5.)  Which performance did you prefer and why?  (Be specific.)

A brief synopsis of Fences:

Arguably August Wilson's most renowned work, Fences explores the life and relationships of the Maxson family against the backdrop of the evolving African American experience in the 1950's.  The protagonist, Troy Maxson is a restless trash-collector and former baseball athlete. Though deeply flawed, he represents the struggle for justice and fair treatment, as well as human nature's reluctance to recognize and accept social change.  (Source)

7.)  Read / Do:   Scene from To Gillian on Her 37th Birthday

 Click on the scene above and read it all the way through. (You may want to read the brief synopsis below to learn what this play is about BEFORE reading the scene.)

Journal:  Wants, Obstacles, Tactics in TO GILLIAN  

1.)  What do you think is David's main want in this scene?  Rachel's?  

2.)  What different tactics does Rachel use to try to get what she wants?

3.)  Pick out 3 lines of David's that you feel are significant to the scene and/or David's relationship to his daughter in this moment.  Type out each line, and after each line write an "actable verb"* that describes what you think David is trying to do TO Rachel with those words.  (To ______________ her)

4.)  Pick out 3 lines of Rachel's that are significant in the scene.  Type out each line, and after each line write an "actable verb"* that describes what you think Rachel is trying to do TO David with those words.  (To ______________ him)

*Be sure to follow the guidelines for analyzing and choosing actable verbs provided in the "Wants" video above.  Avoid non-actable verbs, or those that "live" only in a character's head or words.  Non-actable verbs include things like "to wonder" or "to question" or "to hope".  Actable verbs include things like "to confront", "to avoid",  "to reassure", "to comfort", etc.  Remember to ask yourself:  Q:  "What is this character trying to do to the other character with these words?"  A:  To _______ him/her.)

*It's okay if you struggle a bit with this new concept.  All I ask is that you LEARN from the resources provided and that you TRY.  Reach out if you need help!

A brief synopsis of To Gillian...:

David loves his wife, Gillian. Unfortunately, she died two years prior in a boating accident. David deals with his overwhelming grief by continuing his romance with Gillian during nightly walks with her "ghost" on the beach. While David lives in the past, other family problems crop up in the present/real world. Esther and Paul (David's sister-in-law & brother-in law) come for a visit to try to help Rachel (David's daughter), as David's neglect of his daughter and preoccupation with his late wife grows.  Rachel has lost her mother and needs her father to snap back into the real world to help her.  (Source)

8.)  Prepare:  Be ready for Thursday Zoom Class.  (Codes posted on Haiku.) 

Come to class prepared for the following:

1.)  Come prepared to discuss your analysis of both Fences and To Gillian On Her 37th Birthday. 

2.) BRING A COPY OF THE "TO GILLIAN" SCENE TO CLASS.  If you can't print one (which is best), then have it handy on a screen.  (You'll be learning a new concept using this scene.)

3.) Be sure you attend class.  You will fall further behind if you avoid class. 

Class attendance is REQUIRED.

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