KRISTA D. PRICE

DAYS 1-2:

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1.) Reminder to finish reading an ELEPHANT MAN OVERVIEW (Google Classroom), and completed the following:

• Highlight in YELLOW anything you find note-worthy or interesting (interesting themes; things that may be interesting to show on stage, etc.)

• Highlight in GREEN any character(s) you think would be interesting to lay.

• Highlight in ORANGE anything about which you'd like to know/learn more

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2.) Completed an "Interest & Talent Survey" in Google Classroom so Ms. Price knows the roles and design teams you are most interested in.

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3.) Reviewed the 5 phases of a Director's Process that we, as a class, will be embarking on:

1. Phase 1:  Script Analysis (includes script study, character study, design process, research, formulating a Director's Concept, etc.)

2. Phase 2:  Collaboration Process (includes communication with, & organization of, teams that will be working on the show; includes sharing vision, style, design, etc.)

3. Phase 3:  Audition & Casting Process

4. Phase 4: Rehearsal Process

5. Phase 5:  Dress / Tech / Performance (when show is turned over to the SM)

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4.) Discussed how this week we will be spending most of our time on Phase 1.  (Next week will be Phase 2.) 

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5.) Discussed:  What do you feel a DIRECTOR does when reading a script?

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6.) Ms. Price shared her process (of reading a script), and explained that we will ALL be walking through the same process together as part of the learning process surrounding our show.

1. Read for STORY / IMPRESSIONS / FIRST FEELINGS (This is the closest I'll get feeling what an audience feels, so I always write those feelings in the margins of my script to remind me what I'm trying to create in specific moments on stage.)

2. Read for DESIGN & CHARACTER (What do I want the show to look and feel like? How do I want the characters to present themselves to the world? How can this be reflected in my casting? What in the script supports these choices?)

3. Read for PHILOSOPHICAL STATEMENTS & DESIGN CONCEPT (What is this show REALLY about and WHOSE story is it? What in the script gives me clues to the HEART of the show and how do I bring that forward in the telling of the story - whether it's literal or metaphorical?)

4. Read for CASTING

5. Read for LISTS (costume, prop, special effects, set, sound, lights) and EDITS

6. Read for REHEARSAL UNITS (breakdown by scenes or characters) and REHEARSAL SCHEDULE (backwards design of calendar)

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7.) Discussed WHO will be doing each of the above...

1. everyone

2. actors / costume / make-up

3. director "with" the class

4. director

5. designers (set, props, costumes, make-up, lights, sound, etc.)

6. director & SM

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DAY 2:

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1.) Reminder of show dates:  Week of December 6-10, 2021 (keep this week clear!)

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2.) Reviewed a director's process of multiple script reads (see above)

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3.) Read script (for the following):  FIRST IMPRESSIONS & PHILOSOPHICAL STATEMENTS

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4.) Discussed students first impressions of script (first feelings, etc.) and also philosophical statements from the script at the end of class

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DAY 3:

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1.) Reviewed a director's process of multiple script reads (see above) 

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2.) Shared philosophical statements from the script

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3.) Discussed character and design as a class.

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DAY 4:

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1.) Discussed Ms. Price's role in casting for this show:

• Ms. Price reads what you WANT (1st through 3rd choices) and puts the info in a spreadsheet.

• Ms. Price reads WHY you want those roles.

• Ms. Price tries to put as many students as possible in their FIRST or SECOND choice of roles

• Ms. Price then tries to figure out how to handle ALL roles through doubling, etc.

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2.) Learned about reading a script for SET DESIGN:

• Read script for SETTING (the "where" + time of day & year)

• Read for NEEDS within that setting

• Read for how the setting IMPACTS CHARACTERS & vice versa

• Read for STYLE / METAPHOR / REPEATED images (all clues for creative/interesting design)

• Read for FLOW between scenes (Note:  Transitions are more important to me than the set itself - how we move the audience THROUGH the story matters and provides just as many opportunities for interesting design as does the set)

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3.) Watched a video on literal vs. figurative/metaphorical scenic designs and discussed scenic designs that stood out to you and why.  Discussed in relation to OUR show.

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4.) Participated in FRIDAY IMPROV!  

• Opening Activity:  Drawing as metaphor for improv

• Discussion of Skill Building

• "Rules":  Say Yes / Say Yes, and...

• Student-led warm-ups

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