KRISTA D. PRICE

Day 1:  Monday, November 23, 2015

• Reminder:  Critiques for It's a Wonderful Life are due tomorrow! (Click for Critique Assignment & Critique Rubric)  Remember, Ms. Price won't accept this assignment after tomorrow.

• Discussed that for our final unit we will be doing various "Scene Studies" (click for definition/description)

• Disussed today's learning goals:  1.)  to participate fully (and believably) in all of today's activities,  2.) to analyze & believably express a character's "wants"

• Did a koosh ball activity in which students learned about "subtext" and the importance of "listening & reacting"

• Watched a video and took notes:  "KP's Theatre Class - Wants"

Homework:  

Using the concept learned in the video above, assign 3 actable verbs to 3 different lines in your monologue - write your verbs next to the lines that the verbs correspond to in your monologue (Ms. Price will collect NEXT class.)

 

 

 

Day 2:  Tuesday, November 24, 2015

• Ms. Price collected written critiques as well as homework (3 monologue verbs)

• Discussed how learning to create believable characters (as we've been learning to do) is important, but usually characters are INTERACTING with other characters in a scene.  

• Discussed how to create believable INTERACTIONS on stage.  One way:  Learn to LISTEN and REACT.

• Reviewed the term "subtext" (the meaning BENEATH the lines - what's REALLY going on in a scene)

• Discussed a "working definition" for acting in our final unit:  Acting = living truthfully under imaginary circumstances.

• Reviewed (from yesterday's video) how "wants" are the building blocks of believable acting.

• Students were given their first "Scene Study" scene:  To Gillian on Her 37th Birthday.  Ms. Price explained that when first looking at a new scene you must 1.) read for understanding / relationships, 2.) determine your "set" (gives actors boundaries and things to "work off of").   3.) determine your character's WANTS (what does the character want to do to the other character with their chosen words? - express this as a verb, such as "to interrogate" or "to welcome" or "to belittle" - this will give you the ACTION in the scene.

  • ​note:  set = objects or furniture used on stage to represent location of a play or scene

• Students were given class time to work with a partner and write 10 actable verbs on their scripts - students TURNED IN SCRIPTS before leaving.

• Ms. Price directed portions of To Gillian on Her 37th Birthday with volunteer actors, giving the class decisions to make about blocking, using their chosen verbs.

Homework:  

None - Happy Thanksgiving!!!

 

 

Day 3: Monday, November 30, 2015

• Discussed final acting project.  (a scene performance with a partner)  To choose a scene to perform for your final performance, go to www.kristaprice.com - click EDUCATOR, ACTING, UNIT 3, then scroll down  to "FINAL PERFORMANCE SCENES".  Must choose a scene and a partner by Wednesday.  (For a description of each scene, click HERE.)

• Reviewed acting definition for this class:  "Living truthfully under imaginary circumstances." (Stanislavski)

• Disussed today's learning goals:  1.)  to give your best effort in analyzing a character's "wants", 2.) to effectively analyze and express a character's wants, obstacles, and tactics

• Ms. Price reviewed with students: When first looking at a new scene you must 1.) read for understanding / relationships, 2.) determine your "set" (gives actors boundaries and things to "work off of"), 3.) determine your character's WANTS (what does the character want to do to the other character with their chosen words? - express this as a verb, such as "to interrogate" or "to welcome" or "to belittle" - this will give you the ACTION in the scene.

• Ms. Price gave tips for choosing strong verbs in a scene.  (For a refresher, you can watch portions of the video "KP's Theatre Class - Wants" - start at 3:45).

• Ms. Price passed back students' verbed scenes (graded):  To Gillian on Her 37th Birthday 

• Students reviewed their verb choices and were told that they could correct weak or non-actable verbs to turn in for additional points.

• Ms. Price explained that "we don't always get what we want!" - When a character doesn't get what (s)he wants, it's usually because of an obstacle in the scene.  Characters come up with different tactics to overcome obstacles in any scene...these TACTICS are usually the verbs in the scene.

  • (Example:  In To Gillian on Her 37th Birthday, Rachel tries to remind David that they have company so that she can hopefully get her father inside.  When that tactic doesn't work she tries to confront David.  When that tactic doesn't work, she tries to challenge David.  When that tactic doesn't work, she tries to upset David by telling him she wishes it was her that was dead.  And so on.  Finally, at the end of the scene, she does not overcome the obstacles, and she tries to release David, recognizing his grief is too great.  She then finds solace in her mother's presence instead.) 

• Discussed how when one TACTIC doesn't work, a character basically has 4 choices:  1.) try the same thing (usually doesn't get results - both in real life and on stage), 2.) try the same thing but "up the anty" (instead of to ask, the character might try to beg or to plead) 3.) try a different tactic, 4.) give up

• Students learned about "beats".  (A "beat" in a script is a "unit - or chunck - of action with a specific intention")

• Ms. Price helped students break down the scene To Gillian on Her 37th Birthday into beats.  (Students marked beats in script.)  If ABSENT today, be sure to see Ms. Price for help with this concept!

Homework:  

If you would like to re-do your verb choices in To Gillian on Her 37th Birthday, do so for next class.  (Ms. Price will only collect next class - not after that.)

 

 

 

Day 4: Tuesday, December  1, 2015

• Discussed final acting project.  (a scene performance with a partner)  To choose a scene to perform for your final performance, go to www.kristaprice.com - click EDUCATOR, ACTING, UNIT 3, then scroll down  to "FINAL PERFORMANCE SCENES".  Must choose a scene and a partner by tomorrow.  (For a description of each scene, click HERE.)

• Discussed today's learning goals:  1.) to fully participate (listening, suggestions, volunteering, marking scripts, etc.) in today's scene studies.  2.) to effectively express a character's wants, obstacles, and tactics in a scene.

•  Reviewed wants, obstacles, and tactics.

• Reviewed beats.  Then learned about "naming" beats (assigning a "title" to each).

• Ms. Price passed out Scene Study #2:  Proof  (While reading, the class marked beats - as shown in script.)

• After reading for understanding/relationships, class discusssed "set" for this scene and how to develop blocking (coordination of character movement) and stage business (character actions) in the scene.  

• Ms. Price introduced the concept of an "opening beat" (a beat that opens a scene and helps establish the characters and setting before the characters even speak)

• Ms. Price directed the opening beat of Proof with volunteer actors, giving the class decisions to make about blocking, character, and action in the scene as she directed.

• Ms. Price passed out Scene Study #3:  Rumors 

• Read Rumors as a class and discussed the opening beat of the show.  

Homework:  

None

 

 

Day 5: Wednesday, December  2, 2015

• Students signed up for their desired final scenes.   (For a description of each scene, click HERE.)

• Reviewed the opening beat of Rumors as a class.  Volunteer actresses performed opening beat with stage business.

• Discussed today's learning goals:  1.) to fully participate (listening, suggestions, volunteering, marking scripts, etc.) in today's scene studies.  2.) to effectively make blocking choices in a scene.

• Watched a video (KP's Theatre Class - Blocking) and took notes.  Discussed blocking principles while watching.

• Ms. Price passed out Scene Study #4:  1984

• Discussed preliminary choices for the scene (set, character placement, etc.)

Homework:  

None

 

 

Day 6: Thursday (4th hour) & Friday (5th hour), December  3-4, 2015

• Students signed up for their desired final scenes.   (For a description of each scene, click HERE.)

• Ms. Price passed out Scene Study #5:  Steel Magnolias

• Discussed stage business options for Steel Magnolias as a class (Ms. Price modeled the process needed to make strong choices about set & stage business in order to create depth in a scene.)

• Discussed today's learning goals:  1.) to fully participate (listening, suggestions, volunteering, marking scripts, etc.) in today's scene studies.  2.) to develop the blocking pattern for a scene.

• Reviewed 1984 and discussed what the "set" should be for the scene, along with the following  1.) obligatory blocking, 2.) blocking pattern, 3.) detailed blocking

• Determined the climax for 1984 (with partners).

• Did an acting activity that resulted in the "blocking pattern" for 1984.  (Students worked with a partner as Ms. Price led partners through a series of steps.)

Homework:  

1.) Have a copy of your chosen scene (for your final performance) on Monday.  (If you don't have a printer or internet, see Ms. Price BEFORE Monday.)

2.)  Verb 10-15 of YOUR character's lines (on your printed script).

3.)  If you don't understand what your final scene is about, do a little research online (description of play, research on characters, videos to watch, etc.).

 

 

Day 7: Monday, December 7 , 2015

• Reminders:  1.) You should have 10-15 of YOUR character's lines verbed (if you didn't get done for today, you MUST have done tomorrow. 2.) Theatre Hours are due on Friday!  3.) Any critiques that have not yet been turned in for the semester are due on Friday.

• Questions in a jar (Each day from now until the end of the semester, Ms. Price will start class with 5 questions which could result in extra credit toward your exam.)

• Ms. Price passed out rubrics for students' final scene performance.  (Rubric #1:  Knowledge & Understanding & Rubric #2:  Thinking Creatively)  Discussed.

• Discussed today's learning goals:  1.) to determine the BLOCKING PATTERN in your scene.  2.) to use your entire rehearsal time effectively.

• Ms. Price gave students time to rehearse with their partners, with the following schedule:  

  • determine the climax of your scene (mark with a star) 

  • with your partner, mark your scene's beats (draw line across page for each new beat)

  • with your partner, determine (and draw) the set you plan to use for your scene (due at end of hour)

  • block each beat change with your partner

  • determine props needed (make a list/plan for bringing in for rehearsals)

Homework:  

1.) Set Plan (due at end of class)

2.) 10-15 of YOUR character's lines verbed

3.) Bring in any props or set pieces you need ASAP

 

 

Day 8: Tuesday, December 8, 2015   (Sub today)

• Reminders:  1.) You should have 10-15 of YOUR character's lines verbed for rehearsal today 2.) Theatre Hours are due on Friday!  3.) Any critiques that have not yet been turned in for the semester are due on Friday.

• Questions in a jar

• Discussed today's learning goals:  1.) to determine the DETAILED BLOCKING in your scene.  2.) to use your entire rehearsal time effectively.

• Ms. Price gave students time to rehearse with their partners, with the following schedule:  

  • determine the blocking pattern of your scene (using your beats)

  • begin working on the detailed blocking in your scene (using your verbs)

Homework:  

Work on final scene performance

 

 

Day 9: Wednesday, December 9, 2015   

• Reminders:  1.) You should have 10-15 of YOUR character's lines verbed for rehearsal today 2.) Theatre Hours are due on Friday!  3.) Any critiques that have not yet been turned in for the semester are due on Friday.

• Questions in a jar

• Discussed today's learning goals:  1.) to determine the DETAILED BLOCKING in your scene and correctly write it in your script.  2.) to use your entire rehearsal time effectively.

• Ms. Price went over the correct way to write blocking in scripts.

• Ms. Price gave students time to rehearse with their partners, with the following schedule:  

  • determine the blocking pattern of your scene (using your beats) 

  • work on the detailed blocking in your scene (using your verbs) - be sure to write your blocking choices in your script!

Homework:  

Work on final scene performance

 

 

Day 10:  Thursday (4th hour) & Friday (5th hour), December 10-11, 2015   

• Ms. Price collected Theatre Hours

• Questions in a jar

• Discussed today's learning goals:  1.) to make strong character choices (physical) and find ways to effectively SHOW those choices in your scene.  2.) to use your entire rehearsal time effectively.

• Ms. Price had students determine their Laban Movement choice and write it on their rubrics.

• Ms. Price gave students time to rehearse with their partners, with the following schedule:  

  • determine the blocking pattern of your scene (using your beats) 

  • work on the detailed blocking in your scene (using your verbs) - be sure to write your blocking choices in your script!

  • work on discussing and trying different ways to show your character physically in the scene

Homework:  

Work on final scene performance