NOTE: Since the big assignment for this unit is basically 2 projects rolled into one (song + dialogue), students may need more time than the days outlined in this unit to rehearse their pieces—especially after getting feedback from previews. If desired/needed, you could add in an additional rehearsal day before final performances. Here are a few ideas of what could be done:
Small group performances: 1-Give students a portion of the class time to work in their partnerships. Have them focus their rehearsal on the items that they feel are weaker in their scenes (maybe the transition from scene to song, character physicality, playing objectives, etc…) 2-Have students get into small groups (3-4 partnerships) and have them perform their scenes again for each other and offering notes. Almost like a final mini-preview.
Scene Workshopping: 1-Give students a portion of the class time to work in their partnerships. Have them focus their rehearsal on the items that they feel are weaker in their scenes or on something that they received lots of notes on in their previews (maybe the transition from scene to song, character physicality, motivating movement, listening & responding, playing objectives, etc…) 2-Bring the class back together. Have a brave group come up and perform a bit of their scene for the class (it should be a portion of the scene that highlights the item they focused their rehearsal on). As a class—analyze and discuss improvements they see, also discuss areas that could still be strengthened—focusing particularly on the item they focused their rehearsal on. Have the group do the small bit of their scene again with the notes they received in mind. Help coach the group, having them stop and start if needed, asking guiding questions along the way. 3-Ask students workshopping what this experience was like for them as well as the students watching the scene. Have them discuss how they can apply the things they learned from watching a group work their scene to their own scenes. 4-Have class members get back with their partnerships and practice applying their ideas.
Vocal Objectives
Have scene partners assume some sort of frozen position. Have students go through their scene—they must fight for their objective using only vocal qualities to push their tactics (tone, rate, volume, pitch). Encourage trying a variety of tactics and vocal work.
The following rehearsal ideas are from: https://www.theatrefolk.com/spotlights/directing-the-high-school-play-part-two-the-rehearsal-process
Gibberish
Have students play their scene only performing the actions, substituting gibberish for dialogue. How well do the actors know their blocking? What is their physicality communicating? Is it motivated?
Play the Opposite
Play a tragic scene as comedy, play a comic scene as a serious drama. Can use this as a warm up exercise to finding the opposite emotion within the scene (all dark scenes need some light, all fast paced comedy scenes need stillness)
