The students will demonstrate their understanding of the viewpoints of time by applying what they learned to their movements in the activities.
Materials:
• Big open space • A library of scripts • The Viewpoints Book by Anne Bogart (source of activities and exercises)
Hook:
Play an activity that deals with tempo (how fast). Have everyone moving at the same tempo and go through all 3 of slow, medium, and fast. Assign different genders, heights, ages, hair color to move at different tempos. Then have the students decide which tempo they will be going at and have them change on their own.
Step 1:
Transition: What was this experience like switching back and forth between the two different tempos? What was your reaction to those around you doing a different tempo then you? How can this be helpful to you as an actor in a scene or a production?
Step 2:
Application: Have the students now enact a certain movement using the 3 tempos of slow, medium and fast. For example have the students grab for something across the table. Have the students define which each movement meant. For example, maybe medium is to touch, fast is to grab, and slow is to sneak. Have the students decide on another action to experiment. Have the students how they would describe each movement.
Step 3:
Instruction: Now introduce the concept of duration (how long). Have the students still incorporate tempo but put most of their attention on duration. Have them play with very long or very quick periods of time. This will push them out of their comfort zone. Then add stops and starts to the process. After a minute of this have the students only do top speed or stillness. Remind that as they do this activity to use soft focus.
Step 4:
Discussion: Have the students stay where they are. Discuss what it was like to add on another viewpoint on top of tempo. What was it like to be pushed out of your comfort zone?
Step 5:
Instruction/activity: Have the students get up and prepare for another activity. Introduce the new Viewpoint we will be working on in the activity is Kinesthetic Response. This is the focus of “when” you move. Let the stops and go’s of others determine your movement.
Step 6:
Introduce the last viewpoint of time which is repetition (How often). Now while still doing tempo, duration, and kinesthetic response, have the students focus most of their attention on repetition. 1)
Step 7: (last 35 minutes looking at scripts)
Assignment: Explain to the students that during this unit they will be picking a scene to do with a partner in this class. They will be applying the aspects of viewpoints to their scene work. Give the students the rest of the time to peruse the scripts that are available. They have to decide on a script today. Example List of scripts to refer to for picking a scene: • Rabbit Hole • Wit • The Nerd • Harvey • The Lion in Winter • The Flying Doctor • Blithe Spirit
Assessment:
The students will be assessed based on their participation in the activities and discussions in class.
