Contentless Scenes<\/a>
\u00b7 Performance space<\/p>\n <\/p>\n
Lesson Directions<\/h4>\n
<\/p>\n
Anticipatory Set\/Hook<\/h5>\n
Assuming that appropriate arrangements have been made, ask a student (preferably a TA) to \u201crun an errand\u201d for you (e.g. turn in a paper at the front office, drop off supplies to Ms. So-and-so, etc.). While the student is gone, tell your class to observe \u201chow\u201d the student \u201centers\u201d the classroom when he returns. Advise them to be inconspicuous in their observations as to not make the errand-runner feel awkward. After the student returns, discuss what the class observed. (Focus the discussion to reveal possible answers to \u201cWhat he just did? What he is doing now? and What is the first thing he wants?)<\/p>\n
<\/p>\n
Instruction<\/h5>\n
Step 1:
\u00b7 As a class, read Uta Hagen\u2019s Respect for Acting, pages 95-101.
\u00b7 Throughout the reading, periodically asks students
o to summarize what they\u2019ve read
o for examples from productions they\u2019ve seen
o for personal experiences they\u2019ve had
GOAL: Students will have an understanding of
1. how important a purposeful entrance is
2. the exercise
Ask yourself: What did you just do? (do this offstage); What are you doing now? (do this while entering stage); What\u2019s the first thing you want to do? (this question enhances entrances with purpose). For example: I just ate a cookie and so now I\u2019m dusting the crumbs off my shirt, and I want a cold glass of milk to wash it down.<\/p>\n
<\/p>\n
Step 2:
\u00b7 Have students find a partner; pass out a contentless scene to each partnership
\u00b7 Once students have identified their \u201centrance\u201d, instruct them to determine
1. What they were doing right before the scene started
2. What they are doing as the scene starts
3. What their first object is once the scene starts
\u00b7 As soon as the students determine this, have them act out these choices before moving into their contentless scene.
\u00b7 Have them rehearse for 10-15 minutes their entrance exercise as they transition into their contentless scene<\/p>\n
<\/p>\n
Step 3:
\u00b7 Once students have had sufficient time to practice the exercise and scene, begin performing.
\u00b7 To performers: emphasize focus on the entrance exercise
\u00b7 To viewers: based on the entrances, try to answer the three questions posed in the reading (what just happened? what\u2019s happening now? what do they want?)<\/p>\n
<\/p>\n
GOAL: Students will
1. improve their entrances by adding detail and purpose
2. observe enhanced entrances through the addition of detail and purpose<\/p>\n
<\/p>\n
CLOSURE:<\/h4>\n
\u00b7 After each performance, discuss possible occurrences that might have happened before the contentless scene started, based on the entrance
\u00b7 Once everyone has performed, discuss their process in doing this exercise (Possible questions: what did this exercise do for you? How did it help you? How do you think it can help the performance overall?, etc.)
Conclude by rereading the final paragraph from this chapter on page 101.<\/p>\n
<\/p>\n
Assessment<\/h4>\n
Participation: 10pts
Implementation of Exercise: 5pts
Total possible points: 15pts<\/p>\n
<\/p>\n
Implementation of Exercise POINT VALUE
Description of Qualifying Standard Points
Barely understands the exercise and its application to improving one\u2019s acting ability 1
Sufficiently understands the exercise and its application to improving one\u2019s acting ability 3
Understands the exercise and successfully applies it to improve one\u2019s acting ability 5<\/p>\n","protected":false},"excerpt":{"rendered":"
Objective Students will demonstrate their understanding of Uta Hagen\u2019s Three Entrances exercise by performing this exercise through a contentless scene. Materials Needed \u00b7 Make necessary arrangements for \u201cthe errand\u201d \u00b7 Respect for Acting by Uta Hagen \u00b7 Contentless Scenes \u00b7 Performance space Lesson Directions Anticipatory Set\/Hook Assuming that appropriate arrangements have been …<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":""},"categories":[],"tags":[],"_links":{"self":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/1884"}],"collection":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=1884"}],"version-history":[{"count":4,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/1884\/revisions"}],"predecessor-version":[{"id":2869,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/1884\/revisions\/2869"}],"wp:attachment":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=1884"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=1884"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=1884"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}