Students will demonstrate their understanding of the purpose of \u201cpolishing\u201d rehearsals by giving and receiving feedback in trust centered friendly peer reviews.<\/p>\n
<\/p>\n
<\/p>\n
Step 1: \u201cHook\u201d- Introduce the activity \u201cPendulum\u201d to the students. In this activity have students divide into groups of 8 or less. Within these groups have them form a circle, touching shoulder to shoulder, and instruct students to breathe in and out as a group. Ask for a volunteer from each circle to step to the middle of the circle, close their eyes, and to keep breathing along with the group. Instruct students forming the circle that they are forming a circle of trust for the person who volunteered to go to the middle. When the person in the middle feels comfortable they will allow themselves to sway, supported by the surrounding group. Do this with as many class members as you can, asking them to trust each other.<\/p>\n
<\/p>\n
Step 2: Discussion- Engage students in a discussion about what this activity can teach us about approaching the upcoming weeks of rehearsal.
\u00b7 What did this activity require?
\u00b7 Was it hard? Was it easy? Why?
\u00b7 Why would trust be important to these last weeks of rehearsal?<\/p>\n
<\/p>\n
Step 3: Instruction- Help students recognize what they have accomplished as well as what they have left to do.
o What should be done by now?
\u00a7 Memorization
\u00a7 Blocking
\u00a7 Run-throughs<\/p>\n
<\/p>\n
o What is there left to do?
\u00a7 Polishing Rehearsals: Solidifying your choices and eliminating those that you are unsure about.
\u00b7 Unity of Cast, of scenes, of show
o Going into P= Gain trust, the ability to give feedback
\u00b7 Make Up Your Mind
\u00b7 Timing Your Silences
\u00b7 Creating Moments
o Timing & Tempo, Characterization
o How to do it?
\u00a7 Be kind- Keep it Fun- It is easy for it to become grumpy
\u00a7 Be encouraging
\u00a7 Be prepared
\u00a7 Be flexible
\u00a7 \u201cI would like to try\u2026\u201d work ahead of time
\u00a7 Don\u2019t interrupt unless necessary
\u00a7 Prioritize
\u00b7 Everything will be good to a point but nothing will be exceptional if you don\u2019t focus<\/p>\n
<\/p>\n
Step 4: Practicing Application: Ask for 2 volunteers. Give these volunteers a short content-less scene; give them time to look over the lines. Instruct the rest of the class that they have it memorized (Suspend Disbelief), they are blocked and they\u2019ve done a run-through previously. Ask the class to give the two volunteers the situation and characters after the full run-through. Instruct the class that they are the directors and they need to polish this scene. Have students consider genre, situation, characters and comedic timing as well as dramatic timing as they seek to improve the scene as they polish it for \u201cperformance\u201d.<\/p>\n
<\/p>\n
Step 5: Question & Answer Discussion: Open up the class to open discussion for them to answer each other\u2019s questions, and to address specific concerns that have come up during \u201cOne Act\u201d rehearsals.<\/p>\n
<\/p>\n
Step 6: Peer Review Practical Application- Pair students to view each other\u2019s performances. Have students help each other polish certain moments that have been hard or felt awkward. Each student must write notes on the other students performance and have that sheet of paper checked and recorded by the instructor before the end of the class period and then give those notes to the fellow student.<\/p>\n","protected":false},"excerpt":{"rendered":"
Objective Students will demonstrate their understanding of the purpose of \u201cpolishing\u201d rehearsals by giving and receiving feedback in trust centered friendly peer reviews. Lesson Directions Anticipatory Set\/Hook Step 1: \u201cHook\u201d- Introduce the activity \u201cPendulum\u201d to the students. In this activity have students divide into groups of 8 or less. Within these groups have …<\/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\/2098"}],"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=2098"}],"version-history":[{"count":3,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/2098\/revisions"}],"predecessor-version":[{"id":2904,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/2098\/revisions\/2904"}],"wp:attachment":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=2098"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=2098"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=2098"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}