Students will be able to use light to either give or take attention on stage, use props to further plot and character, and consider costumes in relation to characterization through application of these skills through improvisation.<\/p>\n
<\/p>\n
\u00b7 Student performers with monologues
\u00b7 Props or Pieces of Paper with props listed
\u00b7 Costume Pieces<\/p>\n
<\/p>\n
<\/p>\n
Step 1: \u201cHook\u201d \u2013 Begin the class with either a guest performer or skilled student actor performing a monologue. Design lighting, use props, and costume the actor for maximum production of the monologue performance.<\/p>\n
<\/p>\n
Step 2: Discussion- Engage students in a discussion of the performance.
\u00b7 What did you experience in watching this performance?
\u00b7 What is unique about this performance than any we\u2019ve worked on so far?
\u00b7 How can technical elements of theatre strengthen overall performance?
Today we will be discussing the benefits of lighting, props and costume as well as how to prepare for the upcoming technical rehearsals.<\/p>\n
<\/p>\n
Step 3: Light Instruction\/Modeling- Ask certain students prior to class, either from prior classes, or from a higher level course, to perform a monologue for the purposes of instruction, utilizing the light in different ways.
Utilizing the Light
o How do we use light?
o Be careful
o Get hot
o Get Blinded
o Don\u2019t look to Iris
Different light options
\u00b7 In dark
\u00b7 Out of light
\u00b7 Edge of Light
\u00b7 \u201cIris\u201d of Light
Meaning of Light
o What do the colors feel like?
o What do the shadows say?<\/p>\n
<\/p>\n
Step 4: Discussion- Following each performance of a monologue, with different lighting options, ask students to consider their initial reactions and conclusions as a result of light.
\u00b7 What is the use of light and how does it affect performance quality?
\u00b7 What did this lighting with this performance make you feel? Think?<\/p>\n
<\/p>\n
Step 5: Guided Practice- For students to be able to experience what is being discussed about lighting. Have the entire class gather on stage and turn the lights of and then on so they can experience the light. Next have students line up on either side of the stage and each walk through light finding the Edge, the Iris and looking at the light, a partner onstage and the audience.<\/p>\n
<\/p>\n
Step 6: Prop Instruction\u2014Review with students what qualifies as a prop, as well as what uses they have as well as the importance of practicing with props.
PROPS:
\u00b7 What are Props?
\u00b7 Why do we use props?
\u00b7 When in the rehearsal process do you begin using props?<\/p>\n
<\/p>\n
Step 7: Prop Practice- Choose volunteers from the class to participate in an improvised scene. Ask the students to provide a situation and character description for each student improvising. Situation\/Characters. Instruct students that on the floor are pieces of paper, each with the name of a prop written on it. When the instructor says prop a student must grab a \u201cprop\u201d and use it in the scene. When the instructor says \u201cSwitch\u201d the student must slap the hand of a student sitting in the audience and switch places.<\/p>\n
<\/p>\n
Step 8: Costuming Instruction\/Modeling: Talk Through the benefits of costumes as well as some of the limitations or considerations.
Benefits:
\u00b7 Further Character, Establish Context, Interesting to work with
Limitation\/Consideration:
\u00b7 Actor Mobility, What does it say about your character?<\/p>\n
<\/p>\n
Step 9: Going into Polishing\/Tech Rehearsals
\u00b7 Purpose
o Techies opportunity to rehearse their cues
\u00b7 What to expect?
o Standing around
o Waiting
\u00b7 What to do?
o Focus
o Do something productive- work on character voice, walk, or run lines.
o Be patient
o Be grateful to Techies<\/p>\n","protected":false},"excerpt":{"rendered":"
Objective Students will be able to use light to either give or take attention on stage, use props to further plot and character, and consider costumes in relation to characterization through application of these skills through improvisation. Materials Needed \u00b7 Student performers with monologues \u00b7 Props or Pieces of Paper with props listed \u00b7 …<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":3,"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\/2100"}],"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=2100"}],"version-history":[{"count":2,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/2100\/revisions"}],"predecessor-version":[{"id":2905,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/2100\/revisions\/2905"}],"wp:attachment":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=2100"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=2100"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=2100"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}