{"id":4577,"date":"2016-02-17T21:28:06","date_gmt":"2016-02-17T21:28:06","guid":{"rendered":"https:\/\/tedb-old.byu.edu\/?page_id=4577"},"modified":"2016-02-17T21:28:06","modified_gmt":"2016-02-17T21:28:06","slug":"background-work","status":"publish","type":"page","link":"https:\/\/tedb-old.byu.edu\/?page_id=4577","title":{"rendered":"Background Work"},"content":{"rendered":"<p><strong>LESSON 2-Background Work <\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Educational Objective: <\/strong>Students will create character backgrounds and relationships with scene partners by analyzing clues from the script and creating a Facebook profile for their characters based on their analysis.<strong>\u00a0 <\/strong><\/p>\n<p><strong><u>\u00a0<\/u><\/strong><\/p>\n<p><strong><u>Supplies Needed: <\/u><\/strong><\/p>\n<ul>\n<li>Copies of the scenes you want them to use (prepared previously)<\/li>\n<li>Facebook profile handout\u00a0<a href=\"https:\/\/tedb-old.byu.edu\/wp-content\/uploads\/2016\/02\/Lesson-2.Facebook-Profile-Worksheet.docx\">Lesson 2.Facebook Profile Worksheet<\/a><\/li>\n<li>Facebook profile finished example\u00a0<a href=\"https:\/\/tedb-old.byu.edu\/wp-content\/uploads\/2016\/02\/Lesson-2.Facebook-Profile-Example.Peter-Pan.docx\">Lesson 2.Facebook Profile Example.Peter Pan<\/a><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Hook:<\/strong> Play the <em>I Have Never<\/em> game in small groups.\u00a0 Divide the class into 5-6 smaller groups.\u00a0 Tell them that they must keep one hand visible to the group at all times.\u00a0 Their fingers should be extended and palm spread.\u00a0 Each person in the group takes a turn telling the others one thing that they have never done. For example: \u201cI have never been horseback riding.\u201d The other members of the group who HAVE been horseback riding then need to curl or bend one finger down.\u00a0 If you lose all your fingers you are out of the game. <em>NOTE: This is meant to get them thinking about their past experiences and may even help them open up to peers who might ask about it. It is also a great get-to-know you game.<\/em><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Step 1 <\/strong>Explain that we will be doing scene work, but that in order for them to perform effective scenes they need to understand their character\u2019s background; things they\u2019ve done or have not done, experiences they\u2019ve had that could influence their personality.\u00a0 They also need to know what their relationship is with the other character(s) in the scene. For example: Has Peter Pan ever had a job?\u00a0 What is his relationship with Wendy? Etc.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Step 2:<\/strong> Assign scenes and partnerships. Allow 5-10 minutes to read through the scenes together and mark their parts.\u00a0 As they read together have them pay attention to anything that gives them a clue as to their character\u2019s personality or background. They do not need to act it out, but read it together and become familiar with what characters they will be playing.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Step 3:<\/strong> Begin your discussion about character backgrounds by asking them what they found in their script that helped them understand more about their characters. Have them share with the class what they have found.<\/p>\n<p><em>\u00a0<\/em><\/p>\n<p>Project a script page from a script you are familiar with and show them how you would highlight or look for clues.\u00a0<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Step 4:<\/strong> Ask them to highlight one thing about their character\u2019s history that is revealed in the script they think is interesting or that would affect their character\u2019s mood, personality, or physical attributes in their scene.\u00a0 Example: they found out in the previous scene that their dog died.\u00a0 Or they served in a war and still have shrapnel in their left leg.\u00a0 Explain that it\u2019s important to not only note this in their scripts, but to also keep all the information in one place where they can look back at it.\u00a0 <em>NOTE: You may also need to explain that some of them may not have a whole lot of background information revealed in their scripts.\u00a0 If this is the case, then they need to either look up information about the play or fill the in gaps on their own.\u00a0 This will allow them ownership and a way to use their creativity when developing their characters.<\/em><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Step 5:<\/strong> Ask them if any of them currently have a Facebook account.\u00a0 Ask them:\u00a0 What can you learn about a person from their profile? (residency, travel, who their friends are, where they work, big events, favorite books, movies, tv shows, music, you can learn about their personality from the YouTube links they\u2019ve shared. Etc.)<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Step 6:<\/strong> Project an example of a Facebook profile for a character.\u00a0 For this lesson, we used Peter Pan.\u00a0 <em>See Supplements<\/em>. What things do they learn about Peter Pan just from the profile page that was made for him?\u00a0<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Step 7:<\/strong> Tell them that they have 10 minutes to work on their background based on what they know already about their characters.\u00a0 It\u2019s ok if they don\u2019t know a ton of detail, the purpose is to just get them thinking about their characteristics and background.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Step 8:<\/strong> Have each of them present their character profiles or portions from the profile.\u00a0 Remember to ask questions like: How could your background influence the way you perform the scene\/ say the lines?\u00a0 Why did you decide that your character is from ____?\u00a0 What other information in the script did you use to create the background?\u00a0 Etc.\u00a0 Encourage the class to keep these things in mind as they develop their characters and scenes.\u00a0 Tell them that MUST keep their Facebook profiles for the rest of the unit.\u00a0 They will need them to refer to and add ideas to.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Step 8:<\/strong> Introduction to memorizing techniques.\u00a0 Have them brainstorm different ways to memorize.\u00a0 Have a student list them on the board.\u00a0 Explain what each method entails.\u00a0 Ask them which techniques would be best for someone who learns visually or aurally? Consider asking them how they memorized their addresses or phone numbers growing up.<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li>Listening over and over to the cue line and the line.<\/li>\n<li>Writing or copying the lines many times<\/li>\n<li>Remembering the order of big ideas or the important words in each line- also known as a grocery list. Take the key word or phrase in each line and make a sequential list.\u00a0 Use the list to clue you on what line comes next.<\/li>\n<li>Breaking up the memorization (use beats or divide large monologues into shorter sentences or sections.<\/li>\n<li>Practicing with a mix of listening to and reading the lines.<\/li>\n<li>Have some quiz you.<\/li>\n<li>Write the lines on a mirror or a board with dry erase markers and slowly take away small words and phrases so that you have to read the line and fill in the blanks on your own.<\/li>\n<li>Write just the beginning letter of each word in the line and try to say it<\/li>\n<li>-Jingles-put the lines to a song (more time consuming)<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Step 9:<\/strong> Have them write them down 3 that they are interested in trying.<\/p>\n<p>Have them pick one technique and use the rest of the time to work on using it to memorize the lines.\u00a0<\/p>\n","protected":false},"excerpt":{"rendered":"<p>LESSON 2-Background Work \u00a0 Educational Objective: Students will create character backgrounds and relationships with scene partners by analyzing clues from the script and creating a Facebook profile for their characters based on their analysis.\u00a0 \u00a0 Supplies Needed: Copies of the scenes you want them to use (prepared previously) Facebook profile handout\u00a0Lesson 2.Facebook Profile Worksheet Facebook &#8230;<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"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\/4577"}],"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=4577"}],"version-history":[{"count":1,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/4577\/revisions"}],"predecessor-version":[{"id":4587,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/4577\/revisions\/4587"}],"wp:attachment":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=4577"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=4577"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=4577"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}