{"id":4715,"date":"2016-02-29T19:05:33","date_gmt":"2016-02-29T19:05:33","guid":{"rendered":"https:\/\/tedb-old.byu.edu\/?page_id=4715"},"modified":"2016-02-29T19:05:33","modified_gmt":"2016-02-29T19:05:33","slug":"character-relationships","status":"publish","type":"page","link":"https:\/\/tedb-old.byu.edu\/?page_id=4715","title":{"rendered":"Character Relationships"},"content":{"rendered":"

LESSON 7:<\/strong><\/p>\n

Character Relationships<\/strong><\/p>\n

 <\/p>\n

Educational Objective<\/strong>: Students will demonstrate their understanding of character relationships by writing a journal entry in their stereotype (from previous lessons) about another student\u2019s stereotype.<\/p>\n

\u00a0<\/strong><\/p>\n

Materials needed:<\/strong> 15 pieces of paper w\/ character relations organized into 3 rounds, tape, powerpoint presentation ready to go. \u00a0Lesson 7.Relationships PowerPoint<\/a><\/p>\n

 <\/p>\n

15 pieces of paper with tape: \u00a0On one side, write the character relationship and on the other the corresponding round. \u00a0<\/p>\n

 <\/p>\n

 <\/p>\n

Round 1:<\/u><\/p>\n

Your Mother<\/p>\n

Your Sister\/Brother<\/p>\n

Your Best Friend<\/p>\n

Your Worst Enemy<\/p>\n

Your Favorite High School Teacher<\/p>\n

 <\/p>\n

 <\/p>\n

Round 2:<\/u><\/p>\n

A Police Officer<\/p>\n

A Judge (and YOU are the Defendant)<\/p>\n

A Mailman<\/p>\n

A King<\/p>\n

A Movie\/Rock Star<\/p>\n

 <\/p>\n

 <\/p>\n

Round 3:<\/u><\/p>\n

The President of the United States<\/p>\n

Your Ex<\/p>\n

An Alien from Another Planet<\/p>\n

Your Dog<\/p>\n

A Convict<\/p>\n

 <\/p>\n

Hook: (15 minutes)<\/strong><\/p>\n

Have relations papers ready as students walk in. At the start of class, gather one \u2153 of the students and have them stand in front of the class. \u00a0\u00a0Don\u2019t allow any of the students to see what is on the card while you tape index cards labeled ROUND 1 on the chosen students. Tell the rest of the students to walk around the room and interact with the chosen students according to what is on their card (without telling them what is on the card). \u00a0\u00a0<\/p>\n

 <\/p>\n

Allow 3-4 minutes per round (it is okay if students figure out what\u2019s on their card early as this will be important later). \u00a0At the end of each round, have chosen students guess what was on the card. \u00a0Once everyone has guessed their card, play another round following the same process (this time ask for volunteers). Do three rounds, taping the corresponding paper with each numbered round. By the end of 3 rounds, all students should have had a chance to go (but not required that they do). \u00a0After all rounds, have students return papers and sit down.<\/p>\n

 <\/p>\n

Step 1: Transition<\/em> (5 minutes)<\/strong><\/p>\n

Ask the following questions in relation to the activity: How did you know what was on your card? \u00a0Did your perception of these people change when you saw who they were? \u00a0How were their movements and voice different with you compared to everyone else?<\/p>\n

For those of you who figured it out early, did that affect the way you interacted with others?<\/p>\n

 <\/p>\n

Step 2: Instruction<\/em> (10 minutes)<\/strong><\/p>\n

Open PowerPoint. \u00a0Go to slide two and have a student read the quote. \u00a0Then proceed to slide three and ask the questions on the slide. \u00a0\u00a0Then proceed to slide four: \u00a0\u201cThe Principles Apply to Acting!\u201d \u00a0Have a student read the two quotes on the screen. \u00a0Explain that relationships affect everything in acting. You are portraying a character, and that character has a unique set of likes, hopes, fears, etc. that determine how they interact with others. This goes back to the character worksheet they made. It affects their ability to love, to cope with challenges, and how much of themselves they\u2019re willing to give to others. But your character isn\u2019t the only one on the stage. Every other character has all of these things going on, as well.<\/p>\n

 <\/p>\n

Step 3: Movie Clips and discussion<\/em> (15 minutes)<\/strong><\/p>\n

Proceed to slide 5 and view the clips on the slide.. \u00a0Before viewing each clip, ask the students to think about how the relationship between the characters develop. \u00a0Ask for what they observe in their physical actions as well as attempt to guess what they are feeling inside as well as how they feel about each other. \u00a0Ask how each clip was different than the other.<\/p>\n

 <\/p>\n

Step 4: Guided practice<\/em> (25 minutes)<\/strong><\/p>\n

Go to slide six labeled \u201cPractice.\u201d Remind students of the stereotypes students have been assigned for the past few lessons. Have students pair up and act out a first meeting between their characters. Then have them discuss (still in pairs) how their relationship will develop. Make sure students understand that relationships can develop positively OR negatively, or on a spectrum in between. Have them improv a scene that takes place six months later, then another one three years later. Have each pair take a turn individually with the rest of the class watching them. Conduct a short discussion on observations and thoughts on this exercise. What did they see? What sort of things transpired between scenes?<\/p>\n

 <\/p>\n

Step 5: Conclusion and assignment<\/em> (10 minutes)<\/strong><\/p>\n

Have students take out their notebooks. Explain that their character has a journal. Have them write a character journal entry about the character they just did the exercise with. Journal should include a brief description of how you met, a brief history of how your relationship developed, and how the character feels about the other. this assignment will be worth 10 points. \u00a0Dismiss class with the closing quote on PowerPoint. (slide 7) \u00a0<\/p>\n","protected":false},"excerpt":{"rendered":"

LESSON 7: Character Relationships   Educational Objective: Students will demonstrate their understanding of character relationships by writing a journal entry in their stereotype (from previous lessons) about another student\u2019s stereotype. \u00a0 Materials needed: 15 pieces of paper w\/ character relations organized into 3 rounds, tape, powerpoint presentation ready to go. \u00a0Lesson 7.Relationships PowerPoint   15 …<\/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\/4715"}],"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=4715"}],"version-history":[{"count":1,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/4715\/revisions"}],"predecessor-version":[{"id":4716,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/4715\/revisions\/4716"}],"wp:attachment":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=4715"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=4715"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=4715"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}