{"id":5031,"date":"2017-05-12T15:56:31","date_gmt":"2017-05-12T15:56:31","guid":{"rendered":"https:\/\/tedb-old.byu.edu\/?page_id=5031"},"modified":"2017-05-12T15:56:31","modified_gmt":"2017-05-12T15:56:31","slug":"acting-the-gc-intro-to-objectives","status":"publish","type":"page","link":"https:\/\/tedb-old.byu.edu\/?page_id=5031","title":{"rendered":"Acting the GC & Intro to Objectives"},"content":{"rendered":"

Lesson 3: <\/strong><\/p>\n

Acting the GC & Intro to Objectives<\/strong><\/p>\n

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

Objective:<\/strong><\/p>\n

Students will demonstrate their ability to use given circumstances by analyzing them in their performance piece.<\/p>\n

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

Materials Needed:<\/strong><\/p>\n

GC & Objectives Powerpoint\u00a03.GC to Action Obj<\/a><\/p>\n

Place, Time and Objective Cards\u00a02.Time.Place.Objective Card Ideas<\/a><\/p>\n

 <\/p>\n

Pre-HOOK:<\/p>\n

As students enter the room, show the first slide on the PowerPoint (Pp) projected on the wall so that students can follow the instructions without any verbal direction.<\/p>\n

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

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

HOOK<\/p>\n

After all the students are in place, do the PLACE\/TIME improvisation but now add OBJECTIVE KS<\/em> Exercise 4.4 <\/strong><\/p>\n

Have pairs come up at get the two cards: place and time.\u00a0 Give them a few minutes to improvise a scene.<\/p>\n

Then have them come and get the objective cards without showing partners their goals.\u00a0 Now you can start to explore why you\u2019re in that place at that time.\u00a0 You both know the other given circumstances, but only your objective.\u00a0 Focus on the dramatic tension \u2013 the task of your objective \u2013 it\u2019s not a competition.<\/p>\n

 <\/p>\n

Reflect on the exercise \u2013 what was different about the two improvisations?\u00a0 How did wanting something affect the scene?\u00a0 What does \u201cwanting something\u201d do to you as an actor?<\/p>\n

 <\/p>\n

 <\/p>\n

INSTRUCTION<\/p>\n

Pp slide<\/em>: Script analysis brings the actor into action.<\/p>\n

 <\/p>\n

Acting Process: <\/strong>Pp slide<\/em><\/p>\n

    \n
  1. Put yourself into the circumstances of your character. **work on now<\/li>\n
  2. Experience your character\u2019s needs as if they were your own. **work on now<\/li>\n
  3. Form objectives as your character and care about them as if they were your own.<\/li>\n
  4. Do the things the character does to achieve those objectives.<\/li>\n
  5. Explore the natural process of transformation (the Magic IF).<\/li>\n<\/ol>\n

     <\/p>\n

     <\/p>\n

    PRACTICE in REHEARSAL<\/p>\n

    Have students pull out their script and examine it for ACTION opportunities based on its given circumstances.\u00a0 Take note of them directly on the script.\u00a0 Start with those moments and just read it and then get up on your feet to begin to play with it.\u00a0 Not firm staging, or set vocal or body choices, but just start to let the environment, relationships, etc. start to affect you.<\/p>\n

     <\/p>\n

    Think about OUTER actions (\u2018What am I doing?\u2019) and INNER actions (\u2018What do I want?\u2019)<\/p>\n

     <\/p>\n

    After some rehearsal time stop and have students focus on making their work more active and less cerebral Pp slide<\/em>:<\/p>\n

      \n
    • Direct all actions toward your on-stage partner (or your invisible other)<\/li>\n
    • Make them real and human<\/li>\n
    • Choose actions you can believe in<\/li>\n
    • Make them relevant to your character<\/li>\n
    • Be specific and precise with your actions<\/li>\n
    • Make them active and forward-moving<\/li>\n<\/ul>\n

      Have them take a short section of their piece (8 lines or so) and memorize and prepare it according to this work.<\/p>\n

       <\/p>\n

      REHEARSAL SHARE<\/p>\n

      After some more rehearsal time stop and have students focus on sharing their work with another person\/pair in the class.\u00a0 Pp slide<\/em>\u00a0 Get feedback from their audience on how they are acting and using the given circumstances of those lines\/that moment.\u00a0 Look to get more specific, detailed, and honest in their actions and characterization.<\/p>\n

       <\/p>\n

      If appropriate, have each audience give their performer a participation score and submit it to you for the gradebook.<\/p>\n

       <\/p>\n

       <\/p>\n

      CONCLUSION<\/p>\n

      Remind students to continue to read through their pieces.\u00a0 Don\u2019t memorize anything a set way \u2013 just learn it and get really<\/u> familiar with it.\u00a0 Continue to take any notes of new impressions, insights, etc. of their piece or the given circumstances.<\/p>\n

       <\/p>\n

       <\/p>\n

      If this fits your class better than one of the other exercises above, feel free to substitute it.\u00a0 Or use this in any lesson if time allows:<\/p>\n

      Everyday Acting in GC<\/strong><\/p>\n

      Let\u2019s better explore how to portray (as in actually doing, not acting) normal daily actions that we, as humans, take for granted. This exercise would challenge students to present a mundane activity and put a twist on it, to add dynamic and a \u201crush\u201d to the scene. According to the actor-author, Uta Hagen, those normal interactions change depending on what influences them.<\/p>\n

       <\/p>\n

      So take a common action that your character would do.\u00a0 Grab items that could stand in as props.\u00a0 Do the action.\u00a0 Now consider your given circumstances: WHEN.\u00a0 What time is it?\u00a0 Can you put in a time constraint?\u00a0 Now consider WHERE.\u00a0 Where are you?\u00a0 What is the temperature like?\u00a0 Are others around you?\u00a0 What is the social aspect of the location as well as the physical one?\u00a0 Can you make the place \u2018more\u2019?\u00a0 If time allows play with WHO.\u00a0 Add something into your relationship to spice things up: secret crush, felt betrayed by text, etc.<\/p>\n","protected":false},"excerpt":{"rendered":"

      Lesson 3: Acting the GC & Intro to Objectives \u00a0 Objective: Students will demonstrate their ability to use given circumstances by analyzing them in their performance piece. \u00a0 Materials Needed: GC & Objectives Powerpoint\u00a03.GC to Action Obj Place, Time and Objective Cards\u00a02.Time.Place.Objective Card Ideas   Pre-HOOK: As students enter the room, show the first slide …<\/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\/5031"}],"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=5031"}],"version-history":[{"count":1,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/5031\/revisions"}],"predecessor-version":[{"id":5032,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/5031\/revisions\/5032"}],"wp:attachment":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=5031"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=5031"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=5031"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}