{"id":5033,"date":"2017-05-12T15:59:25","date_gmt":"2017-05-12T15:59:25","guid":{"rendered":"https:\/\/tedb-old.byu.edu\/?page_id=5033"},"modified":"2017-05-12T15:59:25","modified_gmt":"2017-05-12T15:59:25","slug":"communication-subtext","status":"publish","type":"page","link":"https:\/\/tedb-old.byu.edu\/?page_id=5033","title":{"rendered":"Communication & Subtext"},"content":{"rendered":"

Lesson 4: <\/strong><\/p>\n

Communication & Subtext <\/strong><\/p>\n

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

Students will demonstrate their understanding of the text of their piece by paraphrasing the literal text and subtext of their performance piece.<\/p>\n

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

Communications Powerpoint\u00a04.Communication<\/a><\/p>\n

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HOOK<\/p>\n

Do Circle Freeze<\/strong> (someone holds a position, another finishes it, first one leaves, a new person finishes what is left in a new position\/pose, etc.) **not performing, get to the task!\u00a0 Jump in!<\/p>\n

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Do the Scarf Circle<\/strong> exercise (this is a scarf \u2013 what else can it be? pass it around the circle and have each person say and show what else it can be.)<\/p>\n

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Now do the same idea but with lines of dialogue (here is one way to say it \u2013 how else can it be said?)<\/p>\n

\u201cI must see you\u201d\u00a0 \u201cThen this is goodbye\u201d (inspired by SA<\/em> p.177)<\/p>\n

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Reflect on the activities \u2013 how did they lead to communication?\u00a0 What were some of the ways that the lines were said?\u00a0 How did the way the line was said change the meaning or intent of the line?<\/p>\n

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DISCUSSION\/REFLECTION ON LAST CLASS PERIOD<\/p>\n

*this discussion was based on the original execution of the unit, but it is likely that many of these same issues happen in other settings of the lesson rehearsal; written in facilitator\/coaching fashion directly to students*<\/em><\/p>\n

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Some of the rehearsal last class period was solid work exploring things, but much of it turned back into tricks and habits.\u00a0 The exploration was lost in the desire to \u201cperform\u201d.\u00a0 Don\u2019t set your choices too early \u2013 you shouldn\u2019t finalize your acting choices until between preview and performance.\u00a0 This rehearsal time is to explore the variety of the choices in front of you and question yourself on \u201cHow am I using the tools Stanislavsky is giving me?\u201d\u00a0<\/p>\n

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It might mean that you stop to relax for a few minutes to free your body and mind.\u00a0 It might mean doing a concentration exercise to get yourself into the environment and other given circumstances \u2013 would drawing help?\u00a0 Writing?\u00a0 Talking aloud about what is around you?\u00a0 You, that actor, must see this all. The audience will see you, but you need to be in this world.<\/p>\n

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We are going to go back and start with basic choice exploration with the actual text.\u00a0 Remember you are not performing \u2013 you are to complete a specific task of understanding the dialogue and making it your own.<\/p>\n

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INSTRUCTION<\/p>\n

Pp Slide:<\/em> You begin by understanding what the words mean and why the writer has chosen to have the characters express themselves in precisely the way they do, not only because you have a responsibility to communicate the meaning of your lines, but also because it reveals the way your character thinks and feels.<\/p>\n

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Think about this\u2026your character has an idea that forms into a through that develops into dialogue.<\/p>\n

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Make sure you understand every word you\u2019re saying.\u00a0 Look up words you don\u2019t know.\u00a0 Know the effect of given circumstances (GC) in the language.\u00a0 Then ask yourself why your character has chosen to use THOSE particular words instead of some others that mean the same thing.\u00a0 What is there about them that is exactly right for the thought and feelings of your character at this moment?<\/p>\n

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MODELING<\/p>\n

Paraphrasing<\/strong><\/p>\n

Pp Slide:<\/em> Use the monologue as the example.\u00a0 Take the first few lines and discuss what they mean.\u00a0 Then paraphrase the lines into a literal<\/u> translation in modern vernacular.\u00a0 Then discuss what the subtext<\/u> is.\u00a0 This might involve examining the GC, right?!?\u00a0 Translate it now in subtextual paraphrasing (not translating word for word literally).<\/p>\n

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INDIVIDUAL PRACTICE<\/p>\n

Pp Slides:<\/em> do this work yourself in writing as directed in the Pp slides:<\/p>\n

Step 1: literal paraphrase<\/p>\n

Step 2: subtext paraphrase<\/p>\n

Step 3: read them aloud to partner<\/p>\n

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If time allows, read the original script again out loud and time it.\u00a0 Get to the appropriate time limit constraints.<\/p>\n

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As you continue to work on memorization, you need to own the words and make them your own.\u00a0 Pp Slide: <\/em><\/p>\n