Vocal Viewpoints Cheat Sheet<\/a><\/p>\n <\/p>\n
<\/p>\n
PREPARATION<\/h4>\n
\u2022 Ensure that the tech elements are ready and prepared.
\u2022 Know what clips will be shown.<\/p>\n
<\/p>\n
TEACHING PRESENTATION:<\/h4>\n
<\/p>\n
Hook:<\/h5>\n
Begin the class by playing the audio clips. Do not show the students the images, but instead ensure the audio can be clearly heard. Play the Batman clip first.. Undoubtedly, the students will recognize Christian Bale as Batman. Begin a short discussion, starting with some basic questions, moving to more broad discussion questions:
\u2022 Who were those voices? How did you know?
\u2022 Would you say it\u2019s recognizable? Memorable?
\u2022 What makes it memorable?
\u2022 Why do you think he made those choices with his voice?
\u2022 Is it a good choice? Does it work? Why?<\/p>\n
<\/p>\n
Continue with the clips of Smeagul\/Gollum and Spongebob and have similar, though shorter, discussions. This will get the students interested, and it will allow for a pre-assessment of what they know about voice and performance. [12 minutes]<\/p>\n
<\/p>\n
Step 1: Discussion [5 minutes]<\/h5>\n
After the discussion, point out to them that we are all exposed to memorable voices. We remember them for different reasons, however it\u2019s important to note that the way that these people use their voices creates meanings and emotions. Ask them the following questions:
\u2022 What voices are memorable to you? Why?
\u2022 What do you feel when you hear those voices?
\u2022 Do you ever use your voice to convey meaning or emotions?<\/p>\n
<\/p>\n
Step 2: Transition [5 minutes]<\/h5>\n
Ask the students if they\u2019ve ever gotten in a fight with someone while texting\/e-mailing\/instant messaging, etc? Then ask if the fight was because they misunderstood what the other person meant? Allow students to share several experiences (they will want to) then ask them the following question:
\u2022 Why is it so easy to misunderstand someone when you can\u2019t hear their voice?
\u2022 Why is talking in person easier communicate?<\/p>\n
<\/p>\n
Step 3: Group Practice [10 minutes]<\/h5>\n
Ask the students, \u201cWhat power do our voices have?\u201d Take a few answers, then explain that we are going to try a little experiment. Ask them to think of only ever being able to speak in a monotone voice at all times. Have them get with a partner. Tell them to have a completely monotone conversation. They can talk about whatever they want, but they have to talk essentially like a robot. Model this type of conversation, and then monitor this process. They\u2019re not allowed to use any inflection in their voices whatsoever\u2014it must always stay the same tone. As they\u2019re talking to their partner then tell them to try to emote that they’re happy or excited, but they can\u2019t do it with their voices\u2014only their faces, dialogue, or gestures. Next they have to be angry or sad, but again their voices cannot be the indicators of emotion. Their dialogue will express the emotion, but their voice will stay monotone. This will be a frustrating and fun challenge for the students.<\/p>\n
<\/p>\n
Step 4: Discussion [5 minutes]<\/h5>\n
After the monotone activity, conduct a short discussion using the following questions:
\u2022 What was it like?
\u2022 Was it hard to express an emotion without the help of your voice?
\u2022 Did it feel weird or unnatural?
\u2022 How do our voices help us communicate?
\u2022 Can we communicate just as well with only monotone dialogue?
\u2022 What power do our voices have? As a theatre artists?<\/p>\n
<\/p>\n
This discussion should help the students to understand how they can use their voice in their acting to communicate better. Once you feel like the discussion has reached the point where students are starting to grasp how their voices can help their acting, move onto the next activity<\/p>\n
<\/p>\n
Step 5: Directions [6 minutes]<\/h5>\n
Hand out the Vocal Viewpoints Cheat sheet. Explain that this sheet comes from a system called viewpoints, created and made famous by Anne Boggart and Tina Landau. It\u2019s a way of thinking about your voice in theatre. Ask students to read briefly through the Vocal Viewpoints on their own. They are somewhat self-explanatory, but still ask if any students had any thoughts while reading through the cheat sheet. Then explain to the students that they are going to take this sheet and try out the vocal viewpoints using one single line from their scene. They should pick one line from their scene and read the line, using each viewpoint. They should allow the viewpoints to inform the way the say it. Demonstrate for the students on the line \u201cArise fair sun and kill the envious moon who is already sick and pale with grief.\u201d Explain that students will show three versions of their lines about 5 minutes of individual practice.<\/p>\n
<\/p>\n
Step 6: Independent Practice [5 minutes]<\/h5>\n
Students should be working individually, trying out their line with all the viewpoints. Float around the room offering suggestions and ideas.<\/p>\n
<\/p>\n
Step 7: Performance [12 minutes]<\/h4>\n
Once students have practiced, have each student perform their line three times, each time using a different vocal viewpoint to inform their line. Be sure to end each mini performance with applause.<\/p>\n
<\/p>\n
ASSESSMENT<\/h4>\n
The final Vocal Viewpoints activity is the assessment for the day. It is worth 20 points. Deductions should only be made if students do not complete the activity.<\/p>\n","protected":false},"excerpt":{"rendered":"
CLASS Drama 3 DURATION 75 minutes EDUCATIONAL OBJECTIVE Students will be able to demonstrate vocal varieties in their acting by participating in the vocal viewpoints activity (performing one line, focusing on three vocal viewpoints). NATIONAL CORE THEATRE STANDARDS \u2022 TH:Cr3.1.I d. Explore physical, vocal and physiological choices to develop a performance that …<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":4,"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\/750"}],"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=750"}],"version-history":[{"count":3,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/750\/revisions"}],"predecessor-version":[{"id":3783,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/750\/revisions\/3783"}],"wp:attachment":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=750"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=750"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=750"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}