{"id":4682,"date":"2016-02-29T18:46:42","date_gmt":"2016-02-29T18:46:42","guid":{"rendered":"https:\/\/tedb-old.byu.edu\/?p=4682"},"modified":"2016-02-29T18:46:42","modified_gmt":"2016-02-29T18:46:42","slug":"the-moment-before","status":"publish","type":"post","link":"https:\/\/tedb-old.byu.edu\/?p=4682","title":{"rendered":"The Moment Before"},"content":{"rendered":"<p><strong>The Moment Before<\/strong><\/p>\n<p><em>\u00a0<\/em><\/p>\n<p><em>by Kassidy Jones<\/em><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Educational Objective: <\/strong><\/p>\n<p>Students will demonstrate their understanding of the concept of a high stakes moment before by creating and utilizing a moment before in their performance.<\/p>\n<p>&nbsp;<\/p>\n<p>**this lesson was originally created for placement in a monologue unit, but could be used for any performance piece that can utilize a \u201cmoment before\u201d**<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Materials needed: <\/strong><\/p>\n<p>Performance piece for the students, video examples (URL\u2019s listed in lesson plan)<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Hook: Moment before improv game<\/strong><\/p>\n<ul>\n<li>Pair students up. Have one student think of an action that they would stop doing if someone were to suddenly walk into the room (dancing crazily, singing into a hairbrush, brushing teeth, ect.) and have them begin to act that out. Have the other student \u201cwalk in\u201d and begin a dialogue based upon the action.<\/li>\n<li>Pick a couple of groups to perform these short dialogues with the class.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Step 1: Discuss reactions<\/strong><\/p>\n<ul>\n<li>Based upon the brief performances, discuss the differing reactions to the situations the students \u201cwalked in\u201d on.<\/li>\n<li>Ask students who participated to share why they reacted the way they did, what actions clued them in to the context of the action, etc.<\/li>\n<li>Discuss how these reactions could have been different had there been more clear context to the situation.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Step 2: Introduce moment before<\/strong><\/p>\n<ul>\n<li>Write \u201cmoment before\u201d on the board and have students share ideas of what that might be, what it entails, etc.<\/li>\n<li>Use their ideas plus own input to explain what a moment before is and how it is used.\n<ul>\n<li>Specifically make sure to include:\n<ul>\n<li>What a <em>moment before<\/em> is: a way to transition into the performance piece, use for a way to connect with a partner, define what the actor was doing, thinking, and feeling right before the scene started.<\/li>\n<\/ul>\n<\/li>\n<li>How it is used: used to draw actor and audience into the monologue, helps to define relationships and background within the context of the monologue.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Step 3: Video Clip examples<\/strong><\/p>\n<ul>\n<li>Show the following examples and discuss what may have been the moment before, or what caused the scene to take off.\n<ul>\n<li><a href=\"https:\/\/www.youtube.com\/watch?v=3dmvnocwBpM\">https:\/\/www.youtube.com\/watch?v=3dmvnocwBpM<\/a> <em>Tangled<\/em>: Start at 0:17 and play it through the end. (If time will permit, could actually go back after discussion and watch the real moment before)<\/li>\n<li><a href=\"https:\/\/www.youtube.com\/watch?v=qnmSzD6x4tc\">https:\/\/www.youtube.com\/watch?v=qnmSzD6x4tc<\/a> <em>Hunger Games<\/em>: Start at 0:29 and play through until 1:26. (could also go back and watch the real moment before)<\/li>\n<li><a href=\"https:\/\/www.youtube.com\/watch?v=PNAc6zG1ve4\">https:\/\/www.youtube.com\/watch?v=PNAc6zG1ve4<\/a> <em>Extremely Loud and Incredible Close<\/em>: Start at 1:50 and play through 3:10.<\/li>\n<li><a href=\"https:\/\/www.youtube.com\/watch?v=o8XtncQy2i8\">https:\/\/www.youtube.com\/watch?v=o8XtncQy2i8<\/a> <em>Cyberbully<\/em>: start at 3:29 to 4:30 (could also go back and watch the real moment before)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Step 4: Introduce the concept of a high stakes moment before<\/strong><\/p>\n<ul>\n<li>Write on the board some ideas of what high stakes means.<\/li>\n<li>Have students reflect on the video clips and discuss what the high stakes were, and how they affected the way that the scene played out.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Step 5: Analyze the performance pieces to create a moment before<\/strong><\/p>\n<ul>\n<li>Present an example of how to look at the text to decipher what could be used as a moment before. (something that you have on hand \u2013 could be put on a PowerPoint or handout for the students to read and analyze alongside you)<\/li>\n<li>Have students look at their own monologues that they chose and analyze the context of the monologue.<\/li>\n<li>Have them create a moment before using their own ideas, a line before the piece starts, etc. (If time allows have them perform for a partner and have the partner give feedback)<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Step 6: Practice using the moment before<\/strong><\/p>\n<ul>\n<li>Again have students pair up or even put them into groups and have them physically act out the moment before, to help flesh out their ideas and solidify the concept.<\/li>\n<li>Bring the class back together to discuss the results, what they saw, if it worked, what could be improved on, suggestions, etc.<\/li>\n<li>Also specifically make sure to discuss how creating a moment before helps the students personally in their own acting? Why is it necessary?<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Step 7: Discuss using a moment before without physically moving<\/strong><\/p>\n<ul>\n<li>Discuss and help the students understand how they can work with or envision the partner they are talking to, and envision what had just happened before they start their piece.<\/li>\n<li>(This can lead into another lesson on working with an \u201cinvisible other\u201d for a monologue)<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Assessment: <\/strong><\/p>\n<p>Students will be assessed by their participation throughout the class period, and receive participation points based upon the work that they do during the class.<\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"https:\/\/tedb-old.byu.edu\/wp-content\/uploads\/2016\/02\/The-Moment-Before-Lesson-Plan.Kassidy-Jones.docx\">The Moment Before Lesson Plan.Kassidy Jones<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Students will demonstrate their understanding of the concept of a high stakes moment before by creating and utilizing a moment before in their performance. <\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":""},"categories":[48],"tags":[],"_links":{"self":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/posts\/4682"}],"collection":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/types\/post"}],"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=4682"}],"version-history":[{"count":1,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/posts\/4682\/revisions"}],"predecessor-version":[{"id":4684,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/posts\/4682\/revisions\/4684"}],"wp:attachment":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=4682"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=4682"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=4682"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}