30 Plays in 50 minutes - Intro


Advanced Drama 

"Create Something From What You Are Given"

Students sit around the items, looking at them... until they start to see a story unfold.  

DAY 1 

Expectation  We are here to develop a technique to find truth on stage and to discover our technique as an actor/writer/director for the stage. It should focus on the skills you have come into class with, the skills you still need to polish and identifying the skills you still wish to obtain.

Obj: The students will be able to create and memorized an original monologue based on the items int he circle.

Activity: Items (props costumes pieces) are layed out on the floor / circle of chairs are around them
1     1.) Students look at the items
2     2.) Pick three that bring to mind a story 
3     3.) Write a little bit for each idea (5 minutes to write on the first item, then 3 minutes for the second,    then 2 minutes for the third)
4    4.) Meditation/Yoga Break
      5.) Pick three that work best together and write for 5 minutes    
      6.) Submit the writings/ pack up the items in the trunk

HW - build a 1 minute piece using your favorite write-up



QUESTIONS YOU CAN ASK/ANSWER
1.) Who is the character? 
2.) Where is this taking place? 
3.) Why is the character doing this or why is he scene taking place? 
4.) What is happening?  
5.) What is the want (objective?) 
6.) What’s in the way (the hurdle/obstacle?) 

7.) How does the character get it (Tactics)

DAY 2
Check in with Mr. Schaefer - make sure the piece is in development / take critiques and go back into rehearsal to polish for class performance tomorrow

Mini- Lecture: “two much light makes the baby go blind” – the neo-futurists/Chicago

Look at the website for “T.M.L.M.T.B.G.B.” in Chicago
talk about their structure of the show (30 plays 60 minutes) - we are using the same structure.
Need to create 30 plays.

Activity: (Rehearsal of the new play scripts with the director they are assigned)
1.) Use the hour to prepare the plays for class tomorrow
2.) collect all necessary props/costumes etc.


3.) Each director should find a place in the room to work on their piece with their actors (block/run)

DAY 3

Activity: PREWRITE: on their work
11.)  “How do you think you did in preparing?
22.) “Is this going to be what you expect it to be?”
33.) “what would have done differently?”
44.) “Is this audience ready?”


               PERFORM: Each student performs their 1 minute piece using the item(s) they chose
THESE ARE FILMED and will be viewed for critique and additional writing

DAY 4

VIEWING - add-ons
Students watch the pieces again on video and add on to the idea

Activity - students write additional ideas they have in relation to the original one person piece.
This can include the addition of more actors and more writing

DAY 5

Activity: Build a scene

Objective: to work with others, collaborate on a theme and develop ideas for a scene

11.)  Students come into the room and they are given a blank piece of paper
22.) They are asked to write two of the three (location, relationship, conflict)
33.) They place the paper in the middle of the room
44.) They partner up randomly and take one suggestion (per pair) into a space and they get 10 minutes to  build a scene.
55.) They return and perform their scenes.

Activity: Build a scene
16.) Students get into quick groups of four
27.) They take a remaining suggestion paper (from the remaining pile of suggestions)
38.) The team of four get 3 minutes to create an idea for a scene
49.) They return and perform for the class

Discussion: Comedy writing/dramatic writing – creating on the fly/ original and honest work
“What is your personal technique?”


DAY 6

REPETITION (Meisner)
Objective: To get the student out of the ir head and to stop thinking about choices
Activity (A):
11.) Students are given a piece of paper to write a short expression to say (one word or phrase)
22.) Student s place them in the middle of the room.
33.) Students get randomly assigned to a partner
Short lecture on Meisner. Repetition of the statement is done without subtext or meaning to allow the meaning to evolve naturally and organically in the moment.
The actor should not force the interp onto the piece.
Activity (B):
11.) Students stand with their partner and say the statement as a robot would (no interp)
22.) Repeat over and over – back and forth
33.) Then allow the statement to evolve – NEVER force or place interp on top of it – let it grow into the meaning and subtext should come from the statement being repeated.
***Some pairs are pulled into the room to show example/ coached and given feedback***
Preview tomorrow’s activity: open scenes for three actors   


DAY 7

INTRODUCTION to our Meditation and Warm-up (with calming music)
Some light yoga  - “salute to the sun” and some four element “Doh breathing”


LINK: 
For a version of the "sun salutation" visit: https://www.youtube.com/watch?v=73sjOu0g58M

END  ASSESSMENT
OPEN SCENES (3 actors)

Objective: students are to be able to generate meaning/subtext/ and a coherent scene from the lines provided in the open scene.
Activity: Students are given one of the three open scene scripts
1.) They are to assign the parts A, B, and C
2.) They must work with their team to develop a context for the scene
3.) They are to block the physicality of the scene
4.) They are write any subtext that applies
5.) They are to rehearse in the short amount of time given
6.) They are to perform the scene for the class.
Each student is to turn in their sheet of lines with notes written on them. 

The scenes they are to pick from:

Scene #1

      A.  What are you thinking?
      B.  Why, doesn’t it seem right?
      C.  I can’t.
      A.  They’re coming.
      B.  We gotta make it work.
      C.  Get rid of it now.
      A.  But…
      B.  It’s cool.
      C.  We are screwed!

Scene #2 

      A.  This is it.
      B.  We can’t make it in time.
      C.  Stop.
      A.  We are going to be…
      B.  Oh my god!
      C.  You are always doing this!
      A.  They are leaving.
      B.   So?
      C.   Make it work.


Scene #3 

      A.  Why?
      B.   Because you said to.
      C.   Yep.
      A.   I always try to…
      B.   It just opened.
      C.   I won’t pretend I know.
      A.   The time…the time. 
      B.   Gotta get it right.
      C.   Yes!


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