WALT/Theatre classes

[sgaestel]

Here's what I've been doing for my theatre I's, tell me what you think:

We start the semester out with basic theatre games/icebreaker stuff. Usually for the first two or three days we just play to get everyone comfy. Then I go into mime. Basic mime. We do basic theatre history from Greek to modern. This is spread out over the semester, we don't do it all at once. We are almost half way through the semester and have gone through Elizabethian theatre.
We do character development and stage movement. Students just got done creating characters with character analysis and improving with them. When we return, we will do basic scenes. Then students will do monologues near the end of the semseter. Remember we still have to finish out theatre history too.

Your thoughts?

Also, I was wondering what you do with your upper level theatre students? I am fumbling right now with only a few in a theatre I class...so I have a hard time giving them my attention. The three's are working on a director's notebook and the four is kind of guiding them through. I'd like to get the program to the point where the fours and maybe threes can actually direct a show. But to do that I really need a class just for threes and fours.

[walt1111]

It seems we have a very similar philosophy. I start with movement work as well. First we do an exercise where I teach them how to do a “perfect” audition introduction. In so doing, we are able to open up the discussion of the associative power of movement and body language. From there we start pantomime. I call it spacework — less scary for the boys. We explore the dynamics of movement and then how to change their pantomime using different physical choices. I teach them a little Labanology terminology and it gives us a vocabulary to work with. We then switch gears completely and do oral interpretation — prohibiting them from using their body in order to concentrate on the dynamics of the voice and making vocal choices. Sprinkle in a little psychological characterization a la Robert Cohen, and we are ready for the final semester project. I take them through the process of directing and performing their own Shakespeare soliloquy. Even though it sounds daunting, they end up enjoying it. Shakespeare, a foreign language to a freshman, forces them to make strong physical and vocal choices backed up by the psychological. It makes a great final project.

My second semester, Acting Two is centered around the development of directorial conceptualization and performing style. We do an advanced improv unit in order to teach them the manner in which I prefer them to rehearse script or no script. Secondly, we do a stage combat unit which we alter into both a commedia dell’arte scene and a 19th century melodrama. My favorite unit is the absurdist unit — all pairs do the same Waiting for Godot scene and then we compare and contrast the imaginative concepts each group brought to the same material. Their final projects are an American Realism scene (I’m of the belief that this is the hardest style of all to master and that it is ridiculous that acting teachers start with Miller or Williams or Inge.) and a contemporary monologue that they self-select, direct, and perform for me only once before performing it for a grade.

My Acting Threes and Fours alternately prepare for their college auditions by working on new classical, contemporary, and musical selections. We also read plays aloud in class that are in consideration for the upcoming fall play — giving them some ownership of play selection. This is my favorite class to teach obviously.

So — there’s the deal. I hope that’s helpful.

Thanks,
Walt

[sgaestel]

Hey! It posted!

[saphill]

I would definitely make an attempt to get your students who are ready for an Upper-Level theatre course in a separate class from your beginners, especially at the High School level.

For my Upper-Level Unit, I got everyone in the class involved in creating one production-the students who were interested in directing were able to do so, the students who were interested in acting were able to take that track-all of the students were involved in creating a one-act play.

This could easily be modified to fit the needs of a small class with lots of students at different levels-Your beginning students can act or build the set, your mid-level students can assistant direct and design, and your upper level students can take the role of producer or director.

Basically, it really worked when the students were able to help each other out toward one common goal.

Good Luck!

-Sara