LEARNING GOAL: Practice improvisational skills
DO NOW: Set up the room. Push the tables to the edge of the room. Make a ring of 14 chairs. Play Hep ASSIGNMENT: Tiny Jim's Sleepless Nights: Scene 2 We read one scene in which Tiny Jim is talking with a therapist about his lack of sleep. Think about where else his life might be affected by not getting enough sleep. (School? Family? Friends?) Write a scene that shows the impact of sleepless nights. Set a timer for 15 minutes. GAME: Dimestore Novelist One player is the "novelist" who narrates a story. Three additional players perform the story as it is narrated. The players add dialogue. ("And then the person said...") 1. Introduce the characters. 2. Create conflict (the characters want something) 3. Resolve the conflict
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LEARNING GOAL: Prepare for Presentations of Learning DO NOW: Set up the room. Push the tables to the edge of the room. Make a ring of 14 chairs. Play Hep PRESENTATIONS OF LEARNING SLIDE: Discuss as a class while you fill in your notes. Q: What seminar are you in this semester?
A: Participatory Theater Q: What are you learning about in this class? A: We're learning about "forum theater." Let's discuss what forum theater is as a class. Hint: Think about our rehearsed work with The Grocery Store or with Buster & Millie. It involves a performance that is repeated with "spect-actors." Q: What is something that demonstrates your learning? A: Use your script draft. What problem was it presenting? How could a spect-actor change the outcome? You can stress that these are works-in-progress, and we are going to choose 1-2 to revise and refine as a class. Q: What process did you go through to create this? A: We rehearsed a couple existing forum theater scripts. We brainstormed possible concerns we have with our own world. We wrote scripts that presented those concerns. We read those scripts and have started providing peer feedback. DO NEXT: If there is any time left at the end, either play Freeze or Doors. LEARNING GOAL: Introduce more improv games.
DO NOW: Set up the room. Push the tables to the edge of the room. Make a ring of 14 chairs. Play Hep REVIEW EXPECTATIONS: Read Expectations for Class Everyone will share one expectation that they are going to work on today. PLAY: Lines From a Hat Read the instructions as a class. On slips of paper, write down sentences that might lead to an interesting interaction. One sentence per slip of paper. Everyone should complete three slips of paper. Get character/location suggestions from the audience. Two players begin a scene, each with three unread lines in their pocket. A facilitator (Andre) will call "line" and a performer's name. That performer will pull out a random line and read it aloud. Both players collaborate to justify why it was said, and incorporate it into the scene. Play until everyone has had a chance on stage. IF TIME ALLOWS: What! This game plays similar to Lines From a Hat. Players do not have lines in their pocket. The facilitator will periodically call "What!" after a player speaks. Whichever player just spoke, pretends they didn't say what they said. That line is replaced with the first sentence that comes to their mind. Be spontaneous! Tip: Don't just rephrase what you said, or change 1-2 words. Blurt out a completely new sentence. For example, instead of replacing "let's go to the movies" with "let's go to the zoo" or "let's watch a movie," replace it with "the robot invasion has begun." And then have fun justifying why that was said. LEARNING GOAL: Provide feedback on scripts.
DO NOW: Set up the room. Push the tables to the edge of the room. Make a ring of 13 chairs. Play Hep PLAY: Lines From a Hat Write down sentences that might lead to an interesting interaction. Two players begin a scene, each with three lines in their pocket. They must read the lines aloud, and then justify why it was said. Incorporate it into the scene. COLD READ: Read through scripts written in class. These are drafts. What makes this script relatable? What is one line that you think is really excellent? What is the problem being presented? What is a solution to the problem? TICKET OUT: What script do you think would be worth exploring further in class? LEARNING GOAL: Provide feedback on scripts.
DO NOW: Set up the room. Push the tables to the edge of the room. Make a ring of 13 chairs. Play Hep PLAY: Freeze Start with a normal round. Then, try a round with no talking. COLD READ: Read through scripts written in class. These are drafts. What makes this script relatable? What is one line that you think is really excellent? What is the problem being presented? What is a solution to the problem? TICKET OUT: What script do you think would be worth exploring further in class? LEARNING GOAL: Provide feedback on scripts.
DO NOW: Set up the room. Push the tables to the edge of the room. Make a ring of 14 chairs. Play Hep WARM UP: 369 Clap on all numbers with 3, 6, or 9. Clap twice for any number that has them twice. COLD READ: my first year of college i entered a contest with a monologue and i won other kids were doing magic doing impressions i was doing shylock and racking up gift certificates to applebees senior year could have been no different but im not one to rest on my laurels i didnt want a trophy i wanted a challenge i wanted a change so senior year i learned to play the guitar and i picked the perfect song to perform bridge over troubled water copyright columbia records february 1970 it spent six weeks at number one then went platinum with more than ten million copies sold its an exploration of true friendship that speaks to all who hear it My first year of college, I entered a contest with a monologue and I won. Other kids were doing magic, doing impressions. I was doing Shylock and racking up gift certificates to Applebees! Senior year could have been no different, but I'm not one to rest on my laurels. I didn't want a trophy! I wanted a challenge. I wanted a change. So senior year, I learned to play the guitar, and I picked the perfect song to perform. "Bridge over troubled water." Copyright: Columbia Records, February 1970. It spent six weeks at number one, then went platinum with more than ten million copies sold. It's an exploration of true friendship that speaks to all who hear it. COLD READ: Read through scripts written in class. These are drafts. What makes this script relatable? What is one line that you think is really excellent? What is the problem being presented? What is a solution to the problem? TICKET OUT: What script do you think would be worth exploring further in class? DO NOW: Set up the room.
Push the tables to the edge of the room. Make a ring of 14 chairs. Play Hep WARM UP: Honey, You Know I Love You, But I Just Can't Smile Similar to Quaker Meeting, but focused on one player at a time for 30 seconds. The target player needs to keep a straight face, and ends the 30 seconds by stating the name of the game. PRINCIPLES OF IMPROVISATION: 1. Spontaneity 2. Agreement 3. Pantomime 4. Commitment We will define what these mean so we can improve our improv. PLAY: Freeze Two players start a scene. Anyone from the audience can call "freeze" and tap out one of the players to start a new scene. LEARNING GOAL: Continue writing scripts
DO NOW: Set up the room. Push the tables to the edge of the room. Make a ring of 12 chairs. Play Hep WARM UP: Honey, You Know I Love You, But I Just Can't Smile Similar to Quaker Meeting, but focused on one player at a time for 30 seconds. The target player needs to keep a straight face, and ends the 30 seconds by stating the name of the game. SCRIPTWRITING: Google Classroom assignment (20 minutes) Begin in the middle of a scene. Introduce your main character and at least one other character who could help their situation. Show some of the negative effects of the concern. Introduce characters that complicate the problem. End with a bad outcome. CONFERENCE: Mr. Hanlon will meet with you individually to plan your script. PRINCIPLES OF IMPROVISATION: 1. Spontaneity 2. Agreement 3. Pantomime 4. Commitment We will define what these mean so we can improve our improv. PLAY: Freeze Two players start a scene. Anyone from the audience can call "freeze" and tap out one of the players to start a new scene. CONCERNS WE HAVE: Keeping grades up * Getting enough sleep * Fights * Skipping class * Phone use in class * Controlling emotions * Racism * Homophobia * Side conversations in class * Swearing TICKET OUT: Turn in your planning sheet. LEARNING GOAL: Continue writing scripts
DO NOW: Set up the room. Push the tables to the edge of the room. Make a ring of 12 chairs. Play Hep ASSIGNMENT RETURN: Brainstorming Notes This assignment is entered into Skyward for Habits of Work. You may revise for a higher grade. SCRIPTWRITING: Google Classroom assignment (20 minutes) Begin in the middle of a scene. Introduce your main character and at least one other character who could help their situation. Show some of the negative effects of the concern. Introduce characters that complicate the problem. End with a bad outcome. CONFERENCE: Mr. Hanlon will meet with you individually to plan your script. PLAY: Freeze Two players start a scene. Anyone from the audience can call "freeze" and tap out one of the players to start a new scene. CONCERNS WE HAVE: Keeping grades up * Getting enough sleep * Fights * Skipping class * Phone use in class * Controlling emotions * Racism * Homophobia * Side conversations in class * Swearing TICKET OUT: Turn in your planning sheet. LEARNING GOAL: Begin writing scripts
DO NOW: Set up the room. Push the tables to the edge of the room. Make a ring of 14 chairs. Play Hep WARM UP: Freeze Two players start a scene. Anyone from the audience can call "freeze" and tap out one of the players to start a new scene. SCRIPTWRITING: Google Classroom assignment Begin in the middle of a scene. Introduce your main character and at least one other character who could help their situation. Show some of the negative effects of the concern. Introduce characters that complicate the problem. End with a bad outcome. CONFERENCE: Mr. Hanlon will meet with you individually to plan your script. CONCERNS WE HAVE: Keeping grades up * Getting enough sleep * Fights * Skipping class * Phone use in class * Controlling emotions * Racism * Homophobia * Side conversations in class * Swearing TICKET OUT: Turn in your planning sheet. |
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April 2024
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