Lesson 6: Units and Objectives
Learning Objectives
- Master the technique of breaking down scenes into smaller units and identifying each unit’s objective for a structured approach to performance.
- Enhance skills in scene analysis, focusing on pacing and the detailed construction of a performance.
- Practice applying these concepts through script annotation, scene segmentation, and rehearsal exercises.
Key Success Criteria
- Students can effectively dissect a scene into its constituent units, identifying the objective of each unit.
- Students demonstrate an ability to use their analysis to inform their rehearsal process, focusing on achieving each small-scale objective.
- Students can perform a segment of a scene, clearly demonstrating the objectives of each unit and their impact on the overall performance.
Activities
- Introduction to Units and Objectives (10 minutes)
- Begin with a lecture on the concept of breaking down scenes into smaller segments or “units,” each with its own objective. Explain how this technique helps actors focus on the moment-to-moment objectives that drive the narrative forward and create a more nuanced performance.
- Discuss the importance of pacing and how understanding the structure of a scene can help manage the rhythm and flow of a performance.
- Script Annotation Exercise (15 minutes)
- Provide students with a copy of a scene from a play or film. Guide them through the process of reading the scene and marking it up to identify different units. Instructions should include looking for shifts in topic, mood, tactics, or objectives as cues for a new unit.
- Ask students to write down the objective for each unit directly on the script, emphasizing that objectives should be active, achievable, and related to the interaction between characters.
- Scene Segmentation Workshop (15 minutes)
- In small groups, students share their annotated scripts and discuss the rationale behind their segmentation and the objectives they’ve identified. Encourage them to consider how each unit’s objective contributes to the overall arc of the scene.
- This collaborative workshop aims to refine their understanding of units and objectives through peer feedback and discussion.
- Rehearsal of Scenes (15 minutes)
- Students rehearse their scenes in their groups, with a focus on clearly portraying the objective of each unit. Encourage them to experiment with how achieving the objective in one unit naturally leads into the objective of the next, maintaining the scene’s continuity and dynamism.
- Provide them with specific feedback on their use of objectives to drive their performance, noting moments of clear objective achievement and suggesting areas for improvement.
- Reflective Discussion and Wrap-Up (5 minutes)
- Convene the class for a reflective discussion on the exercise. Focus on the impact of segmenting scenes into units with clear objectives on their understanding of the scene and characters, as well as on their performance.
- Highlight how this technique aids in creating a more structured and layered portrayal, reinforcing the unity of physical and emotional action in performance.
- Questions wrap-up:
- How did breaking the scene into units affect your understanding and portrayal of the character’s journey through the scene?
- Were there any units where identifying the objective was particularly challenging? How did you resolve this?
- How did focusing on achieving small-scale objectives change the pacing or rhythm of your performance?
- Can you identify moments where achieving an objective in one unit smoothly transitioned you into the objective of the next? How did this affect the scene’s flow?
- How will you apply this technique of units and objectives to your future character work and scene preparation?
Lesson 7: The Unbroken Line
Learning Objectives
- Grasp the concept of the “unbroken line” in acting, emphasising the continuous flow of action and emotional consistency throughout a performance.
- Understand how to maintain character coherence and the seamless transition of emotions and objectives across different units of a scene.
- Practice sustaining character and performance continuity through exercises designed to challenge and develop these skills.
Key Success Criteria
- Students can explain the concept of the “unbroken line” and its relevance to creating a believable and engaging performance.
- Students demonstrate the ability to maintain character and emotional continuity across the entirety of a scene.
- Students can self-assess and provide peer feedback on the effectiveness of maintaining the “unbroken line” in performance exercises.
Activities
- Introduction to the “Unbroken Line” (10 minutes)
- Start with an explanation of the “unbroken line,” describing it as the actor’s ability to maintain a consistent and continuous portrayal of character, emotion, and action throughout a scene or entire performance.
- Discuss why this consistency is critical for realism and audience engagement, helping to create a believable world on stage or screen.
- Analysis of a Scene for Continuity (10 minutes)
- Provide students with a scene that includes varying emotional tones or objectives within it. Have them analyse the scene individually or in pairs, identifying how the character’s objectives evolve and how emotional transitions occur.
- This analysis should focus on finding the connective tissue that maintains the character’s coherence throughout these shifts, preparing them for the next exercise.
- Continuous Scene Performance Exercise (20 minutes)
- Students will prepare and perform the analysed scene, focusing on maintaining the “unbroken line” of character and action, despite any emotional or objective shifts within the scene.
- Encourage them to think about how each moment flows into the next, maintaining a continuous thread of character truth and motivation throughout.
- Feedback Sessions (15 minutes)
- After each performance, conduct feedback sessions where both the teacher and classmates can offer insights. Feedback should specifically address how successfully the performer maintained the “unbroken line,” noting any moments of disconnect and discussing strategies to enhance continuity.
- Encourage constructive and supportive feedback that focuses on the technique rather than personal critique.
- Questions for wrap-up:
- What strategies did you employ to maintain the “unbroken line” of your character throughout the scene?
- Can you identify a moment during the exercises when maintaining character continuity was particularly challenging? How did you address this challenge?
- How does the concept of the “unbroken line” affect your approach to learning and rehearsing a role?
- Did you observe any performances today where the “unbroken line” was particularly well maintained? What aspects of their performance contributed to this consistency?
- How can understanding and applying the “unbroken line” in your performances enhance audience engagement and overall storytelling?
Lesson 8: Ensemble Acting and the Group Mind
Learning Objectives
- Understand and practice the principles of ensemble acting, focusing on creating a cohesive group performance.
- Explore the dynamics of collaboration and the actor’s relationship to the ensemble in collective storytelling.
Key Success Criteria
- Students can articulate the value and dynamics of ensemble acting.
- Students demonstrate effective collaboration and communication within an ensemble.
- Students participate in a group performance, showcasing a unified ensemble effort.
Activities
- Introduction to Ensemble Acting (10 minutes)
- Brief lecture on the principles of ensemble acting, emphasising the importance of collaboration, listening, and reacting as a unified group. Discuss how ensemble acting contributes to the overall storytelling process.
- Group Improvisation Exercises (15 minutes)
- Conduct improvisation exercises designed to foster group cohesion and responsiveness. Examples include passing a story around the circle where each student adds a sentence, and group movement exercises where students must move as one entity.
- Ensemble Scene Work (20 minutes)
- Divide the class into small ensembles and assign each group a scene that requires tight coordination and collective storytelling. Instruct them to focus on creating a unified performance, where no single actor dominates, but rather, each contributes equally to the scene’s narrative and emotional impact.
- Performance and Feedback (10 minutes)
- Groups perform their scenes for the class. After each performance, conduct a feedback session that focuses on how well the group functioned as an ensemble, highlighting moments of effective collaboration and areas for improvement.
- Reflective Discussion (5 minutes)
- Facilitate a discussion on the experience of working as part of an ensemble, focusing on the challenges and rewards of collective performance.
- Questions for wrap-up:
- How did working within an ensemble change your approach to your role and the scene?
- What strategies did your group use to ensure all members were involved and contributing to the storytelling?
- Can you identify a moment where the ensemble was particularly effective? What made it successful?
- How do the principles of ensemble acting apply to other areas of performance and production?
- What did you learn about your own abilities to collaborate and communicate within a group setting?
Lesson 9: Rehearsal Techniques
Learning Objectives
- Introduce and practice various rehearsal techniques inspired by the Stanislavski System to refine and deepen performance.
- Understand the concepts of active analysis and the method of physical actions as tools for character development and performance enhancement.
Key Success Criteria
- Students can explain and demonstrate various Stanislavski-inspired rehearsal techniques.
- Students use these techniques to explore and deepen their understanding and portrayal of their characters.
- Students provide constructive feedback to peers based on their use of these rehearsal techniques.
Activities
- Overview of Rehearsal Techniques (10 minutes)
- Provide an overview of Stanislavski-inspired rehearsal techniques, including active analysis (exploring the play through physical and emotional tasks rather than intellectual analysis) and the method of physical actions (breaking down a character’s actions into physical tasks).
- Active Analysis Workshop (15 minutes)
- Lead students through an active analysis exercise with a scene or monologue, encouraging them to discover their character’s motivations and objectives through physical and emotional exploration rather than traditional textual analysis.
- Method of Physical Actions Exercise (20 minutes)
- Assign scenes or monologues and have students apply the method of physical actions, breaking down their character’s actions into specific physical tasks. Encourage experimentation with how these physical actions affect the emotional tone and depth of the performance.
- Rehearsal and Feedback (10 minutes)
- Students rehearse their scenes or monologues, implementing the techniques discussed. Provide time for peer feedback, focusing on how the rehearsal techniques influenced the depth and authenticity of the performance.
- Reflective Discussion (5 minutes)
- Discuss the impact of these rehearsal techniques on the students’ approach to character and scene work, highlighting any changes in their understanding or portrayal of their roles.
- Questions for wrap-up:
- How did the use of active analysis change your interpretation of your character or the scene?
- In what ways did focusing on physical actions help you connect more deeply with your character’s emotions and objectives?
- Which rehearsal technique did you find most challenging, and why?
- Can you describe how these techniques influenced the dynamics of your performance?
- How will you integrate these rehearsal techniques into your future acting and preparation work?
Lesson 10: Reflection and Performance
Learning Objectives
- Reflect on the Stanislavski System’s impact on the students’ approach to acting.
- Prepare and present a final performance incorporating the techniques learned throughout the course.
Key Success Criteria
- Students can articulate how their understanding and practice of acting have evolved through studying the Stanislavski System.
- Students deliver a polished performance that demonstrates the integration of learned techniques.
- Students engage in constructive self-reflection and peer feedback, recognizing personal growth and areas for further development.
Activities
- Final Rehearsal (20 minutes)
- Provide time for students to rehearse their scenes or monologues for the final performance, applying the full range of techniques learned throughout the course.
- Performance Showcase (25 minutes)
- Host a performance showcase where students present their work. Encourage the audience to note the use of Stanislavski’s techniques in each performance.
- Group Reflections (10 minutes)
- After the performances, lead a group reflection session. Encourage students to share how their approach to acting has changed, what they have learned about themselves as actors, and how they plan to apply these lessons in the future.
- Feedback and Reflective Discussion (5 minutes)
- Provide final feedback, emphasizing the growth and progress each student has made. Close the course by highlighting the continued relevance and utility of the Stanislavski System in their acting journeys.
- Questions for wrap-up:
- How has your understanding of character and performance deepened through applying the Stanislavski System?
- Which technique or concept from the course will you most likely incorporate into your future acting endeavours?
- How has this course influenced your approach to rehearsal and preparation?
- Reflecting on your final performance, in what ways did you successfully integrate the techniques studied?
- What areas of your acting would you like to explore or improve further based on your experiences in this course?
Pages: 1 2