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1. Topic-
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Character Analysis
(State Standards Addressed: 1.14, 1.15, 1.17) |
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2. Content-
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-Acting
-Improvisation
-Empathy
-Character Write Up |
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3. Goals: Aims/Outcomes-
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1. Students will create individualized, organic and truthful characters.
2. Students will demonstrate ability to work on dramatic work both
collaboratively and individually
3. Students will be prepared to create character and scene analyses. |
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4. Objectives-
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1. Students will remain verbally and physically engaged in activity.
2. Students will provide and accept constructive feedback with peers.
3. Students will form and create emotionally investigative character
write ups, demonstrating mastery of concepts established in lesson. |
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5. Materials and Aids-
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-Interactive Whiteboard
-Open space for improv rehearsal and presentation of scenes
-Writing utensils
-Small slips of paper (2’’x8’’)
-Copies of Mark Twain quote
-Prompt for “character write up” assignment (distributed during
closure). |
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6. Procedures/Methods-
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A. Introduction-
| Upon entering class, the instructor will project the Mark Twain
quote “Humans are the only species that blush…or need to” on
the interactive white board. Students will first take turns interacting
with the text on the board, brainstorming key ideas, thought and phrases
that the quote brings to mind. Students will then form a circle and
discuss the meaning of the reading. By end of discussion, with teacher
guidance, students will examine concept of objectification and labeling
of complex people (key word: empathy). |
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B. Development-
| Instructor will shift focus from hypothetical people to dramatic
characters. Utilizing examples from pop culture, history and fiction,
instructor will discuss characters deemed to be “good” and those
deemed “evil”. Instructor will discuss the “given circumstances��
that have created these characters, in an attempt to have students
identify with characters. The main focus of this discussion is for
students to see malleability of human nature. |
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C. Practice-
| The class will be split in half. The first half will write the descriptions
of “good” characters on small slips of paper (priests, organ donors,
etc.). Second half will do the same activity, but instead write “evil”
characters (murderers, racists, etc.). Each ‘evil” student will
then pair off with a “good” and TRADE slips. Working with their
partners, students will then improvise a short scene in which both
characters belong to the same “support” group (Alcoholics Anonymous,
Rage-aholics, cancer support group, etc.). Working in an improv-based
forum, students will examine what brought seemingly opposite characters
to the same setting, with similar challenges, fears and goals. |
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D. Independent Practice-
Following closure, students will be introduced to upcoming “character
write up” activity. This activity will span the course of the next
three classes and focus on creating a plot of a specific character’s
expository information, as well as goals and given circumstances that
have created each character’s rounded identity.
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E. Accommodations (Differentiated Instruction)-
1. Students unable to perform before the class will demonstrate
mastery through the critiques of classmates.
2. Students having difficulty with improv process will be provided
given circumstances (such as setting and character relationship) by
instructor.
3. Students with prior theatrical experience will aid instructor in
leading discussions. |
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F. Checking for understanding-
1.Student evaluation will be based on their mastery of the concept,
as evidenced by the subsequent character write up and, later, on the
scene presented based upon said character write up.
2. Effectiveness of lesson will be based upon wrap up discussion and
concept carry over into subsequent activities and evaluations. |
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G. Closure-
| Once each group has had an opportunity to present their short scene,
students will reassemble and discuss the presentations. Rather than
focusing on HOW the material was presented (as is the norm following
presentations) students will discuss expected and unexpected choices
that were made. Students will examine how authentic these choices
were and the probability that these characters would meet. |
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7. Evaluation-
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1. Students will prepare a short paper detailing the visible differences
in performance once character write ups are created,
2. Instructor will take note of improv activity, in order to gauge
it against future improv activities. |
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