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1. Topic-
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| Characterization on Stage |
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2. Content-
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Identifying and relating to aloof characters.
Key Terms:
-Character
-Given Circumstances
-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 analyze real life and fictional characters and their
various motivations in a verbal and theatrical forum.
2. Students will listen to their respective scene partners and respond
(on stage) in a theatrically measured and authentic manner.
3.Students will begin transferring the knowledge gleaned from the
lesson into a written, creative character analysis, showing complexity
in said character. |
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5. Materials and Aids-
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-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).
-Interactive white board, to visually interact with Twain quote. |
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6. Procedures/Methods-
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A. Introduction-
1.Upon entering class, the instructor will read Mark Twain quote
“Humans are the only species that blush…or need to”.
2.Students will then form a circle and discuss the meaning of the
reading.
3.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-
1.Utilizing examples from pop culture, history and fiction, instructor
will discuss characters deemed to be “good” and those deemed “evil”.
2.Instructor will discuss the “given circumstances” that have
created these characters, in an attempt to have students identify
with characters.
3.The main focus of this discussion is for students to see malleability
of human nature. |
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C. Practice-
1.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.).
2.Each ‘evil” student will then pair off with a “good” and
TRADE slips.
3.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-
1.Following closure, students will be introduced to upcoming “character
write up” activity.
2. Students will brainstorm what elements of the characters that they
created can be captured in the write up (use interactive white board.
3.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 present in front of the class (due to physical
or emotional inability) will work on answering "questions to ask about
a character", detailing various answers to open-ended questions about
fictional characters (what type of clothing do they wear, what is
their biggest fear, who do they idolize, etc.).
2.Seasoned actors in the class will take turns facilitating constructive
critique of presentations.
3.Students having difficulty with improvisation will be afforded time
to prepare short script for exercise. |
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F. Checking for understanding-
1. Feedback will be provided in socratic manner from student and
instructor alike and will be ultimately constructive in nature.
2.Students will assess one another (and self) on previously established
standards of theatrical performance and integrity.
3. Students will practice representing their scenes and engraining
their feedback. |
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G. Closure-
1.Students will discuss expected and unexpected choices that were
made.
2.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.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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