P(i)lot Making
Objective: For this lesson in creative dramatics, students will be able to understand what goes in to a piece of drama or a story for that matter. They will examine the elements of plot and will design a script of their own based on this knowledge.
Materials: Handout on the Elements of Plot. Students should have paper and pencil.
Steps:
1. Distribute the handout on plot and go over it with the students, explaining each element.
2. Talk to the students about the importance of developing character, situations, economic status of the characters, etc…all of the different things that go into creating scenarios, motives, conflicts and relationships among the characters. Have them consider common characters that are present in the story:
a. Protagonist
b. Antagonist
c. “Villain”
d. “Hero”
3. Either in small groups or on their own, have the students come up with their own short script for a drama. Much like in a pilot episode of a television show, there are many things to consider in order to ensure that the plot that is set up will be sufficient enough to carry the drama through until the end.
4. Once they are finished they will be asked to perform it for the class. (Since this is supposed to be a short script, it shouldn’t run longer than 10-15 minutes, depending on group size).
Results: Students should be able to identify important points within the plot of a story or script.
Parts of Story: Plot
Exposition: the presentation of essential information regarding what has occurred prior to the beginning of the play.
Inciting Incident: The act or action that sets the story and conflict in motion
Rising Action: The part of a drama which begins with the exposition and sets the stage for the climax. A conflict often develops between the protagonist and an antagonist.
Climax: The decisive moment in a work of literature, the climax is the turning point of the play to which the rising action leads. This is the crucial part of the work, the part which determines the outcome of the conflict.
Falling Action: The falling action is the series of events which take place after the climax; it is where the protagonist must react to the changes that occur during the climax of the story.
Resolution (Denouement): The part of a story or drama which occurs after the climax and which establishes a new norm, a new state of affairs – the way things are going to be from then on. The author often ties up the loose ends of the story to have the plot reach a conclusion.
Kit Mentzer
Fall 2009
Monologues
Day 1: Monday
OBJECTIVE: Students will be introduced to monologues as well as find a one minute monologue to be performed in the following week.
MATERIALS: Prepared, memorized monologue. Age-appropriate monologue compilation books.
STANDARDS: 4.1 all, 4.2
STEPS:
Step 1: Teacher will begin by performing a prepared monologue. Ex: Hermia’s “nightmare soliloquy” from A Midsummer Night’s Dream.
Step 2: Separate class into groups of 3-5 (depending on class size) and hand out monologue books to each group.
-A monologue book is a compilation of monologues either written strictly for that purpose or taken from the most popular plays of a year or two-year period.
Step 3: With teacher help, have students pick out a one-minute monologue.
-Every ten to fifteen minutes rotate books.
-Activity will take rest of period.
RESULTS: Students will experience a monologue firsthand as well as choose their own. Have the students write their choices down and make photo-copies for each student.
Day 2: Tuesday
OBJECTIVE: Students will gain full understanding of their monologue, as well as get a chance to read them out loud.
STANDARDS: 1.1 all.
MATERIALS: Photo-copy of each student’s monologue; dictionary for each student. Teacher needs a transparency copy of a monologue. Performance Rubrics for student performances.
STEPS:
Step 1: Teacher will demonstrate an analysis of monologue with students.
-Go through ambiguous words in the monologue and define them.
Step 2: Have students pick out ambiguous words and define them from their own monologues.
Step 3: Teacher will demonstrate finding the purpose of each sentence in the monologue.
Step 4: Have students do the same.
Step 5: Separate class into groups of three to five.
Step 6: Have each student read monologue to their group members.
RESULTS: Students will know how to analyze a passage, as well as get experience speaking their monologues. Have students begin memorization.
Day 3: Wednesday
OBJECTIVE: Students will learn how to develop and sustain a character.
MATERIALS: Character Personality Worksheet
STEPS:
Step 1: Have students fill out character Personality worksheets.
Step 2: Mixer Activity:
-Set up desks in two rows so that each row faces the other.
Step 3: Have each pair introduce themselves to each other and chat in character for three minutes (time can be adjusted for class size). Teacher will be timing.
Step 4: At three minutes, have one row of students move one seat to the right. (If at the end, come around).
-This will take the entire period.
RESULTS: Students will be familiarized with who their characters are as well as how they will act.
Name_______________
Character Personality Worksheet
Character Name:
Age:
Hair color:
Favorite color:
Favorite smell:
Favorite TV show:
Favorite childhood memory:
First pet:
Favorite pair of shoes:
Siblings:
Favorite food:
Favorite leisure activity:
Favorite song:
Favorite movie:
Worst childhood memory:
Biggest pet-peeve:
Least favorite food and why:
Day 4: Thursday
OBJECTIVE: The students will help develop their monologues by doing improvisational exercises.
MATERIALS: Whatever furniture is in the room will be fine. A copy of the students’ monologues.
STEPS:
Step 1: Bring four students to the front of the class and explain to them that each of them are portraying their monologue characters, and put the four characters in a situation together. Have them portray their characters in this situation while keeping their character worksheets in mind. Ex: Their characters are stuck on an elevator: what happens next?
Step 2: Have the students individually expand on their worksheets; if their character’s favorite color is green, make them say why. Have them do this for 10 minutes. Walk around to each person and get an idea of their monologue while they do this.
Step 3: Introduce the “before and after” exercise. According to each monologue, have students come up to reenact with that character the moments just before and just after their monologue. This may spill to the next class.
RESULT: The students will learn to build their characters through the use of creative dramatics. Students should continue their memorization.
Day 5: Friday
OBJECTIVE: Students will recite all the different parts of their speech from memory.
Materials: None
ACTIVITY: “In the Dark” by Jessica Gilbertson
STEPS:
Step 1: Tell students to get comfortable by sitting or standing any where in the classroom..
Step 2: Explain to students that you are going to shut the lights off (or dim them) to help them relax and to take away distractions.
Step 3: Then you will call out a part of their speech (i.e. introduction, thesis, first point, transition, second point, conclusion) and students will begin to recite that part of their speech to themselves from memory. You will call out a different part, not in order, after students have practiced for a few minutes.
Step 4: Let students know that they might find this difficult or confusing at first but it will eventually aide them in memorization, ignoring distractions (other voices around the room), and identifying the parts of their speech that still need work.
Step 5: Turn the lights off and begin!
Step 6: Use the last fifteen minutes of class to decide on next week’s speaking schedule.
Result: Students will be closer to becoming confident in their individual speeches as well as have decided on a performance schedule.
On the following Monday, the class will go to the gym or stage for a day of individual practice with the help of the teacher. Tuesday will be the performance day. With one-minute monologues, a day should be a sufficient amount of time for performances. This, of course, depends on the class size. Once the performances are done, we will use these monologues as a stepping stone into a short unit on the different types of audition processes.
Lauren F. Blessing
Summer 2007
Play and Character Analysis
This lesson plan is writing intensive. It might be a good idea to string this lesson plan out. I was thinking to use Mondays as a day to discuss this information. Then, use the rest of the week to answer questions and cover other material.
In this lesson plan, it is required that they see the play they are talking about in class. It is probably a good idea to use the play that is being performed at the high school (it’s free) or possibly make a deal with a community theater or a nearby college.
Note: It is important that the performance of small scenes and monologues are done before they see the show, so that each student is not influenced by the actor that portrayed his/her character onstage.
Outline of Events:
Day One: Dramatic Interpretation of a Play
Day Two: Character Analysis
Day Three: Character Interpretation
Day Four: Performance of Small Scenes and Monologues
Day Five: Performance Analysis
Day Six: Exam
Day One: Dramatic Interpretation of a Play
Objectives: The students will read a play and using the given criteria demonstrate their knowledge of how to interpret and understand the given actions in a play.
Steps:
1. Introduce the play they will be reading. Hand out copies of the plays to everyone in class. If only a few copies are available the script will have to be read in class.
2. Handout packet of information or use something like blackboard (if available) (Listed at the end of this document, five pages)
3. Also handout the scene work or monologue that the students will be ask to perform on Day Five. When assigning scenes, use the play you are reading in class and that will be performed on stage later. Scenes should be no longer than a 5 minute cut. Monologues should be not longer than 2 minutes.
4. Allow time for students to ask questions. This is the first time they will be exposed to the material.
5. Explain Literary Criticism. Literary criticism is what can be surmised by the written text alone. This helps us to understand a play and its parts.
6. Ask them to look at their handout Page One: Aristotelian Elements.
7.Explain the Aristotelian Elements in his Poetics, Aristotle named six elements of theatre. He also ranked them in order of importance.
1. Plot- The overall dramatic action and the arrangement of the dramatic action
~ Plot is the main events that take place in the story or play.
2. Character- The people that carry out the dramatic action
~ Character is the people, animals, and objects that are in the play.
~ The character can be either a protagonist or an antagonist.
3. Theme or Thought- The central idea or message of the playwright
~ Thought is the main lesson to be learned from the play.
4. Diction- The words of the characters and how they speak
~ What is said between each character in the play. It is the dialogue.
5. Music- Everything that is heard other than dialogue
6. Spectacle- Everything you see
~ Spectacle is the props, costumes, make-up, lighting, and sets that are used in the play.
8. Have students begin to read the play aloud, assigning parts. Stop them after about 10 minutes.
9. Assign groups of about 4-5 and have them discuss the Aristotelian Elements that existed in that short period of time. Have a recorder write down their findings.
10. Share their findings with the class.
Assessment:
1. Students will turn in their group work. (10pts) Not only is this to ensure that they are doing their work, it is to check for understanding.
2. Students will be required to write a paper (3 page min.) on the play addressing every one of Aristotle’s six elements of theater. The assignment will be due in one week.
Criteria: Each of the six elements must be addressed.
Grading: (100pts)
Content:
Did they include examples and cover each of the six elements thoroughly. (60pts)
Organization: Introduction, Body, Conclusion (20pts)
Grammar: Has the paper been proofread? Correct spelling and punctuation. Good sentence structure. (20pts)
Day Two: Character Analysis
Objectives: Present the concept of character analysis to the class, demonstrating a few different methods of analyzing a character. The students will demonstrate understanding of the subject matter by performing each analysis technique.
Steps:
1. Begin with discussion of students’ favorite actors (theatre and film) and some of the roles that each actor played. What kind of process did these actors use to create their memorable characters?
2. Activities: What is character analysis? Character analysis is exploring the physical, emotional, and social facets of a dramatic role through various exploratory techniques; how a character moves, thinks, and interacts with others. Why is it important? The more you know about your character, the more believable your portrayal will be. There are different methods of analyzing character.
3. Define the terms auditory, gustatory, kinesthetic and olfactory. Discuss how they are important aspects of characterization.
4. Activities: Here are a few methods: character biography, pocket exercise, music exercise.
a. CHARACTER BIOGRAPHY – your character’s story. What happened in their life previous to the start of the play. To begin a character biography, read the play and take notes regarding all given circumstances. Create stories around these circumstances.
b. CONTENTS OF THE CHARACTER’S POCKETS – We carry a lot of things in our pockets that give insight into our personality. In order to explore the character, we can decide on items found in his or her pockets. We can flush out many quirks and specifics through this exploration.
c. CHARACTER THEME MUSIC – We all have different tastes in music. Have you ever though about the type of music that defines, or gives a glimpse of the inner self. Think about the types of music that defines your character and remember theme music changes with your character. What’s the first thing you think of when you hear Staying Alive? I visualize John Travolta strutting down the street.
5. Ask each student to come up with the theme music for his/her character in the scene or monologue he/she was assigned. Write it down on a sheet of paper, along with a reason why that music fits his/her character.
6. Presentation: Ask each student to present their theme music and discuss choices. Ask student to give each other input and express ideas concerning musical selection.
7. Have the students look at handout Page Two: Character Analysis and discuss their assignment and answer any questions. To be handed in one week from today.
Assessment:
1. The students will be graded on the music exercise in class. (10pts) This is basically a participation grade.
2. The students will be asked to complete
Criteria: Each question must be answered
Grading: (75pts)
Content: Did they answer all of the questions thoroughly? (60pts)
Grammar: Did they use complete sentences? Correct spelling and punctuation.
Good sentence structure. (15pts)
Day Three: Character Interpretation
Objectives: To acquaint students with the idea that character interpretation goes deeper than the lines; and the use of symbolism is an easy way for creating tangibility in complex characters.
Steps:
1. Part one: Symbol & Interpretation of it. Explain to your students that you will be placing a number of symbols and words on the chalkboard. They have nothing to do with your particular beliefs or fancy; they are merely to stimulate the creative juices of the students’ minds.
2. Draw the 1st Symbol. – Draw a flag with a circle in it. Ask the students what that symbol tells them, what they relate it to, what the relation makes them feel, etc.
3. Once they have answered fairly enough, add to the circle a swastika (*This is where the warning above comes in) Expect your students to be stunned and squeamish. Ask them: “What is it about this SYMBOL that frightens us?”; and so on. Discuss how even though it is only a picture, its recognizable nasty connotation makes that image evil.
4. Once you and your students have suffered enough, GET RID OF THAT PICTURE!!!!
5. Draw the 2nd Symbol. – Put the standard “sunshine” shape up on the board. . Ask them what it makes them feel, etc. Basically repeating the process above, only with a much nicer symbol as the sun.
6. Erase The Sunshine.
7. Draw the 3rd Symbol – Write the sentence: “Stark raving naked” on the board–ask them what it makes them feel, etc. . .
8. Erase that. Discuss how through our lives as people, we recognize symbols in picture, in sound, in movement; we put a meaning to them (which can be good or bad) and we memorize it! Whenever we see it from then on, our reaction tends to be the same. – The same concept of symbolism can be used in creating depth in characters. To fill the space during and in between the lines.
9. Part Two: Bus Stop Give each member of your class a card with character to portray written on it. Perhaps from the play you’ve been reading and doing all of the analysis on, or even better the character they are portraying in their scene or monologue. It is also possible to just use a sketch as broad as “bitter” or “overjoyed” etc. (I would suggest this only if you are taking this exercise out of this unit to use on its own). Set a bench or a chair in the acting space and tell them to use this theory of symbolism to help them move as their character to the bus-bench waiting for it to arrive. This can be done in Solo form–and then analyzed by fellow students. . . Or it can be done in duo or triad form, having one person sit on the bench being joined by another, and then another–having an improvisation of the character assigned between them.
10. Have the students talk about what the performer did to convey his/her character. Also, what the performer could do to improve his/her characterization.
11. As an instructor, offer commentary and feed-back as appropriate; if you wish you may have the students guess what character the performers are playing. Make sure the students understand that the use of symbolism is nothing more than a tool to give a realistic depth to a part. No matter how elegantly the lines are spoke, if the heart is not there–if it is not backed by some sort of personalization it is as if the actors fell into the scene and merely decided to go with it. – That doesn’t flow.
Assessment:
The students will be graded on the bus stop exercise in class. (10pts) This is basically a participation grade.
Day Five: Performance Analysis
Objectives:
1. Students will demonstrate their knowledge of critiquing a performance by a written essay and class discussion.
2. Students will prepare and review for the exam
Steps:
1. Students will turn in their essays.
2. In class, the students will discuss the different aspects of the live performance.
a. First, discuss the technical aspects of the performance
b. Discuss the actors and how the characters were portrayed.
c. Discuss the directing. Where there any awkward moments? Were people visible?
d. Did the production hold the viewer’s interest? Did they enjoy or dislike the production?
3. Review for the exam. Have them look at the study guide to see if they have any questions.
Unit: Play and Character Analysis
Part One: Dramatic Interpretation of a Play
PAGE 1
Part Two: Character Analysis
PAGE 2, 3
Part Three: Character Interpretation
Part Four: Performance of Small Scenes and Monologues
PAGE 4
Part Five: Performance Analysis (Play Critique)
PAGE 5
Part Six: Exam
PAGE 6 Study Guide
PAGE 7, 8 Exam
PAGE 9 Answer Key
Dramatic Interpretation of a Play
Use Aristotle’s six elements of drama to analyze the play. Be sure to have an introduction, body and conclusion. The essay is to be at least 3 pages long, typed double-spaced in 12 pt font. Make sure to cover each point thoroughly.
The essay will be graded on the following:
Content: Did you include examples and cover each of the six elements thoroughly. (60pts)
Organization: Introduction, Body, Conclusion (20pts)
Grammar: Has the paper been proofread? Correct spelling and punctuation. Good sentence structure. (20pts)
In his Poetics, Aristotle named six elements of theatre. He also ranked them in order of importance.
1. Plot- The overall dramatic action and the arrangement of the dramatic action
~ Plot is the main events that take place in the story or play.
2. Character- The people that carry out the dramatic action
~ Character is the people, animals, and objects that are in the play.
~ The character can be either a protagonist or an antagonist.
3. Theme or Thought- The central idea or message of the playwright
~ Thought is the main lesson to be learned from the play.
4. Diction- The words of the characters and how they speak
~ What is said between each character in the play. It is the dialogue.
5. Music- Everything that is heard other than dialogue
6. Spectacle- Everything you see
~ Spectacle is the props, costumes, make-up, lighting, and sets that are used in the play.
Page 1
Character Analysis
For the following assignment, answer the questions about your character. This does not need to be in essay form, but you can if you choose to do so. If you are just answering the questions be sure to label and number them. For example, A,1. for the first question. Remember to use complete sentences. Also, you need to type your responses.
Grading will be based on:
Content: Did they answer all of the questions thoroughly? (60pts)
Grammar: Did they use complete sentences? Correct spelling and punctuation. Good sentence structure. (15pts)
A. A search for the objectives which the character seeks in the play.
1. What is the character’s main goal?
2. What factors stand in thw way of his achieving his goal?
3. Does this goal change during the play?
4. What are the character’s goals in particular scenes?
5. How do they resist to his long-range goal?
B. A concern for the basic motivations which guide the character in his attempts to fulfill his goal.
1. Why does the character desire to achieve his goal?
2. What methods does he employ to attain his goal?
3. Why did he choose these methods?
C. A determination of the major factors which contribute to the total development of the character
1. What changes take place in the character throughout the play/
2. Do these changes appear as variations in the character’s physical condition, mental state, emotions, moods, or goals?
3. How does the character react to new situations?
4. How do these situations affect him?
D. A discovery of the influence of other characters on the character being analyzed.
1. How does the character feel toward other individual characters?
2. How does he express his feelings toward these characters?
3. How do his reactions differ from one character to another?
4. How do these relationships influence or otherwise relate to the character’s long-range goal?
E. An awareness of the proper emotional responses desired from the audience.
1. What empathetic response does the character arouse in you?
2. What degree of sympathy is felt for the character?
Page 2
F. Physical condition and appearance.
1. What is the character’s age? Is this indicated through the character’s description by the playwright, the character’s own lines and actions, or comments made by other character’s?
2. Is the character short or tall, lean or heavy, strong or weak, healthy or sickly?
3. Are the character’s movements fluent or graceful or jerky and awkward?
4. Are the face and figure of a pleasing aspect or not?
5. Is a specific physical appearance demanded?
6. Are there any indications given as to the character’s manner of speech?
7. Is colloquialism predominant and are there many common mispronunciations, or has the speech been trained? What about his speech reveals his character?
G. Psychological Attributes:
1. Is the character generally happy, cheerful and otimistic? Or is he pessimistic and cynical?
2. Is the character emotionally mature or immature?
3. Are certain emotions stronger than others, if so, which ones are they?
4. Is the character aware of emotional strengths and weaknesses, and does this have any bearing upon his emotional stability?
5. Is the role intelligent or unintelligent, fast or slow in thought?
6. Is the character puroseful and alert, or does a state of aimlessness and slackness prevail?
7. Does the character act rationally or does he act first and think later?
8. How does the character act on and respond to his environment? Does he more toward life?
Withdraw from it? Or fight against it?
Page 3
Performance of Scenes and Monologues
This is the evaluation that will be used for your performance. Please fill out the top half and bring a copy to class so that I may use it to grade your performance. If you fail to bring this to class, you will automatically lose 10pts. The performance of your scene or monologue will be worth 160pts.
Name:
Play:
Name of character:
Circle one: Monologue Scene
Scene partners name(s):
———————————————-
———————————————-
———————————————-
———————————————-
Understanding: 2 4 6 8 10 12 14 16 18 20
Do the actors understand the selection and convey this understanding to the audience?
Characterization
Is the actor spontaneous in his/her actions? 2 4 6 8 10 12 14 16 18 20
Do the actors fit their parts naturally? 2 4 6 8 10 12 14 16 18 20
Vocal Qualities
Is there control, variety, strength? 2 4 6 8 10 12 14 16 18 20
Physical Responsiveness
Does the performer display good poise, gesture, and posture? 2 4 6 8 10 12 14 16 18 20
Overall Effect
Do they convey the mood of the selection? 2 4 6 8 10 12 14 16 18 20
Is there believability? 2 4 6 8 10 12 14 16 18 20
Is there consistency? 2 4 6 8 10 12 14 16 18 20
Page 4
Play Critique
First of all, this is a subjective, personal opinion paper. The paper evolves from the observation of an event. Evaluation, judgments and opinion all are derived from observation. It is not a literary criticism (that which can be surmised from the written text). The paper is to be divided into two categories: work by on-stage performers, and the technical elements that create spectacle.
Regardless of which category is being critiqued, if any element distracts the viewer/listener from the over view of the total performance, those elements should be considered inappropriate, “BAD”. No single performance is either all “good” or all “bad”. However, by the conclusion of the paper the writer should have established a personal bias concerning the performance.
The FINAL criteria is ALWAYS, “Did the production hold the viewer’s interest?”
Grading: 100pts
Content: Did you cover every question in your essay thoroughly? (60pts)
Organization: Introduction, Body, Conclusion (20pts)
Grammar: Has the paper been proofread? Correct spelling and punctuation. Good sentence structure. (20pts)
ELEMENTS TO BE AWARE OF TECHICALLY:
1. LIGHTS: intensity, mood, focus
2. PROPS: all scenery held, moved or manipulated by the performers
3. MAKEUP: necessary but should not call attention to itself
4. COSTUMES: fit, color, character delineation
5. SCENERY: the physical environment of the performance
6. SOUND: live and recorded, effects (not dialogue)
7. MUSIC: internal (during the performance), external (pre-show ect.)
8. SCENE SHIFTING: changing of the scenery if applicable
ELEMENTS TO BE AWARE OF IN PERFORMERS:
1. PROJECTION: “Loudness” ect.
2. ARTICULATION/ENUNCIATION: “understanding”
3. CHARACTERIZATION: to establish and to sustain, in context of the script/action
4. MOVEMENT: dance, combat, intimacy, non-verbal communication
5. SINGING: pertains to musicals (usually)
6. REACTION TO OTHER PERFORMERS AND TO ENVIRONMENT
7. SPONTANEITY OF LINE DELIVERY: “The first time”; not sounding memorized; never suggests being rehearsed.
8. INTEGRATING TECHNICAL ELEMENTS INTO PERFORMANCE
CRITIQUING THE MUSICAL ADDS:
1. CHOREOGRAPHY
2. MUSICAL ACCOMPANIMENT: balance, loudness, tempo
3. ABILITY TO INTEGRATE MUSIC AND MOVEMENT: “Can they sing and dance at the same time?”
4. TEMPO/PACING (also non musicals): Continuity is smooth and flowing
SPECIFIC QUESTIONS TO BE ANSWERED:
1. What night did you see the performance? How many times?
2. Is the play/ performance appropriate for the audience which it was produced?
3. What was you initial response at the very conclusion of the performance?
4. What did you notice, were aware of, about the audiences responses?
5. Again, did the performance get your attention and sustain it for the time?
6. Were you entertained?
Page 5
Study Guide
Know the six elements of drama as defined by Aristotle.
Know the play that we read
Know the following terms
-Literary criticism
-Articulation
-Enunciation
-Character analysis
-Dialogue
-Illusion of reality
-Communicate
-Spontaneity
-Believable action
-Analyze
-Illusion of the first time
-Auditory
-Gustatory
-Kinesthetic
-Olfactory
-Tactile
-Visual
-Mood
-Vocal quality
-Gestures
Page 6
Name:______________________________________
Unit Exam: Play and Character Analysis
Part One: Matching (2pts each)
1. Auditory
2. Gustatory
3. Kinesthetic
4. Olfactory
a. Pertaining to taste or tasting. ______
b. Pertaining to body movements, gestures and posture ______
c. Perceived through or resulting from the sense of seeing. ______
d. Pertaining to the sense of smell. ______
e. Perceived through or resulting from the sense of hearing ______
Part Two: Fill in the Blank (3pts each blank)
5. _____________________________________ and _____________________________________ pronouncing
words in a clear and distinct manner.
6. _____________________________________ is the scripted conversations between actors onstage.
7. _____________________________________ is that characteristic which distinguishes your voice from any other voice.
8. Expressive bodily movements such as lifting an eyebrow or shrugging the shoulders are known as _____________________________________ .
Part Three: Definition. (4pts each)
Define the following terms in your own words.
9. Literary Criticism
10.Character Analysis
11. Illusion of the First Time
Part Four: Short Answer (25pts)
Explain the six elements of drama as defined by Aristotle. Be sure to name each of the six elements, explain what each element is and give an example. You may use additional sheets of paper if necessary.
Unit Exam: Answer Key
1. e
2. a
3. b
4. d
5. Articulation Enunciation
6. Dialogue
7. Vocal Quality
8. Gestures
9. Literary criticism is the informed analysis and evaluation of literature.
10. Character analysis is exploring the physical, emotional, and social facets of a dramatic role through various exploratory techniques; how a character moves, thinks, and interacts with others. Why is it important? The more you know about your character, the more believable your portrayal will be.
11. Illusion of the first time is when an actor’s actions seem spontaneous and fresh to the audience, even though the actor has rehearsed it a number of times.
12. Plot- The overall dramatic action and the arrangement of the dramatic action
~ Plot is the main events that take place in the story or play.
Character- The people that carry out the dramatic action
~ Character is the people, animals, and objects that are in the play.
~ The character can be either a protagonist or an antagonist.
Theme or Thought- The central idea or message of the playwright
~ Thought is the main lesson to be learned from the play.
Diction- The words of the characters and how they speak
~ What is said between each character in the play. It is the dialogue.
Music- Everything that is heard other than dialogue
Spectacle- Everything you see
~ Spectacle is the props, costumes, make-up, lighting, and sets that are used in the play.
Be sure to check if there answers also contain examples
Jennifer Godfrey
Fall 2003
Creating Comfort
Class time is 55 minutes.
Topic: Stage fright
Overall Objective: The student will develop a better sense of stage presence and gain confidence in giving speeches by the end of the week.
Monday
Objective: The student will be introduced to speaking in front of another person by the end of class.
Steps: 1. The students will break into pairs.
2. Both students will take a turn giving a three minute speech about their own hero. The opposite student will observe.
3. After each student gives their speech, the two will take two minutes to discuss what was observed within the speech and its delivery.
4. Upon completion, the students will return to their seats.
5. The class then discusses what was observed, take about ten minutes.
6. With the next ten minutes of class, lecture on who in society the students believe are good speakers and why. Make specific notations on stage appearance.
7. Assignment-inform the students to bring two news articles from newspaper/internet/magazine that when read takes anywhere from one to two minutes (if unable to find short enough article they can read small excerpt from article). They will read one of these articles to class the next day.
Result: The students will have the experience of speaking in front of another person, observing another speaker and gaining feedback.
Tuesday
Objective: The student will discover fun ways of speaking in front of others by the end of class.
Materials: The student will need their two news articles, paper and pencil.
Steps: 1. Split the class in half and have them separate to opposite sides of the room.
2. Each student will read one of his or her selected articles to their group for two minutes.
3. When completed the students will return to their seats.
4. The students will have a new fun task! Assign each student a letter of the alphabet. The students will then take two minutes to make a list of words that start with their letter.
5. After the list of words is created instruct the students to make three quirky sentences using their list. Give the students about five minutes to complete this task.
6. Each student will then take a turn reading it to the entire class.
Result: The students will experience a fun way of speaking in front of others.
Wednesday
Objective: The student will gain the experience of reading a larger portion of text to another student.
Materials: The instructor will provide a variety of children’s books.
Steps: 1. Take about ten minutes for the rest of the students to finish reading their made up sentences to the rest of class.
2. Assignment-Each student will take one of the provided children’s books and will read it to the entire class. Each presentation will take about five minutes.
3. Give the class about twenty minutes to prepare. They may break into pairs/groups to practice.
4. Have the students take turns reading to the entire class until the end of class period.
Result: The student will learn to present when put under pressure.
Thursday and Friday
Objective: The student will gain more experience being in front of an audience by the end of the week.
Steps: 1. The students will continue to present their five minute readings to the class.
2. If class time remains after the readings are complete, perform a class discussion of what was learned and observed in the process.
Result: The student will have both learned and observed what is necessary to read/speak in front of an audience.
Final Result: Learning to speak in front of people is a very complicated task. It is only solvable by gaining as much time and experience as possible. Though these tasks are silly and “child-like”, they force the student to put aside pride and fear to speak out and be heard. Therefore, if a student can speak about Dr. Seuss then they can speak about anything.
Candice Nicholson
December 19, 2007