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Calderglen High School

National Four and Five

Unit 1 – Drama Skills&

Unit 2 - Production Skills

ACTING Pupil Name…………………………………………………………………………… Teacher………………………………………………………………………………….

Class…………………………………………………………………………………

Acting

The responsibilities of the actor are to:

• Read the script closely and make notes on the characters• Discuss the character with the director and do any research

needed• Attend all rehearsals and take direction from the director• Experiment with character voice and movement as requested by

the director• Learn lines and mark moves and instructions from the director• Meet with members of the production team as needed• Rehearse with and encourage the other actors• Perform the part to the very best of the actor’s ability.

What is expected of you?

The performance must involve interaction with at least one other actor.

Each performance will last a recommended minimum of 15 minutes to a recommended maximum of 50 minutes, depending on the number of candidates performing.

Groups should contain a minimum of two and maximum of ten.

Glossary of Acting Words

VoiceAccent – Way of speaking used in a local area or countryPace – Speed of speechVolume – Loudness or quietness of the voiceClarity – Clearness of the voiceEmphasis – The stress on a word or phrasePause – A break in speaking; period of silencePitch – How high or low the voice isTone – Change of voice to express emotion (E.g. Happy, sad, angry, scared etc.)Articulation – Clear pronunciation of wordsFluency – Natural, flowing speechIntonation – Rising and falling of voice in speechRegister – Appropriate speech for the person being spoken to, or for the situation (E.g. polite, slang)

MovementNaturalistic Movement, which we use to portray a character, involves:

Body Language – Messages given by the position or movement of the bodyFacial Expression – Look on the face which shows emotionGesture – Movement of the hand or arm which communicates a meaning or emotionEye Contact – Truthful/Threatening (Eye Contact)/Lying/Shy (Avoids Eye Contact) etc.Posture – Position of the body – how it is held (E.g. Upright, slouched etc.)Use of Space – What can we tell about characters who stand close together/far apart?

Stylised Movement, such as dance drama and mime work, involves:Balance – Keeping an even distribution of weightSpeed – The pace at which a person moves

Timing – Moving or pausing at exactly the right momentPositioning – where the character is in on the stageUse of Levels – This is an excellent way of showing differences in characters statusRhythm – Movements which follow a pattern or beatStance – Attitude of position of the body

Stimulus Sheet

Stimulus A

A: You’ve got to help me!B: Why should I?A: You can’t mean that. After all I’ve done for you.B: Oh, I might have known you’d bring that up.A: Please. I’m desperate.B: Well . . .

Stimulus B

Stimulus C

As he opened the creaking door, the flying dust caught the back of his throat. The room was exactly as he had left it all those years ago, and his father’s words came back to him….

‘You are no son of mine. Leave this house and never come back here!’

Stimulus

Assessment Standard

U1-1.1, U2-1.1Write down as many ideas as possible for a drama based on

one of the given stimuli

Your Developed Idea Choose one of the ideas above. Write a brief synopsis and a list of characters



Stimulus

Write down as many ideas as possible for a drama based on

one of the given stimuli

Assessment Standard

U1-1.1, U2-1.1

Group Response

Now, write out the synopsis of your drama. Remember to split your synopsis into scenes, including details of time and place.

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Have a production meeting with your group mates. Present your 2 ideas.

After listening to everyone’s ideas, make a group decision and choose a storyline for your drama.

Assessment Standard

U1 - 1.1

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Developing your ideas

1. What are your initial thoughts about how the drama will be staged/produced?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. In which period is the drama set? (e.g. present day, WW2, the future). Explain Why.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. What are your initial ideas about the drama in terms of your character? Write down at least 5 ideas. Think about age, personality, voice, movement, background, family etc._________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. What is the theme/message of your drama? How will this impact on your character?___________________________________________________________________________________________________________________________________________________________________________________________________

Assessment Standard

U1 - 2.1

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ResearchYou are now going to undertake research around the ideas you have for your drama. What TWO ideas are you going to undertake further research on?

Idea one

___________________________________________________________________________

___________________________________________________________________________

Idea two

___________________________________________________________________________

___________________________________________________________________________

What research method(s) are you using to find out more information about your ideas?

___________________________________________________________________________

Now you will write down two pieces of information you have discovered during your research. This information could relate to the theme / issues / time-period / setting / costume / props etc.

1. Write down the information relating to your first idea:

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2. How will this help develop your drama?

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___________________________________________________________________________

Assessment Standard

U1-2.1, U2-2.1

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3. Write down the information relating to your second idea:

___________________________________________________________________________

___________________________________________________________________________

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4. How will this help develop your drama?

___________________________________________________________________________

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Form, Genre, Structure Style & Conventions

In class you have had opportunities to explore different techniques that can be used to perform your drama in a variety of ways

Which of the above did you explore?_______________________________________________________________

What effect did this have on the drama?___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Assessment Standard

U1 – 2.3

FormA play, scripted or improvised Dance drama Mime Monologue Movement Musical Pantomime Forum theatre

GenreComedy Tragedy Crime drama Docudrama Melodrama Commedia dell ‘arte Farce Tragicomedy Satire

ConventionsFlashback Flashforward Freeze frame Frozen picture Mime Monologue Movement Slow motion Narration Voice over Aside Soliloquy Tableau Split Stage

StyleNaturalistic Non-naturalistic

StructureLinear Non-linear

Performance Concept





Describe two of the techniques that you will use in your final presentation and explain why these are the most appropriate techniques for your drama. Technique 1:_____________________________________________________________

Explanation:______________________________________________________________________________________________________________________________________________________________________________________________________________ Technique 2:_____________________________________________________________

Explanation:_____________________________________________________________________________________________________________________________________________________________________________________________________________

Assessment Standard

U1-2.4, U2-2.1

Now that you have agreed on a story, you’ve done your research and explored the structure and style of your drama, it is time to finalise your ideas with a

PERFORMANCE CONCEPT

In terms of acting, a performance concept may include:

● Social and cultural influences on ideas from the stimulus/text ● Influence of form, structure, genre on acting style ● Characterisation ● Character relationships ● Actor/audience relationship ● Staging ● Planned use of voice ● Planned use of movement

In summary, it is the overall interpretation of the character/text/stimulus that the candidate wants to achieve in performance.

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Characterisation Techniques - Character Card Assessment Standard

U1 – 1.2

Role in the Drama

Purpose in the Drama (intention)

Background / Family / Job

Personality

What movement skills will you use to play your character?

What is your relationship with all the main characters in your Drama?

Describe the costume in detail

AgeCharacter Name

Draw the costume you would want.

How will you change your voice to play your character?

Describe the costume in detailDraw the costume you would want.

Now that you have completed this character card, how has it helped you to develop your character?

Characterisation Techniques – Hot SeatingAssessment Standard

U1 – 1.2

Teacher Signature: ______________________________ Date: _______________________

Your character will be questioned by the group about his or her background, behaviour and motivation. This is used for developing a role in the drama. Even done without preparation, it is an excellent way of fleshing out a character. Characters may be hot-seated individually, in pairs or small groups.

Give 4 examples of questions you were asked ‘In Role’

How did Hot Seating help you to develop your character?

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Another way of exploring and developing your character is through 'in-role' writing. Here, you write the thoughts and views of your character as if you were them.

When you write in-role, you write as if you are your character. It helps you understand them better, and really imagine what it is like to be them.

Examples of in-role writing include: Diary entries Letters Notes Emails Speeches

Choose one of the examples of ‘In Role’ writing listed above. Choose an important part of the drama for your character and complete a piece of ‘In Role’ writing in the space below:

Characterisation Techniques – Writing in Role Assessment Standard

U1 – 1.2

Rehearsal Log 1

Rehearsal Week:_______ Dates:____________to_____________

Aims for this week? (Complete this box at the start of the week)

What did you actually achieve this week?

What problems and challenges did you have this week? Detail how you overcame them.

Detail at least 3 strengths that you have shown this week during rehearsals.

Assessment Standard

U1-1.4, U2-1.3

Detail at least 3 areas for improvement you have after this week.

Think about how well your group has worked together this week. What are the strengths and weaknesses of your group?

What are your targets for next week?

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2)

3)

Rehearsal Log 2






Assessment Standard

U1-1.4, U2-1.3




1)

2)

3)

Rehearsal Log 3






Assessment Standard

U1-1.4, U2-1.3




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Web view · 2017-02-28– The stress on a word or phrase. Pause – A break in speaking; period of ... Crime drama . Docudrama . Melodrama . Commedia dell ‘arte . Farce ....

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