HS1 Theater Academy I-Solomon 004 Assignments

1. As we watch RENT, you are going to select one of the 7 friends to focus on throughout the musical. 
2. First, you must analyze your the characterization utilizing the character analysis note sheet provided. As we watch the musical, TAKE NOTES!
3. Second, you must choose a creative project to express who this character is and what their main objective is. You must include all of the elements of characterization (what the character does, feels, looks, and says), as well as the character's objective!
Character Project Guidelines:
~You may choose any creative approach for this assignment.  (You are given a few suggestions below!) Feel free to see me with other ideas.
~Your goal is to ANALYZE a character with your creative project. You will need to be as specific as possible while doing the second part of this assignment. Think about the character’s OBJECTIVE (GOAL)!
~Be creative!  Add color, pictures, and any other forms of creativity you can think of!
We will be sharing these when we get back home from break! Please make sure to complete the assignment before MONDAY, JAN 3RD.

Do Now: Google “BROADWAY SETS” And find 3 pictures of sets that give completely different moods! Post them in Google classroom.  You have 4 minutes!
1. We will go over a few pointers for set design. Take notes on a sheet of paper if you would like.
2. Utilizing the first page of RENT, complete the Set Design Note Sheet. You may work with a partner, but everyone needs to complete their own sheet.
3. Once you complete the sheet, grab a template and start designing. You may either draw in detail OR use the box & label procedure. (Examples of both are attached!)

Do Now: In a private or class comment, please respond to the following prompt: To be singled out in a group is perhaps the most uncomfortable thing that can happen to a person. Feeling as if you no longer belong creates a feeling of loneliness that can be unbearable. Being deserted by people who are supposed to be helping is the most devastating. Have you ever felt singled out for some reason? Have you ever singled someone else out for any reason? Describe the situation. How did it make you feel? (Or how do you think it made someone else feel?)

1. As a class, we are going to read Ryan White’s story. Reflect upon the questions and be prepared to share out.
2. Select two of the stories to watch from the list provided below. Reflect on the questions provided and be prepared to share out.
3. After you watch, we will reflect on the important of hearing these stories and what this has to do with RENT!

DO NOW: In a private comment, please answer the following question. 
Read the lyrics to the song, "What You Own," performed by Roger and Mark.
Dying in America 
At the end of the millennium 
We’re dying in America 
To come into our own 
And when you’re dying in America 
At the end of the millennium 
You’re not alone 
I’m not alone 
I’m not alone
Reflect on these lyrics. Think about the synopsis that we read yesterday for RENT. Describe any connections between these words and modern day America. (Remember - They are talking about 1989!)
WATCH: As a class, we are going to watch a video about how HIV/AIDS actually affects the human body. Feel free to jot some notes down to help your understanding. (I will not be collecting them!)
TIMELINE: Within our class, we will be exploring the timeline of HIV/AIDS and how it affected America. Each pair will be assigned a year to study. (Don't worry, I have sources for you to use!) Instructions can be found on the slides.

Go through the whole timeline first before answering any of the prompts. 
-Do not copy and paste your information directly from the slide.
-Use complete sentences, and tell me which slide # that they came from for your citation.
Complete your prompts and be prepared to share out your answers in a large group discussion.

DO NOW: Please write in a private or class comment. Watch the first 3 minutes of RENT. What predictions can you make about the musical based on what you saw?


Please take notes while we talk about RENT: The Musical!

1. Please select 3 PSAs from our downloaded materials in this assignment to critique.
2. Each one is worth 10 points.
3. Make sure to utilize complete sentences in order to receive any credit.

Please put your PSA video here! There will be a group reflection as well.

For your sample recording, you can literally just record your screen and tell me your favorite part of Thanksgiving. This is just a check for understanding about the extension!

DO NOW: Look at the story board example, and reflect upon the following questions within a private/class comment. 
-What is the main message of this PSA?
-Based on the storyboard alone, summarize what will happen within this PSA.
-Do you think this PSA will incite a change in the audience? Why or why not?
-As we watch the video together, take down 3 tips that you plan on utilizing during our PSA creation lab.

Once we are finished with the Do Now, we will talk about your PSA script and storyboard. As a group today, you need to utilize our time In class to create a rough draft script. We will be turning that script into a story board by Wednesday.

REMEMBER: Your script needs to be 1 - 2 minutes long. In order to check the timing and the way your words sound, read your script out loud several times while you write. You can either create a short filmed commercial or a short skit, it is 100% up to your group.

1. You need THREE solid sources (that are not Wikipedia!) with at least FOUR facts or statistics from each source. Use websites that include .gov
2. TWO places of outreach your audience can go for more information on your topic (phone number, website..)
3. ONE main idea - What behavior are you actually trying to get your audience to CHANGE?
4. Find THREE PSA examples that you can watch and link them in the box below.
5. AFTER you have found the information, go through the discussion questions and come up with solutions as a group.

Utilize the OPTIC strategy to analyze the PSA.

1. As a class, we will watch and discuss the three PSAs utilizing our PSA viewing guide.
2. We will discuss the elements of a successful PSA after we watch.
3. As a class, we will brainstorm and come up with a list of topics for you to choose from.
4. By the end of class, you need to have your group and your topic decided by the end of class today.

You and your group need to choose 2 out of the 3 exercises to complete today during our last group rehearsal until our performances, which start tomorrow.

1. Find a partner and rehearse your memorized monologue out loud at least three times.
2. Give your partner your monologue paper or share your monologue digitally with your partner.
3. You will have three different chances to complete your memorization quiz. While you recite your monologue, your partner will follow along. If you do not get a word or a line right, your partner will make a mark indicating you did not get that line correct. 
4. If you get lost, you may say “line.” However, if you find yourself saying “line” more than actually reciting the text, you probably do not have it memorized.
5. This quiz is 20 points and will be going into the gradebook.
6. Please post a picture of the paper monologue or put the digital copy within this Google Classroom assignment. 

Please be honest - we are going to be performing the monologues this week, so I will know if it’s not memorized.

1. After your 5W's, you need to know the answers to the following questions. Getting to know your character is key to having a successful monologue!
2. Answer the questions in as much detail as possible. If you don't know, make an inference. You can also google for the scene summaries if you need to. Making sure you know the backstory of a person is the key to doing a successful monologue. This book work will help you with your objectives and thinking about how to best perform your tactics.
3. If you finish this, work on memorization!


**MONOLOGUE PERFORMANCES START NEXT TUESDAY**

1. As a group, you will complete the 5 minute memorization exercise. Make sure to have someone who runs the timer.
2. After each group member has completed the 5 minute memorization exercise, have a group discussion about your 5W's. Everyone will help each other find the 5W’s.  
3. If you need more information, double check the summary of your play & the character breakdowns. You can also use Google to get more background information if you need it! If you don’t have all the answers, make strong inferences from the text!


*PLEASE TURN IN YOUR OWN 5W's! Your team is just there to help you find them out!*

Check the Google Doc for Instruction. There are also printed copies if you want them!
Once you complete the 2 main exercises, please have a discussion with your partner while you complete YOUR OWN reflection.

PART ONE
1. Find a partner, and read your top three monologues OUT LOUD with EMOTION.
2. Give your partner honest feedback about which monologue you feel fits them the best
3. Talk about the objectives for each monologue. (MAKE THEM STRONG! No noodle-arm verbs! I WANT...)
4. Decide which monologue you are going to be focusing on for your assessment.
PART TWO
1. After you have read through the three top monologues of your choice, please copy and paste the monologue you have decided to act out below. Make the spacing 2.0 so you can score your monologue.
2. Read your monologue out loud without emotions. 
3. Decide what your character’s OBJECTIVE is. (I want…) Write it in the space provided.
4. Go through the scoring monologue steps.
5. Decide upon 2 tactics per beat (shift!).


You need to have your monologue scored by Wednesday! We are starting guided  partner rehearsals tomorrow!

If you would like me to print your monologue out, please share it with me.  You can also do the scoring digitally!

1. Once you finish your one-pager, please put it up somewhere around the room. 
2. Once everyone is finished, we will walk around utilizing the GALLERY WALK sheet attached.
3. Make sure to turn this in by the end of class! This is part of your 30 points. 


RESEARCH = 10 points
ONE-PAGER = 10 points
GALLERY WALK EXIT SLIP = 10 points

Part 1: Research
1. You and your partner will be doing research about August Wilson today! Please research and record the answers to the questions below. 
2. Once you finish your research, you will be creating a One-Pager that tells the story of the playwright. 
3. We will be doing a graded gallery walk with these on Monday. Here are a few links you can check out to get started:



Part 2: One-Pager
1. Please create your OWN one-pager. In the outside margin around the rectangle, place a quote by August Wilson that resonates with you. 
2. Using the questions provided, place at least 6 dates and facts in the rectangles. Include four sketches, pictures or word art.
3. In the center circle, place a symbol that you think represents Wilson best. This symbol should be of your own creation.

DO NOW: In a private or class comment, please answer the questions after we watch the clip.
-Who is the character speaking to in this monologue? 
-What is their relationship? 
-What does the speaker want (objective)?  
SCORING A MONOLOGUE: Together, we will score Danny's monologue.
DEFINE AND DISCUSS: 
-Who is our fictional character, “Danny,” talking to? 
-What is the relationship between the two characters? 
-What is Danny’s objective? 
-What obstacles are standing in his way?

Please complete the Do Now on your own! Think: What makes a STRONG objective?

Follow the Instructions in the Document Provided.

COVER GUIDELINES:
The Anchor needs to be included!
The Name of the School needs to be included!
The slogan “Anchored in Excellence” needs to be included somehow!
Design something that you would actually want to carry around!
Try to utilize our school colors!
Think of a slogan or theme for the year!

DO NOW: In a Class or Private comment, define SUBTEXT (acting definition!). Then take note of at least 3 pieces of information from the video. Take down what you think is important!

ACTIVITY: You and a partner will be given two open scenes to choose from. 
Select the scene that sparks your imagination more
Decide on your basic scenario (this may change or evolve) 
Decide who is playing “A” and who is playing “B”
You may delete the scene & worksheet that goes along with it once you have chosen!
Explore blocking and subtext to help convey your interpretation
You may use small props or costume pieces if you provide them
Remember to use subtext! 
We will be practicing these scenes today and performing tomorrow & Wednesday!

Do Now: In a private comment, please define the following words - empathy, sympathy, objective, beat, action/tactic, superobjective

1. As a class, we will start today in a circle. We will be learning, "Honey, I love you, will you give me a smile?"
2. We will have a discussion about the definition of OBJECTIVE & TACTIC. Both words have been defined for you!
3. In your groups, come up with as many TACTICS as you possibly can to help MRS. SOLOMON achieve her OBJECTIVE.
4. Share out the top 10 tactics that you think are the most creative. If your group shares out the same one as another group, you have to cross it out!
5. Once we finish sharing out, you will need to find a partner. Utilize the tactics on the board to achieve your objective.
A: Don’t go into that room.
B: I need my keys

6. Group Discussion: What was different each time they said the line? What did they notice? Did anyone try something that they felt worked really well?

IN PERSON INSTRUCTION:
After we complete the mirror exercise, please complete the form.


REMOTE INSTRUCTION:
Watch the video instructions and find a partner in your house to complete the assignment.

1. DO NOW: Read the following facts and reflect on the question in a class comment.
55% of communication is nonverbal.
38% of communication is through vocal elements.
7% of communication is through the words themselves.
93% of communication is based on everything BUT your words! 
Question: How do you communicate using your body?
2. As a class, we will be watching 5 clips. As we watch, pay attention to the body movements. Where is says "OBSERVATIONS," take specific notes on the way the actor uses their body. (EXAMPLE: They covered their face in their hands. They refused to look at their scene partner...)
3. We will be doing movement exercises to help us use our bodies a little bit differently then normal. Be prepared to walk around the room and try new movements with your body.
4. Reflection Discussion with the Whole Class!

Please complete the Group Reflection Survey attached. Once you have done so, write "DONE" in the answer section and turn it in.

In-Person Instruction:As we watch & listen to everyone's script, please find 3 Different Group’s 5W’s. If one is unclear, highlight the box in red. This is part of your assignment score, so please make sure to turn this in! If you cannot figure out one of the 5W's, feel free to ask the group after their performance is over.


Remote Instruction:
Hold off on this portion! I will give your instructions on Monday.

In Person Instruction:
1. As a class, we will look at the Do's and Don'ts of Script Writing. You are your group are going to take the 5W's you created and turn it into a scene.
2. Utilizing our script format, create a short scene that encompasses all of your 5W's. Make sure all of your characters have at least one line. We are going to be sharing these scripts out by WEDNESDAY. 
3. Work together to come up with a scene that has a strong BEGINNING, MIDDLE, and END. Make sure that your characters are SHOWING vs. TELLING.
4. Make sure that your characters are talking to each other realistically. Reading your script out loud helps to ensure that your characters actually sound like real people.
5. Your script should be at least 3 pages long.


Remote Instruction:
1. Look at the Do's and Don'ts of Script writing attached.
2. Utilizing our script format, create a 2 page scene based on your 5W's from Friday.
3. Make sure that your dialogue sounds realistic. Read the lines out loud to help you do so!
4. Your script should be at least 3 pages long.

What happened?
Who was there?
Why did it happen?
When did it happen?
Where did it happen?

In Person
1. After I assign your groups, I will assign you a slide to focus on. You can only look at that slide.

2. You are going to create a scene utilizing the 5W’s. Make inferences with your group about the WHO, WHAT, WHERE, WHEN & WHY
3. Utilizing the 5W’s you created and the worksheet attached, come up with a short scene or story to share out to the class.
4. Be prepared to share out your story.


REMOTE
1. Choose one of the pictures to base your scene off of one of the pictures attached.
2. Complete the 5W's worksheet attached.
3. Write a short 3 minute scene or story (1 page at least) that includes the 5W's you created.

IN-PERSON INSTRUCTION1. Watch the example video as a class. Discuss the change in vocal choices and body language. Compare the two scenes as a class.
2. Once we are outside, I will partner you off. You will be given a random open scene.
3. Read the scene in NEUTRAL! No emotions for the first run of the scene.
4. Utilizing the Emotion Generator, randomly generate two emotions. A should use the first emotion while B should use the second one. Go through the open scene and think about your body language and voice. 
5. Using the same emotions, think about your LEVELS. Do the scene again with the same emotions. Both partners start their emotions on "Level 1" (or close to neutral). Get to level 10 by the end of the scene.
6. Decide a relationship. Try the scene again with that relationship in mind.
7. Grade yourself in the rubric attached by highlighting what grades you think you would've received if this was a performance. (Be honest with yourself! Many of us are not A+ Actors yet!) Complete the reflection questions at the bottom of the rubric.
8. If you finish, start the process over. Be prepared to talk about your experiences when we get back to the classroom.


REMOTE INSTRUCTION
1. Watch the Youtube video explaining open scenes.
2. Select on the of the open scenes in the PDF attached. (You can call a friend or have a family member run the scene.)
3. Read the scene in NEUTRAL! No emotions for the first run of the scene.
4. Utilizing the Emotion Generator, randomly generate two emotions. A should use the first emotion while B should use the second one. Go through the open scene and think about your body language and voice. 
5. Using the same emotions, think about your LEVELS. Do the scene again with the same emotions. Both partners start their emotions on "Level 1" (or close to neutral). Get to level 10 by the end of the scene.
6. Decide a relationship. Try the scene again with that relationship in mind.
7. Grade yourself in the rubric attached by highlighting what grades you think you would've received if this was a performance. (Be honest with yourself! Many of us are not A+ Actors yet!) Complete the reflection questions at the bottom of the rubric.

1. Send one person to the back table to grab an object. You and your group will be coming up with a function that the object does not already do! (Example: A pen that teleports you wherever you need to be!)
2. Complete the questions attached. Think about the commercials that we watched in class. What made them successful?
3. Create a 1 minute script below the questions. Make sure everyone has a line!
4. Rehearse your commercial for 10 minutes.
5. Be prepared to perform the commercial for the class.


**REMEMBER the elements of voice we explored today! How can you utilize PITCH, TONE, TEMPO... to make the class buy your product?**

Please make sure to write your partner's name in your answer!

Please make sure you show your parent the syllabus. Have the last page digitally initialed and signed. Turn it in by Tuesday.