We get to know each other a little better, dive into the foundation of the work – breath – and explore acting Shakespeare with the opening scene from Macbeth.
The goals are to:
We get to know each other a little better, dive into the foundation of the work – breath – and explore acting Shakespeare with the opening scene from Macbeth.
The goals are to:
Due: Translations
Handouts: Research Presentations Assignment, 50 Questions for Scene Preparation, 101 Questions for Characterization
We continue to explore breath.
We create mini-scenes with a clear before and after.
We start in on our speeches, gently, or on a speech we can all work on together, like Henry V, Act 4, Prologue
The goal is to remind students of the importance of preparations, of before and after, and to give them some acting practice, and to begin to get them comfortable with the way Shakespeare’s verse works.
Teaching Goals:
By the end of the class, the students should be able to complete section C1 and C5 of the written assignment.
DUE: Printed Speeches
We continue to explore breath.
We share mini-scenes with a clear before and after.
We start to explore the clues Shakespeare gives us using iambic pentameter.
Teaching goals:
By the end of this class, the students should be able to complete Sections C2, 3, 4, 6, 7, 8 & 9 of the written assignment.
We continue to explore breath.
We start to learn about physical action and how it affects a line.
We explore the way Shakespeare uses sounds to hold our attention, and convince us, which we will soon discover is also an aspect of rhetoric.
Teaching Goals:
By the end of the class, the students should be able to complete Section D1 of the written assignment.
DUE: Translations and Word Definitions v.1
We start to explore our resonators.
We start to play with verbs more explicitly.
We dive into rhetoric (even though, Surprise: We technically started into it last Friday!).
Specifically, we look at how Shakespeare used rhetorical techniques to describe things.
Learning Goals:
By the end of class the student should be able to complete the first column of Section D2 of the written assignment.
DEADLINE: Research Groups & Topics
We continue to explore breath.
We create mini-scenes with a clear before and after.
We start in on our speeches, gently.
The goal is to remind students of the importance of preparations, of before and after, and to give them some acting practice, and to begin to get them comfortable with the way Shakespeare’s verse works.
DUE: Speech Written Assignment
We continue to explore breath.
We create mini-scenes with a clear before and after.
We start in on our speeches, gently.
The goal is to remind students of the importance of preparations, of before and after, and to give them some acting practice, and to begin to get them comfortable with the way Shakespeare’s verse works.
DEADLINE: Speeches Perfectly Memorized
We continue to explore breath.
We create mini-scenes with a clear before and after.
We start in on our speeches, gently.
The goal is to remind students of the importance of preparations, of before and after, and to give them some acting practice, and to begin to get them comfortable with the way Shakespeare’s verse works.
We continue to explore breath.
We create mini-scenes with a clear before and after.
We start in on our speeches, gently.
The goal is to remind students of the importance of preparations, of before and after, and to give them some acting practice, and to begin to get them comfortable with the way Shakespeare’s verse works.
We continue to explore breath.
We create mini-scenes with a clear before and after.
We start in on our speeches, gently.
The goal is to remind students of the importance of preparations, of before and after, and to give them some acting practice, and to begin to get them comfortable with the way Shakespeare’s verse works.
We continue to explore breath.
We create mini-scenes with a clear before and after.
We start in on our speeches, gently.
The goal is to remind students of the importance of preparations, of before and after, and to give them some acting practice, and to begin to get them comfortable with the way Shakespeare’s verse works.
DEADLINE: Scene Partners and Scenes Chosen
We continue to explore breath.
We create mini-scenes with a clear before and after.
We start in on our speeches, gently.
The goal is to remind students of the importance of preparations, of before and after, and to give them some acting practice, and to begin to get them comfortable with the way Shakespeare’s verse works.
Students get a chance to rehearse their speeches for feedback one last time.
As in a rehearsal, they can stop and start again if they like.
Teaching goals:
The students get a first crack at performing their speeches for real.
Teaching goals:
Bring a camera and tripod to class!
After some feedback, the students get a second chance to present their work.
Teaching goals:
DUE: Notebooks
Bring a camera and tripod to class!
After some feedback, the students get a second chance to present their work.
Teaching goals:
DUE: Notebooks
Bring a camera and tripod to class!
After some feedback, the students get a second chance to present their work.
Teaching goals:
DUE: Notebooks