Class 6
Friday, January 17, 2020

Class Summary

  • Attendance & Announcements
  • Speeches

Warm Up

  • Josh Meredith (15 min)

Games

  • How many A’s in (But let’s do EEEs)

Games

  • Freeze

Exercise

  • Entrance and exit

Speechwork

  • Phrase by Phrase
  • Improv situations?
  • Convince
  • Figure out a problem
  • Three times down
  • Speaking to your boot

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.

Learning Objectives:

  • Feeling your body impulse deliver a line
  • Hearing, and sensing how Shakespeare uses sound
  • Introducing alliteration, assonance, and consonance
  • Exploring rhyme and the reasons for it
  • Exploring onomatopoeia
  • By the end of the class, the students should be able to complete Section D1 of the written assignment.
Procedure
Attendance and Games
  • Translations and Definitions to be set on a table
  • Then go play your game
  • Kayla to teach a game today
  • Add two more, including, perhaps
    • simple ball toss
    • How many A’s in A
    • Or invite another person to teach a game

TIME

1:00 pm
1:15 pm
15 minutes
95 minutes remaining

Warm-Up
Jump up to Articulators
  • This warm-up will skip resonators and go straight to sound production and articulators
  • Start standing and find a way to let breath drop (Michael Kaplan technique)?
  • Light sound production – huh…
  • Just a touch
  • Then more sustained
  • Pssht?
  • Relax jaw
  • Wake up tongue
  • Wake up lips and embouchure
  • Throwing vowels.
  • Woo-Wee-Way
  • Hey, that’s my car.
  • Tongue Twisters

Keep energy up

TIME

1:15 pm
1:30 pm
20 minutes
80 minutes remaining

Practice
Speechwork

Part 1 (5 min)

  • Working on your speech, on your own time
  • The work should be done out loud

Part 2 (10 min)

  • Get a few people to share their speeches with the class
  • Ask what’s happening?

TIME

1:30 pm
1:45 pm
15 minutes
65 minutes remaining

Exercise
Walking the sentence
  • Make sure they commit to the action of walking and trying to reach someone in front of you
  • Let the action dictate how they feel – if they feel – and not any feeling dictate the walking

TIME

1:45 pm
1:50 pm
5 minutes
60 minutes remaining

Discussion and Demonstration
Handling the Line

Question: What do we do, as actors, about lines written in verse? How are we supposed to say them?

Part 1: Discussion and Research

  • Break into four groups
  • Discuss how to handle verse
  • Come up with a solution
  • Pick a speech
  • Practice your findings on the speech

Part 2: Demonstration

  • Demonstrate to class your approach using about half the speech
  • Do not explain it: show it
  • The class should see if they can determine what your solution was

TIME

1:45 pm
1:50 pm
15 minutes
60 minutes remaining

Exercise
Kicking the Line

At the end of a line, kick a chair or something else that you won’t hurt yourself kicking

  • Get a student to demonstrate
  • Let the other students try it
  • This exercise is not limited to strict alliteration

TIME

2:00 pm
2:05 pm
5 minutes
45 minutes remaining

Exercise
Walking the Line

This exercise is from Barbara Houseman

  • Get a student to demonstrate
  • Let the other students try it
  • This exercise is not limited to strict alliteration

TIME

2:00 pm
2:05 pm
5 minutes
45 minutes remaining

Exercise
Rising up for Consonants
  • Get a student to demonstrate
  • Let the other students try it
  • This exercise is not limited to strict alliteration

TIME

2:00 pm
2:05 pm
5 minutes
45 minutes remaining

Exercise
Extending Vowels 3x

Say words with repeated vowels three times:

  1. First time on a one-count: move
  2. Second time on a three-count: mo-o-ove
  3. Third time on a six to nine count: mo-o-o-o-o-o-o-o-ove!

Find a reason to relish the sound to help you with this.

  • Get a student to demonstrate
  • Let the other students try it
  • This exercise is not limited to strict alliteration

TIME

2:00 pm
2:05 pm
5 minutes
45 minutes remaining

Exercise
Verbing with a ball
  • Toss the ball back and forth around a bit in a circle
  • Now, on impulse, toss, pitch, lob, drill the ball at someone (if you drill it, make sure they know it’s coming)
  • That throw becomes your throw
  • Practice honing or changing it a few times
  • Now say “hi” to the person you’re passing the ball to as you pass the ball; let the action your throw physically dictate how you say it.
  • Observe that they have all now said the same word many different ways
  • And that each way was determined by a physical action.

TIME

2:05 pm
2:20 pm
15 minutes
30 minutes remaining

Practice
Speech Work
  • 10 minutes to apply exercises we introduced this week
  • 10 minutes to share discoveries

TIME

2:40 pm
2:35 pm
45 minutes
15 minutes remaining

Check in
What have we learned?
  • How are people doing with the assignments?
  • Review Pause & Caesura
  • Review Onomatopoeia
  • Review Rhyme

What are important things you have discovered or learned?

Some people have handed me speeches pasted from the internet.

  • Get me speeches that are from your printed, published, physical copy of the play (Oxford, RSC, Arden) by Monday.
  • You can e-mail it this weekend.
  • You may scan and send the page from the published version just:
    • Make sure you give me the bibliographic details
    • You type out that version for use in class and when you hand in your assignment next week!

TIME

2:35 pm
2:50 pm
15 minutes
0 minutes remaining

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