• 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

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1:30 pm
20 minutes
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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?

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1:45 pm
15 minutes
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• 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

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

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

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

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

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

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

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

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

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

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

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

• 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.

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

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

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

• 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!

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