I’ve got you. You’ve got me.
Look out for each other!
I’ve got you. You’ve got me.
Look out for each other!
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I’ve got you. You’ve got me.
Look out for each other!
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Instructions:
Use of time:
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Use of time:
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Use of time:
I’ve got you. You’ve got me.
Look out for each other!
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!).
How many As in O?
Freeze
Speech walks:
Improv?
Levels of energy?
Action: find your action under the words, and you’ll know what to do with the words.
Suit the action to the word, the word to the action…
Pronunciation:
Doth = duth, dost = dust
Thou vs You, Thee vs. You, Thine vs Yours, Thy vs. your.
Presentation Order
Wednesday:
Friday:
Specifically, we look at how Shakespeare used rhetorical techniques to describe things.
Looking at Iambic pentameter:
Counting syllables.
Short lines versus unfinished lines. Knowing the difference helps you tell the difference between when Shakespeare is saying “pause” and when he’s saying pick up your cue.
Long lines: disrupt the rhythm, like a container.
11 & weak endings
Examples of regular lines:
In sooth I know not why I am so sad…
Remember it’s relative
Find examples of regular lines in iambic pentameter
Two requirements: 10 syllables and iambic pattern
Optional lines:
If music be the food of love, play on!
Weak endings:
To be or not to be, that is the question…
Learning Objectives:
By the end of class the student should be able to complete the first column of Section D2 of the written assignment.
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Still to be covered (by the end of day today):
Metre
Rhetoric (Sound):
Rhetoric (Descriptive):
Stanisklavski:
Questions for readers:
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