Actioning & Blocking Assignment

ACTIONING / BLOCKING assignment. All group members must be able to play both character A and B PROCESS: 1. Choose one of the dialogues from the “Open Scenes” Handout 2. Decide on the plot of the scene (The Who, What, Where, and When) 3. Decide on the characters (Who are they, What do they want (objectives), What is there relationship to each other, 4. What is their main motivation ) 5. Go though the script and figure out, line by line, what the subtext behind each line is. (What is each character thinking?) 6. Using the script and the subtext, decide on an action for each thought. 7. Start rehearsing the scene, and think of creative blocking, that will make sense to the scene and can propel the motivation. 8. Note that each some thoughts will not include thinking out loud but will require an action an a blocking choice.

9. Fill in the sheet with the dialogue, blocking, thought and action. This good copy that will be handed in for marks. The only thing that is said out loud is the dialogue. The thoughts and actions add subtext to the scene. Remember that the action must be a transitive verb and to use the actioning mantra: One thought, One Sentence. One breath, One action. 10. As you rehearse, make sure that the scene always makes sense and is linked to the characters’ motivations. The thoughts and actions may change during the rehearsal process – this a natural part of acting. That is why actors uses pencils! 11. Fill out the group participation assessment sheet, Hand it in to Mrs. Titus. (She will you the Acting skills Rubric to assess your performance. 12. Performance MARKS Self and Group Generated Marks /30 Participation and Planning /20 Performance during Rehearsals Teacher generated marks /50 Script: (plot x/10; objective x/10; Blocking x/10; thoughts x/10, actions x/10) /50 Performance (using Acting Skills Rubric) Class Generated marks /30 Performance assessment (using Acting Skills Rubric))

Example. SCENE: Dialogue #1 Plot: Two rival spies have agreed to meet in the park. A wants to convince B to become a double agent for his side and will blackmail B MAIN OBJECTIVES / The stakes (Remember to make the stakes as high as possible. A: Must convince B to switch sides, or A will be killed by his government B: Knows why A is meeting him here, and is completely loyal to his country. Blocking B Ent L, X C, sits on bench reads a news paper A ent R sees B, X to B B fold newspaper puts it down, A sits next to B B stands up X DL A stands, pulls photo out of pocket, show it to B B Tries to grab photo A pulls photo away, and begins to exit CL, B follows, grabs arm

A waves photo in front of B’s face. B takes photo, rips it in half A ex CL B X to bench, sits. B picks up paper, stands, Ex R

Dialogue

Thought A told me to meet in the park. I must not to look suspicious.

Action delude

A: Hey. B: Hello.

I didn’t think you would show up. I don’t want to be here. What do you want? I will pay you a lot of money to become a spy for my country How dare you ask such a thing? If you don’t I will show everyone this photograph

Trump Chastise

How did he get that picture? I’m not going stand and talk all day.

alarm Bluff Panic Baffle Bully

B: Oh. A: Want one?

Don’t walk away. Why are you doing this? I enjoy having this kind of power over you. You are a jerk. If you switch now, I will give the photo.

B: OK. Thanks

I don’t really have a choice. I hate myself for doing this.

Surrender Crumble

A: Thank you.

Sucker!

insult

A: Do you want a mint? B: No thanks. A: Sure?

B: Wait. why? A: No special reason.

tempt Challenge Blackmail

Embitter Tease

I hate that guy. Blast If anyone else knows about this I am dead. Alarm I must find out if anyone else knows about Flee this.

NAME:

SELF/GROUP EVALUATION

Assignment:

Group Members:_______________________________

PARTICIPATION AND PLANNING RUBRIC (Mark the time you used to plan and create the script) A. Did (you / the group member) use your time in class effectively?

Never 1

Rarely 2

Sometimes 3 4

Often 5

Always 6

B. Were (you / the group member) "on task" during class time or was much of the time wasted?

Never 1

Rarely 2

Sometimes 3 4

Often 5

Always 6

C. Did (you / the group member) work positively with the group.

Never 1

Rarely 2

Sometimes 3 4

Often 5

Always 6

D. Do you feel that (you / the group member) contributed equally to inventing the plot and subtext for the script?

Never 1

Rarely 2

Sometimes 3 4

Often 5

Always 6

E. Do you feel that (you / the group member) contributed equally actioning the script?

Never 1

Rarely 2

Sometimes 3 4

Often 5

Always 6

2

Memorization

5

Lines are memorized by teacher due date/scene partner agreed upon date

Lines are mostly memorized by teacher due date/scene partner agreed upon date. Very rarely does the actor need to look at lines.

Lines are hardly memorized by teacher due date/scene partner agreed upon date. Actor constantly needs to look at lines.

Lines are not memorized by teacher due date/scene partner agreed upon date. Actor must read lines from script.

Actor knows their motivated movement before due date. The blocking makes complete sense with the scene. Actor always uses rehearsal time wisely to memorize, go over blocking, work on character, or work on some of the theatre elements. Actor is always available to rehearse. Actor always uses and encourages appropriate language and behaviour.

Actor knows their motivated movement by the due date. The blocking makes complete sense with the scene. Actor uses most of rehearsal time wisely to memorize, go over blocking, work on character, or work on some of the theatre elements. Actor is mostly available to rehearse. Actor mostly uses appropriate language and behaviour.

Actor is somewhat comfortable with their motivated movement. The blocking usually makes sense with the scene. Actor uses some of rehearsal time wisely to memorize, go over blocking, work on character, or work on some of the theatre elements. Actor is sometimes available to rehearse. Actor sometimes uses appropriate language and behaviour.

Actor is not comfortable with their motivated movement. The blocking doesn’t make sense with the scene. Actor hardly uses rehearsal time to memorize, go over blocking, work on character, or work on some of the theatre elements. Actor is rarely available to rehearse.

Actor does not know their motivated movement. The blocking disrupts the scene.

Professionalism

Time

3

Lines are perfectly memorized before teacher due date/scene partner agreed upon date.

Blocking

REHEARSAL RUBRIC 4

1

Actor rarely uses appropriate language and behaviour.

Actor never uses rehearsal time wisely to memorize, go over blocking, work on character, or work on some of the theatre elements. Actor is never around to rehearse. Actor never uses appropriate language and behaviour and disrupts rehearsal constantly.

EVALUATE YOURSELF AND OTHER MEMBERS OF YOUR GROUP USING THE ABOVE CRITERIA:

YOU:

#2:

#3:

#4:

A.

/6

A.

/6

A.

/6

A.

/6

B.

/6

B.

/6

B.

/6

B.

/6

C.

/6

C.

/6

C.

/6

C.

/6

D.

/6

D.

/6

D.

/6

D.

/6

E.

/6

E.

/6

E.

/6

E.

/6

Rehearsal.

/20

/50

Rehearsal.

/20

/50

Rehearsal.

/20

/50

Rehearsal.

/20

/50

ACTING SKILLS RUBRIC

Memorization Mood, energy, & script interpretation Blocking

Movement Delivery: Clarity Characters and believability Pace Costumes

Set/sense of place Preparation

5-4 Completely memorized. Performance is energetic, unique, and inspirational. Meaning of the script comes to life. Actors are positioned to add interest and meaning to the piece. Actors are cheated out when appropriate. Movement had purpose and creative spark. An overall unity is established. Actors are clear and easy to understand at all times. Characters are sincere, and actors reveal characters through their body and voice. Characters listen and react to others. The pace has energy and moves the scene to the end. The character comes alive through their costumes. Personalities are reflected through choices. The environment supports the scene and creates place for the audience. The scene is polished and enthralls the audience.

SCORE ________________ / 50

4-3 Memorized with a few pauses to remember lines. Performance is interesting and is projected in a somewhat lively manner. Interpretation is clear.

3-2 Mostly memorized with a few gaps and line drops. Performance is interesting but not inspirational. Interpretation is bland.

2-1

Actors’ positioning is less inventive and has moments when it’s confusing. Actors are cheated out when appropriate. There are times when movement does not add vitality to the overall piece. Actors are usually understood with a couple of poor volume, rate, or enunciation. Characters have moments of dropping in and out of sincerity and reacting to each other.

Actors are not positioned to add interest and meaning o the piece. Actors are not cheated out when appropriate. Movement has moments lacking purpose.

Actors don’t seem to know where to go. Little or no blocking was attempted.

Actors are sometimes difficult to understand because of poor volume, rate, or enunciation. Characters are frequently dropping in and out of sincerity and reacting to each other.

There are times when gaps are apparent. Costumes don’t fit properly and/or hinder movement.

Gaps in the pace are frequent and noticeable. Minimal costumes used. Most don’t support characterization.

Actors are difficult to understand because of poor volume, rate, and enunciation. Characters are not sincere and actors to not commit their body and voice to the portrayal. They don’t’ listen to each other. The scene drags on and on.

Some is done to establish place. Most of what is present is effective. The scene indicates that a fair amount of preparation went into the performance.

Little is used to establish sense of place. What is present is ineffective. The presentation indicates that minimal preparation took place independently.

Not memorized Performance has a humdrum feel. Interpretation of piece is confusing.

Movement is confusing or dull.

Costumes are virtually nonexistent or inappropriate to character There is no sense of where the actor is. The scene could be taking place anywhere. It’s obvious no preparation outside of class time took place.

ACTIONING / BLOCKING assignment.

Script

SCENE:

Group Members______________________________________________________

Plot:

MAIN OBJECTIVES / The stakes (Remember to make the stakes as high as possible.) A: B:

Blocking

Dialogue

Thought

Action

Blocking

Dialogue

Thought

Action

Blocking

Dialogue

Thought

Action

Blocking

Dialogue

Thought

Action