COURSE
DESCRIPTION
In Advanced Acting, you will explore and apply techniques developed
by acting teachers Sanford Meisner, David Mamet, and others of
your choice. Your exploration of these techniques is meant to
instill in you the habitual use of the tools actors use to consistently
"live in the moment"—a state in which one reacts
impulsively to what the other actors in a scene do at any given
instant while simultaneously "acting" in a way that
accords with the demands of the script and director. Each approach
strives to ignite the actor's imagination while disciplining the
truth of his or her behavior; this, so that you may “live
truthfully under imaginary circumstances.”
OBJECTIVES
1. Students will have a working understanding of the major principles
of acting and acting as an art and will increase their ability
to express themselves artistically and communicate effectively.
2. Students will have an understanding of the components that
create dramatic tension: objectives, obstacles, tactics, and stakes
and will be able to utilize the components of dramatic tension
in both improvisation and scene study.
3. Students will be skilled in the use of relaxation exercises
and bodily expression.
4. Students will explore and understand the need for intense focus
and concentration when performing.
5. Students will be able to analyze and dissect scripts for beats,
objectives, and characterization.
6. Students will read and analyze the full text of any play that
they are performing a scene or monologue from.
7. Students will be able to write a character biography.
8. Students will understand the importance of and strive to achieve
sensory and emotional awareness and recall.
9. Students will be able to create a character based on observation,
physical exploration and script analysis.
10. Students will have a working knowledge of stage directions
and blocking.
11. Students will participate in ensemble and trust building activities.
12. Student will see and comment on a large variety of theatrical
productions.
13. Students will be able to effectively criticize their own work
and that of others.
ADDITIONAL
COURSE WORK
In addition to the classroom exercises, there will also be several
on-going projects that need to be completed outside of class:
1. On a regular basis (at least once a week), you will log class
experiences in a spiral notebook, briefly describing the objectives
of activities for the week and thoughtfully critiquing their progress.
The primary function of the journal is to help the instructor
assess your progress and to help you prepare for the creation
of a portfolio at the end of the course. It will play a large
role in determining quarterly grades. (Journals due approximately
every four weeks)
2. You will prepare a monologue from a play selected by the instructor
for video taping within the first few weeks of class; you will
repeat the same monologue at the conclusion of the course and
compare the performances. (Monologues due for video taping at
the end of week two and during the final week of class)
3. Individually or in pairs, you will research a renowned acting
coach and/or theorist (other than Meisner) and present a “hands
on workshop” on his or her methodology to the students in
the class. ((Due TBA; qtr 1)
4. You will interview and research a noted actor's history, training,
influences, accomplishments, and setbacks and present their findings
to the class. (Due TBA; qtr 2)
GRADING
SCALE
25%: Weekly journals and portfolio
15%: Acting coach and actor presentations
10%: Exercises graded for completion
25%: Repetition exercise prep work / final evaluation
25%: Scripted scene prep work / final evaluation
All performances
and assignments will be graded using a rubric listing standards
and expectations tailored to the particular assignment. Students
will receive the rubric when the work is assigned. Generally,
a grade of "C" on a project / performance is an indication
of satisfactory completion of the assignment, both in terms of
preparation and execution. Grades higher than “C”
will be based on those elements of the project / performance that
indicate a high degree of personal investment, thoughtful preparation
(particularly through practice exercises), and a desire to surpass
basic standards.
RETEACHING
/ REASSESSMENT
All assignments graded by rubric can be reassessed. A reassessment
must be requested by the student the same week the initial assignment
is returned. The reassessment will be scheduled within five days
of the return of the initial assignment. The assessment may be
in the original format or an alternate format. Students are expected
to seek additional help and guidance from the teacher outside
of class, preferably after school.
COMMUNICATION
All scores for work--written or performed--will be accompanied
by direct feedback from the teacher, in writing or orally. Scores
will be based a point system with more demanding projects being
assigned more points possible. Anytime you'd like an update on
your progress, check Edline
or schedule a brief meeting w/ the instructor before or after
class to ensure meaningful feedback. Parents wishing to discuss
your progress need only to contact the teacher via email. Otherwise,
the teacher will communicate progress regularly through interim
reports.
ALLOWANCES
AND EXPECTATIONS
Theater Conservatory / IB students are granted a large amount
of freedom and responsibility when making artistic choices; to
prevent any infringement on a student’s choices, additional
help from the instructor, when needed, must be sought.
Also, since
this is a conservatory class, it should also be understood by
students enrolled in this class that all performances will be
critically scrutinized and evaluated; honest feedback by the instructor
(or other students) should be viewed as an opportunity for growth;
it should never be looked upon by a performer as a personal attack,
a judgment of personal worth, or an attempt to undermine confidence.
The critiques are part of the activities and are intended to help
individual students reach very deep within themselves so that
their work can be true.
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