Students will create dynamic blocking and stage business and notate it in their scripts.
- Students cleared the area to play a game
- Students played a game of Statues:
- Students re all statues in a wax museum. I, the teacher, am the curator.
- Explained what a curator was, and explained the concept of a museum if there are any that do not know what one is.
- Explained that in the beginning, when the curator is in the room the statues do not move or speak.
- Once the curator lefts the room, the statues come alive and interact with one another.
- When the curator re-enters the room, the statues all freeze in their current position arid location.
- The curator reacts to these changes and may even begin to correct the obvious problems that have occurred while he/she was out. Some comments: “How could this have happened? “My statues must be melting. “I need to turn up the air condition.’
- The statues are now allowed to move while the curator is in the room; but you must not get caught. If at any time the curator sees you move, you are out and must remove yourself from the game. 8. The last statue standing is the winner and becomes the curator for the next round.
- Students watched the below video on blocking, paying special attention to new vocab: obligatory blocking, psychological blocking, and stage business
- We reviewed stage directions (refer to day 5) and basic blocking short hand.
- Students received a document in google classroom with helpful blocking diagrams. (See below)
- Students learned the purpose of a ground plan
- Students read this document on how to draw a ground plan
- Student drew ground plans for their scenes and handed them in.
- Students used blocking notation to block their scenes making sure it was written in their scripts.
- Students rehearsed their scenes.
- Students should rehearse and memorize scripts.