Drama 1 and 2

Creating
  #1 Generate and conceptualize artistic ideas and work.
  #2 Organize and develop artistic ideas and work.
  #3 Refine and complete artistic work.
Performing/Presenting/Producing
  #4 Select analyze and interpret artistic work for presentation.
  #5 Develop and refine artistic techniques and work for presentation.
  #6  Convey meaning through the presentation of artistic work.
Responding
  #7 Perceive and analyze artistic work.
  #8 Interpret intent and meaning in artistic work.
  #9 Apply criteria to evaluate artistic work.
Connecting
  #10 Synthesize and relate knowledge and personal experiences to make art.
  #11 Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

Theatrical Resources and Expectations

Emotional Expression

1.1 The student will interpret the subtext of a play.

1.2 The student will draw on personal sensory and emotional recall when creating a character.

1.3 The student will maintain control when using emotional recall for characterization.

1.4 The student will experiment with characterizations that present a variety of emotional demands.

1.5 The student will apply shades of emotional expression.

1.6 The student will apply sensitivity to the perceptions and characterizations of other actors when developing a character.

1.7 The student will adjust performances based on audience response.

Imagination

2.1 The student will incorporate imaginary thought processes in characterization.

2.2 The student will apply personal memories to the process of characterization.

2.3 The student will adapt observations to imagined circumstances.

2.4 The student will arrange images to lead from action to belief to feeling.

2.5 The student will apply visual and kinesthetic imagery to physicalize a character.

2.6 The student will apply aural imagery to create voice quality.

2.7 The student will apply symbolic movements and gesture to communicate subtext.

Movement Techniques

3.1 The student will develop a routine of warm-up exercises in preparation for a performance.

3.2 The student will analyze the text for historical, environmental, physical, and emotional basis for character movement.

3.3 The student will develop the movement qualities and patterns for a specific character.

3.4 The student will create stage business appropriate to character and given circumstances.

3.5 The student will interpret posture, movement, and dance of different historical periods.

There are several major methods for movement acting, here are links to seven of them.

   The Alexander Technique: 

   Jacques Lecoq:

   Corporeal Mime

   Viewpoints

   The Suzuki Method of Acting

   The Williamson Technique

   Laban Movement Analysis

Language Usage

4.1 The student will apply interpolation in the reading, analysis, and interpretation of dramatic texts.

4.2 The student will apply extrapolation in the reading, analysis, and interpretation of dramatic texts.

4.3 The student will discover the importance of rhythm of language in creating a character.

4.4 The student will discover the importance of rhythm of language in communicating ideas.

4.5 The student will discover the importance of rhythm of language in establishing tempo.

4.6 The student will analyze language as an instrument of logical reasoning.

4.7 The student will analyze language as an instrument of symbolic representation of experience (sensory, social, and environmental).

4.8 The student will develop skill in the use of linguistic and paralinguistic aspects of language (vocalization).

Vocal Techniques

5.1 The student will display appropriate articulation, pronunciation, volume/stress, rate/pause, pitch/inflection, and intonation as a character.

5.2 The student will employ selected foreign dialects.

5.3 The student will evaluate personal vocal strengths.

5.4 The student will develop a systematic program for maintenance and improvement.

5.5 The student will convey complex mood and characterization through expressive use of voice.

Artistic Discipline

6.1 The student will rehearse alone and with others without supervision.

6.2 The student will maintain artistic energy in rehearsal and performance.

6.3 The student will explore the idea that theatre, like all the arts, requires the discipline of craft.

6.4 The student will explore the idea that the development of artistic and social discipline leads to creative and performing freedom.

6.5 The student will perform in accordance with established theatre safety regulations.

Personal Appraisal

7.1 The student will recognize that physical appearance is an important aspect of character.

7.2 The student will develop a realistic concept of personal character range.

7.3 The student will analyze the results of competition which may arise during the auditioning for roles in a play.

7.4 The student will assess audience response.

7.5 The student will employ audience response to guide and improve performance.

Ensemble

8.1 The student will identify that trust affects actor communication.

8.2 The student will assess the creative ideas of other theatre participants.

8.3 The student will differentiate between skills in human interaction as an actor and as a character in dramatic situations.

8.4 The student will resolve conflicts with other actors.

8.5 The student will resolve conflicts between one's personal identity and the character portrayed.

8.6 The student will assess personal emotions both as an actor and as a character in dramatic situations.

8.7 The student will develop sensitivity to others in space, movement, timing, vocal qualities, and emotion.

8.8 The student will adjust to audience response.

Creative Problem Solving

9.1 The student will explore ways of incorporating personal resources into character development.

9.2 The student will analyze real people and fictional characters in order to solve problems of characterization.

9.3 The student will categorize the dramatic problem in the text in light of the character's perceptions and motivations.

9.4 The student will compare dramatic problems with actual problems to inform decisions for both.

9.5 The student will perform in a variety of modes and settings before a variety of audiences.

9.6 The student will evaluate the consequences of decisions made and actions taken in the characterization process.

9.7 The student will compare various approaches to solving acting problems.

Forms of character analysis

What is characterization? Characterization is the creation of character through voice, movement, personal research and textual analysis.  

Different Tips and methods to creating character.

BASIC CHARACTER ANALYSIS

MORE CHARACTER ANALYSIS OPTIONS

TEXTUAL ANALYSIS

 
Objective: What the character wants.
Obstacle: What is in their way.
Action: The overarching pursuit of the objective.
Tactic: The individual actions in that pursuit.

 

Character: Who is your character?

Who: Who are they talking to?

Objective: What do they want?

Where: Where are they?

Improvisation

10.1 The student will apply improvisation as a method of problem solving for characterization.

10.2 The student will explore subtext through improvisation.

10.3 The student will sustain a character in improvisation.

10.4 The student will maintain spontaneity in performance.

10.5 The student will interrelate knowledge and control of improvisation techniques in an unscripted performance based on suggestions from the audience.

Presentational and Representational Standards

11.1 The student will interpret a character using appropriate physical and vocal qualities.

11.2 The student will explore a character's qualities through improvisation.

11.3 The student will assemble costumes, props, and scenery to reinforce characterization.

11.4 The student will recognize the relationship between stage configuration, script requirements, and acting styles in different historical periods.

11.5 The student will perform in selected historical styles of theatre.

11.6 The student will recognize various theories and related methods of acting.

11.7 The student will create characters in at least two different acting styles.

Original Dramatic Pieces

12.1 The student will explore relationships between the personal qualities of characters and the universal qualities of people in plays.

12.2 The student will explore the use of metaphors, symbols, themes, and moods in scripts.

12.3 The student will perform self-written dialogue with attention to

12.4 The student will collaborate in playwriting with attention to character motivation, dramatic problem, complication, crises, climax, and resolution.

12.5 The student will create through explicit acting the subtext of characterization without revealing too much of the mystery of the drama.

Directing Process

13.1 The student will clarify through working relationships the creative choices that are the responsibility of the director as distinct from the creative choices that are the responsibility of the actor.

13.2 The student will clarify the creative choices that are the shared responsibility of the director and the actor.

13.3 The student will examine the relationship between director and actors.

13.4 The student will compromise honorably for the purpose of achieving a unified effect.

All plays should have a clear stylistic vision towards the relationship the play has with reality. The below chart helps break it down. Plays are evaluated on two planes, Objective v Subjective and the emphasis on Society v the Individual. Plays that have a largely realistic relationship with reality are near the center of the chart, as they try to find a proper balance with the world that surrounds us. The further from reality, the more extreme in one of the styles the play fits.

Plays that are scientific in nature, but find balance between the Individual and Society are naturalistic.

Plays that focus on society, but still try to be objective in its approach are Epic theatre, much like the theatre of Bertolt Brecht.

The classic Greek plays emphasis on society over the individual, but finds the proper balance between strong opinions and the absence of emotion, which is why classical and neoclassical plays fit in its spot.

Expressionist plays value society over the individual, but offer strongly subjective views on how things should be.

Surrealist plays are the opposite of Naturalistic plays. They both find the balance between the Individual and Society, but they offer strong opinions on how things should be.

Impressionism focuses more on individuals and their points of view and often the playwrights opinions of how things should be through the points of view and experiences of the main character(s) of the play.

Romanticism puts a larger emphasis of the needs of individuals over the needs of society. But there is not as much concern about subjecting people to certain points of view or being overly scientific in approach.

Hyperrealism is unusual in the fact that while the needs of individuals are in a larger emphasis, it is almost like a documentary when watching their experiences. You are not forced to agree with them, but merely offered their experiences as through a microscope.

Other styles, like poetic realism, magical realism, and others fall in the chart as well.

Technical Theatre Elements

14.1 The student will apply scenery to convey the illusion of a character's environment.

14.2 The student will apply properties to reinforce character and convey emotion.

14.3 The student will apply a lighting design to maintain audience focus on a character.

14.4 The student will apply sound effects and music as character motivation.

14.5 The student will apply costumes to convey physical characteristics and psychological qualities of a character.

14.6 The student will apply make-up to convey physical characteristics and psychological qualities of a character.

Management

15.1 The student will explore the performers' relationship to management.

15.2 The student will recognize the duties and responsibilities of the stage manager.

15.3 The student will differentiate between the functions of theatre unions, agents, placement services, and contracts.

Life as Theatre

16.1 The student will analyze theatrical experiences that have made a significant difference in the student's knowledge and feeling.

16.2 The student will apply aspects of personal experience in order to better understand plays.

16.3 The student will apply aspects of personal experience in order to explore the performance of theatrical productions.

16.4 The student will identify personal experiences which could be dramatized.

16.5 The student will evaluate ways in which participation in a theatrical production contributes to a balanced personality.

Career Preparation

17.1 The student will recognize that the theatre plays a dual role in the world of work, recreation, and occupation.

17.2 The student will determine the feasibility of a theatre career as a life style.

17.3 The student will select a specialized area of theatre to pursue as a career choice.

17.4 The student will develop required talents and discipline through exemplary participation in theatre productions.

17.5 The student will assess alternative career possibilities in order to provide career flexibility.

17.6 The student will plan appropriate post-secondary education or training.

Theatre Heritage

18.1 The student will compare the roles of the privileged and the disadvantaged (racial groups, women, the handicapped, the aged) in various cultures throughout history.

18.2 The student will identify theatre contributors (playwrights, directors, actors) of different cultures and historical periods.

18.3 The student will compare ways in which playwrights have used the same ideas and subjects in different cultures and times.

18.4 The student will recognize historical traditions, conventions, and styles of acting.

18.5 The student will examine dramatic texts for clues to accurate portrayal of characters influenced by cultural, social, and political ideas and events.

18.6 The student will estimate the theatre's capacity for societal and personal self-examination and change.

Dramatic Text Analysis

19.1 The student will analyze dramatic action in terms of characterization.

19.2 The student will recognize methods used to present themes, such as asides, soliloquies, allegory, and symbols.

19.3 The student will analyze character motivations.

19.4 The student will analyze dialogue for clues to situation, style, period, and characterization.

19.5 The student will analyze elements of spectacle to enhance characterization.

19.6 The student will analyze use of voice, sound, and music to enhance characterization.

Aesthetic Judgement

20.1 The student will evaluate individual acting performances.

20.2 The student will evaluate ensemble acting in a production.

20.3 The student will judge elements of craft in acting performances.

20.4 The student will evaluate how actors contribute to mood, metaphor, and meaning.

20.5 The student will assess audience reaction to actors.

Synthesize Other Arts in Role Creation

21.1 The student will blend elements of dance/movement into physicalization of a role.

21.2 The student will apply elements of literature to build an understanding of character motivation.

21.3 The student will apply elements of music to develop vocal and physical characterization.

21.4 The student will apply elements of visual arts to build an understanding of character motivation.

21.5 The student will apply elements of visual arts to effect physical appearance of character.

21.6 The student will apply elements of other disciplines (social sciences, languages) to create a role.

21.7 The student will discover through experience ways in which a broad and the arts contribute to the knowledge of culture, society, history, aesthetics of performance.

21.8 The student will develop aesthetic criteria for making choices about characterization.

21.9 The student will develop aesthetic criteria for evaluating performances.

21.10 The student will discover through experience that theatre collaboration requires honorable artistic compromise.