Great Acting Teachers Your Task: This research assignment introduces some of the greatest innovators in the world of theatre and is designed to invite students to think critically and creatively. After researching information about your assigned acting teacher, you will compare your research against assessment criteria as determined by the group to determine what exactly makes your acting teacher "great". You will do research into the methodologies and training techniques of your acting teacher, then the group will decide how to convey your findings to the class in an interesting and creative format. You will have to access the public library and the internet for resources. The group will be evaluated on the process, as well as the final product. th
The Grade 12 students will begin the workshop process with a one-­‐class-­‐period workshop on the father of 20 century acting technique, Konstantin Stanislavsky. They will model the preferred format for the workshop. They will also serve as research assistants to the grade 11 groups, guiding your research and helping you to prepare an effective workshop on your practitioner. Group Acting Teacher Konstantin Stanislavsky Uta Hagen Grade 11 Students Lee Strasberg Stella Adler Sanford Meisner Planning, Creating, Rehearsing: __________________________ Workshops: _______________________________ Your group will be required to produce the following: 1.
A one page handout with relevant information about your acting teacher for distribution to the class that includes a Bibliography of at least three credible sources. NB: A unit test will be given after all of the seminars. Questions will be based on the handouts provided. 2.
An interactive seminar that is twenty-­‐five minutes to forty minutes in length (75 minutes in length for Grade 12s) that is creative, interesting and informative, and that teaches students a minimum of two exercises based on the acting teacher’s techniques. Ask your Grade 12 assistants to help you select valuable exercises, and get their suggestions on how to teach them. 3.
Two to three short "check in" meetings with Mr. S. during the planning week to check for progress. Steps: 1. In your group, select criteria by which to judge what makes an acting teacher “great”. 2. Locate reliable resources and conduct research into the practices of your acting teacher. 3. Create a handout (1 page double sided) based on your research information that will provide the class with a thorough understanding of your acting teacher’s methods, and what makes him/her “great”. 4. Create and rehearse your seminar presentation, incorporating at least 2 exercises used by your great acting teacher. 5. Submit your handout 24 hours before your performance for photocopying. 6. Perform your seminar and answer questions from the class. The Seminar should take the following format: 1. BIOGRAPHY: A brief biography of the acting teacher, his/her life in the theatre, and his/her major contributions to the Arts. (2-­‐3 mins max) 2. THEORIES: The principles, practices and theories of the acting teacher. What did he/she believe about acting? How did he/she teach it? (2-­‐3 minutes) 3. EXERCISES: Two sample interactive exercises that have been used by this acting teacher. Lay out the rules for participation and guide the class through the exercises. This should be the bulk of the presentation. Grade 12s are welcome to do 3-­‐4 exercises as opposed to 2, or 2 really good ones. (15-­‐20 minutes) 4. DEBRIEF: What was the importance of the exercises? Why are they valuable to the actor? (5 minutes) 5. ANALYSIS: Why is your acting teacher “great”? What about his/her theories and practices makes him/her a valuable resource for actors? (2-­‐3 minutes) You may wish to use PowerPoint or similar to create visuals to accompany your seminar. If you choose to do so, please let Mr.S. know so he can book a projector for you. MARKS Rehearsal and Preparation Individual •
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Student is on task during rehearsal and research periods Student arrives prepared to work Student makes valuable contributions to his/her group’s project Student listens to the ideas of others and compromises Student does not bother other groups Student does his/her share of the group work Handout Group •
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Provides information about the acting teacher’s theories and principles Structured in a useful and accessible way Proper grammar and spelling Detailed explanation of exercises and their usefulness to the actor Presentation Individual •
Student appears well rehearsed, speaks eloquently from memory (ie: doesn’t read off notes or off the PPT screen) Student is adequately represented in the presentation (ie: does his/her share) /10 MARKS Application •
Name: ____________________________________________ /10 MARKS Thinking /20 MARKS Communication Presentation Group •
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Presentation is well organized and demonstrates evidence of careful rehearsal Technical elements (PPT, etc.) are used effectively and technical problems are dealt with gracefully /10 MARKS Application Information Group •
Students demonstrate a thorough understanding of the acting teacher’s ideas and theories Information is delivered in an engaging way Exercises are well facilitated, run smoothly, and are debriefed thoroughly to provide value to the students Group defends the value of the acting teacher’s work well with sound criteria for measurement and ample evidence /20 MARKS Application Student provides valuable assistance to his/her group without taking over the presentation (ie: guidance, not direction) Student provides valuable feedback to group on how they can improve their presentation and make it more engaging and informative /10 MARKS Application •
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GRADE 12s Support and Leadership Individual •
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