Unit 3
Introduction to Script,
Characterisation and
Theatre Arts
Introduction to Script.
 Most of the work you do in drama is
improvised, where you make up the words
you say.
 In the theatre, however, most plays you
see are written by playwrights and the
actors use a script to prepare their
presentation.
 A script consists of the written words of a
drama. It might be published, or your own
work.
Task:
Fill in the blanks in the table below:

Some good points
about using a
script
Some challenging
points about using
a script
TASK:
Using the words below, fill in the blanks to complete the
following conventions (rules) associated with a script:
 A script is ________ into acts and/or scenes
 A script includes a ______ of the set for each
act/scene.
 A script indicates changes of ___and ___for each
act/scene
 A script allocates ___________to characters
 A script includes ____________ directions
 A script includes ____to actors on _____ of lines.
 A script includes ideas on how theatre arts can be
used to _____ the drama.
Time
Place
Stage
Advice
Delivery Enhance
Description
Lines
Divided
What’s Next?!



You will be presenting the script which your teacher will
give you.
As a class you will read through the script and discuss many
aspects including the characters, the set, the language used
etc.
Once your class have discussed the script you will be put
into groups and you will have to follow the following
instructions:





Decide who is going to take what part.
Read through as a group.
Set up space. (What set will you use? How will you make sure
that the audience can see everything? Remember their
sightlines!)
Block (decide where the actors will move on stage making
sure that no-one is being masked)
Rehearse and make your own!
Characterisation
 In your groups, take it in turns to HOTSEAT each other.
This is where you question a character who must answer
all questions realistically and in role.
 This can make a big difference to your portrayal of the
character because you have to think as that person, not
yourself.
 You might want to ask the character some of the
following:
 What is their full name?
 What is their age?
 Where do they come from?
 Where do they live?
 Who do they live with?
 Do they have a family?
 Who is their best friend?
TASK:
 In your jotters write down 3
interesting piece of information you
learnt about your character using
HOT SEATING.
 __________________
 __________________
 __________________
Homework Task:
 Create an outline of a human in your jotter
to complete a role on the wall for your
character in the script.
 Fill in the blank space, both within the
outline and outside, with written
information about your character. You
might include the information you learnt
during the hot seating, the characters
appearance, behaviour, voice, interests,
habits etc. The information must be
realistic!
i.e.
Your Role on
the Wall
should
include a lot
more
information
than this!
Remember
to use your
imagination!
He ran
away from
home
when he
was 15
19
years
old
William
Smith
A.K.A –
Billy the
Kid
He
lives
on
his
own
He is 6’2”
He has a
scar on
his face
from a
bar fight
he was
in when
he was
17
What’s next?!
 Over the next few weeks you will be creating
your drama into a presentation by including
Theatre Arts.
 You will need to start beginning to memorise
your lines at home as you will not be
performing with your script.
 You will have a PROMPT on the presentation
day that will help you if you forget any of your
lines.
 Just say ‘prompt’ and they will tell you your
line!
 Remember – your on-going homework is
to learn your lines!!!
Introduction to Theatre Arts.
 Theatre arts are the collective name
for lighting, sound, props, makeup, costume and set. Any of these
can be used to enhance a
presentation.
Task:
In small groups, using the table below, choose 1 theatre art
from the previous list and give 3 reasons explaining how you
think this theatre art can enhance (improve) a drama.
THEATRE ART
Reason 1
Reason 2
Reason 3
SET
 As you have already blocked the drama,
you will have a fair idea of what set /
scenery you want to use in your
presentation. You know need to expand this
idea to make your set appear more
realistic.
 Think about
 What set (furniture/chairs etc.) will you use?
 What set dressings (table cloths, cushions
etc.) will you use?
GROUND PLAN
 Once you have decided on your set you will
need to draw a GROUND PLAN showing a
bird’s eye view of the set. This will include:






a delineation (OUTLINE) of the acting area
position of audience
entrances/exits
the viability (how the set works correctly)
an indication of scale
a key
As it is a plan there are certain ground plan
symbols that you must use (if you have used
these objects in your set that is!)
Entrance/
Exit
Table
Chair
Rostrum
Sofa
If there is anything else that you have used in your set, ask your teacher if there
is a symbol for it or if not, make up your own symbol – just remember to put it in
the key!
Example Ground plan - Step by Step
Step 1: A delineation (OUTLINE) of the
acting area
Step 2: Position of audience
Step 3: Entrances/Exits
Step 4: The viability (how the set works correctlymake sure that the actors can use the set and the
audience can see everything)
Step 5: Check the plan is to scale i.e.
check that the chair is not bigger than the
sofa!
Step 6: Add a Key
Task:
 Using the step by step guide, draw
your own ground plan for your script.
Remember to use a pencil in case you
make any mistakes!
Props
 Props are objects used by an actor in
a drama.
 There are two types of props:
 PERSONAL PROPS – an item carried
or used, belonging to one particular
character.
 SET PROPS – objects on stage and
used in the presentation.
Task:
With your group, make a list of the personal props
used by your character and all the set props used
in the drama.
PERSONAL PROPS FOR THE
CHARACTER
_(Write in your character’s
name)_
SET PROPS
 Before and during the presentation of your
work you should have a PROPS TABLE
where you neatly lay out all your props
(that are not on the set to begin with) so
that all the actors know exactly where to
find all the props needed for your drama.
 HOMEWORK TASK: Start to bring in any
props that you want to use from home!
Lighting: Lighting is important to
enhancing a drama.
 Task:
In the table to the
right, write 3
reasons as to why
lighting is
important other
than allowing the
actors to be seen
on stage.
The importance of
lighting
(LFX)
Reason 1
Reason 2
Reason 3
 In the drama department there are two main types of
lanterns which you will use during your presentation.
These are:
 PROFILE SPOT
 FRESNEL SPOT
 Task: After a class discussion about LFX and how to use
them, use the space below to explain the difference
between the two lanterns.
 PROFLIE SPOT
 Lantern giving a hard edged beam of light
 FRESNEL SPOT
 Lantern giving a soft edged beam of light
 All lanterns are controlled by a control
board called a LIGHTING DESK. On the
lighting desk, there are several channels
which correspond to individual lanterns and
a master switch that can control all the
lanterns. The lanterns are numbered as
follows:
2
5
1
3
4
6
 Gels are small pieces of coloured film
which can be placed in front of lantern to
change the colour of the beam.
When using the lights, you should
remember the following terms:





Task: write the meanings beside each
term
Fade up = to brighten the lighting.
Fade down = to dim the lighting.
(Snap to) Blackout = Blackout (the acting area
is not lit) is achieved instantly.
Crossfade = to move from one lighting cue to
another with no blackout in between.
Wash = The whole acting area is evening lit.
A lighting operator will control your lights
during your performance but you must
have a Lighting Cue Sheet for them to
follow.
A Lighting Cue Sheet follows the
format below:
LFX1
CUE
LIGHTING
OPERATOR’S
NOTES
BRIEF
DESCRIPTION
OF LFX
Before beginning your lighting cue sheet, decide which
lanterns will have gels or not and write this on your cue sheet.
3
6
(No gel)
(No gel)
1
2
4
5
(No gel)
(Red)
(Red)
(No gel)








LFX1
This first box on your Lighting Cue Sheet is the number of lighting
effects (LFX) you will have in your drama.
CUE
The second box on your Lighting Cue Sheet is the cue for your LFX to
happen. A Cue is a signal to do or say something. A Cue could be a
line, a movement, a sound etc.
LIGHTING OPERATOR’S NOTES
The third box on your Lighting Cue Sheet should tell the lighting
operator exactly what to do with the lighting desk.
F.U –Fade up
F.D. – Fade down
F.U ( ) – Fade up to a count of (seconds)
B.O – Black out
C. F – Cross Fade
BRIEF DESCRIPTION OF LFX
The fourth box on your Lighting Cue Sheet is a back up of your
lighting operator’s notes. If the notes are wrong, then the lighting
operator will still know what kind of effect you are trying to create.
EXAMPLE LIGHTING CUE SHEET
1,2,5+6 = No Gels 3+4 = Red Gels
LIGHTING OPERATOR’S
NOTES
LFX
CUE
BRIEF
DESCRIPTION
OF LFX
LFX 1
When all actors are in place
and begin to laugh
F.U(3) 1, 2, 5 + 6 to level 10
The stage is filled with
wash of light to
show the
merriment of the
bar.
LFX 2
When Billy the Kid is USC
C.F(2) 1,2, 5 + 6
TO
2,3,5 to level 10
A cross fade to show
Billy has entered
and is in a bad
mood. The lights
should be
focussed on him.
EXAMPLE LIGHTING CUE SHEET
Continued
LFX 3
When the barman says
‘Howdy Billy, what can I get
you?’
C.F (3) 2,3, 5
TO
1, 2, 5 + 6 level 10
A wash of light to fill the
stage to see all the actors
and their reactions to
Billy.
LFX 4
When Leeroy says ‘Must be
some hand you got there’
C. F (10) 1,2,5 +6
TO
2,3,4 + 6 level 10
The slow fade up of the
red gels should show
Billy’s anger rising.
LFX 5
After the Barman has said
‘Oh no! Why can’t I keep
my big mouth shut?!’
Snap to B.O.
Instant blackout to keep
the audience’s attention
but also to suggest the
end of the drama.
Task:
 In your group, write a Lighting Cue
Sheet for your drama. Keep your
lighting simple to begin with!
 Now rehearse your lights to make
sure they are correct before teaching
to your chosen lighting operator
(from another group) for your
performance.
Sound: Sound and music are just
as important as other Theatre arts.
 Task:
In the table
to the right
please write 3
reasons as to
why
sound/music
is important.
The importance of
sound
(SFX)
Reason 1
Reason 2
Reason 3
There are two types of sound
effects (SFX).
 Live SFX
 An SFX is operated on cue during the
performance e.g. a doorbell, a phone
call, a knock.
 Pre-recorded SFX
 An SFX is recorded and played on cue
during the performance.
 You may also use music to enhance your
drama, but make sure it is appropriate to
your drama.
 You will need a sound operator to control
your sound. They will use a Sound Cue
sheet which is very similar to a Lighting
Cue sheet.
 The main difference between Sound and
Lighting is instead of Fading up and Fading
down, the sound/music is faded IN and
faded OUT.
Example Sound Cue Sheet
SOUND OPERATOR’S
NOTES
SFX
CUE
BRIEF
DESCRIPTION
OF SFX
SFX
1
Fade in music 15 seconds
before LFX 1
Fade Out when cast all
laugh on stage
F. I (5) Track 6 from C.D.
‘Westerns’ to level 10
F.O. (3) to Silence
Music to be faded in
to show that this
play is a ‘Western’.
Fade out so that the
audience can hear
the merriment of the
bar.
SFX
2
When Barman says ‘Why
can’t I keep my big
mouth shut?!’
When audience have
finished clapping
F.I(3) Track 6 from C.D.
‘Westerns’ to level 10
F.O.(5) to Silence
Music to suggest
end of drama.
Task:
 As a group, create your own Sound
Cue Sheet. Remember to keep it
simple!
Costume: Costume is the clothes worn by
an actor to suggest his/her character.
 Homework task:
In your jotter design a costume for your
character. You can draw, use magazine cut
outs or even print out a picture from the
internet.
 Remember your costume should be
REALISTIC and be in keeping with your
character!
 Once you have designed your costume, try
to find something similar to wear for your
costume on your presentation day!
 Make sure you and your group have
rehearsed will all your theatre arts,
have all learnt your lines and are
ready to go!