sophomore Movement and voice
“An actor's job is to know the breadth of human possibility and the depths of his or her own possibilities. He or she must pull from this well and surprise us. Otherwise, the actor becomes boring and predictable.”
-Marcus Geduld
Course Description: The Sophomore Movement and Voice course is designed for theatre student artists to explore the use of their body as an acting instrument. A study of physiology, will inform the student artist of the possibilities of movement as well as help them to understand and identify personal movement challenges. In the study of the voice, again, the physical science of the human voice and breathing will be a center point for understanding concepts of projection, enunciation, and diction. The art and concept of dialect will also be introduced.
Course Goal: Student artists will develop a personal understanding of how to use their own physicality as a tool. This will, in turn, advance the student artist’s understanding of performance in relation to how their presence on the stage physically and vocally affects the interpretation of the content they are performing.
Essential Skills:
1.) Student Artists will develop a personal understanding of their own physical capabilities and limitations.
2.) Student Artists will learn the ranges of voice and how to utilize their own vocal instrument to engage an audience.
3.) Student Artists will interpret works of dramatic literature using pantomime.
4.) Students Artists will learn how to interpret scenes from dramatic literature using voice
5.) Students Artists will develop performances based on either or both mediums studied.
National Standards Covered:
TH:Cr1.1.HSI
a. Apply basic research to construct ideas about the visual composition of a drama/theatre work.
c. Use script analysis to generate ideas about a character that is believable and authentic in a drama/theatre work.
TH:Cr2.1.HSIII
b. Collaborate as a creative team to discover artistic solutions and make interpretive choices in a devised or scripted drama/theatre work.
TH:Cr3.1.HSI
a. Practice and revise a devised or scripted drama/theatre work using theatrical staging conventions.
b. Explore physical, vocal and physiological choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work.
TH:Pr4.1.HSII
a. Discover how unique choices shape believable and sustainable drama/ theatre work.
TH:Pr5.1.HSI
a. Practice various acting techniques to expand skills in a rehearsal or drama/theatre performance.
TH:Pr6.1.HSII
a. Present a drama/theatre work using creative processes that shape the production for a specific audience
TH:Re8.1.HSI
a. Analyze and compare artistic choices developed from personal experiences in multiple drama/theatre works.
b. Identify and compare cultural perspectives and contexts that may influence the evaluation of a drama/theatre work.
TH:Re9.1.HSI
a. Examine a drama/ theatre work using supporting evidence and criteria, while considering art forms, history, culture, and other disciplines.
TH:Cn11.1.HSI
a. Explore how cultural, global, and historic belief systems affect creative choices in a drama/theatre work.
Grading System:
Per Beacon Charter High School for the Arts Faculty Agreement, all courses utilize the following formula to calculate the final course grade:
45% Major Assignments (projects, papers, performances, power-points)
35% In Class Work (quizzes, journals, discussions, participation in rehearsals)
20% Homework
Needed by Student: binder with loose leaf paper or notebook, pen, AGENDA (electronic or otherwise), professional attitude and willingness to work hard, respect for self, fellow actors, instructor and theatre space.
UNITS COVERED:
The body and space
The voice and sound
Expression without words
Radio Plays
ASSESSMENTS: Students will be required to:
1.) Perform using their own physical capabilities
a. Choice of source material
b. Memorization and performance (in context) of a scene with peers
3.) Actor’s Journal
a.) one entry weekly (observational unless otherwise instructed).
b.) checked by instructor every Thursday – entered on Google classroom
4.) Midterm - MLA paper: Review of a Beacon Performance (guidelines enclosed).
5.) Movement or vocal scene
a.) adapting a scene from a work of dramatic literature into either a radio play or a movement piece.
b. ) Performing said piece as an individual or duo
c. ) Reflecting upon the performance
6.) Final: Develop a scene based on both voice and movement
a.) Write a short dialog
b.) Show an understanding of movement and voice by how the stage area is used
c. ) Work in collaboration and analyze the process.
-Marcus Geduld
Course Description: The Sophomore Movement and Voice course is designed for theatre student artists to explore the use of their body as an acting instrument. A study of physiology, will inform the student artist of the possibilities of movement as well as help them to understand and identify personal movement challenges. In the study of the voice, again, the physical science of the human voice and breathing will be a center point for understanding concepts of projection, enunciation, and diction. The art and concept of dialect will also be introduced.
Course Goal: Student artists will develop a personal understanding of how to use their own physicality as a tool. This will, in turn, advance the student artist’s understanding of performance in relation to how their presence on the stage physically and vocally affects the interpretation of the content they are performing.
Essential Skills:
1.) Student Artists will develop a personal understanding of their own physical capabilities and limitations.
2.) Student Artists will learn the ranges of voice and how to utilize their own vocal instrument to engage an audience.
3.) Student Artists will interpret works of dramatic literature using pantomime.
4.) Students Artists will learn how to interpret scenes from dramatic literature using voice
5.) Students Artists will develop performances based on either or both mediums studied.
National Standards Covered:
TH:Cr1.1.HSI
a. Apply basic research to construct ideas about the visual composition of a drama/theatre work.
c. Use script analysis to generate ideas about a character that is believable and authentic in a drama/theatre work.
TH:Cr2.1.HSIII
b. Collaborate as a creative team to discover artistic solutions and make interpretive choices in a devised or scripted drama/theatre work.
TH:Cr3.1.HSI
a. Practice and revise a devised or scripted drama/theatre work using theatrical staging conventions.
b. Explore physical, vocal and physiological choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work.
TH:Pr4.1.HSII
a. Discover how unique choices shape believable and sustainable drama/ theatre work.
TH:Pr5.1.HSI
a. Practice various acting techniques to expand skills in a rehearsal or drama/theatre performance.
TH:Pr6.1.HSII
a. Present a drama/theatre work using creative processes that shape the production for a specific audience
TH:Re8.1.HSI
a. Analyze and compare artistic choices developed from personal experiences in multiple drama/theatre works.
b. Identify and compare cultural perspectives and contexts that may influence the evaluation of a drama/theatre work.
TH:Re9.1.HSI
a. Examine a drama/ theatre work using supporting evidence and criteria, while considering art forms, history, culture, and other disciplines.
TH:Cn11.1.HSI
a. Explore how cultural, global, and historic belief systems affect creative choices in a drama/theatre work.
Grading System:
Per Beacon Charter High School for the Arts Faculty Agreement, all courses utilize the following formula to calculate the final course grade:
45% Major Assignments (projects, papers, performances, power-points)
35% In Class Work (quizzes, journals, discussions, participation in rehearsals)
20% Homework
Needed by Student: binder with loose leaf paper or notebook, pen, AGENDA (electronic or otherwise), professional attitude and willingness to work hard, respect for self, fellow actors, instructor and theatre space.
UNITS COVERED:
The body and space
The voice and sound
Expression without words
Radio Plays
ASSESSMENTS: Students will be required to:
1.) Perform using their own physical capabilities
- Creating and working a pantomime from a script with dialog
- Develop a scene based on emotional movement
a. Choice of source material
b. Memorization and performance (in context) of a scene with peers
3.) Actor’s Journal
a.) one entry weekly (observational unless otherwise instructed).
b.) checked by instructor every Thursday – entered on Google classroom
4.) Midterm - MLA paper: Review of a Beacon Performance (guidelines enclosed).
5.) Movement or vocal scene
a.) adapting a scene from a work of dramatic literature into either a radio play or a movement piece.
b. ) Performing said piece as an individual or duo
c. ) Reflecting upon the performance
6.) Final: Develop a scene based on both voice and movement
a.) Write a short dialog
b.) Show an understanding of movement and voice by how the stage area is used
c. ) Work in collaboration and analyze the process.
| fall2016-sophomoremovementandvoice.pdf |