In this assignment, you will conceive, rehearse and perform an original, three-dimensional character that is clearly beyond yourself. The objective is to develop, in detail, a non-text based character that is beyond the self. You may include aspects of your own character that are appropriate, but the bulk of your character should be based on decision, observation, selection and incorporation.
PART ONE: Prepare and perform a three minute one hander in which your focus will be to create and show a character that is nothing like you. The scenario is not to be a big event or scene. This is an exercise in being someone else ie. in the morning, late at night, on the job, mealtime, passing time, etc You need to show the character through performance (doing as opposed to talking). The character must be detailed and specific. There needs to be character and emotional believability. You need to show adequate motivation of thought and action. The interest here for the audience should lie in the revelation of character as opposed to conflict, plot, action, etc Movement and physicality will be very important in the development of your character. It will help determine important characteristics such as age, status, posture, habits, and mannerisms. Voice will be a key element in your creation as you will have to change and use your voice to reveal character. One minute of your three minute presentation MUST be unvoiced. Costumes and props are also very important in the transformation of your self into the character. Most of your work and creation will come out of improvisation, observation and selection during in class time while learning and employing acting techniques in preparation for this assignment Please keep a character portfolio (a record of your process) in which you will collect images, readings, reflections and brainstorming you complete during your character creation period. It must be legible and organized.
Success Criteria You need to create a character that is clearly very different from yourself in voice, gestures, physicality and mannerisms. Show ability to move and speak in precise manner at right moment for particular impact; pacing of action Demonstrate the ability to regulate speed of delivery and speed of action - dictated by dramatic potential Need to show ability to create atmosphere - self-belief so that audience believes Show ability to create a believable character within a role - through analysis, understanding, discussion, improvisation, emotional believability, truthfulness Show ability to hold attention of audience, and to direct attention of audience to specific areas of stage Demonstrate ability to sustain a role through an entire play; to sustain momentum, mood, atmosphere, pace as required. Demonstrate ability to show thoughts and emotions with movement Show spatial awareness; ability to create space around self; positioning - in relation to each other/to audience; physical movement on stage; utilisation of props or set Show ability to control breath for vocal projection; for physical control of energy and use of voice
Beyond the Self - Solo Performance Rubric CATEGORY level 4 80-100%
level 3 70-79%
level 2 60-69%
level 1 50-59%
R 0- 49% KNOWLEDGE Staging Principles A1.2 Demonstrates thorough knowledge of staging principles Demonstrates good knowledge of staging principles Demonstrates some knowledge of staging principles Demonstrates limited knowledge of staging principles
THINKING Rehearsal A3.2
Blocking/use of stage A3.1 Tons of experimentation shown in rehearsal
Excellent use of stage space/blocking. Actions are always directed to intended audience A fair bit of experimenting shown in rehearsal
Good use of stage space/blocking. Actions are directed to intended audience Some experimenting during rehearsal; needs more
Satisfactory use of stage space; some work needed on blocking Limited
Ineffective use of space; little evidence of blocking
COMMUNICATION Character Portfolio B3.2
Rubric questions B1.3 Origin of character/ process are clearly communicated through character sheets, visuals and reflections
Thorough, reflective, and demonstrate attention to details; insightful answers. Origin of character and process are outlined through character sheets, visuals and reflections
Completed, reflective and demonstrate detailed answers Origin of character and process are somewhat noted through character sheets, visuals and reflections
Somewhat completed, with some reflection and/or insights Limited process work & origin of character outlined in portfolio
Limited reflection, details or answers.
APPLICATION Character Development A1.3
Focus/commitment A2.1
Physical Acting Techniques A1.2 A2.2
Voice Acting Techniques A3.2
External elements (costumes, props) C1.3 Characters motivation is well defined; depth and range of emotion is expansive; life and world of character is illuminated brilliantly through actors performance
Student is able to maintain focus and character for entire performance; with an outstanding level of engagement/commitment
Student employs excellent use of physicality to enhance character with body movements and facial expressions. Characters movement always reflects purpose
Student consistently uses their voice expressively and articulately; excellent projection; always includes variations in pitch, volume, rate and tone consistent to their character
Effectively uses costume and props to enhance characterization Characters motivation is clear; depth and range of emotion is adequate; life and world of character is revealed through actors performance
Student remains in character and maintains focus for the majority of the performance
Student uses appropriate physicality to enhance character with body movements and facial expressions. Characters movement usually reflects purpose
Student enunciates and projects clearly. Good variations in rate, tone, pitch and volume and reflects good expressiveness.
Uses props and costumes to shown character Characters motivation is moderately clear; depth and range of emotion is somewhat adequate; life and world of character is partly revealed through actors performance
Student remains focused and in character for part of theperformance.
Student strives to employ appropriate use of physicality but overall effect is too flimsy either too much or too little expression. Characters movement rarely reflects purpose
Student strives to enunciate and project clearly but is not consistent. Only some variations in pitch, tone and volume.
Uses costume and props somewhat to show character Characters motivation is lacking; no depth and range of emotion shown; performance does not shed light on life and world of character
Student frequently breaks character or focus on stage
Student employs little to no physicality in scene. Characters movements are without purpose
Student exhibits poor vocal enunciation and no variations in tone, pitch and/or volume.
Use of costume and props is limited
Rubric questions: (Please answer the following questions in full sentences on a separate piece of paper)
1. What specific drama and personal skills did you learn working through this assignment?
2. What specific things did you do in this performance to make the scenario and your character clear to the audience?
3. What was the most challenging thing about doing an individual scene?
4. How did you use production or technical elements to emphasize and highlight the mood/tone of your piece? 5. What would you do differently next time? 6. In what ways do you think we could use the skills we learned in this assignment in everyday life? For what purpose? PART TWO:
After you perform you solo scene you will choose another student (or students) to make up a group. In this group you must incorporate all three original characters created and then devise and perform a unique, believable scene in which these characters interact and have fully developed relationships. Make sure that your storyline is creative and engaging. The integration of the characters in the scene and their relationships must appear seamless and not at all forced. ie. What if you were all related? Or what if you all worked in the same place? Perhaps you find yourselves at the same location what would be the thing that brings you all together in a believable and truthful manner?
Beyond the Self Group performance Rubric Comments: CATEGORY level 4 80-100%
level 3 70-79%
level 2 60-69%
level 1 50-59%
R 0- 49% KNOWLEDGE Staging Principles A1.2
Collaborative skills/techniques B3.1 Demonstrates thorough knowledge of staging principles
Demonstrates thorough knowledge of collaborative skills/techniques Demonstrates good knowledge of staging principles
Demonstrates good knowledge of collaborative skills/techniques Demonstrates some knowledge of staging principles
Demonstrates some knowledge of collaborative skills/techniques Demonstrates limited knowledge of staging principles
Demonstrates limited knowledge of collaborative skills/techniques
THINKING Rehearsal A3.2
Blocking/use of stage A3.1 Tons of experimentation and/or group work skills shown in rehearsal
Excellent use of stage space/blocking. Actions are always directed to intended audience A fair bit of experimenting and/or group skills shown in rehearsal
Good use of stage space/blocking. Actions are directed to intended audience Some experimenting during rehearsal; some effective group work
Satisfactory use of stage space; some work needed on blocking Limited
Ineffective use of space; little evidence of blocking
COMMUNICATION Storyline (expanded)
surprising, moving and well-thought-out; reflects smooth integration of characters and relationships
story is clear and effective; shows a clear connection between characters and their relationships
somewhat clear and effective story; somewhat clear connection made between characters; weak relationships
story is limited; limited connection between characters; no relationships established
APPLICATION Focus/commitment A2.1
Physical/Vocal Acting Techniques A1.2; A2.2; A3.2
Responsible practices C3.1
Theatre/Audience Etiquette C3.3
Student is able to maintain focus and character for entire performance; with an outstanding level of engagement/commitment
Student sustains excellent use of physicality and voice consistent to their original character
Demonstrates emotional [trust] and physical safety of themselves and others (onstage/offstage) with a high degree of effectiveness.
Thorough understanding of theatre & audience etiquette in all contexts
Student remains in character and maintains focus for the majority of the performance
Student uses appropriate physicality and voice consistent to original character.
Demonstrates emotional [trust] and physical safety of themselves and others (onstage/offstage) with effectiveness.
Good understanding of theatre & audience etiquette
Student remains focused and in character for part of the performance.
Student not able to maintain consistent level of physicality and voice as in original solo.
Demonstrates emotional [trust] and physical safety (onstage/offstage) with some degree of effectiveness.
Some understanding of theatre & audience etiquette
Student frequently breaks character or focus on stage
Movements and vocal choices are limited; inconsistent to original character.
Demonstrates responsible practices with limited effectiveness.
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