Now THIS is funny. This is the lesson plan for workshop attendees that The Actors Key posts on its website. This, they say, is the educational component which is included in a workshop with a working casting assistant or associate, most of whom I can pretty much say with confidence have never taught a legitimate class in their lives. I guarantee that if you ask the assistant from a big TV show (who has maybe been casting for a year and may have never even been in a casting session, let alone a real classroom) what THIS means: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. ...youll get a blank stare the likes of which you have never seen. This is a joke. This is a sham. This is another smokescreen that allows pay-to-play workshops to CHARGE ACTORS and PAY CASTING PEOPLE for auditions and pretend its something else. This is bullshit like Ive never seen before. More proof that it needs to go away. ≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈ Syllabus Our basic lesson plan (syllabus) is below. Please note that if there is any major deviation from this lesson plan, the description under the workshop name will alert you to the format departure: Objective: Creating our own choices on scene direction Analyze personal goals and how to achieve them Analyze performance for means of improvement Essential Question: How can we become better actors? Activities: Students will prepare a scene ahead of time of their choice (scene must NOT be from a role that is currently being cast- it must be from something that has aired/been released previously, and thus is in no way a means of trying to “audition” for any show). Teacher will review their personal background in the entertainment industry, including, but not limited to, prior jobs in the dramatic arts (casting, directing, acting, their own education, experience as a teacher of the dramatic arts, etc.) Teacher will discuss the process involved in succeeding as an actor. Teacher will answer questions from students regarding their professional aspirations, and other relevant queries. Students will, one at a time, conference with teacher regarding their headshot/resume and scene. Students will perform scene it in its entirety at least once for evaluation. Teacher will fill out an evaluation form based upon performance and headshot/resume, and cite specific ways student can improve technique, choices, and marketability in the future. Teacher will return headshot/resume to actor. Assessment: Student performance National Core Curriculum Standards Utilized: Reading: Integrate and evaluate content presented in diverse formats, including visually and quantitatively, as well as in words Delineate and evaluate the argument and specific claims in a text (decipher the original writers intent), including the validity of the reasoning as well as the relevance and sufficiency of the evidence (interpret the material in our own unique way) RL.11-12.2. Determine themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful RL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). If applicable: RL.11-12.7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. Speaking/Listening: Prepare for ,and participate effectively in, a range of conversations and collaborations, building on others’ ideas and expressing their own clearly and persuasively (explaining the choices we make as performers, while listening to feedback of instructors, in order to gain a total, well rounded, understanding of the material). Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience (be able to justify our choices when asked, and have a logical sense of reasoning for our decisions with regard to interpretation of material) Our goal with our workshops and classes is for you as an actor to gain as much insight from your own decisions and performance as from the instructors insights and suggestions. It is important that each student excercise self-evaluation, in order to reach self-actualization- the desire for self-fulfillment, namely, we want you to reach your full potential!
Posted on: Fri, 26 Sep 2014 06:17:54 +0000
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