ALEX Learning Activity

  

Solo Blocking Exercise

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  This learning activity provided by:  
Author: Valerie Lemmons
System:Jefferson County
School:Clay-Chalkville High School
  General Activity Information  
Activity ID: 1806
Title:
Solo Blocking Exercise
Digital Tool/Resource:
 
Web Address – URL:
Not Applicable
Overview:

In this exercise, each student will cross from Stage Right to Center Stage. The teacher will guide the students in their crosses by providing different justifications (reasons for moving from one space to another). This exercise will reinforce stage directions and the awareness that there must be a reason for all movement on the stage.

This activity was created as a result of the Arts COS Resource Development Summit.
  Associated Standards and Objectives  
Content Standard(s):
Arts Education
ARTS (2017)
Grade: 9-12
Theatre: Proficient
6) Practice and revise a devised or scripted drama/theatre work using theatrical staging conventions.

Example: Identify and use basic stage areas and stage directions in rehearsal: upstage, downstage, stage right, stage left, cross, enter, exit, stage balance, composition, and picturization.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Develop
Essential Questions:
EU: Theatre artists work to discover different ways of communicating meaning.
EQ: How, when, and why do theatre artists' choices change?
Concepts & Vocabulary:
Analysis
  • Contextual Reading
  • Characterization
  • Dramaturgy
Design
  • Using information in plays to inspire design choices.
  • Using technology to influence design and prepare students for career pathways.
Research
  • Using historical facts and images for ideas and inspiration
  • Using cultural facts and images for ideas and inspiration.

Theatrical Hierarchy and how it works in the classroom.
Skill Examples:
  • Students will design the set, sound effects or costumes for the play To Kill A Mockingbird. They will use historical images of that time period to create the visual aspects of the play.
  • Students will participate in a lecture on the history of Technical Theatre. They will pick a time period and design a set, lighting, sound or costume design using only the tools available in that time period.
  • Students will create a visual character board for the character that they are representing in a class play or assigned monologue.
  • Students will write a scene. They will break into roles of Director, Actors, Designers and Writer.
  • Students will use their written scenes in rehearsal. Designers will use provided supplies to create a set for their scene.
  • Students will memorize lines, make character choices, perform for the director for notes and finish creating their set.
Learning Objectives:

Learning Targets

I Can:

  • identify stage right and center stage.

  • enter, move across the stage, and exit with a purpose.
  Strategies, Preparations and Variations  
Phase:
During/Explore/Explain
Activity:

Gather students in your performance space. Ask one student to cross from Stage Right to Center Stage. After they cross ask, "Why did you just do that?" They may respond, "Because you told me to!" Congratulate the student for taking direction and justifying their movement from one spot on the stage to another.

Discuss with your students the importance of all movement being purposeful onstage.  Explain that each student will have the opportunity to cross from Stage Right to Center Stage. Tell the students that you will give them their situation, task, and some possible tools to use during their cross. Explain that everyone's cross will look different because they are crossing the stage for different reasons.

Below are some ideas:

1. You go to Center Stage to wait for a bus. (Where are you going? Why are you going?)

Task: You are late for class and you want to get on the bus because your class is going on a field trip today. You may be the student left behind and you will have to go to study hall all day. 

Possible Tools: With anxiety, arrogance, anger

2. You go to Center Stage to cross the street, but there is a red light and you must wait. (Where are you going? Why are you going?)

Task: You want to cross the street because you want to talk with an old friend you haven't seen for a long time who is anxiously waving at you from across the street.

Possible Tools: With enthusiasm, excitement, anxiety, joy

3. You go to Center Stage to the river bank. (Why are you going there?)

Task: You are at the river to have a picnic and swimming party with your friends.

Possible Tools: With excitement, relief, enthusiasm, calmness, joy

4. You go to Center Stage because you just made a hole in one on the golf course. (Who is with you?)

Task: You are golfing with your boss for the first time, and he is standing Center Stage to congratulate you.

Possible Tools: With excitement, happiness, joy, embarrassment

5. You go to Center Stage because you have just discovered it is a great place to fish. (Why are you fishing?)

Task: You need to get food because you are hungry and lost in the woods.

Possible Tools: With intensity, excitement, anticipation, enthusiasm

6. You go to Center Stage because that is the spot where you can see the parade. (Why are you there? What kind of parade is it?)

Task: You want to get a glimpse of a rock star or a movie star you admire.

Possible Tools: With excitement, anticipation, joyful expectation, frustration

7. You go to Center Stage because you just found your seat at the concert. (Why are you going? What kind of concert is it? Who is playing?)

Task: It is your first time at a symphony, and the concert is about to begin.

Possible Tools: With excitement, anticipation, happiness, dread, boredom

8. You go to Center Stage because you heard a voice cry from inside the well. (Why are you going?)

Task: You want to find out where the voice is coming from and whose it is.

Possible Tools: With curiosity, anxiety, fear, concern
Assessment Strategies:

Assess your students based on your observations of their participation.

  • Students demonstrated the ability to move from Stage Right to Center Stage.

  • Students demonstrated their ability to justify their movement from Stage Right to Center Stage.

  • Students used the tools you provided to add motivation to their movement across the stage.

  • Students demonstrated a believable cross across the stage.

 
Advanced Preparation:

In order to prepare for this lesson, you will want to create a list of reasons for students to cross the stage. Make sure you include a specific task and possible tools they can use.
Variation Tips (optional):

Homework Idea: Have each student bring in a solo blocking (one move) with a defined situation, a task, and possible tools to use.
Notes or Recommendations (optional):
 
  Keywords and Search Tags  
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