Acting II

National Core Theatre Standards

• TH:Cn10.1 Synthesize and relate knowledge and personal experiences to make art.
  • TH:Cn10.1.A With prompting and support, identify similarities between characters and oneself in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Cn10.1.B Relate character experiences to personal experiences in a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Cn10.1.C   Use personal experiences and knowledge to make connections to community and culture in a drama/theatre work.           
  • TH:Cn10.1.D  Explore the basics of human emotion and how we manage them.
  • TH:Cn10.1.E  Explore and discover connections between others.
  • TH:Cn10.1.F  Learn how to be more comfortable with oneself and others.
  • TH:Cn10.1.G  Understand the basic physiology of stage fright/anxiety and how to start managing it.
  • TH:Cn10.1.H  Recognize the barriers that we often put up to keep us from truly being seen and show an ability to lower them when performing.
  • TH:Cn10.1.I  Share experiences and personal connections with classmates.

• How to strategically choose and precisely control the revelation of a character's vulnerability, utilizing it as a deliberate artistic tool to create specific dramatic impact and propel the narrative forward.

• Becoming an Emotional Architect: Choosing How to Show Your Character's True Self: This big idea isn't just about feeling emotions on stage; it's about being in charge of them. You'll learn to precisely choose when and how to reveal your character's vulnerabilities. Think of yourself as an architect building a character's emotional world—you decide which walls to keep up and which ones to open up, and exactly how much. This makes your performance incredibly specific and powerful, connecting deeply with your scene partners and the audience.
• Superpowers of Presence: Connecting to Everything, Every Second: This idea focuses on boosting your awareness to a whole new level. It's about being incredibly present and aware of everything in the moment: your own body and thoughts, your scene partner's tiniest reactions, and even the energy of the audience and the space around you. You'll learn to soak up all this information and use it instantly to make your performance truthful and exciting. It's like having "actor superpowers" that let you react perfectly to anything that happens.
• Daring to Go Deeper: Exploring Tough Emotions in a Safe Space: This big idea recognizes that truly great acting often means stepping into uncomfortable or challenging emotional territory. It's about having the courage to take big risks and explore complex human experiences, even the messy ones. But you won't do it alone. This unit is built on deep trust within your acting ensemble, creating a super safe and supportive environment where you can push your boundaries and explore new emotional depths without fear of judgment.

• What personal beliefs, habits, and fears hold us back from reaching our fullest potential as performers, and how can we overcome them?
• How does discovering our own purpose and philosophy as actors help us grow, connect with others, and stay inspired in our craft?
   

• What are the things that are holding you back from performing to your highest potential?
• What is your acting philosophy (why do you act?)
• How can we become more free and fluid when considering our own performance?
• How can we continue to connect and share new experiences with new people?
• What keeps bringing you back to acting classes?
   

• If..Book https://www.amazon.com/Big-Book-If-evelyn-mcfarlane/dp/1400060486
   

• Icebreaker games
• Since We Last Met Response
   

National Core Theatre Standards

• TH:Cr1 Select, analyze, and interpret artistic work for presentation.
  • TH:Cr1.A Shape character choices by understanding the basic story of the selected piece.
  • TH:Cr1.B Identify the basic emotions and feelings that might be included in the moment of the scene.
  • TH:Cr1.C Show an ability to select a piece that accurately showcases the performer's talent level and/or type.
  • TH:Cr1.D Understand the basic parts of acting: Text and Feeling and how vulnerability plays in their communication.
  • TH:Cr1.E Discuss and pay attention to the beats or moments of the piece where the feelings/emotion/or story shifts.
  • TH:Cr1.F Demonstrate an ability to allow oneself to feel what the text/story/moment is asking them to feel. 
• TH:Cr2 Prepare an artistic work for presentation.
  • TH:Cr2.A Practice and refine various acting techniques to expand skills in a rehearsal or drama/theatre performance.
  • TH:Cr2.B Discover how bold and truthful choices shape believable and sustainable performances.
  • TH:Cr2.C Perform a scripted drama/theatre work for a specific audience.
  • TH:Cr2.D Discover how feeling and emotions are expressed through vocal and physical cues.
  • TH:Cr2.E  Understand the difference between feeling without text and text without feeling.
  • TH:Cr2.F  Demonstrate an ability to allow oneself to feel what the text/story/moment is asking them to feel.
  • TH:Cr2.G  Demonstrate an ability to make and take the adjustments that are given to the actor.
  • TH:Cr2.H  Understand the difference between acting as "DOING" vs. acting as "BEING".
• TH:Cr7 Perceive, analyze and reflect on artistic work as an audience member and performer.
  • TH:Cr7.A As an audience, respond to what is seen, felt, and heard in a drama/theatre work to develop criteria for artistic choices.
  • TH:Cr7.B Demonstrate an understanding of multiple interpretations of a performance.
  • TH:Cr7.C As a performer, respond to what is seen, felt, and heard in a drama/theatre work to develop criteria for artistic choices.
  • TH:Cr7.D Discuss and share what was effective/not effective about a performance.
  • TH:Cr7.E Study self by means of video to determine areas of strength/need.
• TH:Cr6 Develop and refine artistic techniques and work for presentation. 
  • TH:Cr6.A  Use pitch to create variation in vocal delivery.
  • TH:Cr6.B  Use projection to reach an audience and vary performance.
  • TH:Cr6.C  Enunciate properly while maintaining character.
  • TH:Cr6.D  Apply an appropriate pace to a performance.
  • TH:Cr6.E  Demonstrate the ability to use pausing and beats for dramatic effect.
  • TH:Cr6.F  Understand and demonstrate the ability to stay “on breath” during a performance.
  • TH:Cr6.G  Analyze the possible motivations behind movement or action.
  • TH:Cr6.H  Explore and implement effective gestures/physical choices for character.
  • TH:Cr6.I   Eliminate superfluous fidgeting, pacing and movement.
     

• How the absence of visual elements in voice-over necessitates heightened vocal clarity, nuance, and characterization to convey the entire story, emotion, and environment.
• The function and proper use of basic microphone techniques (e.g., distance, pop filters, breath control) and standard studio etiquette to produce clean, professional-quality audio.
• Understand and experience the distinct interpretative demands and common terminology of various voice-over genres (e.g., commercial, narration, animation, e-learning) and how to adapt their vocal performance accordingly.
• Learn the typical workflow of a voice-over project, from script analysis and recording to basic editing principles and final audio delivery.
• The importance of self-direction, adaptability to feedback, and efficient time management during a voice-over recording session to achieve desired results.

• The Unseen Actor: Harnessing the Voice as the Complete Storyteller. This big idea emphasizes that in voice-over, the actor's instrument — their voice — must carry the entire burden of character, emotion, and environment. It focuses on mastering vocal precision, nuanced expressive techniques, and creative interpretation to build compelling narratives and believable characters solely through sound, without the aid of physical presence.
• From Page to Playback: Mastering Script Analysis and Performance for the Microphone. This idea delves into the unique demands of voice-over scripts across various genres (e.g., commercial, animation, narration, e-learning). It focuses on teaching actors how to analyze text specifically for audio performance, understand timing and pacing requirements, utilize microphone technique effectively, and develop the ability to self-direct and adapt their performance in a recording studio environment.
• Professional Presence: Navigating the Voice-Over Workflow and Delivering a Polished Product. This big idea introduces students to the practical, professional aspects of the voice-over industry. It covers understanding the typical workflow of a VO project, basic studio etiquette, the importance of audio quality, file management, and the skills needed to deliver a refined, client-ready voice-over performance, from initial read to final output.
   

• Perform diverse voice-over scripts (e.g., commercial, narration, animation, e-learning) using only the voice to effectively convey character, emotion, and story, demonstrating advanced vocal agility and precision.
• Operate studio equipment, including microphones and basic recording software, to capture clean, high-quality audio, demonstrating proper microphone technique and adherence to recording etiquette.
• Analyze voice-over scripts to identify genre-specific nuances and client (or teacher) expectations, then adapt vocal performance to deliver takes that meet specific interpretative and technical requirements.
• Effectively self-direct their own voice-over recording sessions, making informed choices about pacing, emphasis, and emotional tone, and executing multiple "takes" and "pickups" as needed to refine performance.
• Complete the basic post-production steps for their voice-over project, including file management and simple audio editing (e.g., trimming, noise reduction), to deliver a final, polished, and ready-for-playback audio file.

• How does the absence of physical presence in voice-over performance reshape the actor’s approach to character creation, storytelling, and audience connection?
• What skills, techniques, and collaborative responsibilities are essential for delivering a professional, impactful, and versatile voice-over performance across different genres?

• How does the absence of the actor's physical presence fundamentally transform the process of character creation and storytelling in voice-over?
• What unique vocal flexibility, interpretive precision, and analytical skills are required to effectively embody characters and convey narratives across diverse voice-over genres (e.g., commercial, animation, narration)?
• How does mastering microphone technique and understanding basic audio production influence an actor's ability to deliver a professional and impactful voice-over performance?
• What is the actor's comprehensive role and responsibility within the full collaborative workflow of a voice-over project, from script interpretation to final audio delivery?
• How do an actor's self-direction, adaptability to feedback, and critical listening to their own recorded work contribute to refining a voice-over performance into a polished, professional product? 
   

• Nancy Cartwright Master Class 
• Nancy Cartwright Teaches Voice Acting
   

• Voice Over Project Selection
• Voice Over Script Scoring
• Voice Over Recordings
• Master Class Viewing Responses
   

National Core Theatre Standards

• TH:Cr1 Generate and conceptualize artistic ideas and work.
  • TH:Cr1.A Recognize the ways in which technical elements contribute to the audiences’ understanding and appreciation of a performance.
  • TH:Cr1.B Discuss some of the visual and aural elements that convey environments (time, place) which support the text/story. 
  • TH:Cr1.C Recognize coherent stage management, promotional and business plans.
  • TH:Cr1.D Understand the basic elements of a production process (How does a show get produced?).
  • TH:Cr1.E  Articulate how some positions in the production team hierarchy contribute to the production process. 
• TH:Cr2 Organize and develop artistic ideas and work. 
  • TH:Cr2.A Understand the basic elements of the audition process.
  • TH:Cr2.B Discover and demonstrate an understanding of how to audition more effectively.        
  • TH:Cr2.C Explore some of the key expectations and roles of casting and auditioning.
  • TH:Cr2.D Prepare and present a script (monologue or scene) for an audition, while showing an ability to perform well.
  • TH:Cr2.E Understand how to prepare and present an audition (LIVE and SELF-TAPED)
• TH:Pr6 Convey meaning through the presentation of artistic work.
 
  • TH:Pr6.A Readthrough, discuss and select a play to perform.
  • TH:Pr6.B Cast the play with students from class.
  • TH:Pr6.C Set rehearsal schedules and plans.
  • TH:Pr6.D Memorize lines and blocking for performance.
  • TH:Pr6.E Create, understand and demonstrate appropriate blocking for scenes.
  • TH:Pr6.F Create a marketing campaign for the show.
  • TH:Pr6.G Coordinate the ticket sales, posters and programs for the show.
  • TH:Pr6.H Facilitate the music, lights, sound and other technical elements for the show.
  • TH:Pr6.I Perform the show multiple times.
  • TH:Pr6.J Analyze and evaluate the performances and make changes.

• How to analyze, track, and sustain a complex character arc across multiple acts, ensuring emotional truth, logical progression, and compelling dramatic shifts throughout the entire length of the play.
• The specific responsibilities and professional discipline required for maintaining focus, energy, and consistency during intermissions and across multiple performances of a full-length play.

• Keeping Your Character Strong from Start to Finish:  This big idea is all about the serious endurance needed for a long play. You'll learn how to keep your character's journey believable and powerful over two acts, not just one. It's like training for a marathon: you'll build your physical, vocal, and emotional strength to deliver a top-notch performance every single time, from the very first rehearsal to the last show.
• Being the Ultimate Team Player: Making the Show Run Smoothly:  This idea dives into how actors work super closely with everyone to make a big play happen. You'll learn how your acting choices blend perfectly with the lights, sound, sets, and costumes. It's about being an active and professional partner with the director, stage managers, and designers, making sure every moving part of the show works together like a finely tuned machine.
• The Whole Journey: From Script to Standing Ovation:  This big idea looks at the entire adventure of putting on a two-act play. You'll understand how to navigate the longer rehearsal process, deal with challenges that pop up, and keep your performance fresh through multiple shows. It's about taking ownership of your role in every single step, from reading the very first script to taking that final bow at opening night, and beyond.
   

• Experience the process of producing a show from selection to show.
• Explore and participate in technical elements of a show (lights, sound, marketing, costumes).
• Collaborate with other artists to execute the vision of the director/production team.
• Expand their acting ability through a real-world application of their acting training.
• Experience performing in front of a live, paying audience.
• Learn how to create and follow a budget.
• Demonstrate their ability to seamlessly integrate their performance with intricate technical elements (e.g., complex lighting changes, layered sound cues, multiple scene transitions, quick costume/prop changes) inherent in a full-length production.
• Apply strategies for managing their physical, vocal, and emotional stamina required for demanding, extended rehearsals and sustained performances over the run of a two-act play.
• Proactively contribute to creative problem-solving and adaptable decision-making throughout the extended production process, working collaboratively with the director, stage management, and design team to overcome challenges.

• What creative, physical, and collaborative elements are essential to successfully producing a theatrical performance from page to stage?
• How do different production contexts, formats, and performance environments shape the actor’s experience, preparation, and stamina in a show?

• What are the essential elements of producing a show from page to stage?
• What factors go into producing a show?
• What role does stamina play in an actor’s performing life?
• How can we collaborate more effectively while working towards a goal?
• What variables come into play when performing a two act play vs. one act play?
• How is performing a class show different from performing a show outside of class?  How are they similar?
   

• Best Sites to Find Class Plays:
• www.playscripts.com
• www.yourstagepartners.com

• Class Play Read Throughs
• Daily Rehearsal Scores
• Memorization Checks
• Breakout Session (Tech team Meetings)
• Final Show Performances
• Post-Show Evaluation