Unit
3 - Character
Module
1: Ways Into the Work
Lesson
3 - Objectives & Obstacles
Introduction:
The
purpose of this lesson is to reinforce the understanding of objectives
and expand the students' application of the concept.
Resources:
(pdf) Objectives in Acting,
(pdf) Actable Verbs
(extensive list), a variety of script selections for analysis
- (pdf) "Angels"
1 act play is one example; Improvisation
Scenario examples.
| Note:
This lesson includes some work for advanced Drama
students. The term "beats" and in-depth script
analysis is a University level concept some may be ready
to approach. The advanced work is optional. |
Activities:
Activity
1 - Learning Concepts:
General Handout: "Objectives
in Acting" and "Actable
Verbs"
Read the handouts and discuss objectives and obstacles. Talk about
famous characters from plays you have read (or even movies) and
determine what their objectives and obstacles are for particular
scenes. For example: Willy Loman, Death of a Salesman,
talking to his boss about being "retired" from his job;
or Hamlet in the "to be, or not to be" soliloquy. Look
at script selections and identify objectives and obstacles as
a group.
Advanced
Background Notes (Optional):
Acting is doing, it involves verbs and action. The smallest
unit of conflict is called a "beat". We can break
scenes into beats to better understand the play. Information
for the character comes from the text. The director and actor
must first understand the script, which allows them to interpret
the beats in interesting ways.
A
beat should have 4 elements:
| Action
(something to do) |
Objective
(something to want) |
| Obstacle
(something to overcome) |
Inner
Image (something to motivate) |
Activity
2 - Warm Up:
Begin thinking of motivation in terms of an objective as an action
- verbs. Move about the room in a random pattern. As you walk,
listen to the verbs called out and to respond accordingly. Use
the "Actable Verbs" list. For example: the instructions
are "I want to comfort (or other verb)", "I want
to threaten", or "I want to beg". etc.
Once
you understand the concept of objectives, move into 2 groups
- the groups will be given different verbs, privately, and then
allowed to move and interact with one another. For example:
one group is given the verb "to threaten" and the
other group is given the verb "to tease". What happens
in the interactions? Keep changing the verbs and watch how relationships
change.
|
|
Talking
Circle: Discuss a major
objective that many teenagers face and the objectives to
achieving it. (5-10 min.) |
Activity
3 - Improvisation Exercise:
Take turns doing improvised scenes in partners, in which the
group provides each with an objective and an obstacle - you
also need to give a context for a scene. Allow 1 minute for
the scene.
|
For
example:
Two people trying to paint the kitchen - one wants
"to impress" but is out of shape and tires
very easily; the other wants "to ignore"
but has a very bad temper. The scene has all kinds of
possibility for conflict between characters and internal
conflict as they deal with their personal objectives
and obstacles. It provides texture to the scene.
|
The above exercise can be played many times as you explore ways
into character. An alternative is to set up three containers:
1 - situations, 2 - objectives, 3 - obstacles. Choose randomly
from the containers.
Sample
Improvisation scenarios (pdf)
Activity
4 - Advanced Improve Exercise (optional):
Work with a partner to create a scene which shows the 4 elements
of a "beat". The audience should be able to identify
the elements in the scene.
Activity
5 - Extended Exercise (optional):
Work with a partner and develop a scene in which the objectives
change at least twice for each person. Why do "wants"
change in a scene? How can a scene be developed to show these
changes. Allow the partners to work on who their characters are,
their relationship to one another, where the scene takes place
and why.
| For
example: Two secretaries in the same office who have
just heard there is a new opening for position of Senior
Assistant to the Director of the company. What is their
relationship to one another? How do they feel about getting
the position? What will they do to get it? Is their friendship
an obstacle? Show the initial "I want ..." and
the change in the "I want..." as the scene evolves. |
Evaluation:
Participation
will be evaluated out of 10.
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