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Unit 3 - Character
Module 4: Performing
Lesson 2 - Working With a Director

Introduction:
The purpose of this lesson is to provide an opportunity for personal reflection and experience with the directoral process. At the end of the lesson, students should be able to orally identify some of the characteristics of a good director.

Objectives:
- to feel secure in class
- to initiate ideas for drama experiences
- to demonstrate an ability to direct a short scene
- to use voice projection

Resources:
paper and pen.

CELs:
C, CCT, IL, PSVS

Components:
Creative/Productive, Cultural/Historical

Note: As students are preparing to perform their monologues, help them apply all that they study to the performance. They should consider only elements which are within their grasp. For example: Lighting plan should reflect actual equipment available.
Performance Alternative: Remember that not all students in drama wish to perform - some may prefer to work behind the scenes. Give students the option for finding someone else to do the acting, while they direct the performance.

Activities:

Activity 1 - Talking Circle or Discussion

• What does it mean to have a vision, a clear picture of what you want?
• How can you best get others to do what you want?
• What qualities in a leader do you most admire?
• How is this this similar to a director? (10 min.)

Activity 2 - Personal Analysis:
As the teacher, read the following characteristics of a good director aloud, and have the students record which ones they will excel at, and where they will struggle. (7-10 min.)

  • knows the play/script very well (even before casting & rehearsals)
  • has a vision of the play
  • has to find the right people to work with for acting and technical roles
  • convinces others of the vision - so it is a shared vision
  • gains trust and respect of cast and crew
  • may help actor(s) understand their role, or lead them through exploration of the character
  • may assign background research to actors to help them understand the play
  • sensitive to the overall tempo of the play, provides objective feedback
  • may provide notes to actors after rehearsals (things to work on, be aware of)
  • leads actors and crew from rehearsal to performance

When you choose to direct as a teacher, what will be your biggest strength? What will be your biggest weakness?

Activity 3 - Directing Plan Presentation:
Students are to create a directing plan for their monologue performance pieces. Allow them to be creative in how they present the plans. They must, however, show that the elements for performance have been considered:

  1. vision (perhaps through a metaphor, drawings, related art or music)
  2. rehearsal process (include strategies for finding character)
  3. technical aspects - blocking, staging, props, costume, make up, light, sound
  4. cast and crew list
  5. expected audience, invitation or ticket, video documentation

Tell students they will present their plans to the class. The teacher will be the "Producer" with all the money and resources needed to bring the performances to the stage. They need to convince you with their plans. Style and panache count! (work time 20 min., presentations 2-3 min. each next day)

Instructional Strategies:
Games, Reflection

Evaluation:
Look at the directing plan for the elements (2 marks each), for creativity (5 marks) and for clarity of vision and expression (5 marks).

Alternative On-line Activity:
Submit the plans on-line, student chooses the format. Complete discussions using a whiteboard, e-mail or a secure chat.

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