Unit 3 - Character
Module 3: Developing Character
Lesson 1 - Working Externally (Biography)

Introduction:
The purpose of these activities is to help students to express the script of the monologue in a variety of physical ways, and to help students learn to establish personal details about characters they play.

Objectives:
- to use improvisation to contribute to works of dramatic art
- to reinforce previously developed dramatic abilities and understandings
- to understand the relationship of script to performance
- to express ideas and emotions appropriate to particular characters
- to become confident at communicating character through movement and gesture

Resources:
(pdf) External Biography sheet, neutral masks, simple costume pieces

CELs:
C, CCT, IL, PSVS

Components:
Creative/Productive

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Note: Students are building towards a performance piece with the script written in the previous module, and the character to be developed in this module. Remind them to look back to their script if unsure how to proceed with their character. Let them also know that work done on character in the next 4 lessons may lead them back to their script for revisions.

Activities:

Activity 1 - Warm Up
25 Ways to Use a Chair - help everyone expand their thinking using improvisation and responding to impulse.

Place chairs in a circle, one for each person. Each person sits in a chair as a character type. Actors freeze in attitude and physical position for the character. Students should use only their heads to move and look at everyone else.

Then everyone gets up, moves to a new chair and assumes a new character. Repeat the exercise until each person has made a character for each chair in the circle. As they continue the activity and begin to run out of ideas, encourage them to use the chair in different ways, get creative with the chair. It can be a car, a jail, a coat - encourage creative expression. (5-10 min.)

Activity 2 - Developing Character through working Externally
There are different methods you might use to develop a character. As always though, the actor must return to the source of the work – the script. You must first understand the script in order to build a full picture of the character.

Have students complete a character biography based on external qualities. They may may not find it useful to answer every question – have them choose the ones which best apply to the situation. (10 min.)
(pdf) External Biography sheet:

Physical & External Qualities: • Name • Age • Race/Culture • Social Status • Occupation • Marital Status • Family Relationships • Children or Siblings • Appearance: style of clothing and hair • Posture • Type of Movements • Mannerisms

Imagine other aspects of the character's life: Where does he or she live? What kind of car do the character drive? What does the character do in his or her spare time? Where was the character's last vacation? Does the character give to charities? Or volunteer? How does the character see him or herself? How do other people see the character?

Activity 3 - Mini-Guided Imaging
Read the following script to your students, employing long pauses where appropriate:

Sit in a space on your own. Relax and close your eyes. Imagine a mirror before you, a mirror which will show you the image of this character. Look in the mirror and see the character, the person, through their eyes. Look carefully at how you stand, at how you are dressed, at how you make eye contact with yourself.
Open your eyes and move to a position of readiness. You are to begin moving about as if this is a typical day for your character. How will the day begin? Use movement to find the character – how fast, how confident, etc. Explore your character’s world at home, find typical actions and behavior as they get ready for the day. Consider what your physical space is like, what does it look like? Explore how you sit, stand, walk, take, give, etc. How do you wait for someone? How do you ask for something? (5 min.)

Activity 4 - The Mental Monologue:
Students should sit a moment in silence and think about the monologue. Where does it take place? What are the physical actions that happen? Students should walk through their monologues mentally.
Students should do the entire monologue without words, use only physical movements to express what is taking place. Work through how to express the feelings of the piece without words. Do not try to mime actual words or phrases of the monologue – express the essence of the piece. (10- 15 min.)

Activity 5 - Neutral Mask:
Use a neutral mask (covers the face and offers no expression) if possible for this exercise. If a neutral mask is not available, try to keep the face as expressionless as possible. The actor must rely upon the body to convey meaning. To prepare this scene, the student must think about the monologue in terms of essential moments. Break it down into the most important elements for expression. Students should prepare the monologues in neutral masks as a silent scene for the class to watch. (1-2 min. per monologue performance, plus 5 min. preparation)

Talking Circle: Students may respond to one of three questions: • How did it feel to wear the neural mask (or to use no facial expression at all)? • How did it look as audience? • What do you have to focus on? (5-10 min.)

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Instructional Strategies:
Role-play, Reflection, Case study