Unit 4 Sample Lesson: Business

In this lesson, students will continue to build on the skills learned previously. They will continue to explore the idea that everything within the frame on screen has to have great significance, since it is all the audience sees.They will explore the idea of business and the importance of props and how they can be used to create tension and/or reveal a marked shift in thinking. Students will also explore what props can reveal about socio-economic status and how they can be used to support gender stereotypes.

How does the choice of material within the frame reflect the analysis and interpretation of a script?
How does the content of the frame establish point of view?
How can an actor make choices to activate story and theme within the confines and potency of the frame?
How can an actor perform with an awareness of the camera while still appearing natural?
How can screen actors communicate story and theme through "business" and small props?

A1.3 create and interpret a range of characters using a variety of acting approaches

A2.2 use a variety of drama conventions to establish a distinctive context or role in original or adapted works

A3.2 use a range of techniques and acting approaches to refine performance during rehearsal

B1.1 use the critical analysis process before and during drama projects to assign roles within the group, monitor the group process, and modify the roles and process as needed

C1.1 identify and describe the forms, elements, conventions, and techniques used in a variety of drama styles and explain how they help achieve specific purposes and effects

C1.2 use correct terminology for the various components and processes of their own and others' drama works

C2.2 compare the acting skill sets required by performers in current media to those required in traditional theatre

At the end of this lesson, students will be able to:

• Relate techniques of film acting to those of stage acting
• Reflect on the creative process and its application to other contexts
• Use appropriate film terminology
• Explain the importance of the actor's face in film and video
• Use appropriate blocking and business in a mid shot
• Understand the importance of "business" within the screen frame
• Critically analyse film choices to uncover assumptions about gender and/or socio-economic status

Readiness

Prior to this lesson, students will have completed the storyboards for their two character scenes from the previous lesson. They will have experience providing constructive and descriptive feedback to peers and will understand the concept "cheating for the camera." Students will also know how to safely operate and care for video cameras.

Terminology

Business
Props

Materials

Wooden frame the size of a TV screen, 16 units wide, 9 units high (wide-screen) 4:3 (regular TV)
6 cameras
Television monitor for playback
Selection of small props: pencils, keys, glasses, etc.
BLM #3 Watching Narrative Film

Whole Class > Discussion

Link back to the techniques studied in the previous lesson regarding screen actors adjustments to the shots used and to the technique of "cheating" for the camera. Explain that today they will be looking at additional techniques used in film acting, and that students will have their 2 person scenes videotaped for their video portfolio.

Discuss the value of the storyboarding that students completed for homework. Teacher prompts: What are the merits and difficulties of storyboarding alone vs. working on your feet with a partner?

Assessment for Learning (AfL)

Address any concerns that may have arisen from the exit cards from the previous lesson. Continual questioning and observing of class to determine students' readiness to move on. Use today's exit slips to determine next steps in learning

Assessment as Learning (AaL)

Use teacher prompts to encourage student discussion of learning style, working preferences, and to assist in meta-cognition of learning preferences. Students use the exit slips to identify gaps in their understanding and articulate questions about the concept "business."

Differentiation (DI)

Students choose own partners, groups, props and content. If possible, let students work on computers to type up their scenes. If students are still struggling with the concept, make the groups so that they are paired with students who have grasped the concept.

Quick Tip

Pairs > Filming

Tell students to share their individual storyboards with their original partners. Instruct students to select the images they will use to stage their scene for the camera. Rehearse the scenes using the images chosen.

Have each pair join another and provide feedback for their two-person scenes. Once finished, tell each pair they will videotape the other group's refined scene using their storyboard as a guide.

Whole Class > Discussion

Watch and discuss the videotaped scenes.

Key Questions for Discussion:

Which of the solutions to cheating did you find particularly effective?
What techniques did groups use to make their cheating seem natural?
What did some of the faces communicate?
How did the choices enhance the story?

Whole Class > Business

Explain the importance of "business" when acting for the camera. Through business, an actor can let the audience understand another aspect of his/her character, or mark where a thought is changing; the way the actor does the action lets the audience know what s/he is really feeling.

Ask students to each select a small prop and find their own space in the drama classroom. Each student will work alone to explore the variety of ways s/he can use the prop (e.g. tap a pencil, twirl it, sketch with it) in a one-minute time period.

Select three or four volunteers to present their use of the props on video or within the wooden frame. Discuss with the class the "props scenes" presented. Teacher Prompts: What information did you get from the actor's use of the prop? Did the actor's point of view or emotional state change with the changing use of the prop? Did any of the uses of the prop show an actor's intent?

Pairs > 60 Second Scenes

Divide students into pairs or have them return to their original partners. Tell students that they will now explore how a prop can help communicate theme, mood, character and/or content. Students can continue to work on the scenes they have already developed or they could recreate a two-person scene from one of the films they studied in the course. Encourage students to develop the scene by changing either the gender or the socio-economic status of the characters and to lengthen it to 60 seconds. Advise students to choose their prop carefully and to experiment with the different ways it can be used.

Tell students that all business with the prop must be within the frame and their hands and/or the prop(s) should not move in and out of the frame. Give students time to rehearse the scene for a mid shot.

Whole Class > Present

As a class, watch and discuss the "60 second scenes."

Key Questions for Discussion

What information did you get from the actor's use of props?
What difficulties arise from using props within a shot?
What effect was created by the way an actor handled the prop?
What insights did we gain when the gender or socio-economic status of the character changed?
In what ways did the choice and use of the prop contribute to any insights gained?

Individual > Research

Discuss the importance of film research and hand out BLM #3 Watching Narrative Film. Ask students to watch 30 minutes of narrative film before the next class, and to record (a) the number and type of shots used, (b) the use screen actors made of business, (c) the actors' use of props, (d) the ways in which the props used indicate socio-economic status or gender stereotypes.

Exit slips: Hand out small slips of paper. Have students write briefly any questions or concerns they have about either the assignment or the notion of "business." Collect the slips as students leave.

Next steps: Students will share and discuss their findings from BLM #3 Watching Narrative Film. During the following two classes, students will further experiment with ways that screen actors communicate story, character, and objectives through the use of gestures and props. They will then explore the use of space and time in stage and screen acting.