NotesFAQContact Us
Search Tips
ERIC Number: ED415558
Record Type: Non-Journal
Publication Date: 1997-Nov
Pages: 11
Abstractor: N/A
"Playing The Role": Classroom Performance Approaches to Characterization.
Ratliff, Gerald Lee
Dynamic classroom role-playing is an essential ingredient in interpretation and performance if the student actor is to learn the technical skills of believable characterization. One of the first classroom performance principles in playing the role is for the student actor to read the playscript with a critical eye to grasp the creative suggestions that are implied in the dialogue, the narrative, and the stage directions. The actor then translates them into a character interpretation that features concrete, specific actions and movements. He or she also needs to cultivate a mental symbol that helps to clearly define the suggested character. Classroom performance exercises provide an excellent foundation to support and reinforce further creative exploration by individual instructors. Participatory activities stimulate awareness of the basic principles of character development and role-playing based upon observation, mental symbols, and visualization. Exercises may be supplemented with pre- and post-assigned discussion, reading, and evaluation to promote increasingly more complex analysis or interpretation techniques that might extend and enrich classroom role-playing and characterizations. Exercises are intended to promote a classroom atmosphere of relaxed inquiry and "risk-free" exploration that encourage student actors to define a more individual, personal style of performance. Some of the suggested exercises, each with its own approach, are: "Sardines Today"--promoting awareness of mental symbols; "Mime 'N Movement"--helping to understand the role movement plays; and "The 'Found' Voice"--helping expand vocal variety in performance. (CR)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A