Minds On

Warm up

Don’t forget to do your safety check!

Warm up

Breathing activity

Five students, all wearing the same t-shirts and pants, stand indoors in a gym, arms raised up above their heads, shoulders back, smiling.

Stand or sit with your shoulders back and your arms at your side. Breathe in slowly, and if possible, bring your straight arms up above your head as you breathe in and return them to your side as you slowly breathe out.

Repeat this activity slowly 5 times.

If you wish, you can access this recording entitled “Arms Up Breathing Activity” to complete your breathing activity.

Arms Up Breathing Activity

View Transcript

Drama game

In this activity, we are going to explore the Five senses. If possible, choose one of the prompts for three of the senses. Imagine how your body would react as you pretend to do the things presented in the printable document titled Five Senses.

Five Senses
TOUCH… A hot stove Sharp tacks Cozy blanket	TASTE… A sour lemon A candy or sweet Spinach
HEAR… A gentle wind Underwater sounds A whistle	SEE… A car coming far away and towards you A giant An ant A big black spider
SMELL… Freshly baked bread A skunk Perfume Onions

Press the 'Activity' button to access the Five Senses.

Activity

Let's get started

Consider a drama production and the elements that make that production successful.

Explore the carousel of images and descriptions. As you explore, consider:

What element of a successful drama production is being highlighted in these images?

As you record your thoughts, be sure to include the clues that helped you establish your answer.

Five young actors sit on the floor of a stage in a circle, their legs crossed, holding their scripts and practicing their lines together.

Five youths are sitting together in a circle on the floor of a stage, with their scripts, practising their performances.

Two actors, dressed in black, stand together on a stage among a semi-circle of other actors sitting on the floor watching their performance.

In this performance, the two actors are standing among a semi-circle of sitting performers. They appear to be acting out a scene.

Ten youths smile and stand in a line. There is a black background behind them.

Ten youths are standing in a line. This could be a finale or a dramatic section of a play.

A teen reads a script and makes gestures with their hands. The other actors in the play sit on the floor and follow along with the script.

This image shows a teen holding a script practising their lines. The other teens that are in this production are sitting around and waiting for a chance to practise their lines.

Brainstorm

Why are actors important in a drama production?

Action

Get ready, get set…

Actors are also called performers. They are the people who entertain an audience by taking on a character of the story. They may do this by acting, singing, and/or dancing.

Actors work with a creative team to bring a theatrical piece to life.

Press the following tab to access more information about the responsibilities of an actor.

An actor must:

learn their lines, their songs and/or dances
perform for an audience
work with the other performers
use any props and/or costumes supplied for the show
attend all dress rehearsals and costume fittings
research the play/character
take direction from the director and/or choreographer

Elements of drama

Which elements of drama might an actor use when they are first learning a part?

Press 'Elements of Drama' to access a definition of elements of drama.

Elements of Drama

Elements of drama are the fundamental components of drama, including the following:

Character/role. An actor's portrayal of a character in a drama, developed with attention to background, motivation, speech, and physical traits.
Focus or emphasis. The theme, character, problem, event, moment in time, or centre of visual interest (e.g., in a tableau or staging) that gives purpose or impetus to a drama.
Place and time. The setting, time period (e.g., past, present, future), duration (e.g., one day), and chronology of the action of a story or drama.
Relationship(s). The connection(s) between people, events, or circumstances.
Tension. A heightened mental or emotional state resulting from uncertainty about how the conflict or problem in a drama will be resolved.

Record your ideas in a method of your choice and then press the following tabs to check your responses.

An actor must analyse the background, motivation, speech, and actions of their characters to build their role using voice, stance, gesture, and facial expression to correctly portray this character.

An actor analyses the relationships in the story to develop the interplay between themselves and any other characters.

An actor uses props, costumes, and furniture to help establish the setting.

The actor uses stage effects (e.g., lighting, visuals, sound effects) to guide their performance and produce specific audience reactions.

The actor makes deliberate artistic choices to sharpen the focus of the story.

Pause and Reflect

Pause and reflect

Are any of these elements more important than others for the actors? Which one(s)? Why?

Focus on role/character

What does an actor have to do in order to get in role?

Press 'Role' to access some ideas for answering this question.

Role

When an actor takes on a new role, they might start by exploring how they can express themselves as that character.

Explore this video entitled “Body, Face, and Voice” to learn more about how actors use body movement, facial expressions, and vocal cues to convey emotion.

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What did you learn about how an actor can use body movements, facial expressions and their voice in their role?

Record your ideas using a method of your choice. Share your thoughts with a partner, if possible.

Go!

How to read a script

Description

A page from a script for a play. The script indicates the setting, characters and dialogue. Act one. Scene one. At rise: Lights brighten on the interior of Dr. Jameson’s office. David sits reading the latest copy of Time magazine. He turns a page, sighs, turns another, sighs again and finally throws the magazine to the coffee table. He stands and begins pacing the room. Dr. Jameson enters and extends an open hand to David. Dr. Jameson (speaking): “David? I’m Dr. Jameson. Sorry about the wait. Fridays are always a crunch day for me. Tommy many people in too short of time”.  David (speaking): “So business is really booming, huh?”.  Dr. Jameson (speaking): “I guess you could look at it that way”.  Dr. Jameson walks towards his office door and motions David inside.  The script contains annotated notes along the margins of the page to explain the features of the script. “The Act and Scene citation usually is centered on the first page of dialogue; some writers put it all the way to the left of the margin. An alternative to this to note the act, scene and page number in the upper right-hand corner, numerically. Act One, Scene One, Page One would read 1-1-1, or Act Two, Scene One, Page 4 would read 11-1-4”. This note refers to the Act One, Scene 1 at the top of the page. “Number your pages” is a note at the top of the page next to the number 1. “Some writers capitalize the name of the character when he/she first appears”. This note refers to the first mention of Dr. Jameson in the script. “An alternative to this is to note TIME and PLACE”. This note refers to the term AT RISE at the beginning of the scene. “These are only the directions we need to know to start the scene i.e. what’s going on at the beginning of the play”. This note refers to the stage directions at the beginning of the scene. The character’s name is in all caps and centered. This note is referring to the character DR JAMESON. “Dialogue stretches from margin to margin. It is single spaced, or a space and a half, with a double space between two characters speaking”. This note is added in the margin next to a line of dialogue from Dr. Jameson. “These internal stage directions, or action, can appear here, or justified right and italicized”. This note is added in the margin next to the italicized direction “Dr Jameson walks towards his office door and motions David inside.”

Explore this example of a sample script page. As you explore each of the following, press the checklist item.

Sample Format Page

The location of the character's name and lines and how they appear on the page Direction for time and place Directions for the actor that explain their emotional reaction Why the word con't might appear after a character's name How the stage direction appears on the page

Explore the following script based on the fable “The Lion and the Mouse.”

Press 'Did You Know?' to access information about Aesop's Fables.

Did You Know?

In the mid-6th century BCE, Aesop, who was a former enslaved person in Greece, wrote tales called fables. These 725 fables were often shared using the storytelling tradition of passing the tales orally from person to person but were also available for children to learn to read. These fables, as written, were not long stories. They would begin with a setting and a situation and then move quickly into the “punchline” or the moral (lesson) of the tale.

The Lion and the Mouse Script
ACT ONE Scene 1 AT RISE: Lights brighten on interior of a forest. LION is on the ground, sound asleep, his head resting on his paws. MOUSE enters and squeaks. MOUSE (whispering) Oh! Oh no! A lion! I had better be careful. Mouse runs away from Lion but in their haste, runs across Lion's nose, waking them up. LION (yawning) What? What's this? Ah ha! I got you! Lion lays his huge paw on the tiny mouse. MOUSE (frightened) Spare me! Please, please let me go. One day I will repay you. Lion laughs loudly. LION You? Repay me? I'm not sure you will ever do that. But we shall see. I will let you go. MOUSE Oh thank you! Thank you! Mouse scurries off. Lion yawns and falls asleep again. ACT ONE Scene 2 AT RISE: Lights brighten on interior of a forest. LION is stalking his prey when they get caught in a net. LION What? No! I can't escape. What will I do? Lion roars loudly in anger and frustration. Mouse appears on the other side of the stage. MOUSE What is that mighty roaring? It sounds as if it's LION. Maybe he's in trouble. Mouse rushes quickly to Lion. MOUSE (seeing Lion in a net) Oh no! You are trapped in the net. Don't worry, I will save you. LION (moaning) How can you save me? You are too small. I will be stuck here forever. MOUSE Don't be silly. Just give me a moment. Mouse begins to gnaw at the ropes. She bites at the ropes until Lion is free and able to escape from the net. LION You did it! I'm free. Lion roars in relief. MOUSE You laughed when I said I would repay you. Now you see that even a Mouse can help a Lion. Remember, A kindness is never wasted.

What do you notice about the structure of the script?
What are some of the cues provided that are important for an actor to understand? If possible, share your responses with a partner.

What do you notice about the structure of the script?

What are some of the cues provided that are important for an actor to understand? If possible, share your responses with a partner.

Complete the document The Lion and the Mouse Script in your notebook or using the following fillable and printable document. If you would like, you can use speech-to-text or audio recording tools to record your thoughts. Consider adding your work to your drama portfolio.

Press the ‘Activity’ button to access the The Lion and the Mouse Script.

Activity

A young actor, wearing a crown and t-shirt, looks off into the distance deep in thought, their arm held against their chest, hand in a fist.

For each sentence, select the missing word from the drop-down menu.

Beginning of Fill In-the-blanks 1 interactive activity.Enter interactive activity Fill In-the-blanks 1 or press link to skip to end of activity.

left

right

brackets

curtains

the centre

punctuation

Press link to return to start of interactive activity Fill In-the-blanks 1.End of Fill In-the-blanks 1 interactive activity.

In role

Explore the role of the Lion.

What kinds of characteristics does a lion have?
How might a lion move?
How might a lion think?

Explore the role of the Mouse.

What kind of characteristics does a mouse have?
How might a mouse move?
How might a mouse sound?
How might a mouse think?

Pause and Reflect

Pause and reflect

How does knowing and understanding these aspects of these animals help an actor become these characters?

Press ‘Answer’ to access a possible answer to the pause and reflect question.

Answer

In order to portray the character in a way that an audience would connect with and be familiar with, they must use their body, voice, and facial expressions correctly.

Consolidation

Putting it all together

Act it out

If possible, act in role with a partner taking on the character of the Lion or the Mouse. Once you have completed, try switching characters and act out the story once again.

If working independently, you may record yourself acting the role of the Lion and then create a recording acting in the role of the Mouse.

You may also create a detailed written or audio description about how you would act in the role of the Lion and Mouse.

A lion lies on the grass in a field, with a mouse sitting on top of its head. The lion is looking up at the mouse, winking.

Portfolio

Review your learning

Consider adding your answers to the reflection questions to your portfolio.

How did you distinguish the role of the Lion or the Mouse? How did you use your body, face, and/or voice to act out the role?
Was it similar or different from being in role as the other character?
Was this an area of drama in which you felt confident? Why or why not? What lesson do we learn from Aesop's fable “The Lion and the Mouse”?
What is universal about this story? Does the message change depending on the community that may be performing it? Why or why not?
Does this lesson apply to your everyday life? Why or why not?

Reflection

As you read the following descriptions, select the one that best describes your current understanding of the learning in this activity. Press the corresponding button once you have made your choice.

I feel…

I have an excellent understanding of the concepts I have a very good understanding of the concepts I have some understanding but need to review some more my understanding of the concepts needs a lot more work

Now, expand on your ideas by recording your thoughts using a voice recorder, speech-to-text, or writing tool.

When you review your notes on this learning activity later, reflect on whether you would select a different description based on your further review of the material in this learning activity.

Minds On

Warm up

Breathing activity

Drama game

Let's get started

Brainstorm

Action

Get ready, get set…

Elements of drama

Pause and reflect

Focus on role/character

Go!

How to read a script

Sample Format Page

In role

Pause and reflect

Consolidation

Putting it all together

Act it out

Review your learning

Reflection

I feel…

Learning goals

Success criteria

Minds On

Warm up

Breathing activity

Drama game

Let's get started

Brainstorm

Action

Get ready, get set…

What are the responsibilities of an actor?

Elements of drama

Role/character

Relationship

Time and place

Tension

Focus and emphasis

Pause and reflect

Focus on role/character

Go!

How to read a script

Sample Format Page

In role

Pause and reflect

Consolidation

Putting it all together

Act it out

Review your learning

Reflection

I feel…