After demonstrating pantomime stories and practicing pantomime skills, students prepare their own pantomime stories. Listed are the requirements I give my students:

See also Freeze Frame activity.  I always begin this unit with the Freeze Frame assignment and also the Cadence Walk.

Impromptu takes much practice before most students become comfortable with it.  Some students prefer impromptu which gives them time to prepare the scene (approximately 5 minutes); others prefer improvisation which allows no preparation time (spontaneous).  There are a variety of activities to do prior to doing the formal scene.  Also, the television program "Whose Line is it Anyway" is great to show the students while teaching them the do's and don'ts of impromptu/improvisational acting.

1.    Clear characters (mind, body, voice).

2.    Character must have an objective.

3.    Obstacles.

4.    Actors should agree with characters who have same objective.  Agree then add on to the scene.

5.    Never "kill a creation."  For example, if I say that I'm holding an ice cream cone, you cannot deny that idea.  You must not say, "No, that's not; it's a lollipop."

6.    Avoid asking questions or saying statements such as, "I don't know," "Why," or simply saying insults. Doing those things prevents the scene from building and it simply dies or is boring.

6th Grade assignment:
To introduce this unit, I present several children's stories to the class and then ask the class what made the story and the delivery of the story interesting to watch and listen to.  We also discuss why as little kids we enjoyed listening to our parents and teachers read to us.  Then list the criteria of what makes a good storyteller.

Preparation of the assignment:
You must first prepare at least 5 manila folders with a variety of children's stories ranging in reading levels from 3-8 grade.  I use many of Mike Thaler's "...Lagoon" stories and the like.  Each group folder has approximately 10 stories and each folder has the exact same selection.  Over the years I've accumulated 20-25 stories to include in folders.

Next I put the students in one of the five groups and tell them that they must read all the stories in the folder.  After each person has read all of the stories, then each group member selects one story he likes.  Each group member must have a different story.  After final selections have been made, each student gets a personal copy to take home to rehearse with and his second copy stays in the group folder to use for in-class rehearsal.

I don't require the students to memorize the stories, but I do expect them to learn them well enough that they don't have to read them word-for-word during presentation.

We begin this unit early in the 9 week term, so they have several weeks to prepare.  Also, I give them a copy of the EVALUATION FORM to take home, so their parents can help them prepare.

Since this is an individual presentation it takes several days to get through all the performances.  In the last few years, I've had the students perform for their group members.  The group members use the EVALUATION FORM and PEER EVALUATION FORM to give peer critiques.  Then group chooses one member to present to the entire class.

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8th Grade:
I set up monologue presentations much like the storytelling as described above.

After demonstration and discussion of delivery and the audition process, I group students in 5-6.  Usually that amounts to 5 folder groups.

Each group receives a folder filled with a variety of short monologues for male/female/either gender.  My folders have about 25 different selections.

The group members are responsible for reading through all selections matching their gender.  Then each person chooses a selection to memorize and present to the class near the end of the term.  No one in the group can choose the same selection as another member of his group.

The student receives one personal copy to take home to study while a second copy remains in the group folder for in-class rehearsals.  I begin this assignment early in the term so the student has more than enough time to completely memorize the piece.  I also give each student a copy of the ACTING EVALUATION FORM the first day of selection.  We carefully review the form so the student knows exactly what the expectations are beforehand.

Unlike the storytelling presentation, the student will present these selections in front of the entire class the final week of the term.

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                          Generic Dialogues
                          (Copies of the generic dialogues are provided.  Just click the link.)

                          1.    Partners choose scene and parts.
                          2.    Partners decide the following:
                                 a.    Who are the characters?  (friends, siblings, parent/child, strangers...)
                                 b.    What does each character want/need/desire?
                                 c.    Where does the scene take place?
                                 d.    What has happened prior to the scene?  (background/history/moment before)
                          3.    Read through scene.
                          4.    Block scene.
                          5.    Add a variety of 2 to 5 beat pauses.
                                  (If this is the "Odd Couple" scene, I also require the students to add "cut-ins" and at least two
                                  Cross/Counter Cross combinations.)
                          6.    Memorize scenes during rehearsal.
                                 The short Generic Dialogues only need a day or two for preparation; the "Odd Couple" scene need
                                 about a week.

                          Final Dialogue

1.    Students partner in groups of two.

2.    Each group reads through a variety of prepared scripts, make a list of their top three choice scenes to turn in to teacher.

3.    Teacher makes the final decision as to which scene each group will present.  No two groups will present the same scene.  All scenes will be different.

4.    Students will practice the rehearsal process while preparing these scenes:
                                    Read through
                                    Blocking
                                    Developing
                                    Polishing
                                    Technical
                                    Dress

I provide many of the props the students need; however, the students are responsible to bring in those props that I may not have.

Memorization is a MUST.  Scenes cannot be believable if the actors are holding scripts.  Students must memorize at home for homework.

                        One and a half weeks is the standard preparation time.

                          Requirements

                          1.    30-60 seconds in length
                          2.    Three catch phrases (see samples below)
                          3.    State product name at least 3 times
                          4.    All members visible in commercial (These will be video-taped.)
                          5.    Props/Scenery/Costumes
                          6.    Character Roles (the actor must play a character completely different from himself)
                          7.    One to three people in each group
                          8.    (Optional) Song/Jingle/Sound effects

                          Examples:   Dissolve Carpet Cleaner                Lee Press-On Face            Red Neck Hardware
                                            Invisible Paint                                Boyfriend in a Box             Chihuahua Wash

                          Catch Phrase Examples:        Not sold in stores                    Visa and Master Card accepted
                                                                       And if you order now...            New and Improved
                                                                       Each item sold separately         Batteries not included
 

Go HERE for Student handout and guide.

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