Directing http://artswork.asu.edu/arts/students/tb/07_00_directing.htm

The information in this section may help you work with your students as they prepare to present scenes in class or scenes for a more formal audience. It can be useful for advanced students as they prepare to critique a professional play or movie and are ready to watch for director decisions.

In a few cases there will be an extraordinary student who will be able to suggest action and dialogue to peers. Our experience has been with students we've selected and trained to operate a camcorder. As they set up their shots, they often make suggestions to the cast. It is fun to reinforce the abilities of these students.

Some very interested students may also be able to do some simple editing of the work. We use iMovie which is very intuitive. If your school has Mac computers, an after school program teaching the use of the camera and editing the video may be an interesting way to enrich the students' experience.

1. When small groups of students rehearse before presenting a scene to the class
2. When you are working with students to prepare scenes to present to peers or parents
3. When you are videotaping the students' drama

Your Role:

Preparation, preparation, preparation. Know the material so well that you will be able to improvise with the students and capitalize on their best work and ideas.Have the students read the definitions in the Theatre Book about knowing your character, concentration, listening, movement/action/gesture, voice, and rehearsal http://artswork.asu.edu/arts/students/tb/05_00_acting.htm

Students rehearsing in small groups without direct supervision

• Be certain the students have internalized the rules of the classroom and are prepared to cooperate, compromise and reach consensus
• Be certain all students have a role and know which role they will play
• Be certain the group knows the story, characters and setting
• Review the process for the rehearsal:
  1. go through the play, concentrating and using your very best voices and movement to tell the story through action and dialogue;
  2. discuss what went well, what you might do next time to make the story and characters even clearer;
  3. repeat the scene and discuss the results
• Be certain each group has an appropriate space to work
• Circulate among the groups to keep them on task, to answer questions and to arbitrate any disputes

Class preparation for a performance

• Be certain the students have internalized the rules of the classroom and are prepared to cooperate, compromise and reach consensus
• Be certain all students have a role and know which role they will play (a role may be technical such as taking care of sound, lights or costumes)
• Be certain the group knows the story, characters and setting
• Review the kind of performances required: concentrated, believable with appropriate volume, gesture and vocal variety
• Have props available for rehearsals
• Have at least one dress rehearsal with the costume pieces before the performance. Be certain the costumes fit and are comfortable. Masks and homemade head wear often are very distracting for the actors; it may be better to go without.
• Often, it is a good idea to do the relaxation exercises before beginning because it helps the students to focus on the work http://artswork.asu.edu/arts/students/tb/05_01_warmups.htm
• Start the rehearsal by having the students image where they are so they can enter the scene in character
• Start the scene. Be willing to side coach the work. Tell the students you may suggest things to do, but they are not to drop character, just try to implement what you suggest. If the scene is improvised, you may want to suggest action that will help tell the story. It is often helpful to suggest more volume, etc. 

Videotaping scene

• Do your homework. Have in mind how you will divide up scenes for the videotaping, what close-ups or other shots you think will be effective in telling the story, etc.
• Have the camera ready, set and props arranged, costumes out and marked for each student
• Be certain the students have internalized the rules of the classroom and are prepared to cooperate, compromise and reach consensus and attend to the work being done, etc.
• Be certain all students have a role and know which role they will play (a role may be a technical one - cameraman, light, sound or costume mistress)
• Be certain the group knows the story, characters and setting
• Review, with the group, the kind of performances required: concentrated, believable with appropriate volume, gesture and vocal variety
• Perhaps rehearse the scene then shoot. We have found that we can review the scene and then shoot it, knowing that we will shoot it a second and perhaps third time. We may change the camera angle and distance for the several shots. We edit our videos with iMovie so can search for the best 'takes.' If possible it is wonderful if you (and student editors) can review the tape and decide if there is anything you'd like to re-tape the next day.
• After each scene we take a moment to discuss what went well and what we'd like to do differently with the next take.  

Have fun!