Directing/Projects & Assessments

Script Selection

• Project – Have students read a selected number of plays.  After each play, they should write a brief summary of the story, list any major production requirements, research royalty information and discuss their likes and dislikes including whether or not they would choose to direct it.
• Assessment – Written reflection on each play.

Script Analysis to Concept

• Project – After reading a script, students will analyze the text and incorporate their impressions to create a directorial concept.  The concept should be the director’s point of view towards the play, not a restatement of the theme (the playwright’s concept).  There are many websites and books dedicated to script analysis, but some key questions for the students to consider might be:
• What is the actual and symbolic meaning of the title?
• What do the characters want from one another?  How do they try to meet their objectives?
• What is the turning point in the story?
• What images stand out?
• Whose story is this?  Why?

Once the students have a written analysis, they should create three different concept ideas.  The concepts could take the form of metaphors, specific pictures, pieces of music or anything else that communicates the students’ idea.

• Assessment – Written script analysis and three different concepts.

Collage

• Project – After reading a specific play in class, each student should create a collage of ideas and feelings about the play to develop a director’s concept.  If the students make a collage on the same play, they will begin to see that all directors work differently and each concept is equally valid.  Encourage the students to look for colors, textures, places, casting ideas, etc.  They should include anything that appeals to them, even if it does not seem to fit with other items.  Display the collages and have each student give a brief explanation about their collage.
• Assessment – Collage and presentation. 

Ground Plan

• Project – Working independently, have the students choose a scene from a play.  (Or you could have the entire class work on the same scene.)  Each student should draw up a ground plan to include everything needed for the scene they are working on.  At first, it could be sketched and then later drawn to scale.  The students should present their work so that they can explain and justify their decisions. Be sure the students know they are not being assessed on artistic talent, but on specific ground plan elements.
• Assessment –Ground plan and presentation. 

Creating a Promptbook

• Project – Students will pick a one act and, over the course of several weeks, develop a comprehensive promptbook for their play.  The promptbook will include a letter requesting rights to perform, a rehearsal schedule, research on the playwright, research on the play, research on issues within the play, a ground plan, a scene breakdown, a scored script, character sketches (analyses not drawings), potentially inspiring images or songs and a concept.  Periodically check on students’ progress towards completing their promptbooks.
• Assessment – Complete promptbook with potential to mount a production based on the work.

Creating Pictures

• Project – Choose a single scene from a play or one act with which the class is familiar.  After agreeing upon a groundplan, ask the students to identify the middle of the scene and to create stage pictures for the scene’s beginning, middle and end.  The middle should be the turning point and the most interesting stage picture.  Use members of the class as actors so that each person can show her three pictures.  As a class, discuss what works and what does not work in each of the series.  Draw their attention to similarities and differences.  Using feedback from the class, determine if the pictures actually capture the momentum of the scene and if this interpretation would be interesting to watch.  Have students write a reflection justifying their directorial decisions.
• Assessment – Development and presentation of three stage pictures.  Written reflection.

Silent Scenes

• Project – Divide the class into small groups and give each group a 2-3 minute scene.  The group must work collaboratively to block the scene.  Students should create a ground plan and score their scripts as they work.  The blocking should portray the action and characterization so that the audience can understand the scene without any spoken text.  Share the scenes silently and discuss what worked and what could be improved.
• Assessment – Written ground plan and scored scripts.  Presentation of a silent scene.

Researching Directors

• Project – To appreciate directing, it is important for students to get a sense of past and current trends in the art.  Either assign a list of directors or allow students to pick a director to research.  This could be an independent project culminating in a presentation and paper on the director and her work, or a group activity in which the students put their research into practice and stage a scene in the style of their director.
• Assessment – Research and presentation on a director.

Assessing Professional Work

• Project – Attend a production either as a class or an outside assignment.  Ask the students to reflect on the production from a director’s perspective.  In a written paper, they should assess the director’s concept, the performances, the blocking, the performance space and the cohesiveness of all the theatrical elements.
• Assessment – Written paper.