Chapter+8

When performing a drama, an interpreter will become all of the characters in the drama. This requires the interpreter to not only know one character on a deep level (personality, how they would react in a situation, mannerisms, background, etc.), but the interpreter must know this for ALL of the characters in the script. There are not any stage props, scene backgrounds, there is just the performer, the script, and the audience. The interpreter should imagine all of these things and use them to develop their characters, without it becoming sloppy and forgetting where the interpreter "placed" an object.Technique goes into oral interpretation. This includes, voice, body, and audience belief. A balance should be found in order to maintain control of the character and the script. The performer does not want to appear fake in overacting a charcter, but likewise does not want to underperform or underexaggerate what is happening in the scene. Finding the controlled center is in essence acting as if the performer is someone you met on the street, then performing the mirroring exercise. Memorization of lines is no longer deemed necessary for a performance, but is helpful when there are quick dialogue pieces. There will be a rhythm to the drama when lines are known and banter can go back and forth without having to pause to look at lines. When I think of these oral interpretation of a drama, I think of the church dramas I put together and performed. I performed one piece at my church and was asked to do so at another as well. It was a solo performance in which I sat alone, reflecting to myself, talking to no one in the audience, but myself. There was not any scenery, except a chair, I did not wear a costume, but instead, it was just me, the script, and the audience.

Activities: Warm-up with short monologues, then progress into the 2+ character scripts. Have students write and elaborate on the character's background, personality, and mannerisms of a monologue/2+ person script, for each person to develop an understanding of the chracter. Have students draw a certain role, then act it out for the other students not using words to see if they can identify based on body gestures alone (ex. supermodel, librarian, racecar driver, someone lonely, etc.)

Videos: media type="youtube" key="2PUXpYlpbNM" height="315" width="420" [] [|Facial Expression] These videos would be shown to help students learn about what to do with their voice (first one) and their facial expressions to enhance the performance.