What we did in class today:
Groups signed up for scenes from Macbeth to perform next Tuesday. We also discussed the Director's Notebook:
Director's Notebook
In preparation for its performance, each group will keep a director's notebook in which it will record its insights about the delivery of lines, costumes, characterization, staging, music, and set and prop choices.
REQUIRED CONTENTS OF THE NOTEBOOK:
1. Script: Copy your scene and cut, trim, and paste each page onto a larger sheet of plain paper or cut and paste your scene from an online version of the play to a word document. Make sure you have room in the margins to enter the following pieces of information to indicate how the scene will be played:
• Vocal pauses, stresses and inflections
• Tone of voice
• Gestures and facial expressions (those that are explicit in the script as well as those that are not)
• Notes or diagrams of actions and movements
• Definitions of words or phrases you do not understand
2. Costumes: Design two costumes: (1) the conceptual costume (the one you would wear if money were no object,) and (2) the actual costume (the one you will improvise for this performance). You may draw these, construct them from magazine cuttings, or simply write out a detailed description explaining your choices (styles, materials, colors, etc.) but tell about both your conceptual and actual costumes. (In the director's notebook, there should be some costume descriptions from each actor.)
3. Character Analyses: Write an analysis for each character that appears in the scene. As you prepare these analyses, questions yourself about the characters' motivations in this passage or scene. Also consider what you know about the character up to this point in the play. The following questions should help guide you:
• What does each character want?
• Do the characters' objectives change in this scene? If so, when and why? Do tactics change? If so, how and why? What obstacles stand in each character's way? What happens when objectives meet obstacles?
• What is distinctive about the way the characters speak? (For example, who uses plain language? Elaborate language? Puns? Riddles? Sarcasm? Why does the character speak this way?)
4. Staging: Plan the staging. Draw the set, as you would like it to be. Then make a model of it using a shoebox or poster board. With script in hand, read the scene and move objects such as Legos, buttons, coins, or dolls to represent the characters. These actions will anticipate the movements the performers will make during your performance. Mark you scripts as you plan the movements.
5. Set and Props: Plan a simple set using classroom furniture for the most part. If you want to add special pieces, draw them or use magazine clippings to represent them. Keep props simple. Improvise them from objects at hand. In the director's notebook, include a drawing of the actual set (the director's responsibility) and a list of props. Briefly explain your choices.
6. Music: Select appropriate music to play as an introduction to your performance. If you like, let the music be heard during the performance as well. The characters, action, and mood of your scene should guide your choices.
HOMEWORK:
Print out a script for your scene for class tomorrow. Also, devise a thesis statement for an essay about a theme in Macbeth.
