Instructor Information

Instructor	Email
Reggie Herbert	Provided on Actual Syllabus

Description

In this course, students will learn the basic skills necessary for creating an engaging performance, either solo or with a partner. The main areas of focus will include objective based work and script analysis, movement and body awareness, voice and speech, monologue and scene work.

Expectations and Goals

Upon completion, participants will benefit from improved active listening skills, increased self-awareness in both body and mind, higher self-confidence and enhanced interpersonal communication. Participants will be expected to join with group activities such as theatre and improv games as well as perform in front of the instructor and other students. While work outside of class will generally not be necessary, students will be required to memorize their chosen materials. Participants must be comfortable communicating their educational needs to the instructor and able to use their best judgment when deciding if participation in certain activities is appropriate for them during any given session.

Required Materials

While there are no required materials in this class, students must have internet access outside of class in order to access scripts or other supplemental materials provided to them from the instructor. Some students may wish to print these materials to bring to class or to use a tablet/other electronic device. These items cannot be provided.

Optional Materials

A yoga mat or something to lie down on

Movement clothing (a pair of sweatpants and a t-shirt will do!)

A water bottle with a lid

Course Schedule

Please note, this schedule is merely an outline and subject to change to accommodate the varying attention needed for each section.

Week/	Session	Outline
Week 1	1	Introduction and discussion, warm-up games, getting used to participation
Week 1	2	Listening and observing: partnered repetition activities. Open scenes assigned
Week 2	1	What’s an objective? Objective-based activities, work on open scenes
Week 2	2	Archetype and Laban movement efforts, look at remaining open scenes
Week 3	1	Laban movement efforts, “Make a playlist” assigned
Week 3	2	Share movement playlists, discuss movements as objectives, monologues chosen
Week 4	1	Script analysis and objectives in monologues
Week 4	2	Monologue workshop, scenes chosen
Week 5	1	Scenario improvs with scene partners
Week 5	2	Scenework
Week 6	1	Scenework
Week 6	2	Students share final scenes and/or monologues, final reflections and discussion

Additional guidelines

Statement of Access

If you have a disability or specific classroom requirement that necessitates modification of activities or classroom environment, please let me know as soon as possible. This information will be kept confidential and I will do my best to not draw attention to any modifications of the course if desired. While I cannot predict every student’s educational needs, I will strive to create an equitable and accessible classroom. To do this, I request that you provide me with as much information as you are comfortable sharing regarding what, if any, accommodations/modifications may be required to best facilitate your success in this course.

Personal safety statement:

Acting is an inherently vulnerable act, so care and respect are needed at all times when participating in this course. Students will be expected to respect the personal emotional boundaries of others and students may not touch each other without express consent. All class participants will be expected to strictly adhere to these policies in order to maintain a safe learning environment for all class participants.

In turn, all students are expected to know their limits and remove themselves from an activity if they feel it causes them emotional distress. As the instructor, if I believe a student is unable to recognize this for themselves, I will ask them to remove themselves from the classroom for a short private breather to gather themselves. While I will attempt to push students out of their comfort zone, I will never intentionally push a student to participate in an exercise that makes them feel unsafe. I simply request that students assist me by monitoring their own well-being and being proactive in their self-care. Students may also choose to observe any activity instead of participating if they feel they are unable to fully engage for any reason. I ask that you push yourself to step outside your comfort zone but at no point should you feel unsafe physically, mentally or emotionally.

Assignments:

There is little outside work expected in this class aside from memorization. Students must memorize their chosen/assigned monologues or scenes in a timely manner, no exceptions. Strategies for effective memorization will be provided in class, but students who do not memorize their materials will be unable to participate in workshopping their performances.