ADA3MIP

Beyond the Self Original Character Assignment

In this assignment, you will conceive, rehearse and perform an original, three-dimensional
character that is clearly beyond yourself. The objective is to develop, in detail, a non-text
based character that is beyond the self. You may include aspects of your own character that are appropriate, but
the bulk of your character should be based on decision, observation, selection and incorporation.

PART ONE:
Prepare and perform a three minute one hander in which your focus will be to create and show a
character that is nothing like you.
The scenario is not to be a big event or scene. This is an exercise in being someone else ie. in the
morning, late at night, on the job, mealtime, passing time, etc
You need to show the character through performance (doing as opposed to talking).
The character must be detailed and specific. There needs to be character and emotional believability.
You need to show adequate motivation of thought and action.
The interest here for the audience should lie in the revelation of character as opposed to conflict, plot,
action, etc
Movement and physicality will be very important in the development of your character. It will help
determine important characteristics such as age, status, posture, habits, and mannerisms.
Voice will be a key element in your creation as you will have to change and use your voice to reveal
character. One minute of your three minute presentation MUST be unvoiced.
Costumes and props are also very important in the transformation of your self into the character.
Most of your work and creation will come out of improvisation, observation and selection during in
class time while learning and employing acting techniques in preparation for this assignment
Please keep a character portfolio (a record of your process) in which you will collect images, readings,
reflections and brainstorming you complete during your character creation period. It must be legible and
organized.

Success Criteria
You need to create a character that is clearly very different from yourself in voice, gestures, physicality
and mannerisms.
Show ability to move and speak in precise manner at right moment for particular impact; pacing of
action
Demonstrate the ability to regulate speed of delivery and speed of action - dictated by dramatic potential
Need to show ability to create atmosphere - self-belief so that audience believes
Show ability to create a believable character within a role - through analysis, understanding, discussion,
improvisation, emotional believability, truthfulness
Show ability to hold attention of audience, and to direct attention of audience to specific areas of stage
Demonstrate ability to sustain a role through an entire play; to sustain momentum, mood, atmosphere,
pace as required.
Demonstrate ability to show thoughts and emotions with movement
Show spatial awareness; ability to create space around self; positioning - in relation to each other/to
audience; physical movement on stage; utilisation of props or set
Show ability to control breath for vocal projection; for physical control of energy and use of voice






Beyond the Self - Solo Performance Rubric
CATEGORY level 4 80-100%

level 3 70-79%

level 2 60-69%

level 1 50-59%

R 0-
49%
KNOWLEDGE
Staging Principles
A1.2
Demonstrates thorough
knowledge of staging
principles
Demonstrates good
knowledge of staging
principles
Demonstrates some
knowledge of staging
principles
Demonstrates limited
knowledge of staging
principles


THINKING
Rehearsal A3.2

Blocking/use of stage
A3.1
Tons of experimentation
shown in rehearsal

Excellent use of stage
space/blocking. Actions are
always directed to intended
audience
A fair bit of experimenting
shown in rehearsal

Good use of stage
space/blocking. Actions are
directed to intended
audience
Some experimenting during
rehearsal; needs more

Satisfactory use of stage
space; some work needed on
blocking
Limited


Ineffective use of
space; little evidence
of blocking

COMMUNICATION
Character Portfolio
B3.2


Rubric questions
B1.3
Origin of character/ process
are clearly communicated
through character sheets,
visuals and reflections

Thorough, reflective, and
demonstrate attention to
details; insightful answers.
Origin of character and
process are outlined
through character sheets,
visuals and reflections

Completed, reflective and
demonstrate detailed
answers
Origin of character and
process are somewhat noted
through character sheets,
visuals and reflections

Somewhat completed, with
some reflection and/or
insights
Limited process work
& origin of character
outlined in portfolio


Limited reflection,
details or answers.

APPLICATION
Character Development
A1.3






Focus/commitment
A2.1





Physical Acting
Techniques
A1.2
A2.2





Voice Acting
Techniques
A3.2





External elements
(costumes, props) C1.3
Characters motivation is
well defined; depth and
range of emotion is
expansive; life and world of
character is illuminated
brilliantly through actors
performance

Student is able to maintain
focus and character for
entire performance; with an
outstanding level of
engagement/commitment

Student employs excellent
use of physicality to
enhance character with
body movements and facial
expressions. Characters
movement always reflects
purpose

Student consistently uses
their voice expressively and
articulately; excellent
projection; always includes
variations in pitch, volume,
rate and tone consistent to
their character

Effectively uses costume
and props to enhance
characterization
Characters motivation is
clear; depth and range of
emotion is adequate; life
and world of character is
revealed through actors
performance


Student remains in
character and maintains
focus for the majority of the
performance


Student uses appropriate
physicality to enhance
character with body
movements and facial
expressions. Characters
movement usually reflects
purpose

Student enunciates and
projects clearly. Good
variations in rate, tone,
pitch and volume and
reflects good
expressiveness.


Uses props and costumes to
shown character
Characters motivation is
moderately clear; depth and
range of emotion is
somewhat adequate; life and
world of character is partly
revealed through actors
performance

Student remains focused and
in character for part of
theperformance.



Student strives to employ
appropriate use of
physicality but overall effect
is too flimsy either too
much or too little expression.
Characters movement rarely
reflects purpose

Student strives to enunciate
and project clearly but is not
consistent. Only some
variations in pitch, tone and
volume.



Uses costume and props
somewhat to show character
Characters
motivation is lacking;
no depth and range of
emotion shown;
performance does not
shed light on life and
world of character

Student frequently
breaks character
or focus on stage



Student employs little
to no physicality in
scene. Characters
movements are
without purpose



Student exhibits poor
vocal enunciation and
no variations in tone,
pitch and/or volume.




Use of costume and
props is limited

Rubric questions: (Please answer the following questions in full sentences on a separate piece of paper)

1. What specific drama and personal skills did you learn working through this assignment?

2. What specific things did you do in this performance to make the scenario and your character clear to the audience?

3. What was the most challenging thing about doing an individual scene?

4. How did you use production or technical elements to emphasize and highlight the mood/tone of your piece?
5. What would you do differently next time?
6. In what ways do you think we could use the skills we learned in this assignment in everyday life? For what purpose?
PART TWO:

After you perform you solo scene you will choose another student (or students) to make up a group. In
this group you must incorporate all three original characters created and then devise and perform a
unique, believable scene in which these characters interact and have fully developed relationships.
Make sure that your storyline is creative and engaging. The integration of the characters in the scene and
their relationships must appear seamless and not at all forced. ie. What if you were all related? Or what
if you all worked in the same place? Perhaps you find yourselves at the same location what would be
the thing that brings you all together in a believable and truthful manner?

Beyond the Self Group performance Rubric
Comments:
CATEGORY level 4 80-100%

level 3 70-79%

level 2 60-69%

level 1 50-59%

R 0-
49%
KNOWLEDGE
Staging Principles
A1.2

Collaborative
skills/techniques
B3.1
Demonstrates thorough
knowledge of staging
principles

Demonstrates thorough
knowledge of collaborative
skills/techniques
Demonstrates good
knowledge of staging
principles

Demonstrates good
knowledge of collaborative
skills/techniques
Demonstrates some
knowledge of staging
principles

Demonstrates some
knowledge of collaborative
skills/techniques
Demonstrates limited
knowledge of staging
principles

Demonstrates limited
knowledge of
collaborative
skills/techniques


THINKING
Rehearsal A3.2


Blocking/use of stage
A3.1
Tons of experimentation
and/or group work skills
shown in rehearsal

Excellent use of stage
space/blocking. Actions are
always directed to intended
audience
A fair bit of experimenting
and/or group skills shown
in rehearsal

Good use of stage
space/blocking. Actions are
directed to intended
audience
Some experimenting during
rehearsal; some effective
group work

Satisfactory use of stage
space; some work needed
on blocking
Limited



Ineffective use of
space; little evidence
of blocking

COMMUNICATION
Storyline (expanded)

surprising, moving and
well-thought-out; reflects
smooth integration of
characters and relationships

story is clear and effective;
shows a clear connection
between characters and
their relationships

somewhat clear and
effective story; somewhat
clear connection made
between characters; weak
relationships

story is limited;
limited connection
between characters; no
relationships
established


APPLICATION
Focus/commitment
A2.1



Physical/Vocal Acting
Techniques
A1.2; A2.2; A3.2


Responsible practices
C3.1


Theatre/Audience
Etiquette
C3.3

Student is able to maintain
focus and character for
entire performance; with an
outstanding level of
engagement/commitment

Student sustains excellent
use of physicality and voice
consistent to their original
character

Demonstrates emotional
[trust] and physical safety
of themselves and others
(onstage/offstage) with a
high degree of
effectiveness.

Thorough understanding of
theatre & audience etiquette
in all contexts

Student remains in
character and maintains
focus for the majority of the
performance


Student uses appropriate
physicality and voice
consistent to original
character.

Demonstrates emotional
[trust] and physical safety
of themselves and others
(onstage/offstage) with
effectiveness.


Good understanding of
theatre & audience etiquette

Student remains focused
and in character for part of
the performance.



Student not able to maintain
consistent level of
physicality and voice as in
original solo.

Demonstrates emotional
[trust] and physical safety
(onstage/offstage) with
some degree of
effectiveness.


Some understanding of
theatre & audience etiquette


Student frequently
breaks character
or focus on stage



Movements and vocal
choices are limited;
inconsistent to original
character.

Demonstrates
responsible practices
with limited
effectiveness.



Limited understanding