This sub-organizer contains the following sections:

It is expected that students will:

• identify how voice and movement are adjusted to create effective film and television performances
• identify a character's primary acting objectives from a script
• demonstrate an understanding of how performance is affected by the technical parameters of film and television
• demonstrate an understanding of acting techniques appropriate for a variety of film and television genres
  

• To emphasize the importance of eye movement and voice on camera, have students practise hitting a mark on a signal. Signal and ask each student in turn to: (1) focus eyes on a spot camera left, (2) face the camera, (3) focus eyes on a spot camera right, (4) face the camera directly and deliver the line "I'll never trust you again," and (5) exit past the camera. Review the tapes with the class, noting the effectiveness of individual performances.
• Assign roles from a short script to students. Ask them to identify the primary acting objectives of their characters by responding to the following questions: Who am I? Where am I? Who am I talking to? Where did I just come from? What do I want?
• Invite students to work in pairs to examine the effect of different sizes and types of camera shots. Ask one partner to be the actor and perform single lines of dialogue repeatedly, while the other acts as camera operator, taping the performance using a variety of camera shots: close-up, medium shot, and long shot. Ask partners to review their tapes and discuss the effect of the size and type of shots used. (e.g., In close-ups, eyes need to be expressive; in long shots, body language can help clarify objectives.)
• Challenge students to reproduce a scene in a variety of genres (e.g., suspense, romance, horror, comedy, drama). Then have them discuss how they adjusted their acting techniques to reflect each genre.
  

• As students practise working within the technical specifications of the medium (e.g., eye movement and voice on camera), look for evidence that they are able to:
  • hit their marks
  • look in the proper direction (not at the camera unless asked)
  • repeat the same dialogue with similar energy and expressions
  • use appropriate voice levels
• When students review tapes of their own or others' performances, pose questions such as the following to prompt reflection, peer feedback, and self-assessment:
  • What worked? (Emphasize clarity of objectives and dialogue.)
  • What would you do differently another time?
  • What was the strongest moment? Why?
• Have students perform a short section of a script. Videotape them as they repeat their performances five or six times. Discuss the tapes with students, focussing on:
  • continuity in actions
  • freshness
  • sustained energy and commitment
• When students reproduce the same scene in a variety of genres, check that they are able to demonstrate and explain their:
  • primary acting objectives in each genre
  • choices in facial expression, movement, and vocal delivery
• Ask them to record their assessment of their work in various genres. Provide prompts such as:
  • The genres that were most comfortable were ________, because ________.
  • I had to work the hardest at developing an interpretation for the ________ genre, because ________. Some techniques I used were ________.
  • I was surprised that ________.
  • I learned that I can ________.
  • I need to work on ________.
  • A practice strategy that might help me is ________.

Print Materials

• Acting
• The Actor's Audition
• Audition
• On Cue 2
• Understanding Movies, Seventh Edition
  

Video

• The Danger Zone (Aerial Effects)
• Ever-Changing Effects (Interactive Effects)
• Falling Stars (Falling Effects)
• Fright Factories (Horror Make-Up)
• The Hold Up
• How to Start a Career in Television, Movies & Commercials
• Making Grimm Movies
• Michael Caine
• No Strings Attached (Puppeteering)

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