1. Introduction to Script, Characterisation and Theatre Arts
Unit 3
Introduction to Script, Characterisation and Theatre Arts

2. Introduction to Script.
Most of the work you do in drama is improvised, where you make up the words you say.
In the theatre, however, most plays you see are written by playwrights and the actors use a script to prepare their presentation.
A script consists of the written words of a drama. It might be published, or your own work.

3. Task: Fill in the blanks in the table below:
Some good points about using a script
Some challenging points about using a script

4. Time Place Stage Advice Delivery Enhance Description Lines Divided
TASK: Using the words below, fill in the blanks to complete the following conventions (rules) associated with a script:
A script is ________ into acts and/or scenes
A script includes a ______ of the set for each act/scene.
A script indicates changes of ___and ___for each act/scene
A script allocates ___________to characters
A script includes ____________ directions
A script includes ____to actors on _____ of lines.
A script includes ideas on how theatre arts can be used to _____ the drama.
Time Place Stage Advice Delivery Enhance Description Lines Divided

5. What’s Next?!
You will be presenting the script which your teacher will give you.
As a class you will read through the script and discuss many aspects including the characters, the set, the language used etc.
Once your class have discussed the script you will be put into groups and you will have to follow the following instructions:
Decide who is going to take what part.
Read through as a group.
Set up space. (What set will you use? How will you make sure that the audience can see everything? Remember their sightlines!)
Block (decide where the actors will move on stage making sure that no-one is being masked)
Rehearse and make your own!

6. Characterisation
In your groups, take it in turns to HOTSEAT each other. This is where you question a character who must answer all questions realistically and in role.
This can make a big difference to your portrayal of the character because you have to think as that person, not yourself.
You might want to ask the character some of the following:
What is their full name?
What is their age?
Where do they come from?
Where do they live?
Who do they live with?
Do they have a family?
Who is their best friend?

7. TASK:
In your jotters write down 3 interesting piece of information you learnt about your character using HOT SEATING.
__________________

8. Homework Task:
Create an outline of a human in your jotter to complete a role on the wall for your character in the script.
Fill in the blank space, both within the outline and outside, with written information about your character. You might include the information you learnt during the hot seating, the characters appearance, behaviour, voice, interests, habits etc. The information must be realistic!

9. i.e.
He ran away from home when he was 15
Your Role on the Wall should include a lot more information than this! Remember to use your imagination!
He is 6’2”
19 years old
William Smith A.K.A – Billy the Kid
He is a gambler
He has a scar on his face from a bar fight he was in when he was 17
He lives on his own

10. What’s next?!
Over the next few weeks you will be creating your drama into a presentation by including Theatre Arts.
You will need to start beginning to memorise your lines at home as you will not be performing with your script.
You will have a PROMPT on the presentation day that will help you if you forget any of your lines.
Just say ‘prompt’ and they will tell you your line!
Remember – your on-going homework is to learn your lines!!!

11. Introduction to Theatre Arts.
Theatre arts are the collective name for lighting, sound, props, make-up, costume and set. Any of these can be used to enhance a presentation.

12. Task: In small groups, using the table below, choose 1 theatre art from the previous list and give 3 reasons explaining how you think this theatre art can enhance (improve) a drama.

13. SET
As you have already blocked the drama, you will have a fair idea of what set / scenery you want to use in your presentation. You know need to expand this idea to make your set appear more realistic.
Think about
What set (furniture/chairs etc.) will you use?
What set dressings (table cloths, cushions etc.) will you use?

14. GROUND PLAN
Once you have decided on your set you will need to draw a GROUND PLAN showing a bird’s eye view of the set. This will include:
a delineation (OUTLINE) of the acting area
position of audience
entrances/exits
the viability (how the set works correctly)
an indication of scale
a key

15. As it is a plan there are certain ground plan symbols that you must use (if you have used these objects in your set that is!)
Table
Entrance/Exit
Chair
Rostrum
Sofa
If there is anything else that you have used in your set, ask your teacher if there is a symbol for it or if not, make up your own symbol – just remember to put it in the key!

16. Example Ground plan - Step by Step Step 1: A delineation (OUTLINE) of the acting area

17. Step 2: Position of audience

18. Step 3: Entrances/Exits

19. Step 4: The viability (how the set works correctly-make sure that the actors can use the set and the audience can see everything)

20. Step 5: Check the plan is to scale i. e
Step 5: Check the plan is to scale i.e. check that the chair is not bigger than the sofa!

21. Step 6: Add a Key

22. Task:
Using the step by step guide, draw your own ground plan for your script. Remember to use a pencil in case you make any mistakes!

23. Props Props are objects used by an actor in a drama.
There are two types of props:
PERSONAL PROPS – an item carried or used, belonging to one particular character.
SET PROPS – objects on stage and used in the presentation.

24. PERSONAL PROPS FOR THE CHARACTER
Task: With your group, make a list of the personal props used by your character and all the set props used in the drama.
PERSONAL PROPS FOR THE CHARACTER
_(Write in your character’s name)_
SET PROPS

25. Before and during the presentation of your work you should have a PROPS TABLE where you neatly lay out all your props (that are not on the set to begin with) so that all the actors know exactly where to find all the props needed for your drama.
HOMEWORK TASK: Start to bring in any props that you want to use from home!

26. Lighting: Lighting is important to enhancing a drama.
Task:
In the table to the right, write 3 reasons as to why lighting is important other than allowing the actors to be seen on stage.

27. In the drama department there are two main types of lanterns which you will use during your presentation. These are:
PROFILE SPOT
FRESNEL SPOT
Task: After a class discussion about LFX and how to use them, use the space below to explain the difference between the two lanterns.
PROFLIE SPOT
Lantern giving a hard edged beam of light
Lantern giving a soft edged beam of light

28. All lanterns are controlled by a control board called a LIGHTING DESK
All lanterns are controlled by a control board called a LIGHTING DESK. On the lighting desk, there are several channels which correspond to individual lanterns and a master switch that can control all the lanterns. The lanterns are numbered as follows:
Gels are small pieces of coloured film which can be placed in front of lantern to change the colour of the beam.

29. When using the lights, you should remember the following terms:
Task: write the meanings beside each term
Fade up = to brighten the lighting.
Fade down = to dim the lighting.
(Snap to) Blackout = Blackout (the acting area is not lit) is achieved instantly.
Crossfade = to move from one lighting cue to another with no blackout in between.
Wash = The whole acting area is evening lit.
A lighting operator will control your lights during your performance but you must have a Lighting Cue Sheet for them to follow.

30. A Lighting Cue Sheet follows the format below:
LFX1
CUE
LIGHTING OPERATOR’S NOTES
BRIEF DESCRIPTION OF LFX
Before beginning your lighting cue sheet, decide which lanterns will have gels or not and write this on your cue sheet.
3 6
(No gel) (No gel)
(No gel) (Red) (Red) (No gel)

31. LIGHTING OPERATOR’S NOTES
LFX1
This first box on your Lighting Cue Sheet is the number of lighting effects (LFX) you will have in your drama.
CUE
The second box on your Lighting Cue Sheet is the cue for your LFX to happen. A Cue is a signal to do or say something. A Cue could be a line, a movement, a sound etc.
LIGHTING OPERATOR’S NOTES
The third box on your Lighting Cue Sheet should tell the lighting operator exactly what to do with the lighting desk.
F.U –Fade up F.D. – Fade down
F.U ( ) – Fade up to a count of (seconds)
B.O – Black out
C. F – Cross Fade
BRIEF DESCRIPTION OF LFX
The fourth box on your Lighting Cue Sheet is a back up of your lighting operator’s notes. If the notes are wrong, then the lighting operator will still know what kind of effect you are trying to create.

32. EXAMPLE LIGHTING CUE SHEET
1,2,5+6 = No Gels 3+4 = Red Gels
LFX
CUE
LIGHTING OPERATOR’S NOTES
BRIEF DESCRIPTION OF LFX
LFX 1
When all actors are in place and begin to laugh
F.U(3) 1, 2, to level 10
The stage is filled with wash of light to show the merriment of the bar.
LFX 2
When Billy the Kid is USC
C.F(2) 1,2, 5 + 6 TO
2,3,5 to level 10
A cross fade to show Billy has entered and is in a bad mood. The lights should be focussed on him.

33. EXAMPLE LIGHTING CUE SHEET Continued
LFX 3
When the barman says ‘Howdy Billy, what can I get you?’
C.F (3) 2,3, 5 TO
1, 2, level 10
A wash of light to fill the stage to see all the actors and their reactions to Billy.
LFX 4
When Leeroy says ‘Must be some hand you got there’
C. F (10) 1,2,5 +6
2,3,4 + 6 level 10
The slow fade up of the red gels should show Billy’s anger rising.
LFX 5
After the Barman has said ‘Oh no! Why can’t I keep my big mouth shut?!’
Snap to B.O.
Instant blackout to keep the audience’s attention but also to suggest the end of the drama.

34. Task:
In your group, write a Lighting Cue Sheet for your drama. Keep your lighting simple to begin with!
Now rehearse your lights to make sure they are correct before teaching to your chosen lighting operator (from another group) for your performance.

35. Sound: Sound and music are just as important as other Theatre arts.
Task:
In the table to the right please write 3 reasons as to why sound/music is important.

36. There are two types of sound effects (SFX).
Live SFX
An SFX is operated on cue during the performance e.g. a doorbell, a phone call, a knock.
Pre-recorded SFX
An SFX is recorded and played on cue during the performance.

37. You may also use music to enhance your drama, but make sure it is appropriate to your drama.
You will need a sound operator to control your sound. They will use a Sound Cue sheet which is very similar to a Lighting Cue sheet.
The main difference between Sound and Lighting is instead of Fading up and Fading down, the sound/music is faded IN and faded OUT.

38. Example Sound Cue Sheet
SFX
CUE
SOUND OPERATOR’S NOTES
BRIEF DESCRIPTION OF SFX
SFX 1
Fade in music 15 seconds before LFX 1
Fade Out when cast all laugh on stage
F. I (5) Track 6 from C.D. ‘Westerns’ to level 10
F.O. (3) to Silence
Music to be faded in to show that this play is a ‘Western’. Fade out so that the audience can hear the merriment of the bar.
SFX 2
When Barman says ‘Why can’t I keep my big mouth shut?!’
When audience have finished clapping
F.I(3) Track 6 from C.D. ‘Westerns’ to level 10
F.O.(5) to Silence
Music to suggest end of drama.

39. Task:
As a group, create your own Sound Cue Sheet. Remember to keep it simple!

40. Costume: Costume is the clothes worn by an actor to suggest his/her character.
Homework task:
In your jotter design a costume for your character. You can draw, use magazine cut outs or even print out a picture from the internet.
Remember your costume should be REALISTIC and be in keeping with your character!
Once you have designed your costume, try to find something similar to wear for your costume on your presentation day!

41. Make sure you and your group have rehearsed will all your theatre arts, have all learnt your lines and are ready to go!