Interp # 2 (PITRE)

Its Big: Its big isnt it Is it It seems big to me Then it must be Not that I mind bigness Thats good Within reason What do you mean by that What I say I see Do you Yes Thats good Assignment: You and a partner of your choice will present the script Its Big in its entirety. You have one full period to rehears and prepare for tomorrows class. Please take into consideration the criteria below, when making important choices in the rehearsal process. Criteria for evaluation. Establish environment Establish character Creativity and imagination Concentration Blocking Vocal Projection Memorization Interpretation MARKS (200) 40 40 30 10 10 10 20 40

_______________________________________________________________________________________________________________________ _ Drama Exercises Page 1

Interp # 358 (PITRE)

Open It Up: Open it up Do you think I should Yes All right Dont you want to Im not sure Maybe I should No Ill do it I dont mind Then open it All right Come on I cant Assignment: You and a partner of your choice will present the script OPEN IT UP in its entirety. You have one full period to rehears and prepare for tomorrows class. Please take into consideration the criteria below, when making important choices in the rehearsal process. Criteria for evaluation. Establish environment Establish character Creativity and imagination Concentration Blocking Vocal Projection Memorization Interpretation MARKS (200) 40 40 30 10 10 10 20 40

_______________________________________________________________________________________________________________________ _ Drama Exercises Page 2

Interp # 1007 (PITRE)

LOOK: Look Where Over there Where There Oh yes I didnt expect that Didnt you Did you Well anyway there it is But did you expect it What difference does that make There it is Yes Expect it or not Yes Assignment: You and a partner of your choice will present the script LOOK in its entirety. You have one full period to rehears and prepare for tomorrows class. Please take into consideration the criteria below, when making important choices in the rehearsal process. Criteria for evaluation. Establish environment Establish character Creativity and imagination Concentration Blocking Vocal Projection Memorization Interpretation MARKS (200) 40 40 30 10 10 10 20 40

_______________________________________________________________________________________________________________________ _ Drama Exercises Page 3

Interp # 49 (PITRE)
What is He?: What is he? -A man, of course Yes, but what does he do? -He lives and is a man Oh quite! But he must work. He must have a job of some sort. -Why? Because obviously hes not one of the leisured classes. -I dont know. He has lots of leisure. And he makes quite beautiful chairs.There you are then! He is a cabinet maker -No no! Anyhow a carpenter. -Not at all. But you said so. -What did I say? That he made chairs, -I said he made chairs, but I did not say he was carpenter all right then, hes just an amateur. Perhaps! -Would you say a thrush was a professional flautist, or just an amateur?Id say it was just a bird. -And I say he is just a man. All right! You always did quibble.

Assignment: You and a partner of your choice will present the script What is He? in its entirety. You have one full period to rehears and prepare for tomorrows class. Please take into consideration the criteria below, when making important choices in the rehearsal process. Criteria for evaluation. Establish environment Establish character Creativity and imagination Concentration Blocking Vocal Projection Memorization Interpretation MARKS (200) 40 40 30 10 10 10 20 40

_______________________________________________________________________________________________________________________ _ Drama Exercises Page 4

Interp # 53 (PITRE)
Two Friends I have something to tell you. Im listening. Im dying. Im sorry to hear. Im growing old. Its terrible. It is, I thought you should know. Of course and Im sorry. Keep in touch. I will and you too. And let me know whats new. Certainly, though it cant be much. And stay well. And you too. And go slow. And you too. Assignment: You and a partner of your choice will present the script What is He? in its entirety. You have one full period to rehears and prepare for tomorrows class. Please take into consideration the criteria below, when making important choices in the rehearsal process. Criteria for evaluation. Establish environment Establish character Creativity and imagination Concentration Blocking Vocal Projection Memorization Interpretation MARKS (200) 40 40 30 10 10 10 20 40

_______________________________________________________________________________________________________________________ _ Drama Exercises Page 5

Interp # 79 (PITRE)
Get off this estate Get off this estate. What for? Because its mine. Where did you get it? From my father. Where did he get it? From his father. And where did he get it? He fought for it. Well, Ill fight you for it. Assignment: You and a partner of your choice will present the script Get off this estate in its entirety. You have one full period to rehears and prepare for tomorrows class. Please take into consideration the criteria below, when making important choices in the rehearsal process. Criteria for evaluation. Establish environment Establish character Creativity and imagination Concentration Blocking Vocal Projection Memorization Interpretation MARKS (200) 40 40 30 10 10 10 20 40

_______________________________________________________________________________________________________________________ _ Drama Exercises Page 6

Interp # 99 (PITRE)
Battle Won Is Lost They said, You are no longer a lad. I nodded. They said, Enter the council lodge. I sat. They said, Our lands are at stake. I scowled. They said, We are at war. I hated. They said, Prepare red war symbols. I painted. They said, Count coups. I scalped. They said, Youll see friends die. I cringed. They said, Desperate warriors fight best. I charged. They said, Some will be wounded. I bled. They said, To die is glorious. They lied. Assignment: You and a partner of your choice will present the script Battle Won Is Lost in its entirety. You have one full period to rehears and prepare for tomorrows class. Please take into consideration the criteria below, when making important choices in the rehearsal process. Criteria for evaluation. Establish environment Establish character Creativity and imagination Concentration Blocking Vocal Projection Memorization Interpretation MARKS (200) 40 40 30 10 10 10 20 40

_______________________________________________________________________________________________________________________ _ Drama Exercises Page 7

Interp #6663(Pitre)
The Prodigal
Your back Yes Your home Yes, Yes, I am Youve youve come home Yes, I have Wow Youve changed So have you Wow. Look at you For the better I hope Pardon me? Changed for the better, I hope? Yes. Definitely, for the better Well, absence makes the heart grow fonder It does. It certainly does I should tell everyone. I should sound the alarm No Not Yet Okay Thanks. Its just. Its okay. Ill just keep you to myself for the moment Thanks Can I get you anything? Umm Food..? Umm A drink? Something to drink? Dont go to any trouble Ill get you a drink. Look at you. Look at you Youre back Yes I Am Im glad youre back Me too Home at last Home

Assignment: You and your partner of your choice will present the script the prodigal in its entirety. You have one full period to rehears and prepare for tomorrows class. Please take into consideration the criteria below, when making important choices in the rehearsal process. Criteria of evaluation Establish the environment Establish the character Creativity and imagination Concentration Blocking Vocal Projection Memorization Interpretation marks (200) 40 40 30 10 10 10 20 40

_______________________________________________________________________________________________________________________ _ Drama Exercises Page 8

Individual, Directing & Producing Exploration 30 mins Theatre Spaces Choose one of the scenes described below and imagine that its the opening set for a play. Next, draw a birds-eye-view diagram of a proscenium stage, a thrust stage , and an arena stage. Think carefully about what props and set pieces you would need onstage for each type of theatre space and the potential action in that space. Then label each stage with the placement of the props and set pieces. Be prepared to explain how the theatre space affected your choices. playground two-room apartment for a family of four check-in gate at an airport diner at lunchtime social studies classroom

Preparation 30 mins Directing and Producing Skills Consider the skills that are important for a good director and producer. Consult your textbook for ideas or think about individuals you have worked with or have heard about who are regarded as good directors or producers. Based on this information, choose someone you know who you think would be a good director or producer. Write a short essay explaining why you think as you do. Remember to support each point with specific examples. When you are finished, exchange paper with a partner. Reach each others essays to make sure the ideas are clearly stated and supported with examples.
_______________________________________________________________________________________________________________________ _ Drama Exercises Page 9

Approximate assignment length: 30 min.

Performance 40 mins Casting Decisions Choose a play that you know well and that has at least two major characters. Imagine that you have held auditions for the major roles and that at least five famous actors auditioned. Cast the two major roles. Then, explain to the actors you cast why they were chosen and to those you dont cast, explain specifically why each is not suited for the role. You can do this in a pantomimed phone conversation or in a letter.

Specialization 45 mins Staging a Musical Imagine that you have been appointed to direct the musical version of a play, movie, or TV show that you know well. As part of your task, write your preliminary ideas for this production as though you were sharing them with your producer. First, consider what that musical version might be like. Will it be comic, farcical, or serious? What kinds of songs might the actors sing? When might they sing them? Think about the differences in staging the musical version and the nonmusical version. You may want to accompany your explanation with a pair of illustrations for a major scene that demonstrates these differences, such as in costuming or blocking.

_______________________________________________________________________________________________________________________ _ Drama Exercises Page 10

Small Group, Directing and Producing Performance 30 mins Production Decisions Team up with a partner. With one of you acting as director and the other as producer, discuss and plan choosing, staging, promoting, and managing a play for each of the audiences and performance spaces listed below. What types of plays do you think each audience would enjoy and why? How will the performance spaces affect your decisions for staging? What media might you use to promote a play to each of these audiences? What other particular issues need to be addressed? Audience Children, ages 6-12 Senior citizens People recovering from illness Your classmates and parents Your community People studying to become Canadian citizens Performance Space School lunchroom Banquet hall Small auditorium at a rehabilitation clinic Your school auditorium Local park Community theatre

Specialization 45 mins The Directing Team Work with a small group to form a directing team for a particular musical to be produced on your schools stage or on another area stage. Your directing team should have a director, musical director, and choreographer. Discuss the merits and pitfalls of various musicals. Choose one that you all know well and like equally well. Together, determine the production concept, the musical direction, and the style of the choreography for our show. Try something new and different. Change the time period or style of the musical from the versions you have seen. Keep in mind the money and resources for producing a musical, but concentrate on the concepts rather than the costs for this activity. Do sketches and write a description of your ideas to present to the class.

_______________________________________________________________________________________________________________________ _ Drama Exercises Page 11

Exploration 30 mins Performance Spaces Work with one other student to choose a show for which you will act as coproducers. What kind of show is it? From a producers perspective, what are your concerns about the performance space where the show will be performed? What kind of stage will you need? What size auditorium will you need? What are the lighting and sound requirements of your show? What does that mean in terms of performance space? As you explore the producers role for our particular show, compile of list of things to consider. Preparation 45 mins Blocking Rehearsal Imagine that you are directing the play version of a fairy tale or folk tale that you know very well. Draw a simple ground plan of the set for one scene and use blocking symbols to block that scene. Ask other students to be actors in your scene and take them through your blocking. Note how well your blocking works and make appropriate changes to your plan. Be sure to consider the style of the show, which will affect your blocking. Exploration 45 mins Storytelling Festival Work together in a small group to prepare an outline for the telling of a story at a storytelling festival. Many festivals have times allotted for children and adults. Choose a story appropriate for one of those audiences. Assign the story narrator, the director, and the stage crew. Discuss the responsibilities of each for rehearsals and performance. Then outline the story presentation, giving suggestions and directions that address the following questions for the various parts of the story: Where will the narrator be position? What body movements and vocal qualities will the narrator use for each character I each part of the story? What technical effects will be required? Present your ideas to other groups in the class and incorporate any useful feedback into your outline.
_______________________________________________________________________________________________________________________ _ Drama Exercises Page 12

Preparation 35 mins Cold Reading Critiques Two small groups work together on this assignment. Each group chooses one of the scenes from the historical profiles in your textbook that gives all members in the group a role, plus one remaining person to handle technical responsibilities. Actors in each group will have only ten minutes to silently read the scene and make role assignments. During this time, the tech person scans the scene and gathers improvised items for props, costumes, and sound effects that are necessary: two stacked chairs might serve as a tree; a coat might be draped as a robe; an actors voice might simulate the birdcalls of the woods. Then members of each group take turns presenting the old reading while the other group critiques the scene and takes notes. After both readings, the groups then meet and discuss the notes together.

Performance 50 mins Radio Spots Work with a partner to plan two 60 second radio commercials, or spots, to publicize a play your school is producing or one you would like your school to produce. Assume that one radio spot will be read live over the schools public address system and the other will be a prerecorded broadcast on a local radio station. Write the script for each spot, considering the audience for each. Make your radio spot as interesting as possible, and make sure all the relevant informationthe names of the play, playwright and director, and the location, times and ticket prices for the performances. Include sound effect6s as part of the script. Write a list of things to do to get the spots ready for broadcasts, taking turns reading and directing. When you are ready, each of you can read one of your spots to the class while the other descries or simulates the sound effects you have planned.
_______________________________________________________________________________________________________________________ _ Drama Exercises Page 13

Specialization 50 mins Screenplay Adaptation Working with a partner, choose a one-page selection from a scene in a plat tat you like or from a scene in one of the historical profiles in your textbook. Analyze the selection (in the context of the entire scene) to see what changes might need to be made to the script with the necessary changes in mind, using the format for a screenplay described in the Writing & Theatre section. Prepare a shooting script of the selection you chose, identifying the types of shots you envision. You may make a rough storyboard of the script first. Read your screenplay or shooting script to the class if time allows. Performance 10 mins In Three Places at Once Choose one of the situations below and improvise your reactions to the situation, first as an actor, next as the stage manager, and finally, as a tech person (you may address the situation from any technical area). A dog walks onstage in the middle of the balcony scene in an outdoor performance of Shakespeares Romeo and Juliet. During dress rehearsal, an actor in a major role trips over a flat learning against a wall and is seriously injured. People in the audience start to sing along with the actors during one of the songs in a musical.

_______________________________________________________________________________________________________________________ _ Drama Exercises Page 14

Specialization 45 minutes Planning a Multimedia Presentation Turn a scene from a play you know quite well into a multimedia presentation. Use a play that you enjoy or, if you dont have a script available, use a scene from one of the historical profiles in your textbook. Using the questions below, draw up a plan for your multimedia presentation. Use these questions as starting points to stimulate your thinking; you may not need to answer every question. Assume your classmates and teacher are your audience. How will a multimedia presentation affect the characters in the play? Might a character become a tape recording or a videotaped entity? If so, which characters would be best suited for this and why? How will the blocking and pacing of the play be affected by the multimedia components? How will scenery change? Can I eliminate flats and replace them with a projection screen? How will lighting and sound be affected if I have access to computers, VCRs, and so on? Will I have to change costuming to make the scene seem more contemporary? Exploration 40 mins Exploring Points of View Think of a favorite story or one you have ready recently. Imagine iot adapted and performed as a play. Write a commentary on the challenges of such a production from an actors point of view, a directors or producers point of view, or a tech persons point of view. As an actor, you should include ideas about the characters and the challenges actors might face in portraying these characters. As a director, you should state your ideas about the performance space requirements and potential production concepts for the play. As a producer, you should consider the plays market potential in your community and the projected costs for production. As a tech person, address the specific
_______________________________________________________________________________________________________________________ _ Drama Exercises Page 15

technical requirements of the play; you might focus on one technical area or on a particular scene as an example of the technical challenges.

Preparation 40 mins Famous Figure Choose a famous figure from history or the present day. Write a quick character sketch of that person, including a physical description, information on his or her personality, and a famous feat or even in this persons life. Imagine a one-person show about this famous figure that presents that feat or event. How might an actor use his or her body and voice to portray such a person in this situation? What style would be suitable and what blocking would work well? What sets, props, lighting, sound, costumes, and makeup might be necessary for the production? Would a play about this person be a success in your town or might it have more success elsewhere? How might such a show be promoted? Take notes on your answers to these questions and present your ideas to the class for feedback. Small Group, Technical Theatre Performance 5 mins Crew Checklists A tech rehearsal can have its ups and downs, but checklists can help keep a tech rehearsal running smoothly. Write a generic checklist that would apply to a technical rehearsal for any play for each of the tech crews: set (shifting) crew, prop crew, lighting crew, costume crew, and makeup crew. If youre currently involved in a production, use that show as the basis for your checklists. Supply any illustrations or graphic aids that you think will heolp. Refer to your textbook pages 353-354 to review the activities of the tech crews during tech rehearsal. Specialization 45 mins Masks and Mood Working in pairs, choose four scenes from the historical profiles and determine the dominant mood, or atmosphere, of each scene. Then design
_______________________________________________________________________________________________________________________ _ Drama Exercises Page 16

masks and suggest music and lighting for each scene that will evoke the mood of the scene. You need only do masks for the main characters in each scene. Draw the masks and list the music titles or, if you dont have a specific title, the style of music you think is appropriate for the scene. Describe the lighting effects or indicate them in your drawings of the masks. Exploration 45 mins Safety First Your textbook includes many safety trips for working in the scene shop, working with electricity, and working with costumes and makeup. With a small group of no more than three people, study these safety tips and also discuss any other safety measures for working with various pieces of equipment and supplies, such as those listed in your textbook. Then, compete with other small groups in y9our class in a game of Safety First. In this game, your teacher will name a piece of equipment or a supply, or an are of the theatre with potential safety hazards. The first member of the group to raise his or her hand earns the group a chance to identify an appropriate and significant safety tip, which is worth a point. The appropriateness and significance of each tip will be determined by the teacher and the rest of the class. There may be more than one appropriate safety tip, but you need only name one to earn a point. For each additional safety tip, you will earn another point. If there is no significant safety tip, you can explain why an item or area is relatively safe and earn a point for that. If you name an inappropriate or nonsignificant safety tip, your group will lose a point. Preparation 40 mins Delegating Responsibilities Work in a small group to choose a short scene from a play. You will need to have the script in front of you so you should use a scene thats readily available. If necessary, use a scene from one of the historical profiles in your text or a scene from The Book of Scenes for Aspiring Actors. Choose one group member to be in charge of each of the following categories: set, props, costumes, lighting, sound, and makeup. Read through the scene and make a list of your responsibilities for your particular tech area for that scene. For costumes and props, provide information telling how you might acquire the
_______________________________________________________________________________________________________________________ _ Drama Exercises Page 17

particular things you need. Get together with another group and discuss similarities and differences in your lists.

_______________________________________________________________________________________________________________________ _ Drama Exercises Page 18

Individual, Technical Theatre Exploration 35 mins Design Ideas Imagine that you are a designer in one of the technical areas sets, props, lighting, sound, costumes, or makeup. Develop informal design ideas for one of the scenes described below. You ideas should include sketches, diagrams, lists, and notes. When you have finished, get together with someone lse who was working on a different technical area for the same scene. Compare your ideas and note similarities and differences of approach, techniques, and supplies between your two tech areas. Compile this information and present it to the rest of the class. Elves performing a dance in the woods 1930s farmers wife and daughter doing laundry on the back porch Busy, contemporary mall in upscale suburb during the winter holidays th Early 1900s 4 of July picnic in a small southern town Humans landing on an inhabited planet in a distant galaxy Childrens birthday party in a small, modest apartment Preparation 25 mins Cost Efficient Design and Production Working in one of the tech areas (sets, props, lighting, sound, costumes, or makeup), concentrate on designing one or two items or effects that can convey te setting and mood for one of the situations described below. Assume a very limited budget for supplies and production. You may choose to set the situation in any time period. Present your designs to the rest of the class, explaining what you did to help convey the situation in a cost effective way. Newlyweds dining at an expensive restaurant College roommates hatching a murder plot in their dorm room A comical fight between barkers at a seedy carnival Kids playing happily in a vacant lot in a poor part of a city on a summer day Ominous news or a nuclear attach announced at a sports event

_______________________________________________________________________________________________________________________ _ Drama Exercises Page 19

Performance 30 mins Creating an Environment Choose a setting for a scene from a play iu saw recently. Imagine that you are writing to someone about that scene. Describe how the set, props, lighting, sound, costumes, and makeup worked together to create an environment for that scene. A sinister forest A holiday scene in a department store A dining hall in a medieval castle Te laboratory of a mad scientist A street in Victorian England nd The main cabin of a spaceship in the 22 century A dance club in a large city A small cottage by the sea

_______________________________________________________________________________________________________________________ _ Drama Exercises Page 20

Specialization 30 mins Special Effects Look over the list below. Think of a prop, costume, or lighting or sound effect you could create using items from the list. Write a brief description of your creation. If you create a costume or hand prop, include a description about the character who wears the costume or handles the prop. If you create a set or decorative prop, explain what information it conveys about the characters who inhabit the set. If you develop a lighting technique, explain the mood or effect you want to create with this lighting. If you develop a sound effect, describe the sound and how it might be used in a performance. Share your description with the class and get their feedback on its potential effectiveness. Aluminum pie plate Beads Bed sheet Burlap Canvas Cardboard box Chicken wire Coins Duct tape Glue Kitty litter Newspaper Pop bottle Ribbon Rubber bands String Styrofoam Urethane foam Wallpaper paste Wooden stick Bandana Red, blue, yellow, black and white paint

_______________________________________________________________________________________________________________________ _ Drama Exercises Page 21

Individual, Acting Exploration 15 mins Pantomiming Emotions Practice using pantomime to communicate emotions in each f the situations listed below. Experiment with your body movements and facial expressions as you practice until you find those that you think work best. Be prepared to mime these situations on command. For example, your teacher may say, Walk home after a great date, and you pantomime that action. Walk toward someone you have been avoiding for a week. Walk toward your best friend after you have found out that they have been dating your significant other. Walk home after a great time with your friends Wave hello to someone you dont like very much. Sit in class and suddenly remember theres a major test for which you havent studied. Sit in the principals office, waiting to see the principal for a disciplinary reason. Preparation 10 mins Telephone Conversation Pretend you are one o the characters in the phone conversations described below. You can only speak your side of the conversation, but you should imagine exactly what the other person is saying. Your conversations can be humorous or serious, or they can express other feelings. Before performing, think about your characters motivations and any background information that will influence the conversation. A dream date calls to ask out a shy person. A teacher calls a student to find out why a major project is late. The attendance offices calls a parent to report that their child wasnt in school that day. An old friend calls someone they havent spoken with in five years.
_______________________________________________________________________________________________________________________ _ Drama Exercises Page 22

 A customer calls a customer service representative to complain about a package damaged in delivery.

Performance 45 mins Monologue Create a character and a situation and then write a monologue addressed to another person onstage. Use one of the following situations or invent your own. Remember, your monologue needs to be insightful about your character, but it doesnt have to be serious. Be sure to consider the character of the person you are addressing as well as your own character. Try not to exceed five minutes in length. Youre a young, married adult who has just become a parent. Your best friend has done something dishonest and doesnt see anything wrong with it. You confront someone with irrefutable evidence that they have wronged you. You tell someone how much you appreciate their help with something. You try to explain to a parent or guardian why you need to use the car on Saturday night. Specialization 25 mins Character Changes Imagine that in the course of a play you portray a character that goes through three physical stages in your life. Portray these three stages in the form of pantomime, improvisation, or both. Try to emphasize how the characters movements would change. If you choose verbal improvisation in addition to pantomime, you can also use your voice to show physical change. Use one of the character types suggested below or invent your own. An artist A child A laborer A dancer An athlete A politician
_______________________________________________________________________________________________________________________ _ Drama Exercises Page 23

Small Group, Acting Performance 45 mins Recreating History As a small group, recreate an important moment or event in history. See the list below for some ideas. Each member of the group should make his or her character individual in thoughts, actions, and feelings. Think about your characters background, status quo, motivation, and subtest. Rehearse several times to establish the basic outline of your performance. Present your piece to the other groups. During the rehearsals and performance, establish your character quickly, react spontaneously, base your movements and spoken lines on other characters in the scene, and always stay in character. A family hearing a TV broad cast about Martin Luther Kings assassination A group of colonists in Philadelphia after hearing that the Declaration of Independence has been signed A group of people listening to news of the attack on Pearl Harbor People of San Francisco moments after the 1906 earthquake Mission Control at NASA the moment humankind sets foot on the moon. Specialization 36 mins Readers Theatre Plus As a small group, select something to read aloud in a dramatic reading, similar to Readers Theatre, but with the addition of pantomimed action. The selection should not be literarythat is, it shouldnt be a cutting from a play or other recognized piece. Look for an article or column from a newspaper or magazine, perhaps a dramatic news story, a humorous column, or a letter to the editor. You might even find an excerpt from a social studies text, such as a journal entry. As a group, analyze the selection for mood, theme, intent, imagery, and the tonal qualities you can use to read the piece. Divide your group into those who will read the selection and those who will pantomime the action. Rehearse and then perform the piece for the class.

_______________________________________________________________________________________________________________________ _ Drama Exercises Page 24

Exploration Pantomimes Setting and Action Without using props, dialogue, or scenery, pantomime a scene so that the audience know where the scene is set and what the actors are doing in that setting. Use one of the settings below or create your own. Decide what your group will do in this setting. Then plan out your pantomime so group members will know their roles and what to dol. Practice your movements and activities so that the scene is as real as you can make it Avoid stereotyped or overly exaggerated gestures. Have others in the class try to figure our your setting and action. City park Public beach School gymnasium Fancy restaurant Cruise ship Grocery store Ski lodge Waterfall Laundromat Preparation 40 mins Improvise a Scene Working in pairs, improvise a scene in which you can include some or all of the lines listed below. First experiment with the many ways you can express each of the lines using your voice, body movement, and gestures to convey different meanings or feelings and different characters. Decide on one way of expressing your lines that is consistent with a particular character. Then perform the improvisation with your partner. Whats the matter with you? How could you do this to me? If ony you could know how I feel Tell me that you love me Please dont do that again. Youre beginning to get on my nerves. I dont want to hear anymore.
_______________________________________________________________________________________________________________________ _ Drama Exercises Page 25

 Someday, things will be different between you and me.

_______________________________________________________________________________________________________________________ _ Drama Exercises Page 26