Twelfth Night Theatre Elements

Week 4 CCC: Part 4 Template
4A. Goal Reflection and Revision
Original Goal (from Part 1E):
Updated Goal:
Rationale:
4B. Behaviors Brainstorm
4C. Behavior Description
Behavior 1
· 4C1. Behavior 1: In order for me to achieve my goal of …, I
will . . .
will . . .
will . . .
Behavior 2
will . . .
will . . .
will . . .

(Add more behaviors as needed.)
4D. Description Revision
4E. Final Behavior List
Final Goal (Updated Goal fro 4A):
Specific Behaviors (4C):
Statement of Behaviors:
THE ACTOR
-a brief chat-
WHAT IS ACTING?
WHAT MAKES A GOOD ACTOR? WHAT TOOLS ARE
USED?
https://youtu.be/nyoWmkhRyp8

A Few Schools of Thought…
_____________________________________________________
___________________
_____________________________________________________
___________________
_____________________________________________________
____________________
_____________________________________________________
__________
STANISLAVSKI
“the art of experiencing”
-taking on the life of another
STRASBERG
“The Method”
-psychological aspects
ADLER
-harnessing imagination/action
-thought ”The Method” was unsafe
MEISNER
-importance of impulse/instinct
-”truth above all”
CHEKHOV
-physical manifestation
-use body to show character’s inner life

PRACTICAL AESTHETICS
-what is the essential action?
-the actor’s primer
HAGEN
-applying own experiences to circumstances
-”realism above all”
SPOLIN
-for directors as well
-importance of play/improvisation
THE “DEFINITION” OF ACTING
“Acting is
living truthfully
under imaginary circumstances.”
-Meisner
What does the actor do?
Brings life and character to the text.
Attempts to create a full, truthful, three-dimensional character.
Attempts to understand the psychology of their character.
Why do I do what I do?
What do I want?
What is in my way?
What is at stake?
SIDEBAR:
WRITE DOWN YOUR FAVORITE MOVIE/TV
SHOW/PLAY/MUSICAL

Who is your favorite actor/character in it?
Why?
Tell your pal next to you.
NO JUDGING. DON’T BE A JERK.
HOW DOES THE ACTOR DO IT?
OBJECTIVE – TACTIC - OBSTACLE
1. Objective
What does the character want?
"I want to ______".
Super-objective: throughout show.
Objective: smaller goals throughout
Bigger objective = higher stakes
2. Obstacles
That which is in the way of getting what the character wants.
For example:
The other person’s feelings
Your own self esteem
Society
Money
The environment

A bear.
3. Tactics
HOW we go about getting what we want
By _______ing
Complimenting
Scolding
Seducing
Joking
Guilting
TACTICS & OBSTACLES EXAMPLE
https://youtu.be/u4Je2WxsqWA
Objectives and Tactics
A change in OBJECTIVE requires a change in TACTICS.
Variety, action and dynamism in TACTICS leads to more
engaging performances.
These are present and visible in everyday life.
Example: Miranda Priestley,
The Devil Wears Prada

Objective: To conquer the world of fashion publishing.
Tactic: To dismiss and belittle all rivals.
Obstacle: The incompetence and independence of her
employees.
Objectives?
Tactics?
Obstacles?
“Harry wants to _______
By _________ing, but can’t
Because ___________.”
What is
Harry Potter’s
(and therefore
Daniel Radcliffe’s)
SUPER OBJECTIVE?
SIDEBAR 2:
Write down:
1 SUPEROBJECTIVE and 1 OBJECTIVE for your fave
character
1 possible TACTIC that character attempts, and
2 OBSTACLES they may encounter.
Remember:
I want to OBJECTIVE by TACTICing, but I
can’t because OBSTACLE .
Share with your pal, and possibly the class.

Acting Style: A Quick Comparison
August Wilson’s Fences
James Earl Jones
https://youtu.be/oVZr6uzvYtA
Denzel Washington
https://youtu.be/UBTXS42dj40
*Content Warning: use of N-word
WHAT IS GOOD ACTING?
IN CONCLUSION:
-WHO KNOWS IF IT’S GOOD
-WHO KNOWS HOW TO DO IT
-THERE’S NO WAY TO MEASURE IT
-WHY AM I GETTING THIS DEGREE
YAY ACTING!

The Stage:
Theatre spaces
and scenic design
Overview
Theatre Spaces
Review of Historical Theatre Spaces
Current: Proscenium, End Stage, Thrust Stage, Arena Stage,
Black Box
Theatre Spaces
Theatre architecture influences the kinds of plays that are
produced and reflects the culture that produced them.
Producers, directors and scenic designers today make choices
about the space in order to enhance their production of a play.
Theatre at Epidaurus (Ancient Greece)
Gathering place for citizens and political discussion

Medieval Pageant Wagon
Mobile
Bringing theatre (and religion) to the people
Stage in Shakespeare’s time (1500s-early 1600s)
Open-Air Theatres
Groundlings stood
Few set pieces:
Verbal decor
Theatre in France, 18th C.
A place to see and be seen!
Contemporary Theatre Spaces
Proscenium Stage
Thrust Stage

Arena Theatre (Theatre in the Round)
Black Box Theatre (Flexible)
Proscenium Theatre (Arch)
So Why Choose a Proscenium?
Proscenium would be good if you want to distance the audience
from what is happening. To create a “picture frame” around the
piece. It creates a very detached view of the proceedings.
End Stage
Just like proscenium stage, but without proscenium arch
Fairchild Theatre

Thrust Stage
Audience on three sides
So Why Choose THRUST?
It thrusts the action into the audience to involve them but still
maintains a small bit of the proscenium feel. There is still some
separation between the performance and the audience members.
It can allow the audience to interact with themselves, which can
enhance the effect of certain events.
Pasant Theatre (seats 600)
Arena Stage
Audience surrounds action
Arena

So Why Choose Arena?
ARENA is great when you want the audience to be fully
immersed in the proceedings. You want them to feel everything
and really relate with the characters. It eliminates the “4th wall”
concept.
Black Box Theatre: Flexible
Studio 60
So why use Flexible Spaces?
Allows you to alter the performance space to suit any thematic
need you want.
This allows you the most thematic variety in a season of shows

Theatre Spaces at MSU
In Auditorium Building:
Fairchild Theatre
Studio 60
Arena Theatre (Twelfth Night)
Summer Circle Courtyard
At Wharton Center:
Pasant Theatre (Dr. Fox & Frankenstein)
Cobb Great Hall
Cobb Great Hall (seats 2420)
Summer Circle Courtyard
Stage Directions
Upstage
Downstage
Center Stage
Stage Left
Stage Right

Up Left
Up Right
Down Right
Left Center
Right Center
Fun Fact! Raked Stage
Sometimes built on top of existing flat stages.
This is where the terms upstage and downstage came from.
Also comes from 16th Century Italian theatre
A stage that has an incline leading away from the audience so
that actors further away from the audience are easier to see.
This creates a situation where an actor upstage is literally above
an actor downstage.
Scenic Design
Concept
Mood
Historical Period
Locale
Socioeconomic Level
Seasons/Weather

Concept
Concept is the way that the production staff decides the play
should be presented.
Of Mice and Men – John Steinbeck
Pippin - Stephen Schwartz, Roger Hirson
Mood
Mood refers to the dominant emotional quality of the production
The Crucible – Arthur Miller
Hairspray – Marc Shaiman

Historical Period
This refers to the time in history during which the events of the
play take place.
Cyrano de Bergerac - Edmond Rostand
Superior Donuts - Tracy Letts
Locale
The location where the action of the play takes place
A Tuna Christmas –
Ed Howard, Joe Sears, Jaston Williams

The King and I – Rogers and Hammerstein
Socioeconomic Level
Socioeconomic Level refers to the general income level of the
character or characters in the play.
The Grapes of Wrath - John Steinbeck
The Importance of Being Earnest - Oscar Wilde
Season/Weather
The season of the year that the play takes places.
Almost, Maine – John Cariani

The Cherry Orchard – Anton Chekhov
Character Personality
The key personality traits of the character that inhabits a
particular setting
Legally Blonde – Heather Hach
Red – John Logan
Twelfth Night: Using Familiar Theatrical Elements to Discuss
Shakespeare
Since your TAs are so heavily involved in this show, you will
be writing your essay focusing on set design and acting, two
theatrical elements that we have discussed in this class. This
time, you will be discussing these two elements with the added

challenge of Shakespeare!
Consider the following in your essay:
-Choose two characters from the play whose storylines are
clearest and/or most interesting to you. How did the actors make
those stories clear and defined for the audience? Did the
Elizabethan dialogue hold them back, or enhance their
characters? How about their body language, posture, tone of
voice?
-Discuss the set design and how it pertains to your
thesis/premise. There is one large central design, so how could
you keep track of scenic locations? What indicated a scene
change? How does the set further the story along?
Those two elements should be the main discussion points of
your essay. Be sure to refer back to your premise/thesis; your
paper should always back up your strong statements.
Director's Notes
I first met Twelfth Night in 1971 at Washington’s Folger
Shakespeare Library. The Library’s brand new director, the
wonderful poet and scholar, O.B. Hardison, decided to bring the
museum’s unused theater (a replica of Shakespeare’s Globe) to
life with a professional acting company. Twelfth Night was
chosen as the company’s first Shakespeare, and I was hired to
play Antonio and design the set. A deal with the Reynolds
Corporation gave us enough aluminum to cover the theater,
build a spiral staircase, and install a fire pole. With the addition
of some shag carpet, a playground slide, country rock music,
some boxing gloves and bell‐bottoms, we took the Bard
fashionably into the world of 1971. The production, heavily
influenced by the writings of the Polish theater critic, Jan Kott,
had a single androgynous actor playing both Viola and
Sebastian. Each performance proceeded smoothly until the final
scene when, inevitably nothing made sense, and audiences were
mystified. But the controversy garnered a great deal of press,
and the new theater company was off and running. Happily the
Shakespeare Theater at the Folger continues all these years

later, a bright gem in DC’s theater scene.
Since then, I have had the good fortune to act in, or direct a half
dozen more productions of Twelfth Night. It has become one of
my favorite comedies‐‐one that begins in darkness and ends in
joy. Perhaps no play of Shakespeare's connects more directly to
his personal life. Shakespeare was father to a set of twins,
Hamnet and Judith, born in 1585. Hamnet died at the age of
eleven in 1596. Four years later the Bard joyously wrote his
only son back to life as Sebastian in Tweltfh Night. The play’s
first recorded performance was in 1602. Our production is
influenced primarily by the original text, set down in the First
Folio of Shakespeare’s plays. It was published posthumously in
1623 and lovingly put together from the playwright’s own
manuscripts by the members of his acting company. Composer
Trevor Smith has written original music for Feste’s songs for
this production.
—Gus Kaikkonen
HOT TIPS:
Before you see the show: Examine your relationship to
Shakespeare. Have you seen a Shakespeare play before, or a
movie adaptation? Do you feel intimidated or nervous about the
use of Elizabethan language? What about it makes us treat
Shakespeare as a unique genre within theatre?
Read a synopsis of the play online (or read the play itself!).
There is one main plot (Olivia/Viola/Duke triangle) and several
subplots (prank on Malvolio, the friendship of
Antonio/Sebastian, Feste’s general observations), so you must
pay close attention to the play to understand what is happening.
Your essay will be clearer as a result.
While watching the show: 1) Which storylines are clearer than
others? Why? How does the acting help or hinder clarity? What
is making the audience laugh? What is confusing them? 2) In a
much smaller space than the Pasant, the Arena Theatre’s
capacity for set and light changes is more limited. How does a
scene change happen? How do you know?

After the show: Write a clear essay in which you make an
argument about the theme and/or premise of Twelfth Night, and
how, despite the fact that we no longer speak in Shakespearean
verse/language, the plot, acting, and set design support your
premise.
Be sure to write a clear thesis statement expressing an active
theme/mood/premise. Remember, your premise should support
the sentence ______ leads to ______. You can use your
introductory paragraph to express how the story was familiar or
unfamiliar to you. Use specific evidence from the show to
support your ideas. Be sure to link your evidence to your
overall thesis; the best way to do this is to write a strong topic
sentence for each paragraph.
Papers should be formatted using standard MLA formatting
Week 4 Course Project: Part 4 – Goal Analysis
Due Monday by 1:59am Points 50 Submitting a file upload
Submit Assignment
Required Resources
Read/review the following resources for this activity:
Introduction: Communication Change Challenge (CCC) Part 4
In Part 4, you are setting a goal for this project based on the
outcome that you want to achieve. Knowing
what you want the end result of this project to look like will
help you to identify and implement the behaviors
necessary to achieve that goal. Second, you are identifying a set
of communication behaviors (in 4E) that
will lead you to your goal. Be specific and very detailed. What
will you do or say that is different?

Reminder: It is not time to implement new behaviors yet. This
week you are setting a goal and identifying
the new communication behaviors that will help you to achieve
that goal.
Project Timeline
Link (Word doc): Week 4 CCC Part 4 Template (Use this
template to complete the assignment.)
Part Description Due
1 Selecting a communication goal Week 1
2 Describing communication patterns Week 2 & 3
3 Establishing behavioral goals: What will it look like when I
am doing it well? Week 3
4 Analyzing the goal Week 4
5 Covert Rehearsal: Practicing in your imagination Week 5
6 Behavioral Rehearsal: Practicing your new behavior Week 5
11/19/19, 1:59 PM
Page 1 of 6
Instructions
The interpersonal communication skill you selected earlier in
this project is not yet stated in specific
behavioral terms. For example, "I want to overcome shyness and
meet new people," gives you little

direction. Some questions you might ask yourself for that
behavior goal include the following:
Provide a detailed outline of your movement through these 4
steps: 4A through 4D.
4A. Goal Reflection and Revision
Think about your original goal from CCC Part 1E. Review your
Week 1 statements: "I can't" and "I won't."
Read over your journal analysis of the CCC Part 2, and the
positive models you want to emulate from CCC
Part 3. Do you think your goal as written in Part 1E needs to be
modified or changed? Address and submit
the following:
Link: Example
I want to be able to tell my family “no” when I do not want to
do something for them. I do not want to be
taken advantage of, and I want to stop feeling guilty when I do
say ‘no."
4B. Behaviors Brainstorm
Jot down some communication behaviors that you associate with
your goal. To arrive at this list, address
and submit the following:
7 Actual Implementation: Performing your behavior in real-life
situations Week 7
8 Evaluating your progress Week 8
What new people?
Where will I meet them?
When will I meet them?
How many do I want to meet?

How often?
What will I say when I meet them?
What do I typically do in these situations that I want to avoid?
Your original goal from CCC Part 1E.
What do you think your updated goal for this project should be
now? It may be the same, slightly
modified, or totally different from Part 1E.
Why is your goal the same as CCC Part 1E, or why did it need
to be changed?
!
11/19/19, 1:59 PM
Page 2 of 6
4C. Behavior Description
Describe each behavior. Do this in a statement that identifies
the manner (or extent) of the behavior that is
required to achieve the goal.
Link: Examples
Behavior 1
In order for me to achieve my goal of disciplining my daughter
without becoming angry, I will wait until
she has finished talking to ensure I hear her side of the story.
Behavior 2
In order for me to achieve my goal of disciplining my daughter
without becoming angry, I will ask for
clarification before I make a decision regarding discipline.
Repeat this statement for each behavior on your list. This step

helps you to establish the criteria by which
you will measure your success in reaching the goal.
State your goal in specific behavioral terms, considering these
example questions again.
Use the following format:
Do this at least 3 times for each behavior.
4D. Description Revision
Now, look at your behaviors again. Consider this: If someone
else performed the behaviors you have
What must a person be saying and/or doing for me to say that
he/she has achieved the goal?
Given a room full of people, what is the basis on which I will
separate them into two classes: those who
have achieved the goal and those who have not?
How will I recognize and measure goal achievement when I see
it?
What new people?
How often?
4C1. Behavior 1: In order for me to achieve my goal of ..., I
will . . .
will . . .
will . . .

11/19/19, 1:59 PM
Page 3 of 6
W4 CCC Grading Rubric - 50 pts
outlined, would you be willing to say that person has achieved
your goal? Can you answer "yes" to this
question for each of the behaviors you listed above in Part 4C?
If not, modify the descriptions of the
behaviors until you can say, "YES." The answer to Part 4D is
YES or NO.
Do this over until you can state YES as the answer for each of
the behaviors you have listed in 4C above.
In your description, explain why these behaviors would
exemplify the attainment of your goal.
4E. Final Behavior List
Conclude with a clearly identified statement of the
communication behaviors you intend to implement to
achieve your interpersonal communication goal. Be specific.
Revisit these questions to help finalize the list:
Copy your goal from 4A and then add all your specific
behaviors from 4C. Conclude with a clearly identified
statement of the communication behaviors you intend to
implement to achieve your interpersonal
communication goal. Be specific and detailed.
Writing Requirements (APA format)

Grading
This activity will be graded based on the W4 CCC Grading
Rubric.
Course Outcomes (CO): 2, 5
Due Date: By 11:59 p.m. MT on Sunday
What new people?
How often?
Length: 1.5-2 pages (not including title page or references page)
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page
11/19/19, 1:59 PM
Page 4 of 6
Criteria Ratings Pts
5.0 pts
8.0 pts
8.0 pts

8.0 pts
8.0 pts
Length 5.0 pts
Meets length requirement
0.0 pts
Does not meet length requirement
4A. Goal
Reflection
and
Revision
8.0 pts
Paper
addresses all
aspects of the
question in
complete
sentences.
6.8 pts
Paper addresses
most aspects of
the question in
complete
sentences.
6.0 pts
Paper addresses
some aspects of
the question in
complete

sentences.
4.8 pts
Paper addresses
few aspects of
the question in
complete
sentences.
0.0 pts
No
effort
4B.
Behaviors
Brainstorm
8.0 pts
Paper
addresses all
aspects of the
question in
complete
sentences.
6.8 pts
Paper addresses
most aspects of
the question in
complete
sentences.
6.0 pts
Paper addresses
some aspects of
the question in

complete
sentences.
4.8 pts
Paper addresses
few aspects of
the question in
complete
sentences.
0.0 pts
No
effort
4C.
Behavior
Description
8.0 pts
Paper
addresses all
aspects of the
question in
complete
sentences.
6.8 pts
Paper addresses
most aspects of
the question in
complete
sentences.
6.0 pts
Paper addresses
some aspects of

the question in
complete
sentences.
4.8 pts
Paper addresses
few aspects of
the question in
complete
sentences.
0.0 pts
No
effort
4D.
Description
Revision
8.0 pts
Paper
addresses all
aspects of the
question in
complete
6.8 pts
Paper addresses
most aspects of
the question in
complete
sentences.
6.0 pts
Paper addresses
some aspects of

the question in
complete
sentences.
4.8 pts
Paper addresses
few aspects of
the question in
complete
sentences.
0.0 pts
No
effort
11/19/19, 1:59 PM
Page 5 of 6
Total Points: 50.0
8.0 pts
5.0 pts
sentences.
4E. Final
Behavior
List
8.0 pts
Paper
addresses all
aspects of the

question in
complete
sentences.
6.8 pts
Paper addresses
most aspects of
the question in
complete
sentences.
6.0 pts
Paper addresses
some aspects of
the question in
complete
sentences.
4.8 pts
Paper addresses
few aspects of
the question in
complete
sentences.
0.0 pts
No
effort
Writing:
Mechanics
& Usage
5.0 pts
The writing is
free of errors in

grammar,
spelling, and
punctuation
that would
detract from a
clear reading of
the paper.
4.25 pts
The writing
contains a few
errors in
grammar,
spelling, and
punctuation, but
the errors do not
detract from a
clear reading of
the text.
3.75 pts
The writing
contains some
errors in
grammar,
spelling, and
punctuation that
need to be
addressed for a
clearer reading of
the paper.
3.0 pts
The writing
contains
several errors

in grammar,
spelling, and
punctuation
that impede a
clear reading of
the paper.
0.0 pts
No
effort
11/19/19, 1:59 PM
Page 6 of 6

Twelfth Night Theatre Elements

Recommended

Recommended

More Related Content

Similar to Twelfth Night Theatre Elements

Similar to Twelfth Night Theatre Elements (20)

More from jessiehampson

More from jessiehampson (20)

Recently uploaded

Recently uploaded (20)

Twelfth Night Theatre Elements