DRAMA 254 A: Intro to acting skills

DRAMA 254 A Fundamentals of Improvisation

Spring Quarter 2021

Tuesday and Thursday, 2:30 – 4:40pm

4 Credits

“Discovery Through Play”

Instructor:   Bradley Wrenn, Part-time Lecturer, School of Drama

Office:  Alas, for now we still must continue our learning in virtual space. Someday I hope to meet you all in person.

Email:  bwrenn@uw.edu - This is by far the best way to contact me. Email and I will respond within 48 hours.

Office Hours: During this virtual quarter, please make appointments by emailing me directly as hours may change from week to week.

Course Description

Let go of your clever ideas and reach for vulnerability and truth.

You are enough.

Improv is acting and reacting in-the-moment. The audience loves to see us establish and care about made up details. Knowing we’re creating as we go, they reward in-the-moment confident choices, collaboration and vulnerable emotional reactions more than “jokes”.

Throughout our 10 weeks together you will develop a foundation in the fundamentals of improvisation. Together we will explore the basics of improv through short- and long-form improv exercises focusing on relationships, emotions, characters, object work, and game, all within a trusting atmosphere that we as class and ensemble will maintain.

Core Lessons

• Share Yourself - Let the audience see you to give them the ability to connect with you and ultimately root for you.
• Care – The audience loves seeing us have emotional stakes in things we imagine.
• Trust that Feeling is Enough - Committed emotion is all the “what” and “why” a scene needs.
• Trust that Following is Enough - We don’t need to be in our heads worried about making something happen once we learn how we can follow what’s already happening to a collaborative end.
• Agree – Prioritize agreement over negotiation or explanation. Agreement helps us build together faster.
• Accept - “Yes, And” is the basis of improv – I accept what you do and I make my contribution aware of yours.
• React - If we make the object that we feel about active in the scene – imagined to be tangible/observable/repeatable on stage – then we have something to react to instead of just talk about.
• Be Specific – Specific details help the audience imagine the moment and believe that characters are rooted in that moment.
• Heighten – Do more of what you’re doing. Feel more about what you’re feeling about. Make choices based on choices already made instead of creating all new information.
• Play with Pacing – Find a rhythm and a progression in the series of game moves to stoke the audience’s expectations and satisfaction.

Questions I’m excited to explore

• Can you be playful on demand?
• What brings YOU joy?
• What parameters do we need to make a successful scene? What “rules” feel necessary?
• How do you trust yourself and your scene partner and not worry about being “funny”?

Class Objectives

• To understand the basic improvisation concept of “Yes, and” and discover how scenes can be created through agreement.
• To learn the basic improv skills like: creating characters, establishing relationships, exploring scenes with objects and environment work
• To trust that “YOU are enough”
• To focus on your truth in the moment which is so much more interesting than any contrived “clever” idea

Required Materials

• Most important: An open mind!
• No books required for purchase! All readings will be handed out in class or online.

Attendance/Lateness Policy

This course is practical in nature – in other words the techniques are only learned by doing them. In other words, if aren’t there, you can’t learn. We rely on each other to show up both literally and metaphorically.

At the same time, there are plenty of ways that traditional attendance and tardiness policies are grounded in cultures of white supremacy and racism. For that reason, I’ll start every class with a grace period of 10 minutes. Please do your best to come on time, both for yourself and for the focus and energy of those you share the digital space with. If you are having a tough time making it to class, please contact me ASAP. If you miss more than a single class in a row, I’ll likely reach out to check in.

Also, if you miss a class, reach out and I can probably meet with you before class and let you know what you missed.

Class Work

• READINGS/RESPONSES (5 at 7% each):

Periodically you will turn in a short response to a question I pose or article about improvisation or play. Your opinions are never on trial, but honest and critical thinking is expected. These may be turned in via writing or as an equivalent word length audio recording.

• CLASS PARTICIPATION (10 weeks at 5% each):

Show up. Try. At the end of every Thursday class I’ll leave 10 minutes for you to do a “flash” response to the session. This can be either a written response or audio log of your experiences and discoveries in the session. This is a chance for you to offer feedback and reflections on your work thus far.

• FINAL REFLECTION (15%):

At the end of the semester everyone will engage in a final reflection response. More details near the end of the term.

Grading Scale:

4.0-3.9: A        3.8-3.5: A-      3.4-3.2: B+     3.1-2.9: B        2.8-2.5: B-       2.4-2.2: C+

2.1-1.9: C        1.8-1.5: C-      1.4-1.2: D+     1.1-0.9: D        0.8-0.7: D-     

Any student under 0.7 points will receive a failing (E) grade. You may always email me if you are unsure about your progress in class or want feedback about your work.

Conduct In Class:

The following notes are required for this class. If you agree to stay in this course you are expected to follow these guidelines:

• Avoid distractions. Cell phone interruptions are distracting to the entire class. Checking email in another tab pulls you out of present tense focus. Do your best to minimize outside distractions while in class. (Emergency exceptions should be discussed prior to class).
• Be respectful of other classmates. Making stuff is hard and often uneven in its progress. One week you may find something awesome and then for the next three weeks everything might feel wooden and terrible. It happens to everyone, even the most talented creators, so remember when giving feedback that failure is part of the process. To be creative requires support and mutual trust, so let’s offer each other dignity and kindness to each other as best as we are able in our work together.
• No discrimination of others on the basis of gender, sexuality, race, class, ability, nationality, age, etc. This includes “teasing” or “joking,” even if your intention is to be friendly. It will not be tolerated. This should be an inclusive and supportive space and I aim to create that to the best of my ability as an educator.
• Please reach out in if you feel like I’m not creating a class in which you can be your whole self. As a person who walks through the world with a wealth of privileges, I know that I have blind spots. To invoke activist and educator Jay Smooth, I subscribe to the “dental hygiene” model of anti-discrimination: I don’t brush my teeth once and assume they are forever good to go and the same goes for the approach to creating an inclusive educational space. It’s ongoing the practice of learning, listening and making changes accordingly that is the measure of success. Therefore, if something I do harms you or makes you feel excluded, I very much hope you feel comfortable enough with me to let me know. I will do my best to listen with open ears and THANK YOU for being generous enough to offer that perspective. If you need to voice a concern anonymously or beyond this scope, see the link on voicing concerns under the “Respect for Diversity Statement” section below.
• Work in class in private. There’s a classic saying: ”the details stay, the learning travels with you.” To ensure that people feel safe exploring they must know that specifics of personal experiences used in class will not be discussed beyond it without their consent.
• Approach the work with bravery and curiosity. Exploring new creative territory requires you to dare to go places that are unknown and, hopefully, exciting. I make the promise not to push to places you are not ready to go to, especially if you voice those concerns. In return I ask that students are willing to try to the best of their ability, even if an exercise seems strange. If you are confused about why we’re doing something, ASK! Chances are your questions are those of others in the room and offer an opportunity to learn together. You are graded based on how you dig in over the course of the class and not an external measurement of how “good” your work is.

Tentative Schedule:

• Week 1 - 2: Introductions & Initial Explorations

The first week we’ll focus most of our energy on creating a safe and playful environment. In the second week we’ll explore a few exercises to help us gain a common vocabulary and begin some wide open ended improve.

• Weeks 3 – 4: Short form

In these weeks we will explore some short form “games” or “prompts” that allow us to understand the basic building blocks of improv. These games will focus on creating characters, establishing relationships, exploring scenes with objects and environment work.

• Weeks 5 - 7: Long Form

During these weeks we’ll begin to understand what makes a long form scene and how to put together an evening of improv.

• Weeks 8 - 10: Using Improv to generate scripts and sketch

In the final weeks of the course we will explore improv as a tool for creation. We explore creating scenes and script on our feet through a collaborative writing process.

Note: This schedule is subject to change and is only an approximation. These changes are based on the classes interested and the speed with which we master the material.

Respect for Diversity Statement:

The diversity students bring to this class (including gender identity, sexuality, dis/ability, age, socioeconomic status, ethnicity, race, nationality, religion, and culture) should be honored as a resource, strength and benefit. I will do my best to create an online environment in which each class member is able to hear and respect others. If something is said or done in the virtual classroom, in a discussion, or in the group project process, by myself as instructor or by other students, that is troubling or causes discomfort or offense, the impact of that experience is something important, deserving of attention and I would like to know about its occurrence. The School of Drama has developed the following resource that can help you navigate how to proceed if you would like to voice a concern beyond one of us as your instructor:

https://drama.washington.edu/process-voicing-concerns

Academic Accommodations:

Your experience in this class is important to me. It is the policy and practice of the University of Washington to create inclusive and accessible learning environments consistent with federal and state law. If you have already established accommodations with Disability Resources for Students (DRS), please activate your accommodations via myDRS so we can discuss how they will be implemented in this course.

If you have not yet established services through DRS, but have a temporary health condition or permanent disability that requires accommodations (conditions include but not limited to; mental health, attention-related, learning, vision, hearing, physical or health impacts), contact DRS directly to set up an Access Plan. DRS facilitates the interactive process that establishes reasonable accommodations. Contact DRS at disability.uw.edu.

Pandemic Accommodations:

These are particularly difficult times, and I aim to accommodate students as best as I can. The university has resources or health and wellness, please take advantage of them if you want or need to. https://wellbeing.uw.edu/

If you are experiencing technical difficulties with remote classes, please alert me to discuss accommodations.

Most importantly, please take your self-care seriously.

The UW Food Pantry:

A student should never have to make the choice between buying food or textbooks. The UW Food Pantry helps mitigate the social and academic effects of campus food insecurity. We aim to lessen the financial burden of purchasing food by providing students with access to food and hygiene products at no-cost. Students can expect to receive 4 to 5 days’ worth of supplemental food support when they visit the Pantry. For information including operating hours, location, and additional food support resources visit https://www.washington.edu/anyhungryhusky/the-uw-food-pantry/

Academic Honesty:

Students at the University of Washington are expected to maintain the highest standards of academic conduct. Cheating, plagiarism and other forms of academic misconduct are considered serious offenses and could result in a variety of disciplinary actions, including suspension or permanent dismissal from the University.

For more information on Academic Honesty (Cheating and Plagiarism) see:

http://depts.washington.edu/grading/pdf/AcademicResponsibility.pdf

For information on Student Standards of Conduct see:

https://www.washington.edu/cssc/for-students/student-code-of-conduct/

http://www.washington.edu/admin/rules/policies/WAC/478-121TOC.html

Religious Accommodations:

Washington state law requires that UW develop a policy for accommodation of student absences or significant hardship due to reasons of faith or conscience, or for organized religious activities. The UW’s policy, including more information about how to request an accommodation, is available at Religious Accommodations Policy (https://registrar.washington.edu/staffandfaculty/religious-accommodations-policy/). Accommodations must be requested within the first two weeks of this course using the Religious Accommodations Request form (https://registrar.washington.edu/students/religious-accommodations-request/).

Disability Resource Services:

The process of artistic creation should be equally available to every student regardless of disability! If you have already established accommodations with Disability Resources for Students (DRS), please communicate your approved accommodations to me at your earliest convenience so we can discuss your needs in this course.

If you have not yet established services through DRS, but have a temporary health condition or permanent disability that requires accommodations (conditions include but not limited to; mental health, attention-related, learning, vision, hearing, physical or health impacts), you are welcome to contact DRS at 206-543-8924 or uwdrs@uw.edu or disability.uw.edu. DRS offers resources and coordinates reasonable accommodations for students with disabilities and/or temporary health conditions. Reasonable accommodations are established through an interactive process between you, your instructor(s) and DRS.  It is the policy and practice of the University of Washington to create inclusive and accessible learning environments consistent with federal and state law.

Guidance for Students Taking Courses at UW from Outside the U.S.:

Faculty members at U.S. universities – including the University of Washington – have the right to academic freedom which includes presenting and exploring topics and content that other governments may consider to be illegal and, therefore, choose to censor. Examples may include topics and content involving religion, gender and sexuality, human rights, democracy and representative government, and historic events.

If, as a UW student, you are living outside of the United States while taking courses remotely, you are subject to the laws of your local jurisdiction. Local authorities may limit your access to course material and take punitive action towards you. Unfortunately, the University of Washington has no authority over the laws in your jurisdictions or how local authorities enforce those laws.

If you are taking UW courses outside of the United States, you have reason to exercise caution when enrolling in courses that cover topics and issues censored in your jurisdiction. If you have concerns regarding a course or courses that you have registered for, please contact your academic advisor who will assist you in exploring options.

Safety:

Safe Campus:  https://www.washington.edu/safecampus/

Call SafeCampus at 206-685-7233 anytime – no matter where you work or study – to anonymously discuss safety and well-being concerns for yourself or others. SafeCampus’s team of caring professionals will provide individualized support, while discussing short- and long-term solutions and connecting you with additional resources when requested.