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SCRIPT ANALYSIS: THE ACTOR'S PERSPECTIVE
By KAREN LOFTUS
How does an actor analyze a script? Students start with character analysis (how do we learn about a character in a script? what are the facts/inferences about a character?) and then explore the ideas of “objective,” “obstacle,” “stakes,” and “tactics.”
The unit culminates with students applying learned script analysis techniques on an assigned scene. Please refer to the Pacing Guide for more details and ways to supplement with other DTA materials.
1 - Getting to Know a Character Students learn the 5 ways we learn about a character in a script.
2 - Characters in a Scene This session uses a two-character scene to find facts and inferences about a character.
3 - The Stanislavski Method This session introduces the Stanislavski method of acting and four elements: objective, obstacle, stakes, and tactics.
4 - Applying Analysis to Performance This session reviews what students have learned about script analysis, and applies it to an open scene exercise.
5 - Unit Project Students are given an assigned scene to analyze, focus on one character, and complete the script analysis assignment.
Standards Connections
National Core Arts Standards
Generate and conceptualize artistic ideas and work - Grade 6 TH:Cr1.1.6.c - Explore a scripted or improvised character by imagining the given circumstances in a drama/theatre work.
Generate and conceptualize artistic ideas and work - Grade 7 TH:Cr1.1.7.c - Envision and describe a scripted or improvised character’s inner thoughts and objectives in a drama/theatre work.
Generate and conceptualize artistic ideas and work - High School Proficient TH:Cr1.1.HSI.c - Use script analysis to generate ideas about a character that is believable and authentic in a drama/theatre work.
Select, analyze, and interpret artistic work for presentation - Grade HS Accomplished TH:Pr4.1.HSII.b - Identify essential text information, research from various sources, and the director’s concept that influence character choices in a drama/theatre work.
Common Core
Speaking and Listening CCSS.ELA-LITERACY.CCRA.SL.1 - Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.CCRA.SL.3 - Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
CCSS.ELA-LITERACY.CCRA.SL.4 - Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Language CCSS.ELA-LITERACY.CCRA.L.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.CCRA.L.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA-LITERACY.CCRA.L.3 - Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
CCSS.ELA-LITERACY.CCRA.L.4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
CCSS.ELA-LITERACY.CCRA.L.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-LITERACY.CCRA.L.6 - Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
Reading: Literature CCSS.ELA-LITERACY.RL.9-10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.3 - Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. CCSS.ELA-LITERACY.RL.9-10.4 - Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Reading: Informational Text CCSS.ELA-LITERACY.RI.9-10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RI.9-10.4 - Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Language CCSS.ELA-LITERACY.L.9-10.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-LITERACY.L.9-10.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Writing CCSS.ELA-LITERACY.W.9-10.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.
History/Social Studies CCSS.ELA-LITERACY.RH.9-10.3 - Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
California VAPA Standards (2019)
6.TH:Cr1 Generate and conceptualize artistic ideas and work 6.TH:Cr1.b - Explore a scripted or improvised character by imagining the given circumstances in a drama/theatre work.
7.TH:Cr1 Generate and conceptualize artistic ideas and work 7.TH:Cr1.b - Envision and describe a scripted or improvised character’s inner thoughts and objectives in a drama/theatre work.
Prof.TH:Cr1 Generate and conceptualize artistic ideas and work Prof.TH:Cr1.b - Use script analysis to generate ideas about a character that is believable and authentic in a drama/theatre work.
Acc.TH:Pr4 Select, analyze, and interpret artistic work for presentation. Acc.TH:Pr4.b - Identify essential text information, research from various sources, and the director’s concept that influence character choices in a drama/theatre work.
Florida Sunshine State Standards
Historical & Global Connections TH.912.H.1.4 - Interpret a text through different social, cultural, and historical lenses to consider how perspective and context shape a work and its characters.
become familiar with dramatic terminology and script format
Junior Goal III Objectives develop awareness of various conventions of theatre
Junior Orientation focus concentration on one task at a time listen effectively recognize the purposes of and participate in warmup activities
share ideas confidently with others
Junior Goal I Objectives extend the ability to explore meaning through abstract concepts
strengthen powers of concentration
Theatre Studies Level II - Intermediate (Theatre History) 5 - recognize that “theatre is a mirror of society”.
Senior Goal I Objectives develop a sense of inquiry and commitment to learning extend the ability to concentrate
Senior Goal II Objectives explore various approaches to analyzing a script for purposes of study and/or presentation
Orientation Drama 10 demonstrate self-discipline, self-direction and a sense of responsibility
make effective decisions or choices share ideas confidently work cooperatively and productively
British Columbia (2018)
GRADE 6 - ARTS - Exploring and creating Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play
Intentionally select and apply materials, movements, technologies, environments, tools, and techniques by combining and arranging artistic elements, processes, and principles in art making
GRADE 6 - ARTS - Reasoning and reflecting Research, describe, interpret and evaluate how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, techniques, and environments in the arts
GRADE 6 - ARTS - Communicating and documenting Express, feelings, ideas, and experiences through the arts Take creative risks to express feelings, ideas, and experiences
GRADE 7 - ARTS - Exploring and creating Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play
Intentionally select and apply materials, movements, technologies, environments, tools, and techniques by combining and arranging artistic elements, processes, and principles in art making
GRADE 7 - ARTS - Communicating and documenting Express, feelings, ideas, and experiences through the arts Take creative risks to express feelings, ideas, and experiences
GRADE 8 - ARTS - Exploring and creating Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play Intentionally select and apply materials, movements, technologies, environments, tools, and techniques by combining and arranging artistic elements, processes, and principles in art making
GRADE 8 - ARTS - Reasoning and reflecting Describe, interpret and evaluate how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, techniques, and environments to create and communicate ideas
GRADE 8 - ARTS - Communicating and documenting Take creative risks to express feelings, ideas, and experiences
GRADE 9 - DRAMA - Exploring and creating Create dramatic works both collaboratively and as an individual, using ideas inspired by imagination, inquiry, and purposeful play Select and combine dramatic elements and principles to intentionally create a particular mood, effect, and meaning Take creative risks to experience and express thoughts, emotions, and meaning
GRADE 9 - DRAMA - Reasoning and reflecting Describe, interpret, and evaluate how performers and playwrights use dramatic structures, elements, and techniques to create and communicate ideas Receive, offer, and apply constructive feedback
GRADE 9 - DRAMA - Connecting and expanding Collaborate through reciprocal relationships during creative processes Demonstrate respect for themselves, others, and the audience
GRADE 10 - DRAMA - Explore and Create Develop a repertoire of dramatic skills and techniques through presentation or performance Explore and create dramatic works to express ideas and emotions Improvise and take creative risks to express meaning
GRADE 10 - DRAMA - Reason and reflect Describe, analyze, and respond using drama-specific language Reflect on dramatic experiences and how they relate to a specific place, time, and context
GRADE 10 - DRAMA - Connect and expand Demonstrate respect for self, others, and the audience
GRADE 11 - DRAMA - Explore and Create Create, rehearse, and refine dramatic works through collaborative and individual presentation or performance Improvise and take creative risks using imagination, exploration, and inquiry Purposefully select and combine dramatic elements and conventions
GRADE 11 - DRAMA - Reason and reflect Demonstrate awareness of self, others, and audience Examine the influences of social, cultural, historical, environmental, and personal contexts on dramatic works Receive and apply constructive feedback to develop and refine ideas
GRADE 11 - DRAMA - Connect and expand
Demonstrate awareness of self, others, and audience
GRADE 12 - DRAMA - Explore and Create Create, rehearse, and refine dramatic works through collaborative and individual presentation or performance
Develop dramatic works for an intended audience Improvise and take creative risks using imagination, exploration, and inquiry
Intentionally select and combine dramatic elements and conventions
GRADE 12 - DRAMA - Reason and reflect Receive, provide, and apply constructive feedback to refine dramatic works
GRADE 12 - DRAMA - Connect and expand Demonstrate respect for self, others, and audience
Ontario, Canada
Grades 9 & 10 - Foundations - Responsible Practices C.3.3 - demonstrate an understanding of theatre and audience etiquette, in both classroom and formal performance contexts (e.g., as a performer: show willingness to take direction and behave appropriately towards other actors; as a viewer: demonstrate respect for performers and other audience members by paying attention, not interrupting or talking, and applauding when appropriate)
Grades 9 & 10 - Foundations - Concepts and Terminology C.1.2 - demonstrate an understanding of and use correct terminology to refer to the forms, elements, conventions, and techniques of drama, with a focus on ensemble drama works (e.g., chorus, protagonist, ingénue, supporting role, act, scene, climax, resolution, improvisation, mask, freeze-frame image)
Grades 9 & 10 - Reflecting, Responding and Analyzing - Connections Beyond the Classroom B.3.1 - identify and describe skills, attitudes, and strategies they used in collaborative drama activities (e.g., brainstorming, active listening, and cooperative problem- solving skills; strategies for sharing responsibility through collaborative team roles)
