Class Philosophy
This course is dedicated to the disciplined, imaginative study of acting as a craft. Our primary focus is to help you develop the tools to build truthful, compelling characters through emotional authenticity, physical commitment, and deep intellectual engagement.
Actors are called to empathize fully with the lives of others. To do this well, you must not judge the perspectives, values, or motivations of the characters you play solely through your own political, social, or religious experiences. Instead, great acting requires the ability to step outside yourself—to become the “perfect empath.” Your task is to see life through the eyes of your character, shaped by the paradigms of his or her time, culture, and circumstances. This is not always comfortable, but it is essential.
While this classroom may encounter material that touches on social or political themes, it is not a platform for promoting personal ideologies or expecting others to align with them. All viewpoints are welcome when they arise organically in pursuit of deeper understanding of character and story.
We strive to build a space where every student feels supported in taking creative risks. “Safe” in this context means the freedom to fail without ridicule, to explore without fear, and to work honestly. It does not mean protection from challenging ideas or unfamiliar viewpoints.
Please, approach this class with openness, humility, and respect—for your peers, your characters, and the transformative power of the work.
Assignments and Rationales
Attendance
Description:
Because Acting I is an experiential, practice-based course, consistent attendance is essential. Students must be present to participate in exercises, observe others’ work, and receive immediate feedback.
Rationale:
Acting is learned through active participation and collaboration. Presence in class ensures that students experience the full range of activities, scene work, and group feedback necessary to develop performance skills and evaluative judgment.
Learning Outcomes Addressed:
- Collaboration with scene partners (LO 7).
- Demonstrating immediacy and presence (LO 3).
- Building self-confidence and presentation skills (LO 6).
3-Object Exercise
Description:
In this introductory performance exercise, students will use at least three objects to recreate one minute from their recent life. The focus is on completing a task while maintaining the “fourth wall” and responding spontaneously to the immediate circumstances.
Rationale:
This exercise builds focus, physical specificity, and truthful behavior under imagined circumstances. It helps students internalize the fundamentals of being “in the moment” and reacting authentically to their environment.
Learning Outcomes Addressed:
- Immediacy in performance (LO 3).
- Creating tactical progression in performance (LO 4).
- Self-evaluation of personal habits that may limit performance (LO 7).
Personal Monologue
Description:
Students will write and perform an original monologue expressing something they have always wanted to say. The work emphasizes focusing on the imagined “other” and the effect one’s words and actions have on that person. Without an actual partner present, students must use their imagination to visualize the “other” and their responses. Rants or agenda-driven speeches are discouraged in favor of layered, character-driven expression.
Rationale:
This assignment develops imaginative engagement, emotional truth, and sustained focus. It strengthens the actor’s ability to create and respond to a partner in the absence of a physical counterpart, a key skill for solo performance.
Learning Outcomes Addressed:
- Analyzing a character’s objectives and tactics (LO 2).
- Demonstrating immediacy in performance (LO 3).
- Building self-confidence and public speaking skills (LO 6).
Cold Reading
Description:
Students will be given 30 seconds to review an unfamiliar speech before performing it, making quick, clear decisions about the character’s objectives and tactics.
Rationale:
Cold reading sharpens an actor’s ability to make bold, informed choices under time pressure—an essential skill for auditions, rehearsals, and professional performance situations.
Learning Outcomes Addressed:
- Analyzing character objectives and tactics (LO 2).
- Demonstrating immediacy in performance (LO 3).
Play Reports (2)
Description:
Students will attend both Theatre Department productions during the semester and write a reflective report on each, evaluating artistic choices, performances, and the overall theatrical experience. A sample format will be provided.
Rationale:
Attending live theatre exposes students to professional and peer performance standards, design elements, and directing choices. Written reflection reinforces analytical skills and expands understanding of the collaborative nature of theatre.
Learning Outcomes Addressed:
- Applying Aristotelian theory in analysis (LO 8).
- Experiencing and evaluating theatre’s collaborative nature (LO 5).
Play Analyses (2)
Description:
Students will read the full play from which their assigned or chosen scenes are taken and write an Aristotelian analysis, examining plot structure, character, theme, diction, music, and spectacle.
Rationale:
Reading and analyzing the entire script ensures that actors understand their role within the larger dramatic context. Applying Aristotelian principles deepens textual analysis skills and informs performance decisions.
Learning Outcomes Addressed:
- Applying Aristotelian theory in written analysis (LO 8).
- Analyzing character objectives and tactics (LO 2).
GOTE Sheet
Description:
Students will complete a GOTE (Goal, Other, Tactics, Expectations) sheet for a chosen monologue, clearly articulating character objectives, relationships, strategies, and anticipated outcomes.
Rationale:
The GOTE framework provides a practical tool for breaking down a character’s motivation and action, fostering clarity, specificity, and purpose in performance.
Learning Outcomes Addressed:
- Analyzing character objectives and tactics (LO 2).
- Creating tactical progression in performance (LO 4).
Self-Assessment
Description:
At the end of the semester, students will submit a reflection evaluating their strengths and weaknesses in the skills studied, identifying areas for future growth.
Rationale:
Self-assessment encourages actors to take ownership of their development, building self-awareness and reflective practice essential to ongoing improvement.
Learning Outcomes Addressed:
- Evaluating personal traits that may limit performance and creating a plan to address them (LO 7).
- Building self-confidence and presentation skills (LO 6).
Quizzes
Description:
Short quizzes on assigned textbook readings will assess students’ understanding of acting concepts, stage terms, and theoretical principles covered in class.
Rationale:
Quizzes ensure that students have mastered foundational vocabulary and concepts, enabling them to apply these ideas effectively in analysis and performance.
Learning Outcomes Addressed:
- Using stage and acting terminology accurately (LO 1).
Scenes (2)
Description:
Students will prepare and perform assigned or chosen scenes, applying acting concepts and techniques introduced in class. Performances will be rehearsed and refined in collaboration with a scene partner.
Rationale:
Scene work integrates multiple acting skills—text analysis, objective work, tactics, collaboration, and presence—into a fully realized performance.
Learning Outcomes Addressed:
- Creating tactical progression in performance (LO 4).
- Collaborating effectively with scene partners (LO 5).
- Demonstrating immediacy in performance (LO 3).
Monologue
Description:
Students will prepare and perform a monologue selected from a published play, focusing on clear objectives, tactical variety, and truthful connection to the material.
Rationale:
Performing a scripted monologue develops the actor’s ability to bring depth, specificity, and sustained focus to solo work, while also preparing them for audition scenarios.
Learning Outcomes Addressed:
- Analyzing character objectives and tactics (LO 2).
- Demonstrating immediacy in performance (LO 3).
- Building self-confidence and public speaking skills (LO 6).