Meisner's Sleep Exercise

Lesson Plan: Meisner’s Sleep Exercise                                                                    UNIT: Emotional Acting

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Objective: By the end of the 60-75 minute lesson, the intermediate theatre students (9th-12th grade) will understand the concept of emotional preparation in acting. They will also specifically experience Meisner’s sleep exercise to enhance their emotional connection and responsiveness as actors.

 

Material:

• Open space or a classroom with enough room for students to move around.

• Chairs for all students.

• White noise machine or calming background music (optional).

• A timer or stopwatch.

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Standard: TH:Pr5.1.II Refine a range of acting skills to build a believable and sustainable drama/theatre performance.

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Introduction: (10 minutes):

• Begin by discussing the importance of emotional preparation in acting. Explain that actors need to connect with their emotions to portray characters authentically.

• Introduce Sanford Meisner, a renowned acting teacher, and his Sleep Exercise. Explain that this exercise helps actors access their emotions and develop emotional responsiveness.

 

Create:  (30 minutes): Have students sit in a circle of chairs, facing outside the circle. Instruct them to clear their minds and allow their emotions and imagination to flow freely. Keep their eyes open and really “see” with their mind’s eye. Tell them you will give them general instructions, and they need to “fill in the gaps” with their own imaginations.

Start with a story… “you are in a large house, one belonging to a distant family member.” Continue to paint a picture- what is around the house? The setting, the feel, the mystery- all the things about it which are new to you, the listener/explorer. Have the explorer find their way to the attic, or some other storage space. They find a large trunk tucked away in the corner. Instinct leads them to open it. Slowly, they pull out various objects that strike them with different feelings. Pull out…

• Heirloom- watch or jewelry. Does it have a particular shape? It was obviously a gift of some kind. You see an engraving on it. What does it say? Who is it from/to?

• Doll- 

• Broken China- what kind of secret does it hold that kept them holding on to it? Does it signify something special? Did it break during an argument? An accident or on purpose?

• Vinyl record: who is the artist? You see a gramophone and put on the record. What’s the music playing? Is it a slow song? Romantic or sad? Is it lively and upbeat, making you want to get up and dance? You leave the music on and continue to look in the trunk.

• Scratch quilt- obviously hand-stitched.

• A photograph album- who’s story is it telling? Who is on it? Is it someone you knew from a long time ago? Was it a place you don’t remember? How are they feeling in the photograph?

• A letter- worn edges, afraid it might fall apart. Of the washed words, what can you make out? Why would it be worth keeping all these years?

 

Respond: What were some of the treasures you found? How were you affected by the objects themselves? Did the objects trigger any emotional reactions? What other thoughts came up during the activity? In what ways did your mind wander?

 

Perform: (30 minutes) Instruct them to close their eyes and focus on their breathing for a few minutes to center themselves. This will help them get into a relaxed state.

• Instructions for the Sleep Exercise (10 minutes):

  • Explain that the Sleep Exercise involves imagining a scenario where they are lying in bed, trying to fall asleep.

  • Students should focus on the sensory details of this scenario, such as the feel of the sheets, the sound of their breath, and any emotional states they might experience.

  • Encourage them to let their imaginations run wild, allowing any emotions or memories that arise to flow naturally.

  • Remind students that there is no right or wrong way to do this exercise, and they should not censor their emotions.

• Performing the Sleep Exercise (15 minutes):

  • Dim the lights and create a calm atmosphere, optionally playing white noise or calming music in the background.

  • Set a timer for 10-15 minutes.

  • Instruct students to close their eyes, sit comfortably in their chairs, and begin the Sleep Exercise.

  • Walk around the room to ensure students remain focused and are not disrupted.

 

Connect: (10 minutes) After the exercise, gather the students in a circle and ask them to share their experiences. Some questions to guide the discussion:

• What emotions did you experience during the exercise?

• Did any memories or past experiences come to mind?

• How did this exercise help you connect with your emotions?

• Did you find it challenging to stay focused on the exercise, or did it come naturally?

Summarize the importance of emotional preparation in acting and how exercises like Meisner's Sleep Exercise can help actors access their emotions more effectively.

Encourage students to practice this exercise regularly on their own to develop their emotional responsiveness and connection to characters.

 

Homework (Optional): Assign students to experiment with the Sleep Exercise over the next week and journal their experiences. Ask them to note any changes they observe in their emotional awareness and responsiveness.

 

Assessment: Assessment for this lesson is informal and based on class participation, engagement in the discussion, and the quality of their reflections on the trunk exploration and the Sleep Exercise if assigned as homework.

 

Alternate exercises: To help those students with ADHD or focus issues, I might provide them with pictures of the objects found in the trunk, and a worksheet with prompts where they can write what they imagine about them. I might also include a worksheet with basic prompts to help them focus their “dreams” in the sleep exercise.