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Fantasy Gaming

The Magic "If"

Lesson Plan: Exploring Stanislavski's "The Magic If" (60-75 minutes)

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Objective: By the end of this lesson, students will understand and be able to apply Stanislavski's "The Magic If" technique in acting, enabling them to create more authentic and emotionally resonant performances.

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Materials: A list of simple scenarios or situations

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Common Core Theatre Standards: TH: Cr2.1.I- HS PROFICIENT Organize and develop artistic ideas and work. DEVELOP a. Explore the function of history and culture in the development of a dramatic concept through a critical analysis of ideas in a drama/theatre work. b. Investigate the collaborative nature of the actor, director, playwright, and designers and explore their interdependent roles in a drama/theatre work. 

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Warm-up Activity (Walk) (10 minutes)

  • Start by walking through the space- your normal every-day walk.

  • Now, how would you walk if…

    • You were late to a meeting where you were presenting?

    • You were had a limp?

    • Were excited?

    • Had a limp?

    • Stepping through a garden of snakes?

    • You were 3 years old?

    • You were an animal?

Introduction (10 minutes)

  • Briefly introduce Konstantin Stanislavski and his contributions to acting.

  • Our warm-up activity was manipulating our movement based on one simple thing, “The Magic If”. This is one of Stanislavski’s key techniques.Explain that “The Magic If” can helps actors connect with their characters on a deeper level.

  • State the lesson's objectives and desired outcomes. Tell the students to be ready to answer the following:

    • What is the “magic if”? What does it do?

    • Who can adjust the “magic if” for the actor?

    • When is the magic if changed, if ever?

    • How can “the magic if” change an actors choices?

 

Respond/Connect: Explanation/ Discussion of "The Magic If" (20 minutes)

  • Discuss the concept of "The Magic If":

    • Explain that it involves asking the question: "What would I do if I were this character in this situation?"

    • Emphasize that it encourages actors to explore their characters' motivations, emotions, and actions.

    • Give a few examples to discuss: "If you were playing the role of Juliet from 'Romeo and Juliet,' what would you do if you were in love with Romeo but your family wanted you to marry Paris?"

    • You are ready to go on vacation. What would you do if your boss called at the last minute and needed you to work?

    • You are really hungry. If you get home, you discover there is no food, what would you do?

    • Now what would you do if your circumstances were different?

    • Ask students to share their initial thoughts on "The Magic If."

    • Encourage them to think about how this technique could improve their acting skills.

    • Discuss any potential challenges or questions they have about applying "The Magic If."

      • When do the “if” concepts change?

      • How did the if change your decisions?

 

Create: Independent Practice (20 minutes)

  • Divide the class into pairs or small groups.

  • Provide each group with a scenario 

    • You are a broke college student who has lost their wallet just before an important exam

    • You are dressing for an important gala event, what would you do if the lights suddenly went out?

    • You are on a train heading to an important conference.What would you do if you suddenly realized you were on the wrong train?

  • Instruct students to use "The Magic If" to explore how they would react if they were in that scenario.

  • Encourage them to discuss and improvise their reactions as if they were the characters in the scenario.

  • Walk around the room to observe and provide guidance.

    • Who can apply the magic if? Why?

 

Perform: Group Presentations (10 minutes)

  • Have each group present their scenes to the class.

  • After each presentation, ask the class to analyze and discuss the effectiveness of the actors' use of "The Magic If."

  • Offer a new “if” to their scenario and have them improvise a new scene. (teacher provided or by other students)

  • Encourage feedback on whether the actions and emotions of the characters felt authentic and justified.

 

Check for Understanding:

ENDURING UNDERSTANDING Theatre artists work to discover different ways of communicating meaning. 

  • In what ways were the magic ifs obvious in the scenes we watched?

  • In what ways were they hidden?

  • What do we miss if we don’t know the details of the “if”? Do we miss out?

  • Who can adjust the “magic if” for the actor?

  • When is the magic if changed, if ever?

  • How can “the magic if” change an actors choices?

 

Exit Slip/Daily writing assignment: Explore the following in your journals: apply "The Magic If" to various real-life situations, explaining how the “magic if” has changed their stories: thoughts and observations.

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Assessment:

  • Assess students on a point system based on their participation in group discussions, the quality of their improvisations, and their ability to apply "The Magic If" effectively to create authentic character actions and emotions. 

 

Activities Differentiated:

Instead of doing some of the work by themselves, they can opt to move forward with a partner. And when doing it with groups, I can go to the group that may need some extra help and talk them through each step. I would involve them by allowing some of their ideas play themselves out. The idea, after all, is to be involved and understand the concept, not act it out perfectly.

If I have students who refuse to participate, but understand the concept, I could have a worksheet prepared for them to apply the concept in writing instead of acting.

Enrichment/Extensive Activities:

  • Explore other Stanislavski techniques, such as "Emotion Memory" or "Given Circumstances,".

  • Have students apply "The Magic If" to scenes from a play or a scripted monologue.

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