Which is right for your child... Playlab or Story Theatre?
We offer two main types of classes for performers in grades 1-5. Our more traditional classes are play-labs. Play-labs are specifically written to develop acting skills and to provide challenging roles for all student-performers. In a play-lab, students will participate in a predictable rehearsal process, beginning with auditions, proceeding through rehearsals of the play and ending with a performance that includes basic costumes and sets. Although these classes are product driven, each class will also include skill-building games.
Story Theater classes are process driven. Using improvisational games developed by Viola Spolin, Paul Sills and Uta Hagen, students will adapt a work of literature into a theatrical piece as an ensemble. In these classes, the first three weeks will focus on developing improvisational skills to use in the creation of their play. The next few weeks will focus on developing a script based on their improvisation. The rehearsal process is one of revision, adding details, finding the emotional highs and lows of a story, and discovering the very best way to tell their story. The class will culminate with a performance of their original work. Both approaches are valuable and suit different types of learners. However, due to the less structured approach of story theater classes, class admission is based on invitation or audition only. If you would like to discuss our various classes in more detail, please contact Naomi Downing.
What if my child misses a class?
Because of our limited class time (about 8 weeks) we encourage families to make arrangements to attend every class. However, we understand that illnesses or conflicts are sometimes unavoidable. In these cases, please contact PVTC the morning of class to inform us if your child is unable to attend that day so we can modify our lesson plans accordingly. Also, if you know of a week during the semester that your child will miss, please let us know as soon as possible. By having schedule information in advance, we can plan the most effective use of rehearsal time.
How do you make casting decisions?
In our play-lab classes, students are given the opportunity to audition for a role. They are also asked to name three characters they would like to play, which gives us an idea of which roles they will enjoy. We assess the strengths of each cast member and place them in roles that will highlight what they do well and challenge them to grow. If a child has already played “Dorothy” in the Wizard of Oz, we are unlikely to place her in the role of “Annie” because the roles are very similar. We are more likely to place her in the role of “Miss Hannigan” who will challenge a different set of movement, voice and characterization skills.
Play-labs are written specifically to provide these different types of experiences, while equalizing stage-time. As actors, we know that it can be more challenging to be on stage without a line at any given moment than to have something to say, because the character must be reacting and present even if they are not speaking. This acting skill is actually more complex than the skill of memorizing, and therefore, it is likely that after a child has had many lines, we may put them in a role where they don’t speak as much. We encourage parents to help their children understand the philosophy behind this, and are happy to discuss roles one on one with children and parents. Casting is also a great time to discuss sharing the spotlight, as sometimes kids will get to be the leader in the show, and other times they will support another leader.
We believe in giving all students the opportunity to shine, and hope you will supportthis effort in your conversations at home. We also encourage parents to communicate with us about your child’s needs prior to auditions. If you would likeyour child to have the opportunity to play a funny character (and it seems they are always ending up as the serious one) or to work on their memorization skills, or to work on their movement skills, letting us know that ahead of time will help us to adapt the script or casting to try and fit all of the students. Though we can’t promise a specific role, we can promise a particular challenge to meet their needs.
Can parents observe classes?
We understand that parents are curious about what happens during class. However, we respectfully ask that parents remain outside of the class until class is over each week. When another adult is in the room, some students begin to “perform” while others have difficulty concentrating or may be self-conscious. We know that students need memorization help at home, so most parents will be familiar with the story, but we also want parents to be able to enjoy the mystery of being an audience member and see these stories unfold during performances with ‘live action sequences’ that are new for you!
