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Students pair up in groups of 3-5 depending on class size and make what they think is a "pretty" stage picture. They would then write down how they would describe it on paper. This would give an opportunity to let them use any previous knowledge they may have to show how difficult it may be to come up with articulate ways to describe positioning on the stage.

This activity is intended to introduce the concept of stage directions and how they are used for the actor and director.

4.03 Understand and use the vocabulary of directing.

Explain how the terms upstage and downstage evolved. Explain stage right and left and how it is different from house right and house left. Go over the basic stage areas used; upstage right, upstage center, upstage left, center stage right, center stage left, and center, downstage right, downstage center, downstage left. Continue on to explain how full front, full back, profile, one quarter and three quarter is used to expand on the position of the actor. Explain the abbreviations for the terms; USL, USR, etc. Explain how these are used in a prompt book or when writing blocking down.

Establish areas of the classroom as upstage and downstage. Call out different areas of the stage and have the students move to that area. Once the students seem to have an understanding of the areas of the stage, incorporate the "acting positions" into the activity. For example, say USL, full front.

Give out sample pages of text without stage directions and have the students make notes based on where they think the actors should be standing, etc. This could be developed further by actually doing what the students have blocked during the next class period so they can see in actuality what they did on paper.

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