Entertainment Performing Arts Open Scenes for Acting Practice Why these exercises are such great practice for student actors Share PINTEREST Email Print Highwaystarz-Photography / Getty Images Performing Arts Acting Singing Musical Theater Ballet Dance Stand Up Comedy By Rosalind Flynn Theater Education Expert Ph.D., Educational Drama, University of Maryland B.A., Drama, The Catholic University of America Rosalind Flynn, Ph.D., is the director of the Master of Arts in Theatre Education degree program at The Catholic University of America. our editorial process Rosalind Flynn Updated February 12, 2021 Open scenes — also called content-less scenes, ambiguous scenes, spare scenes, skeletal scenes — are great exercises for acting classes. They are also fun and worthwhile for students in other subject area classes because they call for layers of creativity and they are great examples of how revision improves an initial effort. Most open scenes are written for pairs of actors. They are generally only 8 to 10 lines long so that the lines can easily be memorized. And, as their name suggests, they contain dialogue that is open to many interpretations; the lines are intentionally ambiguous, suggesting no particular plot or intentions. Example of an Open Scene A: Can you believe that? B: No. A: What are we going to do? B: We? A: This is really big. B: We can manage it. A: Got any ideas? B: Yes. But don’t tell anyone. A Step-by-Step Process for Working With Open Scenes Pair off students and ask them to decide who will be A and who will be B. Distribute a copy of the open scene. (Note: You may give the same open scene to every pair of actors or you may use several different scenes.) Ask the pairs of students to read through the scene together using no expression. Just read the lines. Ask them to read through the scene a second time and experiment with line readings — possible expression, volume, pitch, speed, etc. Ask them to read through the scene a third time and change their line readings. Give them time to make some decisions about who they are, where they are, and what is happening in their scene. Give them a short amount of time to memorize their lines and rehearse their scene. (Note: Insist on precise memorization of lines — no substituted words, no added words or sounds. Actors must practice remaining true to the playwright’s script — even in open scenes.) Have each pair present the first draft of their scene. Reflect on the First Draft of the Open Scene Young acting students often believe that success in this activity comes when others cannot guess who they are, where they are, and what is happening in the scene. Open scenes are an excellent way to emphasize that in acting, transparency of character and circumstances is the goal. Success, therefore, means that everything (or practically everything) about the scene is crystal clear to observers. Questions Following Each Open Scene Presentation Ask the actors to remain silent and listen to the observers’ responses to the following questions: Who are these characters? Who might they be? Where are they? What is the setting for this scene? What is happening in the scene? If the observers are completely accurate in their interpretations of what they witnessed the actors doing, congratulate the actors. This is rarely the case, however. Ask the Actors Ask the actors to share who they decided they were, where they were, and what was happening in their scene. If the actors did not completely determine those elements of their scene, emphasize that they must make those choices and work to communicate those choices when they perform the scene. That is the actor’s job. Gather Ideas for Revising the Open Scene Together with the observing students, help the actors with ideas for revising the scene. Your coaching words may sound like the following: Characters: You’re sisters. Okay, how could they show that they are sisters? Is there anything that sisters do...any way that they behave towards one another... any gestures, movements, behaviors that would let the audience know that these two are sisters? Setting: You are at home. Which room are you in? How could you let the audience know that it’s the kitchen? What movements or activities could you perform to show you are at the table or the counter or looking in the refrigerator? Circumstances: What is happening? What do they see? How big or small is it? Where is it? How do they feel about what they see? What precisely do they do about it? Repeat With All Open Scenes Go through this process with every pair of actors following the first draft of their open scene. Then send them back to rehearse and incorporate elements that will communicate who they are, where they are, and what is happening in the scene. Have them present the second draft of their scene and reflect on what changes improved the open scene and what areas still need work. Keep reminding students that successful open scenes will clearly communicate the who, what, where, and even the when and how of the scene to the audience. Once the students have made successful choices that communicate who they are, where they are, and what is happening in their Open scenes, you can continue to deepen the complexity of the work. The recommendations below will help you facilitate students’ choices about character, intentions, and other aspects of acting via a brief 8-10 line scene. Layers to ask students to add on to their interpretations 1. How old are the characters they are playing? Are they teenagers? Senior citizens? Children? In their 20s? 30s? Rehearse and re-play the scene adding elements (walk, stance, posture, movements, speech patterns, etc.) that communicate age. 2. How do these characters feel about one another? Are they strangers who have just met? Are they happy to be interacting? Is one of them annoyed with the other? Angry? Frightened? Awestruck? Bored? Rehearse and re-play the scene making choices in speech, body, and voice that communicate each character’s attitude towards the other. 3. Where, precisely, are the characters? Increase the awareness of the setting of the Open scene by asking students to begin the scene using only silence and movement for 10-15 seconds before the first line is delivered. Rehearse and re-play the scene adding elements that communicate even more information about the chosen setting. 4. What is the weather? Is it extremely hot or cold outdoors or in the interior setting? Is it raining out? Is it absolutely perfect? Rehearse and re-play the scene adding elements that communicate information about the temperature and/or the weather. 5. In what part of the world do these characters live? Invite students to experiment with different dialects and note how these changes affect the Open scene. Rehearse and re-play the scene keeping the lines the same, but changing the line deliveries to reflect a change in locale. 6. Consider where there are places to insert pauses in the script. Invite students to re-visit the script with the understanding that each line of dialogue does not have to come immediately following the preceding line. Ask them to experiment with pauses and the actions, looks, and movements their characters might do within those pauses. Ask them to note how this deliberate slowing down of line deliveries changes the nature of the scene. Rehearse and re-play the scene keeping the lines the same, but inserting productive pauses. 7. What does each character want? After all the experimenting with settings, characteristics, attitudes, and all, ask students to figure out what their characters want in this Open scene. Why are they in this place interacting with this other character and what ultimately do they want to achieve? A character may want to get away from the other character. A character may want to impress the other character. A character may want to comfort, eject, or join forces with the other character. Ask your students to determine what their characters want in this scene. Rehearse and re-play the scene with each actor keeping in mind what his or her character wants and noting how this affects the overall playing of the scene. Reflect on the Open Scenes Take the time after several pairs have shared their Open scenes to discuss what contributed to the success of a scene. Students who practice working intensely on a brief 8-10 line scene and see the differences that strong and definite acting choices make are primed to carry these understandings and practices into their work on scenes from plays. More Open Scenes Here are four more Open scenes for you to copy and paste and use with students: Open Scene 1 A: Get out of here. B: I think I’ll stay. A: You are not supposed to be here. B: And you are? A: Are you out of your mind? B: Are you? A: Just leave already. B: You first. Open Scene 2 A: Think this will last long? B: What? A: This. It has to end sometime. B: This? A: It can’t go on forever, right? B: It can’t go on forever. A: You’re right. It isn’t so bad. B: If you say so. A: I feel better. Thanks. B: If you say so. Open Scene 3 A: Check it out. B: No way. A: This is unbelievable. B: Stop. A: Not if you paid me a million dollars. B: I’m telling. A: No way. B: Here I go. A: Stop. B: Not if you paid me a million dollars. Open Scene 4 A: I’m going to do it. B: Me too. A: It can’t be as hard as they say. B: What do they say? A: That it’s scary and risky and there’s a slight chance of... B: Slight chance of what? A: Victory. B: You sure? A: Would I lie to you?