Casting

Rethinking Casting

Traditionally, one person plays one character throughout the whole play. When the Developmental Theatre goal includes Fearless Creativity, abandon this idea and provide a variety of experiences for each person.

Fearlessly rethinking roles:

• No male/female type casting is necessary.
• Since every role can be played by anyone, the Player’s job is to figure out the character, body, and voice of the role in the scene. If a small person draws the role of a Giant, fearless creativity will be demonstrated! Each Giant may be different, but the Players make sure they are clearly “Giants.”
• Other players become Object Roles — corners of the house, a rock, a doorway. Context Awareness is a DT:FC Competency, and these Players create the context in which the characters move.

Versatile Casting

Developmental Theatre encourages a Versatile Casting method.

The goal is to provide a variety of experiences for each Player, encouraging maximum participation and versatility. Every role is played by anyone. The Player’s job is to figure out the character, body, and voice of the role in the scene. If a small person draws the role of Giant, fearless creativity will be demonstrated!

Self-confidence is gained as a Player takes on a role that is a stretch for them. Players learn how to communicate multiple roles using their voice and body — expanding exponentially their ability to send and read non-verbal cues.

Role Choice Methods

The random selection of Player to character can be done easily with a little preparation ahead of time.

Different Groups for Different Scenes

Depending upon class size, each scene — or even parts of scenes — may be performed by different groups which develop their part of the play independently. The class divides by drawing the number of the scene they will be in from a prepared hat or box. There is no trading of groups. Each group is responsible for one scene. The group also draws roles from a hat or box to determine who plays what part. Each group’s interpretation of the scene and roles is developed independently of the other groups. At the end, each group performs their part of the play, and the other groups watch. This method encourages great diversity in interpretation and characterization.

Example: An on-going outreach program called Will Power works with local schools to study one play from each festival season’s offerings. Each school has a different scene to present. They are developed independently. In the spring the schools gather for presentation, each school presenting their scene in order, watching all the other scenes before and after. (Will Power article (pending))

Role Changes by the Day

Each individual’s role for the day is selected by drawing a name, number, or a colored paper/stone from a hat or small box. The role is always random. It is the Facilitator’s responsibility to prepare the role drawing each time; objects are drawn as well (part of the house, furniture, natural world like a tree, rock, or chair). The challenge is to play ANY role drawn each time. No exchanges are permitted.

Role Changes Scene by Scene

Each time the group moves to the next scene, the Players draw a new role. No exchanges are permitted. Even if a Player somehow drew the same character over and over, the changes in every other role will provide a new experience.

Stable Casting

Stable Casting is an approach where the same person plays the same role throughout the rehearsal and performance process.

The goal is the best production possible. There are “Star” roles all the way to “Walk-On” roles, often determined by the time on stage and number of lines spoken.

Character exploration is encouraged from a stable base. If the role stays the same throughout the play and the rehearsal small groups stay the same, there is maximum stability. Repetition is a positive choice.

Related Activities

Individual Players might sketch or compose a character sheet for the character they portray. Another person playing that same character may imagine a completely different portrayal. Exploration is encouraged.

Observe that as each Player uses DT:FC competencies to portray the character, the characters themselves then demonstrate the competencies. Supporting Players not in the scene can and often become Object Roles (rock, tree, door, furniture) or other beings as discovered. Context Awareness is a desirable Competency, and Players in these roles help create the context in which the characters interact.

For Educators

Imagine coming into drama class to practice a play, looking forward each day to discovering what role you will draw today. Each day the casting changes, and the play seems different as new Players explore the roles. The challenge is to play ANY character Luck gives you each time you rehearse or perform the play.

A developmental theatre goal is to provide a variety of experiences for each Player, encouraging maximum participation, creativity, versatility, and resilience. Performance for an audience is not the goal.

Every role is played by anyone. The Player’s job is to figure out the character, body, and voice of the role in the scene.

Versatile Casting Methods for Choosing Roles

The random selection of Player to character can be done easily with a little preparation ahead of time. Each individual’s role for the day is selected by drawing a role from a hat or small box. In other words, casting is random. Each scene has Character Roles and Scene Roles (rock, tree, door, whirlwind).

Example: At the beginning, each Player draws a role from a hat or box. For a play with six characters, six names are on separate pieces of paper in the hat. There are also roles for set pieces, like a doorway (one Player for each side — two pieces of paper that say Door) or a Chair (one Player kneeling on all fours).

A person on day one may draw Parent, on day two may be half of a doorway, on day three may draw the Warrior. As the roles change with each scene, the result is maximum versatility.

Teaching Modules: There are plays that also have teaching modules prepared scene by scene — these pair with the casting methods above to give educators structured support at each step.