Basic Qualities of Good Pantomime
3 QUALITIES NECESSARY TO EFFECTIVE PANTOMIME:
1. consistency: Objects that are mimed must remain the same size. A steering wheel cannot shrink and expand; drink glasses
cannot float off in midair, but must be set down; a broom handle is not a wet noodle.
2. exaggerated resistance: If a mime pushes against a door, pulls a rope, lifts a suitcase, pushes a button, picks a flower,
knocks on a door, lifts a weight, tightens a bolt, sews on a button or performs almost any action, the resistance of person
against object MUST be exaggerated and made “bigger” than in real life. In real life, picking flowers may take no effort at all,
but in pantomime, the actor must MAKE THE ACTION MORE DEFINITE, SHARPER, BIGGER.
3. exaggerated expression and gesture: If a mime points to someone, cries, laughs, becomes sad or angry, reacts in shock or
horror or joy, the FACIAL EXPRESSIONS AND GESTURES USED MUST BE EXAGGERATED, OR MADE BIGGER, THAN REAL LIFE.
Basics of Pantomime Story Lines
In addition to mime techniques, original pantomimes must eventually tell a story and hold audience interest.
1. Keep it simple. In pantomime, the story line must be simple if the audience is to understand. The process of watching a wellexecuted pantomime is itself satisfying; a complicated plot simply muddies the action
2. Tell a story. In making up a storyline, actors think in terms of an initial situation (beginning), complications and problems
arising from that situation (middle), and a solution to those problems (ending).
3. Be fantastic! In pantomime, complications and solutions can be less realistic, more creative and more fantastic than those in
realistic improvisations with dialogue. It’s easy and entertaining to present, through mime, a shoe store scene in which the
shoes are first too tight, then too loose, then too high, then too heavy, then just right but too expensive, with the customer
finally deciding to go bare foot.
Short Story Group Focus Pantomime
(Activity Worksheet – one per group)
I: BACKGROUND
(Actors interview each other, using questions below and noting answers on this sheet)
1. What have you EXPERIENCED in your life (not TV) that made you have an EXAGGERATED face, body movement, or
gesture? Were you scared? Angry? Puzzled? Excited? Surprised? Frustrated? Other Emotions? (Write each person’s name
and summarize what they experienced.)
2. Describe a character on TV, movie, play in which a character who made an impression that lasted. Write each person’s
name and summarize what they experienced.)
II: IDEAS FOR SHORT STORY – Beginning (Setting), Middle (Conflict/plot/problem), Climax, & End (problem resolved)
(Brainstorm and record ideas below, at least one per person = 3 ideas)
III. MASTER PLAN FOR CHOSEN STORY: TITLE _____________________________________
Write the essence of the literary elements in the chart below. This will be your master plan. Your group’s recorder will
fill in this Master Copy, while the rest of you copy this onto your form.
LITERARY ELEMENT:
Character:
Character:
Character:
SETTING -
What will this character do?
What will this character do?
What will this character do?
CONFLICT - PROBLEM
What will this character do?
What will this character do?
What will this character do?
Protagonist:
Antagonist:
CLIMAX
RESOLUTION
NAME
NAME
NAME
NAME
Pantomime – 7th Grade Short Story Performance (24 points possible)
ENTERTAIN FACTOR - Focused enough to entertain?
3
Students were able to focus enough to express the story in a manner that captivated & held audience interest.
2
Students were sometimes able to focus enough to express the story in a manner that sometimes captivated & held audience interest.
1
Students were not able to focus enough to express the story. Audience was not captivated or interested.
ELABORATION – Literary Elements are all covered thoroughly
3
Students were able to give enough detail to their story to give the audience a clear beginning, middle and end.
2
Students were sometimes able to give enough detail to their story to give the audience a clear beginning, middle and end.
1
Students were not able give enough detail to their story to give the audience a clear beginning, middle and end.
EXAGGERATED FACIAL/BODY MOVEMENT/GESTURES (FGB) TO EXPRESS EMOTIONS
3
Students always used exaggerated FBG expressions/emotions; the audience experienced the PLOT, CONFLICT, & RESOLUTION of the
story.
2
Students sometimes used exaggerated FBG expressions/emotions; the audience could get a general idea of what the PLOT, CONFLICT,
& RESOLUTION of the story.
1
Students didn’t use exaggerated FBG expressions/emotions; the PLOT, CONFLICT, & RESOLUTION of the story are unclear.
STANCE – FULL FRONT OR V STANCE most of the time
3
Students were open to the audience during the entire performance. Audience was able to see front on or profiles of the actors; the story was always
clear.
2
Students sometimes were open to the audience. Audience was sometimes able to see front on or profiles of the actors; the story was sometimes clear.
1
Students CHEATED OUT THE AUDIENCE. Their performance was not visible to the audience and the audience was not able to understand the story.
CHARACTER #1 - NAME:
CHARACTER THAT YOU PLAY:
Are you the protagonist, antagonist, or supporting role?
IV. BELOW write your SPECIFIC, PLANNED, face & body you will perform to depict the correct EMOTION. Ex: SETTING-Ambulance: I will
_____________ to help show an ambulance. CONFLICT: Emotion = SHOCK when Sue Passes. My face ____________; My body movement:
______________ RESOLUTION: “RELIEF” when ambulance arrives” My face ____________; My body movement: ______________ Also write
down the SITUATION/S where you EXPERIENCED the STRONG EMOTION/S that you need to perform in the pantomime.
LITERARY ELEMENT:
SETTING -
CONFLICT - PROBLEM
Protagonist:
Antagonist:
CLIMAX/ RESOLUTION
EXPERIENCE you had with
the emotion you felt.
EMOTIONS/EXAGGERATED
FACIAL EXPRESSION
EMOTION/ACTION
EXAGGERATED BODY
MOVEMENT/GESTURES
CHARACTER #2 - NAME:
CHARACTER THAT YOU PLAY:
Are you the protagonist, antagonist, or supporting role?
IV. BELOW write your SPECIFIC, PLANNED, face & body you will perform to depict the correct EMOTION. Ex: SETTING-Ambulance: I will
_____________ to help show an ambulance. CONFLICT: Emotion = SHOCK when Sue Passes. My face ____________; My body movement:
______________ RESOLUTION: “RELIEF” when ambulance arrives” My face ____________; My body movement: ______________ Also write
down the SITUATION/S where you EXPERIENCED the STRONG EMOTION/S that you need to perform in the pantomime.
LITERARY ELEMENT:
SETTING -
CONFLICT - PROBLEM
Protagonist:
Antagonist:
CLIMAX/ RESOLUTION
EXPERIENCE you had with
the emotion you felt.
EMOTIONS/EXAGGERATED
FACIAL EXPRESSION
EMOTION/ACTION
EXAGGERATED BODY
MOVEMENT/GESTURES
CHARACTER #3 - NAME:
CHARACTER THAT YOU PLAY:
Are you the protagonist, antagonist, or supporting role?
IV. BELOW write your SPECIFIC, PLANNED, face & body you will perform to depict the correct EMOTION. Ex: SETTING-Ambulance: I will
_____________ to help show an ambulance. CONFLICT: Emotion = SHOCK when Sue Passes. My face ____________; My body movement:
______________ RESOLUTION: “RELIEF” when ambulance arrives” My face ____________; My body movement: ______________ Also write
down the SITUATION/S where you EXPERIENCED the STRONG EMOTION/S that you need to perform in the pantomime.
LITERARY ELEMENT:
SETTING -
CONFLICT - PROBLEM
Protagonist:
Antagonist:
CLIMAX/ RESOLUTION
EXPERIENCE you had with
the emotion you felt.
EMOTIONS/EXAGGERATED
FACIAL EXPRESSION
EMOTION/ACTION
EXAGGERATED BODY
MOVEMENT/GESTURES
CHARACTER #4 - NAME:
CHARACTER THAT YOU PLAY:
Are you the protagonist, antagonist, or supporting role?
IV. BELOW write your SPECIFIC, PLANNED, face & body you will perform to depict the correct EMOTION. Ex: SETTING-Ambulance: I will
_____________ to help show an ambulance. CONFLICT: Emotion = SHOCK when Sue Passes. My face ____________; My body movement:
______________ RESOLUTION: “RELIEF” when ambulance arrives” My face ____________; My body movement: ______________ Also write
down the SITUATION/S where you EXPERIENCED the STRONG EMOTION/S that you need to perform in the pantomime.
LITERARY ELEMENT:
SETTING -
CONFLICT - PROBLEM
Protagonist:
Antagonist:
CLIMAX/ RESOLUTION
EXPERIENCE you had with
the emotion you felt.
EMOTIONS/EXAGGERATED
FACIAL EXPRESSION
EMOTION/ACTION
EXAGGERATED BODY
MOVEMENT/GESTURES