Script Analysis For Actors: Action Words

Adding on to our previous post on annotating a script for analysis, the next task for student actors is to explore their text through action words (“verbs” for you English majors). The idea is to have students find the “action” in their dialogue. This isn’t about setting blocking, it’s about visualizing action into a performance.

Depending on the text, this activity can be easy, hard, or fun! It can also be pretty boring. Use it for an important moment in the play rather than having your students do it for every single line of dialogue. That will become tedious. When used from time to time in smaller doses, it’s a great tool for speeches where students aren’t sure what’s going on, or if a speech seems dramatically static.

How does it work? Let’s look at this small section of text.

“I remember it well. It was 1950. Pa was walking to the well.”

On the surface, it seems like there isn’t much action. But theatre needs action. That’s the actor’s job, to bring the text to life. Have your students look at these three sentences and for each sentence (or fragment for a larger sentence) choose one action word and jot it down next to the line. For example:

I remember it well. I insist.
It was 1950. I taunt.
Pa was walking to the well. I paint.

With the addition of three verbs an actor has something to play with when saying those lines. They may not be perfect the first time around. There are no right or wrong action words for the first pass. The choices will have to work for the character and the context, but it’s a place to start with visualizing the action.

Choosing Good Action Words

Share with your students: What makes a good action word? The action word should imply what an actor is doing or trying to do to the listener. Who is listening to the character and how are they impacted by the choice of action word?

“I cry” is not a good choice because it’s only about the character. “I pretend to cry” is better because it involves the listener. “I lie” is a stronger choice still because it’s about what the character wants from the listener. Who is the listener? It could be another character, it could be the audience. Make sure your students choose a listener. Text is never delivered in a vacuum. This is an especially effective tool if your students are preparing a monologue for competition.

Your character may or may not succeed with their intended action. It’s better if they don’t. Drama needs conflict and if everyone gets what they want every time then the performance will be boring. Emphasize to students that they should use verbs that are either a physical action (I kick, I punch) or that bring up a mental picture (I taunt). For example, when thinking about the phrase “I taunt,” visualize holding out an ice cream cone and then snatching it away.