Overview | Content Knowledge | Essential Questions | Connection To Standards |Initiating Activity | Learning Experiences | Culminating Performance | Pre-Requisite Skills | Modifications | Schedule/Time Plan | Technology Use
| LU Title: Learning with Monologues | Author(s): Trudy E. Caswell-Ryan (#2-REVISED) |
| Grade Level: 12 | School : Madrid-Waddington Central School |
| Topic/Subject Area: English | Address: PO Box 67, Madrid, NY 13660 |
| Email: tryan.mum.neric.org | Phone/Fax: 315/322-5746/ 322-4802</TBODY> |
OVERVIEW
In this unit the student will interpret, analyze and memorize a monologue from a play. The students' job will be to give life to a character through voice, body and interpretation of a series of lines. By analyzing, memorizing and performing the student will learn about the craft of acting while building self-discipline, learning to reading analytically, to overcome stage fright and, finally, to learn how to provide feedback to peers. The unit will take approximately 4-6 weeks.
CONTENT KNOWLEDGE
| Declarative: Student will know: | Procedural: Students will be able to: |
| 1. the characteristics of a monologue. | 1. learn independently |
| 2. what creates an effective character. | 2. read analytically and interpret lines. |
| 3. stage terminology such as blocking and center stage. | 3. analyze student work and give feedback |
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4. memorize lines. |
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5. reveal information through vocal inflection and movement. |
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6. use blocking movements and gestures for interpretation of lines.</TBODY> |
ESSENTIAL QUESTIONS
CONNECTIONS TO NYS LEARNING STANDARDS
Standard #2- Language for Literary Response and Expression-Students will
actively engage in comprehending, interpreting, and critiquing texts of plays drawing on personal experiences and knowledge to understand the text, recognizing the social, historical and cultural features of the text.
read aloud expressively to convey a clear interpretation of the work.
INITIATING ACTIVITY
Take students to a live theater production, preferably by a professional acting company. After the presentation we will discuss the overall production and, more specifically, acting techniques such as blocking, character development, stage techniques, make-up and voice.
Declarative Knowledge
- The student will learn: characteristics of a monologue, effective characterization and stage terminology.
Activity #1--Stage terminology
The student will be given a teacher prepared list of terms that the student will read and become familiar with. The teacher will then take the students on a stage and make "the terms come to life." They will then work in pairs on stage learning the terms (CLASSIFYING).
Evaluation: They will be quizzed in the form of a verbal and written test.
Activity #2--Characteristics of a monologue
The students will listen to a student demonstration of a reading of a monologue so that they can understand the characteristics of a monologue. (INDUCTION) The students will be given the following directions:
- Listen to the monologue. Watch the performer as he/she delivers the monologue.
- Think about the answers to the following questions as you watch and listen to the monologue.
Do you like the monologue?
Does it hold your attention?
What specifically do you like best about this monologue. Be prepared to give three examples.
Would you change anything about the manner in which the monologue was delivered? What would you do differently? Why would you do these things differently?
Did the performer move around on the "stage"? Would you change any of the blocking? How would you as the performer move when you speak your lines?
Does movement help to hold the audience's attention? Why or why not?
Evaluation: The student will participate in the listening and the answering of the monologue questions and will answer the questions on a sheet of paper to hand into the teacher. After the papers are handed in the teacher will have an open discussion about the monologue.
Activity #3--Characteristics of a monologue
The student will choose a monologue that they will enjoy performing (5-10 minutes long). The teacher will help the student choose a monologue by bringing in examples for them to peruse. The following are suggestions to point the student in the right direction. (COMPARING)
The student will:
Choose a character from a play.
Choose a monologue that relates to them in terms of problems, fears, worries, loves or family matters.
Compare the length of the speeches as well as their content. If the student is worried about memorizing the words, they should choose a shorter monologue.
Evaluation: The student will share with the class the monologue they have chosen and give reasons why the choice was made.
Activity # 4--Effective characterization
The student will analyze their character. They will define their character both internally and externally. They will answer the questions: Who am I? How will I act? Why will I act this way? (INDUCTION and DEDUCTION)
Internal characteristics include the characters background, mental characteristics, spiritual qualities and emotional characteristics.
External characteristics include the characters posture, movement, gestures, mannerisms, voice, make-up and dress.
Evaluation: The student will fill out a graphic organizer titled
"ANALYZING YOUR CHARACTER" that will answer the above internal and external
questions.
Procedural Knowledge
2. The student will be able to become self-guided learners and provide feedback to peers, read analytically and interpret lines, overcome stage fright, memorize lines, reveal information through vocal inflection and movement, and add blocking movements and gestures for interpretation of lines.
Activity #1-- Read analytically and interpret lines effectively
The student will develop the feeling or attitude that the character is trying to express. Through practice the student will develop a clear understanding of their monologue. The student has discovered the "tone" of the speech, now they need to hear how the speech "sounds." (ANALYZING PERSPECTIVES)
The student will:
Read the monologue aloud several times.
Ask yourself questions about the character who is speaking.
Listen for sentences that seem to sound "right." After three readings, listen for sentences that do not sound "right" In those instances go back and read the previous two sentences. Then read the one that is not sounding right.
Vary their pitch and change the speed in which they deliver their lines.
Some questions to ask for effective interpretation of the lines of
the monologue.
- Who is the character talking to?
- What does the monologue reveal about my speaker's personality and state of mind? What tone of voice is implied?
- Are there words in my monologue that I can't pronounce or don't know the meaning of? Why did the author use these words? Why did he/she include these sentences?
- Does my character require props or a costume? Is a setting mentioned? Do stage directions provide any clue?
- Why has the playwright included the monologue in his/her play?
Evaluation: The students will answer the questions and hand them into the teacher.
Activity #2--Working with a partner on blocking, gestures, interpretation of lines, vocal interpretation and memorization
The student will need to practice, practice and practice! Students learn to present their monologues by practicing. The students should be given various opportunities to practice their monologues in the designated acting area such as the stage. At one point in time the students should be videotaped and given feedback by their peers (ANALYZING PERSPECTIVES)
The student will work with a partner for practice. This is feedback for the presenter.
The partner can be on stage and he/she can react as if she/her is the person to whom the character is speaking.
Or the partner can be an observer in the "audience." The partner will serve the role as "fellow artist."
A partner will encourage and help in all areas of preparation by giving specific suggestions. Give the students a list of appropriate comments and thoughts that would be helpful.
Evaluation: The student will show the videotape to the teacher and dialogue with the teacher about partner work.
CLOSURE ACTIVITY
The students will write a brief statement in response to the following question:
How has performing a monologue helped me gain confidence as an actor, public speaker or, more simply, as a person?
CULMINATING PERFORMANCE
MONONLOGUE UNIT EVALUATION-The student will receive TWO final grades for this unit that will be averaged.
A. The following is the grade the student will receive for the
overall participation and preparation in the unit.
OVERALL UNIT PARTICIPATION AND PREPARATION
On time
Completed all activities on time. 30
Memorized monologue in time for presentation. 30
Collaborative work
Worked diligently with fellow “actors.” 10
Accepted and provided constructive criticism. 10
Worked with teacher on individual performance techniques. 10
6. Videotape and critique of performance by self and partner. 10
TOTAL _____
B. The following is the proper opening and ending for the monologue, and the rubric for the monologue final performance evaluation.
Monologue presentation
Characteristics of the Monologue- As part of their final performance grade they must begin and end their monologue appropriately.
The following characteristics will ensure an effective monologue performance. The student should introduce the monologue to the audience. For example, my name is__________________ and I will perform a monologue from the play written by ____________________. I am playing the part of ____________________. The student should show signs "getting into character" such as momentarily turning his/her back to the audience or bowing their heads momentarily. Concentration is critical. At the conclusion of their monologue they should pause in character, acknowledge the audience and take a bow.
The culminating experience will be the performance of their chosen monologue carefully analyzed and interpreted. They will be performing their monologues on the high school stage.
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Monologue Performance Evaluation-Students will be critiqued and graded holistically in the following areas: Criteria 4=Excellent 3=Good 2=Fair 1=Poor 1. Memorization (includes the introduction) 2. Delivery/Blocking 3. Concentration 4. Articulation/Diction 5. Projection |
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7. Energy/Creativity 8. Expression/Characterization 9. Poise/Stage presence 10. Overall effect
Total ______ x 2.5 = ______ |
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PRE-REQUISITE SKILLS
Practice and performance experience with mime and improvisation
Reading of plays and the understanding of characterization
Attendance at a professional or local theatre production
Enthusiasm for drama and the performing arts
Individual plans will be made per need of student.
The drama class is presently taught as a one-semester half-credit course. The class meets daily for 42 minutes. I block out a four to six week time period for the preparation and execution of the monologue presentations. I will intersperse this other drama activities such as the reading of plays. The students will have in class time to work on their performances incorporating blocking, voice projection, gestures etc. on the high school stage with me as the helping director. The majority of the monologue preparation will involve the interpretation and memorization of the monologue. This will require several hours of outside work at home or in study halls for the student.
The students will use the Internet to research monologues they will present to the class.
The students will be videotaped as a tool for self-improvement. They will also be taped as part of their culminating experience.
Chekhov, Michael. To the Actor. New York: Harper and Row, 1998.
Englesman, Alan and Penny Englessman. Theatre Arts 2 Student Handbook. Colorado Springs, Colorado. 1995.
Nellie, McCaslin.Creative Dramatics in the Classroom. New York: David McKay Co. Inc., 1968.