Advanced Acting Three Monologue Project

Mrs. Bernardo Beaumont School, 2015-2016

Script & Character Analysis Questions

Name: Mary Sikorovsky

Character: Helena
Play/Show/Film: All’s Well That End’s Well
Act/Scene: At I Scene III

Directions:   If the script does not provide information, use your imagination and make choices that seem
logical within the context of the scene and play.  The only incorrect responses are those that either do not
fit the context or no response.  

Character Background:

Name: Helena

Age: 18

Occupation/Primary Activity: obsesses over Bertram

Attitude about occupation: needs to find a way to be of interest of him and be in his social class

Is he/she successful in this occupation?  Why or why not?  Yes, she leaves to cure the King of
France so she can be granted the will to marry whatever man she wants.

Social Status: middle class

Attitude about Social Status: wants to be in the higher class with Bertram, so he will marry her.

Education: taught by her father

Attitude about education: uses her skills to cure the king

Family Background:
Father’s Name & Occupation: Capucius, famous doctor
Mother’s Name & Occupation: Amelia, died during childbirth
Siblings & Birth Order (Oldest, Youngest, etc.) none

Physical Traits:

Posture: erect
Tempo/Rhythm: slightly fast, but slow when making a point
Distinguishing Physical Traits:
Gestures/Mannerisms: uses hands when talking
Leads with: chest
Animal Image: fawn

Vocal Traits:
Distinguishing Characteristics: begging,
Volume: low/normal
Rate: (Fast, slow) slightly fast
Pitch: normal

How is this character like you?  How is he/she unlike you?  

Advanced Acting Three Monologue Project
Mrs. Bernardo Beaumont School, 2015-2016

Similar: Helena is quiet but she knows what she wants and she knows how to get it. She will do whatever
it takes to accomplish her goal. She is clever and is able to figure out what she needs to accomplish her
goal. She doesn’t care what everyone else thinks.
Unlike: Helena is in love; has lack of self-respect, proper, has elaborate plans to get what she wants
Given Circumstances for the Play:
 In a few sentences, summarize the plot of the play/film/episode:
Helena is in love with Bertram, the French king’s son, but he won’t marry her. Helena cures his father
and she is granted to marry him. They marry, but Bertram leaves her with a letter saying in order for her
to be his wife she must, get Bertram’s ring off his finger, and get pregnant with his child. She
accomplishes these goals by pretending to be someone else whilst everyone else thinks she is dead.
 What is the overall setting for the play/film/episode?
17th Century Paris, France and Florence, Italy
 How does the setting influence the events/action?  
It is proper for a woman to ask permission for marriage and is approved.
 What is the theater style of this play? (Tragedy, Comedy, Contemporary, Modern, Classic,
Absurdist, Realistic, Musical Theater, Farce…be as specific as possible)
Classical Dramatic play
 What is the characters dramatic function in the play?
The dramatic function for Helena is to marry Bertram and be his wife. 
 Identify the character’s function traits and recognition traits.
Corner of the room
 What is the character’s superobjective?
To marry Bertram and be with him.
 What is the character’s motivation?
Bertram’s letter that gives her the tasks of what to do in order to marry him
Given Circumstances for the Scene:
 Where does the scene take place?
The home of the Countess of Roussillon
 What is the function of this scene in the structure of the play?  (Is it part of the exposition? Rising
action? Climax? Falling action? Resolution?
The exposition into the rising action
 What is the character’s dramatic function in this scene?
To figure out a plan to marry Bertram by first telling the Countess about her love for him.
 How does this scene contribute to the overall development of the plot?  of the character?
In this scene she reveals her love for the Countess’ son and is able to get her support. She also makes a
plan to win Bertram’s heart.
 To whom is the character speaking?  What is their relationship?
She is speaking to the Countess of Roussillon, Bertram’s mother. She has been Helena’s guardian
ever since her father died.
 What does the character hope to accomplish (objective) in this scene?
The countess’ approval to marry her son and to also figure out a plan to marry Bertram.
 How does the character go about achieving the scene objective (tactics)?
She admits that she is not worthy of marrying her son, yet.
 What obstacles block the character in this scene?
She is of lower social class than Bertram and is unsure of his mother’s opinion of her.
 Is the character successful in achieving the objective?  Why or why not?
The countess of Roussillon approves of her and says she would love for her to be her daughter.
 What happened immediately before this moment?
The countess of Roussillon was talking with Reynaldo who tells her about Helen’s crush on Bertram
 What happens immediately after this moment?
Advanced Acting Three Monologue Project
Mrs. Bernardo Beaumont School, 2015-2016

Helena thinks of a plan that will allow her to marry Bertram with the king's permission.

Script & Character Analysis Questions

Name: Mary Sikorovsky

Character: Mary Warren
Play/Show/Film: The Crucible
Act/Scene: Act II

Directions:   If information is not provided by the script, use your imagination and make choices that
seem logical within the context of the scene and play.  The only incorrect responses are those that either
do not fit the context or no response.  

Character Background:

Name: Mary Warren

Age: 17

Occupation/Primary Activity: cleans houses for the Proctor’s, works at the court, wants to confess
Attitude about occupation: likes the Proctor’s and trusts them, she likes to work at the court in
order to stay involved and aware of what’s happening, very much in support of the court, can’t confess
out of fear

Is he/she successful in this occupation?  Why or why not?  Yes she is paid 9 pounds a year. Mary
is able to get support from Mr. Proctor but she betrays him in court and lies.

Social Status: lower than Abigail

Attitude about Social Status: wants to friends with Abigail and be accepted

Education: learned from others by watching them and copying what they do
Attitude about education: cares about other people’s opinions more than herself

Family Background:
Father’s Name & Occupation: John Warren, farmer
Mother’s Name & Occupation: Michal Warren, farmer’s wife
Siblings & Birth Order (Oldest, Youngest, etc.) Elizabeth Warren, oldest, John Warren, youngest

Physical Traits:

Posture: slouched
Tempo/Rhythm: fast
Distinguishing Physical Traits: fidgety
Gestures/Mannerisms: mimics other people, entranced
Leads with: head
Animal Image: deer in headlights

Vocal Traits:
Distinguishing Characteristics: mimics other people, telling a story
Volume: quiet then loud
Advanced Acting Three Monologue Project
Mrs. Bernardo Beaumont School, 2015-2016

Rate: (Fast, slow) fast

Pitch: normal

How is this character like you?  How is he/she unlike you?  

Similar: we’re both named Mary , clever, likes to act/pretend, anxious,
Unlike: constantly worried, scared about what other people think, lack of self-respect

Given Circumstances for the Play:

 In a few sentences, summarize the plot of the play/film/episode:
A group of girls, Betty, Ruth, Mary, Tituba, and the leader, Abigail, are all seen dancing the night
before the trials in Salem. Betty becomes sick and Rev. Hale questions Abigail about what went
on the night before. After lying to the Reverend, Abigail threatens the girls that if they tell
anything of what happened the night before she will “come to you in the black of some terrible
night and I will bring a pointy reckoning that will shudder you.” Mary, who lives with the
Proctor’s, confesses to Mr. Proctor that he knows of his affair, as his wife is taken to prison for
being accused of witchcraft. Mr. Proctor brings Mary to court to testify but she and the other girls
turn on him and accuse him of witchcraft. Proctor is arrested and driven mad to confess.

 What is the overall setting for the play/film/episode?

17th century Salem Massachusetts
 How does the setting influence the events/action?  
During the Salem witch trials people feared each other. They would be cautious and wonder if
anyone was telling the truth or had gone mad.
 What is the theater style of this play? (Tragedy, Comedy, Contemporary, Modern, Classic,
Absurdist, Realistic, Musical Theater, Farce…be as specific as possible)
 Historical, Dramatic, somewhat realistic, play
 What is the characters dramatic function in the play?  
To pretend to be innocent and in support of Proctor when she was really tricking him. She goes to
great lengths to avoid punishment from Abigail.
 Identify the character’s function traits and recognition traits.
Mary is quiet and seemingly truthful to Proctor. She is naïve and lonely, she wants to be friends
with Abigail and the other girls so she lies and says nothing happened to her.
 What is the character’s superobjective?
To confess about what the girl’s had done the night before without getting any harm from
Abigail.
 What is the character’s motivation?
She doesn’t want Abigail to send her spirit to her and harm her.

Given Circumstances for the Scene:

 Where does the scene take place?
In the Proctor’s living room
 What is the function of this scene in the structure of the play?  (Is it part of the exposition? Rising
action? Climax? Falling action? Resolution?
Rising Action
 What is the character’s dramatic function in this scene?
To talk to the Proctor’s about what has been going on with the accusations and to give Mrs.
Proctor the poppet.
Advanced Acting Three Monologue Project
Mrs. Bernardo Beaumont School, 2015-2016

 How does this scene contribute to the overall development of the plot?  of the character?
This scene establishes the relationship between the Proctor’s and Mary. This scene also
contributes to how Mary betrays Proctor later.
 To whom is the character speaking?  What is their relationship?
Mr. Proctor and his wife, Elizabeth. Mary lives with the Proctor’s and is their servant.
 What does the character hope to accomplish (objective) in this scene?
To enhance her innocence by being scared and focused on the court.
 How does the character go about achieving the scene objective (tactics)?
She talks about the accusation of Sarah Good and how she was sick before the trials.
 What obstacles block the character in this scene?
Abigail forbids Mary from telling the truth about what they did that night. She is also worried that
Abigail will still hurt her.
 Is the character successful in achieving the objective?  Why or why not?
Yes, the Proctor’s believer her and want to protect her but she won’t let them.
 What happened immediately before this moment?
Mary gives Elizabeth a poppet (doll)
 What happens immediately after this moment?
Elizabeth sends her to bed.
Advanced Acting Three Monologue Project
Mrs. Bernardo Beaumont School, 2015-2016

Script & Character Analysis Questions

Name: Mary Sikorovsky

Character: Sylvia
Play/Show/Film: Sylvia
Act/Scene:

Directions:   If information is not provided by the script, use your imagination and make choices that
seem logical within the context of the scene and play.  The only incorrect responses are those that either
do not fit the context or no response.  

Character Background:

Name: Sylvia

Age: 14 (dog years) (2 in human years)

Occupation/Primary Activity: dog on the street

Attitude about occupation: wants to live in a home

Is he/she successful in this occupation?  Why or why not?  

Yes, Greg picks her up from the park and takes him to his home.
Social Status: low
Attitude about Social Status: doesn’t seem to mind, just wants to be respected and cared for

Education: none, but knows the basic information about what’s good and what’s bad
Attitude about education: happy

Family Background:
Father’s Name & Occupation: Duke, stray dog on the streets
Mother’s Name & Occupation: Hazel, lives with a wealthy family in Manhattan
Siblings & Birth Order (Oldest, Youngest, etc.) Sylvia has 7 other brother and sisters that were
apart of her litter but is unaware of who they are or where they are now.

Physical Traits:

Posture: slouched, improper

Tempo/Rhythm: fast
Distinguishing Physical Traits: black ears, black patch over left eye,
Gestures/Mannerisms: nervous
Leads with: head
Animal Image: a jack russel mix, part lab and poodle too

Vocal Traits:
Distinguishing Characteristics: gets distracted
Volume: normal
Advanced Acting Three Monologue Project
Mrs. Bernardo Beaumont School, 2015-2016

Rate: (Fast, slow) fast

Pitch: higher

How is this character like you?  How is he/she unlike you?  

Similar: happy, carefree, wants to comfortable, clever
Unlike: very affectionate, very hyper, a dog, she hates cats,
Given Circumstances for the Play:
 In a few sentences, summarize the plot of the play/film/episode:
Sylvia is Greg’s new dog that he has brought home from the park. They instantly have a
connection and love each other. Kate is very negative towards Sylvia and wants her out. Sylvia
distracts Greg from his boring office job and he is obsessed with her. Kate and Greg go see a
therapist about their relationship, as it is growing apart. Kate is offered a teaching job in London,
England; however, England does not allow animals from outside its country for more than 6
months. Greg makes the hard decision of deciding to give up Sylvia.
 What is the overall setting for the play/film/episode?
Greg and Kate’s apartment in NYC
 How does the setting influence the events/action?  
Sylvia wants to be comfortable and accepted into Greg’s home.
 What is the theater style of this play? (Tragedy, Comedy, Contemporary, Modern, Classic,
Absurdist, Realistic, Musical Theater, Farce…be as specific as possible)
Comedy Contemporary, unrealistic, play
 What is the characters dramatic function in the play?  
To live with Greg and Kate and to be annoying to Kate.
 Identify the character’s function traits and recognition traits.
Does everything Kate tells her not to do. Only listens to Greg
 What is the character’s superobjective?
To live in Greg’s house forever.
 What is the character’s motivation?
Greg and the love and comfort of his home.

Given Circumstances for the Scene:

 Where does the scene take place?
Greg and Kate’s home
 What is the function of this scene in the structure of the play?  (Is it part of the exposition? Rising
action? Climax? Falling action? Resolution?
 Rising Action
 What is the character’s dramatic function in this scene?
To get comfortable in her new home and meet Kate.
 How does this scene contribute to the overall development of the plot?  of the character?
Introduces Sylvia as a new member of the family and Kate’s dislike of her. Sylvia meets Kate and
how to put up with her.
 To whom is the character speaking?  What is their relationship?
Greg, Sylvia’s new owner, and Kate his girlfriend.
 What does the character hope to accomplish (objective) in this scene?
To develop a loving and respectful relationship between her new owners and herself.
 How does the character go about achieving the scene objective (tactics)?
Sylvia sits and promises to follow the rules by staying off the furniture and not chewing things.
Advanced Acting Three Monologue Project
Mrs. Bernardo Beaumont School, 2015-2016

 What obstacles block the character in this scene?

Kate because she doesn’t like dogs and doesn’t believe it’s the right time for one.
 Is the character successful in achieving the objective?  Why or why not?
Sylvia is successful for a long period of time however; Kate and Greg give up Sylvia to a nice
family on a farm when Greg and Kate has to move to London.
 What happened immediately before this moment?
Greg brings Sylvia to his home for the first time after meeting at the park
 What happens immediately after this moment?
Greg takes Sylvia for a walk in the park.