Monologues

Overview

This is a REQUIRED unit that everyone must complete. Being able to

perform a monologue is an essential part of being a part of theatre. In
this unit, you will be required to perform on-stage. You will be
exploring how to create a character, inject emotion into a text, and
begin learning the skills necessary to dissect a difficult text.
In This Unit…
•I will learn…how to create a basic performance that involves
character, emotion, and stage usage.

•I am learning it because…it will help me grow as an actor and

performer. As well as, give me confidence and self-esteem.

•I’ll know I’ve got it when…I can demonstrate the basic

knowledge of acting through a performance.
Standards assessed (IB)
●Criterion A: Investigating
i. Investigate a movement(s) or genre(s) in their chosen arts discipline, related to the statement of inquiry

ii. Describe an artwork or performance from the chosen movement(s) or genre(s).

●Criterion B: Developing
i. Practically explore ideas to inform development of a final artwork or performance

ii. Present a clear artistic intention for the final artwork or performance in line with the statement of inquiry.

●Criterion C: Creating/Performing
i. Create or perform an artwork. (Please see the note below regarding progression of skills for this criterion.)

●Criterion D: Evaluating
i. Appraise their own artwork or performance

ii. Reflect on their development as an artist.

Assessments
● Formative 1 – Character Instagram Profile completion
● Formative 2 – Shakespeare translation
● Formative 3 – Pre-final performance (video)
● Formative 4 – Bell work
● Formative 5 – Exit Tickets
● Summative Project – Final Performance (on-stage)

ATL Skills assessed – Self-Management + Thinking

Vocabulary
● Monologue ● Actor
● Character ● Rehearsal
● Emotion ● Script
● Performance ● Gesture
● Feedback ● Stage Fright
● Stage Directions
 Unit name: Monologues
Day #: 1

Bell work question: Why do you think using the

stage is difficult?

8 minutes
*3 sentences minimum

Access the Google Form HERE

`
Day 1 – What, why, how
What How to begin creating an on-stage performance, using a script.

Why To set a foundational acting skill of understanding a script

How Picking and “translating” a monologue, written in Shakespearean

“English.”
Day 1 Tasks
1. There are 2 videos that you are going to watch today! They are both about the Alexander technique of
acting. This will be your first foray into creating a performance that shows emotion. Every script that you
will see, read, and perform have to have emotions in them. The Alexander technique is a stepping stone
to getting there.

2. Once you have finished with the videos, you will click on the “Choose 1” file and pick one of the four
monologues to perform. Once you have chosen it, come and get a paper copy of that monologue from
me, then start reading through it to see if you can pinpoint the meaning and emotion behind it.

START MEMORIZING NOW!!!!!!!!

 Unit name: Monologues
Day #: 2

Bell work question: Why is it important to see

Both good and bad examples of performances? How will
you use the performances we see to aid in your
performance process.

8 minutes
*3 sentences minimum

Access the Google Form HERE

Day 2 – What, why, how
Understand the importance of emotions in a performance and working
What with others.

Working with others is a cornerstone in Theatre. Understanding how

Why emotions play an important role in a performance, leads us to understand
acting as a whole.

Continuing our “translation” activity and breaking down a real-life

How performance.
Day 2 Tasks
•We are going to start with viewing an actual monologue (to perform it, take
Advanced Theatre Arts) from the original Willy Wonka and the Chocolate
factory. This is a prime example of what great actors do when left to their own
devices (for an extra video breakdown of the performance, click “Willy Wonka
Breakdown” in the folder called ‘Extra Resources’). Go to the Day 2 folder and
watch the file labeled “Tunnel of Terror.”
•I have 2 other videos for you to watch from some important folks in the
theatre world. The first one “From marine to actor,” you will watch until the
9:00 mark and then close the video. After, you will watch “Why I do Theatre.”
(continued on next slide)
Day 2 Tasks (continued…)
•Please watch the video “Shakespeare translation”
•After watching the video, get with someone who has the same monologue as
you (or ask me for help) and translate the Shakespearean English into a modern
day English! This may be difficult, but think about it logically. Do NOT use an
online Shakespeare translator because it will not give you an accurate
translation.
•START MEMORIZING!!
 Unit name: Monologues
Day #: 3

Bell work question: Why is it important to know

the play before attempting to develop
the character?

8 minutes
*3 sentences minimum

Access the Google Form HERE

Day 3 – What, why, how
What Begin to understand how characterization plays a role in a performance.

Part of acting methodology is to inject part of your personal experiences

Why into creating a character. This works in tandem with the study on emotions
as those two skills are the building blocks of a performance.

How Creating a “character profile” based on the performance script.

Day 3 Tasks
•Only 1 video today, but it’s a long one. One of the most important aspects of a monologue is creating a
character within a script. We can’t just ‘be ourself’ on-stage and expect everyone to enjoy it. We are looking
into creating that character today, but I have a video for you that will help you look into the script itself to
begin crafting that character.

•Once this video is finished, you will need to download the Character Facebook Profile and begin filling it
out. If you would like a paper copy of it, let me know.

•Using the script and the video, begin to create a BRAND NEW character for your performance.

•When you need a break or you have finished, go through the presentation on memorization techniques and
decide which (or none) of them you would like to use.
 Unit name: Monologues
Day #: 4

Bell work question: What are some ways an actor can research
their character?

8 minutes
*3 sentences minimum

Access the Google Form HERE

Day 4 – What, why, how
What We will learn how to use the stage effectively.

Utilizing the entire stage in a performance helps to engage the audience

Why and create a mood that is consistent with the performer’s characterization
and emotions.

How Through a video lecture.

Day 4 Tasks
•There are several videos for you to watch today. This one is on emotions (ugh, I know). Emotions, like
characterization, is an important aspect of your performing. Emotions are also one of the more difficult
aspects of a performance to master. Go through the video and spend a fair amount of time with the two
emotion wheels that are included in today’s folder. You should be employing several emotions throughout
your performance.

•After the emotions video, you will need to watch the “Using the stage” video. This is an introduction into
how to use a stage effectively, aiding your performance. We NEVER just stand on a stage and speak.

•Remember that I am here to help you. You will be trying to access and portray emotions that you may have
never felt yourself. I have included an extra video that you can watch, should you choose to.

(continued on next slide…)

Day 4 Tasks
•Please watch the monologue video labeled “Arjana – Angry Brigade” and write a short
review on it as a journal entry. I have included examples of what a good and bad review
looks like as well as a google form for you to write your review.

•As you start to create a performance, you should see what exactly it is that I am
looking for. Based on the IB creterion, there are 2 videos that you will watch
(performances) that accurately describe what a 7-8 looks like and what a 1-2 looks like.
Please watch these videos.

•Spend time memorizing today. The earlier you have it memorized, the easier time you
will have when it comes to using the stage and crafting a solid performance. Go through
the memorization powerpoint if you are unsure about how to effectively go about this.
 Unit name: Monologues
Day #: 5

Bell work question: What is the importance of being critiqued by

others?

8 minutes
*3 sentences minimum

Access the Google Form HERE

Day 5 – What, why, how
What Create a performance video to upload.

So that we can receive feedback on our performance and revise that

Why performance, based on the feedback we receive.

How Using the Flip grid platform.

Day 5 Tasks
•You will have most of today to practice your monologue. One final performance to watch.
This is an actual Shakespeare monologue from Hamlet, performed by Benedict
Cumberbatch.

By the end of class, you will need to create a Flipgrid video of your performance. (You will
use this next class period) The monologue does not need to be memorized for the formative
and you are allowed to have the script in your hand. However, I still need to see a developed
character and emotions throughout the scene.

•All of the previous videos that we have looked at are available to you if you would like to
review them. They are in a folder called “Resources.”

•Continue working on your stage performance!

•Keep memorizing!
 Unit name: Monologues
Day #: 6

Bell work question: How are you like the character

you portray in your scene? How are you different?

8 minutes
*3 sentences minimum

Access the Google Form HERE

Day 6 – What, why, how
Reflect on our performances and revise in preparation for the summative
What assessment.

Why Self-reflection is an important skill for development.

How Giving ourselves feedback based on our uploaded Flip grid videos.
Day 6 Tasks
•If you made a video of your monologue, you will spend some time reflecting and critiquing
your own performance. You should have also received some feedback from your classmates.
I want you to watch your performance, look at the feedback given to you, and write down on
your script, the ways that you are going to improve your monologue. Be specific. Acting and
performing is ALL ABOUT THE DETAILS!

•After watching/reflecting on your own monologue, please show it to 2 of your classmates

and have them fill out the Feedback form that you will get from me.

•Once this is finished, take your feedback and begin working on revising your monologue
performance in preparation for your summative performance.

(continued on next slide…)

Day 6 Tasks continued

Work Day

Use the feedback and self-critique to start working through your performance.
Create better movement, stronger emotions and character, and being present
with the audience!

Before the summative, you will need to perform your performance to 2 other
classmates and get their feedback.
 Unit name: Monologues
Day #: 7

Bell work question: What is the importance of self-reflection?

8 minutes
*3 sentences minimum

Access the Google Form HERE

Day 7 – What, why, how
Final revisions to our performance before the summative assessment
What performance.

Why The summative assessment is the culmination and demonstration of the

skills we have acquired and developed over the unit.

How Self and peer given feedback.

Day 7 TAsks
Work Day

Use the feedback and self-critique to start working through your performance.
Create better movement, stronger emotions and character, and being present
with the audience!

Before the summative, you will need to perform your performance to 2 other
classmates and get their feedback.
 Unit name: Monologues
Day #: 8

Bell work question: Some actors let excuses like,

“I’m having a bad day,” get in the way of
good character development or rehearsal. Why do
you think directors do not generally accept this
as an excuse?

8 minutes
*3 sentences minimum

Access the Google Form HERE

Day 8 – What, why, how
Final revisions to our performance before the summative assessment
What performance.

Why The summative assessment is the culmination and demonstration of the

skills we have acquired and developed over the unit.

How Self and peer given feedback.

Day 8 TAsks

Final Work Day

Day 9

Summative Day!