a) writing a monologue

Due dates:
Draft 1 TBA
Final draft TBA
Definitions:
Monologue A piece of oral or written literature (e.g. story, poem or part of play) spoken by one
person who exposes inner thoughts and provides insights into his or her character.
Playwright Any person who writes a play.
Purpose:
This assignment focuses on the development of character and script interpretation. It
concentrates on your ability as a playwright, director and actor.
Outcomes:
Students will be expected to create and/or present, collaboratively and independently, expressive
products in the arts for a range of audiences and purposes.
Students will be expected to apply critical thinking and problem-solving strategies to reflect on and
respond to their own and others expressive work.
Students will be expected to analyse the relationship between artistic intent and the expressive work.
Assignment:
You will be working in groups of 3, though some of this work will be done independently.
You are going to write a monologue for an actor in your group, direct another writers
monologue and perform in yet another writers monologue. It works easiest if you assign
yourself letter A, B or C and follow the instructions below:
A writes for B, acts for C and is directed by B.
B writes for C, acts for A and is directed by C.
C writes for A, acts for B and is directed by A.
Assessment:
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The final draft of your script will be assessed by the teacher using the attached rubric.
Here is a checklist of details you need to remember as you write:
Create a character whose personality or situation is of great interest to you the
writer.
A copy of your rough draft is to be passed in to Mr. Coats.
A copy of your final, edited, performance monologue must be passed in. This
includes a title page.
Written monologue must be composed in tradition script format.
Great consideration of characterization and theatre etiquette.
Consider the rubric and what is being assessed as you write, edit and publish.
Notes:
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Monologue rubric - SCRIPT
Outcomes:
Rating: 0 not meeting outcome
1-3 inadequate effort
4-6 showing development of the outcome
7-9 meeting the outcome
10 often exceeding the outcome
It is expected that students will be able to: ___ /10
Improvise, create and refine scripts based on personal experience,
heritage, imagination, literature, and history.
Interpret, direct, and refine dramatic works for informal and formal
presentations.
Explore, present, and evaluate various solutions to a range of
problems relating to their drama work.
Analyse and discuss the interdependence of all theatrical elements.
Playwriting elements:
Rating key: N=Needs improvement G=Good work E=Excellent work
Character COMMENTS RATING
Unique and interesting
Back story well-developed
His or her speech/ action conveys
mood or intent or the piece
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Scene
Setting/ Atmosphere/Location clear
Suits character and situation
Appropriate costumes and props
suggested
Plot
Beginning quick and clear intro to
character and situation, conflict or goal is
introduced
Middle taking action and raising the
stakes
End resolution of the conflict/ goal met
(or not)
Format
Rough draft of script
Good copy typed according to all
specifications
Minimal spelling and grammar errors
Final mark:
/40
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4 of 10 3/12/2013 12:00 PM
b) directing
Due dates: - Dress rehearsals TBA
- Directors Book TBA
- Performances @ TBA
Definitions:
Directing To assume overall responsibility for the artistic interpretation and presentation of a
dramatic work.
Directors book A book compiled by the director before the production of a script. It outlines the
directors artistic vision for the script, including choices for artistic and technical elements such as
cue-to-cue blocking, stage business, set design, ground plan, character sketches and cast list.
Purpose:
As director you will be asked to work collaboratively with the actor (and perhaps the
playwright) and review and reflect on his or or her performance. Of course you will be
expected to develop applicable skills and attitudes of a director.
Outcomes: See page 1.
Assignment:
Direct your actor as s/he rehearses and performs the monologue, collaborating on such
aspects as position, movement, and gesture.
As you direct:
Create a directors book for the monologue.
Assessment: Your directors book will be assessed by the teacher for:
proof of artistic interpretation (5 pts)
consideration of technical production (5pts)
overall organization (5pts).
Additionally, you will be evaluated by the actor you directed using the attached rubric.
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Post-production evaluations
DIRECTOR
Student: ___________________ Director: __________________
Please answer the following questions about your experience working with your director. Be completely
honest.
My director demonstrated the kind of interpersonal behaviour s/he expected from the cast / crew. 1.
__ Always __Often __Sometimes __Rarely __Never
My director was prepared for warm-ups and rehearsals. 2.
__ Always __Often __Sometimes __Rarely __Never
My director was consistently on time for rehearsals. 3.
__ Always __Often __Sometimes __Rarely __Never
My director set attainable deadlines and goals for the cast / crew. 4.
__ Always __Often __Sometimes __Rarely __Never
My director heard me out when I had input to give. 5.
__ Always __Often __Sometimes __Rarely __Never
While incorporating idea from others, my director also stayed true to her/ his vision for the production. 6.
__ Always __Often __Sometimes __Rarely __Never
My director treated everyone equally. 7.
__Agree __Disagree
My director made an effort to make rehearsal fun. 8.
__Agree __Disagree
9. I can think of at least one time when my director let me make a decision about my character/
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costume/ blocking/ etc.
__Agree __Disagree
Example:
I can think of at least one time when my director had to make a tough decision and s/he did so with
leadership and conviction.
10.
__Agree __Disagree
Example:
I would love to work under my directors leadership again. 11.
__Agree __Disagree
My director picked up the slack when necessary. 12.
__Agree __Disagree
If I could give my director one piece of advice, I would say:
c) Performing
Due dates: - Character sketches TBA
- Actors notes TBA
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7 of 10 3/12/2013 12:00 PM
- Performances dates: TBA
Definitions:
Actor An actor is a person who acts, or plays a role, in a dramatic production. The term
commonly refers to someone working in movies, television, live theatre, or radio, and can
occasionally denote a street entertainer.
Purpose:
Now is your chance to take to spotlight! Take the stage as the actor and make us believe
you have become another person.
Outcomes: See page 1.
Assignment: Based on the script and under the direction and interpretation of your
director, you will develop a character through out rehearsals and perform for a live
audience.
Assessment: The teacher will assess your character sketch, your performance (see
attached rubric) and the actors notes made on a copy of the script. In addition, you will
complete a self-evaluation of this entire project.
Here is a checklist of details you need to remember for your performance:
q Well-rehearsed& memorized, proper use of stage space.
q Consider the rubric and what is being assessed as you rehearse and perform.
q Be prepared to answer a series of questions on your personal process for this
performance.
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Monologue rubric - PERFORMANCE
Outcomes:
Rating: 0 Not meeting outcome
1-3 Inadequate effort
4-6 Showing development of the outcome
7-9 Meeting the outcome
10 Often exceeding the outcome
It is expected that students will be able to: ___ / 10
Develop and sustain a variety of roles and present them
formally and/or informally.
Explore, present, and evaluate various solutions to a range of
problems relating to their drama work.
Evaluate the physical, emotional, social and intellectual
portrayal of a character in light of the intended role.
Analyse the responsibilities of all members of the dramatic
ensemble to the intent of the author(s).
Performance elements:
Rating key: N=Needs improvement G=Good work E=Excellent work
COMMENTS RATING
Voice
Loud enough
Clear
Conveys mood or intent or the piece
Good rate of speech
Character driven
Movement
Open to audience
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Variety of levels used in performance
space
Appropriate blocking
Character driven
Scene
Opening/ Closing
Appropriate costumes and props
Clear expression of theme
Final mark:
/40
*thanks to Aren Morris at SHS for inspiration
Home CHS Contact
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