Excellent (needs little to no improvement) Good (some improvements would make it more effective) Poor (needs multiple improvements to be acceptable) Notes Monologues speak through another character, are not “telling a story.” Monologues contain some speaking through qualities and some telling a story qualities Monologues are mainly “telling a story” Monologues are clearly contrasting from each other in feeling and tone—i.e. comedic, dramatic, etc Monologues are somewhat contrasting in feeling and tone—i.e. comedic, dramatic, etc Monologues are not contrasting in feeling and tone Monologues are memorized Monologues are mostly memorized—one is the other is not Monologues are not memorized Monologues are for the auditioner Monologues are somewhat or one is age appropriate Monologues are not age appropriate Name of Evaluator: _________________________________________________________________ Lesson #5: BEING YOU Objective: Students will be able to identify how to present themselves in an audition process through participating in a mock interview and presenting an honest slate. Materials Needed: None Hook: As people enter the classroom, have them put their things down and come stand in a circle. Have casual conversation with each other while you wait for the entire class to enter.
At the end of the activity, everyone up their paper into strips and hands their observations to the corresponding person. Have a quick discussion. What did you learn about yourself? What did you learn about your classmates? Did you notice people acting different when they were being interviewed? Were any of you self conscious when it was your turn to be interviewed, and how did this affect you? Step 3: Slate (20 minutes) Review what we learned about slates from the professors in the videos the previous week. Everyone is given a minute to flesh out their slate. They will know that they need to say their name and the titles of their monologues. Example: I am David Smith and I will be presenting pieces from To Kill a Mockingbird and The Foreigner. Once all of the students are ready, each of the students will stand in a line in the front of the classroom and one at a time, the students will step forward and present their slate. After the first couple ones, use them as examples to give feedback. Get feedback from the other students. Make sure that they realize the difference between stating their name and posing their name as a question (the inflection of their voice). It is a stronger and more confident slate if they state their name. Step 4: Return Revised Resumes (5 minutes) After wrapping up the lesson, use the last five minutes to return the revised resumes with our comments on them. General comments may include: be sure to have your name big and at the top, make sure your email is professional, put your involvement in order starting with the most recent. Have them look over our comments and have them ask any questions before they leave. Remind them that their final copies are due when they perform their auditions. Lesson #6: Work Day Objective: Students will be able to improve their monologues through completing multiple workshops and working together with their other classmates. Materials Needed: station instructions, whistle/bell. Hook: Instructions (2 min) Give each student a post-it with a number and a letter (1A, 1B, 1C, 1D, 2A, 2B, etc.) and tell them to find the other people in the classroom that have the same number. Step 1: Instructions (5 minutes) Once everyone is sitting in groups, tell the students how the activity today is going to go. Your number is your group, and you will begin at the station of your number. You have 13-15 minutes at each station and then you will rotate up