CAT 1: The Monologue

MONOLOGUES IN MOVIes

A greatly written movie monologue can make a film! If performed just right, they can become a cultural moments that make a movie worthy of watching over and over again. You might be wondering if you've ever seen a monologue, but trust me, you know one when you see one (and now you'll be noticing them everywhere). It's that moment when a character drops dramatic line after dramatic line and the only thing that matters is the words they are saying. Monologues serve a specific purpose in storytelling, they give the audience more details about a character, their emotion and feelings or they might tell us more about the plot. Used carefully, they are a great way to share the internal thoughts or backstory of a character or to give more specific details about the plot and other characters contained within the story.

reflection questions

Initial Impressions

What was your overall reaction to each monologue? Which one stood out to you the most, and why?

Purpose and Impact:

What message or emotion do you think each monologue was trying to convey? Was it successful?

Expressive Skills (Voice, Facial Expressions, Body Language, Movement)

Voice:
- How did the performer use their voice to enhance the character? Consider tone, pitch, volume, pace, and pauses.
Facial Expressions:
- What emotions were conveyed through the performer’s facial expressions? Were they consistent with the dialogue and situation?
Body Language:
- How did the performer’s posture, gestures, and physicality reflect the character or mood? Provide an example from each monologue.
Movement:
- Was the performer’s movement purposeful and dynamic, or did it feel static? How did movement contribute to the storytelling?

Performance Skills (Energy, Focus, Timing, Actor-Audience Relationship)

Energy and Focus:
- Did the performer’s energy level match the intensity of the monologue? How did their focus help you connect to their character?
Timing:
- Were there moments where timing (pauses, changes in pace) created tension or humor? How did this affect the impact of the monologue?
Actor-Audience Relationship:
- How did each performer engage the audience? Did they make you feel involved or distant, and why?

PERFORMING A MONOLOGUE

lesson 1: exploring monologues and selection

Lesson Objective:
To understand the acting form of a monologue, analyse examples, and select one to study and perform.

Success Criteria:

Students can define the key features of a monologue.
Students explore multiple monologues and justify their choice.
Students submit their chosen monologue by the end of the lesson.

Learning Activities:

Introduction (10 minutes):
- Teacher presents examples of monologues (video or live readings) to highlight key features like structure, character focus, and performance techniques.
- Class discussion on what makes a monologue compelling.
Exploration (25 minutes):
- In pairs, students review the six provided monologues in Dropbox under "The Monologue" tab.
- Discuss character fit, emotional connection, and technical demands for each option.
- Students can propose their own monologue from a movie, pending teacher approval.
Selection and Submission (15 minutes):
- Students finalize their choice and submit their selected monologue via Google Classroom by answering the posted question.

Resources:

Dropbox folder with six monologues (three male, three female).
Example monologue videos for inspiration.
Google Classroom question for submission.

Reflection/Evaluation:

"Why did you choose this monologue?"
"What challenges might you face in performing it?"

lesson 2: script annotation and analysis

Lesson Objective:
To analyse a selected monologue, annotate it for meaning, and identify key expressive elements.

Success Criteria:

Students annotate their scripts, highlighting emotional shifts and performance techniques.
Students complete the Google Slides "Script Annotation" activities.
Annotated scripts are submitted by the end of the lesson.

Learning Activities:

Introduction (10 minutes):
- Teacher reviews the purpose of script annotation, focusing on identifying emotional beats, pacing, and character intentions.
Annotation Workshop (60 minutes):
- Students complete tasks from the Google Slides "Year 10 Drama: Script Annotation," analyzing tone, subtext, and vocal delivery.
- Annotations should include comments on shifts in mood, key gestures, and vocal emphasis.
Submission and Peer Review (20 minutes):
- Annotated scripts are submitted for feedback on Google Classroom.

Resources:

Google Slides: "Year 10 Drama: Script Annotation."
Google Doc: "Script Annotation Template" (editable for each student).

Reflection/Evaluation:

"What insights did your annotation give you about your character?"
"Which line do you think will be the hardest to deliver, and why?"

Year 10 Drama - Script Annotation

Script Annotation Activity

lesson 3: exploring vocal elements

Lesson Objective:
To develop vocal techniques and experiment with expressive delivery for a monologue.

Success Criteria:

Students practice vocal elements (pause, volume, pace) individually.
Students submit a voice-recorded version of their monologue by the end of the lesson.

Learning Activities:

Warm-up (10 minutes):
- Group vocal exercises focusing on pitch, breath control, and clarity.
Vocal Practice (30 minutes):
- Students work individually with their scripts, focusing on one vocal element at a time (e.g., adjusting volume or pacing).
- Combine vocal elements for full delivery but avoid focusing on accents.
Recording Task (10 minutes):
- Students record their monologues and submit them via Google Classroom.

Resources:

Annotated scripts from Lesson 2.
Recording devices (phones, tablets, or classroom tech).

Reflection/Evaluation:

"How did each vocal element impact the delivery of your lines?"
"What do you need to focus on in your next rehearsal?"

lesson 4: BLOCKING AND STAGE DIRECTIONS

Lesson Objective:
To create stage directions and incorporate physical actions into the monologue performance.

Success Criteria:

Students develop a list of actions and stage directions for their monologue.
Students rehearse small sections with integrated actions.

Learning Activities:

Introduction (10 minutes):
- Teacher demonstrates the importance of stage directions and gestures in enhancing a monologue.
Independent Work (30 minutes):
- Students find their own space and rehearse line-by-line, deciding on gestures, movements, and facial expressions.
- Annotate stage directions directly onto scripts.
Rehearsal and Feedback (10 minutes):
- Students rehearse small sections, focusing on connecting actions with vocal delivery.

Resources:

Annotated scripts from Lessons 2 and 3.

Reflection/Evaluation:

"Which actions felt most natural for your character?"
"What adjustments did you make to improve your performance?"

lesson 5: FEEDBACK AND PEER COACHING

Lesson Objective:
To perform the monologue for a peer and refine it based on constructive feedback.

Success Criteria:

Students receive and provide constructive feedback using the Google Classroom "Feedback Sheet."
Performances are improved and re-recorded based on feedback.

Learning Activities:

Introduction (10 minutes):
- Teacher explains peer feedback expectations and demonstrates using the "Feedback Sheet."
Peer Performances (40 minutes):
- Students pair up to perform their monologues and complete the feedback sheet for their partner.
Improvement and Recording (40 minutes):
- Students refine performances based on feedback and record an improved version.

Resources:

Google Classroom: "Feedback Sheet."
Recording devices.

Reflection/Evaluation:

"What feedback was most helpful, and how did you apply it?"

lesson 6: FINAL PERFORMANCE

Lesson Objective:
To rehearse and present the final monologue performance to the class.

Success Criteria:

Students perform a polished monologue with integrated expressive skills and stage directions.
Students submit a video recording of their performance.

Learning Activities:

Final Touches (10 minutes):
- Students rehearse individually, focusing on feedback from previous lessons.
Class Performances (40 minutes):
- Each student performs their monologue for the class, with a friend recording their performance.

Resources:

Annotated scripts and previous recordings.

Reflection/Evaluation:

"What are you most proud of in your final performance?"

lesson 7: REFLECTION AND EVALUATION

Lesson Objective:
To evaluate the play-making process and personal growth through performing a monologue.

Success Criteria:

Students complete a detailed reflection form, identifying strengths and areas for growth.

Learning Activities:

Reflection Form Completion (30 minutes):
- Students answer a series of questions in the Google Reflection Form about their process and performance.
Class Discussion (20 minutes):
- Share insights and celebrate achievements.

Resources:

Google Classroom: "Reflection Form."

Reflection/Evaluation:

"What did this process teach you about acting and character development?"
"What would you do differently next time?"

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