Talent
Theatre Program
2009 - 2010
Revised June, 2009
Lead Teacher: Mat Grau
TALENT EDUCATION PROGRAM
2009-2010
Purpose: The purpose of the Theatre / Talent Education Program is to develop the theatrical
talents in students identified as Talent/ Theatre. The Talented Theatre Program
addresses performance skills, theatre history, analysis and criticism, theatre production
and theatre business.
Forms for your reference
TTP 1 Rating Scale
TTP 2 Talent Theatre Screening Form
TTP 3 Letter to Parent from Teacher, TEP
TTP 4 Letter, refer to A/BIT and monologues
TTP 5 Letter, did not meet school level screening
Theatre Screening Instrument
Student’s Name:_______________________________________Date:_______________
School:_________________________________________________________________
Individual Completing Form:________________________________________________
DIRECTIONS: Your ratings should be based on the student’s actual observable behavior. Please rate the student on each of the following
items by circling the appropriate number in the column on the right. Each rating should be accompanied by concrete examples as
justification.
FREQUENCY
BEHAVIOR
Seldom
Or
Never
Occasionally
Average
Usually
Almost
Always
Is effective in vocally communicating
1
2
3
4
5
ideas, directions, and feelings to others
Justification:_______________________________________________________________________________________________________
______________________________________________________________________________________________
Shows Leadership in group activities,
1
2
3
4
5
but follows when appropriate
Justification:_______________________________________________________________________________________________________
_____________________________________________________________________________________________
Shows emotion and feels with others
1
2
3
4
5
in shared school experiences
Justification:_______________________________________________________________________________________________________
______________________________________________________________________________________________
Shows freedom in using facial
1
2
3
4
5
expression, gestures, and body
Justification:_______________________________________________________________________________________________________
_____________________________________________________________________________________________
Shows ability to focus on the
1
2
3
4
5
activities at hand
Justification:_______________________________________________________________________________________________________
______________________________________________________________________________________________
Stays with a task until it is
1
2
3
4
5
successfully completed
Justification:_______________________________________________________________________________________________________
______________________________________________________________________________________________
Shows imagination in deciding how
1
2
3
4
5
to proceed with a problem
Justification:_______________________________________________________________________________________________________
_____________________________________________________________________________________________
Responds to activities in elaborate detail
1
2
3
4
5
Justification:_______________________________________________________________________________________________________
_____________________________________________________________________________________________
Shows ability to mimic physical and
1
2
3
4
5
Vocal behavior of others
Justification:_______________________________________________________________________________________________________
_____________________________________________________________________________________________
Volunteers to perform in front of
1
2
3
4
5
People
Justification:_______________________________________________________________________________________________________
_____________________________________________________________________________________________
TOTAL RATING:_______________(Add all circled numbers.) Reviewed By:_________________________________(talent)
PLEASE INFORM SUCCESSFUL CANDIDATES ABOUT MONOLOGUE. Reference pages 53-57 for Grades 4-6 and page 58 for
Grades 7-12.

Each item receiving a score of four or above on the rating scale must be documented with examples, or samples of the
student’s work, whichever is more appropriate. The student must score in the range of 48-50 on the theater-screening to
warrant an evaluation
TTP 1
INSTRUCTIONAL SUPPORT SERVICES
JEFFERSON PARISH PUBLIC SCHOOL SYSTEM
501 MANHATTAN BOULEVARD
HARVEY, LOUISIANA 70058-4495
(504) 349-7964
FAX: (504) 349-7797
www.jppss.k12.la.us
TITLE II
PDR
TITLE V
INSTRUCTION
DIANE M. ROUSSEL, Ph.D.
MARIAN BERNARD
SUPERINTENDENT
DIRECTOR OF CURRICULUM AND INSTRUCTION
AND PROFESSIONAL LEARNING
Talent Theatre Screening Form
2009-2010
A student being referred for screening for the Talent Theatre Program should exhibit the
following behaviors:











Is effective in vocally communicating ideas, direction, and feelings to others
Shows leadership in group activities, but follows when appropriate
Shows emotion with others in shared school experiences
Shows freedom in using facial expressions and gestures
Shows ability to focus on the activities at hand
Stays with a task until it successfully completed
Shows imagination in deciding how to proceed with a problem
Responds to activities in elaborate detail
Shows ability to mimic physical and vocal behavior of others
Comfortable volunteering to perform in front of people
Expresses interest in theatrical activities
School:____________________________________________
Name of Student:_______________________________________________________
Grade:____________________________________
Recommending Teacher:_________________________________________________________
Room Number:_______________________________
Thank You for Cooperating,
Talent Theatre Teacher
TTP 2
INSTRUCTIONAL SUPPORT SERVICES
JEFFERSON PARISH PUBLIC SCHOOL SYSTEM
501 MANHATTAN BOULEVARD
HARVEY, LOUISIANA 70058-4495
(504) 349-7964
FAX: (504) 349-7797
www.jppss.k12.la.us
TITLE II
PDR
TITLE V
INSTRUCTION
DIANE M. ROUSSEL, Ph.D.
MARIAN BERNARD
SUPERINTENDENT
DIRECTOR OF CURRICULUM AND INSTRUCTION
AND PROFESSIONAL LEARNING
Talent Education Program
2009-2010
Date:___________________________
To the parents/guardians of ______________________________________________________,
Your child is being recommended by __________________________________________ to be
screened for the talent theatre program at his/her school. Please note that this screening does not
guarantee participation in the program. It only gives the student an opportunity to be screened by
a team of talent theatre teachers. If the teachers agree that the student has the dramatic abilities
necessary to pass the required state evaluation test, they will complete the necessary paper work
to schedule an evaluation.
The Talent Education Theatre Program (TEP) is designed for students who demonstrate
exceptional ability in the performing arts of drama. Classes take place at school during regular
school hours. However, if the student participates in any TEP productions, after school rehearsals
are required and transportation to and from rehearsals is the responsibility of the
parents/guardians.
I, _________________________________________ understand that this screening does not
guarantee my child participation in the talent theatre program. A parent or guardian MUST sign
for permission at the time of the scheduled state evaluation. Notification of date and time of
evaluation comes in the form of a letter from the Special Education Office.
I give my permission for my child,____________________________ to be screened at
the school level for the Talent/Theatre Program.
I do not give my permission for my child,____________________________ to be
screened at the school level for the Talent/Theatre Program.
Parent/Guardian Signautre:_________________________________________Date:__________
Contact Number(s):______________________________________________________________
QUESTIONS??: Contact:_____________________________________, Talent Theatre Teacher
At:_________________________________________, School Phone Number
TTP 3
INSTRUCTIONAL SUPPORT SERVICES
JEFFERSON PARISH PUBLIC SCHOOL SYSTEM
501 MANHATTAN BOULEVARD
HARVEY, LOUISIANA 70058-4495
(504) 349-7964
FAX: (504) 349-7797
www.jppss.k12.la.us
TITLE II
PDR
TITLE V
INSTRUCTION
DIANE M. ROUSSEL, Ph.D.
MARIAN BERNARD
SUPERINTENDENT
DIRECTOR OF CURRICULUM AND INSTRUCTION
AND PROFESSIONAL LEARNING
Talent Education Program
2009-2010
Date:__________________________________
To the Parents/Guardian of:_______________________________________________________
School:__________________________________________
Your child was screened by two (2) talent theatre teachers on ___________________________.
The teachers agreed that your child has the dramatic abilities necessary to be referred for an
individual evaluation. Congratulations!
Attached you will find age – appropriate monologues (grades 4-12). Your child must have these
selections well memorized and performance ready in order to pass the test. The monologues need
to be acted - not recited. (Note: students in grades K-3 do not memorize monologues.) The
evaluators will also interview your child. Questions may address his/he interests and
participation in the theatre activities and creativity in theatre. The evaluators will also provide
warm-up activities to help the child relax and prepare for the evaluation.
You will receive a JP 22 (Jefferson Parish, form # 22) inviting you to a meeting at your child’s
school to further discuss the evaluation procedure.
Is you have any questions, you may contact me at:
______________________________________________________________________________
Respectfully,
__________________________________
Talent Theatre Teacher
Attachments (please circle)
Monologues, Grades 4-6
Play list for monologue Selection, Grades 7-12
XC: Cum Folder
A/BIT
TTP 4
INSTRUCTIONAL SUPPORT SERVICES
JEFFERSON PARISH PUBLIC SCHOOL SYSTEM
501 MANHATTAN BOULEVARD
HARVEY, LOUISIANA 70058-4495
(504) 349-7964
FAX: (504) 349-7797
www.jppss.k12.la.us
TITLE II
PDR
TITLE V
INSTRUCTION
DIANE M. ROUSSEL, Ph.D.
MARIAN BERNARD
SUPERINTENDENT
DIRECTOR OF CURRICULUM AND INSTRUCTION
AND PROFESSIONAL LEARNING
Talent Education Program
2009-2010
Date:_____________________________________
To the Parents/Guardians of:______________________________________________________
School:_______________________________________________________________________
Your child was screened by two (2) talent theatre teachers on ___________________________.
The teachers agree that your child, at this time, does not have the dramatic abilities necessary to
be referred for an individual evaluation.
You may want to continue your child’s interest in theatre activities, such as pretending to be
various characters and making up stories about pets, toys, etc. Creativity in theatre is also
important, and may include making costumes and makeup. Movement skills, body control, and
the ability to express emotions are also important.
If you have any questions, you may contact me at ____________________________________.
Respectfully,
__________________________________
Talent Theatre Teacher
XC: Cum Folder
TTP 5
Monologues
Grades 4-6
Directions: Students in fourth through sixth grade should be given this handout at least two
weeks prior to their scheduled screening/evaluation. They are to choose one of these
monologues to perform. The monologue should be memorized and well rehearsed. No make
up, props, or costumes are permitted.
1.
Annie (from Little Orphan Annie) - That dog there? A stray? Oh no officer, he's.... he's my dog,
His name? His name is..... Sandy. Right, that's it, Sandy. I call him Sandy, you see, because of his
nice sandy color. Answer to his name? you mean.. .when I call him? Well, you see, Officer... I just got
him and sometimes he just doesn't want to answer... But I'll call him! Here, Sandy. Here boy. Sandy.
Good Sandy. Good Old Sandy. Oh, poor boy. Did they hurt you? They're after you, ain't they? But
don't worry, I ain't gonna let them get you or me. I'll take care of you. And everything's gonna be
fine. For the both of us. If not today, well....maybe tomorrow.
2. Gwendolyn (from Poor Little Rich Girl) - Now Puffy, don't look frightened! I'm not going to let Jane
take you away. Why, you're my best friend, almost. And I love you! If I knew how to sew, I'd mend you.
Oh Puffy, maybe some day we'll go back to Johnnie Blake's and then it won't matter if you are shabby.
Of course, a farm isn't stylish. But do you remember the gingham dress I wore? With the pocket? And
we ate with father and mother, oh for a whole week! Oh I wish we were there now? But - can we pretend.
See Puffy! Here's Johnnie now. How do you do Johnnie? (imitates Johnnie) Hello, kid. Goin' fishin' with
me? See Here! "Fraid cat! You're afraid of worms. Well, come on.
3.
Lucy (from Peanuts) — Linus, do you know what I intend? I intend to be a queen. When I grow up
I'm going to be the biggest queen there ever was, and I'll live in this big palace with a big front lawn,
and have lots of beautiful dresses to wear. And when I go out in my coach... all the people will wave
and I will shout at them, and... in the summertime I will go to my summer palace and I'll wear my
crown in swimming and everything, and all the people will cheer and I will shout at them... What do you
mean I can't be a queen? There must be a loophole. This kind of thing always has a loophole. Nobody
should be kept from being a queen if she wants to be one. IT'S UNDEMOCRATIC! I know what I'll
do. If I can't be queen, then I'll be very rich. I'll work and work until I'm very rich and then I will buy
myself a queendom.
4.
Mary (from The Secret Garden) - Colin Craven, you stop that screaming! I hate you! Everybody
hates you! You will scream yourself to death in a minute and I wish you would! You stop! There is
nothing the matter with your horrid back. Martha, come here and show me his back this minute. There?
There's not a single lump there. Except for the backbone lumps and they're supposed to be there. See. I
have them too. See? No lump. It's not there. You were just mad at me for not coming back when I said I
would. Weren't you? You were and you know it. I was always coming back, Colin. I'm as lonely as
you are. I was just late, that's all. It just took me longer than I thought because.... I found your
mother's garden. You must see it.
5. Frankie (from The Member of the Wedding) - John Henry. John Henry. Come over and spend the
night with me. I thought maybe me and you could put up my Indian teepee and sleep out here in the
yard. And have a good time. Why don't you stay and spend the night? Suit yourself! I only asked you
because you looked so ugly and so lonesome. I wonder when that Papa of mine is coming home. He
always comes by dark. I don't want to go into that empty, ugly house all by myself. I think something is
wrong. It is too quiet. I have a peculiar warning in my bones. I bet you a hundred dollars it's going to
storm. A terrible, terrible dog-day storm. Or maybe even a cyclone. Something is wrong. It is too quiet.
6. Charlie (from Charlie & the Chocolate Factory) — Mum! Dad! Grandpa Joe! Grandfolks! You'll
never believe it! You'll never believe what happened! Well..... I was walking home ....and the wind
was so cold...and the snow was blowing so hard...and I was looking down to protect my face.... And
there it was...just lying there in the snow....kind of buried...! looked around.....and no one seemed to look
as if they had lost anything.... And so I picked it up and wiped if off.....and I couldn't believe my eyes. I
found a fifty pence piece. Then I thought it wouldn't hurt If I bought a Wonka Whipple-Scrumptious
Fudgemallow Delight since it was ...my fifty pence...and I was just sooo hungry for one. Well.... I took the
wrapper off slowly.. .1 ate the candy. There wasn't any Golden Ticket. But.....I still had 45 pence left
and.... Well...you know how I love chocolate— I bought another Whipple-Scrumptious Fudgemallow
Delight...and.....and... and I FOUND THE FIFTH GOLDEN TICKET. I did! I did! I really did! Hurray!
It's off to the chocolate factory!!!!
7. Charlie (from Peanuts) — I think lunch time is about the worst time of the day for me. Always having to
sit here alone. There's that cute little redhead girl eating her lunch over there. I wonder what she'd do if I
went over and asked her if I could sit and have lunch with her. She'd probably laugh right in my face. It's
hard on a face when it gets laughed in. There's an empty place next to her on the bench. There's no reason
why I couldn't just go over and sit there. I could do that right now. All I have to do is stand up. I’m
standing up. I'm sitting down. I'm a coward. I'm so much of a coward she wouldn't even think of
looking at me. She hardly ever does look at me. Why shouldn't she look at me? Is she so great and am I
so small that she couldn't spare one little moment just to .... She's looking at me. She's looking at me.
Lunchtime is among the worst time of the day for me.
8. Peter (from Peter Pan) — Tink, where are you? Quick, close the window. Bar it. Now when Wendy
comes she will think her mother has barred her out, and she will have to come back to me! Now Tink,
you and I must go out the door. Look, Tink. It is Wendy's mother. She is a pretty lady, but not so pretty as
my mother. She is saying "Come home Wendy." You will never see things sitting on her eyes. As soon as
they go away another two come and sit on her eyes. She is moaning, "Wendy, Wendy." She wants me
to unbar the window. I won't. She is awfully fond of Wendy, I am fond of her too. We can't both have
her, lady, Come, Tink; we don't want any silly mothers.
9. Tom (from Tom Sawyer) —Oh, shucks, baby you want to see your mother, I reckon. Who cares?
Nobody want ya to. Go 'long home and get laughed at. Oh, you're a nice pirate, you are. Hucky and me
ain't crybabies. We'll stay, won't we, Hucky? Let him go if he wants to. I reckon we can get along without
him. You can both go if you want to. I'm going to stay. Say! Wait! Wait! I want to tell you something.
Hold on, Joe. Hold on, Hucky. I'll tell you what we'll do. If you'll wait till its daylight, we'll all go back to
the town together. An' if you want to quit pirating an' go to Sunday School, Hucky and me won't hinder
you. We'll just know you wasn't cut out to be a terror of the seas, or mebby we'll get up a regular
robber gang instead, if you wait till 'bout ten o'clock. Is it a whack? You go to sleep and me and Hucky will
keep watch.
10. Scarecrow (from the Wizard of Oz) — Do you think if I go to the Emerald City with you, that the
Great Oz would give me some brains? If Oz will not give me any brains, I will be no worse off than I
am now. You see, I don't mind my legs and arms and body being stuffed because I cannot get hurt. If
anyone treads on my toes or sticks pins into me, it doesn't matter, for I can't feel it. But I do not want
people to call me a fool, and if my head stays stuffed with straw instead of with brains, as yours is,
how am I ever to know anything? Do let me carry that basket for you. I shall not mind it for I can't get
tired. I'll tell you a secret. There is only one thing in the world that I am afraid of. A lighted match. But
I'd face a whole box full of them for the chance of getting some brains.
4tb-6th grade Monologues
The following monologues were taken from the book Great Scenes and Monologues for Children
edited by Craig Slaight and Jack Sharrar, copyright 1993 by Smith and Kraus, Inc.
The monologue spoken by Lucy was taken from the play script of a musical based on the
comic strip Peanuts by Charles M. Schultz. Music, lyrics, and adaptation by Clark Gesner.
The monologue spoken by Charlie Brown was taken from the play script of a musical
entertainment based on the comic strip Peanuts by Charles M. Schultz. Music, lyrics,
and adaptation by Clark Gesner.
The monologue spoken by Frankie was taken from The Member of the Wedding by
Carson McCullers.
The monologue spoken by Mary was taken from The Secret Garden. Musical, book, and
lyrics by Marsha Norman were based on the novel by Frances Hodgson Bumett.
The monologue spoken by Peter was taken from Peter Pan by James Barrie.
Permissions granted by publisher:
You 're A Good Man Charlie Brown by Clark Gesner (1967). Reprinted by permission of Random House
Inc.
Peter Pan or The Boy Who Would Not Grow Up by J. M. Barrie (US 1928 by J. M. Barrie). Copyright
assigned in 1929 and 1942 to The Hospital for Sick Children, Great Ormond St., London, UK. Copyright
renewed in 1956 by Lady Cynthia Asquith, executor for J.M. Barrie. Reprinted by permission of the
Hospital.
The Member of the Wedding by Carson McCullers (1949, 1951 by Carson McCullers). Reprinted by
permission of New Directions Publishing Corp.
The Secret Garden by Marsha Norman (1992 by Marsha Norman). Reprinted by permission of Theatre
Communications Group.
The following monologues were taken from Junior Play Readings by Louise M. Frankenstein,
copyright 1963 by Samuel French, Inc.
The monologue spoken by Scarecrow was taken from The Wizard of Oz by Elizabeth Fuller Goodspeed
with the dramatization coming from the story by L. Frank Baum.
The monologue spoken by Gwendolyn was taken from The Poor Little Rich Girl by Eleanor Gates.
The monologue spoken by Tom was taken from Tom Sawyer by Paul Kester founded on the story of the
same name by Samuel L. Clemens.
Tom Sawyer was copyrighted in 1914 by Paul Kester. It was rewritten and revised in 1932 by Paul Kester
and later copyrighted in 1933 by Samuel French.
The Poor Little Rich Girl was copyrighted in 1916 (Great Britain) by the Arrow Publishing Company.
The Wizard of Oz was copyrighted in 1928 by Samuel French.
The monologue spoken by Charlie was taken from Charlie and the Chocolate Factory by Roald Dahl, adapted by
Richard George, Puffin Books, copyright Roald Dahl and Richard R.George, 1976.
The monologue spoken by Annie from the play Annie, Jr., copyright 1995 by Music Theatre International (MTI)
written by Thomas Meehan with music by Charles Strouse.
TALENTED THEATRE PLAYLIST
FOR MONOLOGUE SELECTION FOR GRADES 7-12
Directions: This list is to be given to students at least two weeks prior to their scheduled
screening/evaluation for Talented Theatre. Students in grades 7-12 are to find a section of one of these plays
to perform. The monologue should be memorized and well rehearsed, and it should be about 2 minutes in
length when performed. Only the dialogue of one character from the play may be used. No make-up, props, or
costumes are permitted. NOTE: Students should be cautioned that Shakespearean plays are written in verse,
and performing verse as a monologue requires special skills and understanding.
1. Ah. Wilderness, O'Neil
2. Anastasia, Bolton
3. Androcles and the Lion, Shaw*
4. Ann of Green Gables, Chadwicke*
5. Anne of the Thousand Days, Anderson
6. Antigone, Anouilh*
7. Arsenic & Old Lace, Kesselring*
8. The Bad Seed, Anderson*
9. The Belle of Amherst, Luce*
10. Brighton Beach Memoirs, Simon
11. Broadway Bound, Simon
12. The Crucible, Miller
13. Cyrano de Bergerac, Rostand*
14. The Diary of Anne Frank, Goodrich & Hackett*
15. The Effect of Gamma Rays on Man-in-the-Moon Marigolds, Zindel
16. The Glass Menagerie, Williams*
17. The Grapes of Wrath, adaptation Galati
18. Harvey, Chase*
19. I Remember Mama, Druten*
20. Member of the Wedding, McCullers*
21. Midsummer Night's Dream, Shakespeare*
22. Miracle Worker, Gibson*
23. No Time for Sergeants, Levin
24. Our Town, Wilder *
25. Picnic, Inge
26. Pygmalion, Shaw*
27. Raisin in the Sun, Hansberry*
28. Romeo & Juliet, Shakespeare*
29. The Skin of Our Teeth, Wilder *
30. Steel Magnolias, Harling
31. Wind in the Willows, Bennett*
*denotes a play recommended for consideration for 7-12 grades; all others only
recommended for 9-12