Year Nine Monologue Unit
Duration 5 weeks
Performance Assessment Due: Week 9
Weighting 50% (Term 3 Result)
Logbook tasks Due: Week 10 (1 st Drama lesson)
Weighting 25%
Class Participation Every lesson
Weighting 25%
For the next five weeks you will be compiling and creating an individual piece which you will be performing in front of our class. The running time of your piece is to be
2- 4 minutes.
You will be assessed on the following criteria:
Class participation: 25%
Log book tasks: 25%
Performance: 50%
Lesson 1:
Discussion of requirements for the monologue unit.
Distribution of assessment requirements and criteria
Assignment of monologue buddies
Logbook task: Brainstorm of ideas for character, setting, favourite scenes from films/plays/poems/books/artworks (10 marks)
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Discuss site “script o rama” – favourite film monologues can be retrieved from this site
Inspiration can be sought from story books, novels, poems, plays, artworks, newspaper and magazine articles etc.
Emphasise the fact that a decision regarding your character needs to be made by next lesson.
Practical Component: Students choose to do a mini performance individually within the circle from the following choices:
 sing and create actions for your favourite song chorus or nursery rhyme
OR
 tell the class about your most embarrassing moment or strange dream
The idea behind this practical component is to allow students to become accustomed to ‘performing’ alone in front of the group
Reflection Homework Logbook Task
First, recount your mini performance in writing – describe what you said and did. (5 marks)
Answer the following questions:
1) How did the class react to your performance? (2 marks)
2) Explain at least one way that you could change your performance to improve it (1 mark)
3) Describe your feelings before, during and after your performance.
(2marks)

Lesson 2
 Distribute ‘starting points’ instruction sheet.

Discuss suggestions for developing character.

Discuss the idea of adapting a character piece from a story/novel/nursery rhyme/magazine articles/art works/photographs.
Practical Component:
Distribute images/poems/news articles to buddies
In pairs students are to develop a story for the character/s depicted.
The story should contain (recipe) a) a sound scape to represent location and create atmosphere b) a freeze frame c) a simple narration of the character involved in a situation/doing a task d) a flashback where both students depict a scene in the character’s life from the past or future
Students present their story to the class
Logbook Task: Students will present their bios, informally next lesson
1) Write a description of your character – address the following criteria:
*personal details- age, occupation, nationality, star sign, birth date, address, languages spoken, education, hobbies and family details (10 marks)
2) Physical characteristics of your character – describe all of the following:
*Weight, height, physical appearance, walk/ way of moving, body language, attitude, vocal characteristics (10 marks)
3) Compose five questions that your character could be asked by class members. For example – what is your greatest dream or fear? ( 5 marks)
Homework:
Search for and find some stimulus materials that inspire you with ideas for creating a character – Include these in your logbook
Find and item of clothing or a prop that will assist you in establishing your character next lesson…………

Lesson 3
Practical Component:
Students sit in circle and provide information regarding what they know about their character so far – problems encountered etc.
Students don their prop/item and complete the following exercises
Finding yourself
 walk about the room randomly without acknowledging anyone else
 freeze

Walk about the room randomly acknowledging no one. Repeat the following phrases as your character – you may alter slightly to suit your character’s personality – “do you have the time please sir?” –
“yes of course I can see that far!” – “are you certain that there is no chocolate?” – “why are you making me do this?” - “I love you” – I hate you” – “shut up!” – “I’m too tired to continue this conversation.”

Freeze in between phrases and assume a frozen pose that embodies what you have said

Begin using these phrases and saying them to other characters
Buddy Banter

Choose two phrases with your buddy

Your aim is to create a 30 second piece where one character attempts successfully to ‘steal’ the other’s item/prop

Present your piece to the class
Greetings

Randomly walk about the room greeting people with short greetings only

Freeze regularly

Find your buddy and choreograph a physical greeting to suit both your characters

Meet on a park Bench and Chat

Create a conversations together – 30 seconds in length – get to know each other

Present these for the class

Lesson 4
Practical Component:
Students don their prop/costume and complete the following exercises:
A Day in the Life – music can be played as the students mime to assist with imaginative processes and ‘break the ice’
 Students lie on the floor ‘in character’ –asleep – play relaxing music

Stop music and wake up the characters.

Begin your morning routine MIMING

Freeze

Fast forward to later in the day

Repeat

Return to bed at the end of the day

Sleep
Character Phone Call

Two students in space doing a common activity / MIMING

Phone rings, one character answers and eventually hangs up

Phone rings again and other character answers it

Impro ends with 2 nd
hang up.
Students need their questions (should have composed three for homework – lesson 2).
Hot Seat
Students volunteer to be interviewed by the class in the ‘hot seat’
Questions about the character’s life and past experiences
Audience can use devised questions as prompts
Hands must be raised
Character/teacher chooses the questioners
Logbook Task: Choose two of the following
1) Write a diary entry as your character – describe events in your life and your reaction to them (10 marks)
2) Compose three detailed answers to three of the questions in today’s lesson
(10 marks)
3) Recount one class activity done today. Discuss your observations and experiences in detail (10 marks)

Lesson Five
Script writing lesson
Students to utilise ‘starting points’ sheet, as well as all they know about their character so far to compose a performance 2 – 4 minutes in length.
Criteria for explanation:
 don’t forget it is a performance and not just a speech
 know how to use your voice
 use minimal props
 don’t rush your performance
 ensure you have an appropriate relationship with the audience
 don’t rely heavily on recorded sound
 know your lines
 know your performance space and use it well

Consider the material in terms of a whole integrated theatrical performance.

There needs to be a sense of a beginning, middle and end within the

What is engaging about the performance? How can the engaging elements be emphasised?

Is it clear what the performance is about?

What are the key moments? How do the staging and theatrical techniques heighten these moments?

How are setting, mood, situation and character established?

Is there enough variety, i.e. light and shade?

Does the blocking keep the audience interested?

Are there any transitional moments? How do these add to the performance rather than detract from it?

How does the character develop within the piece?

Is the stage space used effectively, maintaining a clear actor audience relationship?
Questions to Consider:

Where is your character?

What are you doing?

What is your purpose – as a character?

How will you move in the space?

How will you set the space?

Will you speak directly to the audience?

Are there others characters around you?

What reactions do you seek from the audience?

List your objectives.
If you are stuck:

Begin with your character doing some kind of activity – not necessarily speaking, may be miming (eg reading the paper, doing yoga, drinking a cuppa, watching the tele)

Begin by introducing your character and showing and telling the audience interesting details about yourself and your life
Homework – Complete your script and know what you want to do in the space

Lesson 6
Group circle – discuss how scripts are progressing – problems encountered, positive outcomes.
Practical Component – Exploring Voice
Circle Hum
Circle Brrrrrr…..
Face Massage
Jaw dropper
The lion – yoga pose
Spinal string and shoulder roll
Connecting Emotion with Speech – repeat the following phrases using a variety of volumes.
 “I really want that bike”
 “A bike, wow!”
 “Watch out for that bike idiot – you’re gonna run over it!”
 “Wow, that was close”
Vibrations in the Body
Breathe in rhythm with your partner – back to back
Turn in to a hum, feel the vibration from your centre in unison
Return to natural breathing and feel the life w/in your body
Moving to free the Breath - helps body to release tension so you can extend beyond your normal vocal pattern
Count to four aloud, walk the room randomly, leap on the number as instructed by your teacher
Class Circle – sound and whole body movement.
Class copies each student’s sound and movement – by passing it around the circle
Students take turns at changing the sound and movement and passing around
Or passed to one person, copied then altered and passed to the next till everyone has had a turn.
Tongue Twisters
Repeat the tongue twisters in a number of ways – Vary the volume,
Whisper, Exaggerate clarity, clear intention, concentrate on conveying the meaning
Killer kangaroos clearly convince crazy cockatoos to kick the cricket ball correctly
Woeful wombats wobble wearily on walkabout, wishing for whisky

Tongue twister relays
Five in a team
Each player repeat twister three times – can be read – must be perfectly said or start again
Inflection
Say the phrase: “goodbye then” in the following ways:

Dejectedly

Questioningly

Joyfully

Upset

Suspiciously

Cheerfully
Say the phrase “that’s what she said” in the following ways:

With shame

With hilarity

Slyly

Warmly

With surprise
Group Hum
Groups of five or six:
 heads together in a circle on the floor
 shift the pitch around
 increase and decrease the volume
 experiment with different sounds
Jazz Jam – two begin by making ‘instrumental’ sounding vocals
-Each class member adds to this gradually
Centring the Voice – Warm Down (Page 72 Performance)
See photocopy on next page for details of this exercise
Logbook Questions
1) What are the strengths and weaknesses of your voice?
2) What types of voices engage you?
3) What can you tell about a person just by the sound of their voice on phone?
4) Do you think your voice represents who you really are?
5) Describe the type of voice you’d like to have.
6) Which exercise did you enjoy most, why?
7) Which exercise taught you most, why?
Total Marks /15

Starting Points for Developing your Performance
Places/ Environments/Settings Song words
In a waiting room
Backstage before a show
Adapt lyrics to use in your script
Behind the counter in a shop
In a hairdressing salon
At the beach
In a cemetery
Newspaper Articles
Create an interesting character using the media as a starting point
In a room in your house
On stage
At school
In an office
Occupations
Dancer
Themes
Cultural differences
Growing up
Bullying
Stress
Burglar
Doctor
Detective
Mechanic
Teacher
Musician
Writer/poet
Artist
Brickie
Plumber
Photographer
Sport
Justice
Conformity
Genres
Comedy
Tragedy
Drama
Absurd
Melodrama
Musical
Singer
Actions
Gardening
Writing
Typing
Talking on the phone
Putting on make up
Doing dishes
Baking
Dancing
Reading
Hanging out washing
Street theatre

Lesson Seven
Devising Scenarios
Warm up
Students wander the room at random as their character
Meet and greet the other characters
Try to get another character to do what you want them to. Remember do not Block!
Ideas –
Make a cup of tea
-carry a suitcase
-stand in line
-thread a needle
-take a photograph
- give you and autograph
- buy a raffle ticket
Mini Scene – Mime only
Students buddy up and complete the following task:
With your buddy devise a one minute performance that shows you both involved in some sort of activity as your character. Begin and end with a freeze frame.
Ideas
-trying on clothes
-fishing
-walking a big and savage dog
-wrapping Christmas presents
-picking fruit
-chopping wood
Rehearse Scripts with Buddy
Reflection – Logbook :
‘Positive Visualisation ”
Write at least two paragraphs (200 words) for this task:
Imagine yourself performing your script perfectly. Describe in detail the highlights of your performance, explain exactly what you do (how you perform the piece) and discuss the audiences’ reactions to parts of your piece.
(10 marks)

Lesson Eight
Prop Impro
Choose something from the prop box and, as your character, impro a piece with your buddy.
Prop List
Bunch of flowers
A book
A belt
A saucepan
A hanky
A ball
A clock
Scissors
Fluffy toy
Face washer
A torch
A key
A screwdriver
A towel
First Line Challenge
Starting-line Ideas
“Open the door please”
“Shhhh, I think I can hear something”
“I’ll pay the bill”
“Here, take it!”
“Wait for me”
“There’s been something I’ve wanted to say to you for a long time”
“At least try it once”
Run Scripts with your buddy
Reflection: - Logbook (5 marks)
Explain what elements of your character were revealed by the chosen props.
OR
As your character write a diary entry about the events that occurred today in your scene. AS your character, describe your thoughts and experiences.

Lesson Nine and Ten
Assessment of the monologue performance characters
Video tape performances so that students can critique their own performances in an objective manner.
Performance Criteria Assessments Completed
Collection of Logbook Tasks

Name:
Class:
Name of Piece:
Synopsis:
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Stage Five
Marking Criteria For Assessing Performance
Guidelines
Vocal – projection, dynamics, clarity,
Marks tone, pitch, pace
/5
Movement – control, energy, spatial awareness
Timing – control of delivery, awareness of rhythms
Character – belief, conviction, energy
/5
/5
/5
Clarity in role(s), focus /5
Effective use of space and relationship with the audience
/5
Comments:
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