The Audition Process

Lesson Nine: The Audition Process

 

Objective: Students will be able to demonstrate their understanding of professionalism, slate, and responding to an audition by presenting and giving feedback to auditions in small groups.

  • Formal. Perform mock audition preview in small groups and give feedback to group members.
    • 30 points total. 15 points for performing, 15 point for giving feedback.
  • Adaptations:
    • Students who struggle with writing can share their feedback verbally, or they can choose one category to evaluate each of their peers on.
    • Students with special needs may only need to complete 2 feedback forms and still receive passing points.

 

Facets: Interpretation, Application

Standards: TH.PR.6.HSI a. Perform a scripted theatrical work for a specific audience.

 

Materials: Preview Evaluation forms for each student https://docs.google.com/spreadsheets/d/1Eay-_uAEdUntp_jyujvFwQWjiJ0UQbkeb_mf9RyH0Xc/edit?usp=sharing

 

 

Hook:

Bellwork: Have each student answer the question “What makes you the most nervous about auditions?” Maybe have a few of them share their answers. Share some things that make you nervous about auditioning. Talk about things that also help us feel calm.

 

Introduction (3 minutes)

We’ve been practicing and refining our two contrasting monologues, and now it’s time to apply them to a real situation. Today, we are going to turn our monologues into auditions. How many of you have auditioned for something before? What did the room look like? How did you feel? (If no one has auditioned before, offer examples as the teacher).

There can be a lot of unknowns in an audition, like how many people will be in the room, what the room will look like, what kind of actor they’re looking for, etc. In my experience, there is usually a director and a couple of other people behind a table. There is an X taped on the floor where you are supposed to stand. All of the other elements vary from room to room. Today, we’re going to work on things to help us feel prepared and confident as we walk into an audition.

 

Instruction (3-5 minutes)

The way we introduce ourselves in theatre or film auditions is called a “slate.” It’s usually just a few seconds long. What kind of information should we try to convey in this brief introduction? Field answers and apply them as we go along.Your monologues show that you can act, and your slate introduces you as a person. There are lots of different things you can include in a slate, and everyone’s slate is probably going to be a bit different. Make sure to include your name and the names of the plays your monologues are from. You can also include the playwright, the character you’re auditioning for, or other things that might be applicable to a specific audition.

Slates – main concept: who are you, and who are you pretending to be

  • Positive
  • Enjoy introducing yourself
  • This is the one time you make eye contact with an actual person in the room
  • This is your first impression. Be you. And make you look appealing
  • If you’re nervous, laugh a little bit to yourself outside to help you relax and become positive

 

 

Partner practice (5-7 minutes)

Model a slate for them (i.e. “Hi, I’m Jane Doe. My monologues today are from You Can’t Take it With You and Summer and Smoke”), and then have them pair up to practice slates together. Grab a partner and take turns giving slates – just slates. Everyone should practice at least 3 different slates. Change it up a bit each time.

You get to decide which monologue you perform first. If you’re a little bit nervous at the beginning, maybe you want to do your monologue you’re more comfortable with first. Is it easier for you to transition from your serious monologue to your funny one? Or is it easier the other way around? What will keep your energy up through the whole audition? These are things to think about as you try your monologues in different combinations.

 

Modeling (7 minutes)

Come back together as a class. If they’re really excited to share, invite a few of them to stand up by their chairs and slate for the class. If they feel ready to move on, move on. Your audition starts as soon as you enter the room. Be confident and ready to perform as soon as the door opens, because this is when the auditioner will start to see you. First impressions are important. Before we address what a good audition looks like, what are some bad ways we could start an audition?

Ask for a few volunteers to walk into the room looking unprepared — show us what NOT to do as you walk in. Act as if your classmates are the people running the audition. You don’t need to launch into your monologue. Just step out into the hall, then come back in and do your slate. As you watch your classmates, what are some things notto do as you walk into the room? Start a list on the board of do’s and don’ts. After each student does their fake bad audition, ask the class to offer suggestions to add to the list, of either things to do or things to avoid. Flesh out this list of things to do and avoid in an audition. Try to show confidence and personality, and remember that they want you to be great.

 

Model again (5 minutes)

Have one teacher perform a full slate and two monologues to show students what an audition should fully look like. Focus on the transitions between slate & first monologue, and between monologue 1 and 2. What questions do you have?

 

Individual Practice: (7 minutes)

Let the students separate in the classroom to practice slating and refresh their monologues on their own for 7 minutes. Remember to try to incorporate all of the things we’ve been learning about for the past month.

 

Instruction/Transition: (3 minutes)

We’re going to split the class into smaller groups to practice our mock auditions today to help you get ready for the final assessment. In those groups, we’re also going to give each other small critiques. Hand out the rubric/critique forms. Everyone should get 6-7 copies. These forms that look a lot like the final rubric you’ll be graded on next time. There are 5 main categories. For each category, write down something you liked or something you have a question about for each of your classmates – or at least two positive comments and two questions per person. You’ll also fill out one for yourself. Questions?

 

Group Activity: (40 minutes – 6ish minutes per student, including transitions and feedback)

Break up into 3 smaller groups, and find a large enough space in the room. Have each student step away and then walk into the group space as if they were walking into the room to audition. Have everyone do their whole audition, from slate to thank you, with a minute or two after each one for students to fill out their forms. As students are wrapping up, as a group share things you noticed that were awesome in general or specific. What are things we’re still struggling with as a group?

 

Wrap-Up (3 minutes)

Thanks for all your work today. Collect student critiques and mark that they were finished, then give them to the student who they were critiquing. Please look over this information. Write down answers to the questions. Practice your auditions at home at least 3 times to prepare for next time.

REMINDER: FINAL AUDITIONS ASSESSMENT NEXT CLASS