{"id":6101,"date":"2021-02-27T05:21:06","date_gmt":"2021-02-27T05:21:06","guid":{"rendered":"https:\/\/tedb-old.byu.edu\/?page_id=6101"},"modified":"2021-02-27T05:21:06","modified_gmt":"2021-02-27T05:21:06","slug":"contrasting-monologues","status":"publish","type":"page","link":"https:\/\/tedb-old.byu.edu\/?page_id=6101","title":{"rendered":"Contrasting Monologues"},"content":{"rendered":"<p><strong><u>Lesson Five: Contrasting Monologues<\/u><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Objective<\/strong>: Students will demonstrate their understanding of contrasting monologues through selecting a comedic monologue and analyzing their monologue in comparison with the dramatic monologue already selected.<\/p>\n<ul>\n<li>Informal. Share with a partner the difference between comedic &amp; dramatic texts.<\/li>\n<li>Informal. Discuss in groups the place and appropriateness of each type of monologue.<\/li>\n<li>Formal. Memorize their first monologue.\n<ul>\n<li>25 pts possible<\/li>\n<\/ul>\n<\/li>\n<li>Adaptations:\n<ul>\n<li>Practice memorizing a small section of your monologue (2-4 lines). This adaptation might need to be used if memorizing is overwhelming to our students.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Facets<\/strong>: Explanation, Interpretation, Application<\/p>\n<p><strong>Standards<\/strong>: TH.PR.5.HSI a. Use a variety of acting techniques to expand skills in a rehearsal or theatrical performance.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Materials<\/strong>: Powerpoint slides with comedic and dramatic monologues. <a href=\"https:\/\/docs.google.com\/presentation\/d\/1rmpueuieBmTskIUcn29eorWlCZxZlJNqZNsOsffCdZ4\/edit?usp=sharing\">https:\/\/docs.google.com\/presentation\/d\/1rmpueuieBmTskIUcn29eorWlCZxZlJNqZNsOsffCdZ4\/edit?usp=sharing<\/a><\/p>\n<p>22 photocopies <em>To Kill a Mockingbird (<\/em>pg 90-91)<\/p>\n<p>22 photocopies <em>The Miracle Worker (<\/em>pg 84-85)<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><u>Opening<\/u><\/p>\n<p>Everyone pull out a piece of paper and a pencil and write down your dramatic monologue. No looking at your script. Take your time. Use techniques we talked about last time to remember it. Get as much of it on the page as you can. When you finish, turn these in. Then turn to a partner and share\/perform your monologue.<\/p>\n<p>&nbsp;<\/p>\n<p><u>Transition<\/u><\/p>\n<p>How did memorizing your first monologue go? Everyone feel ready to move on to part two? We have spent several days working on our first, dramatic monologues. At this point, we are going to shift gears a little bit and start working on the second half of this unit.<\/p>\n<p>&nbsp;<\/p>\n<p><u>Activity<\/u><\/p>\n<p><em>PP Slide:<\/em>Have a short monologue on screen. It will be comedic, but do not tell students. Have one student read it aloud. Discuss whether it is comedic or dramatic. What features signify comedic\/dramatic? Why?<\/p>\n<p>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Language. Happy? Sad?<\/p>\n<p>Punctuation. Strong? Unsteady?<\/p>\n<p>Descriptions. Positive? Negative?<\/p>\n<p>Content. Light? Heavy?<\/p>\n<p>Next slide, a short dramatic monologue. Don\u2019t tell students it is dramatic. Have another student read it aloud. Again, discuss whether it is comedic or dramatic. What features signify comedic\/dramatic? Why?<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><u>Discussion<\/u><\/p>\n<p>Why does it matter to know the difference between dramatic and comedic monologues? Where\/when is each one appropriate for use?<\/p>\n<ul>\n<li>Auditions, type of play<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><u>Write It Out<\/u><\/p>\n<p>Have students write down at least 3 features that distinguish their dramatic monologue as dramatic and not comedic.<\/p>\n<p>Pull up the example comedic monologue from the beginning. Have students write down 3 features that make this a clearly comedic monologue.<\/p>\n<p>&nbsp;<\/p>\n<p><u>Pair-Share<\/u><\/p>\n<p>Share with a partner a situation outside of theatre that this concept information could be applied or found useful. How can our awareness of comedic and dramatic clues help us outside theatre class?<\/p>\n<p>&nbsp;<\/p>\n<p><u>Transition<\/u><\/p>\n<p>It\u2019s good to know the differences between comedic and dramatic monologues, but what about everything else? Where do we find monologues? How do we know if they are good or not?<\/p>\n<p>&nbsp;<\/p>\n<p><u>Strong Monologues<\/u><\/p>\n<p>There are a couple important concepts we are going to focus on that clue us in to a strong monologue.<\/p>\n<ol>\n<li>Active Voice \u2013 not passive, not narrative, not telling a story.<\/li>\n<li>Working through a partner \u2013 does not have to be a continuous chunk of dialogue. Talks with and through a second character in the scene.<\/li>\n<li>Cutting \u2013 time as well as content. In most professional settings, auditions\u2014consisting of two contrasting monologues\u2014are about 3 minutes long. So each monologue should be about a minute\/minute and a half. Cut it, but make sure it still feels complete. Don\u2019t just end it. Pick the essential lines that help move the story forward.<\/li>\n<li>Character suits Actor \u2013 gender and age align.<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<p><u>Practice\/<strong>Modeling<\/strong><\/u><\/p>\n<p>Before we set you loose to figure this out on your own, we are going to do some in class practice.<\/p>\n<p>*Hand out copies of a two page excerpt from <em>The Miracle Worker<\/em>. One copy to each student. Read through the excerpt together.<\/p>\n<ul>\n<li>What is happening in this piece? Why is it important? To whom is it important?<\/li>\n<li>What is that character\u2019s main objective or goal? Why?<\/li>\n<li>What lines do we need to help us tell this story? What does the character need to fulfill their objective?<\/li>\n<\/ul>\n<p>After class modeling is finished, pair the class into partners and *hand out copies of <em>To Kill A Mockingbird <\/em>excerpt. One copy to each partnership.<\/p>\n<p>Let the partnerships decide how to cut the dialogue. They must cut it to where it creates a monologue that is no more than 60 seconds long. Have them consider:<\/p>\n<ul>\n<li>What are the important lines?<\/li>\n<li>Which are the storytelling lines?<\/li>\n<li>What needs to be said, what doesn\u2019t need to be said?<\/li>\n<li>Which lines will present an appropriate arc?<\/li>\n<\/ul>\n<p>(<strong><em>Write these questions on the board<\/em><\/strong>)<\/p>\n<p>Make sure to save space and time for acting choices. Don\u2019t just straight read through the lines.<\/p>\n<p>&nbsp;<\/p>\n<p><u>Examples<\/u><\/p>\n<p>When the students are done, ask for a few partnership volunteers to read their cutting. The other students will follow along. After each reading, analyze as a class why lines were cut and how that can be useful.<\/p>\n<p>&nbsp;<\/p>\n<p><u>Monologue Selection<\/u><\/p>\n<ul>\n<li>Good websites for monologues:\n<ul>\n<li><a href=\"https:\/\/www.backstage.com\/monologues\/\">https:\/\/www.backstage.com\/monologues\/<\/a><\/li>\n<\/ul>\n<\/li>\n<li>This website has a pretty good search filter\n<ul>\n<li><a href=\"http:\/\/stageagent.com\/monologues\">http:\/\/stageagent.com\/monologues<\/a><\/li>\n<\/ul>\n<\/li>\n<li>This one has the best filter for searching monologues\n<ul>\n<li><a href=\"http:\/\/www.monologuearchive.com\/\">http:\/\/www.monologuearchive.com<\/a><\/li>\n<\/ul>\n<\/li>\n<li>Most of these monologues are really long, but you can cut them down.<\/li>\n<li>Remember: not all of the monologues on these websites will be great. You still need to read them and make sure that they are active, working through a partner, and appropriate for you as a person. And if a monologue is too long, you can cut out some lines to bring it back down, so it\u2019s only 60-90 seconds long.<\/li>\n<\/ul>\n<p>As you search through monologues tonight, make sure you keep in mind character traits. Don\u2019t find a monologue for a 55 year old male if you are a 16 year old girl. It doesn\u2019t have to be your real age, but an age that you could reasonably play.<\/p>\n<p>&nbsp;<\/p>\n<p><u>Wrap Up<\/u><\/p>\n<p>Can someone recap what makes a good monologue? What are some helpful things to keep in mind as we cut monologues?<\/p>\n<p>Keep all this in mind because tonight you will be selecting your own comedic monologue. You will bring a copy to class next time we meet.<\/p>\n<p>Along with your selection, you need to write 3-5 sentences justifying your selection.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Assignment: Find second, comedic monologue.<\/strong><\/p>\n<p><strong>\u00a0\u00a0\u00a03-5 sent justification of choice.<\/strong><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Lesson Five: Contrasting Monologues &nbsp; Objective: Students will demonstrate their understanding of contrasting monologues through selecting a comedic monologue and analyzing their monologue in comparison with the dramatic monologue already selected. Informal. Share with a partner the difference between comedic &amp; dramatic texts. Informal. Discuss in groups the place and appropriateness of each type of &#8230;<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":""},"categories":[],"tags":[],"_links":{"self":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/6101"}],"collection":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=6101"}],"version-history":[{"count":1,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/6101\/revisions"}],"predecessor-version":[{"id":6102,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/6101\/revisions\/6102"}],"wp:attachment":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=6101"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=6101"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=6101"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}