{"id":4685,"date":"2016-02-29T18:48:16","date_gmt":"2016-02-29T18:48:16","guid":{"rendered":"https:\/\/tedb-old.byu.edu\/?p=4685"},"modified":"2016-02-29T18:48:41","modified_gmt":"2016-02-29T18:48:41","slug":"using-the-fourth-wallspeaking-to-an-invisible-other","status":"publish","type":"post","link":"https:\/\/tedb-old.byu.edu\/?p=4685","title":{"rendered":"Using the Fourth Wall\/Speaking to an Invisible Other"},"content":{"rendered":"<p><strong>Using the Fourth Wall\/Speaking to an Invisible Other<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><em>by Christine Detweiler<\/em><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Educational Objective:<\/strong> \u00a0Students will demonstrate their ability to use the fourth wall by performing a monologue directed to an invisible other.<\/p>\n<p>&nbsp;<\/p>\n<p>**this lesson could be used in a monologue unit, audition unit, or any other performance piece that requires the use of the fourth wall\/invisible other; it was originally created for a monologue, so all references in the lesson are to that performance piece**<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Materials Needed:<\/strong> \u00a0<\/p>\n<ul>\n<li>Each student needs an individual monologue. \u00a0<\/li>\n<li>A way of showing a video clip (T.V. projector etc.)<\/li>\n<li>\u201cNanny Cam Clip\u201d from \u201cNanny Diaries\u201d https:\/\/www.youtube.com\/watch?v=ih2vstLiKps<\/li>\n<li>\u201cCriteria for Using the Fourth Wall\u201d handout (included in lesson plan attachment)<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Hook:<\/strong> \u00a0<\/p>\n<p>Have students pair up. \u00a0\u00a0Instruct one student to tell the other about their day so far. \u00a0Have the other student ask questions about their day. \u00a0\u00a0The catch: \u00a0the first student does not respond to the other students&#8217; questions or acknowledge them. \u00a0Ask for the one pair of students to act out their scene for the class. \u00a0Discuss why this scene felt unnatural, and why listening is important in conversation. (10 minutes)<\/p>\n<p>&nbsp;<\/p>\n<p><strong>STEP 1:<\/strong><\/p>\n<p>Ask the students what they do when they are listening and responding in a real conversation? \u00a0How can performing a monologue be like a conversation? \u00a0(Pausing between sentences, reacting to what was said, etc.) (5 minutes)<\/p>\n<p>&nbsp;<\/p>\n<p><strong>STEP 2: \u00a0<\/strong><\/p>\n<p>Ask students what they think the fourth wall is. \u00a0(The imaginary wall between an actor and the audience. \u00a0This is where your invisible partner is located during a monologue, and you respond to them just as you would respond during a normal conversation in real life.) (2 minutes)<\/p>\n<p>&nbsp;<\/p>\n<p><strong>STEP 3: \u00a0<\/strong><\/p>\n<p>Play the \u201cNanny Cam Clip\u201d from \u201cNanny Diaries\u201d starting at 1:12 to the end. \u00a0Ask the students who is Annie talking to? \u00a0What does she want the people she\u2019s talking to to do? \u00a0How does she try to accomplish her goal? (5 minutes)<\/p>\n<p>&nbsp;<\/p>\n<p><strong>STEP 4: \u00a0<\/strong><\/p>\n<p>Ask how Annie uses the nanny cam as a fourth wall. \u00a0(She can\u2019t see the people she is speaking to, but still acts as if they are there in the room with her and reacts as if they could hear her.) \u00a0(5 minutes)<\/p>\n<p>&nbsp;<\/p>\n<p><strong>STEP 5: \u00a0<\/strong><\/p>\n<p>On their own, have the students decide whom they are talking to in their own monologues, and what they want from that person. \u00a0Then have them write out made-up lines for the other side of the conversation (i.e. what they think their partner is saying) (15 minutes)<\/p>\n<p>&nbsp;<\/p>\n<p><strong>STEP 6: <\/strong><\/p>\n<p>Have the students pair up and take turns performing their monologues for one another. Have Student B recite the lines student A came up with in step 4. \u00a0Tell the student who is performing (student A) to pay particularly close attention to how their partner reacts to their lines. \u00a0Give them time to practice this a few times. (10 minutes)<\/p>\n<p>&nbsp;<\/p>\n<p><strong>STEP 7: \u00a0<\/strong><\/p>\n<p>Help the students to notice that the way they performed their monologue changed depending on their partner\u2019s reaction and delivery of the lines. \u00a0Instruct the student to practice on their own, imagining they have a partner with them as they did in step 5. \u00a0Encourage them to think of specific details such as where their partner is standing, how tall they are, what they are doing with their hands, what they look like, etc.) (10 minutes)<\/p>\n<p>&nbsp;<\/p>\n<p><strong>STEP 8: \u00a0<\/strong><\/p>\n<p>Have each student perform their monologue in small groups, utilizing principles of the fourth wall discussed in class such as eye contact, pauses, reacting to invisible partner\u2019s lines. \u00a0\u00a0Have the students give constructive feedback to one another after their performance. \u00a0(15 minutes)<\/p>\n<p>&nbsp;<\/p>\n<p><strong>CONCLUSION: <\/strong>\u00a0<\/p>\n<p>Give students a list of the criteria expected in the final performance under the Fourth Wall section of the Rubric. \u00a0Ask them to go home and continue practicing incorporating these into their monologue. \u00a0(5 minutes)<\/p>\n<p><strong>ASSESSMENT: <\/strong><\/p>\n<p>Students will turn in their page with their partner\u2019s lines completed in step 4. \u00a0Students can also evaluate themselves on how well they performed the criteria for using the Fourth Wall during their performance in step 8.<\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"https:\/\/tedb-old.byu.edu\/wp-content\/uploads\/2016\/02\/Using-the-Fourth-Wall.Invisible-Other-Lesson-Plan.Christine-Detweiler.docx\">Using the Fourth Wall.Invisible Other Lesson Plan.Christine Detweiler<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Students will demonstrate their ability to use the fourth wall by performing a monologue directed to an invisible other.<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":""},"categories":[48],"tags":[],"_links":{"self":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/posts\/4685"}],"collection":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/types\/post"}],"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=4685"}],"version-history":[{"count":2,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/posts\/4685\/revisions"}],"predecessor-version":[{"id":4688,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/posts\/4685\/revisions\/4688"}],"wp:attachment":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=4685"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=4685"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=4685"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}