Students will demonstrate their understanding of how to use improv in a monologue by using improv techniques in a minute to minute and a half monologue.
Prior to this lesson students must have memorized their minute to minute and a half monologue for them to work in class. Final Assessment rubric (give to students prior to performance) Improv to Acting Final Assessment Rubric
• Applied Improvisation Final Rubric
As this is the final lesson before their final unit assessment, for today’s “hook” students will be able to play a fun improv game, using the skills they’ve learned in the unit. The Dating Game is said to be a favorite. The Dating Game works as follows: One person leaves the room and three volunteer to be the contestants. The class comes up with three famous characters/people or three stereotypes of people to be. The person outside comes back in and asks the contestants questions until they can guess who the three are. This is a treat for their hard work in the unit!
Transition: Is improv just fun and games? What is its real use? How can we use improv in our acting?
Guided Practice: Students will first do their monologue while running around the room. This will get their adrenaline pumping so they don’t have time to over think. This should help them to forget the way they’ve practiced their monologue and loosen up enough to try something new. This will also test their memorization!
Guided Practice: Now, the students will do the same thing, running around the room, but will also touch everything they see. Challenge them to try and touch every single thing in the room by the time their monologue is finished.
Discussion: Why in the world am I making you do this? What did you feel when you were doing the activities? How can doing your monologue in many different ways make it better?
Guided Practice: They will now do their monologue rolling on the floor. Challenge them to cover as much of the floor as they possibly can by the end of their monologue.
Guided Practice Now have them to do their monologue as a character that they would not imagine saying their monologue. If they imagine their character is meek, to do it boasty. If they are using the tactic to yell, use the tactic to soothe. Encourage complete opposites. The students will all be saying their monologues at the same time, so walk around the room and comment as needed. We will completely switch characters two or three times, time permitting. Let the students perform one of their choices as volunteered for the class.
Discussion/ Check for Understanding: How was that for everybody? Did anyone discover something new? Was it difficult to get out of how you imagined your monologue to be?
Independent Practice: The students will now have the opportunity to try a discovery monologue. They will perform a few lines of their monologue for the class, but discovering every line. They might start the lines with phrases like “Oh my gosh…” to start the discovery. They must say their monologue as if everything is completely new news.
Independent Practice: Then have the students perform part of their monologues with the move-first principle. They must move first before every line. The movement does not need to make sense. They just have to do the first thing that comes to them no matter how ridiculous it may feel. They can feel free to explore movement and impulses, no matter what they may be.
Discussion/Check for Understanding: Were these exercises difficult? Why or why not? Was it hard to just follow your impulses and not think ahead? What are the advantages (or disadvantages) of using the move-first technique? How can we just improv in our monologues?
Conclusion: Let the students know that they will be performing their monologues applying the different techniques we’ve learned in the unit. Give them the rubric, and then let them know that they’ll have most of the next class period to rehearse and then start performing. Remind them to go with their impulses and have fun!