Brigham Young University's Theatre Education Database

Have an advanced student visit the class and perform a dramatic monologue as an example of what we are looking for. 

Step 1: transition

Ask students if they have ever selected a dramatic monologue before, and what they did to complete the process

Step 2: instruction

Introduce the principles of monologue selection and what you are looking for in this class (no Shakespeare; from a play or novel you are familiar with or are willing to read in its entirety; one voice; monologue cutting).  Explain each of these principles, and discuss them with the students to ensure they understand each one. 

Step 3: guided practice

Have the students make a list of all the plays with which they are familiar.  Have them cross out anything that is Shakespeare, or that is comedic.  From the remaining plays, have them make a list of characters who are of their gender.  This should not limit them to characters on their list, but should get them thinking about the types of characters they might play, and what they already know. 

Step 4: independent practice

Allow students to look through the resources in the classroom (plays, monologue books with monologues from full plays, etc).  If needed, allow students to visit the media center.  Give them about 20-30 minutes to study and select a monologue.  If a student is unsuccessful in selecting a monologue, they may check one in during the next class period. 

Step 5: transition

Once students have returned to the class, remind them that as we have studied the principles of character analysis, now that they have selected a character for themselves, they must begin to analyze that character. 

Step 6: instruction

Hand out the Actor's Homework rubric, and read through the requirements together.  Check to be sure all students understand the assignment, and answer questions as necessary.  Tell them that as we continue to work with this unit, they will learn how to do the various parts of the actor's homework. 

CLOSURE: Inform students of the due date of the actor's homework, and let them know how long they will have to prepare and perfect their monologues before performance.  Help them feel excited about the chance to get to know their character. 

Check off each student who has selected a monologue for themselves.  As part of actors homework, they will write a character analysis, outline objectives and tactics, describe their locale picturization and character visualization, describe the moment before and after the monologue takes place, and write line by line inner monologue.  The scoring for this assignment is broken down on the rubric, and is worth a total of 200 points.  Students must earn at least 150 points to pass.   

USE OF TECHNOLOGY: Students may visit the media center during this lesson where they can use online search engines and library catalogs to find a monologue. 

ADAPTATIONS:   Students who have difficulty making decisions will receive direct help from the instructor as they seek to select a monologue.  Those who do not have access to a computer at home can use the computer lab at school to complete their typed assignment.