Contrasting Monologues An exploration of characters of classical

Contrasting Monologues An exploration of characters of classical and modern theatre

UNIT GOOOOOOALS! • Each student will choose 2 contrasting class appropriate monologues: classical and modern. (Must be from a published play!) • Each monologue should be an minimum of 2 minutes in performance length but should not exceed 3 ½ minutes. (Points will be deducted for performances that do not meet this criteria. ) • Each student will do an in-depth exploration of the characters they plan to play by completing a character analysis. • Students will outline the characters’ objectives and means of achieving those objectives. • Students will identify specific traits, mannerisms, and character choices that will differentiate the characters, when performed. • Students will develop their characters and performance as something that will be performed in a back to back performance.

What is a monologue? • A monologue (from the Greek mono-single and legein- to speak) is a speech delivered by a character where they express their thoughts, feelings, and opinions about a given topic. • A soliloquy (from the Latin solus- alone and loqui- to speak) is a stylized monologue where one character’s thoughts are made audible so that an audience can understand what they are thinking in their head. Often the character can be perceived as speaking to oneself. This is not a hard and fast rule, but often the character is alone during a soliloquy. • A monologue can be written as a stand alone piece, but most often are found within the context of a play.

Strong monologue vs. weak monologue When choosing a monologue, there are qualities to look for that would make for a stronger performance. Here are qualities of what to look for: • You can relate to the character. Though the character may be different from who you are as a person, if you can understand their feelings and motivations, you will be drawn in to the performance and interested in developing the character. • Conversely, if you just choose a monologue because you know you need to choose one, then it is likely that your character will demonstrate no sense of depth, and you will present a less satisfying experience.

Strong monologue vs. weak monologue • The monologue should have an objective. The character should have a want or need that must be satisfied. The monologue serves as a means of exploring and evaluating means of achieving that want or need. • Character choice should also be considered. Don’t feel you have to play it safe for the sake of a grade. Be a risk taker! Explore playing people unlike you or of a different time period. Play someone older than you (or younger). Bear in mind that you must feel confident in presenting the character. Let’s face it, not everyone is meant to play Hamlet, but there’s nothing wrong with taking a stab at it! (Do you get it? Did you see what I did there? Clever…. very clever. ) • A weak monologue is simply a character telling a story with no sense of meaning, purpose, or consequence. We know nothing of the character’s motivations, objectives, or otherwise at the end of the monologue. AVOID THESE MONOLOGUES!!!

Your process • Choose 2 class appropriate monologues (one classical; one modern) (Must be from a published play!) • Each monologue should be an minimum of 2 minutes in performance length but should not exceed 3 ½ minutes. (Points will be deducted for performances that do not meet this criteria. ) • Complete the character analysis for each monologue (this will include a summary of each play and the role your character serves in the play) • Complete this sheet twice, once for each monologue. (See class webpage for link to sheet. ) • Learn your lines. • Develop and implement blocking and character mannerisms/traits that will add the finishing touches to your performances.

Monologue resources Though you are not limited to these resources, you may use these sites as a jumping off point as you explore your options for performance pieces. Site 1: http: //www. monologuearchive. com/ Site 2: https: //resourceswodramacouncil. wordpress. com/ monologues/

The rubric • In addition to weekly progress and formative assessments, this is the rubric for the final performance: • Criterion A: Knowing and Understanding (Student made specific choices that established the intentions that were communicated in the monologue. ) • Criterion B: Developing Skills (The character analysis demonstrates an exploration of the character and the context in which the monologue is performed. ) • Criterion C: Thinking Creatively (The performances demonstrate contrasting characters that are fully explored and apply specific character choices made by the performer. )