Exercise: Outdoor Virtual Monologues

The following distance learning exercise challenges students to take their performances outdoors. Students will select a monologue, perform and film it outdoors, and submit it for evaluation.


1. Students will select a short monologue (30 seconds to a minute) to prepare and perform. It must be set in an outdoor location and make sense to perform outdoors, rather than a monologue they just happen to present outdoors. If students are having trouble finding one, they could start with a show like Alice in Wonderland, A Midsummer Night’s Dream, or Lord of the Flies, all of which have outdoor settings. Alternatively, have students write their own monologues that are set outdoors. Check out our post, Tons of Outdoor Prompts, for lots of monologue-writing ideas to get your students started.

2. Before they film their monologue, have students submit a proposal to you, responding to the following:

  • Name and author of the play the monologue is from
  • Technical considerations:
    • Setting/location (optional: include a photo of the selected location)
    • Time of day
    • Weather
    • Props or costumes needed
    • Safety considerations
  • Why is this character outside?
  • How will you incorporate the outdoor setting into your performance?

3. Once their proposal has been approved, give students a deadline to prepare, memorize, rehearse, and film the monologue. Students should create a basic appropriate costume (as best they can using items they already have or can easily acquire) and include props if needed. Students will need to ensure they can be seen and heard while filming, as well as decide on appropriate framing of the camera. Students also need to perform safely. For example, while it would be visually cool to perform outside during a thunderstorm, it could be potentially dangerous! (See our posts: Performing Outdoors Part 1: Technical Considerations and Performing Outdoors Part 2: Safety Considerations for some helpful tips.) 

4. Students will submit their completed videos to the teacher, along with a written or verbal (filmed) response to the reflection found below. If students are completing a filmed reflection response, it should be in a separate video from the monologue.

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