Script Analysis for Actors: Six Ways to Fill the Gaps

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When you’re incorporating script analysis into your program, what do you do with a script that gives little to no character information? How do you direct your students to create a three-dimensional character when the playwright (intentionally, of course) has left a lot of gaps? 

Here are a few exercises that you can share with your students to fill in those character gaps. 

1. Character Profile

Usually when actors make a character profile for their characters, they’re using the script to answer the questions and filling in a few details. Where there is no information in the text, that means the actor has to get creative. Of course, they have to stick to the world of the play, the time period of the play, and the vision of the director. But just because the playwright doesn’t share the basics about a character doesn’t mean an actor shouldn’t know them. A Character Profile is included in the download. Every actor should know their character’s:

• Name, age, occupation (student is a job)
• Three personality traits. What drives their personality?
• Biggest flaw. What holds this character back? 
• Family makeup and emotional quality of those relationships. How do they get along with members of their family?
• Most important relationship (if outside their family)
• Favourites. What do they like to do? Watch? Wear? Eat? Listen to?
• Least favorites. What don’t they like to do? Watch? Wear? Eat? Listen to?
• Biggest pet peeve

2. Make a Diary

Share with students: Imagine that your character keeps a diary. Create some diary entries for them where they share their true thoughts. Assume your character is 100% certain that nobody else will read the diary. Write with nothing to hide. Don’t worry about being “creative” or making the entries entertaining; the diary is not being written for anyone else but the character. Just focus on writing honest entries. 

This is an especially helpful exercise if you’re working on an absurd play or any text with nonsensical dialogue where it’s hard to see the characters as real people. It gives students a chance to write in their character’s voice outside the world of the play. Here are some events to consider writing diary entries for:

• The day before the play starts.
• The day after the play ends.
• The day(s) your character met every other character in the play.
• If your character refers to any event in the past, write the diary entry for that day.
• The day they were happiest.
• The day of their fondest memory.
• The day they were the saddest.
• The day they were the angriest.
• The day they started their first job.
• The day they made the hardest decision in their life.
• The day they saw their favourite movie for the first time.

3. Create a Dating Profile

The dating profile will help students dig deep into how their character wants to be seen and the personal relationships their character desires. Share with students: Imagine your character is looking for their ideal partner. How would they describe themselves? What qualities would they look for? What dreams/goals do they have for themselves?

An example profile is included in the download and demonstrates how you can use this exercise to build a character and go beyond the superficial. Have students fill it out for their character.

Bonus tip: Students can take two approaches to filling out this form. One would be to complete the profile 100% truthfully, and the other would be to complete it as the character would want the world to see them. Would Richard III be forthcoming about his physical deformity? Ask students: Does your character want the world to see them as they truly are, or do they want to create a mask or persona? 

4. Job Application

Completing a job application can tell an actor about their character’s professional goals.  Job applications are generally fact-based. A lot of the questions are closed-ended (meaning they call for a yes or no answer). A Job Application Form is included in the download. Give it to your students and ask them to elaborate as much as they can. For example: 

• Have you ever been charged with a felony? “No. I’ve committed a lot of felonies, but never been caught. I’m amazingly good at covering my tracks.”

Bonus tip: As with the dating profile, students can take two approaches to filling out this form. One would be to complete the profile 100% truthfully. The other would be to stretch the truth a bit, answering the questions to give the character the best chance of landing the job. Ask students: Would your character answer questions truthfully or would they lie? 

5. Make Some Lists

Everybody keeps various lists. Lists can give an actor insight into a character. Share with students: If you saw a stranger’s grocery list you’d learn not only about their eating habits, but you’d also learn quite a bit about their lifestyle. 

Here are some ideas for lists. Have students pick three and make them up. 

• Grocery List (What kinds of food does your character eat?)
• List of Best Friends (Rank them in order.)
• Frenemy List (Which of your character’s friends really aren’t friends?)
• List of superpowers they’d like to have
• Gift List for Self (things they hope to receive)
• Gift List for Others (possible birthday or Christmas presents they might get for other characters in the play)
• Five things they would save in a fire
• List of chores, things that need to get done around the house
• Book List (books they want to buy/read)

Afterward discuss with students what they learned about their character based on the lists they keep. Have volunteers share their lists. What do those listening infer about the character? A list of Discussion and Reflection Questions for this exercise are included in the download. 

6. Make a Social Media Presence

Facebook yesterday, TikTok today, and who knows what tomorrow. Platforms come and go but having a social media presence is pretty much a given these days. Ask students: What platform would your character feel most comfortable on? How do they express themselves? Are they truthful or presenting a persona? 

Have students document the events of the play through posts in the form of their chosen platform. Have them create 10 posts based on memes or other popular posts (e.g., a dance on TikTok, a POV on Instagram). Afterward discuss with students what they learned about their character based on their social media presence. A list of Discussion and Reflection Questions for this exercise is included in the download.