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Students will create a scene where impossible things happen and there isn’t a conventional response. This is a multiple-class lesson.

Students will act truthfully in fictitious circumstances, as they physically act as humans turning into rhinoceroses. They will be introduced to Ionesco’s play Rhinoceros.

Students will apply what they have learned in a final project. Their goal is to demonstrate their understanding of the elements and the historical and philosophical background of absurdism. This will be a multi-day project.

In order to partake in the audition process, students need to identify and comprehend the necessary steps in that process. What is the auditioning process? Why is it used? Is the process fair? Why or why not? The class ends with students playing director in the “Who Would You Cast?” Exercise.

An actor needs two documents when they audition for a role: a resume and a headshot. What should go on an acting resume and what should stay off of it? What is an auditioner looking for? Students will discuss the purpose of an acting resume, review a model, and reflect on the process. Students will use this template when they create a resume for their mock audition.

While the Mock Audition does not require students to bring in a headshot, it is an essential document in the “real world” audition process. A good headshot will help a director remember an actor. A bad headshot can get an actor rejected before they step through the door. Students will complete exercises that respond to the question What makes a good headshot?

Students will continue their journey toward the Mock Audition by exploring audition etiquette. How can an actor’s attitude and behaviour affect an audition?

Students will continue their journey toward the Mock Audition by exploring what goes into choosing an appropriate audition monologue.

Students will continue their journey toward the Mock Audition by reading and choosing a monologue for their mock audition.

After students choose their monologues, the next step is to prepare. More often than not, students think that preparing means learning the lines and throwing in a few moves. When students do this in an audition, it shows. The character is one-dimensional and the movement looks out of place. You want to see three-dimensional characters brought to life both physically and vocally. In this session, students are given time to practice their monologue and start working on the who, what, when, where, and why.

Students will continue their journey toward the Mock Audition by exploring what they can do to prepare their monologue. Once students have completed the Character Profile, have them complete the Physical Profile. This will solidify how the character stands, gestures, and moves.

Students will continue their journey toward the Mock Audition by exploring what they can do to prepare their monologue. The last profile students complete will be the Vocal Profile. This will solidify how the character communicates orally.

Students will continue their journey toward the Mock Audition by exploring what they can do to prepare their monologue. They will practice their monologue and talk about dealing with nerves. This is the final lesson before the Mock Audition. You will review the audition procedure with the class, and students will sign up for their audition slot.

Today is the Mock Audition. In this lesson, you will play director and audition students for one of four roles in the play Jealousy Jane. Use the Mock Audition Rubric to assess their performance.

How did students feel about their audition? Did they get a part? What is their response if they didn’t? This wrap-up lesson allows students to unpack their experience with this unit and participate in a final reflection.

This is it! The final rehearsal before students perform. Students focus on getting those last few lines word perfect, reflect on where they are, and do final run throughs.

Students perform their scene and complete a post-performance reflection.

Students will be able to identify some of the major differences between acting for the stage and the camera. They will also be able to understand and use vocabulary that is specific to working on film sets and acting for the camera.

After discussing the essence and quality of their favorite actors, students will record themselves having a conversation. Then they will transcribe their conversation and perform it as a script. These “scenes” will be recorded. Students will then be assigned to describe the “quality” of a fellow student.

Students will be able to identify some of the major differences between acting for the stage and the camera. They will also be introduced to terms used on film sets and for acting for the camera and be ready to use those terms in upcoming projects.