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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 apply what they have learned in previous lessons to a 30-second memorized monologue. They will pick their own monologue to perform, design a beginning and end, create the character’s physical expression, and decide on their matching/opposing movement. They will add their thoughts on vocal variety. Finally, students will complete a post-performance monologue reflection.

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 not a full class lesson.

Students further develop what they learned during the nonverbal monologue exercise by adding a single sentence. How can you communicate a character to an audience when you only have limited dialogue?

Students start the monologue process nonverbally. They will present an entrance, an action, and an exit that shows a story without dialogue. In a monologue, the physical body is an important communication tool—just as important as dialogue. And that’s the focus of this lesson. Physical action can demonstrate location, mood, age, and subtext.

In this lesson, students will work on a three-sentence monologue to address both issues. Everyone will do the same monologue, so there is also the opportunity to talk about individual character choice, physical expression, and verbal expression.

Students explore what makes a character interesting through the examination of physical objects. What do objects say about us? What can you infer about a person by the objects they carry with them? Students will role-play in process drama activities to explore characters and to create their own.

In this lesson, students discuss and choose a topic for their devised piece.

Students explore how body language can show a story (i.e. how someone is feeling, character traits, relationships between characters, etc.). The lesson culminates in students using a physical elliptical scene (a scene with just stage directions) and adding movements, gestures, and body language.

In this lesson, students begin putting the pieces together for their devised work. Students brainstorm on their topic, then participate in a movement piece and a forum theatre activity to explore their topic.

In this lesson, students will start their scene work first with a contentless scene, a one-minute scene, and then (for homework) write a one-page scene based on a real life experience.

In this lesson students watch the Ren Run then discuss the topic of revision. What is the message of the play? How do the scenes communicate the message? Note: Depending on the amount of revisions your students feel the play needs, revising might take longer than one lesson. Feel free to add time, if need be.

In this lesson, students continue to build the play by writing and revising scenes, reading each other’s work, and providing feedback.

In this lesson, students will work in groups to create transitions in improvised tableaux and movement pieces. They will also participate in a “ren run” to practice improv blocking.

In this lesson, students finalize casting, then start rehearsing. Focus the rehearsals on blocking. What is the necessary movement to communicate the content of the scene?

Students run the show before their performance. And then on the decided upon date and time, they perform!

Students continue to rehearse. They also move on to the design phase of the project. The group will decide upon costuming and props for the performance. NOTE: Keep costumes and props simple. Black works well for costumes with colourful accents.

Students continue to rehearse. In this lesson, character development exercises deepen the students’ experiences and final products.

This lesson happens after the performance. Post-show discussion questions are included as well as a post-show reflection.

Students will understand how they can identify and create their own musical tactics and interpretation of a song by breaking down its music and lyrics. Students will build upon/review their understanding of basic music terminology and apply it to performance.