In "Working With Monologues For Rehearsal And Development" you will develop ten sessions of study on monologues. The study contains the definition and history of the monologue; monologue vocabulary; analysis of a practice monologue, staging a short monologue; working with musical theatre lyrics as a monologue; writing short autobiographical monologues.

At the end of this course, you will have a curriculum which can be used as introduction to monologue work. You'll outline a curriculum for your classroom and tie the learning benchmarks to the new National Theatre V&PA standards, as well as to Ontario and BC curriculum expectations.

Course Summary

Standards Addressed

11 Modules
2 hours, 9 minutes
4 Credit Hours

monologue

Course Outline

Lesson 0: Introduction 16:56
FREE PREVIEW
Lesson 1: The Monologue 8:46
FREE PREVIEW
Lesson 2: Working With a Monologue 13:15
Lesson 3: Scoring Your Role 9:04
Lesson 4: Keeping it Real 9:41
Lesson 5: Staging Your Monologue 16:12
Lesson 6: Musical Theatre Lyrics 10:40
Lesson 7: Solo Actor as Playwright 14:22
Lesson 8: Exploring Original Monologues 17:39
Lesson 9: Writing Monologues 7:02
Lesson 10: Working With Students 5:36

Join Today To Unlock This Course

Already a member? Log in here.

Standards Addressed

Common Core


Reading: Literature

CCSS.ELA-LITERACY.RL.9-10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.RL.9-10.2 - Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CCSS.ELA-LITERACY.RL.9-10.3 - Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

CCSS.ELA-LITERACY.RL.9-10.4 - Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

CCSS.ELA-LITERACY.RL.9-10.5 - Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

CCSS.ELA-LITERACY.RL.9-10.6 - Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

CCSS.ELA-LITERACY.RL.9-10.9 - Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

National Core Arts Standards


TH:Cr3.1: Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade HS Accomplished

TH:Cr3.1.HSII.b - Use research and script analysis to revise physical, vocal, and physiological choices impacting the believability and relevance of a drama/ theatre work.

TH:Cr3.1: Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade 8

TH:Cr3.1.8.b - Refine effective physical, vocal, and physiological traits of characters in an improvised or scripted drama/ theatre work.

TH:Cr3.1: Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade 7

TH:Cr3.1.7.b - Develop effective physical and vocal traits of characters in an improvised or scripted drama/theatre work

TH:Cr1.1: Generate and conceptualize artistic ideas and work - High School Proficient

TH:Cr1.1.HSI.c - Use script analysis to generate ideas about a character that is believable and authentic in a drama/theatre work.

TH:Pr6.1: Convey meaning through the presentation of artistic work - Grade HS Accomplished

TH:Pr6.1.HSII.a - Present a drama/theatre work using creative processes that shape the production for a specific audience.

TH:Pr6.1: Convey meaning through the presentation of artistic work - Grade HS Proficient

TH:Pr6.1.HSI.a - Perform a scripted drama/theatre work for a specific audience.

TH:Pr6.1: Convey meaning through the presentation of artistic work - Grade 8

TH:Pr6.1.8.a - Perform a rehearsed drama/theatre work for an audience.

TH:Pr5.1: Develop and refine artistic techniques and work for presentation - Grade HS Advanced

TH:Pr5.1.HSIII.a - Use and justify a collection of acting exercises from reliable resources to prepare a believable and sustainable performance.

TH:Pr4.1: Select, analyze, and interpret artistic work for presentation - Grade HS Proficient

TH:Pr4.1.HSI.b - Shape character choices using given circumstances in a drama/theatre work.

California VAPA Standards (2001)


California VAPA Standards (2019)


Prof.TH:Pr6 Convey meaning through the presentation of artistic work.

Prof.TH:Pr6 - Perform a rehearsed, scripted short drama/theatre work for a specific audience.

8.TH:Pr6 Convey meaning through the presentation of artistic work.

8.TH:Pr6 - Perform a rehearsed, scripted scene from a drama/theatre work for an audience.

Prof.TH:Pr4 Select, analyze, and interpret artistic work for presentation.

Prof.TH:Pr4.b - Shape character choices using given circumstances in a drama/theatre work.

Florida Sunshine State Standards


Skills, Techniques & Processes

TH.912.S.1.3 - Develop criteria that may be applied to the selection and performance of theatrical work.

TH.912.S.1.4 - Compare the artistic content as described by playwrights, actors, designers, and/or directors with the final artistic product and assess the success of the final artistic product using established criteria.

TH.912.S.1.6 - Respond appropriately to directorial choices for improvised and scripted scenes.

TH.912.S.1.7 - Interpret dramatic texts, organize and conduct rehearsals, and justify directorial choices for formal and informal productions.

TH.912.S.1.8 - Use research to extract clues in dramatic texts to create performances or technical elements, choosing those that are most interesting and that best convey dramatic intent.

TH.912.S.2.3 - Demonstrate an understanding of a dramatic work by developing a character analysis for one or more of its major characters and show how the analysis clarifies the character's physical and emotional dimensions.

TH.912.S.2.4 - Sustain a character or follow technical cues in a production piece to show focus.

TH.912.S.2.8 - Strengthen acting skills by engaging in theatre games and improvisations.

TH.912.S.3.2 - Exercise artistic discipline and collaboration to achieve ensemble in rehearsal and performance.

TH.912.S.3.3 - Develop acting skills and techniques in the rehearsal process.

TH.912.S.3.7 - Demonstrate the audition process by researching and selecting monologues and presenting a memorized selection.

TH.912.S.3.9 - Research, analyze, and explain the processes that playwrights, directors, designers, and performers use when developing a work that conveys artistic intent.

Georgia Performance Standards 2010 - Theatre Arts


Grade 9-12 - MUSICAL THEATRE III

TAHSMTIII.1 - Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media
a. Identifies dramatic structure in a musical
b. Analyzes dramatic elements in a musical text or performance
c. Analyzes themes in a musical text or performance
d. Examines the function and relevance of characters in a musical
e. Examines the role of choreography in a performance
f. Determines the effectiveness of artistic choices in a performance

TAHSMTIII.2 - Developing scripts through improvisation and other theatrical methods
a. Explores a variety of musical techniques including recitative, aria, ballad, and other musical theatre conventions
b. Analyzes song lyrics as dramatic text to promote character development
c. Improvises using various musical techniques
d. Develops a character through improvisation
e. Creates original choreography for an existing song found in a musical
f. Designs an original scene for musical theatre

TAHSMTIII.3 - Acting by developing, communicating, and sustaining roles within a variety of situations and environments
a. Applies appropriate vocal technique for speaking and singing
b. Records blocking notation in a text for a performance
c. Analyzes and scores a text for musical performance
d. Contributes to the ensemble by exercising artistic discipline during rehearsal and performance
e. Demonstrates proficiency in vocal techniques: warm-ups to prepare the voice, diction, phrasing, pitch, articulation, breath control, vocal safety, injury-avoidance procedures, dialect, timing, and pacing
f. Demonstrates proficient physical techniques: warm-ups to prepare the body, relaxation techniques, centering, isolation of body parts, psychological gesture, neutral and character masks, and communicating meaning and characterization through body position and gesture.

Grade 9-12 - MUSICAL THEATRE II

TAHSMTII.1 - Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media
a. Identifies dramatic structure in a musical
b. Analyzes dramatic elements in a musical text or performance
c. Analyzes themes in a musical text or performance
d. Explains how text, music, and movement can be used to advance the plot of a musical
e. Examines the use of musical motifs to set mood and establish character
f. Analyzes vocal elements in a musical for performance

TAHSMTII.2 - Developing scripts through improvisation and other theatrical methods
a. Explores a variety of musical techniques including recitative, aria, ballad, and other musical theatre conventions
b. Analyzes song lyrics as dramatic text to promote character development
c. Improvises using various musical techniques
d. Modifies or adapts an existing song to a different context
e. Creates an outline for an original musical based on an original work or a story adaptation
f. Develops an original song based on existing material

TAHSMTII.3 - Acting by developing, communicating, and sustaining roles within a variety of situations and environments
a. Applies appropriate vocal technique for speaking and singing
b. Records blocking notation in a text for a performance
c. Analyzes and scores a text for musical performance
d. Creates and sustains character throughout a musical performance
e. Distinguishes between vocal ranges
f. Demonstrates vocal performance skills such as articulation, projection, volume, pitch, tone, and vocal placement

Grade 9-12 - FUNDAMENTALS OF THEATRE II

TAHSFTII.1 - Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media
a. Critiques and analyzes elements of theatrical conventions
b. Generates and uses terminology and outline for critiquing theatre presentation
c. Cites evidence of how theatre reflects life through universal themes
d. Interprets text and subtext
e. Illustrates the process of script analysis in a variety of scripts

TAHSFTII.2 - Developing scripts through improvisation and other theatrical methods
a. Critiques elements of dramatic structure
b. Recognizes realistic and conventional speech patterns within dialogue or dramatic verse
c. Identifies and distinguishes between stock and dynamic characters
d. Lists the steps in the dramatic writing process
e. Differentiates between drama and traditional literary writing
f. Incorporates dramatic elements through improvisation
g. Constructs scenes based on the elements of dramatic structure
h. Compares and contrasts dialogue from various theatrical genres
i. Interprets the objectives, decisions, and actions of characters
j. Develops and critiques various scripts
k. Creates and performs scenes for authentic audiences

TAHSFTII.3 - Acting by developing, communicating, and sustaining roles within a variety of situations and environments
a. Investigates mental and emotional methods of actor for preparation
b. Demonstrates awareness of verbal elements of acting (e.g., voice, breathing)
c. Demonstrates non-verbal elements of acting (e.g., posture, facial expression, physical movement)
d. Acquires and incorporates sensory and emotional recall in character development
e. Constructs authentic characters through observation of human behavior
f. Demonstrates the goals, observations, actions, and tactics of characters
g. Differentiates between acting methods (e.g., Stanislavski, Uta Hagen)
h. Revises performance based on self-critique
i. Defends acting and character choices
j. Analyzes critiques of fellow classmates to create improved performance

Georgia Performance Standards 2017 - Theatre Arts


Alberta, Canada


Speech Level I - Beginning

4 - use techniques of storytelling

Theatre Studies Level 1 - Beginning (performance analysis)

1 - demonstrate understanding of the need for analysis of the work of self and others

Ontario, Canada