Mock Audition
Created by Lindsay Price
In this Mock Audition Unit, students will start by discussing the audition process. They will make connections between their personal views and the process. Students will then apply the steps of auditioning from putting together a resume, to choosing a piece based on provided information, to audition etiquette, to the actual audition itself. A final reflection and rubric are provided for use at the end of this unit.
A short play is included that can be used as the source material. You can also choose your own play for this process.
The unit overview provides the objectives for the unit, as well as a list of lessons and materials including assessment tools and sample monologues.
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.
Students will now have to think about the monologue they want to choose for the Mock Audition. You’ll have to decide what you’re going to provide for them as well - this unit includes 10 monologues you can give students as a packet, at this time. You could also use your own drama library, or require them to search online. Both of these options will require you to build more time into this unit.
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. You want to see characters brought to life both physically and vocally. In this lesson, 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 Monologue Performance 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 not a full class lesson.
Standards Addressed
National Core Arts Standards
Generate and conceptualize artistic ideas and work - Grade 6
TH:Cr1.1.6.a - Identify possible solutions to staging challenges in a drama/theatre work.
Select, analyze, and interpret artistic work for presentation - Grade 6
Generate and conceptualize artistic ideas and work - Grade 7
Select, analyze, and interpret artistic work for presentation - Grade 7
TH:Pr4.1.7.a - Consider various staging choices to enhance the story in a drama/theatre work.
TH:Pr4.1.7.b - Use various character objectives in a drama/theatre work.
Select, analyze, and interpret artistic work for presentation - Grade 8
Generate and conceptualize artistic ideas and work - Grade 8
Generate and conceptualize artistic ideas and work - High School Proficient
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.
Select, analyze, and interpret artistic work for presentation - Grade HS Accomplished
TH:Pr4.1.HSII.a - Discover how unique choices shape believable and sustainable drama/ theatre work.
Develop and refine artistic techniques and work for presentation - Grade HS Proficient
Interpret intent and meaning in artistic work - Grade HS Accomplished
Develop and refine artistic techniques and work for presentation - Grade HS Accomplished
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade 6
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade 7
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade 8
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade HS Proficient
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.
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade HS Accomplished
Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding - Grade HS Advanced
Common Core
Speaking and Listening
Language
Reading: Literature
Writing
California VAPA Standards (2019)
6.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
6.TH:Cr1 Generate and conceptualize artistic ideas and work
6.TH:Cr1.a - Identify possible solutions to staging challenges in a drama/theatre work.
7.TH:Cr1 Generate and conceptualize artistic ideas and work
7.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
7.TH:Pr4.a - Consider various staging choices to enhance the story in a drama/theatre work.
7.TH:Pr4.b - Use various character objectives in a drama/theatre work.
8.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
8.TH:Cr1 Generate and conceptualize artistic ideas and work
Prof.TH:Cr1 Generate and conceptualize artistic ideas and work
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.
Acc.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
Acc.TH:Pr4.a - Discover how unique choices shape believable and sustainable drama/ theatre work.
Prof.TH:Pr5 Develop and refine artistic techniques and work for presentation.
Acc.TH:Pr5 Develop and refine artistic techniques and work for presentation.
Acc.TH:Re8 Interpret intent and meaning in artistic work.
6.TH:Cr3 Refine and complete artistic work.
6.TH:Cr3.b - Identify effective physical and vocal traits of characters in a drama/theatre work.
7.TH:Cr3 Refine and complete artistic work.
8.TH:Cr3 Refine and complete artistic work.
Prof.TH:Cr3 Refine and complete artistic work.
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.
Acc.TH:Cr3 Refine and complete artistic work.
Adv.TH:Cn11.2 Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Florida Sunshine State Standards
Critical Thinking & Reflection
Innovation, Technology & the Future
Skills, Techniques & Processes
TH.912.S.1.6 - Respond appropriately to directorial choices for improvised and scripted scenes.
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.3.3 - Develop acting skills and techniques in the rehearsal process.
North Carolina Essential Standards
Beginning High School Standards - Communication
B.C.1.2 - Apply vocal elements of volume, pitch, rate, tone, articulation, and vocal expression.
B.C.1.3 - Understand how to read and write scripts that communicate conflict, plot, and character.
Beginning High School Standards - Culture
Intermediate High School Standards - Communication
Proficient High School Standards - Communication
Advanced High School Standards - Communication
Texas Essential Knowledge and Skills for Theatre Arts
MS 117.211 LI - Foundations: Inquiry and Understanding
C.1.D - develop an understanding of the mechanisms of vocal production.
C.1.E - identify theatrical vocabulary and terminology, including basic anatomy of theatre spaces.
MS 117.211 LI - Creative Expression: performance
MS 117.212 LII - Foundations: Inquiry and Understanding
B.1.D - develop an increased understanding of the mechanisms of vocal production.
B.1.E - demonstrate knowledge of theatrical vocabulary and terminology.
MS 117.212 LII - Creative Expression: performance
B.2.A - demonstrate safe use of the voice and body.
B.2.B - define characters by what they do, what they say, and what others say about them.
B.2.C - select movements and dialogue to portray a character appropriately.
B.2.E - apply knowledge of effective voice and diction techniques to express thoughts and feelings.
MS 117.213 LIII - Foundations: Inquiry and Understanding
B.1.D - demonstrate an increased understanding of the mechanisms of vocal production.
B.1.E - apply knowledge of theatrical vocabulary and terminology.
MS 117.213 LIII - Creative Expression: performance
B.2.A - demonstrate safe use of the voice and body.
B.2.B - portray characters through familiar movements and dialogue.
HS 117.315 LI - Foundations: Inquiry and Understanding
HS 117.316 LII - Foundations: Inquiry and Understanding
HS 117.316 LII - Creative Expression: performance
C.2.C - demonstrate effective voice and diction to express thoughts and feelings.
HS 117.317 LIII - Foundations: Inquiry and Understanding
HS 117.317 LIII - Creative Expression: performance
C.2.A - employ safe, appropriate techniques to allow for physical, vocal, and emotional expression.
HS 117.318 LIV - Foundations: Inquiry and Understanding
HS 117.318 LIV - Creative Expression: performance
C.2.A - model safe, appropriate techniques to allow for physical, vocal, and emotional expression.
C.2.D - interpret scripted scenes of various styles to portray believable characters.
Alberta, Canada
Speech Drama 20
15 - demonstrate expressive reading of literature
16 - communicate mood and emotion through voice
18 - demonstrate that spoken interpretation is affected by characterization
20 - apply movement and gesture to clarify and enhance spoken interpretation
21 - apply previously learned speech skills to characterization and presentation
Speech Drama 30
Acting Drama 20
1 - analyze a script for explicit character clues
12 - analyze script for clues to create antecedent action
14 - identify and use operative words in a script
15 - analyze script for a character’s transitions
2 - create, select and sustain physical details of the character from scripted material
5 - demonstrate a character’s main objective within a scene
6 - demonstrate a character’s immediate or moment-to-moment objectives within a scene
Improvisation/Acting Level III - Advanced
27 - identify and create a believable emotional build
Movement Level I - Beginning
Movement Level II - Intermediate
25 - communicate environment, character and situation nonverbally
Speech Level II - Intermediate
9 - use volume, articulation and projection to achieve clarity
Junior Goal I Objectives
develop the ability to initiate, organize and present a project within a given set of guidelines
develop the willingness to make a decision, act upon it and accept the results
explore and develop physical and vocal capabilities
extend the ability to explore, control and express emotions
Theatre Studies Level III - Advanced (The script)
10 - demonstrate understanding of the concept of dramatic convention
8 - demonstrate understanding of directions used in a script
Senior Goal I Objectives
apply imaginative and creative thought to problem-solving situations
demonstrate the ability to initiate, organize and present a project within a given set of guidelines
develop a sense of inquiry and commitment to learning
extend physical and vocal capabilities
extend the ability to concentrate
Senior Goal II Objectives
be capable of creating and expressing a believable character from scripted and non-scripted material
develop techniques that enhance vocal and physical communication
explore various approaches to analyzing a script for purposes of study and/or presentation
extend the ability to give form and expression to feelings, ideas and images