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Unit 3 - Character
Module 2: The Written Word
Lesson 1 - Comparing Monologues

Introduction:
This lesson is designed to provide students with an introduction to selecting, reading and directing monologues.

Objectives:
- to demonstrate a character's motivation within a scene.
- to become confident at communicating character through speech.
- to demonstrate the ability to direct a short episode or scene.

Resources:
Variety of monologues, paper and pencil.

CELs:
C, CCT, IL

Components:
Critical/Responsive, Cultural/Historical

Activities:

Activity 1 - Reading Monologues
Collect a selection of monologues for the students to read. Students should read at least five different monologues and compare them. (35 min.)

Note: There are a wide variety of monologue collections available from local libraries and on the Internet. Be sure to look at the content of the monologues prior to student use. The monologue form is often a venue for controversial and edgy material, reflecting alternative life styles - it may not always be appropriate for school use.

"The Break: 10 the Hard Way" - by Cliff Burns

These 6 monologues have been selected from a one-person show on the theme of relationships breaking up. In the original collection, there are ten monologues written for ten separate characters, with a wide range of emotions depicted. Though written from a male perspective, either gender can play the role for the purpose of the classroom exercise. Strong language has been used in some cases, feel free to adapt it as needed. Perhaps, after reading the break up stories, students may be inspired to create their own monologue on a similar theme. (Click on the monologue for a pdf).

The Break I - bragging to friends on the phone The Break VI - girlfriend won't stop crying
The Break II - dumped by girlfriend The Break VII - stalker in an imaginary relationship
The Break III - it's me, not you The Break X - a fake phone apology

Some other writers to look for:

  • Quentin Crisp (light, witty, gentle humor, commentary on social behavior)
  • Glen Alterman (strongly defined character)
  • Spalding Gray (highly personal stories, works in front of an audience) (*look for the movie "Swimming to Cambodia" or "Monster in a Box" to see his monologue show)
  • Ruth Draper (character stories)

A recommended source book is: Creating Your Own Monologue. Alterman, Glen. Allworth Press, New York. 1999.
There are also books available with monologues from movies which may provide some interesting material.

 


Journal:

Students should write a short analysis for each monologue read. Include the title, the author, the subject and the style. They should rate the monologues to determine which pieces are the best performance pieces for them. (Time for journals is included as part of the time for activity 1.)

Activity 2 - Questions for Discussion:
As a class, discuss the key questions and concepts that an actor looks at when planning how to approach a monologue. (10 min.)

To Whom Are You Speaking?

Why Are You Speaking?

Invent dynamic characters who absolutely must speak, must reveal their inner self. The character must have a powerful need to express their thoughts. That is why they are speaking.

They must be addressing someone as they speak. Be very clear about this.

What does the character want? What do they need?

 

What is Style?

  • Autobiographical (based on your life and specific experiences)
  • Storytelling (focus is on the story, not the character)
  • Historical (actual person or event from history)
  • Narrative (we are told the story, it has a beginning, middle and end)
  • Dramatic (we are shown the story, often it begins in the middle of action that is taking place now)
  • Find and develop your own personal voice, your way of speaking, phrasing and tone.

Activity 3 - Reading to Partners

Person A Reads Aloud:
Students should select a monologue to read aloud to a partner. They should read it several times and be sure to find the rhythm and tone needed.

Think about:
- who is speaking?
- to whom are they speaking?
- where is this taking place?
- what is the character feeling?
- how would you characterize the style?

Person B is the Audience:
As students listen to the monologues, they should think about the same items listed above. Ask your students to give their impressions to the reader and then discuss the impressions.

After completing one monologue, the students switch jobs. (15-20 min.)

Activity 4 - Directing Plan:
Using the monologue read to the class, ask students to create simple Directing Plans for their pieces. Their plans should include:

  • a metaphor or image which relates to the message or meaning
  • location, setting
  • any other effects, i.e.: music, lights, special effects
  • a character outline (biography)
  • the objectives and obstacles in the monologue (10-15 min.)

Instructional Strategies:
Discussion, writing, reading, peer feedback, script analysis

Evaluation:
The journal material will be evaluated during formal journal evaluation, and the teacher may wish to include the Director's plan in the journal. Alternately, it is appropriate to include it as a part of the marks in the performance of the monologue, which allows summative evaluation of process. Some teachers like to look at the directing plan immediately to provide formative evaluation because it gives the opportunity to find and address potential problems.
Informal peer-evaluation is used during the reading portion.

On-line Activity Alternatives:
The discussion may be omitted, and the partner work may be done with partners at remote schools. Written material may be submitted through e-mail, fax or on-line journals.

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