Unit 3 - Character
Module 2: The Written Word
Lesson 3 - Developing the Monologue

Introduction:
The purpose of this lesson to create a writing process that is intertwined with an acting process, giving the students the opportunity to explore a variety of styles.

Objectives:
- to purposefully use elements such as focus, symbol and contrast in all of their dramatic work
- to demonstrate the ability to script a scene or short play
- to understand how plays are made
- understand how the artistic purpose of each of artists is served by the use of theatre elements

Resources:
a quiet place to think and write, possibly a video camera.

CELs:
C, CCT, IL, PSVS

Components:
Critical/Responsive

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Note: Students should be made aware that the monologue they write will be the basis for their performance piece. They want to consider the material and character created carefully - they will be performing this piece for an audience.

Activities:

Activity 1 - Writing and Revising:

Steps for Writing and Revising: (the process for students)
1. Gather your ideas (previous lesson).
2. Write, write, write.
3. Try a clustering or webbing exercise to discover the core idea in the monologue and to brainstorm ideas connected to the core.
4. Create an outline of the monologue - focus in on specific details, images, feelings. Get rid of unnecessary information.
5. Be open to change, surprise yourself.
6. Think about the opening - don't use gimmicks, but pull in your audience. The opening does not always mean starting at the beginning of the story.

Try Out the Work: (questions for students) How does it sound out loud? Does it make you laugh? Or cry? Do you want to add any other form - dance, music, art, poetry, lighting, slide, video? Be open to potential. Experiment.

Documentation:
Be sure to allow students to document the progress of the process. Keep copies of the drafts (and date them), and if possible allow them to video tape improvised drafts of the monologue. Or use a tape recorder to document the monologue. In watching their work work, students can determine which elements to keep and which to revise. (various, from 1-3 days including all of Activity 1)

Activity 2 - "Who Wrote This?" Exercise:
Take a break from the work, then come back to it in several days and try to look at it with objective eyes. Have students pretend that they are seeing their monologue for the first time and don't know who wrote the pieces. As each student rereads (view, listens to) his or her monologue, the student should write down points for clarification or notes about good things. (10 min. on a later day)

Tip for the Teacher: Work on the monologues on alternate days or provide many warm-up activities and opportunities for talking. Students can easily become too introspective or bored if many days are devoted to one project. Try to alternate the monologue work with group work (like the theatre history lessons in Unit 2 or the scene work in Unit 4).