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Drama 9


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Informative Speech Writing Guide
Please subscribe to the new drama class page by clicking on the link below, signing in, and clicking "Watch this page" at the bottom of the screen.
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Extra Credit: Students who attend a performance of The Sound of Music, with music by Richard Rodgers, lyrics by Oscar Hammerstein II and a book by Howard Lindsay and Russel Crouse at Brooklyn Technical High School, and write a brief review (evaluative essay) will review extra credit. Click on the links below for the performance schedule:
http://www.bths.edu/apps/events/show_event.jsp?REC_ID=294744&id=0&rn=4974399
http://www.bths.edu/apps/events/show_event.jsp?REC_ID=294745&id=0&rn=4974399
Student tickets are $5 each.

Extra Credit: Students who attend a performance of Metamorphosis, by Mary Zimmerman at Fiorello LaGuardia High School for the Performing Arts and write a brief review (evaluative essay) will review extra credit. The performance schedule is as follows: Friday, April 24, 2009 @ 7:30 p.m., $15, Saturday, April 25, 2009 @ 2:00 p.m., $10, and 7:30 p.m., $15. It is my understanding that Brooklyn Technical High School students who present a BTech student ID will receive a $5 discount to the Saturday matinee performance.

Fiorello LaGuardia High School for the Performing Arts is located at 100 Amsterdam Avenue, New York. For further information visit LaGuardia Arts.

The Birds

Please familiarize yourselves with the terms found on the Literary Devices link below.
Literary Devices

Your ClassMarker homework assignment on Shakespeare's Theater was due by midnight on Thursday, March 12, 2009. You should complete it and accept a late penalty. This assignment counts as fifteen percent of your overall grade.

Any student cutting on Thursday, March 12, 2009 and/or Friday, March 13, 2009 will receive a zero for the monologue performance assessment.

Monologue performances begin on Wednesday, March 11, 2009. You must be prepared to perform on Wednesday.

Your ClassMarker homework assignment on Shakespeare's Theater is due by midnight on Thursday, March 12, 2009.


Your monologues are due.

Extra Credit: Anyone who watches Flower Drum Song on Turner Classic Movies (cable/satellite) on Friday, March 6, 2009 at 3:30 p.m., and writes a three paragraph review, will receive extra credit.

Reminder: Character monolog(ue)s are due by midnight, Sunday, March 8, 2009. No extensions will be granted.

 A monologue refers to a speech given by one person in a drama, or an extended part of the text of a play spoken by an actor/actress.

A soliloquy is a speech delivered by a character in a play or other literature while alone, or an utterance by a person who is talking to him/herself, oblivious to any listeners present. This technique is frequently used to disclose a character’s innermost feeling, such as thoughts, state of mind, motives, and intentions or to provide information needed by the audience or reader.


Performing Your Monologue  

Preparing  

Step 1: A monologue is delivered by one character in a play that you can identify with. The desired length of the monologue will often be set by the requirements of a given audition/performance, but a good standard length is about 2 minutes. The passage you choose should demonstrate an interesting range of emotion, and should show the character going through some kind of transition or change.

Step 2: You will want to thoroughly understand the motivation of the character you are playing when you perform your monologue.
 

Step 3: Analyze the monologue, making a note of every time a change in the character's emotions or intentions occurs. This will allow you to break your monologue down into sections, or beats.  

Step 4:  Focus not only on portraying the emotions contained in your monologue, but also on transitioning between different beats in a believable manner. 

Step 5: Memorize the monologue until you know it by heart without having to reach for the words. Practice it over and over again. 

Step 6: Perform the monologue for a friend or an acting coach. Ask for an honest critique of your work. You will want to make adjustments to your monologue based on the feedback you receive. 
 

Take the Stage  

Step 1: Dress in character. Consider using minor accessories, such as jewelery, a book, or hat to suggest your character without calling attention away from your performance.

Step 2: Position yourself in the center of the spotlight to introduce the piece that you will be performing. Let your personality shine through, and be friendly, nobody wants to work with a diva.     

Step 3: Block out the audience sitting before you, and let yourself truly inhabit the character.  Be sure to project your voice, so everyone in the space can hear what you're saying. 

Step 4: Act as though you are surrounded by the objects and people in your character's world. You may be alone on an empty stage, but you need to imagine it as whatever environment your character is meant to inhabit. If your character is speaking to someone else, track that invisible person with your eyes and act as though that other character has a physical presence.   

Step 5: Cap off your monologue with a still moment, holding on your final note before exiting the stage.

Tips

      If you forget a line, don't let the audience know it. Improvise until you get to the next line, or skip the forgotten line altogether.  

      Don't just stand still on the stage and speak to one point in the distance. Move around so you engage the audience. 


WHAT IS A MONOLOGUE?

* A monologue expresses the thoughts of one person.  

* A monologue must have a beginning, middle, and an end.    

* A monologue should always reveal something - be it a story, a secret, an answer to a question, or an emotional outpouring.  

In life, we don't speak in a monologues. There is no point when we turn to our mother, father, brother, sister, best friend, girlfriend, boyfriend and start talking about a memory or an event.  

In the theater, a monologue can be a great gift.  It's a gift to the audience to look up on that stage and see inside the thoughts a human being. The great monologues are private moments, secrets, emotions, heartbreaks, wonders.  

 

Keeping that in mind, it's no easy feat to write a powerful monologue.  There are a lot of poor monologues out there, ones that ramble about the past or throw together random incidents with no point of view.  

The story of a monologue must have purpose. There must be a reason for a character to speak at length!  

Dealing with the past is a very common story driven monologue format. To illuminate something that is currently happening in the script, a character relates a past story. The problem with these types of monologues is when a character says, "I remember." "I remember" creates an insular experience; it's something that only happened to the character and it's difficult for the audience to share in the event.  

Another problem with past monologues is the use of the past tense. When something has happened in the past, it's over, it's done. Using the present tense is much more alive and active.  

Practice Exercises

* Write a monologue where the first line is 'I remember when...' and uses the past tense.  

* Re-write the monologue, taking out all mentions of 'remembering.'  

* Re-write the monologue in the present tense.  

* Read aloud the first version and then the third. What are the differences?  

MAKING THE STORY COUNT

 If a character tells a story, "I went to the grocery store and THIS JUST HAPPENED," there has to be something besides the base story going on for the audience. There has to be more. The story has to show something: character flaw, a plot point we didn't know, a lie, a romance, and so on.  

 

Practice Exercises

* Write a monologue where the character tells a story about going to a parade.  

* Re-write the monologue so that by telling the story, the audience sees the character is a liar.  

* Re-write the monologue so that by telling the story, the audience sees the character is heartbroken.  

* Re-write the monologue so that by telling the story, the audience sees the character is in love.  

“Beginning to End Monologues” as with all stories, must have a beginning, middle, and an end. Just because it's short doesn't mean there can't be a dramatic arc. Not only that, there has to be a journey, a change, a shift from the beginning to the end of the monologue. That's going to go a long way to make the monologue alive and exciting.


CREATING A SPECIFIC LANGUAGE

All characters should speak in a specific language that illuminates their personality. You can tell a lot about an individual by how they speak, what words they choose, their contractions, or lack thereof. Character language can convey aspects such as geographical location, culture, and education. Character language is an excellent method of conveying emotion and subtext.

All of this becomes especially important in monologues, where we focus on a character for more than a couple of lines. When creating a language for a character, pay attention to sentence length, contractions, vocabulary, punctuation. Use the practice exercises below to explore specific language. Don't focus on the content of the monologues, but rather focus is on the structure. 


Practice Exercises  

* Write a monologue where the character speaks in one word sentences.  

* Write a monologue where the character is very verbose. Use very long sentences.  

* Write a monologue where the character speaks in one and/or two syllable words only.  

* Write a monologue where the character speaks mainly in three and four syllable words.  

* Write a monologue where the character uses no contractions.  

* Write a monologue where the character's dialogue includes slang.  

* Write a monologue in which a character watches a parade. Decide on a specific geographical location for the character, a specific level in society, and a specific education level. Re-write the monologue to reflect these details in the character's language.  

Monologues thrive in specific detail. Anything that is going to make the world of the monologue come alive in the minds of the audience is the goal of a successful monologue. All you have is a character and their words. Use those words to create a vivid vibrant world.   


How to Write a Dramatic Monologue

When we talk about a dramatic monologue these days, we mean a long speech in a play, usually with strong emotion and that enforces a main theme. A dramatic monologue can take up the entire play, which is sometimes called a monodrama. Because modern audiences aren't as patient with long-winded speeches, writing a monologue for your play or film script takes great skill. Follow these steps to make it effective:  

Step 1:
Read as many dramatic monologues as you can. Writers like Shakespeare, Moliere and Chekhov are classic monologue playwrights, but plenty of modern writers use the technique effectively. There are several monologue databases on the Internet you can tap into (see Resources for links).  

 

Step 2:
Know your characters. Anyone of them can give a monologue but it's easiest to start with your protagonist because you know him best. Do extensive character development on him so you know how he thinks and what motivates him to act as he does.  

 

Step 3:
Decide on the climax of your dramatic monologue. It should build up to a defining moment in the play or thrust a major theme into the limelight.  

 

Step 4:
Map out the structure of your monologue. It's tricky finding the right place to begin. You don't want to waste time but you don't want to ruin the suspense to the climax.  

Step 5:
 
Define how you'll end the monologue. You must be careful not to drag out the ending because by the time you've gotten through the climax, the audience will be anxious to move on to the next scene.   

Step 6:
Write the rough draft of your monologue. Include as much of the buildup to the climax as you like at this point. You can also drag out the ending to make the point clear to yourself. 


Step 7:
Edit your dramatic monologue as many times as necessary to get the timing right. This is when you must shorten the beginning to get at the climax in the quickest way possible and cut the ending so it leads into the next scene.

 


Check your e-mail.

January 22, 2009:

You have the option of completing an extra credit project. If you choose, you can write a five paragraph essay entitled, "How I Have Grown From Studying Drama." If you choose, your essay can describe what you learned from your contribution to the writing and performing of your group's final scene, however it can also be about your growth as an actor, playwright, editor, director, and/or dramaturge.

(Structure of the Five Paragraph Essay)

Your extra credit project will be scored as an essay. If you essay grade increases your overall class score, then it will be average into your overall grade. If it lowers your overall score, then it will not be factored into your grade for the semester.

All five paragraph essays must be posted to your wikis or e-mailed to me by noon on Tuesday, January 27, 2009.



Reminder: Your final scenes must be posted to your wiki pages by noon on Thursday, January 22, 2009. It is sufficient to post your group’s script on to one of your wiki pages. However, if possible, you should have a copy of your group’s script posted onto your page. I will grade the one that I receive closest to noon on Thursday, January 22, 2009. If multiple actors/actresses from the same group post different scenes, I will grade the one that is posted closest to noon January 22, 2009.

Since grading is done in increments of five points, doing an excellent final scene may mean the difference between a 75 and an 80 or an 85 and a 90. I urge you to diligently prepare.

Anyone absent on Thursday, January 22, 2009 must bring in a medical note to excuse the absence. A note from your parents/guardians will not be accepted. All of the scenes will be performed on Thursday, January 22, 2009. The order of performance will be selected at random.

If you are absent on January 22, 2009, you will perform with your group on Friday, January 23, 2009. However, if you do not provide a medical note, you will not receive credit for the final.


Drama 9 Final Scenes Rubric   

 

Objectives/Goals  

Actor/Actress  

Actor/Actress  

Actor/Actress  

Actor/Actress  

Physical Characterization (max. 10 points)  

* Uses appropriate adjustments specific to the character during the scene.
* Reveals constant thought and action.
* Uses carefully selected gestures to emphasize key ideas and traits.
* Movements suggest the character's age and physical condition.
* Movements show the character's personality and attitudes.
* Movements demonstrate social class and time period.
* Posture reflects emotional attitude.
* Remains consistent throughout the scene. 

 

 

 

 

Vocal Characterization  (max. 10 points)    

* Words are clear and projected throughout.
* Variety of rate, volume, and pitch are used.
* Pitch and inflection patterns suit the character.
* Phrasing clear.
* Vocal quality fits character.
* Words pronounced correctly.
* Dialects/accents consistent and correct.
* Voice projection consistent and powerful.
* Diction and articulation clear.

 

 

 

 

Focus (max. 10 points)  

* Character listens and responds to others on stage.
* Actor remains in character.
* Actor does not break the fourth wall.
* Smooth line delivery.
* Is believable.
* Attention to specifics.  
* Not generalized.

 

 

 

 

Blocking (max. 10 points) 

* Effective use of stage based on style.
* Use of stage conveys/enhances characterization and meaning.
* Is inventive.
* Staging chosen to enhance emotion and characterization.
* Blocking is open to audience throughout the performance.
* Actor executes blocking on cue.

 

 

 

 

Objectives/Goals  

Actor/Actress  

Actor/Actress  

Actor/Actress  

Actor/Actress  

Pacing (max. 5 points)  

* Is dynamic.
* Is appropriate to the structure of the scene.  

 

 

 


Preparation (max. 10 points)

* Is sufficiently rehearsed.

 

 

 

 

Story/Plot (max. 20 points)  

* Includes a beginning – exposition.
* Includes a middle: initial incident, rising action, climax/turning point.
* Includes an ending - falling action.
* Includes a conflict.  
* Uses proper grammar and punctuation.  
* Is written in dialogue format.
* Includes characters with external and/or internal struggles.  
* Includes characters with clear motivations.  
* Includes characters with compelling reasons to be in the scene.  

 

 

 

 

 

Interpretation (max. 10 points)  

* Is believable and natural.
* Conveys author's intent.
* Portrays character's objectives in a clear manner.
* Proper emotional tone.
* Choices reflect research into time period and culture.
* Emotional commitment to the character complete.
* Evident development in character.  

 

 

 

 

Collaboration (max. 5 points) 

* Worked well with scene partners.  
* Contributed ideas.  
* Shared the workload.  

 

 

 



Performance (max. 10 points)

* Performance was compelling.
* Performance was entertaining.  
* Performance had clear point of view.   

 

 

 

 



           You should be writing your final scenes for this semester. You will have time to rehearse them in class and you will be performing them during finals week. If you receive an e-mail as a result of this posting, please go to the bottom of this page and click on "Post a comment." When the text box appears, please write "Yes, I received an e-mail."


Video: "Freeze Tag" Improvisation in a British classroom.

          If you attended the performance of Romantic Poetry, then you should write your evaluative essays about the performance that you saw.  If you saw Metamorphoses at Brooklyn Tech H.S. and will be writing about it, send your reviews to jpititto@bths.edu.
         
If you did not see either, you must see a live performance and write about it before the deadline.  Inexpensive theater tickets may be found at High 5 Tickets to the Arts or through Theatre Development Fund.  There are also many opportunities to see live theater in many communities throughout NYC at any given moment, so be on the lookout for those.
           If you are going to write about a performance other than
Romantic Poetry or Metamorphoses, please provide a playbill or ticket stub corresponding to the performance that you saw.  Keep in mind that, if you saw Romantic Poetry, then you will be writing about Romantic Poetry.  You do not have the option of writing about another play.

All make-up work must be submitted by December 21, 2008.  If you do not submit your work by then, you will receive a zero for that assignment.

Extensions will no longer be granted.  Your reviews for Romantic Poetry and Metamorphoses must be submitted by December 21, 2008.  If they are not you will receive a zero for that assignment.


Drama Assignments Currently Due:
    o Activate your bths.edu e-mail account.

o Create a wiki page on www.zoho.com and send the URL (web address) to jpititto@bths.edu.

o Complete and submit the homework sheet on Greek Theater.  All answers should be written in complete sentences.

o Complete The Middle Ages homework assignment on www.classmarker.com.  All answers should be written in complete sentences.

o Write a review for three of the plays that have been read in class or plays that you have seen on your own and post them onto your wiki. You must show proof of attendance (playbill, ticket stub, etc.) should you decide to write about a play not covered in class.

o  Write a college application essay and post it to your wiki. 

o Write a persuasive speech outline and post it to your wiki.

o  Your review (evaluative essays) of either Romantic Poetry or Metamorphoses should be posted onto your wiki.

The homework assignment entitled The Renaissance on Classmarker.





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