Authenticity in Performance: Monologues and Improvisation
Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we, as performers, explore our authentic selves and build confidence through improvisational exercises, script analysis, and contrasting monologue performances?Essential Questions
Supporting questions that break down major concepts.- How can improvisation help me discover my authentic self?
- How do I effectively embody a character?
- What is the relationship between my personal experiences and the characters I portray?
- How can I use script analysis to understand a character's motivations and objectives?
- How do I maintain a believable reality while performing?
- How does the rehearsal process shape my understanding of a character and a play?
- In what ways can performing monologues build confidence and self-expression?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will be able to demonstrate effective physical and vocal traits of characters.
- Students will be able to refine the dramatic concept of a scripted theatre work through rehearsal.
- Students will be able to maintain the given reality of a scripted theatre work during rehearsal.
- Students will be able to articulate a character’s inner thoughts, objectives, and motivations through character analysis.
- Students will be able to use script analysis to generate believable character ideas.
- Students will be able to use personal experiences and knowledge to develop a believable character.
- Students will be able to build confidence and self-expression through performing monologues.
Theater Standards
Entry Events
Events that will be used to introduce the project to studentsMirror, Mirror
**'The Mirror Exercise'**: Students pair up and mimic each other's movements, gradually shifting from imitation to leading and following. This fosters awareness of physicality and nonverbal communication, essential for character embodiment and stage presence. It immediately sparks curiosity about how actors connect and communicate beyond words.Authenticity Auction
**'Authenticity Auction'**: Students are given a set of scenarios or character prompts and 'bid' with personal stories or experiences that resonate with the prompt. This encourages vulnerability and self-reflection, directly linking personal experiences to character development. The auction format creates excitement and highlights the value of individual perspectives.Truth or Lie
**'The Lie Detector'**: Students improvise short scenes where one person is telling the truth and the other is lying, while the rest of the class tries to guess who is who based on verbal and nonverbal cues. This sharpens observation skills and understanding of authentic behavior versus deception, fostering critical thinking about character motivations and subtext. The game-like format is engaging and relatable.Monologue Mashup
**'Monologue Mashup'**: Students receive snippets from contrasting monologues (comedic and dramatic) and must create a short improvised scene connecting them, justifying the character's emotional journey. This challenges conventional thinking by forcing students to blend different emotional tones and character types, prompting them to think creatively about transitions and subtext. The element of surprise and improvisation keeps students on their toes.Walk in My Shoes
**'A Day in the Life'**: Students choose a profession or lifestyle drastically different from their own and spend a day observing and interviewing someone in that role. They then create a short monologue from the perspective of that person, incorporating their observations and insights. This promotes empathy and understanding of diverse experiences, grounding character work in real-world observation. Students connect to the project by exploring lives beyond their own.Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Monologue Character Deep Dive
Students will select a monologue and complete an initial character analysis, focusing on identifying the character’s stated and implied objectives, motivations, and inner thoughts. This involves close reading of the script to infer character traits and motivations.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA detailed character analysis document outlining the character's objectives, motivations, inner thoughts, and key personality traits, supported by textual evidence.Alignment
How this activity aligns with the learning objectives & standardsAligns with HS1.TH.1.1 by focusing on articulating a character’s inner thoughts, objectives, and motivations.Character Biography Builder
Building on the initial analysis, students will explore the character’s backstory, relationships, and circumstances, using script analysis to inform their understanding. They will create a character biography that details the character’s life before the monologue begins.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA comprehensive character biography detailing the character's life, relationships, and circumstances, which informs their actions and motivations in the monologue.Alignment
How this activity aligns with the learning objectives & standardsAligns with HS2.TH.1.1, focusing on using script analysis to generate ideas about a believable character.Personal Connection Reflection
Students will identify personal experiences or knowledge that resonate with the character’s circumstances or emotions. They will write a reflection piece exploring how their own experiences can inform their portrayal of the character, enhancing the authenticity of their performance.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA reflective essay detailing personal connections to the character and how these connections will inform their performance choices.Alignment
How this activity aligns with the learning objectives & standardsAligns with HS3.TH.1.1 by encouraging students to connect personal experiences and knowledge to develop a believable character.Physicality and Vocality Lab
Students will experiment with different physical and vocal choices to embody the character, focusing on posture, movement, voice, and accent. They will record their experimentation process and analyze the effectiveness of different choices in conveying the character’s personality and emotions.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA video or audio recording of physical and vocal explorations, accompanied by a written analysis of the effectiveness of different choices.Alignment
How this activity aligns with the learning objectives & standardsAligns with HS1.TH.2.1, focusing on refining effective physical and vocal traits of characters.Rehearsal and Refinement Journal
Students will engage in a series of rehearsals, focusing on incorporating feedback and refining their performance choices. They will keep a rehearsal journal to document their progress, challenges, and insights.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA rehearsal journal documenting the rehearsal process, including feedback received, adjustments made, and reflections on their performance.Alignment
How this activity aligns with the learning objectives & standardsAligns with HS2.TH.2.1 by using the rehearsal process to refine the dramatic concept of a scripted theatre work, and HS3.TH.2.1 by demonstrating the ability to consistently maintain the given reality of a scripted theatre work during the rehearsal process.Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioAuthenticity in Acting Rubric
Character Analysis
Focuses on evaluating the depth and quality of the student's initial character analysis based on a selected monologue.Depth of Character Analysis
Depth of exploration into the character's core desires, motivations, and unspoken thoughts, supported by evidence from the script.
Exemplary
4 PointsAnalysis demonstrates profound insight into the character’s inner life, uncovering subtle nuances and complexities that significantly inform performance choices. The analysis is comprehensively supported with compelling textual evidence and innovative interpretations.
Proficient
3 PointsAnalysis demonstrates a thorough understanding of the character’s inner life, identifying key objectives, motivations, and unspoken thoughts that effectively inform performance choices. The analysis is well-supported with clear textual evidence.
Developing
2 PointsAnalysis demonstrates a basic understanding of the character's inner life, identifying some objectives, motivations, and unspoken thoughts. However, the analysis may be superficial or lack sufficient textual support.
Beginning
1 PointsAnalysis demonstrates a limited understanding of the character's inner life, failing to identify clear objectives, motivations, or unspoken thoughts. The analysis lacks textual support and is largely based on assumptions.
Clarity and Organization
Clarity and organization of the character analysis document, including the effective use of textual evidence to support interpretations.
Exemplary
4 PointsThe document is exceptionally clear, concise, and logically organized, presenting ideas in a coherent and compelling manner. Textual evidence is seamlessly integrated and persuasively supports all interpretations, demonstrating a mastery of analytical writing and clear communication.
Proficient
3 PointsThe document is clear, concise, and well-organized, presenting ideas in a logical manner. Textual evidence is effectively used to support interpretations.
Developing
2 PointsThe document is generally understandable but may lack clarity, conciseness, or organization in certain areas. Textual evidence is present but may not always be effectively used to support interpretations.
Beginning
1 PointsThe document is unclear, disorganized, and difficult to understand. Textual evidence is lacking or used inappropriately, hindering comprehension and undermining the analysis.
Experiential Task Engagement
Demonstrated engagement and insights gained from the 'Hot Seating' experiential task, reflecting a deeper understanding of the character.
Exemplary
4 PointsThe student actively led and drove the Hot Seating Experiential Task, asking insightful questions that demonstrated significant character knowledge. They provided nuanced answers that deepened understanding.
Proficient
3 PointsThe student was an active participant in the Hot Seating Experiential Task and asked questions that demonstrated understanding. They provided appropriate answers and a basic understanding of the material.
Developing
2 PointsThe student participated in the Hot Seating Experiential Task, but asked elementary level questions that demonstrated some understanding. They provided basic answers that were sometimes unclear or irrelevant.
Beginning
1 PointsThe student was minimally involved in the Hot Seating Experiential Task and demonstrated little to no understanding of the purpose and execution.
Character Biography
Assesses the student's ability to create a character biography that provides context for the character's actions and motivations, and their engagement in the historical immersion task.Contextual Research
Extent and depth of research into the historical, social, and cultural context of the monologue.
Exemplary
4 PointsResearch demonstrates a comprehensive and nuanced understanding of the historical, social, and cultural context of the monologue, revealing insightful connections between the character’s circumstances and broader societal influences. Research is exceptionally thorough and goes beyond basic requirements, showing exceptional effort and curiosity.
Proficient
3 PointsResearch demonstrates a thorough understanding of the historical, social, and cultural context of the monologue, effectively connecting the character’s circumstances to broader societal influences. Research is comprehensive and meets all requirements.
Developing
2 PointsResearch demonstrates a basic understanding of the historical, social, and cultural context of the monologue, but may lack depth or fail to fully connect the character’s circumstances to broader societal influences. Research is adequate but could benefit from further exploration.
Beginning
1 PointsResearch demonstrates a limited understanding of the historical, social, and cultural context of the monologue, failing to connect the character’s circumstances to broader societal influences. Research is superficial or incomplete.
Biography Coherence
Creativity and coherence of the character's biography, effectively linking their past to their present actions and motivations in the monologue.
Exemplary
4 PointsBiography demonstrates exceptional creativity and coherence, crafting a compelling narrative that seamlessly connects the character’s past to their present actions and motivations in the monologue. The biography is highly original and imaginative, adding significant depth and richness to the character portrayal.
Proficient
3 PointsBiography demonstrates strong creativity and coherence, effectively linking the character’s past to their present actions and motivations in the monologue. The biography is well-developed and adds depth to the character portrayal.
Developing
2 PointsBiography demonstrates some creativity and coherence, but may lack detail or fail to fully connect the character’s past to their present actions and motivations in the monologue. The biography is adequate but could benefit from further development.
Beginning
1 PointsBiography demonstrates limited creativity and coherence, failing to connect the character’s past to their present actions and motivations in the monologue. The biography is superficial or underdeveloped.
Historical Immersion Task
Demonstrated immersion and insights gained from the 'Historical Immersion' experiential task, reflecting a deeper understanding of the character's background.
Exemplary
4 PointsThe student actively participated in and drove the Historical Immersion Experiential Task, demonstrating a keen understanding of the material and significant creative application. They also had strong observational skills.
Proficient
3 PointsThe student was an active participant in the Historical Immersion Experiential Task and demonstrated appropriate observational skills.
Developing
2 PointsThe student participated in the Historical Immersion Experiential Task, but the overall impact was lessened by their observational skills, which were elementary level.
Beginning
1 PointsThe student was minimally involved in the Historical Immersion Experiential Task and demonstrated little to no understanding of the purpose and execution.
Personal Connection
Evaluates the student's capacity for personal reflection and their ability to connect their own experiences to the character's emotions and circumstances, enriching their performance.Personal Reflection
Depth and sincerity of personal reflection, exploring connections between the student's own experiences and the character's circumstances or emotions.
Exemplary
4 PointsReflection demonstrates exceptional depth and sincerity, revealing profound connections between the student’s own experiences and the character’s circumstances or emotions. The reflection is highly insightful and demonstrates a deep understanding of both the character and oneself, significantly enhancing the authenticity and emotional impact of the performance.
Proficient
3 PointsReflection demonstrates considerable depth and sincerity, revealing meaningful connections between the student’s own experiences and the character’s circumstances or emotions. The reflection is insightful and demonstrates a good understanding of both the character and oneself.
Developing
2 PointsReflection demonstrates some depth and sincerity, revealing superficial connections between the student’s own experiences and the character’s circumstances or emotions. The reflection is adequate but could benefit from further introspection and vulnerability.
Beginning
1 PointsReflection demonstrates limited depth and sincerity, failing to reveal meaningful connections between the student’s own experiences and the character’s circumstances or emotions. The reflection is superficial or insincere.
Essay Articulation
Clarity and persuasiveness of the essay, articulating how personal connections will influence performance choices and enhance authenticity.
Exemplary
4 PointsEssay is exceptionally clear, eloquent, and persuasive, articulating precisely how personal connections will influence performance choices and enhance the authenticity and emotional impact of the character portrayal. The essay demonstrates a mastery of reflective writing and communication.
Proficient
3 PointsEssay is clear, well-written, and persuasive, articulating how personal connections will influence performance choices and enhance the authenticity of the character portrayal. The essay demonstrates strong reflective writing and communication skills.
Developing
2 PointsEssay is generally understandable but may lack clarity, eloquence, or persuasiveness in certain areas. The essay articulates some connections between personal experiences and performance choices, but could benefit from further development.
Beginning
1 PointsEssay is unclear, poorly written, and unpersuasive, failing to articulate how personal connections will influence performance choices or enhance the authenticity of the character portrayal. The essay demonstrates weak reflective writing and communication skills.
Empathy Interview
Demonstrated empathy and insights gained from the 'Empathy Interview' experiential task, showing a deeper understanding of the character’s mindset and motivations.
Exemplary
4 PointsThe student actively led and drove the Empathy Interview Experiential Task, demonstrating significant care and observational skills. They gained valuable insights into the character and were able to articulate the connection between their interview subject and the character they are working to portray.
Proficient
3 PointsThe student was an active participant in the Empathy Interview Experiential Task and demonstrated appropriate observational skills. They gained general insights into the character and were able to articulate the connection between their interview subject and the character they are working to portray.
Developing
2 PointsThe student participated in the Empathy Interview Experiential Task, but the overall impact was lessened by their observational skills, which were elementary level.
Beginning
1 PointsThe student was minimally involved in the Empathy Interview Experiential Task and demonstrated little to no understanding of the purpose and execution.
Physicality and Vocality
Focuses on assessing the student's exploration of physical and vocal traits and their ability to analyze the effectiveness of their choices in conveying the character.Experimentation
Thoroughness and creativity of physical and vocal experimentation, exploring a range of choices to embody the character.
Exemplary
4 PointsExperimentation demonstrates exceptional thoroughness and creativity, exploring a wide range of physical and vocal choices with remarkable imagination and precision. The student exhibits a keen understanding of how physical and vocal traits can powerfully convey character personality and emotions.
Proficient
3 PointsExperimentation demonstrates strong thoroughness and creativity, exploring a variety of physical and vocal choices to embody the character. The student exhibits a good understanding of how physical and vocal traits can effectively convey character personality and emotions.
Developing
2 PointsExperimentation demonstrates some thoroughness and creativity, exploring a limited range of physical and vocal choices. The student exhibits a basic understanding of how physical and vocal traits can influence character portrayal.
Beginning
1 PointsExperimentation demonstrates limited thoroughness and creativity, failing to explore a sufficient range of physical and vocal choices. The student exhibits a superficial understanding of how physical and vocal traits can influence character portrayal.
Choice Analysis
Depth and insightfulness of the analysis, evaluating the effectiveness of different physical and vocal choices in conveying the character's personality and emotions.
Exemplary
4 PointsAnalysis demonstrates exceptional depth and insightfulness, evaluating the effectiveness of different physical and vocal choices with remarkable clarity and precision. The student provides compelling justifications for their choices, demonstrating a mastery of self-reflection and critical thinking.
Proficient
3 PointsAnalysis demonstrates strong depth and insightfulness, evaluating the effectiveness of different physical and vocal choices in conveying the character’s personality and emotions. The student provides clear justifications for their choices.
Developing
2 PointsAnalysis demonstrates some depth and insightfulness, evaluating the effectiveness of different physical and vocal choices in a limited manner. The student provides basic justifications for their choices.
Beginning
1 PointsAnalysis demonstrates limited depth and insightfulness, failing to effectively evaluate the effectiveness of different physical and vocal choices. The student provides superficial justifications for their choices.
Sensory Exploration
Demonstrated creativity, awareness, and responsiveness in the 'Sensory Exploration' experiential task.
Exemplary
4 PointsThe student actively led and drove the Sensory Exploration Experiential Task, demonstrating significant kinesthetic and sensory awareness, in addition to great creativity. Their personal experience was elevated by the task.
Proficient
3 PointsThe student was an active participant in the Sensory Exploration Experiential Task and demonstrated appropriate awareness and responsiveness. Their personal experience was enhanced by the task.
Developing
2 PointsThe student participated in the Sensory Exploration Experiential Task, but the overall impact was lessened by their elementary level of participation.
Beginning
1 PointsThe student was minimally involved in the Sensory Exploration Experiential Task and demonstrated little to no understanding of the purpose and execution.
Rehearsal and Refinement
Evaluates the student's engagement in the rehearsal process, their ability to incorporate feedback, and their reflections on the development of their performance.Rehearsal Engagement
Consistency and depth of engagement in the rehearsal process, documenting progress, challenges, and insights.
Exemplary
4 PointsJournal demonstrates exceptional consistency and depth of engagement in the rehearsal process, providing a richly detailed account of progress, challenges, and insights. The student demonstrates a proactive and reflective approach to rehearsal, actively seeking feedback and experimenting with different interpretations to achieve outstanding results.
Proficient
3 PointsJournal demonstrates strong consistency and depth of engagement in the rehearsal process, providing a detailed account of progress, challenges, and insights. The student demonstrates a reflective approach to rehearsal, actively seeking feedback and experimenting with different interpretations.
Developing
2 PointsJournal demonstrates some consistency and depth of engagement in the rehearsal process, providing a basic account of progress, challenges, and insights. The student demonstrates a limited reflective approach to rehearsal, occasionally seeking feedback and experimenting with different interpretations.
Beginning
1 PointsJournal demonstrates limited consistency and depth of engagement in the rehearsal process, providing a superficial account of progress, challenges, and insights. The student demonstrates a passive approach to rehearsal, rarely seeking feedback or experimenting with different interpretations.
Feedback Incorporation
Effectiveness of incorporating feedback and refining performance choices based on peer and instructor input.
Exemplary
4 PointsThe student effectively incorporates feedback from peers and instructors to innovatively refine their performance choices, resulting in a performance that is highly nuanced, compelling, and impactful. The student demonstrates a remarkable ability to synthesize feedback and apply it to their work.
Proficient
3 PointsThe student effectively incorporates feedback from peers and instructors to refine their performance choices, resulting in a performance that is polished and engaging. The student demonstrates a strong ability to synthesize feedback and apply it to their work.
Developing
2 PointsThe student attempts to incorporate feedback from peers and instructors, but may struggle to fully refine their performance choices. The student demonstrates a basic ability to synthesize feedback and apply it to their work.
Beginning
1 PointsThe student largely ignores feedback from peers and instructors, failing to refine their performance choices. The student demonstrates a limited ability to synthesize feedback and apply it to their work.
Improvisational Rehearsal
Demonstrated creativity, collaboration, and improvisational skills in the 'Improvisational Rehearsal' experiential task.
Exemplary
4 PointsThe student actively led and drove the Improvisational Rehearsal Experiential Task, demonstrating significant creative and collaborative skills. They built a believable bridge between the given monologue and their improvisation, resulting in a significant character connection.
Proficient
3 PointsThe student was an active participant in the Improvisational Rehearsal Experiential Task and demonstrated appropriate collaborative skills. They built a bridge between the given monologue and their improvisation, resulting in a satisfactory character connection.
Developing
2 PointsThe student participated in the Improvisational Rehearsal Experiential Task, but the overall impact was lessened by their elementary level of participation.
Beginning
1 PointsThe student was minimally involved in the Improvisational Rehearsal Experiential Task and demonstrated little to no understanding of the purpose and execution.