Use the following form as a template.

It should be 5 paragraphs, double spaced, and in Times New Roman font!

Students will work individually or with a partner to complete a presentation on one of the following subjects that will be randomly assigned.


Mime - Sarai
Ventriloquism - Eliana
Opera - Jessica
Greek Tragedy - Eden
Greek Comedy - Miyu
Pantomime - Judy
Melodrama - Priyanka
Theatre of Cruelty - Reese
Revue Show - Lucy
Roman Tragedy - Bella
Theatre of The Absurd - Deja
Commedia Del Arte - Olivia
Farce - Ella
Roman Comedy - Spencer
Minstrel Shows - Kylie

*Guidelines:

Students will research their selected topic.
Students will use their research to complete a presentation for the class.
Presentations 10-15 minutes
Presentations should include relevant information and video clips.

Everyone will submit something for the showcase, whether a performance or project from the year or something new.

Choose a NEW Musical Theatre/Broadway CD to listen to and complete the form.


You can listen on youtube, spotify, apple music, etc...


Please choose something NEW!

This counts as your attendance, so make sure you answer the question or you will be marked absent.

This counts as your attendance, so make sure you answer the question or you will be marked absent.

- Students will be in groups of 2-4.
- Students will choose a musical they want to adapt or write their own original JUKEBOX musical.
- Students will condense the musical from start to finish in a 25-30 minute adaptation or write their own in this time frame.
- Students will first write an outline, including the songs they choose to incorporate.
- Students will then write their script.
- Students will finally create a video for their musical adaptation. The video can be live performance or animated!
- Every group member must participate in all aspects, including the video.
- Assign jobs: Writers, Directors, Choreographers, Editors, Costume Designers (Coordinate outfits), Sound Designer (Find tracks), Set Designer (Find ZOOM backgrounds), etc...

*Beats in Scripts & Monologues

- Beats: Sections within a scene or monologue where the actor changes.
- Every time you pause, shift what you are feeling or thinking about, have a realization or try an new tactic, that is a new beat.
- Every-time there is a change in dynamic, emotion, or purpose, there is a change in BEAT.
- Deciding where the beats are in your monologue is an important step in deciding how you will perform your monologue.

*Steps in determining beats in your monologue:

1. Read the monologue
2. Read it again to determine the goal(s), theme(s), and conflict(s).
3. Read it again to analyze as an actor the initial beats (Mark with a "/").
4. Read it again to check for any additional minor beats that you find.
5. Remember: Purpose, emotion, or dynamic should probably change AT LEAST a little on each sentence. Sometimes they will change in the middle of a sentence as well. Try to find ALL the changes in your selected monologue.
6. When you have marked all the beats you can find, you should SCORE your script.

*Scoring your script:

- Scoring a script means to mark it up in order to make specific choices about the dramatic choices you are going to make when you are performing a character.
- Actors score their scripts because it forces you to slow down your brain, think about making deliberate choices and not “just talk.”
- When scoring your script, you are providing action words as a "tactic" to express the motivation the character has at that specific moment in the monologue.

*Action Word Examples

Accuse, Annihilate, Attack, Awaken, Beg, Belittle, Berate, Bombard, Build, Call on it, Challenge, Comfort, Convince, Counsel, Crush, Dare, Dazzle, Demand, Destroy, Encourage, Engage, Enlighten, Entreat, Fascinate, Focus, Help, Hurt, Ignite, Implore, Incite, Inspire, Manipulate, Mock, Nag, Order, Overwhelm, Persuade, Prepare, Preserve, Reassure, Relent, Resign, Ridicule, Scorn, Seduce, Submit, Suppress, Tease, test, etc...


**Assignment**

1. Paste your monologue and make sure it is double-spaced.
2. At the top write your objective.
3. Put a slash mark / each time there is a new beat.
4. Write a tactic over each beat. Remember it needs to be an action verb. And remember it
must be something you are doing TO the other person.
5. Submit your work!

Students will video record a reading of their monologue on Flipgrid.

Students may use their script as needed, but in the video make sure your face is visible and you aren't "reading" off the script, but instead using it for assistance as needed.

*Beats in Scripts & Monologues

- Beats: Sections within a scene or monologue where the actor changes.
- Every time you pause, shift what you are feeling or thinking about, have a realization or try an new tactic, that is a new beat.
- Every-time there is a change in dynamic, emotion, or purpose, there is a change in BEAT.
- Deciding where the beats are in your monologue is an important step in deciding how you will perform your monologue.

*Steps in determining beats in your monologue:

1. Read the monologue
2. Read it again to determine the goal(s), theme(s), and conflict(s).
3. Read it again to analyze as an actor the initial beats (Mark with a "/").
4. Read it again to check for any additional minor beats that you find.
5. Remember: Purpose, emotion, or dynamic should probably change AT LEAST a little on each sentence. Sometimes they will change in the middle of a sentence as well. Try to find ALL the changes in your selected monologue.
6. When you have marked all the beats you can find, you should SCORE your script.

*Scoring your script:

- Scoring a script means to mark it up in order to make specific choices about the dramatic choices you are going to make when you are performing a character.
- Actors score their scripts because it forces you to slow down your brain, think about making deliberate choices and not “just talk.”
- When scoring your script, you are providing action words as a "tactic" to express the motivation the character has at that specific moment in the monologue.

*Action Word Examples

Accuse, Annihilate, Attack, Awaken, Beg, Belittle, Berate, Bombard, Build, Call on it, Challenge, Comfort, Convince, Counsel, Crush, Dare, Dazzle, Demand, Destroy, Encourage, Engage, Enlighten, Entreat, Fascinate, Focus, Help, Hurt, Ignite, Implore, Incite, Inspire, Manipulate, Mock, Nag, Order, Overwhelm, Persuade, Prepare, Preserve, Reassure, Relent, Resign, Ridicule, Scorn, Seduce, Submit, Suppress, Tease, test, etc...


**Assignment**

1. Paste your monologue and make sure it is double-spaced.
2. At the top write your objective.
3. Put a slash mark / each time there is a new beat.
4. Write a tactic over each beat. Remember it needs to be an action verb. And remember it
must be something you are doing TO the other person.
5. Submit your work!

Students will choose a monologue to work on for their monologue project.

Monologues must be around 1 minute in length & school appropriate. It can be from a play, movie, musical, or tv show, but if you are auditioning for Advanced Drama it is recommended that you use a monologue from a play. If the monologue is longer than 1 minute, you can cut the monologue into the appropriate time frame.

If you need help finding a monologue, I have included links to some websites with monologues for high school students.

For this assignment, you must include the monologue title, Play/movie/tv show (if any), author, and copy/paste the monologue below for credit!

Use the following form as a template.

It should be 5 paragraphs, double spaced, and in Times New Roman font!

- Writers: Final Script
- Directors: Blocking notes/brainstorm & ideas for virtual show
- Choreographer: Choreography video (final)
- Costumers: Costume slideshow
- Virtual Set Designers: Final Set design slides
- Sound Designer: Folder of sound effects

- Writers: Script updates (Writing)
- Directors: Blocking notes/brainstorm & ideas for virtual show
- Choreographer: Choreography videos
- Costumers: Costume plots/ideas , BE SPECIFIC!
- Virtual Set Designers: Set design slides
- Sound Designer: Sound effect list & sound effects

- Writers: Outline
- Directors: Blocking notes/brainstorm & ideas for virtual show
- Choreographer: Choreography notes
- Costumers: Costume plots/ideas
- Virtual Set Designers: Set design slides
- Sound Designer: Sound effect list

Record what you rehearsed

Choose any character and fill out the form.

Submit your video.

Submit your script here.

Fill out the form

All must fill this out, whether you plan to donate/fundraise $0 or $275+.

You will receive points for completing the form, not for donating.

Create an outline prior to writing your script.

Attach it to this assignment for credit.

*Step 1: Choose one of the following Monologues:

#1: You know, my boyfriend tells me I’m an (does air quotes with fingers) “overprotective and jealous” girlfriend, but he just doesn’t understand. It’s a girlfriend’s job to watch out for girls who want to steal him away. The other day I saw him hugging another girl. When I confronted him, he said it was his mom. Excuses, excuses. I didn’t talk to him for a week after that incident. I just trying to protect him, you know. He interacts with so many girls, you never know who may be eyeing him. I even quit my job just so I could keep my eye on him. He often pleads with me to trust him and whatever, but that always leads to arguments. Another time, I hacked his phone and looked through his mail and messages. He’d been talking to so many girls! Someone named Jenny and another named Mrs. Switzer. An older woman! He claimed that Jenny was his science partner and that Mrs. Switzer was his piano teacher. Yeah, right. How could he do this to me? When he caught me looking through his phone, he was a little mad, and he explained that just because he’s talking to women, doesn’t mean he’s cheating on me. Then, he said the next time that I do something like that, he’ll break up with me. He just doesn’t understand what a good girlfriend I am. I’m just being there to ward off any girls who want to take my man. Right now, I’m hiding behind a bush, keeping my protective watch on him. Wait, here comes a girl. Gotta go!

#2: Class of 2020, I have something I need to say to you. Vote for me. Not for President, I don’t even think I’m old enough for that. For the Student Council, I mean. I wanna be your class president cause like prom sucked last year. And I think you all know I throw a killer party. A vote for me is a vote for a better prom. Also, the guidance counselor, Ms. Beiste, said that if I want to get into college, I’m gonna need extracurriculars like Student Council, so here I am. Apparently, my GPA is record-breaking which I is a good thing, but apparently not enough to get into the college of my choice. Without the curriculars, you know. But yeah, so vote for me. I’m supposed to tell you why I would be a good fit for the job but let’s be honest. You’re gonna vote for me anyway. Why? Cause I’m popular, and I’m running unopposed. But just to fill the time, I guess I’ll go ahead and tell you another reason why I’m eligible. I babysat a lot last summer and I feel like I was a really good leader. I got the kids to go to bed, only a couple hours after their bedtime, and I supervised when they cooked my dinner so. Yeah and also, it’s true that I ran for Student Council last year but there was a miscommunication. Apparently you can’t just run to be Student Council, you have to run for a certain position. So, I guess you could say I’m ambitious. Oh, well. Time’s up. So remember, vote for me for President. Of Student Council not the government…obviously.

#3:I know I’m late for work, but you would not believe the morning I’ve had! Last night, I put all my clothes into the washer and dryer since most of them were dirty. To my surprise, they were all shrunken about three sizes after taking them out of the dryer! I only had my pajamas I slept in, so I wore them, as you can see. Then, when I went outside to get into my car, my car door wouldn’t open. I put my hands onto the freezing car window and saw that my keys were inside of the car! I had no choice but to walk to work. As I walked down the street, I heard something come from a nearby alleyway. Out of curiosity, I went to see what it was. Let me tell ya, big mistake. There were about ten, no, about twenty ferocious street cats staring me down. I slowly backed away, but it was too late. They chased me down the alley. About five jumped onto me and attacked me. This is why there are a ton of scratches on my body. See? By some miracle, I was able to escape. I thought to myself, how can this morning get any worse? Trust me, it did. I was a block away from the work office when I went to the coffee shop right around the corner and got some hot coffee. I realized that I was about to be late for work. I hurried to get out of the shop, and of course, I tripped and spilled the coffee all over the place. My work bag, my pajamas, my shoes, were soaked! I tried to wash off as much as I could in the bathroom, but it’s still there, as you can see. So, that’s why I’m late. I’ll try not to let it happen again. What? It’s daylight savings time? Oh, I’m an hour early? Oh, then never-mind.


*Step 2: Find the beats and score your monologue. Don't forget to identify your objective!

Record yourself reading your monologue with your beats/scoring on flipgrid.

Does not have to be memorized!

Rehearse and perform your project!

You will record your scene and submit it here.

Use the list of tongue twisters to write and perform a scene.
The scene should last between 3-5 minutes, and contain a minimum of five tongue twisters for each actor!

The scene needs to have a clear beginning, middle, and end to the story.

The tongue twisters must make sense in the script! The scene should flow from "twister" to "twister" in a logical sequence,.

Your scene should involve conflict, tension, and resolution.

You can use dialogue to help tongue twisters make sense, but you must leave the tongue twister itself exactly as it is meant to be.

For this part of the assignment, you will turn in the completed script of your story, including which tongue twisters you plan to use.

You may use the same google doc from your outline.

Use the list of tongue twisters to write and perform a scene.

You will be assigned a small group to work in.

The scene should last between 3-5 minutes, and contain a minimum of five tongue twisters for each actor!

The scene needs to have a clear beginning, middle, and end to the story.

The tongue twisters must make sense in the script! The scene should flow from "twister" to "twister" in a logical sequence,.

Your scene should involve conflict, tension, and resolution.

You can use dialogue to help tongue twisters make sense, but you must leave the tongue twister itself exactly as it is meant to be.

For this part of the assignment, you will turn in an outline of your story, including which tongue twisters you plan to use.

You may use one google doc per group and submit the same link of your outline.