Wiki Page, Oklahoma High School- Drama/Theatre Course (OK Art Tech): Module 14: Arts Experience #3 Guide- Monologue Commercial

Wiki Page
2025-03-06T08:26:21-06:00

Module 14 Arts Experience #3 Guide

Assignment

Students brainstormed and wrote a script in the previous module and will use these foundations to practice and perform their own monologue commercial for their final Arts Experience. The goal is for students to apply their skills of delivering a monologue that lasts between 15-30 seconds, which showcases the various elements of expression, including facial expressions, voice, and delivery.

Set-up Instructions

On the day(s) students practice their monologues, it can be useful to assign spaces so students can have their own area to practice without distraction. Be available and walk around to offer feedback and encouragement when students need it.

On the day of the Arts Experience, you would ideally have a traditional performance space. If this isn't the case, rearrange your space/classroom with a designated "performance area" and an "audience area." It may also be useful to create a "performance schedule" so that students know when they will perform.

Instruction

Introduction

1. Lead the group in a warm-up exercise of your choice.

2. Recall information from previous modules:

1. "In modules 12 and 13, you explored and practiced the elements of expression, including elements of voice. You also defined monologues and their purpose in commercials, and wrote a script for your monologue commercial. For this Arts Experience, you will practice your monologues and then perform for your peers. Remember that we are all here to see you succeed."

3. Review the rubric with students so they know what is required of their monologue.

4. Have students go to their practice spaces.

5. When students are done practicing, direct them to the audience and performance areas.

Demonstration

Once students are seated for the monologue performances, review proper audience etiquette. Remind students that performing can be challenging, but we are here to support and congratulate each other for being brave.

Help students feel more confident by modeling a short monologue and pointing out strategies you use to make it effective.

Monologue Performances

If time allows, you can have students quietly practice their presentations independently or with a partner.

Students may volunteer to perform, or you can invite them to present. If a student refuses to perform in person, provide alternatives to the traditional presentation to get as many students as possible to participate.

Review this list of expectations before starting:

Stay in your seat during the performance.

Don't make noise.

Pay attention to the performance.

Applaud when it is over.

Be supportive and encouraging.

The instructor may provide feedback for students in one of two ways:

Real-time feedback- Provide constructive feedback right after the student performs.

Delayed feedback- Be sure to keep notes during each performance that contain support and constructive criticism. Deliver them after performances, preferably during individual conferences.

Assessment

You will grade presentations based on the rubric below. Students can access this rubric in their Canvas module, but you should discuss it with them before presenting.

Wrap-up

Clean up

Have students clean up materials and dispose of trash.

Return furniture to its original spots if necessary.

Reflection

When students return to their tables, they will complete 14.5 Assignment-Monologue Performance Reflection and will be asked the following questions:

1. Did you feel prepared for the arts experience? Why or why not?

2. What is one way your monologue commercial changed from the very first time you practiced it to your performance?

3. Think back to Arts Experience 2, where you recorded a silent film scene. Did you prefer recording your performance (film setting) like in Arts Experience 2 or performing live (theatre setting) like in Arts Experience #3? Explain your reasoning.

Note

Remind students of the due date for this project. If students do not perform or complete their monologue commercial during the week, be sure to give further instructions on when they can work on it and when it is due.