Contextual Theatre: “Audition” Unit

by Meredith Gale-Johnson

Developed June, 2003 for

Fundamentals I: Advanced Acting Course (Fall 2003)

Harrison High School

Grades 9-12

mergale@mindspring.com

Introduction

Unit Plan

Bibliography

Biography

Introduction: “Fundamentals I: Advanced Acting” is the third course in the Cobb County High School sequence of drama courses. Thus, students bring to this course some prior knowledge of acting techniques, as well as some experience with a number of this unit’s components. Students are introduced to improvisation, for example, and must perform a monologue in Introduction to Theatre (the first course in the sequence). Likewise, students perform some rudimentary character analysis and hone their improvisation and acting skills in Intermediate Acting (the second course in the sequence). The “Audition” unit in Fundamentals I is designed to teach students not only new auditioning skills, but also how to use previously learned skills to successfully audition for roles and scholarships. This structure capitalizes on one of Parnell’s “Seven structures that can transform a classroom,” the “building” principal, which states that “new knowledge and new units of study are deliberately and specifically connected with students’ prior knowledge or past learning so that the new learning builds on prior experience” (Parnell, 1995). As well, students will have the opportunity to use the skills learned in this unit later on this same semester when they participate in an actual audition for student-directed plays.

This unit is designed to fall roughly halfway through the “Fundamentals I: Advanced Acting” course and to last a total of four weeks. Since Harrison High School has a four by four block schedule, this class will meet for an hour and a half each day for each of the nineteen days included in this unit plan (one day is a teacher workday). Though this unit runs the risk of being long, and thus losing student interest, it is my hope that the authenticity of the assignment with help keep the students focused. As well, the workshop-type setting of the classroom throughout this unit has proven to be a powerful method of instruction. Truly, this classroom will become a “working laboratory or studio, where genuine knowledge is created, real products are made, and authentic inquiry pursued” (Daniels, 1998). Students in this class will truly “learn by doing.”

As you peruse the following (vague and tentative) lesson plans, please note that not every day includes a “National High School Language Arts Standard” or an “Assessment.” National Standards may be taught on these days, and the classroom teacher will certainly wish to implement some sort of evaluation or assessment each day. “Since students are working on different topics . . . the teacher needs a system for recording students’ choices and monitoring their day-to-day work. [And] because conferences are a key ingredient of the workshop, the teacher typically develops a simple system for jotting down the highlight of these conversations” (Daniels, 1998). Likewise, students will be expected to self-evaluate and keep records of their own, two proven “best practices.” Students will be expected to understand that all workshop time must be used on some aspect of the inquiry, and that when they complete one product or phase, they are not finished for the day. For example, during the first two weeks of the unit, students are expected to complete a monologue notebook while they are working on the selection and rehearsal of their audition monologues. While working on the notebook will be an added task, it will allow students the opportunity to decide to some extent what they “feel like doing” at a given time. As well, “while there are regular, structured opportunities for sharing and collaborating in a workshop, student may also spend much time working independently and autonomously” (Daniels, 1998). And as in all effective workshops, we will need to set due dates, even if the final assessment dos not take place until the end of the unit, for “even as students enjoy the autonomy of self-directed study, they are also accountable for regularly producing work and meeting deadlines” (Daniels, 1998).

As far as the final assessment goes (please see days eighteen and nineteen), the two day “audition” taking place at the end of the unit encompasses five of the six standards for authentic assessment proposed by Wiggins in 1998 and discussed by Harwell and Blank in 2001, which are as follows: “The problem is realistic; the student has to “do” something; the task or problem replicates the contexts in which adults are tested; the task or problem requires the student to use, efficiently, a repertoire of skills and knowledge; and the task or problem allows a quality –improvement approach: a performance-feedback-revision-performance model” (Harwell, 2001). After all, students are not being asked to do anything that the professional actor is not asked to do. Every item from the headshot and the interview to the monologue notebook and the musical audition are completely authentic.

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Day 1

General Objectives: Students will understand the importance of knowing how to audition in the theatre community. They will understand how the audition process builds upon some previous knowledge and how it differs. Students will be made aware of all of the situations in which a strong audition will be expected and will understand our “calendar” for the next four weeks.

Procedures: This day will begin the audition unit and will offer an overview of what auditioning is and why actors on all levels (high school, college, professional, and recreational) must audition. Ideally, a guest speaker will join the class on this day and tell students what auditors expect to see in auditions and give students some insight into choosing appropriate material for auditions. Students will be introduced this day to all aspects of the auditioning unit including the following: selecting, rehearsing, and performing two contrasting monologues and a musical number; preparing for improvisation, interviews, and cold readings; creating a monologue notebook, theatrical resume, and headshot; and taking part in a simulated audition.

Day 2

National High School Language Arts Standards:

Learning and Self-management Tools and Techniques

The student reviews his or her own progress in completing work activities and adjusts priorities as needed to meet deadlines; that is, the student: develops and maintains work schedules that reflect consideration of priorities; manages time; monitors progress towards meeting deadlines and adjust priorities as necessary.

General Objectives: Students will understand how monologues for audition are different from those they may have read or performed previously. Students will be able to select an appropriate contemporary monologue for audition. Students will understand the requirements of the monologue notebook. Students will be able to work independently to search for their contemporary monologue (as well as other monologues for inclusion in their notebook).

Procedures: Students will begin choosing their contemporary audition monologues on this day. A list of criteria will be given to students, and they will have access to a number of plays and monologue books, as well as the Internet.

The actual monologue notebook assignment will be given this day and will be due on Day 10. The notebook must include at least ten monologues appropriate for the student actor and is a truly authentic assignment, as all professional and many college actors have a notebook of this type.

Days 3 & 4

National High School Language Arts Standards:

Learning and Self-management Tools and Techniques

General Objectives: Students will be able to apply some skills learned in the first part of this course in play and character analysis to their monologue. Students will be able to score and block their monologues. Students will be able to work independently on these tasks as well as on the monologue notebook. Students will be able to work through their monologues with a partner and will take steps toward monologue memorization.

Procedures: Students will begin reading and studying their plays and will begin to understand the character they have chosen through a series of character analysis questions. Students will apply previously learned techniques of script scoring and blocking to their monologues. Students will be able to work on their monologue notebooks if they choose and will work on memorizing their monologues. Students will be expected to work with a partner for at least a short period of time to aid in memorization and in making better physical, vocal, and character choices regarding their monologues.

Day 5

National High School Language Arts Standards:

Learning and Self-management Tools and Techniques

General Objectives: Students will be able to recite their monologues without their scripts and will be able to answer introduce their monologues fluently and articulately. Students will be able to work independently and with partners to practice their monologues and introductions and to complete their monologue notebooks.

Procedures: We will discuss how to appropriately introduce a monologue for an audition, and students will write introductions for their monologues. Students will have individual time to practice their monologues either alone or with a partner or to work on their notebooks if they wish. I will take volunteers to “workshop” their monologues with the class.

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Day 6

National High School Language Arts Standards:

Learning and Self-management Tools and Techniques

The student evaluates his or her performance; that is, the student: establishes expectations for his or her own achievement; critiques his or her work in light of the established expectations; and seeks and responds to advice and criticism from others.

General Objectives: Students will be able to present their monologues (with introduction) for the class. Students will be able to evaluate their own performance and the performances of others. Students will be able to give and take constructive criticism.

Procedures: Each student will perform his or her monologue for the class. The monologues will be videotaped so that each student may critique his or her own performance. Students will also have time to work on their monologue notebooks.

Assessment: Students will receive a non-graded assessment of their work on this monologue. I will take written notes and will conference with students individually throughout this week. Students will do this monologue again and will be expected to use criticism at that time to improve their performance.

Day 7

General Objectives: Students will understand what “cold readings” are and how to do them effectively for auditions.

Procedures: I will give some instruction in cold readings and students will have the opportunity to practice some cold readings of different types both individually and for their classmates.

Day 8

National High School Language Arts Standards:

Learning and Self-management Tools and Techniques

General Objectives: Students will be able to choose a classical, contrasting monologue and complete their monologue notebooks.

Procedures: Students will begin choosing their classical audition monologues on this day. A list of criteria will be given to students, and they will have access to a number of plays and monologue books, as well as the Internet. Students will be able to work independently to find their classical monologue and to complete their monologue notebooks.

Days 9 & 10

National High School Language Arts Standards:

Learning and Self-management Tools and Techniques

Assessment: Assessment of the monologue notebook will take place on this day. I will evaluate all included monologues based on the principles of monologue choosing taught in class.

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Day 11

National High School Language Arts Standards:

Learning and Self-management Tools and Techniques

Procedures: Each student will perform his or her monologue for the class. The monologues will be videotaped so that each student may critique his or her own performance.

Day 12

General Objectives: Students will be able to do improvisation for audition. Students will understand what sorts of improvisation activities they might be asked to perform in an audition and how to be successful in the improvisation portion of an audition.

Procedures: We will discuss some commonly used activities and why students might be asked to do those activities. Students will have the opportunity to take part in some improvisation activities.

Day 13

National High School Language Arts Standards:

Learning and Self-management Tools and Techniques

General Objectives: Students will be able to work independently to find either a dialect or foreign language monologue or a musical number.

Procedures: Students will have the opportunity to choose the final major component of their “big” audition, either a monologue done in dialect (or a foreign language) or a musical number. Students will search today for what they wish to do and will get to work researching and rehearsing when they have found their piece.

Day 14

National High School Language Arts Standards:

Learning and Self-management Tools and Techniques

General Objectives: Students will be able to apply some skills learned in the first part of this course in play and character analysis to their monologue or musical number. Students will be able to score and block (or choreograph) their monologues and/or songs. Students will be able to work independently or with a partner and will take steps toward monologue memorization.

Procedures: Students will begin reading and studying their plays and will begin to understand the character they have chosen through a series of character analysis questions. Students will apply previously learned techniques of script scoring and blocking to their monologues. Students will work on memorizing their monologues and will be expected to work with a partner for at least a short period of time to aid in memorization and in making better physical, vocal, and character choices regarding their pieces.

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Day 15

National High School Language Arts Standards:

Learning and Self-management Tools and Techniques

General Objectives: Students will be able to present their monologues or musical pieces (with introduction) for the class. Students will be able to evaluate their own performance and the performances of others. Students will be able to give and take constructive criticism. Students will also be able to create a theatrical resume and have their headshots taken.

Procedures: Each student will perform his or her monologue (or song) for the class. The monologues will be videotaped so that each student may critique his or her own performance. In addition, I will show the class some examples of theatrical resumes and headshots and students will have the opportunity to work on their resumes in the media center. As well, students will have each brought a disk on this day and will have their headshot taken (their resume will eventually be printed on the back).

Assessment: Students will receive a non-graded assessment of their work on this monologue or musical number. I will take written notes and will conference with students. Students will do this piece again and will be expected to use criticism at that time to improve their performance.

Day 16

National High School Language Arts Standards:

Communication Tools and Techniques

The student makes an oral presentation to an audience with expertise in the relevant subject matter; that is, the student: organizes the presentation in a logical way appropriate to its purpose; adjust the style of presentation to suit its purpose and audience; speaks clearly and presents confidently; responds appropriately to questions form the audience; and evaluates the effectiveness of the presentation and identifies appropriate revisions for a future presentation.

Learning and Self-management Tools and Techniques

General Objectives: Students will be able to give and take constructive criticism regarding their own and one another’s headshots and resumes, as well as the three previously viewed monologues and/or musical number. Students will be able to work somewhat independently to manage their time between these topics.

Procedures: Students will share their resume drafts with me and with each other, and we will make revision suggestions and return them to the students. Student will also decide which headshot they want to use from their disk. Students will be given photo paper on which they (or I) will print their headshot and resume, which will be due on Thursday. Students will also be divided into groups and will do all three of their prepared audition pieces for their group members.

Day 17

National High School Language Arts Standards:

Learning and Self-management Tools and Techniques

General Objectives: Students will be able to understand appropriate clothing, jewelry, hairstyles, etc. to wear for an audition. Students will also be able to do any last minute polishing that needs to be done.

Procedures: I will talk with students about appropriate audition clothing, etc. and they will have some time if they wish to ask some questions about their resumes, clothing, etc. Students will have the opportunity to perform any portion of their audition with which they feel uncomfortable. As well, we may practice some additional cold readings, improvisation, and interviewing in preparation for our mock audition. Students will have some time to work independently or with a partner on their monologues/musical numbers.

Day 18

National High School Language Arts Standards:

Communication Tools and Techniques

Speaking, Listening, and Viewing

The student participates in one-to-one conferences with a teacher, paraprofessional, or adult volunteer, in which the student: initiates new topics in addition to responding to adult-initiated topics; asks relevant questions; responds to questions with appropriate elaboration, and confirms understanding by paraphrasing the adult’s directions or suggestions.

General Objectives: Students will be able to present their auditions to a panel of auditors who are auditioning for “a repertory season.” They will be expected to behave as though this is a actual audition and to present their two contrasting monologues. Following the monologues, they will be asked by the auditors if they have another piece they could do, at which point they will present their musical number or third monologue. Students will be able to answer interview questions by the auditors and will have the auditors look at their headshots and resumes.

Procedures: Ideally, I would have a theatre professor and a member of the professional theatre community. If one of those was unavailable, a Harrison graduate who has gone on to college or professional theatre would be fine. After performing their monologues, students will be asked interview questions by the auditors and will have the auditors look at their headshots and resumes.

Assessment: I would like to work with members of the college/professional community to create a rubric to be used in evaluating this portion of the evaluation. This portion of the assessment will be graded; however, student have had ample time by this point to perform and revise, based on my suggestions, the suggestions of classmates, and the students’ own self-reflection. This mode of assessment aligns with a number of Wiggins’s six standards for determining the authenticity of assessment discussed in Promising Practices, most notably: The task or problem allows a quality –improvement approach: a performance-feedback-revision-performance model (Harwell, 2001).

Day 19

National High School Language Arts Standards:

Communication Tools and Techniques

Speaking, Listening, and Viewing

General Objectives: Students will be able to participate in a “callback” for the “repertory season” for which they auditioned yesterday. During this callback, they will be expected to answer some additional interview questions, participate in some improvisations both alone and with others, and perform some cold readings, also working both alone and with others.

Procedures: Students will be asked to participate in a number of authentic activities for which they have been preparing, including the following: interviewing, participating in improvisation and cold readings alone and with classmates, and taking direction.

Assessment: Today’s assessment, like yesterday’s, would ideally be a jointly developed rubric based on my expectations for the students’ performance and the expectations of the greater theatre community. Depending upon the time allowed, students will receive either written feedback from all auditors (including me) or will have the opportunity to sit down individually with the auditors.

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Bibliography:

Daniels, H., & Bizar, M. (1998). Methods that matter: Six structures for best practice

classrooms. Maine: Stenhouse.

Harwell, S. H., & Blank, W. E. (2001). Promising practices for contextual learning.

Texas: CCI Publishing.

Parnell, D. (2001). Contextual teaching works! Increasing students’ achievement.

Texas: CCI Publishing.

Parnell, D. (1995). Why do I have to learn this? Teaching the way people learn best.

Texas: CORD Communications.

(1997). Performance standards. Pittsburgh: Harcourt Brace Educational Measurement.

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Biography: Meredith Gale-Johnson is a third year drama and English teacher at Harrison High School in Kennesaw, Georgia (Cobb County). She has a BA in English and Theatre from Appalachian State University, a MA in English from Louisiana State University, and will graduate in August 2003 from Kennesaw State University with a BS in English Education.