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Primary Educational Resource for Humanities, Foundations I Honors, Creative Drama, and Theater Workshop

Theater Workshop Character Journals:

                      
Directions:   For each monologue or scene you now perform, you must fill out the following graphic organizer.  If you wish to write more than space provides, feel free to use a computer or word processor.  The form of this reflection is not as important as the work it demonstrates.  When answered well, these questions will help you to analyze and to understand your character and, thus, to perform your part to the best of your ability.  Additionally, it will show me what thoughts, preparation, and organization you have had in relation to your acting, which will impact your grade:  the more specific and reflective you are in your preparation, the higher your grade will be on your performance PBLA.  It also will help your grade in the event that performance jitters prevent you from doing a monologue or scene as well as you may want to.  In other words, it helps me to see how much time and commitment you have put into the class.

Common Core State Standards:

C.9-10.R.L.2  Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text 

CC.9-10.R.L.3  Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. 

CC.9-10.W.3  Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. 

CC.9-10.W.3.b  Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. 

CC.9-10.SL.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. 

CC.9-10.SL.6  Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 on pages 54 for specific expectations.)  

Suggested Steps to Approaching Character Through the Stella Adler Model:

1.)   What is my character’s main motivation, or what does my character want?  How do you know?  (As determined by what information in the play, the monologue, or your imagination?)

2.)   What does my character look like?  How do you know?

3.)   How does my character walk or move?  Does he/she have any distinctive physical mannerisms?

4.)   What is my character’s body language like during the scene/monologue?  Why?  (What emotions cause my character to have that body language?)

5.)   How does my character’s voice sound?  Does he/she have an accent?  Would he/she speak loudly, softly, or somewhere in the middle?  Why?

6.)   How fast would my character speak?  Why?

7.)    What are my character’s dreams, fantasies, idealized vision of him/herself?   (As determined by what information in the play/monologue or did you make this up from your imagination?  If so, why did you think that?)

8.)   What kind of people would my character like?  Dislike?  Feel comfortable with?  Feel uncomfortable with?  How do you know?

9.)   What kinds of setting would your character feel comfortable in?  Why?  What kinds of setting would make your character very uncomfortable?  Why?

10.)   What does my character do in his/her spare time?  Hobbies?  Passions?

11.)   What are some physical actions that my character might take?  Why?  Where in the script would he/she take them?

 12.) What was my character’s childhood like?  How do you know?