HOW TO WRITE Dramatic
Monologues NAME:_____________
Decide
what style you would like to use:
-
Autobiographical – based on your life
and specific experiences
-
Storytelling – focus is on the story not
the character.
-
Historical – focus on an actual person
or event in history
-
Narrative – we are told a story. It has a beginning, middle and end
-
Dramatic – we are shown the story. Often it begins in the middle of the action
that is taking place now.
FIND AND DEVELOP YOUR OWN PERSONAL VOICE…. YOUR WAY OF SPEAKING, PHRASING AND TONE.
STEPS TO A CREATING A SUCCESSFUL MONOLOGUE:
- Read or view as many
dramatic monologues as you can.
Writers like Shakespeare and Moliere are classic monologue writers
but many modern writers that use this technique effectively as well.
- Know your
character!!!
- Decide on the style
that you would like to use (see above)
- Decide on the topic
of your monologue. It should deal
with your perspective on a social issue (relationships, family, poverty,
racism, homophobia, gangs, sustainability, etc.) If you are not sure if
your topic is appropriate, please check with Mrs. Hinz.
- Decide on the climax
of your dramatic monologue. It
should build up to a defining moment.
- Map out the structure
of your monologue. It is tricky
finding the right place to begin.
You don’t want to waste time but you don’t want to ruin the
suspense to the climax.
- Define how you will
end the monologue. You must be
careful not to drag out the ending.
- Write the rough draft
of your monologue. Include as much
of the build-up to the climax as you like at this point.
- Edit your dramatic
monologue as many times as necessary to get the timing right. Don’t forget
that pauses are important.
- For this assignment,
you should produce a piece from 400 – 500 words.
- First rough draft is due Thursday Mar. 12th (Scott / Reoch)
Monday Mar. 16th(Yeske /
Dumont)
- Your final draft will be due the same time as the presentations
begin –
Thursday March 19th –(Scott / Reoch)
Monday March 23rd – (Yeske / Dumont)
FIND AND DEVELOP YOUR OWN PERSONAL VOICE…. YOUR WAY OF SPEAKING, PHRASING AND TONE.
WRITTEN MONOLOGUE RUBRIC
Teacher: Mrs. Hinz –
Subject: Drama
Student Name: _____________________________________
Class: ______________
|
CATEGORY
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9-10
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7-8
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5-6
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0-4
|
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Ideas
and Relevance
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The writer successfully shows the reader why
they should care and want to know more about the character.
|
The writer adequately shows why the
reader/audience should care about the character.
|
The writer attempts to make the
reader/audience care about the character, but is not really successful.
|
The writer makes no attempt to make the
reader/audience care about the character and topic.
|
|
Character
|
The character is consistent and
believable. They seem like a real
person.
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The character is mostly believable. They seem almost like a real person.
|
The character is not very believable but is
consistent through the piece. They are
not really like a real person.
|
The character is unbelievable and
inconsistent that distracts from the message of the monologue.
|
|
Focus
on Topic
(Content)
|
There is one clear, well-focused topic. Main idea stands out and is supported by
detailed information.
|
Main idea is clear but the supporting
information is general. It does not
completely support the development of the character.
|
Main idea is somewhat clear but there is a
need for more supporting information.
|
The main idea is not clear. There is a seemingly random collection of
information.
|
|
Word
Choice
|
Writer uses vivid words and phrases that
linger or draw pictures in the reader’s mind and the choice and placement of
words seems accurate, natural and not forced.
|
Writer uses vivid words and phrases that
linger or draw pictures in the reader’s mind, but occasionally the words are
used inaccurately or seem overdone.
|
Writer uses words that communicate clearly,
but the writing lacks variety, punch and flair.
|
Writer uses a limited vocabulary that does
not communicate strongly or capture the reader’s interest. Jargon or clichés may be present and
detract from the meaning.
|
|
Grammar
and Spelling (Conventions)
|
Writer makes no errors in grammar or spelling
that distract the reader from the content.
|
Writer makes 1-2 errors in grammar or
spelling that distract the reader from the content.
|
Writer makes 3-4 errors in grammar or
spelling that distract the reader from the content.
|
Writer makes more than 4 errors in grammar or
spelling that distract the reader form the content.
|
|
TOTAL: / 50
|
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|
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MONOLOGUE PERFORMANCE RUBRIC
TEACHER: Mrs. Hinz
STUDENT
NAME:____________________________
CLASS: _____________________________
|
CATEGORY
|
EXCELLENT
A
|
GOOD
B
|
SATISFACTORY
C
|
NEEDS IMPROVEMENT D
|
|
Staying in Character
|
Performer had a distinct character and stayed in character throughout
the performance
|
Performer had a distinct character and stayed in character through
almost all of the performance.
|
Performer had a fairly distinct character, and tried to stay in
character through most of the performance.
|
Performer did not have a distinct character and broke the character
several times.
|
|
Expression
|
Performer’s voice showed a lot of expression and emotion.
|
Performer’s voice showed some expression and emotion.
|
Performer’s voice showed a little expression and emotion.
|
Performer’s voice was monotone and not expressive.
|
|
Voice Projection
|
Voice of performer was always audible.
|
Voice of performer was usually audible.
|
Voice of performer was sometimes audible.
|
Voice of performer was rarely audible.
|
|
Acting Choices
|
Performer made acting choices that were unique and effective all the
time. Props / costume added to the overall character.
|
Performer made acting choices that were unique and effective almost
all of the time. Some use of props or costume.
|
Performer made acting choices tht were unique and effective most of
the time. No extra effort given to props or costume.
|
Performer made few unique and effective acting choices.
|
|
Presentation
|
Performer’s monologue flowed very well. Very little reference to the writing.
|
Performer’s monologue was not always fluid. Needed to refer back to
the notes occasionally.
|
Performer’s referred to their written monologue frequently.
|
Performer read their entire monologue.
Presentation was not fluid at all.
|
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Total: /50
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