The History of Solo Performance

LESSON PLAN

DAY 1: LEARN ABOUT THE HISTORY OF SOLO PERFORMANCE, BEGIN WRITING PROCESS

Mini Lesson: What is Theatre? Start the unit by having a class discussion on your students experience with theatre. First, ask students to identify an experience that they had with theatre (seeing a live performance, watching a play online, watching a magic show as a kid, etc.). Where were you? Were you performing or watching someone else perform? What type of theatre was it? How did you feel when experiencing or watching the performance?

Have them share their theatre experience with a partner. After pair sharing, come back together as a class and ask for a few examples.

Next, have students brainstorm and share out things they believe are “elements of theatre” or in other words, what you need to have for live theatre to happen. Some examples include actors, an audience, props, costumes, etc. Write these down on the board as students share out.

Once all student suggestions are on the board, write down and review the six elements of theatre from Aristotle’s Poetics. Aristotle’s Poetics was one of the first texts on dramatic theory written around 350 BCE. The six elements of theatre from the Poetics include:

1. Plot: what happens in the play 2. Character: who it happens to 3. Thought: the themes of the play 4. Diction: the type of speech used in the play 5. Music: the sound (this can be what we know as music or sound effects) in the play 6. Spectacle: the visual aspects of a play (ex. Costumes, props, set, masks)

Ask students how the suggestions they gave fit into the six elements of theatre. As a follow-up question, ask if they believe these elements have expanded today.

MAIN LESSON

Part 1: Introduction to Solo Performance Pass out Handout 1: Timeline of Solo Performance to students. Tell students that they should annotate the handout and take notes on the document when they read through. Have a brief class discussion where students share out what stood out to them in the timeline.

Explain the difference between a solo performance and a monologue to students. A monologue is a speech given by a single character that can be in a play with multiple characters or a solo performance. A solo performance can have monologue where just one character is talking, but also can have dialogue between multiple characters played by the same person.

Next, introduce students to modern solo performance by watching clips from American Theatre Wing’s episode, Working in the Theatre: Solo Performance. Start at 0:54-3:26 for an introduction to three artists and their work, and then 5:26-8:12 for a more in depth look at one piece. Make sure students continue their notes for further reflection and then share with a partner.

https://www.youtube.com/watch?v=20ES8Se9hO0

Finally, play the audio clip of The Magic Stands Alone: The Importance of Women in Solo Performance starting at 0:44. Have students listen closely and take notes on the talk.

http://stateraarts.org/blog/2018/12/3/the-magic-stands-alone-the-importance-of-solo-performancefor-women-in-theatre

Have a brief class discussion on how, from using the three different sources of the video, handout, and audio, solo performance has influenced society. Some guiding questions include:

• Through the history of solo performance, how has the ever changing purpose of this type of performance affected what we see in theatre today? Think back to examples from the mini-lesson. • How do you see the elements of theatre being important to solo performance? • How is solo performance an effective platform for social change, specifically in underrepresented groups and minority communities that don’t always have a place to speak? • For HSS Standard 12.3.2: How could solo performance and art as a whole make an impact on government and legislation?

Part 2: Student Solo Performance Explain to students that they will be writing their own one minute autobiographical solo performance. The prompt is to write about a time they overcame a bias or obstacle. A few examples to share include:

• I tried to get a job at a grocery store, but when I interviewed many questions included my age and lack of experience. They luckily gave me a chance for the job with some hesitation. Despite this and facing some distrust from my coworkers, I worked hard in all I did and proved that I could get the work done. This lead to a more supportive work experience and I still have the job today! • Growing up, Spanish was my first language and I did not know English until I was in kindergarten. This was hard because many kids wouldn’t try to talk to me or would make fun of me. My kindergarten teacher though happened to be bilingual and have a similar experience, so we worked together to make sure I was able to learn to communicate with everyone in my class. This took a lot of extra work, but I am so glad that I had her support!

Remind students that while a solo performance can be a monologue, not all monologues are solo performances. The performance can have one or multiple characters and use multimedia (projection, music, sound effects - dependent on classroom resources). Make sure students address each of the six elements of drama in their writing and performance.

Note- remind students that just because the six elements of drama include music and spectacle, part of their performance choices could be to actively choose not to use these elements.

Have students either write in class or at home for homework. This can either be memorized or not depending on the experience of students.

Warm Up Have students come in and read their script to a partner. Have the partner write down words and phrases that stood out to them and share this feedback with the presenter. Then, have the partner give them one encouraging piece of feedback using an “I” statement. Some examples include:

• I wonder what it felt like to be in that situation, and really saw the truth in the story in your facial expressions. • I saw that you were able to create two different characters very well using different voices and postures. • I noticed that you used music in your performance and this really helped me to empathise with your story.

Then, give students 10 minutes to circle words or phrases that their partner noticed and that they think stood out on their own scripts, as well as to practice their performances again. During this time, also have students get their design multimedia aspects ready if necessary (music cued up, props set, costumes put on, etc.)

Have students perform their solo performances to the class. Explain to the whole class that being a respectful audience member includes not interrupting, having empathy, actively listening, and clapping politely after each performance.

If time permits, after each performance have two to three comments from students providing feedback with “I” statements. Remind students that these comments should help the performer grow and also come from a place of understanding that some of these stories are hard to share.

Task: Students will use their knowledge of the elements of theatre and the history of solo performance to write their own solo piece.

Assessment Criteria: • Students tell a story of overcoming bias or obstacles in a one to two minute solo piece. • Students understand the impact of their solo performances and the effects of art on society. • Students are respectful audience members for all performances.

Purpose: To understand what work must go into creating a solo performance and empathize with bias and obstacles others have overcome.

BONUS: Reuse this lesson with a different topic to have students further understand a character, novel, or historical event!

Reflection Have students write a short journal entry on how it felt both to take on a new challenge by performing in front of a class and to be an audience member and empathize with other people’s stories.