Lesson 4: Creating Composite Characters

Critical Learning	Guiding Questions
In this lesson, students will learn about composite character creation in Verbatim Theatre by seeing examples from contemporary theatre. Through interviews with many classmates, students will create composite character monologues.	What is a composite character? Why is the purpose of creating a composite character in Verbatim Theatre? How can we create one seamless voice out of many different interviews? How do we conduct interviews to get the most interesting responses possible?
Curriculum Expectations	Learning Goals
C3.1 identify and follow safe and ethical practices in all drama activities C1.2 use correct terminology for the styles, components, processes, and techniques of drama in creating and critiquing drama works and theatre performances B2.2 describe ways in which their personal experiences in drama have influenced their attitudes to others and their world view B1.1 use the critical analysis process to reflect on and justify or revise decisions in creating drama works	Learning Goals By the end of this lesson, students will: explain the term composite character identify examples of composite character creation from contemporary theatre projects create a composite character monologue based on multiple interviews with classmates
Instructional Components
Readiness In this lesson students are building on their experiences of monologue writing from previous courses and are honing their ability to listen and observe people in real life. Terminology Composite Character Monologue	Materials Interview questions in a hat or envelope Writing Materials BLM #4 Composite Character Interview Questions BLM #5 Composite Character Monologue Instructions

Approximately 10 minutes Minds On	Pause and Ponder
Whole Class > Composite Character Definition Write the word composite character on the board and invite students to explain what the word composite means in relation to character and Verbatim Theatre. Explain that Verbatim Theatre artists sometimes create composite character creations in which several different interview subjects are collapsed into a single voice. Look at examples of composite character creations based on multiple interviews, including Eve Ensler's The Vagina Monologues or New York Theatre Workshop's Aftermath.	Assessment for Learning (AfL) Working alongside the students will allow you to assess their commitment to the project as well as observe their interviewing and listening skills. Assessment as Learning (AaL) Collect the Composite Character Monologues (along with their notes)and give students written feedback on how to improve it so that it sounds like one character speaking. Give students written feedback on their exit cards. Differentiation (DI) Allow students to choose other questions if they are unhappy with the ones they chose. Consider pairing students for the final activity based on the needs and strengths of the students. Allow one student to scribe for another if necessary. Quick Tip Look for clips or examples of composite character creations on the Internet or in play scripts to show students. Provide time between lessons 4 and 5 so that written feedback can be provided on the Composite Character monologues. Have students create the polished versions in a computer lab or consider doing a research project on recent Verbatim Theatre projects. See BLM #5 for a list of examples of projects. Hyperlinks in the Lesson BLM #4 Composite Character Interview Questions BLM #5 Composite Character Monologue Instructions
Approximately 60 minutes Action!
Whole Class > Interviews Explain that each student is going to create a composite character monologue based on interviews that they will conduct with their classmates. Cut up the questions from BLM #4 Composite Character Interview Questions and ask students to select one question randomly from a hat or envelope. Instruct students to walk around the room and ask their peers the questions while taking notes. Remind them to record everything the interviewees say, including "umms" and pauses, etc. Give students about 15-20 minutes to walk around the room interviewing their peers. Try to do this activity alongside the students. When you observe that students have interviewed at least five people, ask them to find a spot in the room where they can write individually. Individual > Monologue Writing Explain to students that they will write a monologue for one character based on the notes generated from their various interviews. Give students the instructions (BLM #5 Composite Character Monologue Instructions) for writing the monologue. Give students 20-30 minutes to create their monologues as you work on yours. Whole Class > Monologue Sharing When students have completed their monologues, invite each student to share their monologue with the group. They can do this informally in a circle, or stand in front of the class to read the monologue. Invite students to comment on whether the monologue sounds like one character. Ask the writer and students questions about the choices they made to make it sound like one voice. Key Questions for Discussion: How many interviews did you end up using in the final monologue? Did you use one interview after another in the order you collected the information, or did you mix up all the interviews? Are there any suggestions from the class about how we can make this monologue sound more like one character? What feels out of place?
Approximately 10 minutes Consolidation
Individual > Exit Cards When the sharing has concluded, instruct students to fill out an Exit Card by finished the following writing prompts: When I heard my answer spoken in the monologue, I. . . The most difficult thing about the assignment was. . . A question I would have liked to ask my classmates during the interviews is. . . Individual > Homework Instruct student to choose one of their monologues from either Lesson 1 or 4 for another student in the class to perform. Tell students to word process the monologue if possible and make any changes to it based on the written feedback from you.