Unit 3 Sample Lesson - Simulated Professional Audition

Students will demonstrate their ability to present a monologue or scene in a professional audition setting. They will activate the meaning of a piece of dramatic literature by demonstrating their understanding of character, relationship, motivation and obstacle in an audition script (scene or monologue). Students will integrate previous scene coaching instruction into their audition pieces.

What drama skills activate the story and characterization in a dramatic script?  

How do actors create professional and skilled auditions?  

In what ways do we "audition" in real life?

How can I apply the skills of auditioning to my scene work and to real life situations? 

A1.3 create and interpret a range of characters using a variety of acting approaches

A2.1 use the elements of drama to achieve specific purposes in drama works

B1.1 use the critical analysis process to reflect on and justify or revise decisions in creating drama works

B3.2 identify skills they have acquired through drama activities and explain how they can contribute to success beyond the classroom

B3.3 identify current and potential educational and career opportunities in the dramatic arts and describe the competencies required in those fields

C1.2 use correct terminology for the styles, components, processes, and techniques of drama in creating and critiquing drama works and theatre performances

C3.3 demonstrate an understanding of correct theatre worker and audience etiquette in classroom drama activities and formal performance contexts

At the end of this lesson, students will be able to:

• Audition (read/perform) a script in an audition environment
• Integrate a director's coaching request into his or her prepared monologue or scene
• Discuss and assess their ability to audition using correct terminology
• Reflect on their personal ability to master audition skills
• Behave appropriately in a professional setting

Readiness

Students have been explicitly taught skills to activate their scenes or monologues prior to this lesson. Through direct instruction and practise during rehearsal, students will have learned how to define a character, how to pursue a motivation and overcome an obstacle, how to create a complex and detailed relationship on stage, and how to behave professionally during an audition simulation.

Students will have had at least 10 hours rehearsal time in which the teacher has given notes on their performances. Students have also had the experience of a performance with feedback from a group of peers.

BLM #11 Audition Worksheet has been completed by each student.

Terminology

3 Stars and a Wish

Think/Pair/Share

Vocal Warm up

Materials

Organized list of actors and audition pieces with audition times posted

BLM #12 Audition Rubric

Whole Class > Discussion

Discuss with the class the quotation from Michael Shurtleff's Audition: "...you must learn to trust who you are. There is no one else like you...There is little else that an actor can use in a reading but his own emotional life."

Teacher prompt: Can you give an example to demonstrate your understanding of this quote? Encourage students to consider the value of an actor's emotional life as they analyze Shurtleff's quotation.

Following this discussion, ask students to explicitly identify this lesson’s learning goals. Review BLM #12 Audition Rubric.

Whole Class > Vocal Warm up

Perform a vocal warm-up with the class. Have students pair off to practise lines.

Assessment for Learning (AfL)

Use the reflective questioning in the consolidation part of the lesson to guide learning.  

Assessment as Learning (AaL)  

Use conferencing between director/teacher and student/actor as a follow up to the audition. Encourage students to consider what skills they used to help them stay in role, create character and fulfill the needs of the assignment.

Have students use 3 Stars and a Wish to reflect on their audition.

Differentiation (DI)

Students have choice on how they present their audition pieces. Students have already chosen material of varying complexity and maturity level, with teacher guidance. Students who have difficulty memorizing lines could have a prompter in the audience. Have students write down the answers to the reflective questioning and hand them in as exit cards. 

Quick Tip

When making the list for auditions, ask for preference on who would like to go first, last, etc. If no one volunteers, draw names; can do this in advance of the class or the day of auditions depending on your class.

Use these auditions to determine the cast list for the final production. If using a student director and stage managers, have them audition first for the experience so that they are then free to take notes and help with the audition process.

Hyperlinks in the Lesson

Acting Suite 101

Article: What are you fighting for?

Individual > Audition Performance

Run the class as a prearranged simulation of a professional audition with the expectation that students will demonstrate respect for the process and for each other. Greet students in-role as professional actors coming to an audition to present their rehearsed scripts. Introduce yourself in role as director and ask each actor/student for their resume. Take notes on the actors to use for casting decisions. Challenge students by asking them to read their piece in different ways.

NOTE: depending on the length of scripts and class size, this activity may take two classes. 

Students may act as an audience during the auditions. Use BLM #12 Audition Rubric to assess each student's performance. 

Pairs > Whole Class > Think/Pair/Share

Divide students into pairs and ask them to use Think/Pair/Share to reflect on the following questions.

Key Questions for Discussion:

How did you feel before/during/after the audition?
What skills do you think you mastered particularly well in the audition? Which were the most difficult to master?
Describe an area of improvement you would like to work on.
What changes did you make to your audition according to the feedback you received during the rehearsal process?
What skills do you think our class has mastered in the audition process?
What skills did you learn that could be directly translated to success beyond the drama classroom? What jobs and careers can these skills prepare you for?