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SAVE ME A SEAT

OUT OF THE BOX

WORKSHOPS SLIDES

CHARLESTON STAGE

2024

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Welcome!

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In the following slides you will find the lesson plans, training videos, and lesson materials for the SAVE ME A SEAT workshop. All physical material can be found in the backpack. Please make a COPY of this slide presentation, as it’s view only.

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Lesson Plans can be accessed HERE

Standards can be accessed HERE

Visual Arts Connection can be accessed HERE

Peer Review handout can be accessed HERE

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Charleston Stage: Out of the Box is supported by ArtsGrow SC, which is funded by the South Carolina Arts Commission which receives support from the National Endowment for the Arts.

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Lesson Plan Demonstration Video

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Day 1

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Know

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Wonder

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Learn

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WHAT DO YOU KNOW ABOUT SAVE ME A SEAT?

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QUESTIONS TO CONSIDER:

PIECE OF ME

WHAT IS YOUR ITEM?

WHY DID YOU CHOOSE IT?

WHAT IS ONE IMPORTANT THING THIS ITEM REPRESENTS

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Parts of a Monologue

Element #1: Your character must have a strong want.

A character's desire drives their actions and emotions. Without a strong want, there is no drama—or comedy. Whether they’re unburdening a secret, building courage for a difficult task, or trying to change someone’s feelings, the want must be clear in their words. What does your character want?

Element #3: Variety of Tactics/Persuasive Moves

A compelling monologue involves a character using different tactics to achieve their goal. They might start with flattery, shift to intimidation, and try enticement. A monologue is about persuasion—using varied techniques to influence the person they speak to. If the struggle is internal, the character must find ways to persuade themselves to take action or face a challenge. Who is the character talking to?

Element #2: The monologue must have high stakes.

There needs to be something significant at risk for your character. What will the consequences be if they don’t get what they want? Stakes create dramatic tension. Without them, the monologue loses its impact. What is at stake for your character?

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Parts of a Monologue

​​Element #4: Hook Opening​​

A strong monologue starts with a hook that grabs the audience's attention. This can be a headline that hints at the story, a thesis or argument the character seeks to prove, or a line that establishes a charged relationship. The hook should make the audience eager to hear what happens next.

Element #6: Engage the Senses

A powerful monologue makes the audience empathize by engaging their senses. Describing sensory details—sight, sound, touch, taste, smell—draws the audience into the character's experience. Sensory details help the audience feel what the character is feeling, making the monologue more impactful. What sensory details will you include to enhance your character’s experience?

Element #5: Button Closing

A monologue should end with a clear, decisive line. This "button" brings the monologue to a conclusion—whether it's a moment of acceptance, overcoming an obstacle, or reaching a decision point. The final line should answer any question the opening raised and give a strong sense of closure. What conclusion will your character reach?

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PARTS OF A MONOLOGUE CHANT

(Teacher) Your character must have (students) A Strong Want

(Teacher) Your monologue must have (students) high-stakes

(Teacher) Your character must make (students) Persuasive Moves

(Teacher) A Monologue starts with a (students) Hook Opening

(Teacher) It ends with a (students) button closing

(Teacher) You must (students) engage the senses

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Monologue Examples

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Day 2

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NUMBER 1:

I want to say:

  1. My English is fine.
  2. I don’t need Miss Frost.
  3. I was top of my class at Vidya Mandir.

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But here is what I do instead:

  1. Push up my glasses
  2. Rub my nose
  3. Sit down and fold my hands

NUMBER 2:

I want to:

  1. Show Joe Sylvester what I think of him and his giant foot.
  2. Tell Mrs. Beam the only thing that is hurting is my pride.
  3. Shout at the top of my voice–MY NAME IS NOT RAHVEE

But here is what I do instead:

  1. Bite my tongue.
  2. Pick myself up.
  3. Go and get my glasses.

NUMBER 3:

I want to:

  1. Announce my victory.
  2. Pump my fist.
  3. Take a bow.

But instead this is how I feel:

  1. Embarrassed
  2. Ashamed
  3. Defeated

THE PHYSICALITY OF EMOTIONS

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1.WITH A PARTNER, BRAINSTORM WAYS YOU ARE THE SAME AND DIFFERENT THAN THE CHARACTERS.

SAME, SAME, DIFFERENT

2. WITH YOUR PARTNER CREATE A MOVING PICTURE OR SILENT SCENE TO REPRESENT A MOMENT IN THE BOOK THAT YOU BELIEVE YOU ARE SIMILAR TO THE CHARACTER.

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PARTS OF A MONOLOGUE CHANT

(Teacher) Your character must have (students) A Strong Want

(Teacher) Your monologue must have (students) high-stakes

(Teacher) Your character must make (students) Persuasive Moves

(Teacher) A Monologue starts with a (students) Hook Opening

(Teacher) It ends with a (students) button closing

(Teacher) You must (students) engage the senses

(Teacher) Monologues overcome (students) internal obstacles

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WRITE YOUR OWN MONOLOGUE

YOU WILL NOW WRITE YOUR OWN MONOLOGUE INCORPORATING EVERYTHING YOU’VE LEARNED. YOU CAN WRITE ABOUT A FAVORITE FOOD, MEMORY, OR ANYTHING THAT REMINDS YOU OF HOME. EACH MONOLOGUE SHOULD BE TOLD IN THE 1ST PERSON AND INCLUDE ALL PARTS OF A MONOLOGUE. AFTER COMPLETING YOUR EDITS. TRANSFER TO THE FINAL MONOLOGUE PAPER AND ATTACH TO THE BACK OF YOUR VISUAL ARTS PROJECT.

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Monologue

Peer Review

Swap monologues with at least two classmates and use the peer review worksheet to help your classmates. Make sure that all comments are helpful and constructive.

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QUESTIONS:

PLEASE EMAIL SERENITY JONES

SJONES@CHARLESTONSTAGE.COM