I was out for a full week last year and had a similar challenge. The class was working on monologues from published plays (not film or television) at that point in the year so
I asked the sub to give them 15-20 minutes at the start of each class to work independently on text analysis and memorization. (Our average class length is 60 minutes.) Then, each day, they were given a different in-class assignment pertaining to their monologue. I'm at a private school where all the students have iPads and phones are allowed in classrooms if they are being used to search on-line - but you can adapt things depending on the level of technology available at your school. We also have an emphasis on writing across the curriculum, and all of my students keep journals, so I included some written elements as well. Below is the week of assignments:
1) Split up into pairs and read your monologues to each other. Compare the language in the speeches and discuss how that language helps to define and differentiate your individual character. What word choices did the playwright make and how do those words reveal your character. Share your thoughts about your character's objectives, actions and beats and how they are revealed through the language given to them by the playwright. Then, read the monologues aloud to each other again - and feel free to make suggestions and coach each other.
2) Choose one element of the speech (time period, setting, theme) and research that aspect of the play on line.
3) Search on-line for a piece of music that would be the title theme for a film biography of your character. The, while listening to it, write a complete history of your character in your journal. Be sure to include information about their family, education, relationships, and specific experiences from their past.
4) In your journal, write a letter from your character, to one of the other characters in the play, that reveals a secret about them. It can be something that the playwright has already set out in the text, or something that you have created as part of your backstory.
5) Design the costume for your character. What are they wearing and why? Create a complete look, including details about fabric, texture, color, accessories, shoes and hair/make-up. You can sketch your design, if desired, or create a "research" portfolio for the design using images found in an on-line search. Then, write about the choices you made in your journal.
This worked well for me. The activities gave the sub something concrete to work with and also expanded the students' prep for their monologue performances. Most of all, it didn't feel like busy work.
Hope you find it useful.
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Susan Speidel
Chairman of the Performing Arts Department
Morristown-Beard School
Springfield NJ
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Original Message:
Sent: 09-13-2014 19:23
From: Kathleen Herb-Baker
Subject: Substitute teacher plans
Hi, I have to be gone for about 5 days total this semester, which is luckily very unusual for me. I just wanted to ask the list if anyone has any super creative substitute teacher ideas for subs who are not drama teachers. I can always say "work on your scenes," but in an 80 minute period, I think they get a bit off task if I'm not there. Thanks!
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Kathleen Herb-Baker
San Diego CA
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