I have a couple tricks I use for getting students off book . . . first is Memorization Monday. If I am expecting students to actively work on memorizing their lines, I think it is only fair to give them time in class or at rehearsal to do so. It also allows me a day to work individually with students on a small scene or with crew on tech projects. I have my "line throughs" on a Memorization Monday date that I publish along with the cast list. That way students know when they are responsible for being off book. I section the play into chunks, so students are not trying to learn the whole play all at once. The task is less intimidating if it can be divided into manageable chunks.
The memorization Mondays are organized. It is not just "free time" to sit around and look at phones or visit. On the first Memorization Monday I give the Line Flashcard assignment:
To help you memorize your lines, you will create Line Flashcards. Using 3"x 5" index cards, write your cue line on the unlined side (front), and your line on the lined side (back). You do not need to write the stage directions. If the line before your line is super long, only write the last sentence of the character just before your line (the cue words).
Write your last name on the front of every card.
Write the card number on the front of each card so that each of your lines are numbered in the order they appear in the script. Write #1 on the first card, #2 on the next one, #3 on the next, and so on... You need the numbers so that, if you drop your cards, you can put them back in order.
Lastly, write the page number of the script that the line comes from on the back of the card. This is helpful if you have to look back at the script when you have a question.
Once you have all the cards written, you will hole punch them in the upper right-hand corner (try not to punch them too close to the edge), and then use a brass brad to secure the cards together.
On the line through day I grade their cards. I tell them: First, count the total number of lines you have in the script. Next, create your set of line flashcards, using index cards (one side lined, one side unlined). Each set MUST include:
- Last Name on the front of each card.
- Card Number on the front of each card.
- Cue line on the front of each card.
- "Total Number of Lines" on the front of the first card.
- Page number on the back of each card.
- Your line on the back of each card.
- Hole Punch and brad the entire set.
Turn in your complete, physical set of line flashcards - one for each of your lines - on the assigned Friday. (This gives me time to grade if necessary)
Each COMPLETED card is worth an even percentage of 100%.
Examples:
If you have 10 lines, and fully complete 8 cards, you will get 80% credit.
If you have 5 lines, and fully complete 1 card, you will get 20% credit.
If you have 47 lines, and fully complete 44 cards, you will get 94% credit.
Total possible points: 100
On subsequent Memorization Monday's students have options. They might be continuing to work on their Line Flashcards, depending on how many lines they have. They can work individually using their cards as flashcards to drill their lines by themselves. They can work knee to knee with a partner to run lines. Because the lines are written out, this can either be done with their scene partner or with someone else in the class. They can use their flashcards in other classes after they finish their work to practice.
Up until Off Book Day (and after we are finished writing our blocking in our scripts) I do allow students to carry their Line Flashcards onstage. I find it gives young actors confidence to know they have their lines in their hands in case they need them. After writing them out and practicing, students tend to need their cards less and less.
Another option I give on Memorization Mondays if for them to use the voice recorder on their phones or Chromebooks to record their cue lines with pauses for them to recite their lines. This is a great strategy for auditory learners.
If these suggestions sound good to you and you might like other suggestions like this for the production process, check out my Herding Cats: Acting Modules on TpT. From auditions to performance weekly guided instructions for students to follow while you are working with small groups. It can be a little like Herding Cats : )
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Jennifer Luv
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Original Message:
Sent: 02-05-2024 18:19
From: Lesley Ruzon
Subject: Memorization
My students are TERRIBLE at memorizing lines. I am thinking of doing a lesson/project to address this. Has anyone done this? In my searches I get lots of advice and tips, no concrete lessons. Do I just assign a simple scene or speech and lead each of the activities until we get to the memorization check with stations? Help!
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Lesley Ruzon (she, her, hers)
South San Francisco High School
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