Unit+4+Monologue

=5/03/11= What is Acting?
 * To engage an audience
 * Portray yourself as another
 * Pretend
 * To tell a story by recreating it on stage
 * Acting is the art of living realistically in imaginary circumstances
 * Escaping the real world to exist in another
 * An art form
 * Result of a process
 * Can be used to teach
 * Communication with an audience
 * Realization of a playwrights dream

=** Different methods **= - Suzuki method - Grotonski - Stanislavski - Meisner

= **Stanislavski Method** =
 * Developed in the early 20th century
 * The stansilavski method of acting is a set of techniques meant to create realistic portray of characters
 * The major goal is to have perfect understanding of the motivations and objective of your character in each moment.
 * Often used for realistic plays.
 * To portray an accurate idea of normal life
 * To identify the objective clearly, the actor breaks down a scene into 'bits', short sections that end with each change of objective.
 * An actor must discover what his character wants, what is preventing him from getting it, what means he will use to achieve his goal.
 * Beats are not determined are not determined on action alone, however, and may be based on a change of argument or emotion.
 * Because of its emphasis on realism, the stanislavski method is often used in film and television.
 * Stanislavski's 'system' focused on the development of artistic truth onstage by teaching actors to "experience the part" during performance. Stanislavski hoped that the 'system' could be applied to all forms of drama, including melodrama, vaudeville, and opera. He organised a series of theatre studios in which young actors were trained in his 'system.' At the First Studio, actors were instructed to use their own memories in order to express emotion.
 * Ultimate goal for each actor is to 'live' his or her part without the falling into the trap of complete belief in the character being portrayed.
 * Stanislavski felt very strongly that while an actor should be able effectively to demonstrate the emotions and physicality of a character there should always be an intellectual detachment between character and actor.
 * He began his rehearsal process with a round table at which he and his actors would literally sit around a table discussing ideas about the characters and the in the script until they came to a mutual agreement. He would then assign exercises which involved breaking the script down.

= HSC monologue performances. =

I attended the HSC drama performances and I was able to get some ideas from watching the students act. I had three monologues that I still remember exactly as they were performed on the day because they were fantastic! I remember Nikita Ash's monologue on Mrs Lovett, I remember Jordan's performance on the doll and I remember the performance that was about princes. I loved Nikita's performance because she was really in character, she didn't forget any lines and the monologue she recited was fantastic. She was able to play Mrs Lovett very well, she had the accent and she knew the monologue like the back of her hand. Jordan's performance was incredibly emotional for her and the audience. Her monologue was about a scary/insane but lonely doll that may or may not have killed her owner. She tells you the story of how she was left alone and she ends up crying at the end. The performance was incredibly realistic and was performed fantastically! The last performance was about a princess complaining about her love life. This monologue was different to all of the others because it was funny and happy in tone as opposed to sad and depressing. The actress was fantastic in portraying a stuck up prince and princess and knew her character very well.

Monologue a performance is an interpretation. Therefore no two performances will ever be quite the same. This is the beauty of theatre.

You will be investing a lot of time and evergy thought and creativity into it. You must consider your strengths as an actor. Are you better suited to play serious or comic? Collect a number of possibilites and learn the text over the break
 * Choose your text carefully **

**Understand the monologue.** To interpret the script, you need to fully understand each line of dialogue and the intention of every stage direction. An effective monologue is a short complete play. It will have rhythm, a narrative and take the audience on a journey.

=Assessment Task.= = My different monologue Ideas. =

After researching different monologues I came up with a few different ones, some were sad and some were happy.

by Jason D. Martin || All right children, everyone sit down. Mikey stop pulling Sarah's hair. Christopher... No. Please do not wipe snot on Julie. No, please do not settle down children. Today I want to tell you about three things every little boy and girl should know. These are very important things, so I want you all to sit criss cross legs crossed and paying very close attention. Okay, first... Never ride with a stranger. This is very important so I want you all to repeat this rule with me. Never ride with a stranger. All together now. Ready?
 * ** Schoolhouse Rock **

( // The actress should make every attempt here to get the audience to say // // this line with her // .)

Never ride with a stranger. Good. Why shouldn't you ride with a   stranger? Julie? Very good, he might not be such a nice guy. He might be dangerous. You never know, a stranger might offer you candy... But then take you and put you in a box full of snakes... You just never know. Now lets say it just one more time just to make sure that you all have it   down. All together now: Never ride with a stranger. Good. Very good. Now the second thing: Always wear your seatbelt. This is very important so I want you all to say it together with me. Always wear you seatbelt. Ready? Together now: Always wear your seatbelt. Now why do we   always want to wear our seatbelts? Mikey? Right... If you are in a car accident you could get hurt. Exactly. You might go through the windshild and get run over by an ice cream truck. You just never know. Now one more time, all together now. Always wear your seatbelt. Very good children. Now this is the last and most important thing to remember. You must listen very closely because it effects every one of you. You must also listen closely because I'm going to have you repeat it. Okay kids, are you ready? Here goes: The governments of the world are involved in a multinational conspiracy with an alien race from the planet Zeon; the ultimate goal of this alliance being the total domination and conversion of   every man, woman, and child on this planet into hosts for a future alien race that will use all mankind like cattle for food. Now are there any questions? Sarah? What is a multinational conspiracy? Well that's   when all the governments of the world get together to keep secrets from the people. The aliens are already among us... The government doesn't   want you to know that you are all going to be fodder for an alien race. Remember how Miss Graham, your principal, told you that little Johnny White had to move away? Miss Graham is part of the conspiracy. What really happened is that the aliens took over Johnny's Mommy and Daddy; they in turn changed into alien monsters with huge teeth and giant claws. When little Johnny went to bed, they were hiding. The Mommy monster alien was under the bed and the Daddy monster was in the closet. Little Johnny didn't even know what hit him. The monsters came out and started to tear that little boy to shreds. He screamed and screamed...   After they were done, they made a milkshake with his brain. Now are there any more questions? Oh don't cry. Mikey? You're going to tell on   me? To who? Miss Graham? She's part of the conspiracy. She's an   alien dressed up to look like a principal. Go ahead and tell her... I   wouldn't want to be in a room alone with her. She might suck your brain right out your ear. Any other questions? Christopher? I'm scaring you and you're going to tell your Mommy and Daddy? Well Christopher...   What if your Mommy and Daddy have already been taken over by alien hosts? What if you go to them and say, "Mommy, Daddy, my teacher   says that there are aliens among us!" And then what if they tie you down to the table and start to do experiments on you? What if they clip your pee pee off and put it in a bun? What if they make you eat it like a hot dog. Would you like relish on that? Now... You wouldn't want that would you? Okay, now all together now. The governments of the world are involved in a multinational conspiracy with an alien race from the planet Zeon; the ultimate goal of this alliance being the total domination and conversion of every man woman and child into hosts for a future alien race that will use all mankind like cattle for food. Very good. That was excellent for first graders! Okay, now tomorrow we are going to talk about the letter "A", how to wash your hands correctly, and how to make a tinfoil hat that will keep the alien species from reading your mind. Have a good afternoon children and don't forget what we talked about today!

( // The Lights Fade to Black // )

// The Play is Finished //

|| ** Dying Light ** by Jason D. Martin || // Dying Light // is a play about people dealing with their own mortality. Jenny is a bright star in the night that is death. This monologue is to be played to the audience. Jenny's speech should not be tearful; she must tell her story with the air of a person who has been dealing with her death for years. If she can make the audience laugh, the goal of the actress will be   achieved. For the only way one can deal with such pain is through laughter. Glioblastoma. That's what they say I have... Glioblastoma. Sounds like some kind of science fiction laser. My Glioblastoma is set for kill. Just give the word Captain and I will vaporize the alien beast. 'Course it's not from Star Trek or Star Wars or Star Blazers. It's from real life. But like one of those types of movies it seems like some kind of alien. It snuck inside my head and began eating my brain. It's no secret that it's set for kill either. A Glioblastoma is probably the worst type of tumor you can get. Nope, I wasn't lucky enough to only get one little tumor. Instead I   had a cluster of the damn things. Every time I had an MRI - that's like a   CAT scan but better - they managed to find a new one. So three operations and a ride on the radiation rollarcoaster later, I'm still here. It's   strange the way people treat you when you're dying. My Mom try's to   pretend nothings wrong... Maybe that's for the best. Recently a doctor told me I should consider putting my estate in order. Estate in order! What's that? Some clothing, make-up, and a beat up bicycle. I'm not going to be leaving a whole lot behind to prove I was here. Cancer! Brain surgeries! You wouldn't believe how hard it was in high school to   deal with all that crap. You wouldn't believe how hard it was for a girl with no hair to find a date to the prom. Nobody asked me. Nope... Nobody wanted to take the bald chick out. No big deal. Ended up having to hire someone to go with me... Just kidding. Actually I ended up asking Henry Schlatman. The guy had glasses that were about a foot thick and he still couldn't see. On the night of the prom he complimented me on my hair. I   didn't have the heart to tell him I didn't have any. Well at least for the time being I have hair agian. ( // She brushes her fingers through her hair // // and pulls out a number of strands. She looks at the hair for a moment, //  // then laughs. // ) Well, I'm still alive. ( // She pulls out a scarf and begins to tie it // // over her hair. // ) And I have Tom. He took me out again last night and we   had a blast. He's actually very funny when he's not thinking with his head... I mean, about his head. ( // Laughs. // ) We've been gong out every night for a week now. It wouldn't surprise me if this becomes very serious, very fast. Las night we rented a really stupid Shwartznegger sequel. Usually I would have been annoyed to have wasted my time on such a   lame flick; but Tom made it funny. He kept talking to the screen. When the hero said, "I'll be back;" Tom responded by saying, ( // Imitates accent // .) "Don't bother, we won't be here." ( // She laughs. If the audience does not // // laugh, add the following line: // Well it was funny at the time.) When he    brought me home last night... He gave me a kiss I'll never forget. It was so romantic. I've never felt this way about a guy before. Oh, there I go   with that junior high cheesy love sick lingo. Well, when you're nineteen years old, and you know you're going to... There's no time to waste. And Tom is such a good guy. I think I might be... God, this sounds so mushy! I think I might be falling in love.
 * JENNY: ||

**I think this monologue above is one of my favourite ones because even though this girl knows she is going to die she knows laughter is the best medicine, it also reminds me of my grandma when she was dying that she never thought about death and always thought about laughing and living the moment for as long as possible. I also saw the movie My Sister's Keeper recently and I thought that one of the main characters who has cancer and knew she was going to die loved living life to the fullest. She got a boyfriend, went out to places and did what she wanted to and didn't care that she was going to die.**


 * Pretty Pieces**


 * by**


 * Charles Robertson**

I want so much to have a normal life, but I can’t have a normal life, can I? I’m hidden away, locked

away in this box, like sumthin’ in an attic, a dirty doll, broken and forgotten. You can’t trust food that

you can’t see being prepared. Someone might put foreign objects, like razor blades in your pizza or

they might piss on your precious Chinese food. Out there, out there, people are so angry that they can’t

control themselves and they strike out at people. They put poison in the food…Last night I had a

dream, a strange, strange dream. Mother was in a little boat dressed all in white, and she had a white…

parasol, those little umbrellas, like they had in the old days. And she was singin’, singin’ in her little

boat. She didn’t sing words, just these beautiful, beautiful notes. And you were all twisted on the banks

of the stream in some ugly old tree. And your eyes were filled with tears, and I could hear you cryin’,

like you were trapped and couldn’t move, couldn’t reach out …And me? Well, the stream wasn’t water,

it was made of blood, and I was tryin’ to reach you, tryin’ to swim through streams of thick blood. And

my arms were getting’ so tired and I was being pulled under where I couldn’t breathe and then I heard

screamin’ and I woke up, and the sheets were all wet with fear. And my heart was racin’, and I couldn’t

breathe, couldn’t catch my breath. Do you ever have dreams like that? Do you ever see stuff like that?

When I woke up, when I woke up in my box, I could hear voices, but they weren’t talkin’ to me. They

were outside, and I was just a doll in a box without feelin’s who watches life go by, but for one moment

the doll wakes up and does sumthin’, for one moment the doll comes to life and does sumthin’, does

sumthin’ awful because a doll, it don’t know the difference between wrong and right. I’m so tired. Lie

down with me for a moment and we can sleep and the dream will be over. Lie down with me. Lie down

with me for a minute.


 * GHOST OF THE TREE**


 * GIRL**

Here I sit in my backyard, in the shade of my tree, my big old oak tree.

Here I write stories, stories about animals, about places, about places I have never

been, about dreams, about this tree.

We have this big hole in my back yard. I don’t know why. I don’t know why it’s

here. I get stoned sometimes and sit in the hole, hide in the hole,

To tree

and watch the children playing in my tree fort. I love children. They are so innocent.

They have the whole world ahead of them. I am going to have a hundred of them, a

hundred children just like that big oak.

To audience

hundreds of little saplings that will grow up strong and pure with respect for all

races, all people, and I pray my child is stronger than me. Perhaps she can go to

Africa instead of just dreaming about it, or maybe to South America as a missionary to

help those less fortunate. I will call my child Rainbow, because I think the rainbow is the

most beautiful of God’s gifts, like Gods’ angels lighting up the sky after a storm, and it

shows how different colours can live together, in harmony, in peace.

Like there’s this guy; Desmond.

We’re really into each other. We’re gonna go down to Africa, and help the starving, the

poor people of the earth. I mean, we have so much, and they have so little. Save the

wildlife too, cause lions and elephants and hippos, they’re vanishing, and I want to do

something about it. I know I have something important to say because I believe in stuff,

like women’s rights, and gay rights, animals, the Vietnamese. Everybody. I believe in

everybody. And I’m against stuff, too, like the war. Like killing is wrong.

www.bottletreeinc.com

To audience

My mom tried to kill herself. She did. And now her brain is fried…empty. Nobody

home...and I don’t want to talk about her. My dad, I don’t want to talk about him either.

My dad has a girlfriend. She’s his secretary, and I hate her with all my heart. And she

stays at the house, too. How could he do that to my mom? What’s wrong with him?

Looks up at tree

When I was little, me and my brother built this tree fort beside the house, and it would be

our safe place, our castle in the sky...and we could see into the back bedroom, see my

mom sitting there like a zombie, staring out the window. Staring at nothing,

To audience

or maybe she’s like God, and can see everything, see what a mess I’m making of my life.

I cried when my cat Sparkles died. I don’t cry about my mom. I’m too depressed to cry

about my mom. She never even got to do anything in her life. My mom thought I would

be the perfect little Suburban angel, the light in the dark world. But I’m not. I’m nothing.

Sits on stool

Here I sit in this big hole in the backyard. Hide in the hole…get stoned.

She gets up and takes photo out of her pocket and shows audience

Here’s a picture of my mom. It’s my favourite. This picture I like because she’s laughing.

I never saw my mom laugh before.

=My script with units.=

= Performance Examples =

View the 3 performances For each:

media type="youtube" key="pmmal1Nmomw" height="315" width="420" Analyse the style The style of this monologue is alternative because she plays many different characters in this piece. This monologue is very funny because she incorporates different nursery rhymes and her monologue is just all over the place and hilarious to watch. Explain how the actor uses space to show different locations. The actor uses different space to show her different locations. She uses her prop which are two long sticks and places them at different locations on the ground and then explains where she is. Explain how the actor transforms an object to show setting/character The actress uses two long red and black planks to show many different objects such as scissors, a well and a tunnel. These two planks allow her to show where she is because she uses them very carefully and changes her voice to match what she is doing.

media type="youtube" key="aB1_GWbHb4Q" height="315" width="560"

Explain how the actor uses space to show different locations
==The actor uses space to show different locations through different movements to get to the space. For example he might run to somewhere and then use levels to show where he is. ==

Explain how the actor transforms an object to show setting/character
==The character uses a stick/pole to show the setting and their character. For example when he has the pole above his head to show that he is on the rack. Showing that he is on the rack also allows the audience to realise that he is a prisoner. ==

media type="youtube" key="TbCGaU06L_k" height="315" width="420"

=Analyse the style = =The style of this monologue is comedic. = =Explain how the actor uses space to show different locations = =The character uses space to show different location through his different locomotion movements. For example he flies to one place or strolls to another. = =Explain how the actor transforms an object to show setting/character = =The character uses a pair of drumsticks to show his different characters. For example he uses drum sticks when he is playing the stoned drummer he uses them to show he smokes. =

= =

=Fundamental Questions.=

My name is Jenny and I am a 19 Year old girl who has a type of cancer called Glioblastoma.
 * 1. Who am I**

It is morning time. Probably around 11am.
 * 2. What time is it?**

I am in my house. Possibly in my bedroom because I am putting a scarf on which could suggest I might not want people to see me.
 * 3. Where am I?**

A window is next to my bed, there is a closet, some clothes on the floor and a bed. All things that relate to a bedroom.
 * 4. What surrounds me?**

I have cancer. In particular Glioblastoma. I know this disease is going to kill me but I am trying to not think about that, I am trying to reflect on the good times that life offered me.
 * 5. What are the given circumstances?**

I have a mum who is really close to me and is scared about losing me. Harry Jones who is a boy I took to the ball but there isn't really anything going on between us. Tom is my boyfriend who I have been going out with for a few weeks now. He's real nice and I can feel that it is probably going to get serious.
 * 6.What are my relationships?**

My objective in this performance is to show people that even though I am dying I am still able to remain happy and reflect on the good things of life.
 * 7. What is my objective?**

The obstacle in this performance is my cancer.
 * 8. What is the obstacle?**

I try to convince everyone that it is ok to be dying but it is still important to be happy.
 * 9. What is the action?**

=Finding the Right Performance Piece.=

Title: Dying Light This piece provides a challenging character because I have to get into the mind of a girl who has been suffering with a deadly tumor but who isn't upset with the fact that she is dying. Yes it allows me to play a character that is happy about her life even though she knows she is going to die soon. It highlights my skills of being able to play a character that makes jokes and a character that is a teenager as I am able to relate to those two characters. My performance is really easy to understand because she describes her life and her disease throughout the whole performance. This piece takes the audience on an emotional journey in a way or a journey through life. The character starts off my describing her disease but then describes past moments in life that she enjoyed. Yes for my performance all I need is a chair because I am playing the character as though she is sitting in a hospital room. A small stage is perfect because a hospital room isn't very big and I need to show that. Yes it does. The different emotions are; 1. seriousness 2. childish 3.happy 4.annoyed 5.upset 6.love struck.
 * 1. How does it provide a challenging character and storyline?**
 * 2. Is it within your grasp as an actor and does it highlight your skills? Is it appropriate to your age?**
 * 3. Is it easy to understand? Explain.**
 * 4. Does it take the audience on a journey? If so, how?**
 * 5. Does it suit your selected performance space? Explain.**
 * 6. Does it provide emotional variety? List the emotions.**

= = =**My 40 second snippet evaluation.**=


 * I think my 40 second snippet went reasonably well.**


 * Positives.**
 * 1. I moved from the chair**
 * 2. I used the stage more than I usually would when performing.**
 * 3. I change the tone of the performance through my voice so the audience knows when I'm upset or when I am happy.**


 * Negatives.**
 * 1. I think I need to exagarate my movements a bit more.**
 * 2. When I move from the chair I have to know exactly where I am going and move with a purpose. I have to concentrate on how my character would walk from one sport to another because she is very sick which means she wouldn't be really bubbly and springy when she walks. She would probably drag herself and walk slowly.**

=**Rationale.**=

Performance Evaluation. I think my performance went reasonably well. I was dissappointed in myself a little as I did miss a few lines when speaking. I think my overall movements on stage were good and the way I used the stage was good. I normally don't use much of the stage but this time I did. I think I could've improved on maybe exaggerating my movements and facial expressions and maybe slowing down a little because I could feel my voice getting quicker. I think if I had rehearsed a bit more that would've been better as I would've been a bit more prepared.

Overall I think it was a good performance on my behalf.

NAME: Sophie Aitken


 * MYP/BOS ||  ||   ||   ||   ||   ||   ||
 * Criterion A ||  || 7-8 || 5-6 **6** || 3-4 || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">1-2 || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">0 ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Knowledge and Under-standing

//<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">This is assessed through your rationale // ||  || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 11px;">The student shows a thorough understanding of the topic under consideration. The student confidently applied theoretical knowledge and subject specific terminology to identify clearly the complexities of the materials studied. || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 11px;">The student shows a broad understanding of the topic under consideration, and applies theoretical knowledge and subject specific terminology to identify some complexities of the materials studied. || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 11px;">The student shows a basic acquisition of the theoretical knowledge and understanding of the topic studied. The student uses some subject specific terminology to show critical awareness || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 11px;">The student has required limited theoretical knowledge and little understanding of the topic studied || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 11px;">Student does not reach the standard described by any of the descriptors listed. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Criterion B || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">9-10 || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">7-8 **7** || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">5-6 || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">3-4 || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">1-2 || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">0 ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Application

//<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">This is assessed through your performance // || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 11px;">The student is highly competent in choosing and applying a range of skills and strategies for the realisation of work. The student’s processes and resolved work reflects a high level of proficiency and creativity. || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 11px;">The student shows competence in applying skills and strategies needed for the realization of work, which shows creativity and proficiency in technique || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 11px;">The student applies skills and strategies needed to produce creative work showing reasonable proficiency in technique || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 11px;">The student demonstrates success with basic skills and strategies. The work reaches a point of realization and shows some proficiency in technique || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 11px;">The student demonstrates limited abilities to use the skills and strategies. The work is of poor quality || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 11px;">Student does not reach the standard described by any of the descriptors listed. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Criterion C ||  || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">7-8 **7** || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">5-6 || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">3-4 || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">1-2 || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">0 ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Reflection and Evaluation

//<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">This is assessed through your online developmental workbook // ||  || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 11px;">The student gives a considered response evaluating the processing undertaken in producing the presentation. This evaluation includes an accurate analysis of the quality of the work produced and details of improvements which could be made. || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 11px;">A student reflects on the processes undertaken in completing presentation. The evaluation includes an appraisal of the quality of the work produced and an identification of areas of improvement. || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 11px;">A student provides an evaluation of his or her presentation development. Some aspects of the evaluation may be superficial || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 11px;">The student displays minimal ability to reflect on the processes undertaken in developing their presentation || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 11px;">Student does not reach the standard described by any of the descriptors listed. || //<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">This is assessed through your performance // ||  || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 11px;">The student demonstrates a high level of interest and personal engagement in the work, and shows initiative, enthusiasm and commitment. || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 11px;">The student is fully engaged in the work, and shows a willingness to develop further his or her potential. || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 11px;">The student participates in the presentation and shows self discipline and motivation for the work. || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 11px;">The student participates to some extent in the presentation yet shows little interest and personal engagement in the work. || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 11px;">Student does not reach the standard described by any of the descriptors listed. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Criterion D ||  || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">7-8 || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">5-6 **6** || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">3-4 || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">1-2 || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">0 ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Artistic Awareness and Personal Engagement

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Comments: I really liked your script choice and I would have loved to have seen it during the rehearsal process. You had greater confidence in your show and tell than in your assessment, but your performance on the day was your strongest this year. This was great to see. Your put greater physicalisaiton into your performance and seemed to enjoy the comedy and Drama of your script too. Your rationale was within the word limit but needed specific reference to the decisions you made when you used Stanislavski’s devices. Great effort in your DW. I like that you reflected on the 2011 HSC performances too.