The Monologue ProjectThe project you’ll remember

years from now!

Before we begin…

You’ve just read Art Spiegelman’s Maus: My Father Bleeds History. Why do you think Art Spiegelman decided to interview his father and tell his story?

Discuss with those sitting near

you…

What did you come up with?

Personal stories are

invaluable. Vladek Spiegelman had a story to tell.

So did Art.So do you.

And so does your mom/dad.Or aunt/uncle.

Or grandparent.

You are going to find out your parent’s story.

But wait! That’s pretty vague,

right?

Right. Let me narrow it down for you.

Do you think your parent has ever witnessed discrimination?

Do you think your parent has

ever been discriminated against based

on……the color of their skin?

…their religion?…their gender?…their culture?

…their political beliefs?…where they live?

…how much money they have or don’t have?…their ideas about sexual orientation?

What did they learn about the rights of other

people when they were kids?

As you approach the 1950s and 1960s in social studies, you’re

getting closer to a time in our history full of

personal stories.

Stories about discrimination.

Stories about shame.

Stories about people who stood

up for others or looked the other

way.Stories of courage.

Your parent has a story.

Your job will be to listen to it.

The Monologue Project: in Five Parts

PART ONE: THE INTERVIEW

PART ONE- THE INTERVIEW:

Over the next few weeks, you will be setting aside time with your parent to conduct an interview.

You will receive a list of interview questions.

The interview will last about 15 minutes and will be recorded.

If you have a recording device, great. You’ll need it.

If not, we will loan one to you for a 24-hour period.

PART TWO: TRANSCRIBING

PART TWO- TRANSCRIBING:

Here comes the tedious part.

You will listen to and type the interview, word for word.

Yes, this takes some time.

But, it’s what you need to get you to the next step…

PART THREE: CREATING THE MONOLOGUE

PART THREE- CREATING THE MONOLOGUE:

Somewhere in all of that transcribing is a story.An interesting one.

And it will be your job to pull that story out and create a 2-minute monologue.

This monologue will be given by you, in character, to the class.

Don’t panic yet. It’s too early for that.

PART FOUR: MEMORIZING

PART FOUR- MEMORIZING:

When you see a movie, the actors (in their roles) seem like real people. The dialogue seems real. It’s natural.

That’s because those actors have spent a considerable amount of time memorizing their lines.

You’ll do the same thing.

But, instead of a 2-hour feature film, you’re only talking about a 2-minute monologue..

Still, it takes time. And you will practice over, and over, and over, and over, and over.

And over.

And over.

PART FIVE: DEVELOPING YOUR CHARACTER

PART FIVE: DEVELOPING

YOUR CHARACTER

You will BECOME your parent during your monologue.You will wear your parent’s clothes.You will sit like your parent.Walk like your parent.Talk like your parent.Be in the middle of an activity that is something your parent would do.

This. Is. Incredibly. Difficult. For. A. Middle. School. Kid. To. Do. And we believe you can do it!

FINAL STEP: DELIVERING THE

MONOLOGUEOn the day of the presentations, you will bring your props and have your monologue memorized (in the same way you know ALL the lyrics to a good song- you won’t even have to think about it!)

You will deliver your monologue to the class.

Guess what? They’re nervous, too. They also have to deliver their monologues. You’re not alone.

Questions?

Let’s talk about the interview…

How many of you have ever

interviewed a person before?

Tell us about it.

What made the interview

hard/easy?Pleasant/unpleas

ant?What qualities do you think Art had

to have in order to interview his

dad?

We’re going to practice asking

each other some questions and

listening. It’s harder than you think.

Ready?

Pair up with someone in the room.This person must be someone you don’t

know well.

You are now Person 1 and

Person 2.

Decide who is 1 and who is 2 before we begin.

Person 1, you are going to ask

Person 2 a question.

I will give you the question in a

moment. Listen to their answer. Pay close attention. Person 2 will have1 minute to answer the

question.

Ready?

Person 1- Ask person 2 the

following: “Tell me about your

morning routine- from the time

you get up until the time you get

to school. Go!

You have 1 minute…

I’ll keep time.

Stop! Time is up.

Okay, Person 1. Did you listen?

Let’s find out.

Person 1, you will now retell the whole story to

Person 2, using their speech and mannerisms. You must sound like them, move like

them, etc.

Ready?

You have 1 minute. I’ll time you.

Stop! Time is up. How was that?

What was difficult?What did you enjoy/not enjoy?

Discuss with your partner, then we’ll share out to the whole group.

It’s really hard to portray someone without creating

a caricature.

During your monologue, you will BECOME your parent. You will not become a caricature

of them. This is tricky.

Ready to switch?

A little easier now that you know what we’re doing, but we’ll do it, anyway.

New question…

Person 2, ask Person 1 the

following: “Tell me about

what you remember from

your elementary school.”

Go! You have 1 minute. I’ll time you.

STOP! Time is up.

What was different about that time?What was difficult?

What was enjoyable/not enjoyable.Share with your partner,

then we’ll share out to the group.

It does not feel natural to

pretend to be someone else.

It will take A LOT of practice until you get to that point.

You will get to that point. Trust me.

Let’s take a look at the interview questions you’ll be using for this

project.(I will hand them out to you now.)

Your only job now is to select a

parent and schedule an

interview with them.