Video Based Instruction Project Planning Template

Link to your video: https://www.youtube.com/watch?v=Nkk0S635BQA&edit=vd

Author(s): Chelsea Bohny and Virginia Waddell
Topic: A video that explains how to audition for a musical.
Title: Auditioning for Dummies
Intended Audience/Grade Level: 9th-12th
Subject Area: Theatre and Dance
Goals/Objectives:
1. What is the purpose of your video?
This videos purpose is to inform and guide a beginning auditionee through the process of
auditioning and what it entails.

2. What information do you want to convey to your audience?

-how to choose and prepare a monologue
-what to expect during the dance portion of the audition
-dos and donts

3. Will you use it to introduce a topic or unit, demonstrate a skill, identify a real world
example of the content you are teaching, introduce an individual?
We are demonstrating a skill as well as identifying a real world example of the content
we are teaching.

Rationale for Audience appropriateness:

4. How will your video be appropriate for your audience?

Each semester, students audition for various shows including a musical. By knowing the
proper way to prepare and execute an audition, it will increase the likelihood of the
students being cast as well as give them experience as they move forward past high
school.
Storyboard (5-10 minutes)
Once you have identified the reason to create a digital story or video, you can begin
writing it. Do not worry about music, speaking parts, images, or video footage for now;
concentrate on putting your story into words. Write a one-half to one-page narration
script. You may need to revise this narrative several times to adequately represent your
story. Only when you are satisfied with your narration should you begin storyboarding
your movie.
Copy as many storyboard slides (next page) as you need to complete your video. Be sure
to include one for your title screen and one for your credits. Remember that you are
limited to ten minutes maximum. Finally, describe the rationale for why you selected
your media.

Slide #1-Introduction
Narration:
Chelsea- Hello students! Nervous about
the upcoming musical auditions? Well
dont be! You have come to the right
place!
Virginia- Today, we will be guiding you
through the audition process. We will
discuss how to choose and prepare a
monologue, what to expect during the
dance portion of the audition, and lastly,
those treacherous dos and donts.
Transitions: fade to next frame (how to
choose and prepare a monologue)

Description of visuals

Estimated Timing: 20-30 seconds

Slide/Segment #2
Narration:

Description of visuals

Virginia- How do I choose a monologue? Modeling- Virginia giving her monologue and
Well, first, begin by knowing the show
showing an example of a monologue.
that you are auditioning for. Next, choose
a show that is similar in style to the show
you are auditioning for. Then, read
through the script and begin looking for a
piece of text that speaks to your soul.
This means something you connect with
emotionally. Once you have found a
decent sized chunk of text, make a copy,
and begin memorizing. Here is an
example of a monologue (Show picture).
Look for key words to emphasize as well
as finding several tactics to utilize during
your monologue. Be sure it is completely
memorized, as well as blocked and
rehearse it you can recite it backwards!
Also, dont forget to slate! What is a slate
you might ask? Slating is your
introduction before you start your
monologue. This includes stating your
name and the piece that you have chosen
for your monologue (example of slate). A
good monologue will last about 30
seconds-1 minute and will showcase your
abilities as an actor. Think of it as your
way of marketing yourself to the director!
(Now, Virginia will showcase her
monologue skills as she gives an example
of a monologue.)
Transitions: fade to next frame (what to Estimated Timing: 2-3 minutes
expect during the dance portion of the
audition)

Slide/Segment #3
Narration:

Description of visuals

Chelsea- Here are some tips to be wellprepared for the dance portion of your
audition. First, know the type of dance
that will be featured in the musical. Next,
bring appropriate attire and shoes. For
example, if you were auditioning for
Chicago you might want to bring jazz
shoes as most of the choreography is jazz
based. Here are a pair of jazz shoes that
you might need (Show feet). It would be
a good idea to research dance clips from
the musical to get an idea of what to
expect. While in the audition, position
yourself where you can see the
choreographer. It is common for
choreographers to teach fairly fast, so it is
important to stay focused and practice
before you audition. Performance is a
significant factor in the dance audition.
Of course, choreographers are looking for
good execution and technique, but make
sure you really perform and try your
hardest, even if you cant fully execute
the movement. Give it your all because a
choreographer might cast you based on
your willingness to work and your
passion for learning!
(Now, Chelsea will showcase her dance
skills by showing a bad dance audition
and a good dance audition.)
Transitions: fade to next frame (dos and
donts)

Modeling- Chelsea showing a bad dance

audition and a good dance audition and
showing jazz shoes.

Estimated Timing: 3-4 minutes

Slide/Segment #4
Narration:

Description of visuals

Virginia- Here are the most common

dos for the process of auditioning. Be
prepared. Not only with your memorized
monologue, but have an updated resume
as well as headshot. Dress professionally
and have confidence.
Chelsea- Here are some common donts
for the process of auditioning. Absolutely
do not be late. Remember this: Early is
on time, and on time is late. For example,
if your audition time is at 4:30 p.m., be
there no later than 4:15 p.m. If you forget
your lines of the monologue or the
movements in the dance audition, dont
freak out. Try to stay calm and just keep
going!
Transitions: fade to next frame
Estimated Timing: 1-2 minutes
(conclusion)

Slide/Segment #5
Narration:
Description of visuals
Virginia- We hope you enjoyed this
video, but more importantly, we hope you
have learned some valuable strategies to
set you apart the next time an audition
rolls around!
Chelsea- Ditto.
Transitions: fade to next frame (credits)

Estimated Timing: 10-20 seconds

Media Selection Rationale:

1. Why did you select the images that you chose?
We chose to include modeling of a monologue as well as a dance. We also chose to show
pictures of a script and jazz shoes.
2. If you used music, does it set a particular mood?

We used music to show the good and bad dance audition. The song is called All That
Jazz from Chicago. We dont use music anywhere else in the video, so there is no mood
set.
3. Why is this mood necessary for your story?
N/A

REFLECTION:
Please share your experiences with the topics of this module
(e.g., extension ideas, successes, challenges), and how you plan
to integrate the ideas of this module into your own teaching.
Would integrating this tool into your instruction enhance
learning or not? Explain your reasoning (100-200 words)
This project was a blast! It was fun incorporating theatre and dance together to form a
lesson. There wasnt really an area that we struggled in. Theatre and dance
collaborate very well together, especially for musicals. Our hope is that for the
students watching this lesson, they will gain the confidence and skills necessary to
nail that next audition. In the event that we are out of the classroom and a sub must be
present, instead of simply assigning a movie to watch, we could pre-film the
expectations for the day whether that be monologue work or choreography. The
students will not get behind and the instructions are easy enough that a sub could
follow. I think this lesson is not the most ideal for theatre and dance because it is a
hands-on content. However, it is a good resource to have in the event that a student
wants to audition for a musical.

Project #5 Rubrics
Reflection Rubric:
Criteria
Objectives

Satisfactory
(3 Points)
Objectives are clear
and measurable

Unacceptable
(0-2.5 Points)
Objectives are not
measureable
Objectives are vague

Assessment

(5-7 Points)
Assessment items
align with the
objectives and can
be used to gauge
whether students
have met objectives
Correct responses
for assessment
items provided. If
open ended, TC
provides multiple
possible correct
responses or rubric
Assessment created
using Socrative or
Google form and
shared
Feedback for
incorrect responses
effective and timely

(0-4.5 Points)
Assessment items not
clearly aligned with
the objectives
Correct responses
provided for
assessment items not
provided or vague. If
open ended, TC does
not provide multiple
possible correct
responses or rubric.
Assessment not
created Socrative or
Google form.
Students receive well
designed feedback for
incorrect responses
Feedback for incorrect
responses not
effective or timely

Reflection Rubric:
Criteria
Reflection

Satisfactory
(3 Points)
Reflection clearly
and thoroughly
discussed personal
experiences,
successes,
challenges, and
provided
multiple ideas on
how to integrate
into the classroom
Reflection met word
requirements

Unacceptable
(0-2.5 Points)
Reflection was not
included or was
more than 3 days
late
Word requirements
were not met
Reflection lacked
clarity and was
not thorough.
Reflection did not
address all 3