HYE ePortfolio Criterion A: Theatre

i.

1. Castability: 0.05
 In this monologue, the actor is the same gender as the character. The language used
is colloquial, reflecting a raw and genuine emotional expression.
2. Relationship: 0.08
 The character seems to be addressing the headmaster of a school. The relationship is
one of a student challenging the authority of the headmaster.
3. Conflict: 0.26
 The conflict is evident as the speaker expresses frustration and defiance toward the
headmaster, highlighting a disagreement with the rules and expectations of the
school.
4. Clarity: 1.10
 The monologue is clear in expressing the character's feelings of being judged, and
misunderstood, and the desire for recognition. The themes of identity, respect, and
the character's perception of unfairness are distinctly conveyed.
5. Response Point (Beats): 0.41
 Some beats in the monologue include:
 The frustration about being seen as "bad" before having a chance to be
anything.
 The mention of reading Plato and other philosophers, emphasises a desire
for intellectual recognition.
 The revelation of finding a place in the world due to someone seeing the
speaker's worth.
6. Button: 1.26
 The monologue ends with a powerful statement: "I’ve never met your God. And I
don't want to." This provides a sense of finality and leaves a strong impact on the
audience.
7. Owning Your Space: 1.07
 The actor conveys ownership of his space through physical presence, posture, and
movement. In this monologue, the monologist uses gestures, facial expressions, and
body language to emphasize points and establish a strong, assertive presence in the
scene.

ii.

The monologue you provided seems to be an example of an autobiographical narrative monologue.

This type of monologue involves the performer taking on the persona of someone else, recounting
their life story as if it were their own. The speaker in the monologue appears to be adopting the
perspective and experiences of someone who feels misunderstood and frustrated within an
educational setting. The inclusion of personal reflections, philosophical references, and a sense of
defiance adds depth to the narrative.

The monologue aligns with the characteristics of an autobiographical narrative as it presents a story
that may not directly belong to the monologist but is performed as if it is their own, providing
insights into the experiences and emotions of the character being portrayed.

iii.

a) Who am I?
  Character Name: The character delivering this monologue is not explicitly mentioned, so you
can create a fictional name for the role. I will give the name Alex to my character.
 Age: Age is not specified, but given the references to being a student and discussing
educational experiences, the character is likely a young adult, perhaps in their late teens or
early twenties. Probably 19.
 Background: The character’s background is hinted at through the monologue. They mention
reading Plato on a park bench in the Bronx, suggesting a connection to the Bronx and an
interest in philosophical literature. The character seems to be someone who values
individuality and resents being unfairly judged.

b) What time is it?

 Century/Year: The monologue doesn't provide a specific year, but the tone and references
suggest a contemporary setting, possibly late 20th or early 21st century.
 Season/Day: The specific season and day are not mentioned, allowing for flexibility in
interpretation. However, the emotional intensity of the monologue might suggest a moment
of frustration and self-discovery, making it suitable for a pivotal scene in the character's life.
Probably spring.
 Hour/Minute: The monologue doesn't specify the exact hour or minute, allowing for
interpretation based on the emotional context of the scene. It could be a moment of
confrontation during daylight hours. Probably around 3:45, after the school day ends.

c) Where am I?

 Country/City/Neighbourhood: My character is in the United States, specifically referencing

the Bronx in New York. The monologue doesn't provide a more specific city or
neighbourhood within the Bronx.
 House/Room/Area of Room: My character is in a school setting, given the references to the
school and headmaster. The specific room isn't mentioned, but it is a place within the school
where the character feels a strong emotional connection, a classroom.

d) What surrounds me? - animate and inanimate objects:

I find myself in a classroom setting. The surroundings include typical elements of a classroom—
desks arranged in rows, a blackboard, chalk, and a place where a professor stands to give lectures.
These inanimate objects suggest the institutional and academic nature of the setting. The presence
of desks implies a student-teacher dynamic, and the blackboard may serve as a symbolic backdrop
for the character's expression of frustration and defiance. My character can interact with these
elements during the monologue, perhaps pacing, gesturing toward the blackboard, or even gripping
a piece of chalk for emphasis.

e) What are the given circumstances? - events leading up to the moment when I speak:

My monologue suggests a history of feeling misunderstood and unfairly treated within the
school environment. The given circumstances leading up to this moment could include a series of
events where I perceive that I am constantly in the wrong, facing judgment and criticism without
being given a fair chance. There might be instances of clashes with authority figures or incidents that
have led to the character questioning the values and practices of the educational institution. The
frustration has been building, and this monologue is a culmination of my character's pent-up
emotions and a declaration of their determination to find their place in the world.

f) What is my relationship to the character(s) I am speaking to?

I’m addressing someone with authority, possibly the headmaster of the school. The tone of
the monologue suggests a strained and adversarial relationship. I feel unheard, misunderstood, and
unfairly judged by this authority figure. I question the legitimacy of the headmaster's leadership and
challenge the unequal power dynamic between them. The monologue is a passionate and defiant
expression of my desire for recognition, respect, and the opportunity to define my own identity
without being prematurely judged.

g) What do I want?

Right now, the reason for speaking is the problem I am trying to solve by speaking: In this
monologue, my character expresses a deep sense of frustration and dissatisfaction with their current
situation at the school. They want to be understood and respected for who they are, without
judgment or preconceived notions. My character is questioning the authority figures at the school,
challenging the unfair treatment they perceive. The underlying desire is for recognition, acceptance,
and the opportunity to be themselves without facing premature judgment.

h) Why is it important? – What positive things occur if I achieve my want? What happens
(consequences) if I do not achieve my want:

Positive outcomes if the want is achieved:

 Recognition and Respect: If the speaker is heard and understood, they may gain recognition
for their individuality and perspective.
 Personal Growth: The speaker desires the chance to discover who they truly are without the
burden of unjust criticism, allowing for personal growth and self-discovery.
 Validation: Being seen as "good" by someone (Mr. Hoffman) has had a positive impact on the
speaker, and achieving this recognition may validate their worth.

Consequences if the want is not achieved:

 Continued Frustration: Without recognition and understanding, the speaker may continue to
feel frustrated, unheard, and misunderstood.
 Stagnation: The lack of an opportunity to be themselves and discover their identity might
hinder personal development and growth.
 Loss of a Positive Influence: If the speaker is thrown out of the school, they risk losing the
positive influence and support they've found in Mr. Hoffman, which has been described as a
"miracle" for them.

i) What is in my way? – What challenges/obstacles do I face in getting what I want?

The character faces several challenges and obstacles in getting what they want:
 1. Perceived Injustice: The character feels that they are always in the wrong, and the school is
lost. There's a sense of injustice and frustration, possibly due to perceived unfair treatment.
2. Lack of Understanding: The character expresses a feeling of being misunderstood. People
talk to them as if they are the problem, and they are being asked to change without having
the opportunity to discover who they truly are.
3. Authority Dynamics: The character questions the hierarchical structure in the school,
challenging the authority of the headmaster. There's a struggle against the traditional power
dynamics between a student and the headmaster.
4. Pressure to Conform: The character resists the idea of changing just for the sake of
conforming to expectations. There's a rejection of the notion that they should change
without having the chance to explore their own identity.
5. Prejudice and Judgment: The character mentions being labelled as "bad" before even having
the opportunity to become anything. There's a sense of prejudice and judgment that they
need to overcome.

j) What do I DO to get what I want? – actions/verbs/actions/verbs/actions/verb

1. Questioning: The character challenges the headmaster by questioning the legitimacy of the
school, the authority of the headmaster, and the fairness of the treatment.
2. Expressing Frustration: The character expresses frustration and defiance, refusing to accept
the status quo and pushing against the expectations placed upon them.
3. Intellectual Assertion: By referencing philosophers like Plato, Diogenes, and Socrates, the
character uses intellectual arguments to assert their perspective and defend their right to be
treated with respect.
4. Self-Reflection: The character reflects on their own identity and the unfairness of being
judged without having the opportunity to discover who they are.
5. Claiming Independence: The character asserts their determination to find their place in the
world and rejects the authority's attempt to define them. They express gratitude for
someone who saw their goodness.
6. Challenging Religious Notions: The character challenges the concept of original sin and
expresses a reluctance to meet the headmaster's God, emphasizing a desire to define their
own beliefs and values.