Extensions to Soliloquy Remix

The Wave

1. Each student picks one line from Hamlet

2. Students create a pose that embodies the feeling or meaning of the line

3. Students are put into groups of 5-10

4. Students stand in a line in front of an open space that is a pathway long enough for them to walk 20-40 steps, e.g. a hallway, gym, or outdoor space. Students number themselves off, 1, 2, 3, etc. The spectating students stand along the side of the path as viewers.

5. Teacher plays mood music.

6. From their starting point, the group slowly starts to walk forward, in sync. After about 3 steps, student 1 freezes in their position and holds it while the rest of the line continues. After about 3 more steps, student 2 freezes, followed by student 3, and so on.

7. When the last student has frozen, you will see a diagonal line of students frozen in their positions.

8. The last student to freeze holds their position for a few beats (perhaps 5-10), then unfreezes, turns around and retraces their steps, slowly, to their starting point.

9. As this last student passes by, each frozen student unfreezes and joins the line, which is now sweeping its way back to the starting point again.

10. Repeat so that all groups perform.

11. Further extension: While all students in the line are frozen, the teacher taps each one on the shoulder. Students they speak out loud an "I" sentence that they are feeling in their character.

Discussion questions

• How did it feel to hold your frozen position? What thoughts went through your mind?

• How did it feel as an audience member to view this? Could you see a story forming?

• Did this activity give you greater insight into the meaning of the quote? If so, how?

Tableau

1. With their chosen lines, students form groups of 4-6

2. Students assume their positions from The Wave activity and create a frozen image that integrates each student’s position

3. Students may adapt and change their positions to create a new scene. The new scene should contain:

✓ Different levels

✓ Different facial expressions

✓ Tension

✓ And other elements as determined by the teacher

4. Students perform their tableaux for each other.

5. Thinking/speaking “tapping in”. Create predetermined signals that will elicit students’ responses in character. For example, if you tap the top of the head, the student says in role what their character is THINKING. If you tap the shoulder, the student say in role what their character is FEELING.

Discussion questions

• How does this segment differ from the original play?

• Were you faithful to the original context, or did you make up your own context? Why did you make the choices you did?

• What was your experience as a performer?

• What was your experience as an audience member?

• Did this activity give you greater insight into the meaning of the quote? If so, how?