For this assignment, students will be creating a Solo Lip Sync filmed performance. The objective of this assignment is to learn how to effectively perform a solo lip sync video with a believable and entertaining performance. Created by Craig Wrotniak – Chapter Director, British Columbia Thespians.

Watch a selection of the following video clips of celebrities doing lip sync battles and related performances. These are from tv shows where there is a live studio audience and there is a large production budget (costumes, lighting effects, props, etc.) to make larger than life moments of theatricality in the performance, which help to build an illusion that this is a live concert performance where the lip syncing celebrity is actually singing. See what songs they select to lip sync and how they create moments of drama, suspense, even comedy in their lip sync performance. Look for the moments that tend to garner the greatest audience response. These are all very interesting examples to watch and there are so many more online. In all of the examples notice how all of the lip syncs have exaggerated facial expressions and really large mouth movements.

During and after your viewing, consider the following questions for reflection:

• What example video clips did you like the most and why?
• If you had to select a song to turn into a dramatic reading, what 5 songs would you shortlist and why?
• Are the celebrities always selecting songs that fit their “type” (gender, physical traits, personality, etc.) or do they go against it sometimes? 
• What are the advantages of performing a piece that goes with your “type” and what are the advantages of performing a piece that goes against your “type”?

In this video, you can see Tina Turner performing the song "Better Be Good to Me", then you can see Paul Rudd lip sync it.

More Examples:

Will Ferrell Lip Syncing on the Jimmy Fallon Show

Jimmy Fallon and Dwayne Johnson have a lip sync battle

In this step, you will watch the YouTube video “Lip Syncing 101” (credit: TheHumanEnthusiast). In the video you will learn about the following specific tips to making a great solo lip sync performance:

1. Be Memorized -- Know 100% of the words
2. Lip sync every sound that comes out of the artists mouth (breathing, giggles, sighs, etc)
3. Open your mouth twice as big as you think you need to and don’t be afraid to really scoop it as you lip sync.
4. Your eyes need to be visible at all times during the performance (no sunglasses)
5. Appropriate hand and shoulder movements are really important.
6. Do character development research – watch an artist’s live performance videos for mimicking purposes – what is their mood/attitude/key gestures… you will be performing as them… so work on getting into character.

During and after your viewing, consider the following questions for reflection:

• What lip sync tip do you think would be easiest to follow and why?
• What lip sync tip do you think would be the most difficult to follow and why?
• What excites you the most about attempting a solo lip sync and what scares you the most?
• Have you ever filmed/recorded yourself speaking, singing or lip syncing? If so, what was the experience like?
• In the video tutorial, the artist advises to be careful not to go against “type” in selecting your performance material. Her example refers to gender and that the number one performance goal is believability and, although it can be funny to watch, it is not believable for you to attempt going against your “type”. Do you agree with her views? Why or why not? 
• List a minimum of 6 singing artists that you would want to embody in a lip sync performance. Please select some artists that are your “type” and some that are different from you (in terms of: gender, body type, ethnicity, age, etc.). If you do not know the lead singer of a certain band – please do the research in order to answer this question thoughtfully.

Review your answers for step 1 and 2 reflections on material selection preferences. Then select a full song that you would want to turn into a solo lip sync performance. For song ideas, you can visit the Billboard website to view the “top 100” song list – sorted by your choice of: year, artist, or genre. Then you can take the song titles and watch the music videos on YouTube. The project guidelines are:

• It should be about 2-4 minutes in length (with no cuts or edits… we are talking full length piece).
• You should pick a song that can be memorized… because you need to know 100% of the words in order to successfully lip sync it.
• You will also need to lip sync every sound that comes out of the artists mouth (breathing, giggles, sighs, etc.) – so those cues also need to be memorized. Songs with lots of techno sound effects and minimal vocals will not be good pieces to use. 
• Songs that are not school appropriate should be avoided. If it is just a few bad words… potentially radio edit versions of the song could be substituted in. Please refer to your teacher’s best judgement in song selection.

In selecting your song please answer the following questions before moving onto step 4:

• What is the song’s title and what artist/group is doing this song?
• Why do I want to pick this particular song?
• What story is being told in this song… is it interesting?
• How do I plan on making this performance entertaining and engaging for my audience?

Once you have successfully selected a song that you will lip sync, you need to do character development research. For this you will watch an artist’s live performance videos for mimicking purposes – what is their appearance/mood/attitude/key gestures… you will be performing as them… so work on getting into character. If the piece is from a band… for example the Beatles – pick one performer from that band that you want to become (John, Paul, Ringo or George). 

At this point please answer the following questions:

• What character will I be impersonating in this song?
• How old are they in real life?
• What is their mood and attitude during the song?
• What are some of their key gestures and facial movements/expressions?
• Are they a protagonist or antagonist during the song?
• Do they fit your “type” or are you playing against their “type” for a comedic effect? (For more information on what “type” is review step 1 of this project.)
• How do you plan on costuming yourself to portray them appropriately?

Now that you understand the project guidelines, have selected a song to lip sync and have researched a character to portray you need to rehearse the piece. During this phase you are encouraged to rehearse either in class or online with a partner, student director/mentor or drama teacher. Please review the assessment rubric and focus on your: Memorization, Mouth Technique, Eyes & Facial Expression, Hand & Shoulder Movements, and Acting in Character.

During and after your rehearsals at this stage please answer the following checklist questions with yes or no… if you answer no to any of these questions please seek help and continue to rehearse with a focus on these areas:

• I am FULLY MEMORIZED WITH EVERY WORD AND SOUND EFFECT from the song well timed?
• I am WELL SYNCED to the song… OPENING MY MOUTH UP VERY LARGE when fake singing and I am SCOOPING SIGNIFICANT WORDS FOR EMPHASIS?
• I have EYES THAT ARE ALWAYS VISIBLE, while MY FACIAL EXPRESSIONS ARE CONSISTENTLY BELIEVABLE and supported by the song & character choices?
• I have a STRONG POINT OF FOCUS FOR MY EYES at all times throughout the piece?
• I have MULTIPLE HAND MOVEMENTS (gestures, signals, etc.) AND SHOULDER MOVES (shrugs, lifts, etc.) that consistently add meaning, fit my character, support the story/performance, theme and mood of the piece?
• I create a FULLY BELIEVABLE CHARACTER?
• I am always aware of WHO I AM SINGING TO AND WHERE I AM when I am singing?
• I know MY CHARACTER’S OBJECTIVE (why they are singing)?
• I am doing a VARIETY OF ACTIONS/TACTICS during the song to try and achieve my characters objective?

Now please list your character’s OBJECTIVE AND A VARIETY OF ACTIONS/TACTICS that you intend to use during the song to try and achieve your characters objective…

For this step you will put all of the pieces together and perform the Lip Sync. Using the camera on your phone, tablet or computer to record your work. It is a good idea to test out the rooms lighting and most importantly acoustics to ensure a good looking/sounding performance. Since this has a major technical element involved, do not expect your first “take” to be an effective representation of your best performance. Rehearse with the technology and then watch it before blindly submitting your first take. If you are fortunate to have a situation where you can send in a preview performance for feedback prior to your final product – that would be ideal as part of this step.

Apply the learning from this lip sync project and cut multiple songs together into a mix track. This will allow you to do multiple smaller clips (that can act as beat changes). It can be a thematic mix, or a narrative story based on the lyrical order that you create, or it can be a call a response between the multiple different characters for each song clip. If you have the mp3 song files, there are multiple free online cutter and joiner programs that you can use to make your mix track.

Individual Summative Assessment Rubric for Lip Sync

VIEW (PDF) or DOWNLOAD (Word doc) the Rubric

The Solo Lip Sync Performance Project - makes a great student lesson to teach remotely in 3 - 4 class periods. This lesson works best for students in Grade 8 and all 3 High School levels

Standards: 

Grade 8 - TH:Pr5.1.8.  a. Use a variety of acting techniques to increase skills in a rehearsal or drama/theatre performance. 

High School Proficient - TH:Pr5.1.HSI. a. Practice various acting techniques to expand skills in a rehearsal or drama/theatre performance. 

High School Accomplished - TH:Pr5.1.HSII. a. Refine a range of acting skills to build a believable and sustainable drama/theatre performance.

High School Advanced - TH:Pr5.1. HSIII. a. Use and justify a collection of acting exercises from reliable resources to prepare a believable and sustainable performance.