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This is the project section of the Ancient Greek Theatre unit. Divide students into groups, then give them an information sheet on their subject. Their job is to present the information in a theatrical manner to the class, create an activity that the class can do as a whole, and write a reflection/exit slip for the class to complete. Within this unit students are given three to four class periods to work on their presentations. Instruct each group to divide up tasks evenly within their group, so that they can meet the deadline. You can certainly give them more time, or establish that students must spend time working on the project outside of class. Depending on the size of your class, it may take one or two classes to complete the presentations.

In this lesson, students present their topics, lead the class through an activity, and provide a reflection. They also self-evaluate the process.

Ten ideas for further class work and activities for Ancient Greek Theatre.

Students will read the description of a musical then break into groups to create a poster for the show. Each group will present their poster to the class and explain their representation. Note: This lesson works well if students have had a basic introduction to musical theatre.

In Elizabethan times, audiences at the Globe had to use their powers of imagination and listening to envision the worlds of Shakespeare’s plays. Today, modern audiences are treated to elaborate depictions of Shakespeare’s settings with expensive sets, lighting, projections, and sound. This lesson will test your students’ creative collaboration. They will design a set and soundscape in obstacle course form for one of Shakespeare’s plays using found objects, sounds, and actions.

This lesson plan looks at three 19th century actors: Charlotte Cushman, Edwin Booth, and Joseph Jefferson. All three were heralded as “stars” and were well known in their time. Students will learn some information about each, read letters in which they talk about acting, and reflect on what they’ve learned.

The director Max Reinhardt said that, “Our standards must not be to act a play as it was acted in the days of its author.” Use this quote as a reflection point for students. Students will take a play from another era and create a 1-minute presentation that demonstrates how a production can take a play beyond how it was acted in the days of its playwright.

It’s important for students to be aware of both onstage and offstage theatre roles. But applying stage management tasks to a classroom setting is not always easy to do. The Stage Management Calls Game gives students a practical way to hear and react to the various things a stage manager may say during a rehearsal or technical rehearsal.

This cross-curricular lesson plan uses a picture to illuminate a historical moment that we don’t often see. How does seeing the event in a different light change the perspective? This is a great lesson to enforce the idea that characters aren’t always what they seem - whether students are preparing a character to perform, or if they are writing a play.

To define pantomime, build a working class definition then introduce the pantomime concept through class games.

To recognize the importance of details in pantomime and practice pantomime details.

To learn how ground plans and stage directions can be used for pantomime.

To apply knowledge toward a pantomime performance.

To apply knowledge toward a pantomime performance.

To apply knowledge toward a pantomime performance.

To apply feedback and make revisions.

To apply feedback and make revisions.

To apply knowledge through performance.

Students will work in small groups to devise a one-minute long theatrical piece from a prompt. They will create a performance, create a prompt script, assign Stage Manager and Technical Operator roles, rehearse the piece, and perform it for the rest of the class. Depending on your time allowance, this lesson could be completed in one class using only items found in the classroom; or this lesson can be spread over four classes (one class to assign and plan, one class to rehearse, one class as a technical/dress rehearsal, and one class as a performance and discussion/reflection class).

Students identify the stage directions and actor needs to know onstage and the necessary shorthand notation for each. They then apply their knowledge in an exercise and exit slip.