Search the Drama Teacher Academy

This handout is designed as an accompaniment to The Ancient Greeks lesson plan. The two-page handout includes visuals and a description of who the ancient greeks were, including democracy/slavery, the role of women, war/culture, competition, and the Gods.

Thespis is often stated as being the first actor because he stepped away from the chorus. But who is he? What do we know as fact and what has been assumed as his origin story? What happens when unreliable evidence is recorded as historical fact? Does it matter? In this lesson, students will draw their own conclusions about the validity of Thespis as a reliable figure in theatre history. They will also write a monologue from the perspective of a character who shares their viewpoint.

Thespis is often stated as being the first actor because he stepped away from the chorus. But who is he? What do we know as fact and what has been assumed as his origin story? What happens when unreliable evidence is recorded as historical fact? Does it matter? In this lesson, students will research, present and draw their own conclusions about the validity of Thespis as a reliable figure in theatre history. They will then write and present a scene that showcases their viewpoint. *This lesson requires internet accessibility (for students to research for the project) either during class time or afterward as assigned homework.

Theatre is about communication. A story is presented to an audience. Storytelling was one of the earliest forms of entertainment that we continue to use today. Even though the method for delivering the story has changed, the form itself has stayed the same for thousands of years. In this lesson, students will create their version of the 21st century story. What stories do we tell today? How do we tell them? Who do we tell them to? You can use this lesson as an intro to studying modern theatre, especially for students who don’t have a theatre background. You can also use this lesson as an intro for Ancient Greek Theatre. Start by examining stories in a modern context, then shift to the Ancient Greek era.

Students explore what makes a character interesting through the examination of physical objects. What do objects say about us? What can you infer about a person by the objects they carry with them? Students will role-play in process drama activities to explore characters and to create their own.

Students explore how body language can show a story (i.e. how someone is feeling, character traits, relationships between characters, etc.). The lesson culminates in students using a physical elliptical scene (a scene with just stage directions) and adding movements, gestures, and body language.

In this lesson, students will start their scene work first with a contentless scene, a one-minute scene, and then (for homework) write a one-page scene based on a real life experience.

In this lesson, students discuss and choose a topic for their devised piece.

In this lesson, students begin putting the pieces together for their devised work. Students brainstorm on their topic, then participate in a movement piece and a forum theatre activity to explore their topic.

In this lesson, students continue to build the play by writing and revising scenes, reading each other’s work, and providing feedback.

In this lesson, students will work in groups to create transitions in improvised tableaux and movement pieces. They will also participate in a “ren run” to practice improv blocking.

In this lesson students watch the Ren Run then discuss the topic of revision. What is the message of the play? How do the scenes communicate the message? Note: Depending on the amount of revisions your students feel the play needs, revising might take longer than one lesson. Feel free to add time, if need be.

In this lesson, students finalize casting, then start rehearsing. Focus the rehearsals on blocking. What is the necessary movement to communicate the content of the scene?

Students continue to rehearse. In this lesson, character development exercises deepen the students’ experiences and final products.

Students continue to rehearse. They also move on to the design phase of the project. The group will decide upon costuming and props for the performance. NOTE: Keep costumes and props simple. Black works well for costumes with colourful accents.

Students run the show before their performance. And then on the decided upon date and time, they perform!

You have finished studying a text in class. What happens next? In this Emergency Lesson Plan, students discuss and decide what happens next in a play. What happens after “the end?” Where do the characters go? What path will their lives take? Students will turn this discussion into a scene.

What happens next? In this Emergency Lesson Plan, students discuss and decide what happens next in a play. They will turn this discussion into a written scene. Use this ELP at the beginning of a unit.

Students will identify the elements that make a good monologue. Have student groups read aloud existing monologues and then discuss, answer questions, and evaluate the elements of the monologues. Do these existing monologues meet the criteria of a good monologue?

This Lesson Plan introduces one of the important tools of an actor: the body. Student actors often have difficulty getting out of their own body, especially if they suffer from any kind of stage fright. How do we move on stage? What happens when we’re afraid to move? How can we get beyond nerves to become comfortable with our bodies? What do we “do” on stage?