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Students memorize the monologue that they wrote and included in their scripts, rehearse, and give peer feedback. A reflection is included.

Students will explore how sound can affect the mood of a scene. They are then given a sound assignment to apply sound and music to a blank scene using a specific format.

Students explore basic makeup techniques through practical means, video demonstration, and online research.

Students will act in and direct a commercial. They will break down a script into shots to “cover” the script. They will also format a script into video and audio. Actors will need to hit marks, make a point concisely, and hit the time format of the commercial. They should use the acting techniques for film as much as possible. Students will also need to think creatively to work in socially distant circumstances.

Students will watch some of a workshop in acting for the camera and do some exercises that help them practice some of the differences between stage acting and film acting.

Students will act in and direct a commercial. They will break a script down into shots to “cover” the script. They will also format a script into video and audio. Actors will need to hit marks, make a point concisely, and hit the time format of the commercial. They should also use the acting techniques for film as much as possible.

Students are introduced to lighting through video demonstration, discuss the impact of lighting on a scene, address lighting safety and complete a vocabulary activity.

Students will explore how lighting can affect a scene through colour and angles. Questions include: What is mood? How do shadows affect a scene? Students are given a lighting assignment to apply colour and angles by drawing a simple light plot.

In this ELP, students participate in an online masterclass on directing and complete a viewing quiz.

In this ELP, students participate in an online masterclass on directing and complete a viewing quiz.

In this ELP, students will be introduced to pseudonyms and stage names and then create their own. This lesson can be extended to have students physicalize their pseudonym persona.

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.

In this lesson, students will take what they learn about the different types of props and how props are created or acquired in order to apply it to a specific project. Using their critical thinking skills, they’ll have to invent, design, and create a science fiction style prop for a hypothetical show.

Students will view examples of Brownface in film and use critical thinking skills to annotate a text about the issues of Brownface in the film West Side Story. Students will then produce a written reflection on why the use of Brownface in the 1961 film version of West Side story is problematic and offer their opinion on why it perpetuates a negative stereotype of the Latinx community. Includes options for distance learning delivery.

In this real world application lesson students view videos of a theatre profession, complete viewing quizzes, and hand in a Reflection.

In this lesson, students will analyze and stage a scene from a Victorian ghost story using only low-tech solutions. They must design lighting, sound, and costumes without traditional theatrical equipment or period-accurate attire. Instead, they will rely on atmosphere, found lighting, and live sound effects to bring the genre to life. Students will have two days to prepare and execute a one-minute memorized scene that showcases their design choices. Use this lesson at the end of the year, after a major assessment, or following a year-end/semester-end production.

In this lesson, students will watch a movie musical, respond to viewing questions, and apply themes and contexts from the musical in a post-viewing activity. The questions and exercises for this lesson are taken from the Matilda Classroom Study Guide, which is included. Alternative pre-viewing questions and post-viewing exercises are available if you wish to modify the lesson. This lesson is ideal for the end of the school year, after a major assessment, or following a semester end production.

Students will choose a character and become that character (physically and vocally). They will then collaborate with other characters in the classroom to create and perform an improvised scene. Students explore known characters, characters based on traits, and non-human characters both physically and vocally before choosing their own. Lesson also explores the principle of "Yes...And."

In this lesson, students learn to identify characters with an archetype. They participate in various exercises to help them understand that archetypes all move and speak differently. Students will explore the statement “movement brings meaning to our life.” Use this lesson to explore character movement, types of character movement, and applying character movement to their own work.

Improvising in pairs is an excellent training ground to improve listening and cooperation skills, and to practice exploring character and conflict. Students will read and respond to a Duet Improv introduction sheet, then apply their knowledge through pairs Improv exercises and reflect on the experience.