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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 will explore the question “What is theatre?” and start a conversation about the difference between theatre and film. Students will also participate in a warm-up ensemble-building activity that requires students to work together and an exercise that demonstrates what it means to have a “dramatic moment.”

In this lesson, students will learn in action about three theatre roles: the playwright, the director, and the actor. They will take a story and present it using those three roles.

After a warm up, student learn about onstage action. They will reflect on the question of how having something “to do” onstage can help overcome stage fright.

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.

Students discuss and apply technical aspects of moving on stage: sightlines and staying open. They then apply these aspects in a short scene.

Students discuss and apply the different ways one can communicate through gesture.

Students continue exploring nonverbal communication through tableaux.

Students discuss and apply aspects of what makes a voice a “good voice:” projection, articulation, posture, proper breathing.

Students learn about the resonators and use them in an exercise.

Students learn about the articulators and use them with tongue twisters and additional exercises.

Students discuss myths, explore group movement and combine movement with choral speaking in a choral ode.

Students are introduced to aspects of Ancient Greek Theatre and the performing space. The session culminates in students creating their own choral ode in groups.

Students label parts of an Ancient Greek Amphitheatre and apply their knowledge in an exercise.

The final project for this unit will be a modern version of the Ancient Greek play Medea. Students are exposed to the plot and characters, then create their own version to perform.

Students apply this guidelines through the games “Yes and…” “Yes Let’s,” and Low Risk Experts.

Students learn the word “endow” and apply the concept through the exercise Low Risk Endowment.

Students discuss what it means to take the active choice and apply the concept in Quiet Scenes.