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In this lesson, students will create their own solo performance piece called “I Am From” and explore the different ways to tell a story through self-expression. This allows students to think about who they are and how they can communicate themselves theatrically. In African theatre, there are many ways to tell a story; this poem template allows the student to answer specific questions that will transform into a solo monologue which will be used for a performance.

In this lesson, students will create and perform their own “Nigerian Praise Poem.” Students will be able to express physically, verbally, and emotionally and think critically about who they are and what makes them unique.

This lesson will focus on the forehead and temples. Students will work with a partner to examine the structures of the forehead and temples. Once students identify where the highlights and shadows are located in that portion of the face, they will use the appropriate makeup to enhance the highlights and shadows.

This lesson will focus on the cheeks and jawline. Students will work with a partner to examine the structures of the cheeks and jaw. Once students identify where the highlights and shadows are located in that portion of the face, they will use the appropriate makeup to enhance the highlights and shadows.

This lesson will focus on the nose, lips, and chin. Students will work with a partner to examine the structures of the nose, lips, and chin. Once students identify where the highlights and shadows are located in that portion of the face, they will use the appropriate makeup to enhance the highlights and shadows.

This lesson will focus on the nasolabial fold. Students will work with a partner to examine the structures of the nasolabial fold. Once students identify where the highlights and shadows are located in that portion of the face, they will use the appropriate makeup to enhance the highlights and shadows.

This lesson will focus on the structure of the eyes. Students will work with a partner to examine the structures of the eyes. Once students identify where the highlights and shadows are located in that portion of the face, they will use the appropriate makeup to enhance the highlights and shadows.

This lesson will focus on the finishing and final looks of old age makeup, specifically wrinkles and stippling. Students will work with a partner to place these final effects on their partner’s face. Once students identify where to place these effects on the face, they will use the appropriate makeup to add these effects.

This lesson will focus on completing an old age makeup design on a partner. Students will incorporate the previous lessons on the temple, forehead, cheeks, jaw, nose, lips, chin, nasolabial fold, and eyes as well as the one on wrinkles, stippling, and finishing into a complete, uniform old age makeup design on a partner.

This lesson will focus on students completing an old age makeup design on themselves. Students will incorporate the previous lessons on the temple, forehead, cheeks, jaw, nose, lips, chin, nasolabial fold, and eyes as well as the one on wrinkles, stippling, and finishing into a complete, uniform old age makeup design they apply to their own face.

Students will analyze the various roles and skills of leaders within organizations that produce theatre.

Students will analyze the role of a producer as well as collaborate with a group to choose a play to produce and hire a creative team for the imaginary production.

Students will analyze the role of a director as well as practice communication skills that directors use to communicate with audiences, actors, and creative teams.

Students will analyze the role of a technical director. They will also explore safety standards within a technical theatre scene shop and construct a budget for an imaginary production.

Students will analyze the role of a stage manager as well as employ service skills to facilitate solutions to issues that a stage manager may face.

Students will identify skills of strong leadership in theatre management. They will employ leadership skills to create and accomplish project goals and objectives.

Students will begin their staging journey by compiling the basics of the scene. They will read the scene and identify some general knowledge that will help them in the rehearsal process.

Students will do a close reading of the text, multiple times, to mine for as much information as possible. At the end of each read, students identify possible staging idea for their character and for the plot.

In this lesson, students will get on their feet and apply what they have learned through analysis in a blocking brainstorm.

The last script analysis step is scoring. To score a scene means to divide the dialogue into beats and then add action words for each beat. Scoring gives students another avenue for exploratory blocking.