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Students will perform their monologues in front of the class and reflect on the process.

Students will begin their staging journey through script analysis. They will read the scene, identify some general knowledge that will help them play the scene, and do a close reading of their scene.

Students will score their scene and identify the beats and action words, and then they will start to physicalize their analysis. This is a review lesson as they learned about scoring in Part 1.

Students will continue working on staging techniques by exploring character physicality.

This session will focus on practicing a variety of memorization techniques.

Students will review their blocking choices with a specific objective of making every action in the scene purposeful and theatrical.

In this class, they are going to present their scenes in front of multiple groups and receive their feedback. They will then review their feedback and decide on what changes they’ll make to their scenes.

This is it! The final rehearsal before students perform. Students focus on getting those last few lines word perfect, do final run-throughs, and reflect on the rehearsal process.

Students perform their scenes and complete a post-performance reflection.

To research in order to expand knowledge of how theatre is used in the real world. Students will research an existing theatre company and complete a project that demonstrates their knowledge (be it a written response, slide deck presentation, or a physical display board/presentation).

This lesson plan works as a great complement to the DTA Research Lesson Plan: Theatre Company Profile. In that lesson, students are introduced to various theatre companies, all with unique histories, facilities, and artistic goals. It’s a natural next step to have students create their own theatre companies, specifically tailored to their unique interests and personalities.

There are a whole host of careers in the theatre that aren’t acting. Students will discover and explore different jobs in the theatrical world, including experience needed, responsibilities, and possible salaries. Students will research an existing theatre professional and complete a written profile that demonstrates their knowledge.

Drama skills, particularly those learned while studying acting, are used in everyday life. Drama skills are transferable skills that are used in everyday life, particularly in the working world. In this lesson, we will look at a few of them, and then students will improvise real-world situations that apply those skills.

This lesson will focus on the materials needed to create various physical wounds using stage makeup. Students will interact with specialized makeup materials such as latex, nose and scar wax, and stage blood in order to become familiar with the materials and gain a basic understanding of how to utilize the materials in the execution of a stage-makeup design.

This lesson will focus on creating bruises with stage makeup. Students will reflect on what causes a bruise and will then create a bruise on a partner using stage makeup.

This lesson will focus on creating blisters and burns with stage makeup. Students will reflect on what causes a blister or burn and will then create a blister and/or burn on a partner using stage makeup.

This lesson will focus on creating scars, scrapes, and cuts with stage makeup. Students will reflect on what causes these wounds and will then create a scar, scrape, or cut on a partner using stage makeup.

This lesson will focus on creating zombie characters with stage makeup. Students will work in small groups to create the background stories for the “zombification” of their characters and design the zombie makeup of that character. Students will then execute their makeup designs on a group member using stage makeup.

Students will be introduced to the unit through the running man exercise. This exercise demonstrates how physically committing to a specific set of actions creates a sense of emotion without the actor having to play the emotion.

Students will learn how to identify the architecture of a mask—that is to choose specific shapes that they can mimic in their bodies to find a mask character.