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Students will complete exercises that demonstrate how a character’s need to speak results in a better monologue. They will then write a monologue that applies this knowledge.

To demonstrate comprehension and understanding of content and concepts through the analysis and performance of an open scene.

For this culminating project, students will perform their original monologue from the previous lesson.

Students will use textual analysis to explore how to uncover the clues that Shakespeare left in his text. They will apply this knowledge to a monologue.

Students interact with Shakespeare’s language out of context to create expressive tableaux that tell a simple unrelated story.

Students explore the design concepts of line and shape and how they can be used by a designer to affect an audience.

Students will perform a modern scene the same way that Shakespearean actors performed text. They will also compare and contrast the experience to preparing a scene for class.

Students will apply the color wheel to an understanding of theme and mood in scenic design.

Students analyze, rehearse, and perform Shakespearean scenes using the concepts introduced over the course of the unit.

Students understand what a property is and the various categories of props. Students explore how props are created and acquired.

Applying the concepts and skills they have acquired in this unit, students will analyze, design, then build a single, comprehensive miniature set inside of a shoebox (based on a song of their choosing).

Students work together to create and explore an obstacle-course setting and soundscape for one of Shakespeare’s plays.

Students continue to work on their lighting assignment. They will rehearse their scenes, continue to discuss lighting effectiveness and reflect on their work in class.

Students watch the scenes from the previous class and reflect as a group on the process.

Students are given time for a tech rehearsal and then perform their scenes. The emphasis is on the groups demonstrating a knowledge of lighting effectiveness.

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

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 continue to work on their sound assignment. They will rehearse their scenes, continue to discuss sound effectiveness and reflect on their work in class.

Students are given time for a tech rehearsal and then perform their scenes. The emphasis is on the groups demonstrating a knowledge of sound effectiveness.

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.