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Set the Stage for Realism and Naturalism

by Drama Teacher Academy

In this lesson, students will be introduced to the precursors of Realism/Naturalism. Students will complete a research project on the sociopolitical and STEM background of the era to set the stage for Realism/Naturalism.

Attachments

Early Realism and Naturalism

by Drama Teacher Academy

In this lesson, we will define realism and naturalism. Students will then participate in a number of activities to apply the definitions. In the second class, students will read scenes from a Realism play and a Naturalism play and then contrast and compare. Finally students will create a theatrical moment to bring to life their interpretation of either “ism.”

Attachments

Independent Theatre Movement

by Drama Teacher Academy

At the time, Realistic and Naturalistic plays were not welcome at established theatres. Other venues had to be found, which led to the Independent Theatre Movement. Students are introduced to the movement and do their own activity “making theatre happen.” They will then be introduced to more playwrights of the time and read scenes. Finally, students will adapt a scene into the 21st century and apply modern social issues into the scene’s framework.

Attachments

Stanislavski

by Drama Teacher Academy

In this lesson, students will learn about Constantin Stanislavski, an actor and theatre director who profoundly affected modern realistic theatre with his system of actor training specifically for realistic plays. Students will participate in exercises from the Stanislavski system.

Attachments

Slide Deck Lesson 4

Meanwhile, in America

by Drama Teacher Academy

In this lesson, we will review what was happening in America during this era: vaudeville and Broadway in its early days. Students will try out a vaudeville routine and read a scene from a 1920 Broadway play. This lesson also highlights Black performers of the time. Then we’ll follow Eugene O’Neill as he brings realism to the American stage.

Attachments

Culminating Activities

by Drama Teacher Academy

Decide how students will demonstrate their knowledge of the unit. You can choose to have all your students do the same activity or allow students to choose from the provided activities to demonstrate their knowledge. You could also give students the choice to create their own assignment to demonstrate how they have mastered the content.

Attachments

Ira Aldridge: Changing The Story

by Drama Teacher Academy

American actor Ira Aldridge was a pioneer and an activist. He was a celebrated 19th-century Shakespearan actor in England and Europe and one of the first black men to play the role of Othello. In this lesson, students will learn more about his story and about how he changed his story several times throughout his career. Students will reflect on the concept of changing one’s story in the face of adversity. Rubrics are provided.

# Acting # bipoc

Nonverbal Monologue

by Lindsay Price

Students start the monologue process nonverbally. They will present an entrance, an action, and an exit that shows a story without dialogue. In a monologue, the physical body is an important communication tool—just as important as dialogue. And that’s the focus of this lesson. Physical action can demonstrate location, mood, age, and subtext.

Attachments

One-Line Monologue

by Lindsay Price

Students further develop what they learned during the nonverbal monologue exercise by adding a single sentence. How can you communicate a character to an audience when you only have limited dialogue?

Attachments

Slide Deck Lesson 2

Three-Line Monologue

by Lindsay Price

In this lesson, students will work on a three-sentence monologue to address both issues. Everyone will do the same monologue, so there is also the opportunity to talk about individual character choice, physical expression, and verbal expression.

Attachments

Slide Deck Lesson 3

30-Second Monologue

by Lindsay Price

Students will apply what they have learned in previous lessons to a 30-second memorized monologue. They will pick their own monologue to perform, design a beginning and end, create the character’s physical expression, and decide on their matching/opposing movement. They will add their thoughts on vocal variety. Finally, students will complete a post-performance monologue reflection.

Attachments

Unit Project

by Karen Loftus

This is a simple project. Your students are going to tell a joke or riddle to the class. The reason to use a joke or a riddle (rather than a poem, prose piece, monologue, or scene) is students in the audience will want to hear the answer. They will be more engaged in the simple joke or riddle than passively listening to something else. See the add-on if you wish to have students apply projection and articulation to a scene.

Attachments

Slide Deck Unit Project

# Acting

# Stage Management & Technical Theatre # makeup

Zombification of an Existing Story

by Matt Webster

Students will analyze a story/script and create the circumstances that turned the characters of the story into zombies.

Attachments

Face Charts

British Panto Project

by Lea Marshall

Students will evaluate the unique elements included in British Holiday Pantomimes, write their own short plays in this specific and fun style, and then perform. This is a light lesson for the holiday season or the end of the semester after any major culminating project. It allows students to work on a form of theatre they may not be familiar with, it gives you a chance to observe student demonstration of ensemble skills, and it’s fun!

Attachments

# Acting # pantomime

Challenging Stage Directions

by Drama Teacher Academy

Some plays have rudimentary stage directions or no stage directions at all, leaving the world of the play up to the director and designers. Some plays, however, have stage directions that to the ordinary person might seem impossible to stage. Shakespeare has “Exit, pursued by a bear.” Peter Shaffer has “They cross the Andes.” These types of challenges, however, are perfect for the classroom. Students work in groups with an impossible stage direction and come up with possible solutions. How would they stage it with a limited budget and no mechanical options? How would they stage it using the newest quality set design, lights, and sound?

# Directing

Six-Second Scenes

by Kerry Hishon

Can you tell a great story in six minutes? How about in six seconds? You definitely can. Prior to TikTok, there was Vine—a short-form video hosting app where users created and shared six-second-long looping videos. Even within the limit of six seconds, creators were able to make fascinating and funny content to entertain and educate their viewers. The following lesson challenges students to make a scene and tell a story in only six seconds. They have to make quick, precise decisions and get to the point right away. And, of course, they have tobe clear and easily understood by the audience. Your students can choose to either create and perform a live six-second scene or create, film, and edit a six-second video.

Attachments

Storyboard

# Acting # scene work # acting

The Dance of a Task

by Drama Teacher Academy

In this lesson, students will take a task that has steps to it (the model for this activity demonstrates the process of making handmade candy) and turn it into a physical-movement piece. How can you theatricalize an ordinary task?

# Movement # movement

African Fable and Storytelling

by Desiree Dabney

Students will create their own improvisational piece to an African fable called “Anansi: The Spider.” This lesson explores the different ways to tell a story through storytelling improvisation, which allows students to discover different movements, voices, and listening skills. In African theatre, there are many ways to tell a story; improv is often used when learning about fables.

Attachments

Slide Deck

# Improvisation # bipoc

# Character Development # bipoc

"I am From" Poem

by Desiree Dabney

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.

Attachments

Slide Deck