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

Students apply this guideline through the games Cars, Vans, Buses, Blocking on Purpose, Questions Only and Here Comes Charley.

Students discuss what it means to not “force” the humour. They play all the games from the unit in a high risk setting, as volunteers in front of the class.

The final project will allow students to demonstrate their improv skills in a two-person scene.

Students begin their exploration of commedia dell’arte with some facts about the era and participate in some exercises that realize the concepts of the era.

Students continue their exploration of commedia dell’arte with an introduction to “stock characters” and learning how to implement a character walk.

Students continue their exploration of commedia dell’arte by practicing the specific character walks of Arlecchino, Pantalone, and Capitano.

Students learn about different commedia lazzi and create their own.

Students will be able to take everything they’ve explored about commedia and create a simple scene.

Students continue their exploration with script analysis by learning about objective, obstacle, stakes, and tactics and applying it to an exercise.

Students continue their exploration with script analysis by learning about objective, obstacle, stakes, and tactics and applying it to an exercise.

Students continue their exploration of script analysis by applying objective, obstacles, tactics, and stakes within an open scene. They learn that they must apply their script analysis to their performance.

For the final project, give students an assigned scene to analyze as if they were going to perform it. One option is to have students continue working on the “Still as Stone” scene. Alternatively, you could provide a selection for them to choose from, or have students choose their own scenes.

This session introduces students to the Elizabethan Era, and its’ key playwrights and players.

Students learn how to use context clues to approach the unfamiliar words they will find in Shakepeare’s language.

Students review context clues and apply it to the Prologue from Romeo and Juliet.

Students are introduced to three of the most important playhouses in the Elizabethan Era, as well as the areas of the Globe Theatre.

Students apply their knowledge of context clues to find meaning in the Tomb Scene from Romeo and Juliet.

You can add an additional three or four lessons to this unit by adding another performance opportunity.

Students begin their exploration of playwriting by learning about structure and applying the elements in a writing exercise.