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Students will be able to identify some of the major differences between acting for the stage and the camera. They will also be able to understand and use vocabulary that is specific to working on film sets and acting for the camera.

Students will be able to identify some of the major differences between acting for the stage and the camera. They will also be introduced to terms used on film sets and for acting for the camera and be ready to use those terms in upcoming projects.

The objective of the lesson is for students to create and perform their own radio play using a children’s story as the source material. Radio plays are fantastic for students to practice and develop many performance skills like projection, diction, using emotion, and using their voices. They give students the opportunity to creatively work with playwriting, selecting appropriate music, and creating sound effects.

Students will demonstrate their ability to project. Projection is speaking loudly without yelling. It is the technique actors use to be heard when performing without damaging their voices. Students learn how to project and practice the skill culminating in an assessed exercise.

Instead of presenting a lecture on influential acting teachers, students self-learn in this lesson plan. Have students research an acting teacher, prepare a presentation and teach an exercise in groups.

This lesson includes a series of improv games to focus students on “the other” rather than “the self,” on listening, on sharing their energy with scene partners, and on collaboration in acting.

In this lesson, students will explore nonverbal communication. How do students determine what others are thinking and feeling? Can they read body language and other forms of nonverbal communication? When they look at a photo can they identify what someone is thinking?

This Lesson Plan introduces one of the important tools of an actor: the body. Student actors often have difficulty getting out of their own body, especially if they suffer from any kind of stage fright. How do we move on stage? What happens when we’re afraid to move? How can we get beyond nerves to become comfortable with our bodies? What do we “do” on stage?

The objective of this lesson is twofold: first, for students have the opportunity to perform individually onstage to practice volume, diction, and enunciation while speaking, and receive feedback from their peers on those elements. Second, students will then observe others’ performances and give feedback to their peers. Two challenges in one lesson!

Students will explore Medieval Theatre by role playing what it would be like to perform at the time. Students form trade guilds, create a medieval market scene, and then work on a morality scenario. Lesson plan comes with a written assignment to be completed after the practical assignment.

Students will demonstrate their ability to use their whole body to create a character by participating in a “character walk.” Students explore how movement can be used to create a character. They will see what different body parts are used to convey character, how circumstances change how we move and how characters move differently from one another.

Students demonstrate comprehension of how to present physical activities through pantomime. The focus of the pantomime is using the five senses, using whole body, and incorporating the principles of maintaining a mimed object.

Students will read through a handout that defines the monologue form and outlines what every monologue needs. Using these “must-haves,” students will brainstorm, outline, and write a monologue.

In this ELP, students participate in an online masterclass with insight into a specific arts profession, and complete a viewing quiz.

In this ELP, students will examine pictures with a person in them, infer what the person in the picture is going through based on their body language, create a character profile for the person, and then write two monologues. If you have a longer class, a Reflection is provided for students to then compare and contrast the two monologues.

In this ELP, students will read a scene with two characters. Students will read the scene and then analyze the characters. Who are they? What specific character traits do they have? What evidence is there in the text to support your opinion? Students will then reflect on the characters: Who do they connect with most? Who do they connect with least? Who would you want to play/not want to play and why?

In this ELP, students will take their existing knowledge about a text and create a commercial for that text. Not only is this a great way for you to see how students comprehend material, but it’s a great “Emergency” backup if you have to be away in the middle of a text-analysis unit.

Use this lesson plan to introduce to students the act of making a tableau and apply tableau work in groups. Students will start by examining the story of a photo and discussing how they could make that photo three dimensional. They are taught the three elements that make an effective tableau, the different spaces and shapes to use in a tableau picture, and how a group must work together. After exploring tableau through exercises, groups are given a tableau assignment to apply what they have learned.

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

Students are introduced to the techniques of hand position, tension, follow through, action/reaction/interaction.