Alberta, Canada
Junior Goal III Objectives
View all Standards for Alberta, Canada
develop awareness of various conventions of theatre
UNIT
Part of the Drama Two Curriculum
Devising
by Corinna Rezzelle
While the Drama Two Curriculum has a focus on acting, it’s always important to include a unit on the technical theatre skills that are necessary to any production. Students will also be able to use what they’ve learned in this unit in their upcoming devising project.
Students will begin by exploring design for the stage by experimenting with line, shape, texture, size, and color. They will expand their understanding of stage properties and scenic flats. They will then apply their knowledge of these building blocks of design to create a high-concept design for a miniature “stage.”
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UNIT
Part of the Drama One Curriculum
What is Theatre?
by Karen Loftus
Students will explore the question “What is theatre?” and contrast theatre to film. They will also begin their introduction to a couple of theatre roles.
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UNIT
Part of the Drama One Curriculum
Stage Movement
by Karen Loftus
Students will get “onstage.” They will explore what is important for onstage action, the basics of stage directions, and how to keep open. This unit will culminate with students trying out what they’ve learned in a short scene.
This unit is more about the technicalities of moving on stage. By giving students something concrete to focus on, it allows them to overcome any stage fright.
Ensemble-building exercises are also included in this unit. If you have time at the end of a lesson after you’ve completed your instruction and are wondering what to do, you can never go wrong with an ensemble-building exercise!
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UNIT
Part of the Drama One Curriculum
Pantomime
by Karen Loftus
In this unit, students will explore nonverbal communication: first, through body language and gesture, and then through the specific art of pantomime. Students will learn hand position, tension, follow-through, and action/reaction/interaction with objects through warm-up games and exercises. The unit culminates in a two-person pantomime performance.
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UNIT
Part of the Drama One Curriculum
Voice
by Karen Loftus
This unit focuses specifically on the technical aspects of vocal production. By understanding how voice is created, students will be more aware of how to improve their vocal production. Students will explore posture and breathing exercises, as well as how to use the diaphragm, projection, and articulation. The final project will test students’ ability to properly project and articulate a joke across a large space.
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UNIT
Part of the Drama One Curriculum
Improvisation
by Karen Loftus
Students sharpen their listening and reaction skills through improv games, exercises, and scenes. They will learn five specific guidelines to apply to their improvisation: accept the offer, bring information to the scene, make active choices, make your partner look good, and don’t force the humour.
There are so many different ways to approach a unit on improvisation. Keep in mind that you will have students who are really excited about this unit and some students who dread it. It’s best to start with low-risk games and exercises and then build up to higher-risk ones. Low-risk games in this situation mean partnered interactions that aren’t shared with the whole class.
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UNIT
Part of the Drama One Curriculum
Script Analysis: The Actor's Perspective
by Karen Loftus
How does an actor analyze a script? Students start with character analysis (how do we learn about a character in a script? what are the facts/inferences about a character?) and then explore the ideas of “objective,” “obstacle,” “stakes,” and “tactics.” The unit culminates with students applying learned script-analysis techniques on an assigned scene.
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UNIT
Part of the Drama One Curriculum
Elizabethan Theatre
by Karen Loftus
How do you introduce students to Shakespeare? This unit introduces the Bard through life in Elizabethan England and the playwrights, players, and playhouses. It also explores how to approach unfamiliar words and context clues in Shakespeare’s texts.
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UNIT
Part of the Drama One Curriculum
Playwriting
by Karen Loftus
Students will explore the structural elements of a play: character, objective, obstacles, tactics, resolution, and raising the stakes. They will also learn how to write character-driven dialogue and stage directions. Students will work in groups to create and present a short play.
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UNIT
Part of the Drama One Curriculum
Japanese Theatre
by Karen Loftus
This unit will enable students to identify, compare, and contrast three different styles of Japanese theatre: Noh, Bunraku, and Kabuki. There are three proposed projects in this unit: a research assignment where groups delve into further detail about one of the three styles; a performance project where students utilize what they’ve learned by enacting a scene from a Kyogen (comedic) play; and a Bunraku puppet play.
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UNIT
Part of the Drama One Curriculum
Front of House
by Karen Loftus
This unit looks at theatre jobs in the business category: front of house, marketing, and box office. The aim of these jobs is to interact with the public. Students are able to identify what “front of house” refers to and understand the various roles of a theatre company’s front of house members.
Students will also explore how a show is marketed and demonstrate their knowledge of marketing by creating a simple marketing campaign for an original show.
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UNIT
Part of the Drama One Curriculum
Drama One Final Project
by Karen Loftus
The final project will incorporate multiple areas that students have studied over the course of the year/semester: playwriting, acting, scenic design, and marketing. They are putting everything they’ve learned into a final package, including writing, rehearsing, and performing.
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UNIT
Musical Theatre
by Anna Porter
Musical Theatre has two components that separate it from straight plays: song and dance. This unit gives students the opportunity to try out both. In musical theatre, music signifies heightened emotion. We can’t express ourselves with just words, we need music (and through extension, song and dance) to take it further.
This unit includes three lesson plans:
1. Acting the Song - “Musical Tactics”
2. Acting the Song - “Textual Analysis”
3. Introduction to Dance
A solo performance assignment is also included, and the unit includes assessment tools - rubrics, reflections, and self-evaluations.
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UNIT
Mock Audition
by Lindsay Price
In this Mock Audition Unit, students will start by discussing the audition process. They will make connections between their personal views and the process. Students will then apply the steps of auditioning from putting together a resume, to choosing a piece based on provided information, to audition etiquette, to the actual audition itself. A final reflection and rubric are provided for use at the end of this unit.
A short play is included that can be used as the source material. You can also choose your own play for this process.
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UNIT
Monologue Writing Made Easy
by Matthew Banaszynski
Join Matt Banaszynski in this dynamic unit designed to introduce students to the process of starting, drafting, polishing, and performing a self-created, stand-alone monologue.
This unit introduces students to writing their own stand-alone monologues. Students will learn the steps involved in going from a simple idea to a written piece to performing that piece. They will also provide feedback to others and give themselves a self-assessment.
This unit has been prepared for a middle school drama class but could be adapted for high school. It was designed as a way to get non-theatre students more involved in theatre.
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UNIT
Voice
by Anna Porter
In this unit, students will be introduced to a key element of performance: the voice. Students will explore how to thoughtfully communicate character, story, and emotion vocally. Students will begin by exploring articulation so that they understand the importance of clearly communicating their words onstage. They will further build on this with the following lesson on the different vocal varieties of pitch, tone, rate, and volume.
The final lesson helps students explore vocal characterization as well as the details and layers that can bring that character to life vocally. This unit study of the voice culminates in a final puppet show where students are asked to bring a story and character to life by using vocal variety, articulation, and characterization.
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UNIT
Puppetry
by Jenny Goodfellow
This unit on Puppetry is designed for middle school and up, to introduce students to the material and get them comfortable with performing in a safe and low exposure environment.
This is a unit that builds to a culminating experience for your students. Each lesson is designed to explore techniques, provide opportunities for creative collaboration among your students, and give them opportunities to perform. Some of the lessons require materials to build or create puppets. Puppetry can be as easy as drawing a face on your finger for finger puppets, to actually purchasing your own finger puppets for students to use.
While the focus of this unit is puppetry, your students will explore other skills as well. There’s the obvious ones of creative thinking, teamwork, and problem solving. They are also going to explore storytelling, performing skills, and playwriting.
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UNIT
Theatre of the Absurd
by Lea Marshall
WARNING: This unit is ABSURD. However, instructor Lea Marshall decided to do something really ABSURD with the unit, which was make it a bit more predictable. First, the unit takes two lessons to go over the Historical and Philosophical background of Theatre of the Absurd. It starts with just a visual exercise to really bring students into the emotional bleakness of the landscape and then group work to look at some of the other foundational elements that will drive the Absurdist movement into the Theatres.
Next, students break down absurd scripts into some “recognizable” elements of language, plot structure, acting choices, and storyline. With each lesson that introduces an Absurdist Element, there is an opportunity for students to “play” with the element. Then, students explore the element through an Absurdist text. This will help familiarize the students with the 4 Absurdist scripts used in the unit. These bite sized forays into the scripts will help students to choose a script to fully immerse themselves in for the final project.
As a final project, students will choose one script to work with, and choose the format of their project (performance, costume or set design, or playwright).
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UNIT
Agatha Rex and Ancient Greek Theatre
by Angel Borths
Help…It’s all Greek to me! Join Angel Borths in this unit that uses a modern adaptation of the Ancient Greek play Antigone to introduce Middle School students to Ancient Greek Theatre.
Have your students read Percy Jackson and want to find out more about Ancient Greece? Then, this unit is for you. This unit is designed for middle and high school students and will take you through the basics of classical Greek theatre and pairs it with a modern adaptation of the story of Antigone called Agatha Rex by Lindsay Price. Students will learn vocabulary, design, and basic theory surrounding classical Greek theatre. Students will also enjoy the mask building component of this unit, as they learn to disappear into the character of a mask, like the first actors did on a Greek stage thousands of years ago.
The unit culminates in a scene performance with masks.
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UNIT
Shakespeare Performance
by Anna Porter
In this unit by Anna Porter, students are introduced to the works of Shakespeare and explore how to bring a character to life in a monologue performance. Students are also introduced to the tools to help them unlock meaning in Shakespeare’s text. Through this eleven lesson series, students will participate in class discussions, activities and performance. Assessment tools include informal assessment, submission of textual analysis work and a final performance.
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UNIT
Unlocking Shakespeare's Text
by Anna Porter
Shakespeare’s text holds valuable tools that students can use to unlock and understand meaning. In this unit by Anna Porter, students explore how to use the tools of research, context, textual analysis, imagery and punctuation to help them unlock meaning in Shakespeare’s text. This unit is created for an Intermediate to Advanced drama class with a basic background in plot structure and acting technique.
Through this five lesson series, students will use journals, participate in class discussions, activities and performance to explore the tools used to unlock a text. Assessment tools include informal assessment as well as a final group presentation and performance.
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UNIT
Pantomime
by Anna Porter
In this unit, students explore how to communicate with their body by exploring elements of physicality and Pantomime. Lesson one helps students explore body awareness as well as the use of the senses and details in pantomime performance. In lesson two, students explore body language and how it is used to communicate by examining the art of flirting. Lesson three helps students create a distinct physical characterization. Lesson four introduces students to the quality of Pantomime – Consistency. In lesson five, students explore the quality of exaggeration in pantomime. In the final lesson, students prepare a pantomime story for performance.
Through this six lesson series, students will use journals, participate in class discussions and practice the elements taught by performing for their peers and as a class. Assessment tools include both informal assessment as well as a final Pantomime performance.
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UNIT
Part of the Drama Two Curriculum
Monologues - Part 2
by Matt Webster
In Part 2 of the Monologue Unit (Monologue Project: Analysis, Writing, and Performance), students analyze an existing monologue to determine the criteria for a “good” monologue. They will then apply what they learned in Part 1 (Monologue Writing Made Easy), adding in the criteria for a “good” monologue, to write and perform an original monologue.
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UNIT
Part of the Drama Two Curriculum
Performing Shakespeare
by Matt Webster
In this unit, students are introduced to a series of lesson plans that explore non-traditional approaches to performing the works of William Shakespeare. By the end of the unit students will be exposed to a unique set of tools they can utilize as the foundations for analyzing, staging and performing a scene from Shakespeare’s canon. Students will then rehearse and perform a two-person Shakespearean scene.
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UNIT
Stage Management
by Karen Loftus
A unit on stage management is a great way to link technical theatre, acting, and even directing. We spend so much of our class time on performance-related projects and, when we do address technical theatre, we often do so by talking about design.
Why not introduce your students to a skill set that not only benefits your productions by ensuring a strong backstage crew and smooth production process, but also benefits the students individually? Through exploring stage management, students learn skills such as analytical thinking, organization, teamwork, and problem solving.
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UNIT
Tools of Scene Work
by Anna Porter
Students are introduced to scene work performance through a simple, contentless scene unit. In this unit, performers will use exercises like “Show and Tell” to learn how to fill in the gaps of a story by creating scenarios and detailed characters with backgrounds.
Students will further fill in the gaps by exploring environmental and physical conflict as well as stage business. The lesson “Thou Shalts of Staging” will guide students through basic staging and performance technique.
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UNIT
Comedy of Manners
by Lindsay Price
The Comedy of Manners is a style of comedy that satirizes the behaviour, actions, fashions, and “manners” of a segment of society. Because it has such specific characteristics – from plot to dialogue, to characterization, to costumes – it’s an excellent era for students to learn and apply.
In this unit students are introduced to the style, learn some background, and apply the traits of the comedy of manners. The unit culminates in the creation of a modern scene.
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UNIT
Part of the Production Classroom Units Curriculum
Production Classroom Units Overview
by Karen Loftus
The overview lays out the all of the parts of The Production Classroom Units - which is divided into three parts.
In Part One, you’ll take your students through a series of pre-production units designed to help students gain as much comprehension as possible about putting on a successful production.
Part Two offers articles on each step in the process, samples and forms, a suggested pacing, role definitions and task checklists, an outline for a typical class, as well as performance duties. This section also outlines the assessment piece for The Production Classroom – the production binder.
Part Three provides a Post-Performance Reflection. Unpack the experience with students, reflect back on what went right and what could be changed for next time. A written Reflection is included as well as a Rubric for student production binders.
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UNIT
Part of the Production Classroom Units Curriculum
Part One - Pre-Production
by Karen Loftus
In Part One of The Production Classroom, you’ll take your students through a series of pre-production units designed to help students gain as much comprehension as possible about putting on a successful production.
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UNIT
Part of the Production Classroom Units Curriculum
Part Two - Rehearsal and Performance
by Karen Loftus
Part Two offers articles on each step in the process, samples and forms, a suggested pacing, role definitions and task checklists, an outline for a typical class, as well as performance duties. This section also outlines the assessment piece for The Production Classroom – the production binder.
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UNIT
Part of the Production Classroom Units Curriculum
Part Two - Documents
by Karen Loftus
This section provides samples and worksheets for actor forms, costume department, general binder, lighting and sound, marketing samples, scenic and prop samples, and stage management and production manager samples and forms.
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UNIT
Part of the Production Classroom Units Curriculum
Part Three - Reflection and Assessment
by Karen Loftus
Part Three provides a Post-Performance Reflection. Unpack the experience with students, reflect back on what went right and what could be changed for next time. A written Reflection is included as well as a Rubric for student production binders.
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UNIT
Theatre Etiquette
by Kerry Hishon
When teaching students who are brand new to theatre, it’s important to discuss and apply the expectations of the drama classroom and the theatrical world. How do you implement and instill theatre etiquette in your classroom and your rehearsals – before a show and backstage? A cohesive theatrical community starts with the rules and codes of behaviour both onstage and off.
Topics covered within the unit include: What is Etiquette, Real World vs Theatre World Etiquette, Audience Etiquette, Audition Etiquette, Pre-Show and Performance Etiquette. The unit ends with a culminating activity which included a rubric and reflection.
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UNIT
East Meets West: Theatre Traditions
by Marsha Walner
We spend a lot of time in the classroom exploring, applying, and creating in a western theatrical tradition. But there are many more styles that students can explore, particularly to the east: Kabuki, Noh, Chinese Opera, and Sanskrit Theatre, for example. In this unit, students will be introduced to an element from each of these eastern styles, they will apply that element and build towards a culminating project. Throughout, students will develop a stronger understanding of both the theatre from their own culture and that of Eastern cultures.
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UNIT
Musical Theatre History Museum Project
by Annie Dragoo
Musical Theatre is a uniquely American art form, explored through this unique unit by instructor Annie Dragoo.
It is divided into two parts: first, students view a documentary called Broadway the American Musical - available on YouTube. Students will reflect after each episode and there is an available viewing quiz.
After viewing, discussing and reflecting on each episode of the PBS Documentary, Broadway: The American Musical, students will research a specific topic in order to create and design a musical theatre museum exhibit. It’s a great three-dimensional demonstration of knowledge, and there is a rubric provided for the completed exhibit.
This is not your traditional textbook history learning!
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UNIT
The Role of the Theatre Critic
by Lindsay Price
In the 21st century, we are living in a time of great change for criticism and the role of the critic. Previously, one negative review from the New York Times could close a Broadway show. Now the audience as critic is a topic of much debate. Are professional critics and informed opinions necessary? What is the power of the audience critic? What is the role of the critic and the role of criticism in today’s theatre?
This unit will take students through a brief history of the theatre critic from the 500 reviews that came out of Ibsen’s one-night performance of Ghosts in 1891, to the tumultuous landscape of social media criticism. Students will then apply what they’ve learned by writing on or theatricalizing the role of the critic in a culminating assignment.
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UNIT
Creating a Musical: Project
by Annie Dragoo
Want a fun project that has your students collaborating and creating? In this unit by Annie Dragoo, students in groups will write and perform an original musical by adding modern songs to a traditional fairy tale story.
The six lessons take students from writing their script, to choreography and planned movement, to rehearsing, performing and evaluation.
The Rubric will focus on student performance. That means vocal delivery, emotional delivery, blocking/choreography, energy, focus, and characters.
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UNIT
Creating Your Own Musical
by Laramie Dean
Instructor Laramie Dean uses this unit as the final project for his Drama 2 students. Drawing upon any of the skills students have developed throughout they create a product that could be used within a new piece of musical theatre.
Students start by analyzing three musicals, study guides included, and practice creating musical elements. They are then giving class time to prepare in groups as many elements as their can for a new musical using devised theatre techniques.
There are 24 lessons in this unit which culminates in a final assessed performance.
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UNIT
Part of the Middle School Curriculum
Unit Six: Directed Scenes Take 1: Same Scene, Different Visions
by Lindsay Johnson
Students will now start applying the skills they’ve learned thus far in the context of existing, fleshed-out scripts.
They will also have opportunities to shift from actor to director and hone such skills as collaboration, self-confidence, and problem-solving which can be used in many other areas of their lives.
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UNIT
Part of the Middle School Curriculum
Unit Seven: Directed Scenes Take 2: A Variety of Scenes
by Lindsay Johnson
Students will have another opportunity to participate in student-directed scenes, only this time each director will be assigned a different script, and actors for each group will be chosen by the teacher based on individual strengths and challenges, rather than holding auditions.
Actors will take a deeper dive into character physicality and use of levels in staging this unit. Directors will continue to create a set design and block the scenes, adding props as well in this unit.
The unit culminates in actors presenting their directed scenes to the class.
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UNIT
Part of the Distance Learning Curriculum
What is Theatre?
by Lindsay Price and Karen Loftus
Students will establish a definition of theatre, know the difference between theatre and film, and start to explore who’s who in the theatre.
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UNIT
Part of the Distance Learning Curriculum
Improvisation
by Lindsay Price and Karen Loftus
Students sharpen their listening and reaction skills through improv games, exercises, and scenes. They will learn five specific guidelines to apply to their improvisation: accept the offer, bring information to the scene, make active choices, make your partner look good, and don’t force the humor.
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UNIT
Part of the Distance Learning Curriculum
Pantomime
by Lindsay Price and Karen Loftus
In this unit, students will explore nonverbal communication. First through body language and gesture, and then through the specific art of pantomime. Students will learn hand position, tension, follow-through, and action/reaction/interaction with objects through warm-up games and exercises. The unit culminates in a one-person pantomime performance.
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UNIT
Part of the Distance Learning Curriculum
Voice
by Lindsay Price and Karen Loftus
This unit focuses specifically on the technical aspects of vocal production. By understanding how voice is created, students will be more aware of how to improve their vocal production. Students will explore posture and breathing exercises, as well as how to use the diaphragm, projection, and articulation. The final project will test students’ abilities to properly project and articulate a joke at a distance from a microphone
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UNIT
Part of the Distance Learning Curriculum
Theatre of the Absurd
by Lea Marshall
We included this unit in our Distance Learning Curriculum because if any group of students would understand how the world turned upside down and then apply it to theatre, it would be the students dealing with a global pandemic.
First, we take two lessons to go over the historical and philosophical background of Theatre of the Absurd. We start with a visual exercise to bring students into the emotional bleakness of the landscape and then group work to look at some of the other foundational elements that will drive the absurdist movement into the theatres. Next, we break down absurd scripts into some “recognizable” elements of language, plot structure, acting choices, and storyline. In each lesson that introduces an absurdist element, there is an opportunity for students to “play” with the element.
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UNIT
Part of the Distance Learning Curriculum
Mock Audition
by Lindsay Price
In this Mock Audition Unit, students will discuss the audition process and make connections between their personal views and the process. Students will apply the steps of auditioning from putting together a resume to choosing a piece based on provided information to audition etiquette to the actual audition itself.
A final reflection and rubrics are provided for use at the end of this unit.
A short play is included that can be used as the source material for your audition. You can also choose your own play for this process.
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UNIT
Part of the Distance Learning Curriculum
Scene Work: Part 1, Tools of Scene Work
by Lindsay Price
Students are introduced to scene work performance through a contentless scene unit. Students prepare and perform a contentless scene to demonstrate their understanding of characterization, staging technique, and working with conflict and stage business in a performance context.
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UNIT
Part of the Distance Learning Curriculum
Scene Work: Part 2, Student Self Staging
by Lindsay Price
In Part 2 of Scene Work, students take everything they learned in Part 1 and apply it to the staging of a scene.
Students work independently to block, build character, experiment and rehearse a scene. You can continue the scene work process from Part 1, or if your students have a grounding with scene work basics, perhaps they just do Part 2 of this unit.
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UNIT
Impowerment Improv
by Jennine Profeta
Taking risks, learning to see failure as a gift, finding courage when we don't feel it, and having the awareness that what we say has an impact are social and emotional skills students will take beyond the classroom. These are skills that can be built through improv exercises.
The exercises in this unit are designed to create a safe environment in which students can go beyond their old patterns to take risks, embrace failure, and be more confident and aware of the effects of their word choices. Improv gives you the opportunity to draw attention to these important concepts and to talk about them.
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UNIT
Part of the Theatre History Curriculum
Unit 1: Before and Beyond Ancient Greek Theatre
by Drama Teacher Academy
In the study of theatre history, when we discuss the origins of theatre, most start with the Ancient Greeks. Unit 1 of this curriculum will look at the theatre of Ancient Egypt, Sanskrit drama, and Indigenous storytelling.
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UNIT
Part of the Theatre History Curriculum
Unit 2: Greek & Roman Origins
by Drama Teacher Academy
For Ancient Greece, we will examine the ritual origins of tragedy and the Festival of Dionysus. We will explore the theatre conventions of the day including the amphitheatre, the use of masks, costumes, and other theatrical devices. Finally, we will introduce the main playwrights and their key plays. Then we will take a short look at Roman theatre with their wholesale appropriation of Greek culture.
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UNIT
Part of the Theatre History Curriculum
Unit 3: Medieval Theatre
by Drama Teacher Academy
We journey from the Dark Ages to the emergence of Medieval drama. The liturgical or religious drama appeared in the churches as a means of religious instruction. Along the way, production moved from being written in Latin to the local vernacular and then outgrew the churches. The guilds then took over the production responsibilities. The plays came in four types: mystery, miracle, morality, and mummers plays. These can be remembered as the four Ms of Medieval drama.
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UNIT
Part of the Theatre History Curriculum
Unit 4: Commedia Dell'Arte
by Drama Teacher Academy
We take a side trip to Italy to discover a secular comedic form: Commedia Dell’arte.
Students will be introduced to the form, explore the characters and themes, and put their knowledge to practical application by creating a commedia character.
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UNIT
Part of the Theatre History Curriculum
Unit 5: Asian Theatre
by Drama Teacher Academy
It’s important to step outside of Western Eurocentric Theatre. In this unit, we are going to focus on the Asian theatre forms that developed in China and Japan. Note: We acknowledge that a unit on Asian theatre that only covers the theatre origins of two countries does not represent Asia. To go beyond what is offered here please see the Diversity
Document.
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UNIT
Part of the Theatre History Curriculum
Unit 6: Theatre of the Renaissance
by Drama Teacher Academy
In this unit, we return to Western theatre and to Italy, where we will witness the birth of the Renaissance and the discovery of linear perspective. Then we travel on to the Golden Age of Spanish theatre. We will pass by the Elizabethan Golden age (we’ll cover it in the next unit) and end the Renaissance journey by discovering French neoclassicism and the Rules of Drama.
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UNIT
Part of the Theatre History Curriculum
Unit 7: The Elizabethan Golden Age
by Drama Teacher Academy
We continue our look at the Renaissance era with the Elizabethan Golden Age. This golden age of theatre started when James Burbage built the first permanent playhouse in England, called The Theatre. Of the more than 80 playwrights in Elizabethan and Jacobean theatre, the three most significant were Christopher Marlowe, Ben Jonson, and William Shakespeare. This age came to an abrupt end when the Puritans executed King Charles I, abolished the crown, and closed all the theatres.
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UNIT
Part of the Theatre History Curriculum
Unit 8: Restoration Comedy & 18th Century Theatre
by Drama Teacher Academy
We will travel through two time periods in this unit. First, we will explore Restoration Comedy in late 17th century England. When the Puritan-led Commonwealth failed and King Charles II was restored to the throne, theatre was also restored. The Comedy of Manners mocked the behaviour and loose morals of the upper class. The lack of theatrical works in the 18th century comes down to three things: playwrights tended to write for opera rather than theatre, censorship and control of theatrical content, and, more than anything, society of the day valued conformity over originality. In France and England, fearing attacks and mockery, the crown and the government passed laws that strictly censored theatre.
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UNIT
Part of the Theatre History Curriculum
Unit 9: Romanticism
by Drama Teacher Academy
Romanticism broke away from the strictures of the neoclassical era preferring instead the Medieval/Gothic periods. The Romantic notion of finding beauty and humanity in the ugly is epitomized by Quasimodo in Victor Hugo’s The Hunchback of Notre Dame. The movement rejected Enlightenment, scientific rationalism, and the Industrial Revolution; rather, it embraced intuition and emotion over reason. On one hand, the tail end of neoclassicism led to the well-made play. On the other hand, the emphasis on emotion led to melodrama and an artificial declamatory acting style.
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UNIT
Part of the Theatre History Curriculum
Culminating Project
by Drama Teacher Academy
The goal of this culminating assignment is to give students the opportunity to demonstrate knowledge of a variety of theatre history eras; connect, compare, and contrast between the eras; and, lastly, to connect, compare, and contrast what has happened in the past to what is happening in the present.
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UNIT
Theatre Radically Reimagined: Exploring Artaud, Grotowski, and Boal
by Ruthie Tutterow
In this unit, students will learn about Antonin Artaud and how his ideas influenced avant-garde theatre in the 20th and 21st centuries. They will also learn how Jerzy Grotowski took Artaud’s theories into new directions. This is done through direct instruction. A culminating presentation will ask students to take common stories and reimagine them using some of these ideas. They will present a “pitch” of an avant-garde version of their story. In the second lesson, students learn about some of the ideas of Augusto Boal and try a session of Forum Theatre.
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UNIT
Tech Theatre Unit: Costuming When You Don't Sew
by Drama Teacher Academy
In this unit, students will take on the role of the costumer, which is different from a costume designer. It introduces costuming concepts in order to execute a costume. No complicated sewing is required, which is great if you don’t have the background, the access, or the resources to have a class of students create costumes.
Instead of making costumes from scratch, as a designer would, students will create costumes from stock, borrowed items, or low-cost finds. They will take finished products and adapt them into what they need to create the right atmosphere.
In order to help with their adaptations, students will try different distressing techniques and learn three SIMPLE stitches that they’ll be able to use over and over again. It’s a valuable tech theatre skill to teach students how to execute on costumes when you (and they) don’t sew!
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UNIT
Realism and Naturalism
by Drama Teacher Academy
This unit looks at the origins of realism and naturalism. The Realism/Naturalism movements in Europe came about as a response to the artificiality of the Romantic Movement. Realism/Naturalism strove for real-life characters and situations. This unit looks at early realist playwrights and their plays as well as the Independent Theatre Movement, which provided venues for the new forms when established theatres refused to produce these plays. In America, this became the Little Theatre Movement, where groups experimented with theatre away from the strictures of the syndicated houses. In the meantime, professional theatre was developing on Broadway, including early Black performers. Realism finally came to the American stage with the plays of Eugene O’Neill.
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UNIT
30 Second Monologues
by Lindsay Price
A monologue unit is an excellent way for students to demonstrate learned skills: vocal skills, movement skills, memorization skills, and character development. It also touches on soft skills such as communication, confidence, and attitude. That being said, monologues are not easy. A typical monologue is two minutes long. That is a lot of text to memorize, block, and develop into an engaging presentation. How often have you sat through a bad monologue performance with little to no characterization, wandering blocking, and a tenuous grasp of the lines?
Performing a monologue is a learned skill. And the best way to learn a skill is in steps. Instead of starting with the end goal—that two-minute piece—start at the beginning. This four-lesson unit will take students up the ladder toward the goal of a longer monologue.
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UNIT
Absurdism: Beyond the Origins
by Drama Teacher Academy
In most units that cover the Theatre of the Absurd, the number of playwrights addressed are few and the time period is limited. While it is certainly true that the era identified as “The Theatre of the Absurd” was a reaction to the distorted reality of life after World War II, there are many environments that create distorted realities and many playwrights who use those realities as catalysts for absurdist plays.
In this unit, we will start with a traditional look at the Theatre of the Absurd and then expand our exploration beyond its origins.
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PD COURSE
Friendly Shakespeare
by Todd Espeland
Friendly Shakespeare teaches a simple and effective method of script analysis for Shakespeare. It uses punctuation and keywords in the text to help students understand the characters' needs, make specific acting choices, and get them on their feet immediately.
This is not dry, sitting in a classroom discussion. It’s physicalizing the text, focusing on the character’s needs and tactics (something every drama student should know full well) and bringing Shakespeare to life.
At the end of the class you will be able to demystify Shakespeare's text and understand how to help your actors make clear, active and emotionally connected choices in Shakespeare's plays.
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PD COURSE
The Do-it-All Director's Introduction to Costuming
by Holly Beardsley
Do you know the difference between a bustle and a buckram frame? Or what works best as an emergency hem? Some directors are blessed with a big budget and a full support staff—a choreographer, a set designer, and a costumer. But the drama teacher often becomes director, choreographer, set designer, and costumer all in one.
And a budget? What’s a budget? The Do-It-All Director’s Introduction to Costuming will give you, the director, who must do it all, the confidence and skills to costume and direct, no matter your experience or budget. This course will teach you costuming basics, budget tricks, organization, and most importantly, the art of costuming as a director.
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PD COURSE
Concept-Based Design for the Theatre Teacher
by Matt Webster
Concept-Based Design is a method of design that allows the director and production team to create a unified world based on the ideas, perceptions and images extracted from an in-depth analysis of the play. Matt Webster designed this course for theatre teachers in a typical school setting with limited budgets, space and materials to use towards the design of their shows. Many theatre teachers feel most unsure about their design and tech skills and Matt wanted to help those teachers look at design differently, and make designing a show a little less scary and a little more fun!
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PD COURSE
Introduction to Stage Management Part One
by Karen Loftus
In this course, instructor Karen Loftus explores the responsibilities of a stage manager. You'll learn exercises that will help you demonstrate those responsibilities and the necessary skills of a stage manager to your students. You'll learn how to train your students to serve as stage managers for your school’s productions.
The course takes you through what a stage manager does prior to rehearsal and throughout the rehearsal and performance process to have a smooth-running backstage. It includes learning about the paperwork required, including prompt scripts, rehearsal preparations, notating blocking, and a stage manager’s kit and checklist to wrap it all together.
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PD COURSE
Introduction to Stage Management Part Two
by Karen Loftus
Karen Loftus instructs this second course in stage management - a companion to Introduction to Stage Management Part One.
This course will review the major concepts covered in Introduction to Stage Management, and discuss the different types of technical rehearsals and how student stage managers prepare for and run them. You’ll learn how to teach your students to notate and call cues for a show. The course will also introduce strategies for student stage managers who work with student crews. It will discuss how you can provide the support your student stage managers need to be effective, and how that support helps to strengthen your overall program and theatre community.
Student stage managers start in the classroom, train during school productions, and can take these newly discovered and acquired skills on with them to colleges and careers and theatre (and beyond)!
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PD COURSE
Theatre Etiquette 101
by Kerry Hishon
Instructor Kerry Hishon is an actor, director, writer, and stage combatant with years of experience in youth theatre. Her course, Theatre Etiquette 101, is designed to help students be successful in their theatrical journeys.
When teaching students who are brand new to theatre, it’s important to discuss and apply the expectations of the drama classroom and the theatrical world.
This course starts by explaining "what is theatre etiquette", and then moves through every step in the production process from audition to post-show recovery.
Every module has tips for both you and your students, classroom exercises, rehearsal exercises, and reflections. There are also printable posters included to use in your classroom or backstage.
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PD COURSE
The Production Classroom
by Karen Loftus
In The Production Classroom, instructor Karen Loftus will show you how to explore ways that you can produce shows during your regular class time. The course gives you a series of exercises and reflections that help you determine everything, from the type of show you may want to do, to the way you can divide up your class and responsibilities, to specific assignments that will keep your students engaged and focused.
The Production Classroom is the ultimate in project-based learning. Students learn to work collaboratively while setting goals and working towards a successful finished project. The course includes exercises and strategies to use with students to help assure their success in the production. Multiple examples and anecdotes help you to envision what the production classroom could look like in your room, performance space or theatre.
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PD COURSE
Teaching Musical Theatre in the Drama Classroom
by Colin Oliver
Colin Oliver leads this introduction to teaching Musical Theatre in the Drama Classroom.
In this course, you will learn how to build musical theatre into your dramatic courses of study. “Why might you want to do that? Singing is scary! You want me to teach my students how to do it? I don’t even know how to do it.” This course approaches musical theatre preparation performance much as we would approach preparing a monologue in drama. If you use script analysis in monologue preparation in your class, you can teach musical theatre.
By the end of this course, you’ll have a great, full-body physical warm-up, a student-driven research assignment, character development exercises, a little bit of musical theory, and a performance assignment complete with assessment.
So, join us for teaching Musical Theatre in the Drama Classroom. It’s as easy as Do-Re-Mi!
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PD COURSE
21st Century Skills Through Devising
by Allison Williams
Allison Williams leads the course: 21st Century Skills Through Devising. This course covers what devising is, why to do it, how to do it, and how your students can master the 21st Century Skills of collaborations and cooperation, critical thinking, creative thinking through devising.
High school is a great place to try devising with your students. But it’s not something you want to throw at your students without any preparation. Framework is important and this course takes you through a number of exercises you can take into the classroom tomorrow to help build a place of physical safety, a place where students work at making a lot of choices instead of waiting for the perfect choice, and a place where students feel comfortable making creative choices. The material also reviews the process of putting together a show from the idea/research stage to editing, to giving feedback.
Your students have what it takes to create their own material, collaborate with each other, and have a unique theatrical experience!
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PD COURSE
Beyond the Basics: Rehearsal Strategies to Grow Your Actors
by Julie Hartley
The focus of the teacher-director should be not only on the quality of the show, but on the value of the experience offered to student actors. This course takes you on this journey through practical rehearsal strategies that apply an ensemble approach.
This course starts with those all important first rehearsals, explores warm ups, and looks at character development. We examine specific types of plays, like classical texts and comedy, and conclude with strategies to solve common rehearsal problems.
Go beyond the basics!
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PD COURSE
Shakespeare's Toolkit
by Todd Espeland
Todd Espeland has the experience to know that having more tools in your toolbox makes you a better actor. This is especially important when teaching students how to approach Shakespeare. They need help breaking through the language barrier and into the character’s needs and into the character’s thoughts.
The tools that you’ll receive in this course will do just that. The course looks at scansion as a tool for breaking down Shakespeare’s verse, the importance of end of lines, and caesura. Caesura is an inner-line pause which is a lot of fun to play with and really, helps us provide insight to the character’s thoughts and into their needs.
The course provides numerous examples and handouts, and culminates in a performance assignment to use with your students.
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PD COURSE
Google Tools in the Theatre Arts Classroom
by Anna Porter
Have you been wanting to find some new ways to enhance your classroom with technology? Have you been told you need to integrate technology in your classroom but don’t know where to start or what would even make sense to use in the drama classroom?
Whether you want to find some new ways to diversify your instruction and assessment, provide new resources and opportunities for your students, or simply needs some help with organization and communication, Google Tools has a treasure trove of resources ready for you to use today.
Instructor Anna Porter covers the tools of Google Forms, Photos, Calendar, Earth, Custom Search and Sites. Each lesson has video examples of how to use the tools as well as tips and resources for each module.
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PD COURSE
Teaching Theatre with Divergent Students and Class Sizes in Mind
by Steven Stack
Have you ever wondered how in the world you can have a successful theatre classroom with so many variables that you have absolutely no control over? The two biggest ones being the size of your class and the students that you’re in charge of turning into some truly talented theatre geeks. This course by Steven Stack explores that wonderful and often ridiculous world of theatre classrooms while giving you the tools for you and your students to not only succeed but to flourish as well.
Lessons will include how to make any size class the Goldilocks class as in "just right", defining and working with all types of students you may encounter in your classroom, the seven must-haves of any theatre class, and the importance of structure in the theatre classroom by providing a guideline for setting up your day-to-day class time.
The course also provides tons of ideas, games and activities that you can use instantly in your classroom. So, if you’re a first-time theatre teacher or one just looking for new ideas, this is the course for you.
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PD COURSE
Marketing the Arts
by James Van Leishout
This course covers the four stages of creating and implementing a marketing plan. It starts with the question, what are you selling?, and goes all the way through to evaluation. The course covers both traditional and new media, with examples and opportunities to apply the learning to each teacher's own situation.
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PD COURSE
Play Adaptation Project
by Lindsay Price
Adaptation is a fabulous classroom project: it requires students to analyze, adapt, modify, plan synthesize, devise. All the higher order thinking skills.
But you can’t just throw a narrator into a script and call it a day. You have to have a preparation process leading up to the writing process.
In this course you will learn practical exercises and a path to prepare your students to take on their own adaptation project. We’ll look at the guidelines to adaptation, things to think about when choosing a text, how to analyze the source material and writing that first draft.
So join me, Lindsay Price, in the Play Adaptation Project.
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PD COURSE
Practical Approaches to Shakespeare in the Drama Classroom
by Julie Hartley
Shakespeare is one of the greatest resources a drama teacher can have: scenes packed with action; opportunities to explore comedy and physical theatre; rich themes and characters to act as springboards for devised theatre; the chance to work with our language at its finest and – most importantly – ideas that relate directly to the experiences and preoccupations of students.
Yet Shakespeare isn’t easy. The language can seem dense, and finding a way in can be tough – especially for drama teachers who have not themselves studied Shakespeare. That’s the goal of this course – to help teachers find a way in.
This course presents teachers with as many ways in to the exploration of Shakespeare as possible. Action scenes, themes, characters, different theatre styles, and devised theatre projects. Students will be armed with the tools they need to begin individually exploring monologues, or working together on scenes.
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PD COURSE
Director's Toolbox 1: Teaching Students to Direct
by James Van Leishout
In this course, James Van Leishout explores why students should direct, and covers the first two tools in the director’s toolbox: self and the script. What background should every director have? Why should they learn to love research? What should happen in the first four reads of a script?
With every step along the way, there will be exercises and activities your student directors can take on before they step into the rehearsal process.
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