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In this lesson, students complete self and peer reflections for Unit 6. They also apply for an actor or director role and rank scenes for their work in this unit.

This lesson introduces the idea of “Objective/Goal, Obstacle, and Action/Tactic” as a powerful building block for actors and to introduce the concept of working with verbs as tactics.

In this lesson, students will rehearse their scenes using a rehearsal checklist, focusing on the skills of their choice.

Students will review the various techniques we’ve explored this unit (voice, movement, set design, projection, etc.) to convey meaning in a contentless scene. They will continue to work on their scenes and complete a Rehearsal Checklist.

This lesson plan takes students through a variety of directing styles, asks them to assess each method, and then asks them to reflect on what’s most important when choosing a directing method. This is a great lesson to use for a directing class, or an advanced class that will be putting together their own scenes.

This lesson introduces the first tool: status. Students will physically perform high and low status through status walks.

Students discuss the scenes from the previous class and reflect as a group on the process. They then address how lighting, sound, costume and staging interact together to create a technically effective scene.

An actor needs two documents when they audition for a role: a resume and a headshot. What should go on an acting resume and what should stay off of it? What is an auditioner looking for? Students will discuss the purpose of an acting resume, review a model, and reflect on the process. Students will use this template when they create a resume for their mock audition.