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This is the rubric I use at the end of the Voice Unit in an Introduction to Theatre class. They apply concepts learned in the unit to create a radio commercial that I record. I ultimately used them at the end of the year when they performed their showcase. While set pieces were being set up for the next performance, instead of music, I played their commercials. It was a big hit with the audience, and really fun for the class to listen back to what they had created months prior.

Sixth and final lesson in the unit.

Fourth lesson of the unit.

This is a sample recommendation letter I wrote for a student who IS pursuing theatre in college and as a career. (I have taken out the student's last name for privacy purposes.)

This can be used to keep students focused on a target for each rehearsal, and gives them opportunity to reflect back on it in an authentic way. (The grade they receive for this written piece comes from my "written reflection rubric", and not how on-task they were during that particular rehearsal.)

This is a sample of a simpler recommendation letter I wrote for a student who is NOT pursuing theatre in college or as a career. I did not work with this student much beyond class time. This could be a helpful sample for those having to write letters for the first time, and/or for students they don't know very well. (I have taken out the student's last name for privacy purposes.)

This is a sample recommendation letter I wrote for a student who is NOT pursuing theatre in college or as a career. (I have taken out the student's last name for privacy purposes.)

An evening where our Thespians run a night of DRAMA activities for Elementary School Students. We put the students in groups (based on their grade level) and each group had 3 PAJAMA PARTY PALS who were with them ALL EVENING (for safety and consistency.) The groups rotate between the cafeteria (CRAFT-ATERIA for craft activites), the Theatre Room for small table games, and the Stage for creating a short play with your group. In between each activity change, ALL the kids came onstage for a DANCE & FREEZE party and a large group game of Ships & Sailors. At the end of the evening, all the Thespians working the activity centers came on stage to put on an Improv show (using audience ideas) for our "audience" of students and parents who came to pick up their students! We charged $25 a student. Had pizza, juice boxes, and desserts donated by parents.

Here's a great tool for students who are struggling with memorization. It can also be a way to make sure students who aren't rehearsing are using their time well.

This is a simple assessment my students can do after watching a required production. It is designed to get them to identify discuss concepts they have learned, as well as help instill an appreciation of theatre.

This is a simple assessment students can do after reading a script, as an alternate assignment to attending a production.

Here is a series of 6 PowerPoints I have created for my stage makeup unit. There are YouTube video links in many to provide your students with tutorials and examples. They are numbered 3.1-3.6 simply because Stage Makeup is my Unit 3 in Technical Theatre. (1 of 6)

This reflection assignment can be useful for both beginning and experienced student directors.

A short unit on mystery and morality plays, with a powerpoint (included in separate upload). End project is to create a modernized morality play in the style of Everyman.

The Powerpoint to go with the lesson plan already uploaded

Summative Assessment with categories for vocal expression, physical expression, character, and directing/staging/movement. (Used as part of our District's Student Learning Objectives with SC State Standards, but can be adjust for any standards.) This is a forced copy Google Doc.

This is inspired by/adapted from the Feldman Method of Art Criticism. It provides the students with the steps to discuss a performance beyond the "I liked it" or "they were not good", and encourages the to students to consider the performance as whole before asserting a judgement on it. It can easily be adapted further by inserting specific vocabulary or skills you are targeting for your students.

This is the typical syllabus I hand out. I tweak every year, and have already seen some changes I'll make this year.

This is the contract I am using with my Advanced Class this year. It outlines specific requirements for each 9 weeks. I also included character analysis, theatre critique outline, and 4 different play analysis formats for them to choose from as they complete these assignments. This class is for the advanced theatre student and is a PRODUCTION, PROJECT, and PERFORMANCE based class that I hope will equip students for college auditions and theatre programs by having them compile a full portfolio of their theatre experiences!

Lip Sync Battle Evaluation