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Producing a show together as a class is the ultimate in both project-based learning and using higher-order thinking skills. Students will gain experience in working in a group, time management, conflict resolution, and other interpersonal skills necessary to working as part of a creative team. This curriculum is designed for an advanced high school theatre class. By breaking down the production process into specific sections, you can ensure that your students have the necessary skills to produce a successful show. In addition, whereas trying to take a show from audition to performance usually feels rushed, The Production Classroom allows you to really dive deep into the production process. These units could easily be spaced out over the course of a semester or over the course of an entire year.

This is a curriculum map for an introductory, comprehensive high school theatre class. The purpose of the curriculum is to give students an overview of theatre in general. The super objective of this curriculum is to have students “bring it all together” at the end in a culminating project. The essential questions for the year: * What are the most important tools of the actor? * Who’s who in the theatre? The answer to the first question is mind, body, and voice. Each unit reflects one of those tools: pantomime—body, improvisation—mind, etc. The answer to the second is explored throughout the curriculum.

This collection of technical theatre mini-units will give you the opportunity to introduce lighting, sound, costuming, staging, and makeup into your program. Each mini-unit can be used independently, or you can build one upon the other toward the culminating project. These units were developed with middle school students (grades 6 to 8), and can also suit an introductory level high school class in tech theatre.

The Drama Two Curriculum is performance based and designed for a more advanced high school class. It has been developed to expand and deepen the students’ skills as artists. They will do so by building on material covered in the Drama One Curriculum, with units in: Character Analysis, Monologue Writing and Performance, Shakespeare Performance, and Design. The curriculum will culminate in a Devised Class Play.

To perform musical theatre takes risk, confidence, and commitment. These are the focal points of this curriculum: process and discovery over product and execution. Students will be expected to participate in all of the fundamentals of musical theatre (singing, dance, character development), but it assumes that the majority of your students will not have an extensive background in musical theatre and will face some insecurities in one or more of its elements. You certainly may have students who can sing or dance, but the instruction will be directed toward students exploring new skills and taking risks with confidence and commitment. Feel free to substitute your own knowledge and personal experience into these units. You know your students and your situation best.

This is a curriculum for a scene study semester at the middle school level. The goal for each unit is to build off the knowledge and skills gained in the previous unit so students are gradually adding to their abilities as they progress through different types of scene performance assessments. Students begin with the acting basics they need to create a successful scene: ensemble skills, improvisation, projection, vocal clarity and expression, characterization, pantomime, objective and tactics. They will learn script structure, blocking, and stage directions and how to give, receive and apply feedback. They will explore aspects beyond acting such as directing and simple set design.