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The fourth wall is an imaginary wall that stands between the actors and the audience. As actors we tend not to speak to, look at or acknowledge the audience when we are performing. We want the audience to be observers but not necessarily involved in the scene. There are times however when we want to speak directly to the audience. When we do, that is called breaking the fourth wall. It is a technique that can be useful in specific instances but should not be abused by actors.

Students will apply the color wheel to an understanding of theme and mood in scenic design.

Students are given time for a tech rehearsal and then perform their scenes. The emphasis is on the groups demonstrating a knowledge of sound effectiveness.

Students will understand the importance of actively listening and using active listening to inform their character choices in performance. They will participate in listening exercises and apply active listening to their scene work.

In this lesson, students begin putting the pieces together for their devised work. Students brainstorm on their topic, then participate in a movement piece and a forum theatre activity to explore their topic.

In this lesson, we try a different devised theatre technique using a photograph to inspire students to create their own performance.

Students will work in groups to turn their previous drafts into completed monologues.

Along with character, conflict is one of the backbone elements of a good play. In this lesson, students will work on a conflict profile.

To learn the importance of an organized backstage – through discussion, solving issues through performance, and applying knowledge.

In this lesson, students will present their devising pieces and prepare to watch the next musical, Dreamgirls.

Students continue their exploration by learning about the press release and creating a marketing plan for an original play.

In this lesson, students will create a scene outline by brainstorming and selecting the key foundations of their scene (setting, relationships, and conflicting objectives).

Certain sounds are always connected to certain objects - the slam of a door, cowbell, a ringing phone. How does the environment change if the sounds are changed? Does the change of sound change the scene? Includes a list of websites to use for free sound effects.

For this culminating project, students will perform their original monologue from the previous lesson.

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 final project for this unit is a simple two-person pantomime of up to one minute in length. The objective is for students to utilize mime, body language, and facial expression to tell a basic story: an activity that has an obstacle that they overcome or get past.