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

Students will take the scene outline created last class and use it to create a more detailed script that includes scene-setting notes, movement notes, and dialogue for the characters. Students will evaluate a peer’s script for errors in grammar or script writing conventions. They will then turn in their scripts for an assessment grade at the end of class.

Students will add to their commedia character by exploring Lazzi, practiced and predetermined comic bits.

Students will show what they have learned throughout the curriculum by writing and performing a musical. They will add modern songs to a traditional fairy tale story. In this way, students do not have to create their stories from scratch, the structure and characters are already in place. In this lesson, groups will self-evaluate their musicals.

Costuming with colour is a great way to visualize theme and mood. How do different colours make you feel? What colours are associated with different moods? Can colour be used to identify a group? Students will first assess character types and use the colour wheel to create a costume look. Their assignment for the lesson is to assign colours to different groups in a play based on relationship, mood, and era.

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.

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