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In this lesson, students continue to build the play by writing and revising scenes, reading each other’s work, and providing feedback.

In this lesson, students will use the act of entering and exiting a scene in character to demonstrate character choice.

In this lesson, students will decide how best to include movement in their scene to help an audience understand what is happening in the scene. Students will complete a set design for their partner scene and add 3+ blocking notes to their scripts. Students will also take a Stage Directions Mini-Quiz to demonstrate their understanding of stage directions/basic blocking notes.

In this lesson, students will rehearse their scenes using a rehearsal checklist, focusing on vocal expression and projection.

Students review context clues and apply it to the Prologue from Romeo and Juliet.

Have students create a situation from a picture and examine the given clues to help fill in the gaps. Next, have students examine the clues in a contentless scene, then fill in the gaps to create their own scenario to perform.

In this exercise, students are given the opportunity to explore different methods of creating lighting effects using items and resources found around them.

Students will learn about and then demonstrate their understanding of the Children’s Theatre audience through role play and writing a scene.

Today is the Mock Audition. In this lesson, you will play director and audition students for one of four roles in the play ‘Jealousy Jane.’ Use the Monologue Performance Rubric to assess their performance.

Students will continue to evaluate the role of the critic and the purpose of criticism. In this case study lesson, students will examine the power of the New York Times drama critic in the mid to late 20th century. While there were many outlets reviewing shows, there was an ongoing mythology that a review from the New York Times had the power to keep a show running or close it. Students will discuss and infer if this is true. They will also reflect on the role of the critic who has such power.

In this lesson, students start working on physicality elements. They will complete an Introduction to Physicality Notes sheet and give peer observational feedback.

Students use narration, dialogue and mime in this skit sequence where a character teaches the audience to be like them. Each skit has three scenes, two narration/acted out instruction scenes and one dream sequence. The teacher models this activity narrating different scenes of what it takes to "be" like him/her. They include students in the scenes, prompting them to act out his/her narration. The teacher emphasizes how the first two scenes include narration, and then dialogue when students "act out" the activity. The third scene, the dream sequences involves narration as the main character tells their dream, and mime as students act out the mime. Once students have participated in the teacher's model, they are divided into groups and put together a "Being Blank" scene sequences for themselves.

In this ELP, students reflect and respond to a variety of questions and statements about the Theatre. The aim of the lesson is to have students identify statements they connect to and express their point of view on those statements.

Students are introduced to the techniques of hand position, tension, follow through, action/reaction/interaction.

Students continue their exploration with script analysis by learning about objective, obstacle, stakes, and tactics and applying it to an exercise.

In this introductory lesson, students learn about Noh Theatre, discuss its primary elements, and then do an exercise that puts those elements into practice.