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Students will choreograph their original musicals by planning and rehearsing the movement for each song.

Students will block/stage their original musicals by planning and rehearsing the movement for the dialogue.

Students will rehearse their original musicals, putting finishing touches and memorizing lines, blocking, and movement.

Students will apply everything they have worked on throughout this unit: writing, choreography, blocking, and rehearsing.

Students will evaluate their performances in their original musicals.

In this lesson, we define devised theatre and use a piece of music for students to create their own performance inspired by the music.

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

In this lesson, we define musical theatre and spend a little bit of time on the history and structure. Students also receive information on their performance and their independent written projects.

This lesson will focus on the materials needed to create various physical wounds using stage makeup. Students will interact with specialized makeup materials such as latex, nose and scar wax, and stage blood in order to become familiar with the materials and gain a basic understanding of how to utilize the materials in the execution of a stage-makeup design.

This lesson will focus on creating bruises with stage makeup. Students will reflect on what causes a bruise and will then create a bruise on a partner using stage makeup.

This lesson will focus on creating blisters and burns with stage makeup. Students will reflect on what causes a blister or burn and will then create a blister and/or burn on a partner using stage makeup.

This lesson will focus on creating scars, scrapes, and cuts with stage makeup. Students will reflect on what causes these wounds and will then create a scar, scrape, or cut on a partner using stage makeup.

This lesson will focus on creating zombie characters with stage makeup. Students will work in small groups to create the background stories for the “zombification” of their characters and design the zombie makeup of that character. Students will then execute their makeup designs on a group member using stage makeup.

Students will be introduced to the unit through the running man exercise. This exercise demonstrates how physically committing to a specific set of actions creates a sense of emotion without the actor having to play the emotion.

Students will learn how to identify the architecture of a mask—that is to choose specific shapes that they can mimic in their bodies to find a mask character.

In this lesson, students will learn what a character zero is, how to use the body to create a character zero, how to physically commit to that body before moving, and how to make bigger choices in their character zero and in their movement.

In this lesson, students will explore the eight qualities of movement to give more variety, texture, and richness to their movement choices and then apply the qualities of movement to their mask work.

All masks can be played in more than one way, even if there’s a dominant look. In this lesson, students will explore how two physical interpretations paired with each other and opposite to each other become the mask and the countermask—the opposite reaction. They will then apply the qualities of movement to their mask/countermask.

Short, simple scenes help the mask actors find character and start responding to each other in the moment as their characters. Students will explore solo, duo, and group scenes in their mask characters.

Students will take everything they’ve learned and use it to create an original mask duo scene.