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To apply feedback and make revisions.

In this lesson, students will work in groups to create transitions in improvised tableaux and movement pieces. They will also participate in a “ren run” to practice improv blocking.

In this ELP, students problem solve common tech theatre issues.

Students will identify areas of technical theatre known as “crafts” and explore how the use of these crafts affects storytelling.

The stage manager is the guiding force behind a technical rehearsal. In this lesson we will go through a number of different technical rehearsals and how a stage manager uses their preparation to keep a technical rehearsal moving.

Students are introduced to two groups of technical theatre roles and the people in charge of those groups: the technical director and tech crews and the stage manager and running crews. Students will take on the role of a stage manager and practice the calls a stage manager would use.

A review of the various types and stages of technical rehearsals, as well as departmental responsibilities, daily procedures, and sample technical rehearsal schedule.

Students will learn and then identify the elements of a good monologue. They will assess an existing monologue together as a class, and then they will work individually on a monologue.

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

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.

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

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

In this lesson, students will finish watching Singin’ in the Rain (if you need additional time) and complete a devising activity based on the film.

Students will complete exercises that demonstrate how a character-specific voice results in a better monologue. They will then revise their monologues to apply this knowledge.

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 lesson, students will finish watching Dreamgirls (if you need additional time) and complete a devising activity based on the film.

Now that students have spent time understanding the literal meaning of the character traits discussed as the seven Grandfather teachings, this lesson moves into a more metaphorical representation of animals and how they relate to the teachings. The technique of Viewpoints is introduced to play and interpret this knowledge.

In this lesson, students will focus on how voice can be used to communicate character as well as to make the dialogue in the scene easily accessible to an audience. Students will give and receive feedback on their vocal clarity and expression in performance.