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A final step can be used as an evaluation of student understanding of the character traits presented in the Seven Grandfather Teachings by approaching an Open, Neutral Scene. Students are paired and given one of the open, neutral scenes included in this unit. Neutral scenes can have dictated conflict or character traits added to them by the teacher for students, but in the most “open” sense, allow students to develop the story and create strong focused characters.

This close-reading lesson centers around students analyzing Chapter 15, “Who The Hell Are These Guys?” of the memoir It’s Always Loud In The Balcony: A Life in Black Theater, from Harlem to Hollywood and Back by Richard Wesley.

The first day introduces the learning circle format to the class, and the story of The Two Wolves.

Students will share their findings from the previous lessons, and present their interpretation of art in small groups. Options for assessment are included.

Students will read, annotate, and reflect on an article about the Black Arts Movement. By participating in the annotation exercise, students will obtain background knowledge which will lead to a mini research project and presentation.

Students will engage in activities to help them further their understanding of the principles of Stanislavski’s Method.

Students will put into action the Stanislavski principles, superobjective, and scene scores as they rehearse their scenes for performance. In these classes students will work through planning, blocking, specific details, a line check, and a final runthrough before the performance.

Students will explore and apply some of the principles of Stansislavski’s Method in a virtual environment.

Students will put into action the Stanislavski principles, superobjective, and scene scores as they rehearse their scenes for performance. In these classes students will work through planning, blocking, specific details, a line check, and a final runthrough before the performance.

Students will demonstrate their knowledge of everything they have learned through scene performance. They will watch the scenes afterward to self-evaluate. An optional quiz is provided.

A conversation with Claire Broome, on how to execute the Dilemma Project in your classroom.

In this introduction lesson, students will discuss the challenges of writing a play. They will learn the definition of self-management and discuss how they use self-management in their day-to-day lives. Students will then choose a topic that they care about and identify what they know about it, what questions they have, and how they’re going to answer those questions.

Students will officially set their goal and discuss the differences between a strategy, action plan, and process. By the end of the lesson, students will have created a strategy paragraph, developed a framework for writing their play through a plan of action, and identified specific playwriting exercises to use.

Students have a goal, a strategy, a plan of action, and processes. It’s now time to start writing. Students will have one class period to start writing their play, and then they’re going to be on their own. Will students be able to maintain focus and engagement with their writing to get done what needs to be done without someone overseeing their work?

In this lesson, which happens after students have spent some time on their own writing their plays, students will discuss their strategies and plans of action, identify any changes, discuss how they’re feeling about their writing, and complete a Midway Reflection.

This lesson provides students with class time to work on their plays. Will students be able to maintain focus and engagement with their writing to get done what needs to be done without someone overseeing their work?

Students will discuss and reflect on how they successfully or less-than-successfully engaged with writing a play using self-management skills. Were they able to write independently? Did they use the tools and actions they laid out in their plans of action? Students will then complete a Unit Reflection and a Self-Assessment worksheet.

Students will review quotes from LGBTQ+ theatre professionals in set design, lighting design, sound design, and costume design. They will write out their first impressions, reflect on the quote, and then create a theatrical design expression. The focus here is time management and self-management. How will students use their time to complete their tasks?

Students will start with pre-reading questions about lighting design. They will then read an article about prolific lighting designer Tharon Musser who revolutionized the field of lighting design. Finally, students will reflect on what they have learned.

Students will start with pre-reading questions about costume design. They will then read an article about costume designer Machine Dazzle, who specifically identifies himself as an artist before a costume designer. Finally, students will apply what they have learned about Dazzle’s design philosophy in their own costume designs.