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The purpose of this unit is to give students an introduction to independent learning as well as an overview of Copyright. Students will apply their knowledge throughout, and the unit culminates in a final activity.

In this lesson, students will demonstrate what they have learned about mise-en-scène with a culminating analysis activity. Students will analyze a scene from a film, identify elements of mise-en-scène, and determine the visual impact and emotional engagement in the scene based on the elements.

In this lesson, students explore character objectives: They will use facial expression and physical gestures to make statues of different actions that characters might take to get what they want. Students will work with a partner to create tableaux (frozen stage pictures) to show a specific action and response. They will write an argument in which they identify a specific action – and then support that claim with evidence from the statues and tableaux.

In this lesson, students explore word choice, emotion, and vocal expression in communication. They will select an objective or argument and actions to support it. They will write lines of dialogue to match different actions. They will choose an emotion that correspond with the line and action, and practice speaking their lines with emotion and vocal expression. Finally, they will write an argument explaining how a line expresses a specific action – and support it with evidence.

In this final lesson, students explore two different characters whose opposing points of view or arguments create a conflict. They will identify the objectives or arguments for each character. They will act out a scene between those two characters multiple times, playing both characters. Finally, they will write an argument from one character’s point of view – and support it with evidence.

The objective of this lesson is for students to take on a theatre production role and explore a real-world challenge. Students are tasked to come up with an interesting, unique costume design concept for a show, while at the same time being challenged to stay within a budget of only $50.

The objective of this lesson is to introduce, compare, and contrast different types of theatrical performance venues/stages.

The objective of this lesson is to put students in a theatre production role. Introduce the concept of a master props list to students: what it is, why it is useful, and how to create one.

By viewing this documentary, students explore Broadway’s history from the vaudeville shows and operettas of the 20th century to 21st-century extravaganzas such as Hairspray and Wicked. In this lesson, students will view, discuss, and reflect on Episode 1.

In this lesson, students will view, discuss, and reflect on Episode 2.

In this lesson, students will view, discuss, and reflect on Episode 3.

In this lesson, students will view, discuss, and reflect on Episode 4.

In this lesson, students will view, discuss, and reflect on Episode 5.

In this lesson, students will view, discuss, and reflect on Episode 6.

In Part Two of this unit, students will research the influence of a musical theatre topic in the past and present. Students will apply their knowledge by creating, designing, and presenting a musical theatre museum exhibit.

Students will showcase what they have learned about their musical theatre topic in a museum exhibit. Students will also learn about additional musical theatre topics by viewing other exhibits and answering questions found in the Museum Exhibit Questionnaire Book.

In this introduction lesson, students will begin with terminology, discussion about their own knowledge and views, and try out the role of the critic in a low-stakes exercise. Is it possible to give an informed opinion about a crumpled up piece of paper?

Students will continue to evaluate the role of the critic and the purpose of criticism. In this case study lesson, students will examine a 1891 production of Henrik Ibsen’s play Ghosts. The single-night performance resulted in 500 reviews, many of which were negative and caustic.

Students will continue to evaluate the role of the critic and the purpose of criticism. In this case study lesson, students will examine a single critic from a specific era. In 1918, at 24 years old, Dorothy Parker became the drama critic for Vanity Fair. This was a time period when there were upwards of 80 Broadway theatres and over a hundred shows opened each year. It was also a post-war era where audiences were looking for release, and the wit and tone of Dorothy Parker’s reviews were exactly what people were looking for. It also got her fired.

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.