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To have students apply what they have learned.

In this lesson, students will watch a movie musical, answer viewing questions, and then apply themes and contexts from the musical in a post-viewing activity. The questions and exercises for this lesson are taken from the Hairspray Classroom Study Guide, which is included with this lesson. Alternative pre-viewing questions and post-viewing exercises are also provided if you wish to modify the lesson. This lesson is ideal for the end of the school year, after a major assessment, or following a semester end production.

In this lesson, students will review what they have learned over the past year in drama class, reflect on their successes and challenges, and create an 8 song soundtrack that demonstrates this self-reflection. Students will answer reflection questions, explain their song choices and end by creating an album cover and a title for their soundtrack.

Students will use sentence starters to self-assess and reflect on what they’ve done in drama class over the past year. What was their favourite unit? How do they compare their skills now to the beginning of the year? What were their personal goals for the class and how did they achieve them?

Students will perform a blank scene, varying the placements and lengths of pauses to show the absurdist convention of using pauses to create tension and misunderstanding. They will also be introduced to the master of the pause, Harold Pinter.

A movie lesson plan includes a question sheet, and/or a Reflection, and/or a viewing quiz to prompt students to engage with what they’re watching and reflect on the experience afterward.

Students memorize the monologue that they wrote and included in their scripts, rehearse, and give peer feedback. A reflection is included.

Students will explore how sound can affect the mood of a scene. They are then given a sound assignment to apply sound and music to a blank scene using a specific format.

Students explore basic makeup techniques through practical means, video demonstration, and online research.

Students will act in and direct a commercial. They will break down a script into shots to “cover” the script. They will also format a script into video and audio. Actors will need to hit marks, make a point concisely, and hit the time format of the commercial. They should use the acting techniques for film as much as possible. Students will also need to think creatively to work in socially distant circumstances.

Students will watch some of a workshop in acting for the camera and do some exercises that help them practice some of the differences between stage acting and film acting.

Students will act in and direct a commercial. They will break a script down into shots to “cover” the script. They will also format a script into video and audio. Actors will need to hit marks, make a point concisely, and hit the time format of the commercial. They should also use the acting techniques for film as much as possible.

Students are introduced to lighting through video demonstration, discuss the impact of lighting on a scene, address lighting safety and complete a vocabulary activity.

Students will explore how lighting can affect a scene through colour and angles. Questions include: What is mood? How do shadows affect a scene? Students are given a lighting assignment to apply colour and angles by drawing a simple light plot.

In this ELP, students participate in an online masterclass on directing and complete a viewing quiz.

In this ELP, students participate in an online masterclass on directing and complete a viewing quiz.

In this ELP, students will be introduced to pseudonyms and stage names and then create their own. This lesson can be extended to have students physicalize their pseudonym persona.

This lesson plan looks at three 19th century actors: Charlotte Cushman, Edwin Booth, and Joseph Jefferson. All three were heralded as “stars” and were well known in their time. Students will learn some information about each, read letters in which they talk about acting, and reflect on what they’ve learned.

In this lesson, students will take what they learn about the different types of props and how props are created or acquired in order to apply it to a specific project. Using their critical thinking skills, they’ll have to invent, design, and create a science fiction style prop for a hypothetical show.

Students will view examples of Brownface in film and use critical thinking skills to annotate a text about the issues of Brownface in the film West Side Story. Students will then produce a written reflection on why the use of Brownface in the 1961 film version of West Side story is problematic and offer their opinion on why it perpetuates a negative stereotype of the Latinx community. Includes options for distance learning delivery.