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In this highly structured exercise, students work in groups and use clearly defined goals to create the dialogue of a scene. Each member of the group has an assigned task and contributes to the final creation.

In this ELP students read and respond to an article about how costume items affect characters and how they move on stage. They will demonstrate their comprehension by creating a summary for new actors and completing a Reflection.

To explore the use of make-up as a theatrical tool.

The objective of this lesson is to introduce the concept of cold reading to your students, and provide them with an opportunity to practice and perform cold readings within the classroom.

Students are introduced to the basic theory of Melodrama and its characteristics; predictable plots, stock characters, and exaggeration. Students will role play the stock characters of melodrama both physically and vocally. They will rehearse and perform a Melodrama scenario and as a written assignment be asked to write their own melodrama scenario. Lesson Plan comes with practical assessment and written assignment rubric.

Students discuss the scenes from the previous class and reflect as a group on the process.

Students will read a text. They will respond to post-reading questions. They will then write their own versions of the next scene. What happens after the last line of dialogue? How will it end for the characters? What happens next, positively and negatively?

Students will explore the elements of the audition process, discuss the necessary guidelines of audition etiquette, and practice applying those guidelines.

This can be a standalone lesson, or an add-on to the unit. It introduces the concept of the 3 V's: VIEWERS are looking for a VICARIOUS, VULNERABLE, and/or VISCERAL experience.

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.