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In this introductory lesson, students learn about Bunraku theatre, discuss its primary elements, and then do an exercise that puts those elements into practice.

This lesson will focus on the forehead and temples. Students will work with a partner to examine the structures of the forehead and temples. Once students identify where the highlights and shadows are located in that portion of the face, they will use the appropriate makeup to enhance the highlights and shadows.

This lesson will focus on the nose, lips, and chin. Students will work with a partner to examine the structures of the nose, lips, and chin. Once students identify where the highlights and shadows are located in that portion of the face, they will use the appropriate makeup to enhance the highlights and shadows.

Students continue their exploration by learning about elements of a marketing poster and applying that information by designing a poster.

In this lesson, students will spend one class rehearsing their characters. In the second class period, students will receive three additional assignments that they will use as part of their capstone performance. They will have two class periods (Classes 2 and 3) to work on these assignments, with the understanding that they will have to complete any unfinished work on their own time. In the fourth class period, students will participate in a Character Showoff.

In this lesson, students will return to the Laban technique. They will practice applying the elements and efforts before taking on a specific exercise that will give students another tool for their toolbox in working on a scene.

As a class, students will explore the tools of context, meaning of words, and imagery to unlock meaning in a Shakespearean text. Students will then use these tools to create a modern translation for their text. Students will also be introduced to resources and begin work on a monologue that they will continue to use throughout the unit.

Students will explore Outbursts, Action Words, and Emotion Words through structured activity and textual analysis.

Students will demonstrate their understanding of textual analysis, painting with words and imagery, and physicalizing punctuation by preparing and performing a staged reading of a Shakespearean monologue in a group presentation.

Students will learn the clues and meaning behind the punctuation that Shakespeare used. Students will also dissect, analyze, and color code examples. They will also use physical movement tied to specific punctuation to help them explore how it can communicate meaning in the text. Students will then apply this and analyze their performance script by examining their punctuation.

Students will use insults and compliments to explore sound and imagery created in Shakespeare’s texts. Students will also practice this form, then create a short scenario where they must use their voice and body to bring Shakespeare’s imagery to life to achieve a specific emotional response.

In this lesson, students will learn, explore, and apply Laban’s eight efforts and their specific elements through an Impulse Improv exercise.

In this lesson, students will explore character movement and will be introduced to dance theorist Rudolf Laban’s definition of human movement. This technique will be the foundation for the character development in this unit.

In this lesson, students will start the creation process for their original characters. This is Steps 2 and 3 of the Extended Character Assignment. Students will complete a character analysis, a character psychophysical profile, and then try out their character on their feet using a chosen Laban effort.

The exercises within this unit are meant for students to explore the concept of lighting for theatre without the need for extensive tech or even a theatrical lighting grid. Each exercise is meant to build upon the previous one, as students grow in their confidence with thinking about lighting in different ways.

Students work in groups of 2 or 3 for this exercise on concept creation.

This exercise takes the concept creation ideas explored in a previous exercise and has students notate their lighting plans on a script.

In this lesson, students will learn about the three-act structure and see this structure in action through a case study.

This is a brainstorming-through-exercises lesson to give students the opportunity to explore possible personal inspirations for their autobiographical monologue.

In this lesson, based on their brainstorm material, students will look at their memories, notes, and images, choose a subject, and write on the character for their monologue. They will then write a first draft of their monologue in a quick-write fashion. After a break, students will analyze what they’ve written, and write a second draft. The unit ends with a reflection or students reading their work aloud.