Search the Drama Teacher Academy

In this lesson, students will use a variety of methods they’ve learned so far during this unit to communicate meaning in a scene: setting, pantomime, relationship clues, objectives, stakes, and tactics. Students will complete a Rehearsal Checklist.

In this lesson, we’ll look at multiple perspectives that can lead to a conflict and strategies employed to resolve it. Students will improvise a scene using 2+ tactics in partner groups. Some groups will perform for the class and receiving coaching and feedback on the Tactics Rubric.

Students will warm up using a pantomime interview and a relaxation exercise. Students will go on a pantomime hike and participate in a “pretend you are walking” game at the end of the lesson.

In this lesson, we will review what was happening in America during this era: vaudeville and Broadway in its early days. Students will try out a vaudeville routine and read a scene from a 1920 Broadway play. This lesson also highlights Black performers of the time. Then we’ll follow Eugene O’Neill as he brings realism to the American stage.

Students will explore body language by examining the art of flirting. Body language is further examined and explored through a living museum, as well as frozen scenarios that students will create.

Students explore the importance and types of conflict as well as the importance of telling a complete story. Students will demonstrate their understanding of the rules of improvisation through their final performance in Freeze as well as a written quiz.

Students will explore the details associated with objects through a “Magic Box” activity. Students will then explore the importance of consistency in pantomime by preparing a simple action for performance. They will practice ensemble work and consistency by preparing a group task pantomime, then performing it in synchronized form.

Students will create a simple pantomime story and prepare a pantomime for performance.

Students will play with exaggerated resistance through a pantomime Tug of War and Object Toss. Students will further explore exaggerated emotion through a mirror exercise with a partner where they will progressively exaggerate an emotion physically. They will demonstrate their understanding of both exaggerated resistance and emotion by performing a short skit based on over the top soccer injuries.

Students will explore characterization by examining posture and playing a version of Musical Chairs with “proper” posture. Students will also explore specific character physicality by playing a relay game where they must take on and then pass along the physical characterization of specific characters.

An actor needs two documents when they audition for a role: a resume and a headshot. What should go on an acting resume and what should stay off of it? What is an auditioner looking for? Students will discuss the purpose of an acting resume, review a model, and reflect on the process. Students will use this template when they create a resume for their mock audition.

Students will continue their journey toward the Mock Audition by exploring audition etiquette. How can an actor’s attitude and behaviour affect an audition?

In order to partake in the audition process, students need to identify and comprehend the necessary steps in that process. What is the auditioning process? Why is it used? Is the process fair? Why or why not? The class ends with students playing director in the “Who Would You Cast?” Exercise.

At the time, Realistic and Naturalistic plays were not welcome at established theatres. Other venues had to be found, which led to the Independent Theatre Movement. Students are introduced to the movement and do their own activity “making theatre happen.” They will then be introduced to more playwrights of the time and read scenes. Finally, students will adapt a scene into the 21st century and apply modern social issues into the scene’s framework.

Students will continue their journey toward the Mock Audition by exploring what goes into choosing an appropriate audition monologue. This lesson takes 2 class periods.

Today is the Mock Audition. In this lesson, you will play director and audition students for one of four roles in the play ‘Jealousy Jane.’ Use the Monologue Performance Rubric to assess their performance.

While the Mock Audition does not require students to bring in a headshot, it is an essential document in the “real world” audition process. A good headshot will help a director remember an actor. A bad headshot can get an actor rejected before they step through the door. Students will complete exercises that respond to the question What makes a good headshot?

Students will continue their journey toward the Mock Audition by exploring what they can do to prepare their monologue. The last profile students complete will be the Vocal Profile. This will solidify how the character communicates orally.

After students choose their monologues, the next step is to prepare. More often than not, students think that preparing means learning the lines and throwing in a few moves. When students do this in an audition, it shows. The character is one-dimensional and the movement looks out of place. You want to see three-dimensional characters. You want to see characters brought to life both physically and vocally. In this lesson, students are given time to practice their monologue and start working on the who, what, when, where, and why.

Students will continue their journey toward the Mock Audition by exploring what they can do to prepare their monologue. They will practice their monologue and talk about dealing with nerves. This is the final lesson before the Mock Audition - you will review the audition procedure with the class and students will sign up for their audition slot.