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To visually introduce the existential angst of World War II’s aftermath; to provide a historical setting for Theatre of the Absurd; as students, write a reflection monologue.

Students will explore the Absurdism theatrical convention of using cliches, stereotypes, or overused repeated phrases to communicate (or not communicate) a larger theme of interpersonal relationships and misunderstandings in the text of Beckett’s Waiting for Godot.

Students will create a character and design a puppet for performance.

Students will explore the Absurdism theatrical convention of using meaningless language to communicate (or not communicate) a larger theme of interpersonal relationships and misunderstandings.

Students will examine the effect of pauses in a scene and demonstrate the Absurdist dialogue convention of strange and ill-timed pauses.

Students will explore the Absurdism theatrical convention of circular plot lines that appear to go nowhere and end in unresolved situations by using the text from Max Frisch’s The Arsonists.

Students will explore the Absurdism theatrical convention of using meaningless language to communicate (or not communicate) a larger theme of interpersonal relationships and misunderstandings through the text of Ionesco’s The Bald Soprano.

Students will explore the Absurdist element of impossible things seen as normal or unremarkable in Ionesco’s play Rhinoceros.

Students will examine the effect of pauses in a monologue from Beckett’s Waiting for Godot and demonstrate the Absurdist dialogue convention of strange and ill-timed pauses.

Students learn how to use context clues to approach the unfamiliar words they will find in Shakepeare’s language.

Students are introduced to three of the most important playhouses in the Elizabethan Era, as well as the areas of the Globe Theatre.

Students apply their knowledge of context clues to find meaning in the Tomb Scene from Romeo and Juliet.

Students continue their exploration of playwriting by learning about dialogue and applying their knowledge through a group playwriting exercise.

Students continue their exploration of playwriting by learning about character dialogue and applying character details into a letter exercise.

Groups complete their scripts, format it properly, then hand it in. Next, they will perform their scene and complete a final reflection.

This session introduces students to the Elizabethan Era, and its’ key playwrights and players.

Students continue their exploration of playwriting by starting to write as a group.

Students continue their exploration of playwriting by learning about stage directions, applying the elements to create a stage-directions scene, and applying tools to an open scene.

Students continue their exploration of playwriting by learning about Aristotle’s Unities of time, place, and action. They apply the Unities in an improv.

Students begin their exploration of playwriting by learning about structure and applying the elements in a writing exercise.