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This lesson will focus on creating zombie characters with stage makeup. Students will work in small groups to create the background stories for the “zombification” of their characters and design the zombie makeup of that character. Students will then execute their makeup designs on a group member using stage makeup.

This lesson will focus on creating blisters and burns with stage makeup. Students will reflect on what causes a blister or burn and will then create a blister and/or burn on a partner using stage makeup.

This lesson will focus on creating bruises with stage makeup. Students will reflect on what causes a bruise and will then create a bruise on a partner using stage makeup.

Students will score their scene and identify the beats and action words, and then they will start to physicalize their analysis. This is a review lesson as they learned about scoring in Part 1.

Students will continue working on staging techniques by exploring character physicality.

Students explore the design concept of texture and how it can be used by a designer to affect an audience. They will also combine what they have learned thus far to create a dream room.

Students will start writing their own monologues using a preselected phrase as a starting point.

Students will begin their staging journey through script analysis. They will read the scene, identify some general knowledge that will help them play the scene, and do a close reading of their scene.

This session will focus on practicing a variety of memorization techniques.

This is it! The final rehearsal before students perform. Students focus on getting those last few lines word perfect, do final run-throughs, and reflect on the rehearsal process.

Students will review their blocking choices with a specific objective of making every action in the scene purposeful and theatrical.

Students perform their scenes and complete a post-performance reflection.

Students will perform their monologues in front of the class and reflect on the process.

In this class, they are going to present their scenes in front of multiple groups and receive their feedback. They will then review their feedback and decide on what changes they’ll make to their scenes.

Students will understand the parts of a story and how it relates to a monologue through the framework of a story mountain.

Students will plot the steps of the story mountain by using existing monologues.

Using their rough drafts from the starter prompts, students will work in pairs to edit their drafts to make cleaner stories. Students will also map out their drafts on a story mountain diagram to make sure that they follow the proper format.

Students will work in groups to turn their previous drafts into final drafts of their monologues.

Short, simple scenes help the mask actors find character and start responding to each other in the moment as their characters. Students will explore solo, duo, and group scenes in their mask characters.

How do you take existing pieces and create a costume? One of the keys to successful costuming is knowing how to adapt staples into a variety of different costumes for different productions. As highlighted in Lesson One, when it comes to costuming, sometimes what you come up with won’t be the perfect costume. It’s important to learn to work with what you have. This lesson allows students to continue working on their clothing vocabulary document.