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To learn how status influences characterization and character actions by participating in “Status Monkeys” and other interactions based on status

Students will complete exercises that demonstrate how a character’s need to speak results in a better monologue. They will then write a monologue that applies this knowledge.

Students continue to rehearse. They also move on to the design phase of the project. The group will decide upon costuming and props for the performance. NOTE: Keep costumes and props simple. Black works well for costumes with colourful accents.

Students run the show before their performance. And then on the decided upon date and time, they perform!

Students continue to rehearse. In this lesson, character development exercises deepen the students’ experiences and final products.

Students understand what a property is and the various categories of props. Students explore how props are created and acquired.

Students will learn and then identify the elements of a good monologue. They will assess an existing monologue together as a class, and then they will work individually on a monologue.

For this culminating project, students will perform their original monologue from the previous lesson.

This lesson happens after the performance. Post-show discussion questions are included as well as a post-show reflection.

To introduce the idea of “objective/goal, obstacle, stakes, and action/tactic” as a powerful building block for actors and to introduce the concept of working with verbs as tactics

Students will be able to identify the various elements of a stage flat and comprehend the skills, process, and math required to construct a stage flat.

Students explore what makes a character interesting through the examination of physical objects. What do objects say about us? What can you infer about a person by the objects they carry with them? Students will role-play in process drama activities to explore characters and to create their own.

In this lesson, students will start their scene work first with a contentless scene, a one-minute scene, and then (for homework) write a one-page scene based on a real life experience.

In this lesson, students discuss and choose a topic for their devised piece.

In this lesson, students begin putting the pieces together for their devised work. Students brainstorm on their topic, then participate in a movement piece and a forum theatre activity to explore their topic.

In this lesson students watch the Ren Run then discuss the topic of revision. What is the message of the play? How do the scenes communicate the message? Note: Depending on the amount of revisions your students feel the play needs, revising might take longer than one lesson. Feel free to add time, if need be.

In this lesson, students continue to build the play by writing and revising scenes, reading each other’s work, and providing feedback.

In this lesson, students will work in groups to create transitions in improvised tableaux and movement pieces. They will also participate in a “ren run” to practice improv blocking.

In this lesson, students finalize casting, then start rehearsing. Focus the rehearsals on blocking. What is the necessary movement to communicate the content of the scene?

Students will start the process of writing a monologue by storytelling. They will tell a story based only on what they observe in a picture.