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In this ELP, students participate in an online masterclass with insight into a specific arts profession, and complete a viewing quiz.

This lesson plan takes students through a variety of directing styles, asks them to assess each method, and then asks them to reflect on what’s most important when choosing a directing method. This is a great lesson to use for a directing class, or an advanced class that will be putting together their own scenes.

What should go on and what should stay off of an acting resume? What is an auditioner looking for? Students will discuss the purpose of an acting resume, review a model, create their own and reflect on the process.

Students will perform and be evaluated on the contentless scene that they have prepared during the unit.

In this culminating lesson, students will apply what they have learned with a capstone performance featuring their original characters.

Students will listen to and analyze a podcast musical called 36 Questions by Christopher Littler and Ellen Winter, starring Jonathan Groff and Jessie Shelton. This lesson is intended for senior grades only (11 & 12). Please see content warning in the lesson plan (p.1).

Students will take a memorization quiz and perform for their peers. Students will also critique each other based on what they have worked on during this unit.

Students will read through a handout that defines the monologue form and outlines what every monologue needs. Using these “must-haves,” students will brainstorm, outline, and write a monologue.

In this fourth lesson, students continue to practice classroom norms and are introduced to the concept of feedback. In the performance task, students will give peers strong feedback by using language from the Weekly Ensemble Rubric.

To be able to demonstrate knowledge of lighting effectiveness.

The lighting and sound you use for The Production Classroom will depend on what resources are available to you. This unit will explore how your lighting and sound designers can prepare and execute their designs to help support the script of your show.

Students will explore the different theatre conventions through various activities and then apply this knowledge to musical theatre by viewing musical theatre numbers.

As a class, students will explore context, the meaning of words, and imagery used to unlock meaning in a Shakespearean text. Students will use these tools to create a modern translation for their own text. Students are also introduced to resources and will become familiar with their story through doing the Actor’s Homework.

Students will be able to identify Aristotle’s 6 Elements of Drama and analyze their application to modern theatre and media.

Students will use sentence starters to set goals and expectations for their time in class. What do they expect to learn? What do they expect from their classmates? What is the purpose of drama class? Have students fill out an expectations and goals form at the beginning of the year and you can use it to compare and contrast their work at the end of the year.

The purpose of this unit is to give students an introduction to independent learning as well as an overview of Copyright. Students will apply their knowledge throughout, and the unit culminates in a final activity.

In this lesson, students will establish a working definition of the musical theatre form as well as test their prior knowledge of musical theatre vocabulary terms. Students will explore three building blocks of the musical: different types of musicals; the concept of speak, sing, dance; and the difference between two key songs often found in the musical, the “I want” and the “I am” song. Lastly, students will start to think about their own voices and reflect on their skill set and confidence level with regard to singing in front of others.

By viewing this documentary, students explore Broadway’s history from the vaudeville shows and operettas of the early 20th century to 21st-century extravaganzas such as Hairspray and Wicked. In this lesson, students will view, discuss, and reflect on Episode 6: “Putting it Together.” The main question students will answer after each episode is “How do musicals reflect the changing times?”

In this unit, after a brief introduction, students will work in groups to research an assigned era of musical theatre from the 19th century to the present day. They will then demonstrate their knowledge with an oral presentation, a technical element, and a teaching element where they teach a scene, song, or dance from a show from the era.

The business of keeping a Broadway show (or any show that’s running for months or years like a national tour) running nonstop for a long period of time requires an extensive support system of people. This lesson offers four different looks into different areas of that extensive support system: Understudies, Swings, and Standbys; Dance Captains; Dressers and the Wardrobe Department; and the Sound Mixer in the Sound Department. Be aware that the roles presented are just a few of the possible theatre roles that can be shared. You may find, or have knowledge of, a different theatrical real-world role you wish to share with students. Use the provided lesson as a template and substitute your own material.