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Students will participate in a number of power activities that will encourage them to come up with ways to physically demonstrate a powerful/powerless character. A discussion about power in our society will follow.

In groups, students will begin by briefly bringing to life the tableaux from Lesson 5. They will then create the skeleton of a scene for each tableau, indicating the protagonist, antagonist, and method of oppression in each scenario. Finally, students will review their peer’s work and rank the scenes that they are most interested in bringing to life.

In this lesson, students will perform their final scene for assessment in front of the class. They will also complete an audience feedback sheet where they give their peers feedback on rubric skills.

Students will take what they’ve learned so far to create a digital Inspiration Collage as a way to help them visualize the costume they will create.

Students will begin by discussing the importance of realistic acting in these scenes, noting how they will be graded on the Realistic Acting Rubric. They will commit their scenes to memory and review projection skills. When the scenes are solid, students will then begin practicing becoming and reacting to spect-actors, and reviewing the Improvisation, Spect-acting, and Realistic Acting Rubrics after each spect-acting attempt.

Students will learn how to set up the costume racks to prepare for costuming a show. Students will then learn how to take proper measurements by measuring each other. They will fill out a standard costume measurement form. Then, after instruction on how to do the three stitches that can help them to complete alterations, they will practice these stitches by creating a pincushion.

Greek Theatre is the ancestor of the Modern Theatre. It is the birth of the actor stepping away from a chorus of unison speakers. The building of theatres. We can look at the production of theatre in that time and see similarities to how we present theatre today. But where do we start? And how do we make theatre history more than just the collection of data? In this lesson plan, students will explore the connection between the way they tell stories in the 21st century and the way that the Ancient Greeks told stories. Students will also explore Ancient Greek vases and Homer’s The Iliad.

In this lesson, students will be introduced to the plays and playwrights of Ancient Greek theatre. They will create their own hero’s downfall, take on a choral reading, examine Aristotle’s elements of drama, and read a monologue from Antigone.

In this lesson, students will be introduced to the precursors of Realism/Naturalism. Students will complete a research project on the sociopolitical and STEM background of the era to set the stage for Realism/Naturalism.

In this lesson, students will learn about Constantin Stanislavski, an actor and theatre director who profoundly affected modern realistic theatre with his system of actor training specifically for realistic plays. Students will participate in exercises from the Stanislavski system.

The Greek Theatre is the birth of the modern theatre. It is the birth of the actor stepping away from a chorus of unison speakers, as well as the catalyst that triggered the building of theatres. We can look at the production of theatre in that time and see similarities to how we present theatre today. But where do we start? And how do we make theatre history more than the collection of data? In this lesson plan, students will explore the connection between “what” of Ancient Greek Theatre: tragedy, satyr, and comedy.

In this lesson, we will define realism and naturalism. Students will then participate in a number of activities to apply the definitions. In the second class, students will read scenes from a Realism play and a Naturalism play and then contrast and compare. Finally students will create a theatrical moment to bring to life their interpretation of either “ism.”

Students explore how to trust themselves and work with others in improvisation through activities as well as playing games - Story Game, What are you doing?, and Press Conference.

Students explore Characterization and One Focus by participating in activities and playing Ding, Emotional Waiter and Party Quirks.

Through a PuppetQuest, students will learn about the different types and origins of puppetry.

Students will explore the Absurdist plot convention of impossible things seen as normal or unremarkable.

Students will explore the Absurdism theatrical convention of circular plot lines that appear to go nowhere and end in unresolved situations.

To define pantomime, build a working class definition then introduce the pantomime concept through class games.

To apply knowledge toward a pantomime performance.

To apply knowledge toward a pantomime performance.