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In this lesson, students will watch a movie musical, respond to viewing questions, and apply themes and contexts from the musical in a post-viewing activity. The questions and exercises for this lesson are taken from the Singin’ in the Rain Classroom Study Guide, which is included. Alternative pre-viewing questions and post-viewing exercises are available if you wish to modify the lesson. This lesson is ideal for the end of the school year, after a major assessment, or following a semester-end production.

In this lesson, students will review what they have learned over the past year in drama class, reflect on their successes and challenges, and create an 8 song soundtrack that demonstrates this self-reflection. Students will answer reflection questions, explain their song choices and end by creating an album cover and a title for their soundtrack.

In this lesson, students will work in groups to select a song, analyze its lyrics, and plan movements and gestures for a lip-sync performance. Use this lesson at the end of the year, after a major assessment, or following a year-end/semester-end production.

In this lesson, students will analyze and stage a scene from a Victorian ghost story using only low-tech solutions. They must design lighting, sound, and costumes without traditional theatrical equipment or period-accurate attire. Instead, they will rely on atmosphere, found lighting, and live sound effects to bring the genre to life. Students will have two days to prepare and execute a one-minute memorized scene that showcases their design choices. Use this lesson at the end of the year, after a major assessment, or following a year-end/semester-end production.

Students will explore the question “What is theatre?” and start a conversation about the difference between theatre and film. Students will also participate in a warm-up ensemble-building activity that requires students to work together and an exercise that demonstrates what it means to have a “dramatic moment.”

In this first lesson at the start of a new year, students learn daily classroom routines, participate in a name game, and complete a successful journal entry reflecting on circle discussion. They will begin to interact with the Weekly Ensemble Rubric through the journal element.

In this lesson, students will learn in action about three theatre roles: the playwright, the director, and the actor. They will take a story and present it using those three roles.

In this second lesson, students continue to practice classroom norms and interact with a second element of the Weekly Ensemble Rubric: SAY YES. Students will role-play a column of the SAY YES category of the Weekly Ensemble Rubric in small groups via a performance task.

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.

In this sixth lesson, students continue to practice classroom norms and continue to practice giving strong feedback. In the performance task, students will give peers strong feedback through using body language and vocal tone to encourage and show eagerness for peers to improve.

Students will choreograph their original musicals by planning and rehearsing the movement for each song.