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For the final project, give students an assigned scene to analyze as if they were going to perform it. One option is to have students continue working on the “Still as Stone” scene. Alternatively, you could provide a selection for them to choose from, or have students choose their own scenes.

Students begin their exploration of commedia dell’arte with some facts about the era and participate in some exercises that realize the concepts of the era.

Students continue their exploration of commedia dell’arte by practicing the specific character walks of Arlecchino, Pantalone, and Capitano.

Students continue their exploration with script analysis by learning about objective, obstacle, stakes, and tactics and applying it to an exercise.

Students learn the 5 ways we learn about a character in a script.

Students continue their exploration with script analysis by learning about objective, obstacle, stakes, and tactics and applying it to an exercise.

Students continue their exploration of commedia dell’arte with an introduction to “stock characters” and learning how to implement a character walk.

Students will be able to take everything they’ve explored about commedia and create a simple scene.

Students review context clues and apply it to the Prologue from Romeo and Juliet.

This lesson will focus on the cheeks and jawline. Students will work with a partner to examine the structures of the cheeks and jaw. Once students identify where the highlights and shadows are located in that portion of the face, they will use the appropriate makeup to enhance the highlights and shadows.

Students continue their exploration by learning about the press release and creating a marketing plan for an original play.

This lesson will focus on the nasolabial fold. Students will work with a partner to examine the structures of the nasolabial fold. Once students identify where the highlights and shadows are located in that portion of the face, they will use the appropriate makeup to enhance the highlights and shadows.

This lesson will focus on the structure of the eyes. Students will work with a partner to examine the structures of the eyes. Once students identify where the highlights and shadows are located in that portion of the face, they will use the appropriate makeup to enhance the highlights and shadows.

This lesson will focus on the finishing and final looks of old age makeup, specifically wrinkles and stippling. Students will work with a partner to place these final effects on their partner’s face. Once students identify where to place these effects on the face, they will use the appropriate makeup to add these effects.

This lesson will focus on students completing an old age makeup design on themselves. Students will incorporate the previous lessons on the temple, forehead, cheeks, jaw, nose, lips, chin, nasolabial fold, and eyes as well as the one on wrinkles, stippling, and finishing into a complete, uniform old age makeup design they apply to their own face.

This lesson will focus on completing an old age makeup design on a partner. Students will incorporate the previous lessons on the temple, forehead, cheeks, jaw, nose, lips, chin, nasolabial fold, and eyes as well as the one on wrinkles, stippling, and finishing into a complete, uniform old age makeup design on a partner.

Students will analyze the role of a producer as well as collaborate with a group to choose a play to produce and hire a creative team for the imaginary production.

Students will analyze the role of a director as well as practice communication skills that directors use to communicate with audiences, actors, and creative teams.

Students will analyze the various roles and skills of leaders within organizations that produce theatre.

Students will analyze the role of a technical director. They will also explore safety standards within a technical theatre scene shop and construct a budget for an imaginary production.