Analysis

Using a set of criteria, students will watch a movie (or read a play) and analyze it based on the criteria. The Vito Russo is specific to LGBTQ+ representation in a work. Does the movie meet the criteria and, therefore, pass the test? Students will then reflect on the results: Is the criteria a good way to assess representation? How could the movie be changed to meet the criteria?

This lesson plan works as a great complement to the DTA Research Lesson Plan: Theatre Company Profile. In that lesson, students are introduced to various theatre companies, all with unique histories, facilities, and artistic goals. It’s a natural next step to have students create their own theatre companies, specifically tailored to their unique interests and personalities.

To research in order to expand knowledge of how theatre is used in the real world. Students will research an existing theatre company and complete a project that demonstrates their knowledge (be it a written response, slide deck presentation, or a physical display board/presentation).

Students will discuss the theme of a reputation in The Crucible by Arthur Miller. Students will participate in activities, scene work and written reflection on the theme. It is assumed that students are in the middle of reading the play or at least have been introduced to the story.

Students will discuss and apply dramatically the theme of Traps vs Escapes in Tennessee William’s The Glass Menagerie. It is assumed that students have started reading The Glass Menagerie or know the story. Use this lesson as a supplemental to your study of the play.

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 will identify the elements that make a good monologue. Have student groups read aloud existing monologues and then discuss, answer questions, and evaluate the elements of the monologues. Do these existing monologues meet the criteria of a good monologue?

In this lesson, students will discuss the difference between film and theatre, identify their prior knowledge of film, and identify the definition of mise-en-scène.

This lesson plan is designed as a pre-study exercise before a unit on The Crucible by Arthur Miller. Students will discuss and dramatize questions surrounding a person’s “name” or reputation.

Writing a play review is an excellent way for students to apply critical thinking skills. A review is a subjective but educated response to a play. The reviewer gives an opinion and supports it with thoughtful analysis. What are the parts of a well written review? What should a student do before, during, and after a performance? The culminating exercise involves students writing a review of a show. Use this lesson as a precursor to students seeing a performance (i.e. a school production, a community play, or a touring show).

A review is a subjective but educated response. The reviewer gives an opinion, then supports it with thoughtful analysis. Students will examine existing reviews, identify the elements of a review, compare and contrast reviews, and practice supporting their opinions (i.e. not just “I like this” or “I don’t like that,” but explain the “why” behind their response).