The Basics
62 Lesson Plans to help you effectively plan your workshops and classes
Audience Etiquette
by Lindsay Price
In a drama class there is often a focus on onstage activities: performance skills, staging a scene, ensemble building. But the audience plays a vital and necessary role in the process. Theatre does not happen without an audience. It’s important for students to be aware of and apply audience etiquette. In this lesson, students will explore the different ways an audience behaves depending on the event, what is bad audience behaviour, establish the rules, practice critical thinking as an audience member and complete an exit slip to demonstrate comprehension.
Audience Etiquette
by Kerry Hishon
Theatre does not happen without an audience. It’s important for students to be aware of and apply audience etiquette. In this lesson, students will explore the different ways an audience behaves depending on the event, what is bad audience behaviour, establish the rules, practice critical thinking as an audience member, and complete an exit slip to demonstrate comprehension.
Audition Etiquette
by Kerry Hishon
Students will explore the elements of the audition process, discuss the necessary guidelines of audition etiquette, and practice applying those guidelines.
Basic Marketing
by Karen Loftus
Students continue their exploration by learning about elements of a marketing poster and applying that information by designing a poster.
Bonus Lesson: The Three Vs of Storytelling
by Lea Marshall
This can be a standalone lesson, or an add-on to the unit. It introduces the concept of the 3 V's: VIEWERS are looking for a VICARIOUS, VULNERABLE, and/or VISCERAL experience.
Copyright and the Theatre
by Craig Mason
Copyright and the Theatre go hand in hand, especially if you’re doing plays, but a topic about which many students (and even teachers) lack knowledge. Students will read about the aspects of Copyright and the Theatre, reflect on making changes to scripts, and complete a Copyright and the Theatre Quiz.
Copyright Hyperdoc
by Lindsay Price
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.
Copyright Introduction
by Craig Mason
Copyright and the Theatre go hand in hand, especially if you’re doing plays. But a topic about which many students (and even teachers) lack knowledge. Students will reflect upon and discuss four questions introducing the topic of copyright. They will then improvise scenarios -- two of which establish copyright correctly, two of which establish copyright incorrectly. The lesson ends with students deciding which scenarios are correct.
Creating Forum Theatre Scenarios
by Lindsay Johnson
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.
Ensemble Building
by Lindsay Johnson
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.
Feedback Continued
by Lindsay Johnson
In this fifth lesson, students continue to practice classroom norms and continue to practice giving strong feedback. In the performance task, students will practice giving strong feedback by giving a specific suggestion for improvement.
Feedback Continued and Feedback Quiz
by Lindsay Johnson
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.
How to Create a Budget When You've Never Done it Before
by Kerry Hishon
In this lesson plan, students will take on the role of a producer. They have had their show approved, but, before they get started, they must create a budget to track the money coming and going. Budgeting is a job that must be completed by the producer for every show. What’s involved? What does a budget look like?
Image Theatre, Day 1
by Lindsay Johnson
Students will be introduced to Boal’s Image Theatre. They will review the concept of tableau (frozen picture) from Lesson 1, and they will be introduced to the tableau rubric and the three tableau skills (frozen bodies, 3+ levels, and character). In small groups, they will create tableaux that capture an image of “Family” (whatever that word means to them).
Image Theatre, Day 2
by Lindsay Johnson
Students will review the three tableau skills (frozen bodies, 3+ levels, and character). In small groups, they will analyze the tableaux from last class that captured an image of “Family” (whatever that word meant to them), as well as create and analyze new tableaux around a topical issue in society.
Image Theatre, Day 3
by Lindsay Johnson
In groups, students will brainstorm a list of scenarios in which they feel power or oppression in their daily lives. They will then select a scenario from their list and turn it into a tableau.
Intro to Feedback
by Lindsay Johnson
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.
Introduction to Forum Theatre
by Lindsay Johnson
Students will be introduced to forum theatre by researching a video example. Students will then try their hand at forum theatre by acting out a middle school scenario of oppression, becoming spect-actors, and improvising solutions.
Introduction to Theatre of the Oppressed
by Lindsay Johnson
Students will participate in a tableau “Power Handshake” exercise that will give them some basic background experience with image theatre/tableau and nonverbal expressions of relationship and power. They will then work on their critical thinking skills by close reading an article that gives a brief introduction to Augusto Boal’s Theatre of the Oppressed.
Marketing and Audience Experience
by Karen Loftus
Students continue their exploration by learning about the press release and creating a marketing plan for an original play.
Our Town Act One - Read
by Lindsay Price
In this lesson, students will read and analyze Act One of Our Town within the theme of the ordinary versus universality. The lesson format encourages students to explore text themes and concepts through scene work before they read, participate in a small group discussion post read, and then take on an activity to apply knowledge through a theatrical expression of the text.
Our Town Act One - The Stage Manager
by Lindsay Price
In this lesson, students will continue to analyze the first act of Our Town with a focus of examining the non-realistic elements Wilder uses. What comes across as a play steeped in realism and realistic characters actually uses a number of experimental theatrical techniques.
Our Town Act Three - Being Eternal and Culminating Presentation
by Lindsay Price
In this lesson, students will continue to analyze the third act of Our Town with a focus of examining the concept of the eternal as it connects to valuing the ordinary.
Our Town Act Three - Read
by Lindsay Price
In this lesson, students will read and analyze Act Three of Our Town within the theme of death. The lesson format encourages students to explore text themes and concepts through scene work before they read, participate in a small group discussion post read, and then take on an activity to apply knowledge through a theatrical expression of the text.
Our Town Act Two - Read
by Lindsay Price
In this lesson, students will read and analyze Act Two of Our Town within the theme of love and marriage. The lesson format encourages students to explore text themes and concepts through scene work before they read, participate in a small group discussion post read, and then take on an activity to apply knowledge through a theatrical expression of the text.
Our Town Act Two - The Concept of Time
by Lindsay Price
In this lesson, students will continue to analyze the second act of Our Town by examining the concept of time. Why does the play use a wedding and the idea of marriage as a marker for time slipping away? How do characters react to the passage of time?
Our Town Introduction
by Lindsay Price
In this lesson, students will be introduced to Our Town through positive and negative reviews of the original production, examine and discuss a facts sheet on the play, and learn more about the world the playwright was writing in through a research activity.
Our Town Pre-Reading Exercise
by Lindsay Price
In this pre-reading lesson, students reflect on their day-to-day life and look for the connection between the ordinary and universality. It’s important to have them connect the ordinary and universality in a modern context, before moving to the same connections in the text.
Performance Assessment
by Lindsay Johnson
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.
Pirate Ship Stage Directions
by Ruth Richards
Students will learn the basics of stage positioning through this fun, interactive game. Comes with guide to positioning and all "Pirate Ship" terms!
Posters
by Lindsay Johnson
3 Posters designed for the drama classroom, to support the Ensemble Building and Class Norms objectives.
Power Games
by Lindsay Johnson
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.
Pre-Show Performance Etiquette
by Kerry Hishon
Students receive the Pre-Show Etiquette Tips and Performance Etiquette Tips (handouts).They will brainstorm and develop a warm-up exercise designed to encourage pre-show etiquette, and design series of posters (either fully done or described with sketches) to encourage and highlight performance etiquette.
Real World vs. Theatre World
by Kerry Hishon
Students will learn about creating a safe and professional space in the classroom and in the theatre, and how these principles can be applied to the real world. What are the best practices for etiquette in the classroom, which can also be used in rehearsal, and which can also be used in the real world.
Review Journal and Intro to Say Yes Rubric
by Lindsay Johnson
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.
Review Journal, Say Yes Rubric, and Intro to Be Safe Rubric
by Lindsay Johnson
In this third lesson, students continue to practice classroom norms and interact with a third element of the Weekly Ensemble Rubric: BE SAFE. Students will role-play a column of the BE SAFE Rubric in small groups via a performance task.
Scene Rehearsal and Improv Review
by Lindsay Johnson
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.
Script Writing for Forum Theatre Scene
by Lindsay Johnson
Students will take the scene outline created last class and use it to create a more detailed script that includes scene-setting notes, movement notes, and dialogue for the characters. Students will evaluate a peer’s script for errors in grammar or script writing conventions. They will then turn in their scripts for an assessment grade at the end of class.
Session 3
by Lindsay Price
Students are introduced to the concept of specific detail in pantomime and apply it in nonverbal exercises.
Stage Direction Tic-Tac-Toe
by Marisa Peck
To identify and physically locate the nine areas of the stage. Students play a life-sized game of tic-tac-toe on the stage using stage directions to navigate the different squares. Lesson Plan comes with a stage positioning template for assessment.
Theatre Role Definitions
by Karen Loftus
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.
Three Philosophers Walk Into a Classroom
by Lea Marshall
To introduce students to Aristotle and his connection to theatre.
Week 1: Brainstorming, Start Writing
by Karen Loftus
Students will be given the expectations for the individual final project, starting with a playwriting assignment.
Week 2: Writing the Play
by Karen Loftus
Students are given time to write their own plays, and gain feedback from their peers.
Week 3: Technical Elements
by Karen Loftus
Students write a 2-3 paragraph essay about the overall design of their play. A checklist is included for both technical elements and design description.
Week 4: The Monologue
by Karen Loftus
Students memorize the monologue that they wrote and included in their scripts, rehearse, and give peer feedback. A reflection is included.
Week 5: Final Submission and Performance
by Karen Loftus
Students hand in all the elements of this project referring back to the included Final Project Assignment Sheet. An assignment sheet is provided to make sure they have everything in the correct order. They must connect this assignment sheet to their packet of submitted materials.
What is a Theatrical Convention?
by Ruth Richards
Students will learn a variety of theatrical conventions and apply their knowledge in a scene. Students will use a picture as a jumping off point, use a mind map to brainstorm ideas, and create a scene using the Flashback convention. Lesson Plan includes handouts, written reflection, and two rubrics (Practical and Written).
What is Theatre Etiquette
by Kerry Hishon
In this lesson, students will define etiquette, refine the definition for the theatre classroom, and work on a Creativity Contract that has goals and procedures. What do students want out of the class? What are the steps they need to take to achieve those goals? What procedures are needed to make the theatre classroom a safe place where they can achieve those goals?
What is Theatre?
by Karen Loftus
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.”
What Skills Do You Need to Work on a Show?
by Kerry Hishon
The objective of this lesson is to introduce the concept of “hard skills” (specific abilities or knowledge needed to do a specific job) versus “soft skills” (personal attributes and personality traits; transferable skills that can be used in any aspect of a student’s life).
Who’s Who
by Karen Loftus
Students begin their exploration by learning about the who’s who in theatre and are introduced to the front of house role.
