The Basics

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.

Students memorize the monologue that they wrote and included in their scripts, rehearse, and give peer feedback. A reflection is included.

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.

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).

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?

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.”

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).

Students begin their exploration by learning about the who’s who in theatre and are introduced to the front of house role.