TH.68.H.2.3 Analyze theatre history and dramatic literature in the context of societal and cultural history.
by Lindsay Johnson
Students will have a chance to merge their understanding of scene elements with their improvisation skills in this final unit based on Augusto Boal’s Theatre of the Oppressed. Theatre of the Oppressed is a style of theatre specifically created to highlight the injustices of power and oppression in society and to problem-solve ways to bring about change.
Starting with image theatre techniques to identify issues of power and oppression, students will then use forum theatre to create scenarios of oppression taken from their own lives and improvise realistic solutions.
The unit culminates in a performance in which students participate as both actors in a scene they create themselves and spect-actors in scenes created by their peers.
by Matthew Banaszynski
Join Matt Banaszynski in this dynamic unit designed to introduce students to the process of starting, drafting, polishing, and performing a self-created, stand-alone monologue.
Students will learn the steps involved in going from a simple idea to a full monologue, using the Story Mountain framework. They will also provide feedback, self-critiques, and teacher feedback during the process.
This is a great way for students to get creative and engaged in a genre that is meaningful to them, and can be customized to the needs of your classroom.
by Lindsay Price
In studying Ancient Greece, we’re looking at the foundations of theatre as we know it today. Without the Ancient Greek Era, we do not get actors, theatres, plays, and the definitions of tragedy and comedy.
The issue with studying theatre history, or anything historical is that it can become an exercise in memorizing dates and reciting facts. When the truth of the matter is no one in the 21st century benefits from learning by rote. This is especially true when studying history in the framework of a drama classroom. We need exercises that bring history to life, instead of having students plot dates on a timeline.
To that end, this unit does not focus on dates and data. The essential question for the unit is how can we connect the past to the present and this question is explored through the theatricalization of information. Students will access all four 21st century skills, critical thinking, creative thinking, collaboration and communication as they explore this amazing world.
Reflections, exit slips, and rubrics are included throughout the unit as well as a mid assignment evaluation for the culminating project.
by Allison Green
This Indigenous Storytelling unit is brought to you in a different format than a traditional lesson plan. It uses a learning circle format. It was developed by Allison Green, a member of the Algonquin Band of Mattawa Ontario, who is also the author and instructor of the DTA course Approaching Drama Class with an Indigenous Perspective.
Students will discuss origin stories, research the background and land connection of a variety of Indigenous creation stories, create a plot graph of their story, share with the class what they have learned, and then retell the story in their own words. Once students have practiced this process, they will repeat the steps with an Abenaki creation story: Research | Recreate | Understand.
by Karen Loftus
Students will explore the question “what is theatre?” and analyze it by comparing film and television productions. Each session comes with an journal prompt, a warm up game, and an exit slip for assessment. This is a great unit to start off a school year.
Feel free to customize it as much as you want, and refer to the Pacing Guide for more details and ways to supplement with other DTA materials. While you’re analyzing “what is theatre?” with your students, you can introduce classroom procedures and do icebreaker/trust games. You can also remind the kids that Theatre is Ensemble - all of the games they play help to build ensemble.
by Lindsay Price
When an audience watches a piece of theatre, they never see what goes on behind the scenes or know the people who work to make the production look its best. But theatre is a collaboration between what happens onstage and off.
This flipped learning unit will introduce students to the world of technical theatre. Through video, they will learn information on specific technical theatre roles and how they work together, types of stages, parts of a theatre and stage geography, and then apply this knowledge through in-class active-learning exercises.
For example, students will take on the role of a producer and decide how a budget will be divided among different departments. They will practice the calls a stage manager uses. The culminating assignment has students solve a common technical theatre issue: to design, create, and implement a solution for a unique stage direction in a play.