5 recognize that “theatre is a mirror of society”.
by Karen Loftus
How does an actor analyze a script? Students start with character analysis (how do we learn about a character in a script? what are the facts/inferences about a character?) and then explore the ideas of “objective,” “obstacle,” “stakes,” and “tactics.”
The unit culminates with students applying learned script analysis techniques on an assigned scene. Please refer to the Pacing Guide for more details and ways to supplement with other DTA materials.
by Lea Marshall
The purpose of this unit is to give students an introduction to independent learning as well as an overview of Ancient Greek theatre. Students will apply their knowledge throughout, and the unit culminates in a group activity.
This unit is delivered in hyperdoc format. What does that mean? A hyperdoc is an interactive tool that encourages digital learning. In this case, students are given a document on a subject, and there they can read articles, watch videos, do some independent research, and apply what they’ve learned. Because they’re working on their own, students are in charge of their own pacing.
Before you start the unit, ensure you read the Teacher Guide first. It will give you clear instructions on how to distribute the hyperdoc format and make it easy for you and your students.
by Lindsay Price
The Comedy of Manners is a style of comedy that satirizes the behaviour, actions, fashions, and “manners” of a segment of society. Because it has such specific characteristics – from plot to dialogue, to characterization, to costumes – it’s an excellent era for students to learn and apply.
In this unit students are introduced to the style, learn some background, and apply the traits of the comedy of manners. The unit culminates in the creation of a modern scene.
by Annie Dragoo
Musical Theatre is a uniquely American art form, explored through this unique unit by instructor Annie Dragoo.
It is divided into two parts: first, students view a documentary called Broadway the American Musical - available on YouTube. Students will reflect after each episode and there is an available viewing quiz.
After viewing, discussing and reflecting on each episode of the PBS Documentary, Broadway: The American Musical, students will research a specific topic in order to create and design a musical theatre museum exhibit. It’s a great three-dimensional demonstration of knowledge, and there is a rubric provided for the completed exhibit.
This is not your traditional textbook history learning!
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 Lea Marshall
Aristotle was a huge fan of the theatre. He philosophically believed in it and argued with other great thinkers at the time about the necessity and good results of theatrical pursuits. This makes him a great topic for a drama classroom unit.
Aristotle identified six elements that needed to be in a play for it to be worthy: plot, thought, character, diction, spectacle, and sound. This unit by Lea Marshall focuses on and offers exercises for each of Aristotle’s elements - from using fairy tales to examine plot, to re-imagining movie trailers to explore music.
by Wendy-Marie Martin
This unit gives students an overview of the anti-realism movement of the late 19th century and early 20th century and introduces them to some key theorists, playwrights, and theatre makers involved in this movement. Students will be introduced to the “isms” of symbolism, Dadaism, surrealism, expressionism, and absurdism along with various manifestos and theories as we track the characteristics of each “ism.”
In a culminating project, students will design an “ISMS’’ Theme Park, which they will share with the class at the end of the unit. Their project will feature each of the five “isms” in the form of rides, themed concessions areas, entertainment options, and in-park characters.
by Holly Beardsley
Do you know the difference between a bustle and a buckram frame? Or what works best as an emergency hem? Some directors are blessed with a big budget and a full support staff—a choreographer, a set designer, and a costumer. But the drama teacher often becomes director, choreographer, set designer, and costumer all in one.
And a budget? What’s a budget? The Do-It-All Director’s Introduction to Costuming will give you, the director, who must do it all, the confidence and skills to costume and direct, no matter your experience or budget. This course will teach you costuming basics, budget tricks, organization, and most importantly, the art of costuming as a director.
by Steven Stack
Why should you take a class on empathy? And why is theatre the perfect vehicle for empathy?
Empathy, the more sought-after and inclusive cousin of sympathy, is the experiencing of someone else’s experience in the world. What it would be like if you were wearing their clothes, their life?
Teaching students to understand the clothes that they’re putting on, the characters and their lives teaches students not how to act but how to be. It allows the students to feel what someone else feels and experiences, which can and should translate to their fellow actors and peers away from the stage. It will lead to a stronger class connection, stronger performances and stronger students who will seek out understanding instead of isolation and fear.
by Wendy-Marie Martin
This course is a mix of individual and group activities requiring students to use both their analytical and creative mind. It gives students an overview on the Anti-Realism movement of the late-19th and early-20th century, and introduces them to some key theorists, playwrights, and theater makers involved in this movement.
Together we will guide students through the wild world of the “isms,” more specifically Symbolism, Dadaism, Surrealism, Expressionism and Absurdism. We will introduce students to various manifestos and theories as we track the characteristics of each of our five “isms.” As we combine analysis and creative exercises, students bring their entire self to process and prepare to design an ISM Theme Park project, which they will share with the class at the end of the course.
by Steven Stack
Brought to you by instructor Steven Stack, creator of The Empathetic Classroom, this course looks at ways to move on from the worldwide pandemic, while honoring the past and learning from it. In the past year, students had many things taken from them: school, hanging out with friends, freedom, hope, and innocence.
With this course, each session will highlight one specific topic relating to moving on. There will also be activities for each session that will help your students own the past, embrace their own and others’ narratives and scars, create a stronger classroom community, find ways to be where their feet are planted, and learn to play again.
We are an approved continuing education provider in the following states, and provide PD certificates to be used in districts around the world. Click here for more details.