A clear outline for student expectations during rehearsals, class, tech week, and/or production days.Keep them focused and accountable and modify to fit the needs of your program.Can be used for class syllabus or after school/in class productions.
Explore how writers use storyboards to visualize books and movies, learn how actors train and use fight choreography to portray stories on stage, and become a work of art yourself on this episode of The Creative Corner. Everyone loves a good story.
Reading Robert Browning's poem "My Last Duchess," students will explore the use of dramatic monologue as a poetic form, where the speaker often reveals far more than intended.
Allow students the opportunity to explore their career goals! This activity will allow them to develop their research skills and provide a hands-on experience to help stretch their perspective. Let your students guide themselves into discovering new career path options!
Have students learn about the main characters in William Shakespeare's Hamlet. Let THEM become the casting director as they decide who is best fit to play the part!
The Three Little Pigs is told orally with pictures only and the children are asked to make predictions based on text features. At the end, the children are asked to compare the houses from the story to where they live. The children will enjoy a puppet show of the Three Little Pigs. Teachers can use this video to teach a sequence of events and story elements.
In this lesson, student groups create a short, simple play based on their study of broadsides written just before the American Revolution. By analyzing the attitudes and political positions are revealed in the broadsides, students learn about the sequence of events that led to the Revolution
Students work together to write a simple story and create characters using clay, while working on theatrical skills outlined in the Theatre Arts Standards of Learning.
Students can be introduced to a story and create a scene individually or in small groups. Scenes can be acted out in front of projections of student-created background scenery, and discuss how scenic elements impact the meaning of the performance.
Students will explore available assistive technologies, including how they have been utilized by the professional theatre community to create and present inclusive theatrical productions for those with special physical, mental, visual, auditory, and other sensory needs.
The teacher directs a short class performance of a story of local, state, or national significance. The performance is recorded and then sent to a similar class in another community, state, or part of the world.
Students can create short video “commercials” to communicate messages about topics of interest related to course content, advocacy, to highlight student work, or advertise upcoming performances.
Video clips of performance and/or production techniques covered in class allow students to pause, repeat, and access content on-demand as needed for review, remediation, make-up work, and/or enrichment. Students can assist in the development of technique videos by identifying skills they are strong at demonstrating, recording a short “how-to” video, and adding it to a class library of learning media.
Students will develop a technological task management system to stay organized through a fictional or real production process.