Beginning Theatre Curriculum

1
Beginning Theatre Curriculum
Created by The Drama Goat for purchase on teacherspayteachers.com. All rights reserved.
2
Overview:
This curriculum is designed for sixteen weeks of instruction. A week is defined as five class periods and a class-
period is defined as being 50 minutes long in length for the purposes of this curriculum. This curriculum is not
explicitly designed for online instruction, but could be used for online instruction or distance learning per
instructor’s modifications as needed. This is also designed for a class of approximately 24 total students. The
creator of this curriculum gives explicit permission for individual teachers who have purchased this curriculum to
make any modifications, additions, or cuts deemed necessary for success in their classroom. Instructors can
complete the units in any order. This curriculum is designed for students with a beginning skill level and little to
know prior experience with theatre.
Standards:
This curriculum is aligned with National Core Arts Standards. The creator feels this curriculum is appropriate for
both middle and high school, 8th-12th grade, although student support needs will, of course, vary by individual.
Daily Overview:
Daily lessons consist of a writing response to an anticipatory question that deals with the daily lesson topic. The
lesson sequence breaks down the lesson step by step. The curriculum is broken down into topic modules.
3
First Days: Theatre Basics
A Unit Plan to Instill Respect, Professionalism, and Trust
in a Beginning Theatre Classroom Through Storytelling Basics:
Duration: 10 Class Periods / 2 Weeks
Learning Objective(s): Students will create a class credos in which to hold themselves accountable each day in
class. Students will define their goals for the course, learn more about one another, and engage their imagination.
Students will build our classroom ensemble through a sound game. Students will be empowered to make vocal
choices. Students will find commonalities they have with other classmates. Students will learn about the
importance of connecting with other artists, via eye contact in a scene performance, or design and production
meetings. Students will learn about healthy vocal production, which is supported by breathing from the
diaphragm, to make vocal choices. Students will learn about resonators to scaffold character voices, impressions,
and dialect work. Students will learn the parts of a play, as defined by Aristotle’s Poetics, to become effective
storytellers. Students will begin to create an original story told through movement only (no text) based on a given
short photo series and apply elements of effective storytelling to rehearse a performance in small groups. Students
will refine their tableaux choices. Students will apply elements of effective storytelling to perform in small groups.
Students will respectfully critique others based on given criteria of effective story-telling using Liz Lerman’s
Elements of Critique.
Standards: 7.DT.CR.2.1 Imagine, develop, and refine artistic choices through research and the application during
the dramatic writing process. 6.DT.CR.3.2 Develop characters through imagination, research, observation,
physical movement, gesture, sound, word choice, dialogue, rate, pitch, volume, etc.7.DT.CR.3.2 Develop and
identify effective physical and vocal traits of characters through the use of acting techniques (character analysis -
character morgue, Stanislavski, Strasberg, Meisner, Hagen, etc.). 6.DT.PR.2.1 Develop expertise by participating
in a variety of dramatic and theatre forms (e.g., pantomime, tableau, puppetry, story enactment, documentary
theatre, etc. 7.DT.RE.1.1 Employ a variety of self-evaluation processes (including journaling, rubrics, and aesthetic
responses) to analyze choices made in drama/theatre work. 8.DT.RE.1.1 Evaluate live, recorded, or read
drama/theatre presentations using a created rubric.
Day: Writing Lesson Sequence:
Response:
1 “I feel Introduce the concept of a writing response.

respected
when…” Complete the writing response.
Pass out color-coded index cards for each student. The color of the cards indicates
what group they’ll be in.
The word credo comes straight from the Latin word meaning "I believe". A credo is a
statement of belief. The word can be applied to any guiding principle or set of
principles, and today we’re going to create our class credos. It is important that in a
class that relies heavily on collaboration that we believe in each other, believe in
ourselves, and that we respect ourselves, others, and property.
Create class credos. Monitor and continue to move around to individual students and
groups throughout this activity.
● First, have each student take three minutes to list three of the personal values
they would like in this class on their index card and their name. Provide
4
examples of values on the board.
● Next, in small groups of 3-5 students (depending on class size), depending on
the color code of their index card, ask the students to introduce themselves to
their group and then take 5 min - set a timer - to work with their group to come
up with three small group values. The goal should be to see what you have in
common with others or what can be combined.
Put the rubric for today’s activity on the board.
● Combine small groups with another small group created groups of 6-10
students. Groups can be determined by the color of their index card. In this
group, students should introduce themselves, then write a short statement that
includes their values. This should take approximately 10 minutes. Everyone
should list this small group statement on their index card.
● As a whole class, list all the group’s statements on the board. Through a class
discussion, combine phrases from each of the group’s statements to create a
class credos. Include steps to personal accountability (consequences) for not
following the credos as a part of the credos.
Students should copy the finalized credos on their index card and sign it to agree to it.
As a class, say your credos together.
Students should turn in their index cards at the end of class.
2 “One goal I Review the class credos by saying it aloud together.

have for this
class is… Complete the daily writing response.
(besides a
good grade!)” Complete the following activity.
"Pass the magic."
Stand in a circle. One person takes an imaginary ball of energy and passes it around
using their imagination. For example, they can shrink it, bounce it like a ball, squish
it, etc. but the next person must take the energy in its current form and change it.
Require eye contact.
Try the game with different rules, such as slow-motion or superspeed. Build
community.
Students will not make physical contact during this activity but can pretend like they
are through how they choose to “pass the magic”.
“In my Corner”
Fold a piece of paper longways. Put your name at the top right-hand corner.
Students will be split into groups of 4 (https://www.randomlists.com/team-generator)
Students will have 12 minutes in each group to find out as many things they have in
common as possible.
They need to write down the group members' names on the left side and their
commonalities on the right using bullet points.
I will draw an example of this on the board.
I will also be available by going around and sharing some of my common interests
with each group.
Then after the first 8 minute round, we’ll have a 3-minute speed round where
5
everyone gets to move freely about the room and find as many commonalities as they
can.
One per person will ensure students go outside of their clique.
After this activity, we will see who was able to find the most commonalities, and ask
for the most interesting commonalities.
Students turn in the paper they did during the corner activity to the tray.
Phrase Charades:
With bodies and expression (no words) have students take turns acting out the below
commands. One at a time, each group takes a piece of paper from a container. They
have 10 minutes to come up with 3 scenarios in which they could express one of the
following phrases: “Hooray! I’m sorry. I didn’t do it! Shame on you. I didn’t mean to
do it. What did you say? I don’t know. Come here, quick! Good job! Oh No!”
The class then tries to guess what their phrase was.
3 “I trust Review class credos by saying it aloud together.

someone Complete the daily writing response.
when they…”
Sound Circle:
Sit in a circle facing outward. Only non-word sounds are allowed. Someone starts a
beat, while others add various sounds using their voices or bodies until a sort of song
is created. The song should come to a high point and then fade out to silence. The
only communication is done by listening and thinking of something to add.
Trust yourself and others to add things, connect to a rehearsal/design situation.
Discuss and reflect on the sound circle and if you have extra time, try it again.
The Machine:
One person does a motion and a sound in the middle of the playing space. Others join
in with their own motion and sound until the machine is created. Then the machine
begins to move. Discuss and reflect on the machine game and if you have extra time,
try it again.
Animal Pantomime:
In small groups, have students draw three animals out of a hat and come up with a
scenario for each animal. After 10 mins, see what group can have the rest of the class
guess their animal correctly. The catch is, you can’t use the sound the animal makes.
4 “Describe a Review class credos by saying it aloud together. Try saying it in a character voice.
time where
you had to Complete the daily writing response.
collaborate.”
Try the following games/activities/exercises and then chat about collaboration after
each game.
Cooperate Stand-Up:
Choose partners. Sit back to back on the floor, legs straight out in front. Interlock
arms. Try to stand up together as a unit by pushing against each others’ backs.
6
Human Pretzel:
Get in a circle. Grab the hands of the people who are not right beside you.
Communicate as a class/group and untangle yourselves.
Build a House:
Use your bodies to build a house. Some people become the furniture, telephones,
tables, etc. Others live in the house.
5 “One thing I Review class credos by saying it aloud together.

learned in
class this Complete the daily writing response.
week/last
week is…” Ball Toss
Ask: What’s effective for the continuation of the game and for the participant’s
safety?
(Using balls such as juggling balls, plastic balls, foam balls, etc. Throw underhand. If
the ball is dropped, just pick it up and keep going.)
Get in a circle and underhand toss one ball to another person, 2nd person to a 3rd
person, and so on until you have a path. The last person tosses the ball back to the first
person.
Before you throw the ball, you must make eye contact with the person you are
throwing to and say their name where they can hear you.
You mainly need to focus on who is throwing to you and who you are throwing to.
The ball represents your energy. Do this several times, increasing in speed, then add
additional balls. Try going backward as well.
Who, Wah, Bling: (May also be called zip zap zop)

Stand in a circle. A “warrior” who wishes to start the game makes a non-word sound
and movement which everyone repeats. They start by saying “Who” then they send
the energy to another person via the motion of an arrow with their hands. The person
who receives it says “Wah” upon receiving it and raises their hands above their head
and the two people beside the “Wah” make a slashing motion through the air towards
the “Wah” and say “Bling”. Then, the “Wah” sends energy to the next person via a
“Who” until you have a rhythm of sounds and energy. When someone is “out” they
should start another circle and continue playing.
Have students read the “Elements of Vocal Projection” Handout before the next class
period if possible. (It’s only one page.)
6 “What is Complete the daily writing response. (If you want to continue to include reciting the
unique about credos as part of your class routine, go for it.)
your voice?”
Review the “Elements of Vocal Projection” Handout terms.
Projection Overview:
Speaking to Object Activity - Place 3 objects at various distances away from the
student. Project your voice to the first object, then the 2nd, then the 3rd. What is
different? Instructors can do this or you can ask for volunteers.
7
Voice connection begins with a connection to breath. (Form an outward-facing
circle.)
Instructors should locate the diaphragm on themselves and help students locate their
own diaphragm.
Participants should take a deep breath and feel their diaphragm expand and contract.
Focus on a healthy tone when speaking.
You can use a Car analogy to explain the workings for the diaphragm:
● Breath is gas
● Breathe control is your gas/brake pedal
● Vocal warm-ups are like warming up your car on a cold day so everything
works correctly
Discuss the term “Resonance” - where sound vibrates from
Discuss the importance of Healthy Vocal Projection for long term vocal health and
audience clarity. Care for your voice by drinking plenty of water. Avoid damaging
vocal practices such as screaming or “screlting”
Explore expansion/contraction of the diaphragm with 3 deep breaths. Inhale for 4

counts, Release/Exhale for 4 counts. Then on a voiced “Vvvvv”, push out all air (mid-
range voice). The instructor will first demonstrate this, then all participants should do
this three times together.
Try “Sirens”: Scale from chest voice to head voice. Take a breath. Scale down from
head voice to chest voice. The instructor will demonstrate both types of sirens (chest
voice to head voice and head voice to chest voice), then participants should try 3
complete cycles together.
What about when we have actual words to deliver?
Go through the “Practice Projection Text” together. Look for places to breathe and the
end of sentences, commas are pauses, end of paragraphs, shifts, etc. Go through the
text again, breathing at the appropriate places.
Projection vs. Yelling - Differences

Projection has energy in the breath that comes from the diaphragm, while in yelling it
comes from the throat. Projection is healthy and does not cause pain, yelling is
unhealthy and may cause pain. The projection has a round, resonant sound, while
yelling has a flat sound.
If time allows, students are to workshop projecting their voice while saying the text of
the “Elements of Vocal Projections” Handout.
Instructors should monitor the participants and listen to each student, giving
corrections as needed.
7 “Name 2 Complete the daily writing response.

take-aways
from Students will stand in the large circle facing outwards again like the previous day.
yesterday’s
lesson on Review previous work on projection:
projection.” ● Connection to voice begins with breath
8
● Breathe from your diaphragm so you have plenty of gas in your car to project
● Resonance is your body’s natural loudspeaker.
● Breath has to have somewhere to go
Voice actors, actors who voice animated characters for cartoons, film, and video
games as well as voice overs for commercials, are experts at using different resonators
to create different character voices.
Diaphragm Workout/Warm-Ups:
● Rev on a “Vvvv” from the chest voice to mid-range 3 times in the same
breath. Instructors should demonstrate this, then do it together.
● Sirens: Chest voice to head voice, breathe, then head voice to chest voice. Use
arms and bend the knees to aid in the scale as you go between different parts
of your range.
As you warm up, your range (capacity to speak at a higher or lower pitch) will
increase. This is because you’re engaging parts of your voice you don’t typically use
when you’re speaking.
Review class credos by saying it aloud together in full, projection voice.
Take a look at the “Resonator Handout”. Each phrase is designed to engage that
particular resonator. Make no effort to avoid cliches or stereotypes. Have fun with it!
Each person’s voice is different, some people are going to have more of a capacity for
a lower chest voice or higher chest voice than others. This is normal. Do NOT try to
push your natural range at any point, this is going to give you pain.
Go through each resonator, starting with the chest voice and working up
Instructors should demonstrate each resonator. Then, say each phrase together with
participants, verbally and/or physically indicating when to breathe.
Think about what types of characters use these resonators. Ask students for examples.
When we want to make an impression of someone, their voice is one of the most well-
known things about them. To impersonate, we start with the voice, then imitate their
physicality, but today we are just going to focus on the voice.
Characters with unique voices examples
● Squidward, from “Spongebob”: nasal/pharynx:
https://www.youtube.com/watch?v=zfos-U2uVDI
● Snape from “Harry Potter”: chest, pharynx https://www.youtube.com/watch?
v=tq3V3_HWIs8
● Linda Belcher (voiced by Kristen Schaal, who has a very naturally nasal
voice): nasal/head/throat. https://www.youtube.com/watch?
v=KhoA1_EEKXE
Approach this concept with the knowledge that resonance creates meaning.
Try the following phrases: “Stop right there!” (Head), “You have a serious attitude
problem.” (Nasal), “Hey, what’s up?” (Chest)
You can use resonators to create comedic irony. It’s always funny when a character
has a voice you don’t expect. Resonators have stereotypes, and it can be very smart to
9
work against them. You can also combine resonators to expand the possibilities for
your character voices.
To practice applying this content, give students several minutes to practice the classic
voice lines listed on the handout. Using their AudioNotes app (or a tape recorder), the
students can record three of the available classic voices and email the audio files to
the instructor. Each file should be labeled with the voice they are doing and their
name.
Optional: Give our prizes for the best recordings using the resonators in each
category.
Homework: Students should read the “Aristotle's Poetics Handout” and expect to take a short quiz
tomorrow/next class period about the sections in the gold boxes.
8 “Describe a Complete the daily writing response.

time when Take a quiz over Aristotle's Poetics (Students can use the handout)
you had to Turn in the quiz. Both a virtual and paper version of the quiz are available with this
choose curriculum.
between two
actions." Read the poem “Morgan’s Curse” by Shel Silverstein.
MORGAN’S CURSE (from “Falling Up” by Shel Silverstein)

Following the trail on the old treasure map,
I came to the spot that said, “Dig right here.”
And four feet down my spade struck wood
Just where the map said a chest would appear.
But carved in the side were written these words:
“A curse upon he who disturbs this gold.”
Signed, Morgan the Pirate, Scourge of the Seas.
I read these words and my blood ran cold.
So here I set upon untold wealth
Tryin’ to figure which is worse:
How much do I need this gold?
And how much do I need this curse?
In small groups (3 students per group - https://www.randomlists.com/team-generator)

● Elect a person to read the poem aloud to the small group a second time.
● Elect a different person to take notes over the discussion.
● Elect another person to serve as the group representative to relay your findings
to the class when we ask for take-aways in a whole group discussion.
Using the “Morgan's Curse Poem & Analysis”, have students work together to discuss
the poem in their small group.
After a time, come together as a whole class and discuss the following:
● Plot: Identify the (refer to the Poetics handout) Inciting Incident, Exposition,
Complications, Climax, Reversal, Resolution
● Describe the suspense in the poem.
● Character: What are 3 adjectives that describe Morgan?
● Describe vocal and physical touchstones a storyteller might use when
10
performing this poem.
● Thought: What are the theme/themes of the poem? This is NOT the same
thing as moral. A theme is what you take away. A moral is a direct lesson that
teaches how to be a better person.
● Diction: What is the effect of rhyme? What parts of the poem don’t rhyme?
What effect does this have?
● Music: Describe the poem’s tempo (pace)
● Spectacle: Where are potential moments of spectacle? Discuss the students’
answers to these questions as a whole class. Discuss how we might perform
this story on stage with the addition of Scenery, Costume, Lighting, and
Sound.
9 “A picture is Complete the daily writing response.

worth a
thousand Introduce the concept of a “Tableau ''. Tableaus are collaboratively-created frozen
words. Do pictures based on an idea, theme, or key moment in a story.
you agree or
disagree? As a whole group, create tableaus based on hypothetical story moments.
Why?” Some guidelines:
● Students will be challenged to do so without talking.
● Students will have 20 seconds to create the group tableau, then they must
freeze.
● Students may use chairs from their desks, but no other “props” or scenery will
be allowed.
Help the students through the first few, and then gradually allow them to gain
independence as an ensemble. Situations might include:
● A touchdown has just been scored at a football game
● A busy night at the emergency room waiting room
● Kids playing at the park
● Amidst a major car crash
● A dramatic breakup at a restaurant
● Ask for take-aways: What did you notice? What was challenging?
Then, in groups, students will randomly choose a photo series that is printed out from
(https://www.lensculture.com/articles/lensculture-editors-13-favorite-conceptual-
photography-series-from-2014) Complete a 3-minute free write concerning their
initial reactions to the photo series. Ask “What comes to mind when you see these
photos? What are these photos saying to the viewer? Any story ideas based on these
photos?”
Then, the groups will create a series of tableaux inspired by their chosen photo. They
should have no fewer than 3 an end and no more than 7 tableaux total. This is because
every story has at least a beginning, a middle, and an end. More than 7 tableaus may
be overwhelming for beginners or difficult to remember.
Not all group members have to be in every tableau BUT every group member must be
in at LEAST one tableau. They are to rehearse and refine this series of tableaus during
class. We will be sharing them tomorrow. Monitor and assist the groups as needed.
Assignment: Students should send the instructor an email describing their progress on
11
their tableaux and photographs of at least 3 completed tableaux.
Subject line: Tableau progress (Date)
Note: If instructors have not gone over how to use email, please do so prior to this
lesson.
10 “Describe the Complete the daily writing response.

most
powerful For the first half of the class, students should rehearse and refine their tableaux series.
photograph Then, the groups will share their tableaux series with the class. If possible project the
you’ve ever image the tableaux series is based on behind them so the audience can understand
seen. What their inspiration.
moved you
about the This is not a performance; this is simply informal sharing, a workshop.
image and
why?” After each group shares, we will use “Liz Learman’s Elements of Critique” to give
constructive feedback on the group’s presentation:
● Ask how the presentation went to the performers. What went smoothly? What
was challenging?
● Ask for “Gut hits” What did the audience specifically like?
● Ask the audience to state any confusion. What were the performer(s) trying to
convey? vs. What was conveyed? This is informed by the intent.
● Have the audience offer artistic suggestions. What could be changed to make
the intent more effective? Have you tried _______?
○ Example: “Have you tried projecting your voice?” is informed by the
intent to be heard by the audience instead of “You were so quiet I
couldn’t hear you.”
Then, students should complete a “Small Group/Self-Evaluation”.
Materials: Pencils, Pens, Journals, Index Cards, Paper, Balls, “Elements of Vocal Production Handout”, “Practice
Projection Text Handout”, “Resonators Handout”, Audio Recording App, “Aristotle’s Poetics Handout”,
“Morgan's Curse Poem & Analysis”, Tableaux PowerPoint (featuring the images the tableaux series is inspired
by), “Aristotle’s Poetics Quiz”, “Small Group/Self-Evaluation”.
Groupings: Individual, Small Group, Whole Class
Modifications/Accommodations:
● Students with fine-motor difficulties with hand-writing can use a laptop or other technology, using a word
processor type document as their index card.
● Students who are gifted/talented can create the credos they want to live by.
● Students can also design the class credos poster, PowerPoint, collage, etc.
● Students with vision impairments can be given a printout of the class credos in Braille or I can make the
class credos text bigger on the SMARTboard or by simply hand-writing it bigger on the board.
● If students with mobility issues are present, we can do the “In My Corner” activity in a large room, such as
a gym, auditorium, or medium-sized black box theater.
● Deaf Students can wear a microphone that transmits other’s voices to specialty headphones or a cochlear
implant.
● I will have a conversation with students with needs before we start the activity to check for understanding
and discover ways to give additional support as needed.
12
● Students who experience difficulty with vocal production can use objects to contribute to the sound circle.
● For students who are deaf or otherwise have hearing impairments, a microphone that transmits sound to the
student’s hearing aids/cochlear implant can be placed in the center of the room. Students will be
sitting/laying on the floor anyways so the vibrations from the sound circle can be felt.
● Students with ADHD can walk around the room while doing the sound circle activity.
● For students with mobility issues, we will move the desks to create more space in the classroom or go
somewhere with more space, such as the black box theater or gym.
● Students with mobility challenges can do vocal exercises while seated.
● ESL students can be provided with each handout in both English and their native language.
● Students who are deaf or have other hearing impairments can receive the handouts ahead of time so they
can work out difficult words, etc. Additionally, I will have a personal conversation with the student several
days before the lesson.
● ESL students can have a copy of the “Morgan’s Curse” poem translated in their native language to take
home the previous night to preview and have during class to refer to.
● Students with reading difficulty or auditory learners can be sent an audio recording of the previous night’s
homework, Aristotle Poetics handout to prepare for the quiz.
● Students with cognitive disabilities may refer to the handout during the quiz, or receive additional time to
complete the quiz as needed.
● Students with visual impairments can be given an audio description of the images in their group’s photo
series.
● Students on the autism spectrum can receive additional support for their group and/or assistance from their
paraprofessional.
● Students with various disabilities may refer to a self-generated “cheat sheet” to help them remember their
tableau, such as the photos that were taken the previous day.
● Students with chronic health issues that may miss class often can assist the instructor in working with
various groups during their rehearsal process.
● Students with intellectual disabilities and/or cognition problems can bring up images of their tableaux
series with them when they perform.
● Students who are unable to work with others without one-on-one support, due to an emotional disturbance
or other challenges can complete the assignment individually.
Assessment:
Credos Rubric Student Name: _____ / 10 Total Points Possible
3 The student wrote down their 2 The student may have written 1 The student only wrote down one or
personal values, small group down their values, small group failed to write down any of the
statement, and the whole class statements, or whole class credos, following or: their values, small
credos on their index card. but not everything. group statement, or whole class
credos.
3 The student included their name 0 The student did not include their name on their index card.
on their index card.
3 The student participated and was 2 The student may have also not 1 The student did not participate
13
actively engaged with the participated in/engaged with the in/engage with the discussion and/or
discussion. They were not discussion and/or were actively were actively distracted and/or
distracted or disruptive. distracted and/or disruptive at disruptive.
times.
In My Corner/Pass the Student’s name: ______ / 10 Total Points

Magic Rubric / Phrase
Charades
3 The student included the 2 The student included most of 1 The student did not include the names
names of each person they had the names of each person they of each person they had a commonality
a commonality with by had a commonality with listed by with by commonality during “In My
commonality during “In My commonality during “In My Corner”, or may have only included a
Corner”. Corner”. few names.
3 The student actively engaged 2 The student may have 1 The student did not participate or was
in the “Pass the Magic”. participated in the “Pass the disruptive during“Pass the Magic”.
Magic” but lacked focus at times.
3 The student collaborated with 2 The student mostly 1 The student did not collaborate with
group members and otherwise collaborated with group members group members and barely participated
fully participated in “Phrase and/or somewhat participated in in “Phrase Charades”
Charades” “Phrase Charades”
Sound Circle / Machine / Student Name: ________ / 10 Total Points

Animal Activity Rubric
3 The student participated in 2 The student may have participated 1 The student barely participated in
all activities. in some activities. the activity and/or was disruptive.
Cooperative Standing, Student Name: ________ / 10 Total Points

Human Pretzel, Build a
House
3 The student participated in 2 The student may have participated 1 The student barely participated in
all activities. in some activities. the activity and/or was disruptive.
Projection Lesson Rubric Student Name: ______ / 10 Total Points Possible
3 The student participated in 2 The student mostly participated in 1 The student did not participate in
whole group exercises. whole group exercises. whole group exercises.
3 The student followed 2 The student mostly followed 1 The student failed to follow
14
instructions. instructions. instructions.
Character Voice Student Name: ____ / 10 Total Points Possible

Assignment
3 The student participated in 2 The student mostly participated in 1 The student did not participate in
whole group exercises. whole group exercises. whole group exercises.
3 The student followed 2 The student failed to follow

instructions about emailing to instructions about emailing to turn in
turn in their assignment. their assignment.
3 All 3 voice recordings were 2 2-3 voice recordings were clear 1 1-2 voice recordings were clear but
clear and it was clear what voice and what voice the student was it likely was not clear what voice the
the student was going for. going for may have been clear. student was going for.
Tableaux Day 1 Rubric Student Name: Total Points: ________ / 10
3 The student participated in the 2 The student mostly participated in 1 The student did not participate in
group tableaux exercise and gave it the group tableaux exercise but the group tableaux exercise.
their best effort. gave an unenthusiastic effort at
best.
3 The student completed their free- 2 The student did not write for the 1 The student did not complete their
write by writing for the entirety of entirety of the writing period but free writing by writing either
the writing period. was mostly on task. nothing or a few sparse phrases.
3 The student’s exit ticket reflected 2 The student's exit ticket reflected 1 The student's exit ticket reflected
progress; 3 pictures were sent to my some progress; 1-2 pictures were little to no progress; no pictures
email. sent to my email. were sent to my email.
Tableaux Day 2 Rubric Student Name: Total Points: _______/100
20 The student completed the 10-20 The student completed most 0-10 The student completed less than
evaluation in full. (100%) of the evaluation in full (50-75%) half of the evaluation. (0-50%)
20 Student comments were 10-20 Student comments were 0-10 Student comments were either fair,
fair, detailed, and fair, detailed, and/or constructive, detailed, or constructive, or may have
constructive on their written but not all three on their written been vague and/or defamatory on their
evaluation. evaluation. written evaluation.
20 Student comments were 10-20 Student comments were 0-10 Student comments were either fair,
fair, detailed, and fair, detailed, and/or constructive, detailed, or constructive, or may have
constructive during our but not all three during our been vague and/or defamatory during our
critique of each group’s critique of each group’s critique of each group’s presentation.
presentation. presentation.
15
20 The student had 3-7 10-20 The student had 2 tableaus. 0-10 The student had 0-1 tableaus
tableaus.
20 The student’s tableaus 10-20 The student’s tableaus told 0-10 The student’s tableaus told a story
told a story that was clear a story that could be more clear that was not remotely clear and did not
and sparked a dramatic and could have sparked a more spark dramatic interest.
interest. dramatic interest.
Script Reading/Analysis Unit:

Duration: 10 Class Periods / 2 Weeks
Learning Objective: Students will learn the basic vocabulary of a script. Students will learn how the elements of a
script contribute to character development and story-telling. Students will learn how script elements craft story-
telling and development.
Standards: TH:Cr1.1.4: c., TH:Cr1.1.I.: c., TH: Cr2-6.: a.
Day: Writing Response: Lesson Sequence:
1 “What elements Complete the daily writing response.

should a Discuss the writing response.
playwright include
in a script?” Pass out the “Script Formatting Handout” after the discussion.
Mention that while every playwright writes their script differently and things may
be changed once the script is published, plays generally use the format provided
in the “Script Formatting Handout”.
Overview the Prologue Scene of “Mythical Creatures and How to Approach

Them” by Travis Griesler (or any other play or your choosing) printed out and
annotate the script for the script elements on the "Script Formatting Handout".
This can be done on pages printed out for students or on a computer.
A “playwright” is the noun; play-writing is the verb.

Production Notes: Read aloud (ask for volunteers)
Gender/names
Costumes
Read the initial stage directions.
Notice how some stage directions are within the dialogue and how some are
without.
Create a working definition of “dialogue”, also referred to as “lines”
Isolate and read certain lines with and without stage directions being applied and
see how it changes the line and overall effect.
There is an optional Script Reading Quiz that accompanies this curriculum.
Continue reading the remainder of the scene and noting any references, props,
offstage, stage directions within dialogue, stage directions outside of dialogue,
etc.
Students are to add these to their “Script Formatting Handout”.
16
2 “What are stage In small groups (https://www.randomlists.com/team-generator), students will
directions?” continue to read and analyze “Mythical Creatures” (or another play of your
choosing) the other scene by scene.
3 “What might the
term ‘at rise’
mean?” After each scene, we will stop, collect ourselves as a whole group and evaluate
our takeaways from each scene, answer questions, etc.
4 “Do you think a
playwright can
We will do this for several class periods until the end of the play.
write too many
stage directions?
Why or why not?”
5 “Summarize the
plot of “Mythical
Creatures”.”
6 “Why might Read and Discuss “Does My Head Look Big in This?” by Jeff Gottesfeld and
different Elizabeth Wong’s overall plot, themes, characters, etc. (Or another play or your
playwrights have choosing).
different writing
styles?”
Idea: During discussions, give out speaking tokens to ensure no one dominates
7 “What research the conversation if this is happening. If you are having the opposite issue,
would you do for consider alternative methods of participation, such as discussion in small-groups
a performance of rather than whole group discussion, virtual discussion boards, written discussion
this play?” participation, creating discussion questions to earn participation credit, etc.
8 “Create two post-
show audience
discussion
questions for this
play.”
9 “Can theatre be an
avenue to discuss
social issues?
Why or why not?”
10 “What
underrepresented
story would you
like to tell if you
wrote a play?”
Materials: “Script Formatting Handout”, Sample Script (Prologue Scene of “Mythical Creatures and How to
Approach Them” by Travis Griesler and “Does my Head Look Big in This” byJeff Gottesfeld and Elizabeth
Wong) printed out or virtual
Optional: Writing Utensils. You may also need internet access.
Groupings: Whole Group, Small Group
17
● For ESL students, print the sample formatting handout and script in their native language but also in
English so they can compare side by side English words they may not be familiar with. They may be
hesitant about reading aloud. Offer alternative modes of participation if necessary.
● For students of various exceptionalities who may not be able to handle whole group discussion, consider
alternative methods of participation, such as discussion in small-groups rather than whole group, virtual
discussion boards, written discussion participation, creating discussion questions to earn participation
credit, etc.
Assessment:
Script Reading & Analysis Student Name: _________ / 125 Points
Day 1 25-20 The student listened attentively and 10-20 The student mostly 10-0 The student did not
contributed to the discussion. listened attentively and listen and/or contribute to
somewhat contributed to the discussion, or actively
the discussion. derailed the activity.
Super Character Monologue Unit:

Duration: 2 Weeks / 10 Class Periods
Learning Objective(s): Students will create their own original superhero or supervillain character. Students will
analyze the GOATOO elements of a super-villain monologue from Disney Pixar’s “The Incredibles”. Students
will brainstorm each of the GOATOO elements for their super character monologue. Students will write a
monologue for a superhero character. Students will complete a character analysis. Students will edit the rough draft
of the super character monologue. Students will rehearse their super character monologue for an informal class
performance at the end of the week. Students will perform their super character monologue. We will use Liz
Lerman’s elements of critique after each performance.
Standards: TH: Cr1.1.1.: a., TH: Cr1.1.8.: c., TH:Cr1.1.II.: c., TH: Cr3.1.5.:b., TH:Cr3.1.I.: b., TH: Pr4.1.6.: b.,
TH:Pr4.1.8: b., TH:Pr4.1.I.: b., TH: Pr6.1.8.: a.
18
1 “What is the Complete the daily writing response.

greatest speech
ever given? Define “monologue”: an extended speech given by one character to another
Why?” in a movie or play
Watch iconic superhero/supervillain speeches/monologues.
● Royal Pain from “Sky High” (https://www.youtube.com/watch?
v=8l0MVeILOl4)
● Syndrome from “The Incredibles” (https://www.youtube.com/watch?
v=ea8ebpKM2JU)
Students brainstorm a list of powers on a sheet of paper in a 3 min free write.
Superpower Wiki (https://powerlisting.fandom.com/wiki/Superpower_Wiki)
This will be known as the “brainstorming sheet” from here on in this unit
plan. Students should organize / categorize similar powers.
Example: mind-reading/mind-control would both be physic powers.
Students choose three powers for their character.
These should be listed on another sheet of paper, known as the “Character
Log” from here on in this unit plan.
Students then name their character and decide on whether or not the character
is a superhero or supervillain
This should also be noted on the “Character Log”.
If time remains, students can draw their character, including their character’s
costume.
2 “Write a story Complete the daily writing response.

about how your Students will receive the “GOATOO Notes / Syndrome Monologue Script”
character gets WS.
ready in the
morning. Use “I” Go through the short “GOATOO Lecture”.
pronouns, in other Students will note the definitions of each element on their handout, which
words, write as will serve as notes.
your character Then, we will look at the Syndrome Monologue and identify the GOATOO
from their elements from the script, using ‘I” pronouns.
perspective.” ● Given Circumstances: I have shown my arch-nemesis that I am a
physical threat.
● Objective: I want respect.
● Arc: 1. Syndrome explains how he got rich and learned how to
develop weapons. 2. Syndrome slams Mr. Incredible twice to
intimidate him. 3. Syndrome accidentally throws Mr. Incredible too
far.
● Tactic: Intimidation, Revealing Information (about the secret weapon)
● Obstacle: I am not well known.
● Other: I am speaking to Mr. Incredible, my arch-nemesis.
Then, students will use this handout to come up with GOATOO elements for
their super character monologue on the “Character Log” sheet.
Next, students will begin the writing process using the elements they noted
for their super character.
While students are working on this, check their GOATOO / Syndrome Notes
19
for completion.
3 “What is your Complete the daily writing response.

character’s Students are to write a rough draft of their super character monologue.
objective going to
be? Why?”
4 “Why is it Complete the daily writing response.

important to know
your character’s Students will complete a character analysis and staple it to their character log.
origin story?”
5 “What happens Complete the daily writing response.

right before your
monologue begins Students are to edit the rough draft of their super character monologue.
in the story?”
6 “Do you learn best Complete the daily writing response.

by seeing, hearing, Pass out the “Memorization Technique” Handout, and have students use class
or doing? Why do time to rehearse and memorize their monologue.
you think that?”
7 “What On the first day of this rehearsal period (Day 6 of this unit) explain what a
memorization focal point is and how to use it.
techniques have
been effective thus Every day, I will walk around and workshop students’ monologues with
far?” them.
◆ On Day 8, students should perform their monologue
8 “Summarize the for a partner.
1,2,3 of your ➔ Students are responsible for using their time wisely.
monologue.”
9 “What is the title Complete the daily writing response.

of the show your Super character monologue performances and feedback using Liz Lerman’s
monologue is in? Elements of Critique.
What is it about?”
1. Performer Pride: (What did the actor(s) think went well for them?)
10 “What was your 2. Gut Hits: (Major glow moments. What specifically did you, the
favorite part of audience member REALLY like?)
this monologue 3. Confusion: (What was the speaker(s) trying to convey vs. what was
assignment? What conveyed, informed by the intent.)
might you do 4. Suggestions: (What could be tried to make the performance more
differently if you effective. Have you tried _______?)
could do it over?”
Materials: Paper, pens/pencils, or laptops, Brainstorming Paper, Character Log, GOATOO Notes / Syndrome
Script / Analysis Handout, Super Packet, Memorization Technique Handout
Groupings: Individual, Whole Group
20
● For students of various exceptionalities, provide a list of superpowers that could potentially be used for a
character.
● For students of various exceptionalities, we can go through another monologue and identify GOATOO
elements. We can also have further brainstorming sessions on various GOATOO elements.
● Students who need extra support can come for an additional brainstorming session and conference with the
instructor at my desk but I’ll be up and walking around, checking in with students.
● Students who need more time to memorize their monologue can perform on the 2nd performance day.
Assessment:
Monologue Assignment Student Name _____ / 100 Points
Rubric
20 The student completed a 15-10 The student completed a 0 The student did not complete a
superpower brainstorm limited superpower brainstorm. superpower brainstorm.
20 The student completed their 15-10 The student completed a 0 The student did not complete their
GOATOO Lecture Notes and limited GOATOO Lecture Notes GOATOO Lecture Notes OR
Syndrome Analysis and Syndrome Analysis, or just did Syndrome Analysis.
one part.
20 The student completed a 15-10 The student completed a 0 The student did not complete a
GOATOO elements graphic limited GOATOO element graphic GOATOO elements graphic
organizer for their own monologue. organizer for their own monologue. organizer for their own monologue.
20 The student wrote a rough draft 15-10 The student wrote a limited 0 The student did not write a rough
of their Super Character rough draft of their Super Character draft of their Super Character
Monologue. Monologue. Monologue.
20 The student used their class time 15-10 The student used some of 0 The student did NOT use their
wisely. their class time wisely. class time wisely.
SuperCharacter Monologue Student Name __________ / 100

Script Rubric
30 The student’s monologue was 20 The student’s monologue was 10 The student’s monologue did not
1:30-2:00 min in length. 1:00-1:29 in length. total the required length
30 It was crystal clear whether or 20 It was only somewhat clear 10 It was completely unclear
not the student’s character was a whether or not the student's whether or not the student's
villain or a hero. character was a villain or a hero. character was a villain or a hero.
30 The student’s monologue 20 The GOATOO elements of the 10 The GOATOO elements were
featured clear, well-developed student’s monologue were difficult to identify in the students'
GOATOO elements. somewhat muddled or lacked monologue.
development.
Day 6-8: Participation. Students start with 20 points and points are taken off if they are off task.
Monologue Performance Rubric Student Name:
21
Criteria Points Commentary

(10 pts. possible per category) Earned
1. Length - Monologue fit the time

requirement of 1-2 minutes
2. Clarity - Projection, Resonance, and

Diction
3. Fight - Character fought for their

“Objective” using “Tactics”
4. Character’s “Other” was clear and

imagined.
5. The actor remained in character

throughout the performance.
6. Bold characterization choices were made.
7. The student remained a respectful

audience member.
8. The student used their class time wisely.
Total Score (100 pts. possible)
Introduction to (Greek) Theater History:

Duration: 1 Week / 5 Class Periods
Learning Objective(s): Students will be introduced to the history of Greek theater to have a better understanding of
modern theater today. Students will be introduced to the history of Greek comedy/tragedy to have a better
understanding of modern theater today. Students will be introduced to the history of Greek theater through
“Oedipus Rex”.
Standards: TH:Cr2-III.: a., TH: Re9.1.III.: a.
1 “What is theater? Complete the daily writing response.

Where do you ➔ Video:
think it came ◆ Thespis, Athens, and The Origins of Greek
from?” Drama: Crash Course Theater #2:
https://www.youtube.com/watch?
v=VeTeK9kvxyo&t=132s
◆ National Theater: “An Introduction to
Greek Theater”
22
https://www.youtube.com/watch?
v=aSRLK7SogvE
➔ On the “Discussion Version: Small Group/Self-
Evaluation Form”, students write down two
questions they have after watching these two
videos where it says “I asked…”
◆ These questions will be used in the small
group discussion.
➔ In groups of three, students will go through each
group member’s two questions they wrote down.
◆ They will predict the answer to each
question, which that student will write
down on the “Discussion Version: Small
Group/Self-Evaluation Form” where it says
“They said….”
◆ The students will then use technology to
find the answer to their group member’s
question, and the student will write the
correct answer down where it says ‘The
answer is…”
◆ Groups will repeat that process for each
question for the remainder of the class
period.
Each student will fill out a “Small Group/Self-Evaluation Form”
for their experience in the small group discussion.
Students will be graded individually.
2 “What was the ➔ Video:

purpose of masks ◆ “Greek Comedy”
in Greek theatre?” ◆ “Greek Tragedy”
➔ On the “Discussion Version: Small Group/Self-
Evaluation Form”, students write down two
questions they have after watching these two
videos where it says “I asked…”
◆ These questions will be used in the small
group discussion.
➔ In groups of three (different groups than the
previous day), students will go through each group
member’s two questions they wrote down.
◆ They will predict the answer to each
question, which that student will write
down on the “Small Group/Self-Evaluation
Form” where it says “They said….”
23
◆ The students will then use technology to
find the answer to their group member’s
question, and the student will write the
correct answer down where it says ‘The
answer is…”
◆ Groups will repeat that process for each
question for the remainder of the class
period.
➔ Each student will fill out a “Small Group/Self-
Evaluation Form” for their experience in the small
group discussion.
◆ Students will be graded individually.
3 “Why is it Complete the daily writing response.

important that “Greek Theatre Reading” completed as a whole group
theatre artists We will also look at pictures of Greek theatre spaces and identify
know theatre the terms of the theatre in the reading with diagrams of the
history?” reading terms.
We will connect these to the modern terms we use for the theatre.
Students will take a “Greek Theatre Check” via a Google Form
over the reading on their phones or laptop.
4 “Respond to this Complete the daily writing response.

quote: “For ➔ “Oedipus Rex” Crash Course Theatre:
tragedy is an https://www.youtube.com/watch?v=Cj7R36s4dbM
imitation not of ➔ Students will choose a character from Oedipus Rex
men but of an
and design a mask for that character.
action and life,
and life consists in ◆ Characters: Oedipus, Jocasta, Creon,
action, and its end Tiresais
is a mode of ➔ They will complete a character analysis.
action, not a ◆ If the student needs to do additional
quality.” research, they can use their Chromebook.
Aristotle” ◆ The student is to upload their mask design
5 "What Oedipus and character analysis to Canvas.
Rex character did
you choose and
why?"
Materials: Video capability via SMARTboard or projector, “Discussion Version: Small Group / Self- Evaluation
Form”, Pens/Pencils, Laptops/Phones, “Makeup Map” OR Physical Craft Masks/Crafting Supplies such as paper
mache materials, modge podge, etc., “Character Analysis”, Colored Pencils/Markers
Groupings: Individual, Whole Group, Small Groups
● For students who are hard of hearing/deaf or other exceptionalities, we can turn on the subtitles.
● For students with visual impairments or other exceptionalities, the transcript of the videos can be provided.
24
Assessment:
Discussion Version: Small Group/Self Student Name ________ / 20 Total Points
Evaluation Form Rubric
10 The student 8 The student 5 The student completed less 0 The student did not
completed the completed most of the than half of the evaluation. complete the evaluation.
evaluation in full. evaluation in full (50- (0-50%)
(100%) 75%)
10 Student 8 Student comments 5 Student comments were 0 Student comments were

comments were fair, were fair, detailed, either fair, detailed, or defamatory or otherwise
detailed, and and/or constructive, but constructive, or may have inappropriate.
constructive on their not all three on their been vague on their written
written evaluation. written evaluation. evaluation.
Greek Theatre Masks Rubric _________/ 100 Total Points
The mask design was complete. The character analysis was complete.
25 20 15 10 5 0 25 20 15 10 5 0
The mask design was appropriate for the character. The student’s name was on all documents.
25 20 15 10 5 0 25 20 15 10 5 0
Color Theory Unit:

Duration: 1 Week / 5 Class Periods
Learning Objective(s): Students will acquire introductory knowledge concerning color theory and shape. Students
will learn about the ten major principles of design. Students will create a design portfolio demonstrating the 10
principles of design.
Standards: TH:Cr2-I.: b., TH:Pr5.1.8.: b.
1 “How can Complete the daily writing response.

theatrical design ➔ Go through the “Lecture: Color Theory”
aid in ◆ Students will then complete the “Color
storytelling?” Theory Crossword”
◆ This crossword should be saved to be
stapled to the "Design Principles Guided
Reading Notes” we do tomorrow.

favorite color ➔ Begin Video: “Understanding the Principles of
combination & Design” https://www.youtube.com/watch?
why? Describe it v=65WjYDEzi88
25
using the terms ◆ Students will complete the
from yesterday.” Principles of Design Guided Reading
Notes” as they go.
They should staple them to the Crossword from yesterday to turn
in both together.
3 “What principle of Complete the daily writing response.

design do you find On day 3, students will get five pieces of blank paper and fold
most interesting? them in half hamburger style. They should label each resulting
Why?” half with one principal design element.
4 “Which principle Over Days 3-5, students should use their guided reading notes to
of design do you compile a portfolio of drawings that demonstrate the ten basic
find most principles of design. At the back of each half-page drawing,
challenging to students should neatly write three sentences describing the way
execute? Why?” their drawing encapsulates the design principle.
5 “What two design There is a Design Portfolio Lv. 1, Design Portfolio Lvl. 2 and
elements are often Design Principles Handout available with this curriculum for
used together? those who may need more structure, modifications or aids in
Why do you think learning.
that is?”
Materials: PowerPoint Capability, Color Theory Crossword, Pens/Pencils, Paper, Colored Pencils, Stapler
Groupings: Whole Group, individual
● For students who are colorblind, we can discuss how the eyes interrupt light and also label all color wheels
as well for students who can’t detect certain colors.
● For students who are deaf/hard of hearing, we can turn on subtitles or provide a transcript of the video. The
student can read along with the transcript and use highlighters or markers to emphasize important ideas and
definitions as we watch the video. This can serve as their guided reading notes.
● Students of various exceptionalities could also create their design portfolio using technology and computer
software, such as Google Drawing.
● Students of various exceptionalities including but no limited to cognitive and intellectual disabilities,
autism spectrum disorder may benefit from the document “Design Portfolio Lv. 1”, “Design Portfolio Lvl.
2” and “Design Principles Handout” available with this curriculum for those who may need more structure,
modifications or aids in learning.
Assessment:
Crossword/Notes Rubric ___________ / 10 Total Points
The student completed the color theory crossword in The student’s “Design Principal’s Guided Reading
full, the answers being correct. Notes” were completed in full, answers were correct
5 4 3 2 1 0 5 4 3 2 1 0
26
Design Portfolio Rubric Student Name _________/100 Points
The student’s design portfolio The student’s design portfolio The student’s design portfolio
showed the element of balance and showed the element of movement showed the element of rhythm and
appropriately justified their choices. and appropriately justified their appropriately justified their choices.
choices.
5 4 3 1 0 5 4 3 1 0
5 4 3 1 0
showed the element of unity and showed the element of variety and showed the element of pattern and
appropriately justified their choices. appropriately justified their choices. appropriately justified their choices.
5 4 3 1 0 5 4 3 1 0 5 4 3 1 0
showed the element of scale and showed the element of proportion showed the element of emphasis
appropriately justified their choices. and appropriately justified their and appropriately justified their
choices. choices.
5 4 3 1 0
5 4 3 1 0 5 4 3 1 0
The student’s design portfolio The student’s design portfolio has The student’s design portfolio
showed the element of contrast and two sentences of justification for featured complete sentences.
appropriately justified their choices. each design element.
5 4 3 1 0
5 4 3 1 0 5 4 3 1 0
Makeup Unit:
Duration: 5 Class Periods / 1 Week
Learning Objective(s): Students will identify different types of makeup styles and their purpose to aid character
and story-telling in the theatre. Students will create three makeup maps for the following styles: corrective, old
age, and fantasy.
Standards: TH:Cr.1.1.5.: a. & b.
1 “How does theatre Complete the daily writing response.

makeup contribute to ➔ PowerPoint Lecture: “Makeup Basics”
characterization?” ◆ With prompting and guidance from the instructor,
students will make predictions about each makeup
genre/style before we lecture on the section.
◆ Students will take notes on the lecture.
◆ Throughout the lecture, we will discuss what
techniques and products were used to achieve each
look.
2 “What are the goals of Complete the daily writing response.

27
creative makeup?”
Using their “Makeup Basics” lecture notes, students will create a makeup
3 “What research images map for a corrective, old age, and fantasy makeup look. I would not
would be appropriate recommend using markers for make-up maps.
to inspire an old-age
makeup look?” Students should then scan all of their makeup looks and upload them to
your school’s learning management system
4 “What is challenging
about your fantasy
makeup look?”
5 “If you could play a

character, who would
it be and why? It can
be from a play,
musical, t.v. or film.”
Materials: PowerPoint Projection Capability, Paper, Pens/Pencils, Blank Makeup Maps (3 per student), Colored
Pencils
Groupings: Whole Group, Individual
● For students with visual impairments, instructors can provide a printed copy of the PowerPoint with
numbers on the slides that correlate with numbers on my PowerPoint to help aid in pacing.
● For students with color blindness, instructors can make sure the colored pencils say the name of the color
on the side.
● For students with fine motor difficulties, they can use computer programs to create their makeup look or
use images from Google to create a collage.
Assessment:
Student Name:
Makeup Map Pack Rubric _____________ / 100 Total Points
The student’s makeup map was correct for the The student’s makeup map was correct for the old age
corrective genre, clearly showing the purpose. genre, clearly showing the purpose.
25 20 15 10 5 0 25 20 15 10 5 0
The student’s makeup map was correct for the fantasy All of the student’s makeup maps had the student’s
genre, clearly showing the purpose. name on them and the student used their time wisely in
25 20 15 10 5 0 class.
25 20 15 10 5 0
Costume Design Unit:

Duration: 13 Class Periods / 2.5 Weeks
Learning Objective(s): Students will learn about different elements that are considered when designing a costume.
Students will create a specific makeup/costume design for a specific character. Students will present the specific
makeup/costume for a specific children’s book character to the class. Students will brainstorm a character origin
28
story after choosing a random image. Students will complete 3 costume sketches that tell a story. Students will
present their three costumes sketches and the story they tell to the class in an informal presentation.
Standards: TH: Cr1.1.3.: b., TH: Cr.1.1.5: b., TH: Cr1.1.4.: b.
1 “What does Complete the daily writing response.

someone’s style ➔ “Costume Design” Lecture
say about them?” ◆ This lecture will be interactive. As you go through the
lecture, with prompting and support, have students make
predictions, come to logical conclusions, etc. during the
lecture.
◆ Students can take notes if they wish. There is also a
“Costume Notes” worksheet included if you’d like to use
that.
2 “Why did you Complete the daily writing response.

choose your ➔ Students are to create a makeup look and a costume for a chosen
children’s book children’s book character.
character?” ◆ If possible, have yesterday’s lecture projected on a tech
3 “What do the board on loop to aid students as they design:
colors a character https://docs.google.com/presentation/d/e/2PACX-
wears say about 1vQeJXAEuuJisBtafnanu-rMdOAiwcnBqu-
them?” jzWEl35j5W4_RhIJmc2IGD464DeN7W5VSnp5haovBK
aOZ/pub?start=true&loop=true&delayms=5000 or you
have given students access to it.
➔ Optional: Have students scan and upload their finished Croquis
Sheet and Makeup Map to the Class Presentation PowerPoint that
corresponds with their class hour.
◆ This is an efficient way to decide the presentation order.
4 “Describe Complete the daily writing response.

elements of an
effective Informal Costume Design Presentations.
presentation.” Have half the students present the first day as a goal. Finish everyone else the
2nd day. Use Liz Lerman’s Elements of Critique to give constructive feedback.
5 “Compliment ● How it went for presenters - what went smoothly / what was challenging
someone who ● Gut hits - what audience liked
presented last class ● Confusion- what were the presenter(s) trying to convey vs. what was
period.” conveyed, informed by the intent.
● Artistic suggestions - What could be tried to make intent more effective.
Have you tried _______?
If time remains, we’ll get up and play “Who, Wah, Bling” or another community
building activity.
Prep: Make the “Character Inspirational Images” accessible to students by either printing them out or making
29
them accessible through a virtual means.
6 “Choose a random Complete the daily writing response.
Image from the Continue to brainstorm a short story about this person. If you get stuck, you can
“Character work with a peer. Go with the first thing that comes to mind.
Inspirational Free write, draw, venn diagram, outline, etc. you can brainstorm in whatever
Images”. What way is best for your brain.
kind of person
comes to mind?
Who are they?”
7 “Write a Complete the daily writing response.

description of your ➔ Students are to create three different costume sketches that tell a
character’s story when put in chronological order.
morning routine ◆ They may use technology for help with tutorials for
from their
drawing certain articles of clothing. Remind them that
perspective.”
they are not being graded on their drawing skills; they are
8 “Describe your being graded on design and how the clothes tell a story.
first costume ➔ During this time, go around and offer feedback / check-in with
sketch.” students.
9 “Describe your ➔ Optional: As the students complete their drawings, they should
overall concept.” scan them and put the images into the PowerPoint corresponding
with their class hour.
10 “Describe your ◆ This is an easy way to decide the presentation order.
second costume
sketch.”
11 “How does your

last costume
sketch differ from
your first costume
sketch?”
12 “Write yourself an Complete the daily writing response.

outline of the
points you want to Each student will give a 3-5 minute presentation over their costume design and
make sure to go the story their three sketches tell altogether.
over in your
costume design
presentation.”
13 “Compliment a
classmate who
presented
yesterday.”
30
Materials: Ability to Show a PowerPoint, Blank Makeup Maps for Each Student, Colored Pencils, Inspirational
Images, Pens, Pencils, 3 Croquis (Per Student), Colored Pencils, Brainstorm from last class period, Technology
with Internet Access, Notebook paper or computers for free-write/brainstorming.
Optional: Markers, Magazines, Glue, anything else you’d like to have to create the costume sketches with.
● Students with vision difficulties may benefit from having the slides printed out so they can follow along
more easily.
● Students with auditory disabilities may benefit from their instructor wearing a microphone that is paired
with their cochlear hearing aid.
● For students with fine motor difficulties, they could complete their sketches using various
software/technology.
● Students with fine motor difficulties can complete their three costume sketches using technology, or create
three outfit collages using images from Google.
● Students of various exceptionalities could present on the 2nd day if they need more time to complete the
assignment.
Assessment:
Character Costume / Makeup Design Rubric
Student Name: Character:
Assignment Components: The costume sketch portrayed the character successfully.

● Costume Sketch (1) 25 20 15 10 5 0
● Makeup Map (1) The makeup map was clear and made artistic choices.
25 20 15 10 5 0
● Short Presentation
The design used elements from the Costume Lecture.
25 20 15 10 5 0
The presentation clearly explained the Costume and
Makeup Design in 2-3 minutes.
25 20 15 10 5 0
3 Part Costume Story Croquis & Presentation Work Days: Students start at 20 points everyday and I take off for
each time they aren’t on task.
3 Part Costume Story Croquis (Costume Sketch) & Presentation Rubric:

Name:
/ 100 Total Points
Assignment Components: The student completed a brainstorm in the form
● Brainstorm of a free-write or other method.
○ Any method 25 20 15 10 5 0
● Costume Sketch (3) The student thoroughly completed 3 different
○ Three different sketches that tell a story. costume sketches.
● Short Presentation 25 20 15 10 5 0
The story outline/narrative accompanied the
costume sketches.
31
25 20 15 10 5 0
The presentation was 3-5 minutes long.
25 20 15 10 5 0
Scenic Design Unit:

Duration: 2 Weeks / 10 Class Periods
Learning Objective(s): Students will learn how professionals approach scenic design. Students will choose a play
to do a scenic design over. Students will read their chosen play in small groups. Students will take their reactions
to read their chosen play and do some emotional research. Students will conduct emotional research based on their
reaction to reading their chosen play, making a collage of at least 5 images that will inspire their scenic design.
Students will present their finished scenery dioramas.
Standards: TH: Cr.1.1.7: b., TH:Cr2-I.: b., TH: Cr3.1.III.: c., TH:Cr1.1.I.: a., TH:Cn11.2.II.: a. TH:Cr2-5: b.
1 Respond to the Complete the daily writing response.

quote: “Good
design is like a ➔ Lecture: “Scenic Design Process” (“The Laramie Project” at Oklahoma
refrigerator— City University
when it works, no ◆ Students should take notes.
one notices, but
when it doesn’t, it
sure stinks.” –
Irene Au
Prep: Select 3-4 plays and create a “Play Summary” Handout that summarizes each of the plays. Either
virtually or via printing, have copies of the script for all of the plays available.
2 “What did you Complete the daily writing response.

learn about scenic ➔ The students will brainstorm which play they’re going to select using
design yesterday?” summaries:
◆ See “Play Summary” Handout
➔ Students should select a play by the end of the class period.
➔ If time permits, they should get into small groups and begin reading the
play they chose.
3 “What inspired Complete the daily writing response.

you to pick your
chosen play?” Students are to read their chosen play in small groups.
4 “What have you Then they need to choose ONE scene from the play to create a scene design for.
most enjoyed
about your play so If they finish early, they can start doing emotional research (see Day 5 lesson).
far? What are you
looking forward
to?”
5 “What are your Complete the daily writing response.

emotional
32
reactions to your Create a Document called “Emotional Research_____ Your Name” and find 5
play? Write images that represent their emotional reaction to the play, creating a collage. Under
anything that each image, type complete sentences on how it relates to the play in terms of
comes to mind.” themes, etc.
6 “What’s your Complete the daily writing response.

plan to work on
your diorama Students will work on their scenery dioramas.
today?”
7 “How’s your
diorama going?”
8 “Write down some

points for your
diorama
presentation.”
9 “Is there anything Complete the daily writing response.

you’d change
about your scenic Students should present their dioramas to the class.
design if you had We will give feedback using Liz Lerman’s Elements of Critique.
more time?”
10 “Compliment
someone who
presented
yesterday.”
Materials: PowerPoint Showing Capability, Play Summary Handout, Laptops, Internet Access, Materials to Build
Scenery Dioramas which could include but are not limited to: Shoe Boxes, Paper, Magazines, Markers, Crayons,
Paper Mache, Laptops w/ Internet Access, etc.
● Students can be given a copy of the “Scenic Design Process” PowerPoint presentation beforehand so they
can follow along with greater ease.
● The PowerPoint can be translated to a student’s native language and printed out to help the student follow
along.
● Students with fine motor difficulty can take notes via a laptop or other assistance technology.
● Students with reading difficulty can use text-to-speech technology in order to have large bodies of text read
aloud.
● Encourage students to also work on their diorama at home if they need extra time.
● Students can explore multiple ways to build their diorama, including a virtual one.
Assessment:
Emotional Student Name: _________/100 Points
Research
Collage
33
Name/Title 5 Images: Connection to Play:
Present: Images can be abstract and/or concrete 3 sentences for each image on how it
Organization is representations. relates to the play in terms of themes, etc.
clear.
_______/30
_______/30 _______/30
Scenery Diorama / Presentation Rubric: Student Name: ________ / 100
Completeness: Connection to Play: Presentation Skills: Time Management:

Diorama pieces are Scenery design connects Clear voice, good pacing, In-class time to work on
attached to the base, there to emotional research and organized presentation, the diorama was used
are clear design choices. the play. etc. wisely.
_______ / 25 Points _______ / 25 Points _______ / 25 Points _______ / 25 Points
You are not being graded on how much money you spend on supplies.
Be creative.
Comments:
Semester Reflection Unit:

Duration: 3 Days / Class Periods
Learning Objective(s): Students will reflect on their progress this semester. Students will present their semester
reflections to the class. Students will spread kindness by writing letters. Students will continue to build ensembles
through collaborative, fun theatre games.
Standards: TH: Pr6.1.3.: a. TH:Pr6.1.II.: a., TH: Re7.1.6.: a., TH: Cr2-2.: a., TH:Cr2-6: b., TH: Cr2-7.: b.

favorite memory ➔ Students will reflect on their personal growth this semester
from class this by choosing one of the following creative project objects:
semester? Why?” ◆ Essay (2-4 pages)
2 “What was the ◆ Poem (2-4 pages)
most challenging ◆ PowerPoint Presentation (2-4 minutes)
part of this ◆ Video (2-3 minutes)
semester? Why?” ◆ Other Creative Project (Approved by the instructor)
➔ Students should ask themselves these types of questions:
3 “What skills have
you gained or ◆ “What goals did I have going into this class? Why
improved upon did I decide to take this class? Was it what I had
this semester?” expected? One person I've gotten to know this
semester was ______ and they helped me grow by
_______. How have I grown this semester? What
skills have I gained or improved upon? What was my
34
favorite memory of this semester? What challenged
me?” etc.
4 “Why is it ➔ It’s kindness day. Students are randomly given the name of a
important to be classmate. Students are to write an anonymous note to that
kind?” classmate about what growth they’ve seen in them this semester.
Students turn in their notes to the instructor(I check them over for
school-appropriateness) and then I distribute them to the recipient.
This works similar to “Secret Santa”.
➔ If your course is the whole year long, you can also have each student
also write a letter to themselves complimenting themselves on their
growth this semester and challenging themselves to grow in another
way next semester. You can put these letters in envelopes to open at
the end of next semester. It’s a fun activity students can keep as a
keepsake at the end of the year.
5- “Tell The Complete the daily writing response.

End instructor a ➔ Play any number of the following games:
of “boring” fact.” ◆ Sound Circle
Cour Example: the ● Sit in a circle facing outward. Only non-word sounds
se instructor doesn’t
are allowed. Someone starts a beat, while others add
like condiments.
various sounds using their voices or bodies until a
sort of song is created. The song should come to a
high point and then fade out to silence. The only
communication is done by listening and thinking of
something to add.
● Trust yourself and others to add things, connect to a
rehearsal/design situation.
◆ “Who, Wah, Bling”
● Stand in a circle. A warrior who wishes to start the
game makes a sound and movement which everyone
repeats. They start by saying “Who” then they send
the energy to another person via the motion of an
arrow with their hands. The person they sent the
“Who” to receives it, saying “Wah” and raising their
hands above their head and the two people on either
side of the “Wah” person make a slashing motion
through the air towards the “Wah” and say “Bling”.
Then, the “Wah” sends energy to the next person via
a “Who” until you have a rhythm of sounds and
energy. The objective of the game is to focus on
concentration and community-building through
teamwork.
35
◆ One Word Story
● As a whole group or in small groups, do an improv
scene where each actor can only add one word to the
story that is being told. This exercise is about
listening, so the story should flow smoothly.
◆ ABC Improv
● As a whole group or in small groups, do an improv
scene where the first actor’s line must begin with the
letter “A”, the second actor with “B”, and so on
through the alphabet. The line has to make sense with
the scene; the actor can’t just say a letter to have it fit
the letter requirement.
● Example: “Aliens are coming to Earth!” “Better
watch out. I’ve got a stockpile of weapons just in
case.” “Can’t we all just get along? I think we should
talk to them.” “Don’t kid yourself. They’re
dangerous!” “Except they’re not!” and so on.
◆ Subtitles
● Two actors do a scene in gibberish. Two other actors
serve as the “dub” actors, interpreting what the actors
do gibberish. Each pair should inform the other so
that all are contributing to the storytelling.
◆ Campfire Story
● As a whole group or in small groups, pretend you are
telling a campfire story. Come up with the name of a
fictional urban legend and tell the tale, going around
in a circle and adding more and more interesting
detail and eyewitness accounts. Each actor gets up to
three sentences before it goes onto the next actor.
◆ “This __________ Here”
● Actors choose a prop. At the suggestion of the
audience, the prop is actually something else entirely.
For example, if an actor chooses a soccer ball as their
prop, they may actually, at the suggestion of the
audience, have to use it as a purse. After this, there
are two variations you can play.
○ “Scenic” Variation: Actors use their props in
a scene and the audience suggests a scenario.
It's a typical short form improv.
○ “Sales” Variation: Two actors each have 60
seconds to sell their prop to the audience as
what the audience has suggested in “actually”
36
is. Then, they have 30 seconds to attack their
opponent’s sales pitch. Finally, they each
have 30 seconds to rebuild their own pitch.
Finally, the audience anonymously votes on
which product they’d be most likely to buy.
◆ “4 Corners”
● Four actors stand in a square. Give each pair in the
rotation a character relationship and a situation. Have
the pair closest to downstage do an improv scene. At
any time, a referee can say “Left” or “Right” and the
actors will rotate in that direction. Practice rotating
beforehand and make sure the actors know the details
of both scenes.
◆ “Freeze Frame”
● Give two actors a relationship and a situation. Have
them do an improvised scene. At any time, another
actor from the audience can yell “Freeze” and replace
one of the actors in the scene. Make sure both
original actors eventually get replaced. New actors
can change the scene or continue on.
Materials: Paper, Pencils/Pens, Potentially Laptops/Other Technology, Other Supplies as Needed
Groupings: Individual
● For students with various exceptionalities, they have the option to propose another option for a creative
semester reflection project. We can also work with the student on a case-by-case basis.
● For students who may need review, I can provide a handout detailing parts of a typical letter.
● For students who are English Language Learners, struggling with literacy, or other exceptionalities, I can
assist them with letter writing and go over definitions of words with which they may be unfamiliar with,
such as the word “anonymous”.
● For English Language Learners, we can also use Google Translate, or other translation software to translate
the message from their native language into English to assist with spelling and grammar.
Assessment:
______ / 20 Points Semester Reflection Project Rubric
Name: ❏ Essay (2-4 pages)
❏ Poem (2-4 pages)
❏ PowerPoint Presentation (2-4 minutes)
❏ Video (1.5-2 minutes)
❏ Other Creative Project (Approved by the instructor, 2-4 min)
The project was the The project content reflected on The project was creative and unique
appropriate length. the semester with self- to the student.
37
5 4 3 2 1 awareness. 5 4 3 2 1 5 4 3 2 1
The student was respectful and listened to other people’s presentations. 5 4 3 2 1
Kindness Day Letters should be neat, kind, and school-appropriate to earn an “A”.

Beginning Theatre Curriculum

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Beginning Theatre Curriculum

Uploaded by

Copyright:

Available Formats

1

Beginning Theatre Curriculum

1 “I feel Introduce the concept of a writing response.

Put the rubric for today’s activity on the board.

2 “One goal I Review the class credos by saying it aloud together.

3 “I trust Review class credos by saying it aloud together.

5 “One thing I Review class credos by saying it aloud together.

Who, Wah, Bling: (May also be called zip zap zop)

Explore expansion/contraction of the diaphragm with 3 deep breaths. Inhale for 4

What about when we have actual words to deliver?

Projection vs. Yelling - Differences

7 “Name 2 Complete the daily writing response.

Review class credos by saying it aloud together in full, projection voice.

8 “Describe a Complete the daily writing response.

MORGAN’S CURSE (from “Falling Up” by Shel Silverstein)

In small groups (3 students per group - https://www.randomlists.com/team-generator)

9 “A picture is Complete the daily writing response.

10 “Describe the Complete the daily writing response.

In My Corner/Pass the Student’s name: ______ / 10 Total Points

Sound Circle / Machine / Student Name: ________ / 10 Total Points

Cooperative Standing, Student Name: ________ / 10 Total Points

Projection Lesson Rubric Student Name: ______ / 10 Total Points Possible

Character Voice Student Name: ____ / 10 Total Points Possible

3 The student followed 2 The student failed to follow

Tableaux Day 1 Rubric Student Name: Total Points: ________ / 10

Tableaux Day 2 Rubric Student Name: Total Points: _______/100

Script Reading/Analysis Unit:

1 “What elements Complete the daily writing response.

Overview the Prologue Scene of “Mythical Creatures and How to Approach

A “playwright” is the noun; play-writing is the verb.

There is an optional Script Reading Quiz that accompanies this curriculum.

Super Character Monologue Unit:

1 “What is the Complete the daily writing response.

2 “Write a story Complete the daily writing response.

3 “What is your Complete the daily writing response.

4 “Why is it Complete the daily writing response.

5 “What happens Complete the daily writing response.

6 “Do you learn best Complete the daily writing response.

9 “What is the title Complete the daily writing response.

SuperCharacter Monologue Student Name __________ / 100

Criteria Points Commentary

1. Length - Monologue fit the time

2. Clarity - Projection, Resonance, and

3. Fight - Character fought for their

4. Character’s “Other” was clear and

5. The actor remained in character

6. Bold characterization choices were made.

7. The student remained a respectful

8. The student used their class time wisely.

Total Score (100 pts. possible)

Introduction to (Greek) Theater History:

1 “What is theater? Complete the daily writing response.

2 “What was the ➔ Video:

3 “Why is it Complete the daily writing response.

4 “Respond to this Complete the daily writing response.

10 Student 8 Student comments 5 Student comments were 0 Student comments were

Greek Theatre Masks Rubric _________/ 100 Total Points

Color Theory Unit:

1 “How can Complete the daily writing response.

2 “What is your Complete the daily writing response.

3 “What principle of Complete the daily writing response.

Design Portfolio Rubric Student Name _________/100 Points

1 “How does theatre Complete the daily writing response.

___ / 25 Points _ / 25 Points _ / 25 Points ___ / 25 Points