Session III: Stage Skills through Scene Work

REMINDERS:
● If you’re going to do a song for the showcase, you may want to pick an easier/shorter
song for this session. It’s surprising how much time the scene work takes up in a one
hour class!
● Keep your Session I and Session II docs handy in case you want to use any games from
previous sessions.
● As always, you don’t need to follow this curriculum exactly; it’s just meant to be a guide.
● When starting a new game, do your best to explain as you go. You don’t need to explain
everything before you start playing (the less talking and the more playing the better to
keep things moving!)
● Check the Classroom Management Tips and Tricks doc for techniques & ideas.
● Don’t forget about this Skills Based Theatre Game doc for more games and ideas.
● Have fun! And let us know if we can help in any way.

DAY 1: Getting To Know You/Intro Games

● Welcome & Name Game/Warm Up:
○ REPETITION NAME GAME (5 min): This is a classic theatre game used for
name memorization. Have students stand in a circle. One at a time, each student
states his name and makes an action that reflects his personality. In unison, the
rest of the class repeats the student’s name & action. For a more challenging
version, have one person say his name and do an accompanying action. The
person to his right then repeats it, and says her name and makes her action. The
third person repeats the first two and then adds her own. This continues around
the circle. The last person will have to remember all of the names and actions of
the entire group! (Focus: concentration, warm up, listening)
○ Alternatively, you could have the whole class repeat each new name/motion so
no one is on the spot to remember it all.
■ (Alternate Name Games: You could also circle back to Sparkle Ball or the
“As If” Name Game from Session I or II if you prefer)
○ PHYSICAL WARM UP (5 min): Stretching, Lion Face/Lemon Face, Shake Out

● Introductions (5 min):
○ What you’ll learn in theater class
○ Go over theater class rules:
■ Keep hands and feet to yourself (safety first)
■ Be respectful audience members (what does this mean?)
 ■ No shouting out (you have to raise your hand if you have a question,
comment or suggestion)
■ Any school rule also applies to theater class!
■ Have fun!
○ Remind students to use restroom before they come to theater class
○ If time permits, have students eat a school approved snack before class starts
● Quick refresher of The Actors Tools (body, face, voice, imagination and teamwork -
remind students that all of these things will play a role in the rest of the session).

● Easy, Fun Group Game - We recommend Family Portrait, but you can use any group
game that will help the students get warmed up and start feeling comfortable “onstage”.
○ FAMILY PORTRAIT (10 min): Set up three chairs in the playing area. Call 5-6
volunteers to come up, with three students sitting in the chairs and the rest
standing behind them. They are now a family group. Tell them you are a famous
photographer and you’re going to be taking their family portrait. Have them smile
and say “Click!” when you pretend to take their picture. Now call out a family
type, such as “The Silly Family”, countdown from 3 and say, “Click!”. The
students will have three seconds to get into a pose that looks like “The Silly
Family”. They can do anything that comes to mind, using their bodies and their
faces (they don’t need to use their voices since it’s a picture!) This is a great
game to play on the first day since it’s easy, fun and takes the pressure off of
anyone having first day jitters. (Focus: thinking on your feet, improv, Actor’s
Tools, creative thinking)
■ Ideas: The Crazy Family, The Tired Family, The Happy Family, The
Magical Family, The Sad Family, The Dancing Family, The Bored Family,
The Fire Fighting Family, The Sick Family, The Animal Family, The Rock
& Roll Family, The Sports Family, The Scared Family, The Artist Family.
■ Take suggestions from the audience for more family types!

● Quick Discussion (5 min):

○ Explain that in this session, we’ll be working on a variety of scenes. Try to get a
gauge on how comfortable students are with their reading (without putting them
on the spot).
○ * If you have a lot of younger students who aren’t as comfortable reading, you
can either:
■ focus the session more on scene-based games (i.e. 3 Word Skit) or
■ Use a group scene like “The Lion & the Mouse” (in the Drive folder) that
has more parts and a variety of larger and smaller roles.

● Theater Game:
○ CROSSING THE FLOOR (10 min): Have students line up on one side of the
playing area. (You may need to split into 2 groups and go one group at a time if
you have limited space). Using their senses, the students should “cross the floor”
as if it was covered in whatever substances you call out, such as ice or sticky
 mud. Encourage them to take their time and really focus on their senses
throughout this activity. Encourage them to focus on their 5 senses. Once they
get to the other side, change the substance on the floor and have them cross
back the other way. Ideas: deep snow, hot coals, jello, sharp pebbles, honey,
clouds, a den of sleeping tigers, chocolate sauce. (Focus: pantomime, self
control, spatial awareness)

● Theater Game:
○ WHAT ARE YOU DOING?! (10 min): Group stands in a circle. One person goes
into the center of the circle and starts an action (such as brushing her teeth). A
person goes into the center, and asks, “What are you doing?” The person
brushing her teeth answers by saying something other than what she is doing.
“I’m dribbling a basketball.” The first person then leaves, and the new person
starts “dribbling a basketball.” Then a new person goes in and asks, “What are
you doing?” And so on…
■ Encourage students to make new choices each time. (No repeats.) And
remember to enforce the ‘no disgusting things’ rule. For whatever reason,
this particular game compels students to be gross. If you are a more
tolerant teacher, you could use the “One gross thing” rule. Tell students
that you will allow one person to say something disgusting during class.
Once it’s out, that’s it. Everyone can giggle and you can make a big deal
out of how gross it was, and then declare “No more gross things.”
■ (Focus: pantomime, thinking on your feet, creative thinking, improv)

● Quick Showcase Discussion (5 min):

○ Explain that on the last day of the session, we’ll invite parents to come see what
we’ve been working on in class. Try to get a pulse for what kind of showcase
material they might be interested in performing- Disney? Matilda? Annie?
Wicked? Do they prefer songs or scenes? We won’t be able to keep everyone
happy, but it helps to hear the material they’re familiar with.

● Wrap Up/BONUS Game: See list at end of doc

DAY 2 - Reading a Script

● Warm Up Game:
○ CATCH AND CLAP (5 min): Players in a circle. Toss a bean bag or
easy-to-catch ball back and forth around the circle. Let players know that it is the
thrower’s responsibility to allow the catcher to catch it! Once a rhythm is
established, introduce a “clap” every time the ball is in the air. All other players
must clap in unison while the ball is in the air. Play until there is a nice rhythm
and flow. For more advanced drama groups, introduce another ball into play.
(Focus: teamwork, concentration, spatial awareness)
 ○ ACCEPTANCE CIRCLE (10 min): Stand in a circle. Start by showing the class
an action and a sound to go with it. Bigger is better for this activity! Pass it on to
the student next to you. They must try to copy what you did exactly before they
continue passing it around the circle. The fun part is that each student must copy
the movement and sound that the person before them makes, not the original
sound and movement. So, if someone starts giggling, sneezes or accidentally
changes it in any way, the next student must do exactly what they did. Observe
how the movement and sound change by the time it makes its way around the
circle.

● Quick Discussion (5 min): Go over how scripts are laid out, what you do and don’t
read, and how we will be using them in class. You can pass out scripts to students so
they can see what it looks like to have the character name listed, stage directions, etc.

● Scripts (20 min)

○ Assign scripts to small groups to practice on their own. You can assign different
groups different scenes so that the performances are varied. Give students
approximately 10 minutes to practice reading through the scripts. Check in with
each group and offer feedback. Have students perform their scripts for the rest
of the class.
■ If time permits, you can take one or two compliments from the audience
(what did you like about their performance, what do you think they did a
good job of, etc.)
○ If you have students who are too young to read, you can use:
■ 3 WORD SKITS: Split the class into groups of 4-6 students. Give each
group three random, unrelated words, such as turtle, cloud and pencil.
Each group should have different words. You can have them pull words
out of a bowl or you can go around and whisper the words to each group.
The goal is for each group to come up with a short skit that includes all
three words. Encourage them to have specific characters and a
beginning, middle and end to their story. Give them a few minutes to
practice and then have them perform the skits for the class.
■ THE DIRECTING GAME: Choose 4-5 students and give them a short
improvised, simple scene to act out. The scene should have a lot of action
in it. (For example, everyone is at a park. Someone falls and hurts their
leg. Two students hurry to their aid and help them offstage). After they’ve
practiced the scene once, the director (you) should call out “Places!”. The
actors will go back to the beginning of the scene and the director should
give them a new direction, such as “fast forward”. When the director calls
“Action!”, the students should perform the same scene with the new
direction. The actors should continue to perform the scene until the
director yells, “Cut!”. Give them a new direction and let them try again.
Then bring up new students and give them a new scene to try.
 ● Ideas: Slow motion, Opera, Laughing hysterically, Under water,
Nervous, Backwards

● Introduce and start working on the song for the showcase, if you’re doing one. If
not, keep working on scenes. (5-10 min)

● Wrap Up Game:
○ ROCK, PAPER, SCISSORS (10 min): This game is just like the classic Rock,
Paper, Scissors game, but you’re not just limited to those three words. You get to
act out whatever objects you want! Have two volunteers come up to the front.
Call out “Rock, Paper, Scissors!” and the two volunteers should then act out
whatever comes to mind. For example, let’s say one student pretends to be a
puppy and the other pretends to be a tornado. The audience will then vote, by a
quick raise of hands, on who “won” that round. Call up two new volunteers and
keep going! Don’t let the students think too hard about what they’re going to act
out. This is great practice for them to think on their feet. And don’t forget to
remind them to use their whole body and face! (Focus: thinking on your feet,
creative thinking, pantomime)

DAY 3 - Reading Stage Directions

● Warm Up Game
○ ALPHABET PANTOMIME (10 min): Sit in a circle. The students take turns
acting out the letters of the alphabet. For example, the first student should
pantomime something that begins with the letter ‘A’, such as eating an apple or
pretending to be an airplane. The rest of the group should copy the movement
and try to guess what it is. The next student in the circle will act out something
that starts with the letter ‘B’ (such as bouncing a ball or pretending to be a bird),
with the rest of the class copying the movement. Continue around the circle.
(Focus: pantomime, focus, improv)

● Quick Discussion (5 min): What are stage directions? How do we read them? Why
are they important to the scene?

● Scripts (25 min)

○ Assign new scripts to small groups to practice on their own and encourage them
to follow the stage directions. You may also keep working on the scripts from last
week, if preferred. Give students approximately 10-15 minutes to practice reading
through the scripts. Check in with each group and offer feedback, focus in on the
stage directions written into the script. Have students perform their scripts for the
rest of the class.
■ If time permits, you can take one or two compliments from the audience
(what did you like about their performance, what do you think they did a
good job of, etc.)
 ● Work on the song for the showcase, if applicable, or keep working on scenes
(5-10 min).

● Bonus Game (5-10 min): See end of document for list of Bonus Games

DAY 4 - Bringing a Character to Life

● Warm Up Game
○ CHARACTER WALKS (10 min): Have students walk freely around the space (or
split class in two and have one group watch). Call out a character type and the
students must become that character as they walk.
■ Ideas: Walk like a lion hunting his prey. Walk like a toddler. Walk like a
fashion model, a busy principal, a snake, a clown in a circus, a dancer, a
giraffe, like you just won the lottery, like you can’t find your car keys, a
soldier, a tourist in a new city, a famous football player, like you just lost
$1000, an elephant, an elderly person, a dog, a businessperson
■ (Focus: character, pantomime, creative thinking, Actor’s Tools)

● Quick Discussion (5 min): How do we create a character from a scene? What kind of
clues does the script give us? How do we bring that character to life? Use your five
senses to show how the character might interact with the world.

● Scripts (25 min)

○ Assign scripts to small groups to practice on their own. Encourage them to create
specific characters based off of the scene. Go around to each group and check in
with them before reconvening the group. Have students perform their scripts for
the rest of the class.
■ If time permits, ask the audience to make observations about the
characters they saw portrayed.

● Work on song or scenes for showcase (10 min)

● Bonus Game (10 min)

DAY 5 - Introducing Blocking

● Warm Up Game:
○ MASTER OF THE CASTLE (10 min): Students stand in a circle and the
instructor helps the group come up with 3 poses.They can be anything, but it’s
fun to come up with characters from the song or scenes they’re working on (for
example, if they’re working on a song from Beauty and the Beast, come up with 3
character poses like “Beast”, “Mrs. Potts” and “Lumiere”). The instructor will start
 and shout “I am the master of the castle!” The rest of the class says “You are the
master of the castle!” And then everyone has to choose one of the three poses. If
your pose matches the master of the castle, you’re safe. Everyone else has to sit
out. Keep repeating until you have a winner (who then becomes the new master
of the castle). Keep it moving and energetic! (Focus: body, expression, thinking
on your feet)

● Quick Discussion (5 min): What is blocking? Explain how the director can give notes
that are different to or in addition to the stage directions.

● Scripts (25 min)

○ For today’s scenes it might be best to have everyone work on the same script.
You can give (simple) blocking and have students practice writing it down OR
students can create their own blocking. Then once they are in their groups, they
can practice doing the blocking. If time allows, students can perform their skits for
the class.
■ Ask questions of the class: do the scenes differ from each other while still
doing the same blocking? That’s okay! Did the blocking make sense for
the scene?

● Work on song or scenes for the showcase (10 min)

● Bonus Game (10 min)

DAY 6 - Projection and Presentation

● Warm Up Game:
○ THE MACHINE (10 min): Call one volunteer up to the playing area. Have them
start making a motion and a sound that seems as though it could be part of a
machine. For example, they could press their right palm forward and say, “Beep,
beep!”. Call another volunteer to the stage and have them make a new sound
and motion that “connects” to the student who is already onstage in some way.
For example, they could put a hand on the first student’s shoulder while pumping
their other arm and making a whirring noise. Keep calling students up until the
whole class is on stage and everyone is contributing as a very special cog in a
huge machine! Discuss the activity afterwards. It’s fun to hear what kind of
machine each student thought they were! (Focus: teamwork, concentration,
pantomime)

● Quick Discussion (5 min): How do we project onstage and why is it important?

Discuss the importance of holding our scripts away from our faces (down by your belly)
so we can hear your voice loud and clear. Talk about the importance of not turning your
back to the audience so they can both see and hear you. Toes and shoulders should be
 pointed straight ahead, just turning your head to talk with your scene partner - even
though that feels funny!

● Scripts (25 min):

○ By now you should have a feel for which scripts students like best. You can
finalize their selections next class so use this time to really practice their
projection and presentation skills! Give students time to practice but be sure you
allow time for them to present. Feel free to offer kind feedback throughout and
allow students to try again.

● Work on song or scenes for the showcase (10 min)

● Bonus Game (10 min)

DAY 7 - Select scenes for Showcase

● Warm Up Game:
○ 10 SECOND OBJECT (5-10 min): Divide the class into groups of 4-6 students.
Call out an object or scenario. Each group has just 10 seconds to create it with
their bodies. Countdown from ten to zero while they work together and then say
“Freeze!”. Go around the class and look at what each group did. Then call out
another one.
■ Ideas:
● An airplane, a clock, a palm tree in a storm, the North Pole, an
iPhone, a washing machine, a piano, a frying pan
For younger children, you could also use shapes.
(Focus: teamwork, pantomime, warm up, focus)

● Quick Discussion (5 min): Have students select which scenes they liked best and
finalize what groups will be performing which scenes for the showcase. This gives
students a chance to practice today and during the next class before performing.
Encourage them to incorporate everything they’ve learned (stage directions, character,
blocking, projection, holding your script down at your belly, don’t turn your back on the
audience, etc.).

● Scripts (20 min):

○ Present your scenes for the class and offer feedback for them to work on in the
next class.

● Final work on song or scenes for showcase (10-15 min)

○ Practice bowing at the end of the performance!

● Bonus Game (10-15 min)

DAY 8 - Parent Showcase
● Warm Ups (student choice)

● Scripts:
○ Give students the opportunity to practice their scenes. No need to present for the
group, they will do that during the showcase. Determine the order the scenes will
be presented in.

● Review song for showcase, if applicable

○ Showcases work best if this is performed last (after the scenes)

● Play another game if there’s time (student choice)

● Parent Showcase during last 15-20 minutes of class

○ If your showcase involves scenes AND a song, you don’t need to do any theatre
games for the parents. You can reference our CK Showcase Format doc if you
need a refresher on how the showcase works. Don’t forget to bow!

BONUS GAMES

● FREEZE AND JUSTIFY: Have the students walk around the playing area. The students
should move their bodies around in unusual ways and make various gestures and
poses. At any time, say “Freeze!” and the students should all freeze at that moment in
whatever pose they were in. Next, call out a student’s name and have them “justify” their
pose. For example, if someone has their arms outstretched in front of them, they could
say they’re trying to reach their friend across a dangerous ravine or that they’re stopping
someone from crossing a busy street. Call on a few more students to justify their pose.
Then have them unfreeze and walk around again, making big movements and gestures,
until you say “Freeze!” again. This is a great game for creativity, movement and thinking
on their feet!

● MUSICAL STYLES: As a group, decide on a song that everyone knows. This could be a
song they’re working on in music class or something as simple as “Happy Birthday To
You”. You will then call out different musical styles and let the students try singing it in
different ways. You can also let them call out their own ideas for musical styles. Ideas:
Rock and roll, Opera, Lullaby, Rap, Country

● MINEFIELD: Fill the playing space with random obstacles such as turned over chairs,
books on the floor. Blindfold one player and have her stand at one end of the playing
space. Put one or two other players on the other end of the playing space. They will
‘guide’ her through the minefield by verbally calling out instructions.
● KITTY WANTS A CORNER: All players stand in a circle with one person in the middle.
The person in the middle walks up to a person in the circle and says “kitty wants a
corner.” The person to whom they are talking replies, “sorry, go ask my neighbor.”
Meanwhile, other players in the circle try to make eye contact with another player and
silently agree to switch spots. They switch spots as quickly as possible—but the kitty in
the middle can grab one of their spots if they are not careful! If that happens, the person
left without a spot becomes the new kitty.

● TABLEAU GAME: Split the class into groups of 4-6 students. Give the class an idea for
a scene. The teams have 30 seconds to come up with a 3D picture, or tableau, of the
scene. Each student must be involved in the tableau. (The whole class works on the
same tableau at the same time). If you want to make it a friendly competition, you can
walk around and choose a winner for each round. Allow the students to share about their
tableau if there’s time. Otherwise, you can move on to the next scene. Feel free to give
younger kids more time or simpler scenes.
○ Scene Ideas: a birthday party gone wrong, Spiderman at the scene of a bank
robbery, a student on their first day at a new school, Christmas morning disaster,
etc.

● SHAZZAM: Split into two groups. There is a great war coming. A war between the
Giants, Knights and Wizards of this land, and that in this war there are 3 battle moves
you must learn.
○ The Giant: Stomp feet like a giant saying 'Fee Fi Fo Fum'
○ The Knight: Thrust forward with a sword saying 'En guard!'
○ The Wizard: Twirl magic wand in air saying 'Shazzam!'
In this war, in a similar way to Rock, Papers, Scissors, the Giants beat Knights, Knights
beat Wizards, and Wizards beat Giants. Give groups a moment to decide which move
they will use in the first battle, and then announce the battle will commence in
3....2....1.... This should be followed by each group's move. This game can be adapted to
suit the material being covered in sessions by replacing the characters, moves and
sounds.
○ You can add a response to the battle actions too, for example:
■ When Giants are beaten they can cry/whimper.
■ When Knights are beaten they can scream like scaredy cats.
■ When Wizards are beaten they melt to the ground.

● SPLAT! (5 min): Have the class stand in a circle with you in the middle. Throw an
imaginary pie at one student in the circle. That student must duck. If they don’t duck in
time, they’re out and must sit down in their spot. But, if they do duck in time, the two
students on either side throw imaginary pies at each other and yell, “Splat!”. Whoever
threw the pie last is out and sits down in their spot. Keep playing until there are only two
players left. (Focus: concentration, thinking on your feet, fun!)