Theatre I: Intro to Theatre

Course Syllabus, Fall 2019

Monday-Friday @ 1:50pm - 2:40pm
Room 209

Instructor: Mrs. Bohannon

Email: elizabeth.bohannon@aggiemail.usu.edu
Office Phone: 435-897-5478
Office Hours: Mon- Fri. 9:00 am- 9:50 am

Course Description
This course provides a thorough overview of various aspects of theatre including: Theatre genres, styles and types,
acting, technical production, playwrighting, and performance appreciation. Throughout the course students will be able
to participate in a wide range of theatre elements and develop an appreciation and respect for all the elements involved
in theatre performances.

Prerequisites: None.

Course Goals
Upon successfully completing this course:
 Students will understand that theatre is a collaborative art.
 Students will know the genres, types and styles of theatre.
 Students will be able to identify plot structure and key technical elements in plays, both performed and written.
 Students will be able to identify how various technical elements contribute to a theatre performance.
 Students will know how to use their body, voice and imagination to create characters.
 Students will understand that acting is a complex craft that takes study, analysis, rehearsal and dedication to be
successful.
 Students will understand the use of space and how their body can convey meaning.
 Students will understand how their voice can create meaning by tone, pitch, clarity and rate of speed.
 Students will know the elements of design and use them in their original costume, set and lighting designs.
 Students will be able write original playscripts.
 Students will be able to create their own radio show.
 Students will understand how technical theatre elements influence our daily activity.
 Students will understand that theatre takes hard work and discipline.

Required Reading
 All required reading material such as playscripts, monologues or scenes will be provided by the teacher.

Required Assignments
 Performance Tasks
o Movement Piece with outline of events
o Children’s Story
o Monologue
o Partner Scene
o Radio Show
 o Peer evaluations x 4
 Design Projects
o Set Design Rendering
o Light Design plot
o 3-5-minute Play script
 High School Production Review Paper
 Tests/ Quizzes
o What is theatre
o Improv quiz
o Costume Unit quiz
o Set design Definition quiz
o Light Instrument quiz
 Class Notes
 Journal entries x 30
 Worksheets x 12
 Attendance/ Active, informed participation in discussion & in-class activities

Required Materials
 A 3-inch 3 ring binder with lined paper and 3 tabs is required for this class. Students are to bring their binders to
class every day. Binders will be turned in every Friday for grading.
o Each tab of the binder should be labeled the following:
 Class Notes
 Journal Entries
 Worksheets
 Pencil. You are required to bring a pencil to class every-day. NOT A PEN. Pencils allow you to erase any marks
that you may need to leave in classroom copies of scripts or books.

Grade Distribution
The class totals 2360 points
A = 2260-2360 B= 1860-1960 C= 1560-1660 D= 1260-1360
A- = 2060-2260 B- = 1760-1860 C- = 1460-1560 D- = 1000-1260
B+ =1960-2060 C+ = 1660-1760 D+ = 1360-1460 F= 0-1000
 Performance Tasks = 600 pts.
o Movement Piece with outline of events = 100 pts
o Children’s Story = 100 pts
o Monologue = 100 pts
o Partner Scene = 100 pts
o Radio Show = 100 pts
o Peer evaluations x 4 – 25 pts each = 100pts
 Design Projects = 300 pts.
o Set Design Rendering = 100pts
o Light Design plot = 100pts
o 3-5-minute Play script = 100pts
 High School Production Review Paper = 100pts.
 Tests/ Quizzes = 125 pts
o What is theatre = 25pts
 o Improv quiz = 25 pts
o Costume Unit quiz = 25pts
o Set design Definition quiz = 25pts
o Light Instrument quiz = 25pts
 Class Notes= 105 pts
 Journal entries x 30- 20 pts each = 600
 Worksheets x 12 – 10 pts each = 120
 Attendance/Active, informed participation in discussion & in-class activities- 5pts per day = 410pts
 Extra Credit= 100 pts.
Extra Credit
Students may earn extra credit up to 100 points by seeing a play performance outside of the required High School
productions. The student must see a play, turn in their ticket stub and the playbill of the play, and write a 2-3-page
review about the plot of the play, the technical design elements of the production and the acting. Extra Credit will be
due the last week of the semester but can be completed and turned in at any time throughout the semester. Students
must locate, and pay, for the play on their own.

Attendance & Timeliness

Attendance in this class is very important because each day will build off each other. Every day you will get 5
participation points for being in class on time, and for participating in the class discussions and activities. You are
allowed 2 non-excused absences, and you won’t lose points. Any non-excused absences beyond the 2 will result in a loss
of the daily 5 points. For days that you are absent, excused or non-excused, you are responsible for turning in what is
due that day and for making up any work that you have missed. There will be no extensions on due dates because you
weren’t in class to turn it in. Excused absences include: school excused activities and illness that you have a doctors
note.

Instructor Communication
The best way for students and parents to contact me is via email. I will try to respond to your email within 24 hours on
weekdays and 48 hours on weekends. If you need to talk to me over the phone or in person, I will be in my office during
my prep-period every day from 9:00am - 9:50am. Both my email and my office phone number are listed above.

Out-of-Class Experiences
Students are required to attend the High School productions and write a 2-3-page review about the performance. The
paper should include the student’s original ideas and impressions of the plot of the play, the technical design elements,
and the acting. This year the High School is performing Guys & Dolls, Nov. 5-8, at 7:30pm, tickets with your student ID
are $5. If you or your family have financial issues, and $5 dollars is difficult, talk to me about alternative assignments.
The play review is due 1 week after the final performance of the show. So, this year they are due Nov. 12th on Canvas,
before class starts.

Handing Assignments In / Late Work Policies

All assignments and performances are due on the date stated on the syllabus or the day stated in class (if there are any
changes to the syllabus throughout the semester).
 Performance reviews are to be turned in online via Canvas before class starts.
 All projects and performances are due in class at the beginning of class.
 Notebooks are due at the end of class every Friday.
5 points will be taken off for every day that an assignment is late. Late work will no longer be accepted a week after the
assignment was originally due. If you know you are going to be absent when an assignment is due, turn in your
assignment the day before for full credit. If you are sick with a doctor’s note, or have other extenuating circumstances,
such as family emergencies, that prevent you from turning in an assignment, please contact the teacher, for adjustments
to the due dates. Not having your assignment finished on time, because you were busy with other things, is not an
extenuating circumstance.

Format for Assignments

All assignments and projects need to include the following at the top right corner of your paper/ project:
 Your 1st and last name
 Your class period
 The date
For your performance reviews, be sure to format your paper in MLA format, and be sure to use proper spelling and
grammar in your paper.
In the Student Notebook:
 Class Notes need to include the following:
o Date (on the top of the page)
o Subject being discussed (on the top of the page)
o Important vocabulary and their definitions
o Any lecture notes
 Journal Entries need to include the following:
o Date (on the top of the page)
o Subject being discussed (on the top of the page)
o Personal impressions of the exercises and activities done in class
o Personal answers to the prompts given in class
 Worksheets will be provided in class. They must be placed in your binder in chronological order.

Class Participation
Theatre is highly focused on participation. All students are required to participate throughout the semester. Students
should be actively contributing ideas, questions or comments related to the class discussion, or activities throughout the
semester. There may be some assignments and actives where you work in a group in class, and outside of class. It is
important that you are an active group member and collaborate and contribute ideas and share the work with your
peers. By participating in the discussions and activities you will receive full points on your grade and receive a greater
understanding of the collaborative nature of theatre. Failure to participate in class discussions or activities will result in
points being removed from your daily participation.

Decorum
Nothing less than respect and professionalism is expected in this classroom. Students must always be courteous, kind
and respectful of their teacher and peers. There may be discussions where people don’t agree. In these discussions all
student’s voices will be heard and respected. There will be no tolerance for belittling, discrimination, or negativity
towards others in this class.
To ensure there is a positive, respectful and safe environment in the class students will follow the following guidelines:
 Students will listen respectfully and will raise their hands to make comments, to avoid talking over each other.
 Students will turn off and put away, all cell phones, electronic devises, or other distracting items.
Failure to be respectful and professional in class will result in the loss of daily participation points.
Dress
Theatre involves a lot of physical movement. Throughout the semester we will do games and activities that require
students to move around. Please come to class dressed in clothing and shoes that allow you to move around freely and
comfortably. Failure to dress properly will not excuse you from participating in the activities. All clothing attire must
adhere to the Cache County School district policy which can be found at:
https://www.boarddocs.com/ut/ccsdut/Board.nsf//Public?open&id=policies#

Classroom Rules & Policies

 Be in your seat with your prepared materials- pencil/notebook/ projects/assignments- BEFORE THE BELL RINGS.
 Have all your needed material with you. You will not be excused to go to your locker, or car to get your
materials.
 Go to the bathroom/ get a drink before class. If you leave during class, you miss important information and it is
disruptive.
 Stay in the classroom. Do not leave the classroom to wander the halls, get a drink, or go to the bathroom
without teacher permission.
 Stay in your seat during class, or in your designated rehearsal area in the classroom during activities. Do not use
my office as a rehearsal space. Only go in there if you have a question for me, or I ask you to.
 Always stay on task. There will be in class rehearsal/ project creation time. Use that time wisely and stay on task!
 Touch things that only belong to you. You may use props in scenes, but only touch and use the ones that you
handle. Don’t mess with other people’s props.
 Keep your hands to yourself. Don’t touch people without their permission.
 NO cell phone or electronic devices in class, unless specified otherwise by the teacher. If used without
permission, the teacher will take the phone away and return it at the end of class. If electronic use in class
becomes a repeated offence, the teacher will send it to the principal’s office where the student and/ or parent/
guardian can pick it up at the end of the day.
 No food or drink in the classroom besides water. This keeps the classroom free from little critters, and potential
messes.
 NO GUM CHEWING during activities or performances. It is very unprofessional and inhibits your ability to speak
clearly.
 Be quiet, attentive and respectful while the teacher or your peers are teaching or performing. This means no
texting, sleeping, or reading while others are in the front of the classroom.
 Students must follow all other school and district rules.
Failure to adhere to these classroom rules will result in the following disciplinary actions:
 1st offence- verbal warning
 2nd offence- loss of some participation points
 3rd offence a written note home to parents/ guardian and loss of all daily participation points.
 4th offence or more- Or any severe disrespect or violence- Sent to the principal’s office and loss of all daily
points. Parent/ guardian will be notified.

Plagiarism & Academic Integrity

You are expected to act with the highest academic integrity. Cheating and plagiarism will not be tolerated in this class.
Plagiarism is using another person’s words and ideas without giving them the proper recognition. Cheating is acting
dishonestly, by not using your own words, ideas, or work in any assignment or test. Any cheating or plagiarism on
assignments/ tests will result in an automatic 0 and will be reported to the principal, who will discuss the issue with your
parents. There will be some assignments where you may need to do research or collaborate with others. Collaboration
and building off other’s ideas is good, if you cite your sources. All citations should be in MLA format for this class. If you
have questions or concerns on how to properly cite please contact your English teacher or myself. If you are questioning
whether you should cite something or not: when in doubt always cite it.

Students with Disabilities

All students are welcome in this class. I will gladly make any learning or physical accommodations for students who
require such accommodations through the school. Please come talk to me, and administration, if you need any special
accommodations for disabilities.

Online Learning
This class will use canvas, the online learning tool that the school uses. All papers will be turned in via canvas, in the
assignments section for this class. I will also post any announcements, changes, or reminders for class on canvas. You
can email me questions via canvas or my email.
Student/Parent Signature Page
Student
By signing this page, I acknowledge that I have read the Course syllabus and I know what is expected of me in this class,
including all assignments, and class policies. I am aware that I am responsible for attending the High School Production
after school, and I am responsible for any work I may miss by being absent.

By signing I agree to follow the rules and regulations as stated in the course syllabus.

Student’s Name _____________________________ Signature____________________________________ Date:_____

Parents/Guardians
Being a theatre class, we often need help with the school productions. It is always nice to be aware of parents that have
special skills, that they are willing to share to help the school play. Please check any of the following areas that you
would be willing to share your skills.
 Costumes/ sewing
 Painting
 Construction
 Welding
 Lighting
 Sound
 Marketing
 Other: Please describe____________________________________________________

By signing this page, I acknowledge that I have read the Course syllabus and I am fully aware of what is required of my
student in this course. I am aware of all policies including the attendance policy, course content, and any material that is
required for this class and I agree to do all in my power to help my student follow the rules and succeed in this class.

Name Printed: _____________________________ Signature__________________________________ Date: _____

If you have any questions or concerns regarding policies or course content, please email me at:
elizabeth.bohannon@aggiemail.usu.edu
Day Topic(s) In-Class Activities Homework Due
Week 1
Wed First Day of School  Introduce ourselves
1 Get to Know You  Name game with movement and
sound
 Name and hobby game
 Discussion- Why theatre?
Thu Syllabus Explanation  Challenge students to see who
2 remembers names & movement &
sound
 Repeat name, movements and
sounds
 Go over the syllabus in detail
Fri Community Building  Challenge students to see who
3 remembers each other’s name
 Exploding atom
 Human knot
 Trust circle
 Two truths & a lie
Week 2
Mon What is theatre?  Zip Zap Zop  Student and parent
4 Origins  Discuss the origins of theatre syllabus signature
 Journal entry #1- How does page
understanding the origins of theatre
help you understand theatre today?
Tue Theatre Spaces/ Area of stage  Circle dash
5  Define the different theatre spaces/
are of stage
 Areas of the stage activity
Wed Theatre Jobs  Dance circle
6  Worksheet #1- Theatre Jobs
 Journal entry #2- What job interests
them the most and why?
Thu Theatre Genres  Woosh
7  Lecture with video clips on the
different theatre genres.
 Journal entry # 3 – What genre is
your favorite play or movie- what
makes it that way?
Fri Half Day – Types of theatre  Students work in expert groups on  Notebook
8 Teacher Prof Development the different types of theatre
 Students present their information
on their topic to the class
Week 3
Mon No School
 Labor Day
Tue Theatrical Styles  Exaggeration circle
9  Lecture with video clips on the
different styles
 Journal entry #4- What style is your
favorite play or movie and why?
Wed Freytag’s Pyramid/ Plot analysis  Journal entry #5- What is your
10 favorite book, and why, what makes
it interesting to you?
 Discuss Freytag’s pyramid/ plot
analysis
 Divide into groups and analyze
children’s books, present
information to the class
Thu Watch- Wizard of OZ  Watch movie in class, periodically
11 pause the movie and discuss/ write
in their notebooks- what the
different plot points are and how it
follows Freytag’s pyramid, what
style, genre & type of theatre it is.

Fri Watch- Wizard of OZ  Watch movie in class, periodically  Notebook

12 pause the movie and discuss/ write
in their notebooks- what the
different plot points are and how it
follows Freytag’s pyramid, what
style, genre & type of theatre it is.

Week 4
Mon Test  Stretch and breathing activity
13  Test on theatre genre’s, styles, types,
spaces & Freytag’s pyramid.
Tue Use imagination & Movement  Magic Box
14 to Respond to Art Unit (Unit  Divide students into groups and
adapted from BYU student- Jenifer Ansted) rehears silent scenes
Movement Intro
 Perform these silent scenes in class
 Journal entry #6- How can you
effectively communicate with your
body?
Wed Interacting with Imaginary  Silent mill around the space
15 People, Places & Things performing various actions
 Object activity & discussion: give
students objects and have them
silently do the action related to the
objects.
  Late to Work game
 Journal entry # 7- How can you use
everyday body movements to
represent something imaginary?
Thu Transforming your Body  Watch Robin hood video clip &
16 discuss how they use their bodies
 Individually mill around the room,
making various shapes with your
body to communicate a specific
meaning
 As a class together create various
images with their bodies
 Divide into two groups to create a
machine. Rehearse and perform for
the class.
 Class discussion on the various uses
of body to communicate meaning
Fri Showing Emotion & Ideas with  Human Machine  Notebook
17 Movement  Individual/ class tableaux based on
emotions
 Sculpting tableaux
 Class discussion on the various
shapes and how they conveyed
emotions.
 Journal entry # 8- How does shape
convey meaning? How can you use
your body to tell a story with
meaning?
Week 5
Mon Interpreting Emotion & Ideas  Mill & still image based on a theme
18 with Movement or emotion
 Tableaux pairs
 Listen to a song, and create 30
second scenes based on their
personal emotions from the song in
small groups
 Perform their scenes to the class
Tue Interpreting Art in Imagination,  Students observe an Artwork and
19 Interpretation & Movement write journal entry #9- what do they
notice about the artwork?
 Interpret as a class what the painting
symbolizes & what themes it
portrays
 Introduce final movement piece-
Students in small groups create a 3-5
 min. silent scene with a detailed
outline following the rubric- based
on one of the themes generated
from the artwork
Wed Rehearsal & peer Feedback  Circle reach
20  Have each group peer review each
other giving written and verbal
feedback
 Revise and repeat peer feedback
Thu Performance Day  Stretch and breathing warm up  Group Movement
21  Students perform their final Piece performance
movement piece & outline
 Journal entry # 10- What was their
favorite moment and why?
 Class discussion on the performances
Fri Half Day – Unit Wrap up  Finish any performances that didn’t  Notebook
22 Teacher Prof Development have time
 Discuss movement unit & what they
learned and how it applies to acting
Week 6
Mon Voice & Storytelling Unit (Voice  Watch voice actor Jim Cummings
23 unit adapted from USU students: Reanna  Discussion on voice & how breathing
Russell & Kenya Thompson & Storytelling
unit by Mitzi Mecham) can help portray different emotions
Breathing & Projection  Rasa boxes activity
 Journal Entry # 11- How does
breathing affect your voice?
Tue Pitch & Tone  Vocal warm up- lip buzzes
24  Pitch and Tone definitions
 Mill about the space repeating a
phrase as different characters with
their voice & other vocal activities
 Class discussion & journal entry #12-
What do pitch & tone say about
character?
Wed Rate of Speed & Clarity  Vocal warm ups- diction
25  Learn Trinidad vocal warm up
 Shakespearean insults
 Journal entry #13- How did the rate
of speed and clarity affect the
reception of the Shakespearean
insults?
Thu Children’s Story Project  Trinidad  Notebooks
26  Discuss requirements for the
Children’s Story project
 Students select their children’s story
 & fill out plot analysis worksheet,
and rehearse reading their story
aloud using vocal techniques we
have been learning
Fri No School-
Parent/Teacher Conferences
Week 7
Mon Peer Rehearsing Children’s story  Vocal warm ups- projection & diction
27  Rehearse reading their stories aloud
in front of peers. Peers give verbal
and written feedback based on the
peer evaluation sheet. Focus on
vocal elements we’ve learned.
Tue Performance of Children’s  Vocal warm ups- breathing,  Children’s story
28 stories projection & diction performance and
 Each student will read 3-5 minutes of worksheet
their stories to the class
Wed Perform Children’s Stories  Vocal warm ups- breathing,
29 projection & diction
 Finish the rest of the stories
 Unit reflection discussion
 Journal entry #14- How did the use
of voice enhance or inhibit the
stories that were read in class?
Thu Game Show Improv Unit (unit  Game show- “Expert or Quack?”
30 adapted from USU faculty & students Matt  Class discussion about improvisation
Omasta, Emily Esparza & Elizabeth
Bohannon) used in the game
“Improvising Experts”  Discuss & Define improve rules

Fri “The Voice Over”  Game show- “the Voice Over” &  Notebook
31 discussion
 Define, discuss and review the
elements of voice
 Journal entry #15 What elements of
voice did they use in their scene &
how did in enhance the
improvisation of the scene?
Week 8
Mon “Chopped- Improv Addition”  Game show- “Chopped”
32  Class discussion on the game
 Review key improv rules &
techniques
Tue Improv quiz & games  Improv games- freeze, park bench,
33 party quirks
 Review and discuss how students
 used the rules of improve in these
games
 Improv quiz
Wed Monologue Unit (unit adapted from  Watch & discuss two movie
34 USU students Alyssa Landroche & Madison monologues
Nielson)
 What is a monologue?
Introduction to Monologue
 Group Tableaux visualizing
monologues based on monologue
worksheet
 Group Vocalization of monologue
 Discussion on body & voice use in
monologues
Thu Objectives, Motivations & tactics  Game: “If you love me won’t you
35 please smile”
 Define & discuss: objective,
motivation, obstacle & tactics
 Have students select 2-3 monologues
from classroom or internet
 Introduce the Monologue Grading
Rubric
Fri Covey Emotion in Character  Game: Slow motion emotion  Notebook
36  Discuss & fill out character analysis  2-3-minute
worksheet for their monologue monologue
 Group character emotion activity
with monologue- perform their
monologue with various emotions
 Journal entry #16- What is your
character feeling in their monologue-
how can you use your voice and
body to convey that emotion?
Week 9
Mon Rehearse & Peer feedback  Game: Master who am I?
37  Introduce how to slate
 Rehearse monologues and peer
review
Tue Perform Monologues  Breathing, projection & diction warm
38 up
 Students perform monologues
 Discuss performances
Wed Perform Monologues  Breathing, projection & diction warm  Notebooks
39 up
 Students perform monologues
 Students fill out self- reflection
worksheet
Thu
 No School
Fri Fall Break

Week 10
Mon Partner Scene Work Unit (unit  “Brain dump activity” Review/ pre-
40 adapted from BYU student Megan Michaels) assessment posters on script
Staging rules & positions analysis, character motivation &
stage directions
 PB&J directions activity
 Review & teach stage directions, &
areas of the stage, and how to mark
blocking in a script. Take class notes
Tue Background Work  Game: I Have Never
41  Assign Scenes & partnerships & read
through and mark their parts
 Discuss and demonstrate discovering
& creating character background
 Students create Facebook accounts
for their characters & present their
characters in small groups
 Show them memorization techniques
and have them try 3 at home
Wed Body & Voice  Demonstrate a photo & have student
42 make assumptions about the photo
based on their bodies
 Demonstrate character physical &
vocal elements with pop culture
examples & activities
 Students identify with their scene
partner what physical and vocal
traits will help establish their
character in their scene
Thu Tactics & Objectives  Candy retrieval tactic activity
43  Review tactic & objectives & identify
tactics and objectives in daily life
 Play the game: “Very Serious Matter”
 With scene partners identify
objectives in the scene and multiple
tactics they could use- they will write
this information on their character
Facebook page, and on the scene
worksheet
Fri Last day of First Quarter  Storytelling Tableaux activity &  Notebooks
44 Stage Pictures discussion
 Define and explain stage pictures and
 rules associated with them
 Each scene needs 3 stage pictures.
Have groups identify and rehearse
their scenes with 3 stage pictures
Week 11
Mon Rehearsal  Energy circle warm up
45  Hand out & discuss scene
performance rubric
 Rehearsal station rotations- each
partnership will rotate to each
station and focus their scene
primarily on the objective at each
station. The stations include:
objectives and tactics, staging, voice,
body, relationship between
characters
Tue Peer Review  Exaggeration circle warm up  Completed
46  Review peer review evaluation sheet character Facebook
& requirements profile and scene
 Perform for peers, provide feedback worksheet
& switch
 Journal entry #17- what are 3 things
you need to work on to improve your
scene? How will you achieve this?
Wed Scene Performance  Breathing, projection & diction warm  Partner Scenes
47 up performance- fully
 Students have 10 minutes to do a memorized
final rehearsal of the scenes
 Perform scenes in front of the class
 Class discussion on the performances
Thu Scene Performances  Breathing, projection & diction warm
48 up
 Students have 10 minutes to do a
final rehearsal of the scenes
 Perform scenes in front of the class
 Class discussion on the performances
Fri Half Day- Unit wrap up  Journal entry # 18- Self reflection on  Notebooks
49 Teacher Prof Development what they learned throughout the
unit. How they improved
 Class discussion about the unit
 Word whip
Week 12
Mon Costume Design Unit (unit adapted  Students observe and write down
50 from USU student Kenya Thompson) info about the costume images
Costume design elements around the room
  Define and discuss costume design
elements
 Students divide into groups and
analyze real physical costumes
 Journal entry # 19- what does my
outfit, & clothing choices say about
me?
Tue Costume design in storytelling  3-minute fairy tale character analysis
51  Small group reimagined costume
designs for fairy tale characters
 Each group shares their reimagined
costume design compared to the
traditional design with the class
 Class discussion on the differences,
and how the design tells a new story
Wed Costume Vision Boards  Student stories- a student is given a
52 topic and each student adds a
sentence to the story
 Students create vision boards based
on characters from play
 Students fill out directors’ vision
worksheet
Thu Costume Renderings & Fabric  Costume templates- create your
53 Swatches dream outfit
 Discuss & demonstrate costume
renderings & fabric swatches
 In groups students create renderings
& fabric swatches for protagonists in
a play
 Students display their renderings and
class compares the costume choices
for each group
Fri Costume Design Quiz &  Research designs for favorite  Notebook
54 Reflection character on stage & share with the
class
 Unit Quiz
 Journal entry # 20- How did the
costumes you designed aid in the
visual storytelling of the play?
Week 13
Mon Set Design Unit  Evocative Images activity
55 Intro to set design & conception  In groups analyze different set
process designs
 Explain & demonstrate Set Design
Process & Assignment
  Watch movie clip-Journal entry #21-
How did the research that the
designer did affect his final set
design? What images did he find?
What feeling did he want the set to
have?
Tue Group Research Collaboration  Drawing activity
56 Rough Sketching for conceptual  Discuss and display concept set
design designs
 Demonstrate with the class research
 Give partners research worksheet
 Watch movie clip-Journal entry # 22-
“How did the designer research key
elements in the play? What role did
his research have on the set design?”
Wed Present Research  Drawing warm up  Partner research
57 Renderings & Models  Each pair gives a 3-minute completed &
presentation on their research on research worksheet
their play and what they want their
set design to be
 Discuss and demonstrate set
renderings
 Watch movie clip-Journal entry # 23-
What artistic choices did the set
designer make? How did these
choices effect your interpretation of
the set design? Why do you think
that designer made the artistic
choices they did? Were they
effective in its purpose? Why or Why
not?
Thu Work on Conceptual Designs &  Drawing warm up
58 Renderings  Give students Set Design Final Rubric
and go over each requirement
 Students work with their partners on
their concept designs and renderings
 Closing word whip
Fri Set Design Presentations  Game: One-word association  Final set designs &
59  Have each pair present their Final set presentation
Design  Notebook
 Set Design Definition quiz
 Journal entry #24- : “How do visual
images cause an emotional
response? In what ways can set
designers manipulate visual images
 to create specific moods? How do set
designs help enhance a theatre
performance? How did you design
your set to create a specific mood?
Do you believe your design was
effective in creating your intended
mood? What could you have done
differently?”
Week 14
Mon High School Performance  Improv game- Hitch hiker  Guys & Dolls
60 Discussion- Guys & Dolls  Discuss the High School production- Performance
identify how actors used body, voice, Review
motives, and tactics.
 Discuss the costume and set
elements. How did they help the
performance?
Tue Semester review & check in  Hungarian hypnosis
61  Review all the key elements of the
units learned so far, go over anything
students have missed
 Students fill out anonymous check in
on their progress, and teacher’s
progress
Wed

Thu No School
Thanksgiving Break
Fri

Mon Lighting Design Unit (unit adapted
62 from BYU student Caitlin Hall)
Lights: Introduction to
instruments
Tue Caring for you Fixtures
63
Wed Starting the Lighting Design:
Week 15
 Identifying Lighting equipment
worksheet
 Explain and display the different
lighting instruments
 Explain and display gels & gobos
 Have students write all the different
definitions in their class notes
 Show students how lights are hung
on the electric with a C-clamp
 Demonstrate how to clean the lights
 Have class identify the different parts
of the light instruments as they clean
the lights.
 Take light instrument quiz
 Display & discuss a lighting design
64 Concepts concept from a popular play
 Discuss & define what is a lighting
concept?
 Have students work in pairs with an
assigned play and research ideas for
their lighting concept. Each pair
should turn in 2 design concept ideas
by the end of class.
Thu The Do’s and Don’ts of Lighting  Take students to the stage and show
65 Design them what lights can control- have a
discussion on these different effects
 Define & demonstrate- Intensity,
shape, texture, color of light &
placement
 Flash light quiz game- first team to
turn on their flashlight in the dark &
answers correctly wins
Fri Learning to Draft  Display a lighting plot & discuss what  Notebook
66 they see
 Define features of a light plot
 Handout and explain rubric & plot
papers for lighting design project
Week 16
Mon Drafting Workday  Journal entry #25- Describe the
67 lighting in your favorite room in your
house
 Have students work with their
partners on their Lighting Design
Project
Tue Paperwork is your Friend  Share lighting plot progress in small
68 groups
 Explain channel hookups &
instrument schedules- Where will
the light shine on the stage etc.
 Have students identify another
partner’s lighting plot- give peer
feedback on each other’s plots and
revise
Wed Presentations  Color association game  Lighting Design
69  Have each pair present their lighting Presentation- plot
plot & paper work
 Class discussion on the different
lighting plots
 Journal entry # 26- What have you
learned about light? How can light
 enhance or change the mood of a
production?
Thu Sound Design Unit (unit adapted  Brain storm board- everything you  Notebook
70 from BYU student Caitlin Hall) know about sound
Foley  Display and discuss Wall-E sound
design clip
 Explain & discuss Foley- when sounds
are produced live in the space
 Divide students in small groups and
explain rubric for final assignment,
have them begin to create a list of all
sounds needed in a script
Fri No School
Parent/Teacher Conferences
Week 17
Mon How to Write a Radio Show  Listen to “Christmas Dragnet”
71 Discuss the sounds of the production
 Discuss how to write a radio show
and difference between dialogue,
narration and sound effects
 Have class work on their scripts in
groups
Tue Work day  Soundscape
72  Have students work in their groups
and finish their radio show scripts
Wed Experiment & Rehearse with  Game: “Master Who am I?”  Items from home
73 Sound  Sound Experimentation activity with to make sound
the items brought from home effects
 In their groups they need to write
the sound cues in their radio show
scripts & rehearse these sound cues
Thu Radio Show performance  Breathing, projection & diction warm  Radio show
74 up performances &
 Present Radio Shows- audience script due
should face away from the
performers
 Journal #27- “How has learning
about sound influenced how you
listen to the world around you?”
Fri Sound Instruments  Display sound system in the  Notebook
75 auditorium
 Discuss & display the different
equipment & how they work
 Define the different parts of sound
 Sound worksheet in pairs
 Week 18
Mon Playwriting Unit (unit adapted from  “I want it” & “you can’t have it”
76 USU students Emily Esparza & Madi Nielson) activity
 In groups create content for a
Context is everything contentless scene
 Pair share their scenes & them
perform for class
 Class discussion on performances
and important of context
Tue Fairytale Recreation  60 second fairytales
77  Review Freytag’s pyramid
 In groups write unique versions of
fairy tales w/ beginning, middle &
end
 Pair Share their fairytale scripts-
feedback & revise
 Journal entry # 28- Why is it
important to have certain essential
events to shape a story around?
Wed Image Inspiration  Game: Funny You Should Say That
78  Image inspiration activity
 5 minutes free write based on the
images
 Give students playwriting drafting
worksheet.
 Begin creating 3-5-minute play
inspired by the image they chose
Thu Half Day- Formatting  Discuss and Display Formatting for
79 Winter Break Begins the script
Fri No School
Winter Break
Week 19
Mon
Tue
Wed No School – Winter Break
Thu
Fri
Week 20
Mon
Tue
Wed No School – Winter Break
Thu
Fri
Week 21
Mon Work Day & Peer Reviews  Rap battle game
80  Work on their individual scripts
 Peer review each other’s scripts
 Class discussion & check in on
progress of scripts
Tue Final revisions  Physical warm up- jumping jacks
81  Students have all class to type their
scripts and make any final revisions
based on feedback from peers
Wed Staged Readings  Breathing, projection & diction warm  Finished 3-5-
82 up activity minute play w/
 The playwright will assign students to copies for each
read the different characters in the character to read
play, playwright will read the stage
directions.
 Class discussion on the plays
Thu Staged Readings  Breathing, projection & diction warm
83 up activity
 The playwright will assign students to
read the different characters in the
play, playwright will read the stage
directions.
 Class discussion on the plays
Fri nd
Last Day of 2 Quarter  Group tableaux displaying feelings of  Notebook
84 Unit and Class reflection the class overall
 Class discussion about playwrighting
unit and other units
 Journal entry # 29- How did it feel to
have your play read aloud by other
people?
 Journal entry # 30- What has been
your favorite unit in this class and
why? How has your appreciation of
theatre grown in this class?