MADISON PUBLIC SCHOOLS
Introduction to Drama
Authored by: Stacy Snider
Reviewed by: Dr. Barbara Sargent
Assistant Superintendent for Curriculum and Instruction
Board of Education approval: September 2007
Members of the Board of Education:
Dr. Richard Noonan, Superintendent
Lisa Ellis, President
Patrick Rowe, Vice-President
Kevin Blair
Diane Fastiggi
Linda Gilbert
George Martin
James Novotny
Patricia Sarasohn
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
I. OVERVIEW
Introduction to Drama is an eighth grade level cycle class designed for those students who are interested in
learning the background and foundations of theatre. No prior experience is necessary; however students should
have a desire to develop their acting and artistic abilities through movement, historical study and creative exercises.
The curriculum is a balance between both performance and process, but stresses the more developmentally
appropriate process-oriented approach. All in-class activities require active participation on the part of the student.
The course covers Theatre History, Basic Elements of Acting, Technical Design, Improvisation, Critique and
Performance.
II. RATIONALE
Introduction to Drama provides students the opportunity to grow and learn in a creative environment,
where participation, effort and imaginative thinking are highly valued. This curriculum addresses four basic
domains of learning: Psychomotor--developing perceptual and expressive skills and techniques; Cognitive-assimilating knowledge and developing higher order thinking skills; Affective--cultivating positive attitudes
towards art, and about themselves in relation to art; and Aesthetic--deriving pleasure from a combination of senses,
emotions, intellect, philosophy, imagination and spirit. Students will take from the course a better understanding of
themselves as well as the impact of voice, movement and imagination in the creation of theatre.
III. STUDENT OUTCOMES (Linked to New Jersey Core Curriculum Standards)
1. The student will be able to identify the various historical, social and cultural influences and traditions which have
generated accomplishments in theatre throughout history and continue to shape contemporary theatre. (Standards
1.1, 1.5)
2. The student will acquire knowledge and skills that increase aesthetic awareness in theatre through the study of
formal elements of drama. (Standards 1.1, 1.3)
3. The student will develop interpersonal skills and awareness through cooperating in teams to solve problems,
placing oneself in another’s shoes and observing and critiquing another’s work. (Standard 1.2)
4. The student will develop internal and external personal resources, such as using the body and voice expressively,
developing sensory awareness and cultivating personal creativity. (Standards 1.1, 1.2)
5. The student will be able to articulate personal reactions to both in-class and formal performance, as well as
develop proper methods for self and peer critique. (Standard 1.4)
6. The student will relate drama to the larger context such as recognizing the role of theatre in daily life, the
multicultural concepts in theatre, and various careers in the theatre. (Standards 1.1, 1.2, 1.5)
7. The student will learn the skills and function of the lighting, costume, set and makeup designers, as well as their
integral value to the success of any theatrical production. (Standard 1.1, 1.3)
8. The student will gain an understanding of the duties and responsibilities of a variety of production positions, as
well as the various tasks that are essential to a good production. (Standards 1.2, 1.3, 1.4)
9. The student will learn and use proper stage terminology as well as the basics of stage blocking. (Standard 1.3)
10. The student will use improvisation on a regular basis to develop basic acting skills and technique. (Standards
1.1, 1.2)
IV. ESSENTIAL QUESTIONS AND CONTENT
Unit 1: Foundation of Acting (2 weeks)
Question: How do hand gestures and facial expression demonstrate emotion and character?
Content: Demonstrate the use of physical action as an act of interpretation, through pantomime and warm
up exercises.
Suggested activities:
A. Using a variety of warm up activities, have students observe their own and others’ physical movements;
use these games as a way to develop sensory awareness and as a means for students to justify or find motivation for
any given action.
B. Assign each student a basic activity to pantomime, such as brushing teeth or making a sandwich. Have
students focus on every gesture to make sure it is both realistic and accurate.
Question: What are the proper stage directions to give an actor when guiding his movement on stage?
Content: Learn to identify basic elements of theatre
Suggested activities:
A. Students will mark off an area in the classroom as the “stage.” They will direct one another around the
space using correct terminology.
B. Students will create “pictures” on stage, utilizing elements of balance, symmetry and asymmetry, unity,
variety and functionality.
C. Lying down on the floor, students will use their sense and emotional memory to picture events and
objects and internalize them, before bringing them to life on stage.
Question: What is proper decorum during a live performance?
Content: Review the basic principles of theatre etiquette.
Suggested activities:
A. As a class, describe and discuss the reason for attending theatrical performances and the relationship
between the audience and the actor.
B. Have students do a role playing exercise in front of the class. Guide the class on proper rules of behavior
during a performance, emphasizing the need for respect and attention.
C. During a trip to a live performance (i.e. Paper Mill Playhouse) have students demonstrate the appropriate
and expected behavior while viewing the performance.
Unit 2: Theatre History (2-3 weeks)
Question: Where did theatre have its beginnings?
Content: Develop an awareness of the social and historical background of theatre.
Suggested activities:
A. Have students research the origins of theatre. With an assigned group, they will give a presentation to
the class on a specific element of early theatre.
B. Divide the class into three groups representing Greek, Roman and Medieval traditions and have them
participate in an exercise that demonstrates the elements of their particular theatre customs.
Materials: Library resources, theatre history books, articles, poster board, markers
Question: What impact did British plays and theatres have on the development of theatre in the United
States?
Content: Demonstrate knowledge of the traditions of theatre throughout the world as well as in the United
States.
Suggested Activities:
A. Have students research Shakespeare and discuss in groups his influence on theatre as we know it today.
B. Students will watch videos of performances displaying various forms of theatre including Noh,
Commedia dell Arte, melodrama, realism, absurdism and performance art.
C. Through class discussion, students will identify and discuss reasons for creating theatre, including as a
political tool, a religious celebration, art and entertainment.
Materials: Library resources, Shakespeare anthology, magazine articles, poster board, markers
Question: What is the relationship between music and acting?
Content: Trace the development of American musical theatre throughout the 20th
century
Suggested activities:
A. View the PBS documentary “Broadway the American Musical.” Engage students in a discussion about
the popularity of musical theatre in the latter half of the 20th century.
B. View clips from various musical theatre productions and/or attend a live performance of a musical.
C. Research various composers and their musicals and present findings to the class.
D. Through the lyrics, have student analyze the motivation and purpose of character.
Materials: Library resources, available videos, magazine articles
Unit 3: Performance, Audience and Critic (1-2 weeks)
Question: What is a constructive way to criticize an actor’s performance?
Content: Demonstrate knowledge of the process of critique and evaluate a live or recorded production using
the terminology learned in the course.
Suggested activities:
A. View a recorded performance and have students take turns assessing the actors based on a variety of
components. Elements for critique should be provided to student in a rubric. All critiques should begin by first
stating a positive comment.
B. Have students write a critical review of a live performance and explain the criteria they used for
evaluation.
Materials: DVD player, recorded productions, critique rubric
Question: What methods would a critic use to evaluate the overall strengths and weaknesses of a
production?
Content: Understand the components of critical review.
Suggested activities:
A. Have students identify the purpose of the play and show how action leads to or fails to lead to this
purpose.
B. Have students view a recorded production and distinguish between the intent of the author and the
execution of the actor and/or director.
C. After viewing a production, have students identify a target audience for the work and explain why.
Materials: DVD player, recorded productions
Question: What are the different types of stages called?
Content: Apply the knowledge of theatre vocabulary to properly identify stage space and stage directions.
Suggested activities:
A. Have students study various types of theatres and stages (i.e. proscenium, amphitheatre) and show
pictures in a PowerPoint presentation.
B. Students will take a quiz assessing their knowledge of stage directions such as upstage, downstage,
wings, fly space, stage right, stage left, etc.
Materials: PowerPoint projector, theatre history book, quiz
Unit 4: Set Design, Lighting, Costumes and Makeup (2-3 weeks)
Question: How are sets designed and built for the stage?
Content: Acquire knowledge and skills that increase aesthetic awareness in theatre.
Suggested activities:
A. Arrange classroom furniture to depict desired effect of scene.
B. Students will sketch a set design for a given scene using standard set design symbols.
C. Have students take a quiz on the functions of scene design, the necessary skills of the set designer and
proper names of basic scene elements.
D. Students will do research on innovative materials and methods in the area of set design.
E. Students will research the role of the stage manager and understand their role n moving set pieces, as
well as the importance of stage props.
Materials: Sketch pads, markers, quiz, library resources, classroom furniture
Question: How do costume choices help determine character?
Content: Design a costume plot for characters in a given play.
Suggested activities:
A. Put students into groups and give each a swatch of fabric. Have each group explain what type of
character would wear such a design and why.
B. Students will watch a recorded performance and analyze how the costume choices shaped the
characterization.
C. Students will read a one act play and draw a sketch of a costume for each character, including all
accessories.
Materials: fabric, DVD, sketch pad, colored pencils
Question: What different makeup designs are used for stage actors?
Content: Understand proper application of stage makeup.
Suggested activities:
A. Using a volunteer, apply proper stage makeup to the student while the class observes the process.
B. Give a demonstration on the various makeup products used for the stage including foundation, powder,
blush, eye shadow, eyeliner, mascara/false lashes, lip liner and lipstick
C. Using a book on makeup design, have students study the function of stage makeup and its various
effects on character (i.e. old age, clown).
Materials: makeup, theatre book
Question: What are the primary functions of stage lighting?
Content: Understand how lighting affects the mood of a play.
Suggested activities:
A. Take a tour of the lighting booth in the auditorium. Show students the various instruments used to
change the lights, as well as the different bulbs and gels used to create the desired effect.
B. Students will watch a scene from a recorded production. They will then discuss how the lighting added
to or detracted from the action on stage.
C. Have a guest lighting designer explain/show students how to organize and set the distribution of light
on stage.
Materials: theatre book, DVDs, light board, guest speaker
Unit 5: Acting and Improvisation (2-3 weeks)
Question: How does improvisation help one become a better actor?
Content: Understand the rules of improvisation.
Suggested activities:
A. Play basic improv games with class to get them comfortable with each other and the idea that there is
freedom in expression.
B. View a segment from “Who’s Line is it Anyway?” Have students discuss what makes their
improvisations successful.
C. Divide students into groups. Give each group a situation to improvise. Have the rest of the class evaluate
the performance.
Materials: theatre games, books and DVD’s
Question: How can I overcome a fear of embarrassing myself in front of my peers?
Content: Overcome fear of making a mistake and “stage fright”.
Suggested activities:
A. At the beginning of this unit, play several ice breakers with the students. Then move on to team building
games, such as “The Knot.” As students become comfortable with the class, they will feel safer in making bold
improvisational choices.
B. After a student performs a particularly well executed improv, praise him or her and show others students
that it is ok to take risks in acting choices.
Question: How can my personal experience help me to become a better actor?
Content: Learn to listen to others and develop self-awareness.
Suggested activities:
A. Have students recall and express personal sensory experiences through various teacher prompts such as
“eating an ice cream cone on a hot day” or “stepping into freezing water at the beach”.
B. In a circle, have students articulate personal reaction to movies or plays they have recently seen, as well
as actors whom they admire.
C. Use specific exercises and/or games to better develop students’ concentration and listening skills.
Question: How does blocking, gestures and stage business create character?
Content: Perform a scene in front of the class.
Suggested activities:
A. Using a given monologue or scene, students will carefully analyze their character in a written report
which will include character background and objectives.
B. Students will mark up their script with beats, objectives and blocking directions.
C. Students will rehearse their lines in small groups and criticize one another in partnerships. Teacher will
guide students in choosing appropriate stage business and gestures for their character.
D. Students will perform their given scene or monologue for the class, fully memorized, utilizing costumes
and props.
Materials: various scenes and monologues
V. STRATEGIES
1.
2.
3.
4.
5.
6.
7.
8.
Teacher demonstration
Multi-media presentation
Guided practice
Group work
Class discussions and critique
Reading and researching plays, actors and the history of theatre
Collaborative projects
Guest speakers
VI. EVALUATION
This course provides students with exposure to basic theatre fundamentals and affords them the opportunity to
perform in front of their peers. To that end, each student will be assessed on effort and participation, and on the
individual’s growth and development as a student and an actor. The evaluations and assessments allow the teacher
to analyze each student’s knowledge and skills. Students will receive both oral and written critique from the
teacher. However, because the course is primarily one of participation, grades should not interfere with spontaneity
and experimentation. Emphasis should be placed on the intrinsic reward of the acting process, not on using grades
as rewards. Rather, evaluations should be used to disclose the student’s progress as well as areas for future growth.
The following areas are all to be addressed throughout the course:
1.
2.
3.
4.
5.
Acquire knowledge and skills that increase aesthetic awareness in theatre
Refine perceptual, intellectual, physical and technical skills through creating theatre
Utilize theatrical elements and media to produce products and performances
Demonstrate knowledge of the process of critique
Identify various historical, social and cultural influence and traditions which have generated theatre arts
accomplishments throughout the ages and which continue to shape contemporary theatre
6. Develop and understanding of the design skills necessary for planning the form and function of space,
structures, objects, sounds and events.
Methods of Evaluation and Assessment:
 Observation
 Individual critique
 Daily participation
 Written evaluations
 Behavior assessment
 Self/Peer evaluation
VII. REQUIRED RESOURCES
A classroom library of scripts and monologue/scene books will serve as the primary sources for both the teacher
and the student. Additionally, the following resources may prove helpful:
Acting is Believing, Charles McGaw, Thomson Learning, Inc.
Acting Games, Marsh Cassady, Meriwether Publishing
Creative Communication, Fran Tanner, Clark Publishing
Dramatics Magazine, Educational Theatre Association
The Essential Theatre, Oscar Brockett, Thomson Learning, Inc.
Kids Take the Stage, Lenka Peterson and Dan O’Connor, BPI Communications
Play Directing in the School, David Grote, Meriwether Publishing
Practical Handbook for the Actor, Melissa Bruder, Random House
Stage Directions Magazine, Lifestyle Media Inc.
Theatre Arts Student Handbook, Alan Engelsman, Meriwether Publishing
Theatre Games for Young Performers, Marcia Novelly, Meriwether Publishing
VIII. SCOPE AND SEQUENCE
The units and objectives of this course are intended to serve as guidelines and parameters for the instructor. The
time allocated for each unit of study is flexible (i.e. 2-3 weeks) to allow the instructor to adapt the curriculum to the
needs of the learners. It is also intended to allow the instructor to adjust for varying time needed for certain projects.
The suggested activities listed for each unit are intended purely as examples that demonstrate how an instructor
might accomplish a given objective. These suggested activities are not meant to be limiting. The instructor is
encouraged to use his or her creativity and professional judgment to develop projects that accomplish the objectives
for each unit of study.
Unit 1: Foundation of Acting (2 weeks)
Unit 2: Theatre History (2-3 weeks)
Unit 3: Performance, Audience and Critic (1-2 weeks)
Unit 4: Set, Lighting, Costume and Makeup Design (2-3 weeks)
Unit 5: Acting and Improvisation (2-3 weeks)