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drama 1 for

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DRAMA I for kids

Musical Theater 1 for TeensCopyright © 2013 Spotlight Youth Theater. All rights reserved.

First paperback edition printed 2013 in the United StatesISBN xxx-x-xxxxxx-xx-x

No part of this book shall be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information retrieval system without written permission of the

publisher.

Published by:Spotlight Youth Theater

755 Industrial DriveCary, IL 60013(847) 516-2298

Designed and Set by U So Kras-y Design Studios

AcknowledgementsThe team that made it happen: Lisa Bartelt, Chris Colburn, Lynne Gentry, Taylor Kras, Rachel McDermott, Jeanne Olsen, Sarah Portz, Ann Schwaar, Mary Seidl, Adam Walsh, Courtney Walsh, and Dana Wilkerson.

Couldn’t have done it without your brains!

Thanks to the Spotlight Youth Theater staff, Justin Parks, Darlene Panko, and God bless the copier that so proudly printed each page.

Although every precaution has been taken in the preparation of this curriculum, the publisher and author(s) assume no responsibility for errors or omissions. Neither is any liability

assumed for the damages resulting from the use of this information contained herein. In other words, don’t take this book and hit someone else with it.

RESPECT IN THE CLASSROOM. There is a difference between fun and discipline and it is important to establish the authority early as well as a supportive creative atmosphere for learning. - Start on the firm side. Establish self control and disciple. Stop activities to wait for them to stop talking. Having more fun activities as the weeks goes on. - For first day of class, create rules and consequences with students in order for them to have ownership. When a rule is broken, remind them of what they agreed to and what the consequence should be for their actions. - “Thank you raising your hand.” Reinforcing the rules of the classroom in a fun and positive way. - Expect the respect towards each other. For you and for them - 3 rules of the classroom. 1. Have fun. 2. Keep your hands to yourself. 3. No chewing gum or candy in class. Go over them at least the first 5 weeks. - Attention Getters: Using physical and vocal methods to get their attention and to end talking. Examples:1. Teacher: “Hey” Student: “Ho” (clap clap) “shhh” 2. Teacher: “1, 2, 3” Student: “shhhh” 3. Teacher: “Red Robin” Student: “Yum” - Spotlight Discipline procedure1. Talk to the kid2. Bring in the parent/AC3. Dismissal or submission - Kids have been dismissed, but because of the students behavior. We actively involve the parent so that kids do not have to be dismissed, but it has happened, especially when they are disrupting the environment or aren’t able to function in the classroom. - Note: If a child was to threaten another child, then it would be grounds for immediate dismissal.

DRAMA I for kids

Spotlight Mission Statement

“REFLECTING CHRIST THROUGH THE PERFORMING ARTS”

Spotlight’s Core Values These Core Values are evident throughout every aspect of Spotlight—from the way we operate our business at the main office to the way we interact with smallest child. We support success, teach theatre, acknowledge God, give respect, and encourage bravery in every class, camp, and show. We believe these Core Values will help build an incredible foundation for kids not only in the time they spend with Spotlight, but in any adventure that awaits them in the future.

THE S.T.A.G.E. CORE VALUES ARE:

• We Support Success.Theatre is a team sport! As individuals excel, the team excels. We encourage excellence in all kids while helping them experi-ence what it means to be part of a team, or in our case, a cast. When casting decisions are announced, we’re happy for each other—even though there may some disappointment—and our incredible parents, teachers, and leaders model this for the kids.

• We Teach Theatre.We strive to teach competency in all aspects of theatre, from spot-lit solo to kid-chorus kick line. As kids move up through classes, they gain confidence and skill regardless of achievement. Simply put, a Spotlight kid doesn’t need a lead to believe he or she is good; it comes in the training. Kids also find identity and self-esteem from learning the disciplines of theatre that will remain long after they graduate from Spotlight.

• We Acknowledge God.God gives us unique talents and abilities for His glory. Instead of hiding those talents, Spotlight encourages kids to kick over the bushel basket and let their lights shine! We show kids their gifts come from a higher balcony—God. And one of the greatest gifts they can give back to God is to use those gifts to glorify Him.

• We Give Respect.In all areas, kids learn to respect others, themselves, and God. From onstage show to mid-week class, each child is given opportunities to show respect in all areas; respect for other students, for costumes, for care of a rented space, and for directing teams and audiences. Through these practices, parents, teachers, and leaders all contribute to a safe, inclusive, and respectful environment.

• We Encourage Bravery.Bravery is key. When a student steps out to audition for a show, is bold enough to pray for a friend, or simply gets the guts to answer a question in class, Spotlight cheerleads courage and bolsters bravery at every turn.

DRAMA I for kids

Table of ContentsTune Town Welcome .................................................................5Table of Contents ...................................................................6-7Welcome to Tune Town Schedule ...............................................8Spotlight Core Values ................................................................9

Week 1 : The Post Office •Introduction ...............................................................10 •Ice Melter : Paula’s Pushups .......................................11 •Tune Town Warm Up : What is It? ...............................12 •Main Activity : Delivering Lines - Special Delivery .......13 •Group Activity : Pizza, Pizza .................................. 14-15 •Sing-Song : Wacky ABC’s ............................................16 •Interactive Game : Out Loud Telephone ......................17

Week 2 : The Studio •Introduction ...............................................................18 •Ice Melter : Who Are You? ..........................................19 •Tune Town Warm Up : Nomis Syas ..............................20 •Main Activity : Dance 1 - Step to the Beat ...................21 •Sing Song : Dancin’ Doggie .......................................22 •Game : The Ha Ha Train .............................................23 •Interactive Game : Superman, Bird and Octopus .........24

Week 3 : The Auditorium •Introduction ...............................................................25 •Ice Melter : Pantomime Favorites ...............................26 •Tune Town Warm Up : Clap-Trap .................................27 •Main Activity : Singing 1 - Tune Town Tune Up ............28 •Sing - Song : Sing to the Motion .................................29 •Interactive Music : Many, Many Music Moves ..............30 •Game : Oscar Worthy .................................................31

Week 4 : The Clothe-A-Torium •Introduction ...............................................................32 •Ice Melter : Clothe-A-Torium Characters ......................33 •Tune Town Warm Up : What is It? ...............................34 •Main Activity : Acting 1 - Clothe-A-Torium Characters ...35 •Group Craft : Crazy Clothes ........................................36 •Interactive Story : Book Worms ..................................37

DRAMA I for kids

Table of Contents •Game : Imaginary Tales .............................................17

Week 5: The Skate Park •Introduction ...............................................................39 •Ice Melter : Backside Bump ........................................40 •Tune Town Warm Up : On Stage Shake-It-Up ...............41 •Main Activity : Theater Basics - Walk the Park .............42 •Game : Tune Town Stage Map ...................................43 •Interactive Movement : Goofy Foot .............................23 •Interactive Game : Super Stacker................................24

Week 6 : The Bakery •Introduction ...............................................................46 •Ice Melter : Cooks in the Kitchen ................................47 •Tune Town Warm Up : Arm in Arm ..............................48 •Main Activity : Dancing 2 - Patty Cake Bake ................49 •Movement Game : Paper Pudding Boogie ...................50 •Group Craft : Nom Nom Necklaces .............................51 •Interactive Game : Tin Pan Alley ................................52

Week 7: The Church •Introduction ...............................................................53 •Ice Melter : The Name’s the Thing ..............................54 •Tune Town Warm Up : Help All De People ...................55 •Main Activity : Singing 2 - Awesome Melody ...............56 •Game : Cotton Ball Jamboree ....................................57 •Vocal Warm-Up : Zinga, Zinga Zoo ..............................58 •Game : Tasty Tongue Twisters .....................................59

Week 8 : Ye Old Playhouse •Introduction ...............................................................60 •Ice Melter : My Favorite Things ...................................61 •Tune Town Warm Up : Wiggle Your Lah-De-Da .............62 •Main Activity : Acting 2 - Circle Up ..............................63 •Game : Upstage, Downstage, Right Stage, Left ...........64 •Exercise : Acting / Reacting ........................................65 •Game : Charades .......................................................66

Week 9 : The Main Stage

DRAMA I for kids

Note to the TeacherWelcome to Spotlight Youth Theater’s Drama 1 for Kids Curriculum! A great way to teach students the basics of acting is through the Creative Dramatics approach; utilizing and encouraging creativity and imagination through improvisational acting. You’ll find it outlined in Week 2 with more detailed information in the Appendix. It’s okay to substitute effective activities familiar to you for the ideas given or even to change the order of what gets taught each week. Just check that each week’s discipline is hit; they’re found in the class benchmarks.

By Week 3, your plans for the Showcase need to be finalized. Plan to audition your students and assign Showcase roles either Week 3 or Week 4. Consider giving the larger roles to students who did not audition for or make the current Spotlight musical, thus allowing them a chance to shine. Start blocking your Showcase no later than Week 5 so you’ll have plenty of time to prepare and rehearse it!

We’ve provided an Appendix with several game ideas, handouts, and other information you might find helpful. Instead of letting kids take home the handouts each week, try collecting them and then handing them out at the end of class to any student who wants to keep them. In addition to that, you may want to keep a supply of candy and non-edible goodies on hands for use as rewards throughout the session. If you can’t afford prizes but want to use them, ask your AC if anything’s available to you.

And above all, have fun!

Week 1 Page I 6

Materials: Prepare your own audition material based on showcase.

Attendance

Ice Breaker/Warm up—Choose a Get-to-Know-You activity: • Play any name game.• Go around a circle sharing three “faves,” such as fave vacation spot, fave cereal, fave TV show or movie, fave musical, fave pizza topping, and so on.• Have kids pair up with someone new to them, find out information (name, age/grade, something fun/interesting, etc.), and then introduce each other to the class as if introducing the most famous celebrity known to man.

ACTIVITY 1—CLASS INTRODUCTION: Briefly explain the theme of the class and outline some of the things that will happen this session. Go over any class rules/expectations you have, including some of our S.T.A.G.E. Core Values:• We Teach Theatre, so this is the perfect class because you’ll be learning about acting!• We Acknowledge God and Give Respect in all areas, including God, each other, the teacher, and the classroom. Let’s make sure to listen well and talk when given permission.• We Encourage Bravery and Support Success, so we will clap after students do their audition intro., line, or scene. We will also give positive and constructive feedback to encourage excellence.

ACTIVITY 2—EXPRESSION WORKSHOP/GAME: Teach the importance of facial expressions and vocal expression while acting. Activity Examples:• Pair up and mirror facial expressions, first with no sound and then with nonsense noises. Concentrate only on face and voice. Switch leaders each time the teacher calls “switch.”• Get everyone standing with feet planted. Ask them to show with their faces/bodies a range of emotions (excited, angry, terrified, brave, exhausted, or add your own). Then add a simple nursery rhyme, like “Mary Had a Little Lamb,” and have them do the same thing, showing you the emotions with both face and voice.

ACTIVITY 3—AUDITION PREPERATION: Briefly talk about the Spotlight auditions process, and answer any questions students may have. Choose one or more of the following:• Have students try out their audition introductions (name, age, song title and musical it’s from), and give feedback on things they do well, along with 1-2 ways they can improve. Feedback Example: Try to stand still instead of swaying; Great job speaking loudly and clearly and smiling the whole time! • If auditions include lines/dialogue, allow students to practice some with a partner and possibly speak the lines in front of the class, giving feedback.

Week 1 Page I 1

DRAMA I for kids Week 1...Page 1

Gee, I Hope I Get ItDiscipline:

Bible Verse:

Introduction, audition preperation, and expression (both facial and vocal). Learn tricks, tips, and techniques to execute dramatic “mock” auditions and callbacks, with memorized monologues and cold readings.Joshua 1:9 (NIV): “Have I not commanded you? Be strong and courageous. Do not be terrified; do not be discouraged, for the LORD your God will be with you wherever you go.”


Gee, I Hope I Get It• Provide copies of partial scripts. Have students pair up to practice scenes and then possibly perform them in front of the class, giving feedback.• Provide copies of the Generic Dialogue (See Appendix) to have students practice facial and vocal expression while acting out basic scenarios and characters they create. You may or may not choose to have them perform for the class and give feedback.

ACTIVITY 4—IF YOU HAVE EXTRA TIME, PERUSE THE APPENDIX FOR GAME/ACTIVITY SUGGESTIONS.

Showcase RehearsalBriefly explain and answer questions about what Showcase is, when it will be, and the theme/story of the dramatic piece(s) the class will present.

Week 1 Page I 8

Attendance

Ice Breaker/Warm up—Stage Areas OR Stage Fright! game; Include: • Upstage (U), Downstage (D), Left (L), Right (R), and Center (C)• Down-Right (DR), Up-Right (UR), Down-Left (DL), Up-Left (UL), Down-Center (DC), and Up-Center (UC) • Optional: URC, RC, DRC, ULC, LC, DLC, and possibly Apron/Forestage

Review • Students’ names—possibly play a game again• Expression (face & voice)—possibly repeat one of the activities from last week or do a quick new one.

ACTIVITY 1—STAGE TERMINOLOGY AND SHORT-HAND SYMBOLS: Using a hand-out (Attached), discussion, and/or lecture format, go over key terms and short-hand symbols. Include:• Blocking• Enter (En)• Exit (Ex)• Cross (X) and Counter-Cross (CX)• Cheat (often used as “cheat-out” and meaning to “open toward audience”)• Optional: Wing(s), In, Out, Cover

ACTIVITY 2—IMPROVISATIONAL ACTING ACTIVITIES: I recommend using the Creative Dramatics approach to encourage and broaden creativity and imagination. • Acknowledge our Creator God—we were all created uniquely but in God’s image. Therefore, we too are able to create! A wonderful way to begin acting is to take inspiration from the multitude of created things in this world, like flowers, animals, weather, food, etc.• Do two to three warm-ups, encouraging kids to move like created things in this world (examples: wind, ocean waves, bacon frying in a pan, clothes washing and hanging on a line, bubble gum in a mouth, snow, soup cooking, animals, etc.) Remind students to show respect to each other and the classroom by not running into people or objects.• Affirm the creativity seen (example: I saw some tornadoes as well as some gentle breezes and many winds that changed throughout). This also helps encourage bravery.

ACTIVITY 3—IMPROVISATIONAL ACTING CONTINUED: I recommend continuing use of the Creative Dramatics approach.

Week 2 Page I 9


Who’s Line is it Anyway?Discipline:

Bible Verse:

stage areas and terminology; improvisational acting • Understand and integrate stage directions in blocking scenes. • Learn teamwork, stretch imagination, and build creativity through various exercises & theater games.

Psalm 139:13-14 (NIV): “For you created my inmost being; you knit me together in my mother’s womb. I praise you because I am fearfully and won-derfully made; your works are wonderful, I know that full well.”

Materials: Most are available in the Drama 1 Appendix. •Optional: Stage Areas cards (and directions) cut out • Optional: Stage Fright! game directions • Copies of Stage Basics hand out • Optional: Musical instruments to use for Creative Dramatics exercises


Who’s Line is it Anyway?• Tell a story, poem, fairy tale, or parable. • Discuss it, clarifying any unknown vocabulary. (example: What is a “tuffet” in Little Miss Muffet? Maybe it’s a mushroom or a grass clump or a rock…) Identify the characters (example: Miss Muffet and the Spider). Go over the main action of the story (Miss Muffet enters and sits on a stool to eat; a spider comes along, scaring Miss Muffet away). • Play the story as is (1-3 times). After each performance, support success by clapping and encourage bravery by asking what was done well. • Play through the story (allow for any plot changes, add characters, flesh it out into beginning, middle, and end—possibly creating new scenes). You may wish to divide students into groups, allowing for extra characters in each group. (example: Put 4-5 in each group to play the story of Little Miss Muffet, letting them choose the setting and create extra scenes and characters—including things like trees, stones, benches…). Again, after each performance, support success by clapping and encourage bravery by asking what was done well. You may also ask what could be done differently.• NOTE: Make-believe stories may be changed/added to (example: Miss Muffet may frighten the Spider, or the Tuffet may come to life…). True stories (the Bible) must be respected; it’s okay to suppose some dialogue and add characters as long as the TRUTH of the story remains.For more ideas, see the Creative Dramatics section in the Drama 1 Appendix.

Showcase Rehearsal• Possible script read-through: If the Showcase script is ready and copied, go ahead and read through it as a class, making sure to explain characters and answer questions. • Showcase auditions expectations: Explain to students that you will hold auditions next week (or week 4) in order to choose roles for Showcase. Explain your process of how auditions will work in your class. Example: “Each student will read 1-2 lines for 1-3 characters you think you can portray well. You don’t have to memorize lines, but if you do, great! I’m looking for lots of expression, energy, and character. Plus, I need to hear and understand your lines. Everyone will receive a role, but it may not be what you most want. Thank you for trusting me to choose the best fit for each role!”

Week 2 Page I 10

Attendance

Ice Breaker/Warm up—Play a stage game (See Review—Stage Areas)

Review:• Stage Areas—playing the same game as last week may help.• Stage Terminology—you may choose to play a trivia-style game, give a pop-quiz, or have students “test” each other in pairs or small groups.

ACTIVITY 1—ADD BODY POSITIONS TO STAGE BASICS: using the handout and/or by playing a game like Stage Fright! or trivia. Include: • Full-Forward (FF) and Full-Back (FB) • 1/4 Right (1/4R) and 1/4 Left (1/4L)• 1/2 or Profile Right (1/2R) and 1/2 or Profile Left (1/2L)• 3/4 Right (3/4R) and 3/4 Left (3/4L)• Open vs. Closed positions• Optional: Shared vs. Give and Take positions

ACTIVITY 2—PHYSICALITY ACTIVITIES: Spread the kids around the room, and work with them to explore their own “space,” pretending to have different physical attributes. Using the list below, have kids move around and interact with each other.• Big and tall person trying to get into a car• Astronaut floating in space• Feather in a gentle breeze• Small person holding several large moving boxes• An elephant trying to pour a cup of tea• A tall tree swaying in the wind• A small tree trying to shake an annoying squirrel out of its branches• or add your own creativity!Watch for students who tend to only copy others in the activities; encourage bravery by helping them try their own ideas with their bodies/voices.• Character walk: Have students walk around the room as various character types (example: a race-car driver walking in a mall, a dancer walking down the street, an FBI agent walking undercover, a skater dude walking, a 90-year-old woman, a king, a toddler learning to walk, a cat-burglar in a mall, a rap artist walking, a cheerleader walking, etc.—See “Walk the Walk” activity in the Drama 1 Appendix)

Week 3 Page I 11


Move Your Bod!Discipline:

Bible Verse:

physicality (use of the body through movement and expres-sion) in creating a character, and staying “in” character.

Philippians 2:3-4 (NIV) - As students prepare to audition for showcase, or even as they volunteer for roles in class activities, a great reminder is to think of others first, just like Jesus did when He took on the role of human.

Materials: Most are available in the Drama 1 Appendix. • Optional: Stage Areas cards cut out and/or Stage Fright! game directions • Copies of Stage Basics hand out •Optional: music for mirroring • Optional: musical instruments to use for Creative Dramatics exercises •Optional: copies of Showcase Script (and Character Descriptions if available) for each student


Move Your Bod!• Make your body: Fill up as much space as possible, take as little space as possible, float like a balloon, clomp like you weigh 400 pounds, etc. • Mirroring (music optional): Face a partner or small group and focus on mirroring each other’s movement exactly. Alternate leaders each time the teacher calls “switch.” Start with the face/head, then upper body movement, lower body movement, and full body movement. The goal is to be so in tune with each other that the teacher can’t tell the leader from the follower.• Play the Improv game Slide-Show or a similar game that helps teach physicality.

ACTIVITY 3—IMPROVISATIONAL ACTING: Just like last week, you may choose to follow the Creative Dramatics approach, leading the students in a few warm-ups and then continuing last week’s story/poem and/or building a new story/poem. Remember to support success by clapping and affirming good things after each story performance. Also, encourage bravery by asking students to try new ideas. For ideas, see the Creative Dramatics section in the Drama 1 Appendix.

Showcase Rehearsal: • IF READY: Audition students for Showcase, and assign roles. OR review expectations for auditions to be held next week. Remind them to do their best and to encourage each other, showing respect. Acknowledge that God is helping you in choosing which student should play each role, so they can trust you and respect the difficult decisions you make. As usual, support success by clapping for each student’s audition.• Read through the script together.

Week 3 Page I 12

Attendance

Ice Breaker/Warm up - Mirroring: Pair up and mirror facial expressions, first with no sound and then with nonsense noises. Concentrate only on face and voice. Switch leaders each time the teacher calls “switch.”

Review• Stage Basics—you may choose to play Stage Fright! or a trivia-style game, give a pop-quiz, or have students “test” each other in pairs or small groups.• Physicality—review what that means, and either do a short activity/game or incorporate it into today’s diction activities.

ACTIVITY 1 - EXPLAIN AND DEMONSTRATE NEW CONCEPTS, INCLUDING:• Diction (combination of Projection and Enunciation/Articulation but most often refers to enunciation)• Vocal Quality (pitch, clarity, control, etc.)

ACTIVITY 2 - EXPLAIN, TEACH, AND EXERCISE PROPER BREATHING TECHNIQUES. IDEAS:• Use the “Hey” activity—See Appendix.• Do a series of hissing for breath control. Breathe in and let breath out in a “sssss” for 1 count, breathing in between; then hiss for 2 counts, breathing in between, then 4 counts, 8, 16…• Compete to see who can hiss the longest in one breath.

ACTIVITY 3—DICTION, VOCAL QUALITY, AND EXPRESSION ACTIVITY OPTIONS:• Pass out copies of the Diction Activities handout (See Appendix), and do some together as a class, or have students work in pairs/small groups. • Use simple nursery rhymes, such as “Mary Had a Little Lamb,” “Humpty Dumpty,” “Twinkle, Twinkle, Little Star,” “Jack & Jill,” etc. Recite one together loudly and clearly, and then add different emotions or character-types (examples: say it as if super sad, excited, terrified, exhausted, angry, frantic, airhead, tough guy, old person, high tones, low tones, whiney tones, while laughing, while chewing, etc.) Make sure students include facial expressions. Encourage bravery by having students try their own ideas instead of copying others (example: If students are in a circle, have them face away from each other so only you can see each student).

Showcase Rehearsal• IF NOT DONE LAST WEEK: Audition students for Showcase, and assign roles. Remind them to do their best and to encourage each other, showing respect. Acknowledge that God is helping you in choosing which student

Week 4 Page I 13


Don’t Break! Discipline:

Bible Verse:

Introduce concepts of diction, vocal quality, and facial expres-sions in creating a character, and staying “in” character.Philippians 4:12-13 - I have learned the secret of being content in any and every situation, whether well fed or hungry, whether living in plenty or in want. I can do everything through Him who gives me strength.

Materials: Pens/Pencils for each student, Copies of your Showcase Script (and your Character Descriptions if available) for each student, optional handouts


Don’t Breakshould play each role, so they can trust you and respect the difficult decisions you make. As usual, support success by clapping for each student’s audition. • Read through the script together.• If time, block first part of script. • Ask students to memorize blocking and lines together for whichever part you completed in class. • Give memorization tips like: -Read through part, while doing actions (blocking), several times. -Read through part just before bed. -Write out all your lines.

Week 4 Page I 14

Week 5 Page I 15

Attendance

ReviewMemorization tips: you may want to do this during your Showcase Rehearsal.

ACTIVITY 1 - BACKSTORY (BACKGROUND): Don’t go too in-depth with the kids, but give an overview of how to write a character profile or biography. Teach students to focus on the 5 W’s (who, what, where, when, and why)—start with the first 4 (Included on Stage Basics handout). Some things may be found in a full script, movie, or show. Other information on a character can be researched or made up:• WHO you are: physical/mental/emotional characteristics, age, history, vocal quality (young, old, high, low, scratchy, nasal…), family, etc.• WHAT is happening, What has happened, and What will happen for your character• WHEN the play takes place and When your scene in the play takes place—be specific, including circumstances like time of day, season, • WHERE the play takes place and Where your scene in the play takes place—be specific, for example: in a cold, dark, damp basement of a burned-out tenement building in Brooklyn, New York

ACTIVITY 2 - BLOCKING: Teach shorthand used for writing in scripts (U, D, C, L, R, En, Ex, X, 1/4R, 1/2L, FB, etc.). We do this in order to prepare students for theatrical roles, recognizing that directors often expect actors to know how to write blocking quickly. Also, it should help as you block Showcase. Ideas:• Use the Little Miss Muffet blocking activity (See Appendix).• Give students paper and pens/pencils and call out some basic stage instructions, having them write in shorthand (Example: Enter upstage right, cross to center, and sit in a 3/4 left position - En UR, X to C, sit, 3/4L)• Make a game of giving blocking instructions to students, having some students act them out “onstage” while others tell you the shorthand to use.• Have students work in pairs or small groups to make up blocking instructions for each other and write them down with shorthand symbols.

ACTIVITY 3 - CHARACTER DEVELOPMENT. Here are some starter ideas: • Students walk around the room as their character, exploring physicality and vocal qualities. Optional: have them introduce themselves to other characters, staying in character and using physicality and voice.• How does the character walk? Are there any physical attributes to this character? Height, weight, age, and


Who Are You? Discipline:

Bible Verse:

Introduce concepts of background and backstory in creating a character, and staying “in” character; teach blocking short-hand.

Jeremiah 1:5 - Before I started to put you together in your mother, I knew you. Before you were born, I set you apart as holy. I chose you to speak to the nations for Me.’”

Materials: Copies of Stage Basics handout for each student, Pens/Pencils for each student (to write blocking in scripts)

Week 5 Page I 16


Who Are You? so on?• Use the Generic Dialogue (See Appendix) for students to pair up and play their character and scene, speaking only the generic dialogue.

Showcase Rehearsal:• If done last week, run through the first part of the script, blocking and lines. • Block the next part of the script. • Ask students to create a basic character study or profile, writing a paragraph about the who, what, when, where, and why of their character.• Remind students to memorize blocking and lines together for whichever part you completed in class. • Review memorization tips like:-Read through part, while doing actions (blocking), several times.-Read through part just before bed.-Write out all your lines.

Week 6 Page I 17

Attendance

Ice Breaker/Warm up: Play Stage Fright! or another game to review the stage basics and help students warm up their acting

Review• Background/Backstory: Have students share their basic character study or profile with a partner or small group.• Character Development: Choose an activity/game.

ACTIVITY 1 - TEACH AND DEMONSTRATE 2 NEW THEATRICAL CONCEPTS:• Stage Business • Bits

ACTIVITY 2 - INTEGRATING STAGE BUSINESS AND BITS INTO A PERFORMANCE. IDEAS: • Pass the Object activity (See Appendix)• Give a short scenario; ask students to add their own business to it. Example: You walk outside, see it’s raining, but you have no umbrella. • Use the Creative Dramatics approach to play through a story with students improvising lines and finding business/bits to perform.

ACTIVITY 3 - INTEGRATING BUSINESS INTO SHOWCASE: Have students get into small groups with others in their scenes to come up with 1-2 actions to incorporate for each of their characters. Remind students to give respect to each other’s ideas and to take turns sharing.

Showcase Rehearsal• Optional: Have students get into small groups to practice Showcase lines.• Optional: Celebrate success by giving rewards (ex: candy, other goodies) to students who have lines memorized and/or have great character development. • Run through all blocking done so far, polishing/fixing things as you go. • Block next/final part of script. As you teach blocking, encourage bravery by allowing students to integrate stage “business” and “bits” into their performance. They’ll give you respect by letting you give the okay for what actually gets used in the performance and what gets cut.


The Extra StuffDiscipline:

Bible Verse:

Introduce the concept of stage “business” and “bits” and how to integrate them into a performance.

I Timothy 4:12 - Don’t let anyone think less of you because you are young. Be an example to all believers in what you say, in the way you live, in your love, your faith, and your purity.

Materials: 1-3 scarves or malleable fabric for the Pass the Object activ-ity, Pens/Pencils for each student (to write blocking in scripts), Optional: rewards for success so far

Attendance

Ice Breaker/Warm upAllow students to choose one of their favorite games/activities played so far.

Review• Go over definitions of stage “business” and bits.• Encourage brave students to incorporate their own actions into the improv games (Activity 1).

ACTIVITY 1—IMPROV GAMES: play a few simple improv games to help students work on reaction. • “Questions” – Give two kids a scenario to improve, but they can only ask questions…they can’t answer any questions or use any statements. When someone is tripped up and answers or uses a statement, that person is out of the scene and another student picks up where he or she left off.• “Party Guests” – Have one person act as the “host” of a party. Have two or three other kids come to the party, one at a time, with a pre-determined “quirk.” For example, one could be a used car salesman, one could have a horrible rash, another could be a lost puppy. The game ends when the host correctly guesses what the quirks are.• Or, add your own games!Encourage successful reactions during these games by leading students in clapping/cheering. A couple quotes from Sanford Meisner, an authority on acting:• “Acting is not acting. It is reacting.” • “Don’t do anything unless something happens to make you do it.”

ACTIVITY 2 - TEACH THE THEATRICAL CONCEPT OF INTENTION: (5th W—WHY: also on Stage Basics handout)• WHY you act as you do, including what you want and any obstacle(s) in your way. This is your WANT, your motivation for all you do. There’s an overall want (motivation) for the whole play and then several specific wants (intentions) in each scene. Example: In Annie, the orphan Annie’s overall motivation is “I want to find my parents and live with them.” In the opening scene, her intentions are: “I want to comfort Molly and stop the other girls from fighting” and “I want to run away from Miss Hannigan’s orphanage and find my parents.” • Intentions should be worded “I want…” followed by an ACTION verb instead of to be. Example: “I want to get into the car without getting wet by the rain.”• Together, figure out a few intentions for Showcase characters/scenes.

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What’s So Funny? Discipline:

Bible Verse:

Intention and reaction (key to having living characters vs. robots)! Learn and practice the truth that “90% of acting is reacting,” by hav-ing kids “react” without lines in a scene, activity, or game.Philippians 4:6-7 - Don’t worry about anything; instead, pray about everything. Tell God what you need, and thank him for all he has done. Then you will experience God’s peace, which exceeds anything we can understand. His peace will guard your hearts and minds as you live in Christ Jesus.”

Materials: Pens/Pencils for each student, Improv game ideas/instructions and any props used, Showcase props and practice microphones, Optional handouts, Optional rewards


What’s So Funny? ACTIVITY 3 - INTENTION APPLICATION IDEAS:• Generic dialogue activity, including forming an intention for each character (See Appendix). Option: apply the generic dialogue to showcase character/scene.• The Bench game: One person sits on a bench, waiting for a train. Another person comes along with the intention “I want to sit on the bench,” no matter what he/she has to do to get it. Variations include adding more than 1 person to the bench and having each actor create his/her own character and intention.

Showcase RehearsalNOTE: It’s a good idea to practice with the performance stage in mind and include entrance/exit areas and where the microphones are located. You may even use water bottles or other items to simulate the microphones. • Run through all blocking done so far, polishing/fixing things as you go. • IF not done yet, block the final part of script. As you teach blocking, continue to help students integrate intention, actions, and reactions into their performance. • Run through entire Showcase, timing it to make sure it fits under 10 minutes.• Give feedback, limiting constructive criticism but providing plenty of encouragement. A great idea is to allow students to share things they’ve noticed classmates doing well. Do this right at the end of class, so students leave feeling successful and affirmed!• Optional: Encourage bravery and celebrate success by giving rewards as you deem appropriate.

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Attendance

Ice Breaker/Warm upDo any games/activities to review some of the key concepts taught so far (Stage basics, physicality, diction, expression, backstory, stage business/bits, etc.). Ask the kids which Ice Breaker/Warm Up has been their favorite so far, and do that one!

ReviewReaction/Intention: Briefly discuss what they are and/or play a game, or repeat an activity from the week before.

ACTIVITY 1—REVIEW MEMORIZATION TIPS, LIKE:• Read through your lines, while doing actions (blocking), several times.• Read through all your lines just before sleeping.• Write out all your lines.• Ask students to share tips/techniques that work for them.

ACTIVITY 2—MEMORIZATION ACTIVITY: Give students a short poem or verse to try to memorize in a few minutes, encouraging them to add actions if helpful. Use the following suggestions below, or feel free to add your own!

Poem #1:Hidden in a forest there’s a flower quite dearHidden near the flower stands a golden deer Hidden near the deer there lies a crystal poolAnd hidden in the water lies a shiny jewelThe jewel isn’t such an extraordinary thingThe jewel is a plain-Jane silver-toned ringThe ring isn’t precious to a king or a queenBecause it’s mine. I dropped it. Ol’ Butterfingers Gene.

Poem #2:Hippity Hoppity, atsa da frog.Yippity yappity, atsa da dog.Slippity slappity, atsa da ice

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Don’t Mess Up...Discipline:

Bible Verse:

Learn tricks, tips, and techniques to aid in the memoriza-tion of a script, Understand and integrate stage directions in blocking scenes.

Ephesians 4:29 - Don’t use foul or abusive language. Let everything you say be good and helpful, so that your words will be an encouragement to those who hear them.

Materials: Scrap paper and pens/pencils for each student, Copies of a short poem and/or verse for each student, Showcase props and practice microphones


Don’t Mess Up...And squeakity squackity, atsa da miceFlippity Floppity, atsa da doughStubbity, ow! Atsa my toe!Chippity choppity, atsa da meatsAnd chompity gulpity, atsa good eats!

Also, you can work as a class to memorize and recite this week’s verse above.

ACTIVITY 3—SHOWCASE MEMORIZATION:Use whatever works best for your class. Ideas:• Give students paper and pens/pencils, and have them write down all their lines.• Assign Showcase understudy roles to have students memorize.• Have students get with a partner or small group (preferably from their scene) to rehearse lines while doing action.

Showcase Rehearsal• Discuss costume, props, and hair expectations for Dress Rehearsal next week. You may want to send paper note home with students today or an email to parents before next week.• Run through entire Showcase, stopping as minimally as possible to polish/fix areas needed.• Use mock microphones, and simulate the best you can your stage area and audience area to help students prepare.• Give feedback, limiting constructive criticism but providing plenty of encouragement. A great idea is to allow students to share things they’ve noticed classmates doing well. Do this right at the end of class, so students leave feeling successful and affirmed!• Optional: Encourage bravery and celebrate success by giving rewards as you deem appropriate.

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