INSTRUCTOR: Kristin Richins

DATE: 3/12/2012

COURSE TITLE: Theatre Methods

LESSON #: 6

UNIT: History in Plays and Musicals

SPECIFIC TOPIC:
Makeup and Hair

INSTRUCTIONAL GOAL: (Goals for the entire unit)

-Students will see that history and theatre are intertwined.
-Students will understand how historical topics impact plays.
-Students will gain a greater understanding of history and theatre
based on their play project.
-Students will understand how to develop a character, set, costume,
and make-up depending on the historical aspects of the play/musical.
PERFORMANCE OBJECTIVE:
-Present projects that demonstrate their understanding of history and
a specific time period.
-Research the details within the time period and how it relates to
a character and the details of their life.
LESSON CONTENT:
o Pick a character - it can be any character, even a made up
one. When you enter the class you must be this character:
voice, habits, tendencies, tics, etc. You must also know
everything about your character (i.e. their background,
history, where they are from, etc.). Introduce yourself to
the class (as your character) and let the students ask you
questions about yourself (as your character).
1st Objective:
Ask the class what they learned?
Direct the conversation to better assess their understanding of your

character: i.e. What kinds of things did you learn about my character?
Then direct the conversation to:
Why is it important to know these kinds of things about your
character?
2nd Objective:
In groups of 3 or 4, give each group a picture of a person and have
the students write down everything about this character. Everything
from there name, to where they are from, hobbies, family,
behaviorisms etc.
Play the pocket game in the pocket game you will imagine what is
in your characters pocket. Why would they have these items in their
pocket, what does it say about them?
3rd Objective:
The students assignment is to take their character in their scene
and have them write down the different aspects of their character,
hobbies, habits, likes, dislikes, family, background, personality traits,
and anything that would help develop their character more. The
more detailed the better. Have the students get with their scene
partner and tell them more about their character. They can then
collaborate together and see if there is anything that they want to
add to their characters.
The students need to write these things about their character down,
even right in their script so they can know their character and refer
back to them.
Another thing that the student can consider is
How is the character like you? and How is the character unlike you?
How does this determine how you act out your character?
EVALUATION PROCEDURES: (How you will measure outcomes to
determine if the material has been learned?)
With their scene partner they will role play as their character telling
each other about themselves. If a group would like to perform their
little improv with their partner in front of the whole class, provide time
for them to do so.
MATERIALS AND AIDS: