Professional Documents
Culture Documents
Materials: (bulleted list of what is required for lesson, i.e., video clips, copies of handouts, paper, art supplies)
Paper, pencil
TEKS: (http://tea.texas.gov/curriculum/teks/)
(1) Foundations: inquiry and understanding. The student develops concepts about self, human relationships, and the
environment using elements of drama and conventions of theatre. The student is expected to:
(A) create and demonstrate theatre preparation and warm-up techniques;
(B) devise and model stage movement;
(C) model proper techniques such as diction, inflection, and projection in the use of effective voice;
(D) compare the structure of theatre to that of film, television, and other media;
(E) evaluate theatrical conventions of various cultural and historical periods;
(F) evaluate the interdependence of all theatrical elements; and
(G) develop and model memorization skills.
Objectives: In the courses of this lesson and participating in the activity, students will . . . (bulleted list of what
students should know and be able to do following the lesson)
Students should be able to analyze their own performances with specific categories and areas to think
about.
Preview:
Suggested time: (15 minutes)
1. Using a pencil and paper, write down your evaluation of the performance. The first areas are going to be
on the acting and are on a scale of 1-10. The second half will be on the play and are on a scale of 1-5.
Activity:
Suggested time: (10)
1. Actors will switch characters with someone else in their scene and have a conversation with the other
characters focusing on the subtext and no the actual text in the script. They should have five minutes to
prepare before sharing.
Appendix: Individual copies of any blackline masters, worksheets, handouts, or assessments needed for lesson
This graph shows how each girl in the show reflected and critiqued their performance from the night before. There were 9 girls
in the class who participated in this reflection. The last two columns were of technicians from the show, and not actors. The
goal was that the students analyze and evaluate their performance, and the students accomplished this goal. The second student
misunderstood some of the questions by writing yes/no responses, but everyone else seemed to understand that we were rating
the evaluations on a scale of either 1-10 or 1-5. The students could have been more spread out when self-evaluating, but the
conversation brought up several good points.