Production/Projects and Assessments

Stage Types

• Project – In this project, the students will research and present the different types of stages.  Assign a type of stage (proscenium, thrust, arena, black box, etc.) to each student.  Have them work independently to find pictures of their stage types and create a diorama illustrating its key features.  Each student will present her research and diorama to the class and discuss the positive and negative aspects associated with her type of stage.
• Assessment – Presentation with pictures and a diorama.

Audition Workshop

• Project – In this project, the students will have the opportunity to develop monologues for auditions and practice other audition techniques such as improv games and cold readings.  Once every student has two contrasting monologues and a resume prepared, hold a mock audition.  Students play the roles of both the person auditioning and the director/casting agents; this enables the students to learn what a director is looking for when casting a show.  Lead the students in selected cold readings and games or have those students acting as casting agents conduct them.  This project could coincide with auditions for an actual production.
• Assessment – Preparation and delivery of audition material.  Participation as both a person auditioning and casting agent.

Marketing/Producing

• Project – Students will work in small groups to market a play.  After they have chosen a play, they will pitch their production and ideas to the rest of the class.  This pitch could consider why the students chose the play, how it will contribute to the “season” and potential audience reactions.  The groups will then create marketing materials as if a theatre board accepted their pitch.  Possible marketing materials include posters, t-shirts, playbills, announcements, press releases and a sample letter to attract program advertisers. Groups should also create a budget that approximates the cost of creating their materials.
• Assessment –Development of pitch.  Construction and presentation of marketing materials.

Hands on Experience

• Project – This project requires students to work outside of class in order to gain practical experience.  They can work with school, community or professional theatre groups depending on availability.  Students can volunteer in a box office, as an usher, on a stage crew or as an assistant to stage managers, directors, designers, etc.  They should keep a journal to reflect on the experience and write a final self-assessment paper summarizing what they learned.
• Assessment – Participation in a production.  Written reflection journal and self-assessment paper.

Touring productions

• Project – Students will prepare a tour for a show.  Students will work in small groups to choose a play, decide on appropriate venues, create a tour schedule, develop a budget and create appropriate communication materials to send to potential bookers.  Groups will share their work with the class.
• Assessment – Development of all components of the project.

Production Team

• Project – The entire class will act as a production company for this project.  Every student will have a production role and a performance role.  They will choose the play as a company and communicate during regular production meetings.  The company will draw up contracts for each student mapping out her specific duties (e.g., Niki will perform the role of the Mad Hatter and design costumes for Alice, the Red Queen and the White Rabbit).  The final production could be performed for other classes or open to the public.
• Assessment – Fulfillment of contractual duties.  Final performance of the show.

Study Guides

• Project – Whenever teachers take a group of students to see a production, study guides are usually provided.  In this project, the students will have the opportunity to develop their own study guides that should be useful to both teachers and students coming to a production.  This could be a group or individual project and it might link to other units by choosing specific plays.  This could also be a chance for students to create a study guide after seeing a performance.  Creating study guides requires the students to think about the play as a whole and to considering the script, the direction, the performances and the design elements.  Study guide writers also need to think about the theme of the production and its educational and social implications.
• Assessment – Creation of a useful study guide.