The Preparation Process:

Step 1 - Students think about their personal goals for the class:
1. What do they really wish to accomplish?
2. How can they improve their skills and challenge themselves?

Step 2 - Choosing a topic and project:
1. Students think about their interests and talents
2. They look through the list of possible topics and projects.
3. They select a topic

Step 3 - Choose a collaborative group only if you must
1. The “Theatre History Project” may be done individually or with a group (Students may choose to work with others only if it is relevant to the topic).
2. Each person is responsible for a specific area of study and yet the presentation is done as a group.

*Suggested time of 10 classes to complete the project and students will need to complete some of the work outside of class time.

Possible General Topics:

Ancient and Classical Theatre Greek Roman Choral Speaking, Chants Ritual Masks Dionysus Acropolis, Ancient Theatres Egyptian African Asian Mythology Middle Ages and Renaissance Commedia del Arte Travelling Troupes Morality plays, Satires Costumes Puppets Elizabethan Shakespeare Marlowe, Jonson Globe Theatre Neo-Classical 18th Century & 19th Century Victorian Edwardian Restoration Theatre Drawing Room drama

Oscar Wilde, George Bernard Shaw Upper Class Issues Modern and Contemporary Irish Theatre - Synge, Behan, Joyce Abbey Theatre - W.B. Yeats Realism - Ibsen, Chekov, Strindberg Political - Brecht, Arthur Miller Absurd - Beckett, Ionesco, Havel Theatre of the Oppressed - Boal Modern - Pinter, Albee American Theatre - Tennessee Williams, Sheppard, O’Neill, Miller Living Theatre - McClure Theatre of Revolt Avant Garde - Wooster, Robert LePage Multi Media - Laurie Anderson, Spalding Gray Clown - Mump & Smoot Collectives - Passe Mureille, Paper Wheat National, Regional Theatre Puppet, Marionette Musicals, Broadway World Theatre Kno Theatre Indonesian Shadow Puppets Africa China "Beijing Opera" India Brazil "Theatre of the Oppressed"

Select a Project Outcome:

For example:

• perform a scene (or monologue) from a specific play; include script analysis showing "objectives" and "beats".

• create a maquette for the set for a specific play; explain the reasons for choice of colour, texture, placement; is it realistic, minimal or symbolic; possibly build or paint a set piece.

• direct a video as a movie trailer for a specific play; capture highlights from various scenes, build interest in the plot, create an effect.

• film a documentary on the era.

• mix two eras to create a new scene

design costumes for a specific play; create one costume piece; recreate a period piece.

• build a prop piece for a specific play (or a set of connected props); research the proper material to be most effective.

• create a music composition for a specific play; if possible, play or record the music; explain the significance of the music.

• create a lighting plan for a specific play; explain choice of colour, placement and effect. If possible, show the lights on a stage - or, if not available, draw the plan and make a cue by cue.

• create makeup (possibly hair and clothing), for a specific character; design on paper first, then create it on a model; explain choices for colour, textures, etc.

• draw a story board for a play; create each scene in a drawn (cartoon) panel - you can use stick figures with written detail if drawing is not a strength.

• design a web site.

• film or stage a talk show with famous people from theatre as guests.

• write a research paper.

• write and illustrate a children’s book on theatre history.

• create a puppet show.

• create a model of the Globe Theatre or the Acropolis.

• design and create masks for a specific

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Assignment:

Step 1 - Submit an Outline: (If working in a group, each member must still submit their own outline.)

Include the following in the outline (due at the end of your second work day):
1. Describe the project in detail.

2. Describe the role (duties & responsibilities) of each person involved.

3. What are expected outcomes with regards to performance, display, video, demonstration, costume, set, etc.?

4. How will it be presented?
(Attach drawings, designs, images, scripts as needed for marking.)

5. Create a timeline to indicate work expected for class and homework.

6. Summary Notes
(Students should keep point form notes on their topics and ideas. They should number each point. Students need a minimum of 50 points. They should attach these notes to the outline.)

Part 2 - Work on the Project:

1. The process will be monitored and evaluated daily (for example: attendance, daily effort, responsibility for own work, initiative, staying on task without prompting from me.)

2. The teacher’s role is as facilitator and guide; to offer advice, instruction and critical feedback as required. As on any independent project, you must be careful to keep yourself on task.

3. Students have a total of 10 days, 8 of which will be dedicated to working on the project.

Part 3 - Present your Project:

1. The final day of work time should be used to practice the presentation. Teachers might allocate 50-60% of the mark for presentation.

2. Project presentation times will be scheduled following the 10 days of work periods.

Instructional Strategies: research project, and various others, depending on student choices

Evaluation:
• student self-evaluation found in the next lesson (10 to 20 %)
• daily "on task" evaluation for project duration(10%)
• outline of project including drawings, plans, timeline, goals and summary notes (20%)
• project presentation including content, presentation style, appeal, and flow(50 - 60%).