Quarter 4: Theater 1/2: Digital lessons for April 6-15 (Periods 2, 4, and 6)

TeacherDarlene Stewart
Subject AreaM/J Theatre 1 & 2
Grade LevelGrades 6th, 7th and 8th
Week #Quarter 4 Digital Lessons: April 6-15
Unit of InstructionPutting It All Together!
Standard(s) Taught

Big Idea: (TH.68.S) SKILLS, TECHNIQUES, AND PROCESSES; Enduring Understanding 1 (TH.68.S.1) The Arts are inherently experimental and actively engage learners in the process of creating, interpreting, and responding to art. (TH. 68.S.1.4) Discuss the ways in which experiences involve empathy and aesthetic distance.

Big Idea: (TH.68.F) INNOVATION, TECHNOLOGY AND THE FUTURE; Enduring Understanding 1: (TH.68.F.1) Creating, interpreting, and responding in the arts stimulate the imagination and encourage innovation and creative risk taking. (TH.68.F.1.4) Survey an aspect of Theatre to understand the ways in which technology has affected it over time. 

Learning Targets and Learning Criteria

Students will create their own drama game focusing on skills needed in the theater classroom.

Students will critique acting skills of a famous (semi-famous) actor and scene.

Students will make connections between Quarter 1, 2, and 3 and reflect of how theater artists work on “putting it together.”

Classroom Activities

Welcome back to the Drama Classroom! (on-line version)

Lesson 1: (Monday/Tuesday)

As you all know, we use a lot of warm-up games, exercises and improvisations. Each of these activities increase a skill in Theatre. Think about some of the games we play–for example: Honey, I Love You! There are many skills practiced in this game–focus/concentration; creativity; listening and responding. Other games focus on other skills needed. Using the games we have played throughout the year so far as examples, you are each going to create your own theater game, exercise or improvisation. Listed below are various skills commonly worked on within a theater game, exercise or improvisation. Use 1 or 2 of these skills to construct your game–meaning that your game will work to improve these skills for the player of the game. Give your game a title that is interesting and memorable. Try your game with family members. Tweak the things that didn’t work and make your game better. Then email me a full description of your game, what is needed to play,  and the skills the game is working to improve for the player. For extra credit you may include variations of the game.  Due by Wednesday, April 15

Common Skills for Theatre Games: Focus, Concentration, Ensemble (working together), Voice, Movement, Imagination, Creativity, Characterization, Pantomime skills, Language skills, Quick Thinking, Listening, Projecting, Clear Communication, Strategy, Getting to know each other, ETC. 

Lesson 2: (Wednesday)

Here is your chance to share your favorite actor/actress and their work. Choose a short scene from a movie, Television show or series (or even a YouTube show). Analyse what makes the acting “good.” Write a reflection telling your reasons for believing this is “good acting.” You must be specific. Focus on the ACTOR’S TOOLS–Body, Voice and Mind. How does the actor show characterization? How do they use their voice to indicate emotion? How does their movement assist in making the scene believable? What facial expressions do they use to portray character or emotion? Do you as an audience member feel anything while watching this scene? What is the intention of the playwright or screen writer? Did the actor fulfill the intention of the scene? Reflection should be 1/2 to a full page. Please make sure to include where this scene can be viewed. What movie, TV show, or series the scene is from AND What actor you are writing about. Due by Wednesday, April 15

Lesson 3: (Thursday/Friday)

Found in the additional resources section are two versions of Stephen Sondheim’s Putting it Together. One is from a musical review of his work and takes a more presentational view of the song. The other is from the song’s original source a musical called Sunday in the Park with George and takes a more representational view of the song. Watch both. Then write a reflection comparing and contrasting the two versions. Use questions provided to encourage deep thought.  Reflections should be 1 to 2 pages. Due Wednesday, April 15

Video Reflection Questions:

  • Which of the two video’s did you enjoy more? Why?
  • Discuss some of the differences in staging between the two videos? How did this staging contribute to the overall artistic intention of the song?
  • How was technology used in both of these videos? (AKA How did technical theater assist in making the impact of the song?)
  • What is the difference between presentational and representational style? Using the two videos to support your answers.
  • How did costuming help the song? (Or how didn’t costuming help the song?)
  • Please talk about anything else that stands out to you.

If you cannot access the video versions for some reason, i.e, you don’t have internet, please use the lyrics (found in the Media section) and these questions to write your reflection–Reflections should be 1 to 2 pages. Due Wednesday, April 15

Reflection Questions for NON-video version:

  • What do you think the lyrics to this song mean?
  • When reading the lyrics of the song, what do you picture going on? What is the blocking?
  • When reading the lyrics of the song, what costumes, lights or setting do you picture?
  • Who do you think is saying these lines? What character is singing this song? What do they look like? How old are they? What are they like as a person? Why are they singing this song?
  • Do you find any connections to yourself when you read the lyrics of this song? Why or Why not?
  • Please talk about anything else that stands out to you. 

If you have any questions about these three lessons, please don’t hesitate to text me through remind or email at stewartd@ivyhawnschool.org or djstewar@volusia.k12.fl.us

Assignments Due
  1. Create Your Own Warm-up Game/Exercise. (Use guidelines provided)
  2. Example of “Good” acting and paragraph why you think it is “good.” (use questions provided)
  3. One Page reflection on “Putting it Together.” (use questions provided)

Submitting work on-line: Students can submit their assignments due to either (or both) of my email addresses: djstewar@volusia.k12.fl.us or stewartd@ivyhawnschool.org If you have any problems or issues submitting work through my emails, please try sending it through remind. Thank you and Miss you all. —Mrs. Stewart

(YES my Volusia county email does not include the T in my last name!)

Also the due date is a suggestion. Do the best you can. I will as always continue to accept late submissions. Stay Well. 

Additional Resources

Broadway Musical Review of Putting It Together by Stephen Sondheim 


Broadway Musical–Sunday in the Park with George by Stephen Sondheim; The Art of Making Art/Putting it together



Putting It Together
Bit by bit, putting it together
Piece by piece, only way to make a work of art
Every moment makes a contribution
Every little detail plays a part
Having just a vision’s no solution
Everything depends on execution
Putting it together (That’s what counts)
Ounce by ounce, putting it together
Small amounts, adding up to make a work of art
First of all you need a good foundation
Otherwise it’s risky from the start
Takes a lot of earnest conversation
But without the proper preparation
Having just a vision’s no solution
Everything depends on execution
The art of making art, is putting it together
Bit by bit
Note by note, working on projection
Lips, teeth, throat, looking for a moment to inhale
Keeping the emotional connection
Even when your fellow actors fail
Pointing at the subtext by inflection
Helping your director reach perfection
Even though you have a strong objection
To the way he’s handling the direction
Art isn’t easy
Every minor detail
Is a major decision
Have to keep things in scale
Have to hold to your vision
Even though you’re feeling apprehensive
That you’re looking bland and inoffensive
And you wish your wardrobe was extensive
Don’t forget that Spangles are expensive
The light, Love
A little to the right, Love
It isn’t very bright, Love
And must it be so tight, Love
Thank you, he does that every night
Beat by beat, losing inhibition
Head, hands, feet, trying to relax, but not too much
Trying to lay out the exposition
But without exposing it as such
Trying to perform but not audition
Trying to establish recognition
Trying to persuade the electrician
That he should destroy the competition
Art isn’t easy
Every word, every line
Every glance, every movement
You improve and refine
And refine each improvement
Bit by bit, putting it together
Piece by piece, working out the vision night and day
What it takes is time and perseverance
Dealing with details along the way
Dealing with Producer’s interference
Waiting for the Author’s disappearance
Filling up the holes with animation
Covering the flaws in the construction
Wiping all the scenic ostentation
Knowing it’s a “Macintosh” production
Working for a tiny compensation
Hoping for a thunderous ovation
The art of making art
Is putting it together
Bit by Bit
Part by Part
Fit by Fit
Start by Start, Stride by Stride
Kick by Kick, Glide by Glide
Schtick by Schtick, Side by Side by Side by Side by Side by Side.
And that is the state of the art.
Source: Musixmatch
Songwriters: Stephen Sondheim
Putting It Together lyrics © Rilting Music, Inc., Wb Music Corp Obo Rilting Music Inc.