YOUNG ACTORS THEATRE

DAY 1 LESSON PLAN

Lesson Purpose:
The purpose of this lesson is to introduce the students to each other, to the volunteers and the
instructors as well as to theatre itself. They will also take part in the first actor-related aspect of the
production process by learning about auditioning.
Prior Knowledge Required:
None.
Objectives/Learning Outcomes:
Students will be able to
1. correctly identify locations on the stage
2. outline the history of theatre arts
3. demonstrate a proper slate
4. read the different parts of a script
Standards:
5.a. Apply research from print and nonprint sources to script writing, acting, design and directing
choices
6.a. Describe visual, aural, oral, and kinetic elements in theatre, dramatics, media, dance, music, and
visual arts
6.d. Describe and compare the functions and interactions of performing and visual artists and audience
members in theatre, dramatic media, musical theatre, dance, music, and visual arts
8.a. Describe and compare universal characters and situations in dramas from and about various
cultures and historical periods, illustrate in improvised and scripted scenes, and discuss how theatre
reflects a culture
8.d. Explain how culture affects the content and production values of dramatic performances
Materials and Resources Needed:
Teacher
Notes
White board
Dry erase markers and eraser
Notebooks, pencils and folders for each student
Large paper
Markers
Activities binder*
Scripts

Students:
None

*Activities binder refers to a collection of drama/theatre games compiled by the instructor.

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YOUNG ACTORS THEATRE

Activity Title
Introductions

DAY 1 LESSON PLAN

Time
25 minutes

Description/Procedure
Students will be greeted to the class as they enter the
room, allowing for attendance to be taken and helping to
ensure that everyone is in the correct place.
At 8:00am students will be welcomed as a group and asked
to stand in a circle, instructors and volunteers included, to
participate in a name game. Participants will come up with
a series of movements to match with his/her name, a
distinctive movement for each syllable. The movement
should relate to an activity he/she enjoys. Everyone will
practice simultaneously for a couple minutes. Once
movements are selected, the group will form a straight line.
One at a time, students will cross in front of the group
repeatedly performing the action while saying his/her
name. Those remaining in the line will mimic what is being
done.

Overview of Course

20 minutes

Once this is completed, the group will come back together

in the center of the room. Each volunteer will introduce
herself stating where she goes to school and her experience
in theatre. Finally, the instructors will introduce
themselves.
Give brief information on what the students can expect
from the class. This includes:
1. Production process
a. Makeup, costumes, lighting, sound, set
building
2. Acting
a. From audition to performance
b. Character development
c. Using your voice/body
3. Making a story
a. Plot, given circumstance, characters
Students will then be asked to come up with rules for the
class, ones that they find constructive. All should be stated
in a positive manner. Rules which should be included in
some form are:
Keep the space safe
Be constructive
Clean up after yourself
Use the stairs and ask permission before going on
the stage
TRY!
Make choices
Participate

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YOUNG ACTORS THEATRE

DAY 1 LESSON PLAN

While brainstorming, all (appropriate) suggestions will be
accepted and written on the white board as a possibility.
Once students are done making suggestions, instructors or
volunteers may suggest some if any of the above list was
not met. Then, students will discuss and work together to
establish which rules seem fair and productive for the class.

What is Theatre

40 minutes

When they final set of rules has been selected, a volunteer

will take the large sheet of paper and markers to write out
a contract of rules which the students will sign.
Instructor will lead students through basic information
about theatre. This begins with history. This is to be led as a
discussion rather than a lecture, with student input and
questions highly encouraged.
Information to be included in conversation of theatre
history:
History is constructed; people determine what is
important.
Greek theatre
o Thespis, Festival Dionysus, audience
members knew the stories, masks
Outlawing of theatre throughout history
Shakespeare
o Women not allowed onstage
o Nickelodeon
o Macbeth superstition *
FDRs New Deal
o Free/Cheap entertainment
o 63,729 performances in 10 years
o 29% of ND budget allocated to performing
arts
*While discussing the superstitions behind Macbeth,
students will be asked to practice the forgiveness ritual
some require of people who have used the name in a
theatre space.
The next topic will be genres of theatre.
Comedy protagonist overcomes obstacle
(colloquial definition: light, amusing, happy ending)
Tragedy protagonist is defeated, high class
characters
Drama serious, middle or low class characters
Farce physical humor, quick wits, i.e. I Love Lucy
Melodrama Good vs. Evil
Docu-drama dramatizes real events

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YOUNG ACTORS THEATRE

DAY 1 LESSON PLAN

The Stage/Vocabulary
(Note, works typed in
red are vocabulary
terms)

40 minutes

Break

15 minutes

Musical Theatre songs and dances, adaptations of

movies, jukebox musicals
This section will be done in three groups to prevent
crowding the stage and to ensure everyone gets a
satisfactory amount of attention. Students who are not
onstage will participate in activities (from Activity Binder)
led by the volunteers.
Bring students onstage and have them all stand center.
They should bring notebooks and pencils with them.
Students are not required to take notes. For those who
would like to, see attached sheet for recommended layout.
Tell the students that stage directions are from the actors
point of view when facing the audience.
Ask students which direction is stage left and which is stage
right. Have all students turn around, then pose the same
questions. Directions should not change.
Request that students who already know the next answers
allow those who do not to attempt to answer. Ask where
they believe downstage to be and why. Explain the proper
answer to be the part of the stage nearest the audience.
Knowing such, where is upstage?
Ask if any students know why the terms up and down
are used.
Stages used to be racked, while the audience was on level
ground.
Play it Again: This is an activity to reinforce stage directions.
Have students spread out and close their eyes. Call out
various instructions (i.e. lift stage left leg; take one step
downstage, etc), making any necessary corrections to
students actions when needed. After a number of
successful movements, students will turn to face the back
of the stage and repeat the activity. The group will then
transition to a new activity on stage presence.
The most basic instruction in stage presence is that the
audience should always be able to see the actors faces
(unless actors are specifically instructed otherwise). To
accomplish this, actors need to cheat out, stand at an
angle. There is an imaginary fourth wall separating the
actors from the audience.
Allowed to Cheat: Students will practice standing in pairs
then in small groups as if speaking to one another, while
appropriately cheating out to be sure all can be seen. Every
time the instructor calls switch, they must rush to form
another group using correct angles. Corrections to angles
and positions will be made as needed.
Once this is done, groups will switch out
Students may select their YAT t-shirt

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YOUNG ACTORS THEATRE

DAY 1 LESSON PLAN

Auditioning Information

40 minutes

Scripts

45 minutes

The instructor will explain that the purpose of an audition is

for the director/casting director to gain an understanding
of what an actor can do as well as how he/she works with
others and how he/she might fit into a role. Ask students
how long they believe it takes to make an impression.
It takes approximately 7 seconds to form an opinion.
Auditions typically begin with a slate, or introduction. For
the purposes of this class, students should use the template
Hello. My name is ________. This is ________ from
__________.
Slate: To practice doing a slate, students will spread around
the room. Simultaneously, they will walk a few steps, turn
front as if facing a director, and slate. They should use
characters from plays or movies/TV shows they know.
Instructors and volunteers may offer suggestions if needed.
Instructors will rove during, offering positive and
constructive criticism.
After a few rotations, the activity will transition to modified
version of Two Truths and a Lie. Students will walk around
the room and at random introduce themselves to one
another via a slate, using the below example.
Example: Hello. My name is Stephanie Lucas. This is Two
Truths and a Lie from Young Actors Theatre.
They will then take turns telling each other three short
stories. Two stories should be true while one is not. NOTE:
the entire story should be false, rather than simply one
minute detail. Students will not reveal to each other which
stories are true, but will continue mingling after each
interaction. Students are to use the same three
facts/stories during each introduction.
After 10-15 minutes, students will sit on the floor facing the
stage. The instructor will explain the next task with an
example, being certain to remind the students to project
while on stage so that they are heard. One-by-one,
students will go on the stage, slate, then tell their stories.
The remaining students will then vote on which they
believe to be the lie. Once done, the presenter will reveal
which was untrue, thank the group, and step down from
the stage. This will continue until each student has gone
onstage.
The instructor will announce the production that will be
done: The Wind of a Thousand Tales. Students may take
notes if desired. A brief synopsis of the play will be
provided followed by descriptions of the characters, and if
anything special is required of the role (i.e. singing, dancing,
etc.). Students may ask questions for clarification if needed.

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YOUNG ACTORS THEATRE

Closing

DAY 1 LESSON PLAN

10 minutes

The volunteers will then pass out copies of the scripts to

each student. As a group, the instructor will the lead
students on how to read a script. Understandings should be
reach regarding what is dialogue and what is stage
direction. Students will then practice by reading various
parts of the script.
Students may ask any remaining questions. The instructor
will give a short explanation of plans for day 2, which will
largely consist of auditions. Any time left over may be filled
with an activity from the Activity Binder.

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