Lesson Plan | Active Learning | Theatrical Production

Assumptions: This Active Lesson Plan assumes: a 100-minute class, prior student study with both the Book and the start of Project development, and that only one activity (among the three suggested) will be chosen to be conducted during the class, as each activity is designed to take up a significant portion of the available time.

Objectives

Duration: (5 - 10 minutes)

The objectives stage is crucial to direct the focus of students and the teacher, clearly establishing what is expected to be achieved by the end of the class. By defining the main objectives, students can better understand the importance of each proposed activity and how they relate to learning about theatrical production processes. This clarity helps maximize the effectiveness of class time and ensures that all participants are engaged and aligned with the established goals.

Main Objectives:

1. Empower students to understand and apply the production processes of performing arts, including the conception, planning, rehearsing, and execution of a theatrical piece.

2. Develop teamwork skills and creativity through the production of a brief theatrical scene during class.

Side Objectives:

1. Encourage artistic expression and self-confidence in students while acting in a small theatrical production.
2. Promote appreciation for the performing arts and understanding of the work and effort necessary behind the scenes of a play.

Introduction

Duration: (15 - 20 minutes)

The introduction serves to engage students and connect the prior knowledge acquired at home with practice in the classroom. By presenting problem situations, students are challenged to think critically and apply their theoretical knowledge in practical contexts. Additionally, by contextualizing the importance of theatrical production processes with real examples and curiosities, students can visualize the relevance of what they are learning and feel more motivated to actively participate in the proposed activities.

Problem-Based Situations

1. Imagine that a theater company is mounting a classic play, but the director and the cast disagree on how a crucial scene should be interpreted. How could they resolve this issue using the theatrical production processes you have studied?

2. A group of theater students needs to create a play for a school festival, but the deadline is short and they have a limited budget. What production steps do you think would be most critical to focus on, given the time and money constraints?

Contextualization

Theatrical production is not just about acting on stage, but also involves a series of creative and organizational processes that happen behind the scenes. These processes are essential to ensure that a play is successful, from choosing the text to the set design, costumes, lighting, and directing. For example, on Broadway, every detail is meticulously planned and executed to create a memorable theatrical experience. Understanding these aspects not only enriches students' knowledge of the performing arts but can also inspire future careers or simply deepen appreciation for watching a theatrical performance.

Development

Duration: (70 - 75 minutes)

The purpose of this section is to allow students to practically and creatively apply the knowledge acquired about theatrical production. Through the proposed activities, they will have the opportunity to explore different aspects of theater, such as direction, acting, set design and costumes, and presentation techniques. Furthermore, the activities are designed to promote collaboration, critical thinking, and students' artistic expression while consolidating their understanding of the process of producing a play.

Activity Suggestions

It is recommended to carry out only one of the suggested activities

Activity 1 - Drama in Action: Creating a Scene

> Duration: (60 - 70 minutes)

- Objective: Develop improvisation skills, teamwork, and practical application of the elements of a theatrical scene.

- Description: In this activity, students will be divided into groups of up to 5 people to create and present a short drama scene. Each group will receive a set of mandatory elements to incorporate into the scene (such as a specific object, theme, or line of dialogue).

- Instructions:

• Step 1: Divide the class into groups of up to 5 students.

• Step 2: Distribute the mandatory elements that each group must include in their scene.

• Step 3: Give 5 minutes for groups to discuss and plan the structure and dialogue of their scene.

• Step 4: Each group will have 20 minutes to rehearse and prepare their presentation.

• Step 5: After rehearsals, each group will present their scene to the class.

• Step 6: Conduct a brief discussion after each presentation, focusing on strengths and areas for improvement.

Activity 2 - Directors for a Day

> Duration: (60 - 70 minutes)

- Objective: Explore the role of the theater director and understand how their decisions influence the overall production.

- Description: Students, in groups, will take on the role of theater directors for a scene from a classic play. They will not only direct the actors but also decide on sets, costumes, and lighting, using simple materials available in the classroom.

- Instructions:

• Step 1: Divide the class into groups of up to 5 students and assign each group a scene from a classic play.

• Step 2: Groups must plan the staging of the scene, including actor direction and choices of sets, costumes, and lighting.

• Step 3: Use simple materials available (paper, fabrics, simple lights) to create the sets and costumes.

• Step 4: Groups will have 40 minutes to rehearse and prepare their scene.

• Step 5: Each group will present their scene to the class, followed by a discussion about the directorial and production choices made.

Activity 3 - Shadow Theater

> Duration: (60 - 70 minutes)

- Objective: Introduce students to shadow theater technique, stimulating creativity and collaboration in developing a visual narrative.

- Description: In this activity, student groups will use a shadow theater technique to tell a story. They will create silhouettes of characters and settings and use a light source to project the images onto a screen, accompanied by narration or dialogue.

- Instructions:

• Step 1: Organize students into groups of no more than 5 people.

• Step 2: Each group chooses or creates a short story to adapt for shadow theater.

• Step 3: Groups design and cut out silhouettes of characters and settings from paper or cardboard.

• Step 4: Set up a dark area in the classroom with a screen or sheet for projection.

• Step 5: Groups rehearse the presentation of their story using the shadow theater technique.

• Step 6: Each group presents their story to the class, followed by a discussion about the technique and narrative's effectiveness.

Feedback

Duration: (15 - 20 minutes)

The purpose of this stage is to allow students to reflect on the theatrical production process and articulate what they learned through the practical activities. This feedback helps solidify the acquired knowledge, in addition to providing an opportunity to assess teamwork and the application of creative and technical skills. Through the discussion, students can identify areas for improvement and success, and better understand the importance of each stage of the theatrical process.

Group Discussion

Initiate the group discussion by inviting each group to share their experiences and learnings. You can start with a brief recap of the activities carried out, asking how they felt while executing the tasks and what they found most challenging or rewarding. Encourage students to discuss not only the final result of their scenes but also the creation and collaboration process. Use the following questions to guide the discussion: 1. What were the main challenges your group faced during the scene preparation? How did you overcome them? 2. How did the different stages of the theatrical production process (planning, rehearsal, execution) influence the final outcome of your scene? 3. What did you learn about teamwork and communication during the activity?

Key Questions

1. How does understanding the processes of theatrical production influence the way you enact or direct a scene?

2. What aspects of teamwork were most critical to the success of your theatrical scene?

3. How were creativity and improvisation utilized during the preparation of your scene?

Conclusion

Duration: (5 - 10 minutes)

The purpose of the conclusion is to ensure that students have a clear and solid understanding of the topics covered during the class. This moment allows reinforcing learning, clarifying doubts, and highlighting the applicability of the discussed concepts. In addition, it serves to reiterate the importance of the performing arts and the processes of theatrical production both in the educational context and in the professional and personal lives of students.

Summary

To conclude, the teacher should summarize the main points covered about theatrical production and staging a play. Reinforce the concepts of planning, rehearsal, execution, and critical discussion of presentations, highlighting how these processes interconnect to create a complete theatrical experience.

Theory Connection

Throughout the class, the connection between the theory studied and practice was clearly established through the activities of creating and staging theatrical scenes. Students were able to apply theoretical knowledge in a practical context, experiencing the complexities and importance of theatrical production processes.

Closing

Finally, it is crucial to highlight the relevance of studies in theatrical production, not only for those wishing to pursue artistic careers but also for the development of essential skills such as teamwork, communication, and creativity, which are valuable in any field of work.