Theatre+Appreciation

**9.22 - Wednesday**
//A. Stage Anatomy Quiz// //B. Make-Up Notes// = =

9.20 - Monday
//A. Theater Evaluations// - Explained and handed out. (100 pts.) //B. Stage Anatomy -// Students learn the terminology for different parts of the stage

9.16 - Thursday - Scene Settings Project
//A. Scene Settings Project//
 * Students start discussions of the play and how they will use different design elements to enhance their staging

9.14 - Tuesday - Scene Settings Project
//A. Scene Settings Project//
 * Students start discussions of the play and how they will use different design elements to enhance their staging.

9.10 - Friday - Scene Settings Project
//A. Read the one-act __If, When, and Only__// //B. Begin Scene Settings Project// ===
 * Students start discussions of the play and how they will use different design elements to enhance their staging.

9.8 - Wednesday - //Finish Reading Chapter 10//===

9.1 - Wednesday - Chapter 8 & 9 - //Production Staff Review & Test//
//Activities -//
 * 1) Students review for Chap. 8 & 9 Test - Producing the Play or Musical
 * 2) Students complete test.
 * 3) Students grade/review test.
 * 4) Preview Chapter 10 - Scene Settings.

8.29 - Monday - //Evaluate "I Want to Be a Producer" Activity & Help Wanted Ads/Terminology Review//
//Activities -//
 * 1) Students use the results of last week's "I Want to Be a Producer" activity to evaluate which plays/musicals were a good choice for Topeka West High School. Complete Reflection Handout (20 pts. DA)
 * 2) Rehearsal Notes added to Chap. 8 & 9 Notes.
 * 3) Students review for Chapter 8 & 9 Quiz which will be administered on Wednesday.

8.25 - Thursday - //"I Want to Be a Producer" Activity//
//Activities -//
 * 1) //Bellwork -// If you were to produce a show at Topeka West H.S., what would it look like? Describe it. Think about: Lights, Sound, Actors, Costumes, Music, Set, Type of Story, etc. (10 pts. DA)
 * 2) Students start "I Want to Be a Producer" activity by listing the pros and cons associated with 8 different types of productions on a handout with their team. Discussion follows.In teams students move from station to station learning the expenses taken on by the production of their choice. Students then add up all expense for costumes, scenery, make-up, rights, rentals, scripts, etc. Finally students choose production dates and ticket prices to try to make a profit for a play/musical at Topeka West High School.
 * 3) Students discuss why some productions cost more than others and why some productions are more beneficial to a high school theater program than others. Discussion will be assessed by writing in Monday's class

8.23 - Tuesday - //"I Want to Be a Producer" Activity//
//Activities -//
 * 1) Students add to their notes the roles of certain people at Topeka West High School and how the production staff works at Topeka West.
 * 2) Students turn in Chapter 8 & 9 Terminology Notes with Help Wanted Ads. (30 pts. DA)

8.19 - Friday - Producing the Play/Musical
//Activities -//
 * 1) Students read Chapters 8 & 9 while defining the different roles on a production staff on the Chapter 8 & 9 Terminology Handout.
 * 2) Students are assigned two members of the production staff. Students must create a help wanted advertisement describing the duties of this particular job and list some character traits that may be helpful in completing that duty.

8.17 - Wednesday - //Team Building & Expectations//
//Activities -//
 * 1) Using a frayer model handout, students create a working definition of the term THEATRE
 * 2) Students complete a survey of their experience with theater. (15 pts. DA)
 * 3) Expectations and overview of the course as seen on syllabus. Students must have syllabus signed and returned by Friday for full credit. (10 pts. DA)
 * 4) Quick tour of the space at Topeka West High School.