Acting It Out

Juliet Hart is the Director of Education at TimeLine Theatre Company. She has presented workshops on active approaches to drama in the classroom for the Illinois Association of Teachers of English and National Council of Teachers of English (NCTE).Mark Onuscheck is the Director of Curriculum, Instruction and Assessment at Adlai E. Stevenson High School. He also serves as an adjunct professor at DePaul University.Mary T. Christel is a former teacher of world literature, media and film studies, and theater. Currently, she contributes teaching resources to TimeLine Theatre’s Living History Program and also reviews prospective lesson plans for the ReadWriteThink website.

• ContentsMeet the Authors Acknowledgements Chapter 1: Bringing Dramatic Literature to Life Through An Active ApproachWhat Does "Acting It Out" Really Involve? Offering A Bit of Context: TimeLine Theatre Company and Chicago Public Schools PartnershipNot Just in Drama Class: Using Active Approaches in Any ClassroomOpportunity for ReflectionChapter 2: Engaging Students: The Key IngredientMake the Connection: Engagement and Standards for Learning Empowering Learners: Long Term OutcomesOpportunity for ReflectionChapter 3: Opening Up the Classroom Actor’s Toolkit: Promoting Student EngagementHow to Build an EnsembleIntroducing Classroom Actor Basics Sharing Energy and Building TrustMaking Body and Voice ConnectionsCreating A New Approach to Bell Ringers and Redirection StrategiesBeyond Bell Ringer Ensemble Building Activities: Exploring a Monologue Activity #6: Group Monologue WorkFostering "Buy In" and A Classroom that "Connects" Opportunity for ReflectionChapter 4: The Play’s the Thing: To Read or Not To Read Dramatic LiteratureWhy Read a Play? Act One: Start by Addressing Accessible Literary ThemesAct Two: Build Critical Thinking Around Social IssuesAct Three: Create and Recreate Historical Perspective Opportunity for ReflectionChapter 5: Acting It Out: Applying Active Approaches to Scene StudyIntroducing the PlaySelecting Scenes and MonologuesStarting the Rehearsal ProcessMore Body and Character ConnectionsCasting the Scenes, Creating Rehearsal Groups Starting with a "Table Read"The Reader-Feeder ApproachMoving with a Purpose: Blocking the SceneShowing ScenesAssessment: What Are My Students Learning? How Do They Want to Grow?Building Confidence, Fostering SuccessOpportunity for ReflectionHandout: Self-Assessment: My Personal GoalsHandout: Formative Assessment: Checklist for Meeting Rehearsal ObjectivesRubric: Summative Assessment of Scene ShowingChapter 6: Discovering the World of the Play: Researching Complementary Nonfiction, Primary Sources, and Visual TextsWhat is a Dramaturg?Teacher as Dramaturg: Providing Students with Complementary Non-fiction TextsStudents as Dramaturgs: Researching the World of the PlaySeeing the World of the Play Through Visual Media ResearchThe Play’s "Backstory": Creating a Dramaturgical Packet Step into the Play’s World: Creating a "Lobby Display" for the ClassroomOpportunity for ReflectionHandout: Brainstorming to Set a Research AgendaChapter 7: It’s All Connected: Making Interdisciplinary Connections through Dramatic Texts Why Interdisciplinary Connections through Dramatic Texts? Excerpting a Play, Capturing a Crucial Moment in HistoryUse History Plays Like Time MachinesMore Specifically: Unpack Social Issues Use Plays to Establish a Different Viewpoint on SegregationUse Plays to Gain a Different Viewpoint on Prejudice Use Plays to Study the Role of Harassment in CultureUse Plays to Expose the Stories of Internment and GenocideOpportunity for ReflectionChapter 8: Measuring Growth: Activities for Exploration, Reflection, and Assessment Setting the Stage for Exploration: Previewing the Play, Its Issues, and ThemesCharacter Development Activities for Deeper Exploration and as Formative Assessment ToolsCapstone Writing ActivitiesBringing It All TogetherOpportunity for ReflectionHandout: Character DossierHandout: Coat of Arms TemplateAppendix A: Lesson PlansAppendix B: Recommended PlaysAppendix C: Recommended Resources References

"I highly recommend this book. The most appealing features are, hands down, the teaching ideas, examples, and activity suggestions. I am always looking for new activities and lesson plans. This book would be great for first year as well as veteran teachers." – Denise Golubski, English Teacher and Department Chairperson, Holy Name High School, OH