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High School Performance concerns: Students in high school are very aware of their surroundings and peer pressure determines much of their behavior. Used effectively, this can be a resource to any teacher, but any perceived threat to a student’s acceptance by their peers can caused negative reactions/emotions, and could result in a complete withdrawal of the student’s engagement. Consequences are just beginning to become a reality. Visual appearance, peer-acceptance and use of electronic media are often more important than the teacher’s lesson. Laughter is a defense mechanism of most teenagers and the confident “class clown” is often the most fragile and insecure. Improvisation certainly has its place in any curriculum, but most activities performed in front of an audience should be given some rehearsal time. This includes reading in front of the class; students should be informed of sections that might be read aloud so they can pre-read them at home. Skills to be built through drama activities: Identification of self Personal reflection Problem solving, both by the individual and as a group Resiliency after a failed attempt Voicing/asserting oneself and his/her needs to others Tolerance and acceptance of others Following set rules and boundaries Dealing with negative feelings (anger, sorrow, frustration) Theatre etiquette as a performer, designer or audience member Working with or alongside adults Identify various theatrical styles Create, present scenes and monologues in various theatrical styles Identify, decode, dramatize figurative language Theatrical vocabulary View, evaluate theatre Memorizing scripts Manage time efficiently while collaborating with others Suggested Theatre Components: Small group (2- & 3-person scenes) Whole class and duo/trio improvisation Improvisation for more “difficult” topics (self-esteem, social networking, drug use, etc.) Drama festivals and workshops Technical theatre skills Performance skills Pantomime (alone and in groups) Student-led (as opposed to teacher-led) scenes and rehearsals Character analyses Speech/dialect development Monologue work geared toward presenting a formal audition piece Student-created study guides for plays being presented outside of class Devising a theatre unit on Augusto Boal’s Theatre of the Oppressed Advanced study of theatrical periods, speech and movement Acting scenes from various periods and styles Portfolio creation Greek/Roman theatre history and plays Shakespeare’s plays and Elizabethan history Mask or clown work Commedia dell’Arte Discovering, reflecting, assessing: Textual study of a play, discovering the subtext Devising, writing and creating an entire theatrical experience Psychological studies and observations/reflections of real people Analyzing theme before developing a directorial or design concept Journaling and reflections, both verbal (after a scene, for example) and written Student-created rubrics for scene study, monologues and theatrical criticism Peer review and criticism Character analyses, discovering what drives a character Touring shows to younger audiences