Use the following form as a template.

It should be 5 paragraphs, double spaced, and in Times New Roman font!

Use the following form as a template.

It should be 5 paragraphs, double spaced, and in Times New Roman font!

Use the following form as a template.

It should be 5 paragraphs, double spaced, and in Times New Roman font!

Theatre Around the World - Final Project

Students will research and create a presentation of their choosing based on one of the following types of theatre:

1. Yoruba Theatre (Nigeria)
2. Noh (Japan)
3. Chinese Opera (China)
4. Kathakali (India)
5. Passion Plays (Global)
6. Wayang (Indonesia)
7. Lakhon Bassac (Cambodia)
8. Pantomime (United Kingdom)
9. Theater of the Oppressed (Brazil)
10. Puppet Theatre (Russia)
11. Sarsuwela (Philippines)
12. Commedia dell'arte (Italy)
13. Khon Dance Drama (Thailand)
14. Karagöz Shadow Puppetry (Turkey)
15. French Farce (France)
16. Talchum mask dance (Korea)
17. Comedy & Tragedy (Greece)
18. Kecak (Indonesia) 
19. Comedy & Tragedy (Rome)
20. Khayal al-zill shadow puppets (Egypt)

Presentations can be completed through video, PowerPoint, artwork, posters, or any other medium that is appropriate.

Teach us about your subject! Feel free to include video examples as well.

Some guidelines if completing the following methods of presentation:

- Presentation length: 10-15 minutes

Creativity is key!

EXTRA CREDIT if you include yourself PERFORMING in that style.

Theatre Around the World - Final Project

Students will research and create a presentation of their choosing based on one of the following types of theatre:

1. Yoruba Theatre (Nigeria)
2. Noh (Japan)
3. Chinese Opera (China)
4. Kathakali (India)
5. Passion Plays (Global)
6. Wayang (Indonesia)
7. Lakhon Bassac (Cambodia)
8. Pantomime (United Kingdom)
9. Theater of the Oppressed (Brazil)
10. Puppet Theatre (Russia)
11. Sarsuwela (Philippines)
12. Commedia dell'arte (Italy)
13. Khon Dance Drama (Thailand)
14. Karagöz Shadow Puppetry (Turkey)
15. French Farce (France)
16. Talchum mask dance (Korea)
17. Comedy & Tragedy (Greece)
18. Kecak (Indonesia) 
19. Comedy & Tragedy (Rome)
20. Khayal al-zill shadow puppets (Egypt)

Presentations can be completed through video, PowerPoint, artwork, posters, or any other medium that is appropriate.

Teach us about your subject! Feel free to include video examples as well.

Some guidelines if completing the following methods of presentation:

- Presentation length: 10-15 minutes

Creativity is key!

EXTRA CREDIT if you include yourself PERFORMING in that style.

Option 1 (Solo/Duet/Trio Performance)
- Final performance video

Option 2 (Jukebox musical)
- Completed storyboard

Option 1 (Solo/Duet/Trio Performance)
- Final performance video

Option 2 (Jukebox musical)
- Completed storyboard

This counts as your attendance, so make sure you answer the question or you will be marked absent.

This counts as your attendance, so make sure you answer the question or you will be marked absent.

This counts as your attendance, so make sure you answer the question or you will be marked absent.

Option 1 - Solo/Duet/Trio Performance
- Students will submit a rough draft video for feedback

Option 2 - Jukebox Musical
- Students will turn in their outline

Option 1 - Solo/Duet/Trio Performance
- Students will submit a rough draft video for feedback

Option 2 - Jukebox Musical
- Students will turn in their outline

Option 1: Choose a solo/duet/or trio to PERFORM. Below/attached are a bunch of great DUETS!

- "If Momma was Married" (2F)
- "Stepsisters Lament" (2F)
- "Crazier Than You" (1M, 1F)
- "Anything You Can Do" (1M, 1F)
- "Matchmaker" (3F)
- "I Know It's Today" (3F)
- "You're Nothing Without Me" (2M)
- "Agony" (2M)

Option 2: Create your own JUKEBOX musical. Attach a doc with your brainstorm ideas to this assignment for credit!

Option 1: Choose a solo/duet/or trio to PERFORM. Below/attached are a bunch of great DUETS!

- "If Momma was Married" (2F)
- "Stepsisters Lament" (2F)
- "Crazier Than You" (1M, 1F)
- "Anything You Can Do" (1M, 1F)
- "Matchmaker" (3F)
- "I Know It's Today" (3F)
- "You're Nothing Without Me" (2M)
- "Agony" (2M)

Option 2: Create your own JUKEBOX musical. Attach a doc with your brainstorm ideas to this assignment for credit!

Post your response to the following questions:

- What is one area you improved in during this unit, and what is an area you would like to continue working on in the future?

Post your response to the following questions:

- What is one area you improved in during this unit, and what is an area you would like to continue working on in the future?

Post your response to the following questions:

- What is one area you improved in during this unit, and what is an area you would like to continue working on in the future?

Comment where you are at so far, and if you have any questions.

1. Chose to work individually or with a partner
2. Chose a scene to perform (1 person: 4-5 min, 2 people: 8-10 min)
3. Started working on the script (writing from CC or copy from google)
4. Finished getting the script together
5. Added/Highlighted my foley effects to the script (Minimum 10 per person)
6. Found the objects to make my foley effect sounds
7. Rehearsed my voiceover
8. Recorded my voiceover
9. Rehearsed my scene with voiceover and foley effect sounds
10. Found a relevant scene image to screen share during my presentation.
11. Recorded my scene with voiceover and foley effect sounds.

Question to post about today on the vision board:

- What is something you hope to achieve or improve on in the Foley Effects Project?

Question to post about today on the vision board:

- What is something you hope to achieve or improve on in the Foley Effects Project?

Question to post about today on the vision board:

- What is something you hope to achieve or improve on in the Foley Effects Project?

Comment where you are at so far, and if you have any questions.

1. Chose to work individually or with a partner
2. Chose a scene to perform (1 person: 4-5 min, 2 people: 8-10 min)
3. Started working on the script (writing from CC or copy from google)
4. Finished getting the script together
5. Added/Highlighted my foley effects to the script (Minimum 10 per person)
6. Found the objects to make my foley effect sounds
7. Rehearsed my voiceover
8. Recorded my voiceover
9. Rehearsed my scene with voiceover and foley effect sounds
10. Found a relevant scene image to screen share during my presentation.
11. Recorded my scene with voiceover and foley effect sounds.

Comment where you are at so far, and if you have any questions.

1. Chose to work individually or with a partner
2. Chose a scene to perform (1 person: 4-5 min, 2 people: 8-10 min)
3. Started working on the script (writing from CC or copy from google)
4. Finished getting the script together
5. Added/Highlighted my foley effects to the script (Minimum 10 per person)
6. Found the objects to make my foley effect sounds
7. Rehearsed my voiceover
8. Recorded my voiceover
9. Rehearsed my scene with voiceover and foley effect sounds
10. Found a relevant scene image to screen share during my presentation.
11. Recorded my scene with voiceover and foley effect sounds.

Comment where you are at so far, and if you have any questions.

1. Chose to work individually or with a partner
2. Chose a scene to perform (1 person: 4-5 min, 2 people: 8-10 min)
3. Started working on the script (writing from CC or copy from google)
4. Finished getting the script together
5. Added/Highlighted my foley effects to the script (Minimum 10 per person)
6. Found the objects to make my foley effect sounds
7. Rehearsed my voiceover
8. Recorded my voiceover
9. Rehearsed my scene with voiceover and foley effect sounds
10. Found a relevant scene image to screen share during my presentation.
11. Recorded my scene with voiceover and foley effect sounds.

Comment where you are at so far, and if you have any questions.

1. Chose to work individually or with a partner
2. Chose a scene to perform (1 person: 4-5 min, 2 people: 8-10 min)
3. Started working on the script (writing from CC or copy from google)
4. Finished getting the script together
5. Added/Highlighted my foley effects to the script (Minimum 10 per person)
6. Found the objects to make my foley effect sounds
7. Rehearsed my voiceover
8. Recorded my voiceover
9. Rehearsed my scene with voiceover and foley effect sounds
10. Found a relevant scene image to screen share during my presentation.
11. Recorded my scene with voiceover and foley effect sounds.

Each person needs to demonstrate 5 of their 10 foley effects

Each person needs to demonstrate 5 of their 10 foley effects

Each person needs to demonstrate 5 of their 10 foley effects

Comment where you are at so far, and if you have any questions.

1. Chose to work individually or with a partner
2. Chose a scene to perform (1 person: 4-5 min, 2 people: 8-10 min)
3. Started working on the script (writing from CC or copy from google)
4. Finished getting the script together
5. Added/Highlighted my foley effects to the script (Minimum 10 per person)
6. Found the objects to make my foley effect sounds
7. Rehearsed my voiceover
8. Recorded my voiceover
9. Rehearsed my scene with voiceover and foley effect sounds
10. Found a relevant scene image to screen share during my presentation.
11. Recorded my scene with voiceover and foley effect sounds.

Comment where you are at so far, and if you have any questions.

1. Chose to work individually or with a partner
2. Chose a scene to perform (1 person: 4-5 min, 2 people: 8-10 min)
3. Started working on the script (writing from CC or copy from google)
4. Finished getting the script together
5. Added/Highlighted my foley effects to the script (Minimum 10 per person)
6. Found the objects to make my foley effect sounds
7. Rehearsed my voiceover
8. Recorded my voiceover
9. Rehearsed my scene with voiceover and foley effect sounds
10. Found a relevant scene image to screen share during my presentation.
11. Recorded my scene with voiceover and foley effect sounds.

Comment where you are at so far, and if you have any questions.

1. Chose to work individually or with a partner
2. Chose a scene to perform (1 person: 4-5 min, 2 people: 8-10 min)
3. Started working on the script (writing from CC or copy from google)
4. Finished getting the script together
5. Added/Highlighted my foley effects to the script (Minimum 10 per person)
6. Found the objects to make my foley effect sounds
7. Rehearsed my voiceover
8. Recorded my voiceover
9. Rehearsed my scene with voiceover and foley effect sounds
10. Found a relevant scene image to screen share during my presentation.
11. Recorded my scene with voiceover and foley effect sounds.

Answer using one of the following. Be honest!:

1. I Feel good!
2. I'm having some trouble.
3. I don't understand and need help.

Answer using one of the following. Be honest!:

1. I Feel good!
2. I'm having some trouble.
3. I don't understand and need help.

Answer using one of the following. Be honest!:

1. I Feel good!
2. I'm having some trouble.
3. I don't understand and need help.

Answer using one of the following. Be honest!:

1. I Feel good!
2. I'm having some trouble.
3. I don't understand and need help.

1. Writer
2. Editor/Designer
3. Director
4. Other (Specify)

Answer one of the following questions, depending on whether you performed today or just observed:

- What are some things you learned today from watching other people 's workshops? (3 things minimum)
- What did you learn from your own experience of performing in the workshop? (3 things minimum)

Answer one of the following questions, depending on whether you performed today or just observed:

- What are some things you learned today from watching other people 's workshops? (3 things minimum)
- What did you learn from your own experience of performing in the workshop? (3 things minimum)

Where are you today on the mood meter?

Comment the appropriate feeling below:

Where are you today on the mood meter?

Comment the appropriate feeling below:

Where are you today on the mood meter?

Comment the appropriate feeling below:

Answer one of the following questions, depending on whether you performed today or just observed:

- What are some things you learned today from watching other people 's workshops? (List at least 3 things)
- What did you learn from your own experience of performing in the workshop? (List at least 3 things)

Answer one of the following questions, depending on whether you performed today or just observed:

- What are some things you learned today from watching other people 's workshops? (List at least 3 things)
- What did you learn from your own experience of performing in the workshop? (List at least 3 things)

Fill out the form on your scene.

Fill out the form on your scene.

Pre-workshop recording

Pre-workshop recording

You will choose to perform a 2 person or 4 person scene from "The Odd Couple."
- Oscar/Felix (2M)
- Olive/Florence (2F)
- Oscar/Felix/Gwendolyn/Cecily (2M, 2F)
- Olive/Florence/Manolo/Jesus (2M, 2F)



Choose a scene to perform from "The Odd Couple" between 3-5 minutes.

You will choose to perform a 2 person or 4 person scene from "The Odd Couple."
- Oscar/Felix (2M)
- Olive/Florence (2F)
- Oscar/Felix/Gwendolyn/Cecily (2M, 2F)
- Olive/Florence/Manolo/Jesus (2M, 2F)



Choose a scene to perform from "The Odd Couple" between 3-5 minutes.

You will choose to perform a 2 person or 4 person scene from "The Odd Couple."
- Oscar/Felix (2M)
- Olive/Florence (2F)
- Oscar/Felix/Gwendolyn/Cecily (2M, 2F)
- Olive/Florence/Manolo/Jesus (2M, 2F)



Choose a scene to perform from "The Odd Couple" between 3-5 minutes.

Theatrical Design Final Project

The class will begin the Theatrical Design Unit by learning about the design processes of makeup, costuming, and set design.

For the project:

Students will choose to work alone or with a partner.
Students will choose one of the design elements to complete their final project on the play read aloud in class.
Students will present and justify their design choices for the class.

1) Makeup Design:
For students who choose Makeup design, they will have to create a Makeup Design binder/board/presentation of inspiration and completed makeup charts. This should encompass all of the lead characters, and may also include a general look for the ensemble in certain scenes. Students will present their binder and provide justification for their choices. Makeup charts and inspiration images should be in color. Students must design a minimum of 10 characters/makeups.

2) Costume Design:
For students who choose Costume design, they will have to create a Costume Design binder/board/presentation of inspiration and completed costume charts. This should encompass all of the lead characters, and may also include general looks for the ensemble in certain scenes. Students will present their binder and provide justification for their choices. Costume charts and inspiration images should be in color, and please include the use of swatches (whether digital or tangible). Students must design a minimum of 10 characters/costumes.

3) Set Design:
For students who choose Set design, they will have to create a Set Design binder/board/presentation of inspiration and sketches, as well as a model box of the set. There is a minimum of 5 locations for this part. If the set changes during the show, the project needs to reflect that. Color should be used in your project. Model box can be a shoebox or other cardboard box, decorated to look like the set. You can print pictures, cut out paper, etc...

Guidelines:
Project must be in color, submitted on-time, and complete.

Theatrical Design Final Project

The class will begin the Theatrical Design Unit by learning about the design processes of makeup, costuming, and set design.

For the project:

Students will choose to work alone or with a partner.
Students will choose one of the design elements to complete their final project on the play read aloud in class.
Students will present and justify their design choices for the class.

1) Makeup Design:
For students who choose Makeup design, they will have to create a Makeup Design binder/board/presentation of inspiration and completed makeup charts. This should encompass all of the lead characters, and may also include a general look for the ensemble in certain scenes. Students will present their binder and provide justification for their choices. Makeup charts and inspiration images should be in color. Students must design a minimum of 10 characters/makeups.

2) Costume Design:
For students who choose Costume design, they will have to create a Costume Design binder/board/presentation of inspiration and completed costume charts. This should encompass all of the lead characters, and may also include general looks for the ensemble in certain scenes. Students will present their binder and provide justification for their choices. Costume charts and inspiration images should be in color, and please include the use of swatches (whether digital or tangible). Students must design a minimum of 10 characters/costumes.

3) Set Design:
For students who choose Set design, they will have to create a Set Design binder/board/presentation of inspiration and sketches, as well as a model box of the set. There is a minimum of 5 locations for this part. If the set changes during the show, the project needs to reflect that. Color should be used in your project. Model box can be a shoebox or other cardboard box, decorated to look like the set. You can print pictures, cut out paper, etc...

Guidelines:
Project must be in color, submitted on-time, and complete.

Use the following form as a template.

It should be 5 paragraphs, double spaced, and in Times New Roman font!

Use the following form as a template.

It should be 5 paragraphs, double spaced, and in Times New Roman font!

Use the chart to make a design

Use color

Use the chart to make a design

Use color

Use the chart to create a makeup design

Use color

Use the chart to create a makeup design

Use color

You will be randomly assigned a musical.

Create a presentation to teach us about your musical.

Presentation can be completed through Google Slides, Flipgrid, as a stop-motion, or any other way of presenting your material.

Total time: 5-7 minutes in length!

*Things to include:
- History on the show & creation
- Information about the writer(s)
- Popular Songs
- Character descriptions
- Plot description
- Video clips
- Awards nominated for/won
- Information regarding costumes, choreography, or special tech elements

You will be randomly assigned a musical.

Create a presentation to teach us about your musical.

Presentation can be completed through Google Slides, Flipgrid, as a stop-motion, or any other way of presenting your material.

Total time: 5-7 minutes in length!

*Things to include:
- History on the show & creation
- Information about the writer(s)
- Popular Songs
- Character descriptions
- Plot description
- Video clips
- Awards nominated for/won
- Information regarding costumes, choreography, or special tech elements

Record your monologue and leave a positive comment on another person's video.

Record your monologue and leave a positive comment on another person's video.

Record your monologue and leave a positive comment on another person's video.

Answer the following questions in your. digital journal and copy/paste your writing here!

1) What just happened before the monologue began?

2) How did that make you feel?

3) What are you going to do now?

Answer the following questions in your. digital journal and copy/paste your writing here!

1) What just happened before the monologue began?

2) How did that make you feel?

3) What are you going to do now?

Answer the following questions in your. digital journal and copy/paste your writing here!

1) What just happened before the monologue began?

2) How did that make you feel?

3) What are you going to do now?

Answer the following questions in your. digital journal and copy/paste your writing here!

1) What just happened before the monologue began?

2) How did that make you feel?

3) What are you going to do now?

Record your monologue and leave a positive comment on another person's video.

Record your monologue and leave a positive comment on another person's video.

Record your monologue and leave a positive comment on another person's video.

Students will choose a monologue to work on for their monologue project.

Monologues must be around 1 minute in length & school appropriate. It can be from a play, movie, musical, or tv show. If the monologue is longer than 1 minute, you can cut the monologue into the appropriate time frame.

If you need help finding a monologue, I have included links to some websites with monologues for high school students.

For this assignment, you must include the monologue title, Play/movie/tv show (if any), author, and copy/paste the monologue below for credit!

Students will choose a monologue to work on for their monologue project.

Monologues must be around 1 minute in length & school appropriate. It can be from a play, movie, musical, or tv show. If the monologue is longer than 1 minute, you can cut the monologue into the appropriate time frame.

If you need help finding a monologue, I have included links to some websites with monologues for high school students.

For this assignment, you must include the monologue title, Play/movie/tv show (if any), author, and copy/paste the monologue below for credit!

Students will choose a monologue to work on for their monologue project.

Monologues must be around 1 minute in length & school appropriate. It can be from a play, movie, musical, or tv show. If the monologue is longer than 1 minute, you can cut the monologue into the appropriate time frame.

If you need help finding a monologue, I have included links to some websites with monologues for high school students.

For this assignment, you must include the monologue title, Play/movie/tv show (if any), author, and copy/paste the monologue below for credit!

Average of your ratings and group member ratings.

Average of your ratings and group member ratings.

Now that your script is complete, assign roles to your group members to read in a recorded reading of your play.

All group members will need to read to get points!

You will record your Play reading and Submit it here.

Make sure to have a powerpoint with locations to screen share during your play reading!

Now that your script is complete, assign roles to your group members to read in a recorded reading of your play.

All group members will need to read to get points!

You will record your Play reading and Submit it here.

Make sure to have a powerpoint with locations to screen share during your play reading!

Part 2 -

1. You will work in a group to write your own version of Shakespeare's "A Midsummer Nights Dream"
2. You can choose any genre, style, or time period to write your retelling.
3. You can change character names!
4. The main moments on the plot diagram must be told, but you can add and detract other elements.
5. The Final Script should be between 8-10 minutes in length.
6. Make sure to include "stage directions" in your script (ex. He ran offstage.)
7. Be creative, and think outside the box.
8. All work should be input on a shared Google Doc! Submit the google doc on this assignment.

FOR THIS ASSIGNMENT, YOU ARE THE COMPLETED SCRIPT!

ALL GROUP MEMBERS MUST PARTICIPATE!

Part 2 -

1. You will work in a group to write your own version of Shakespeare's "A Midsummer Nights Dream"
2. You can choose any genre, style, or time period to write your retelling.
3. You can change character names!
4. The main moments on the plot diagram must be told, but you can add and detract other elements.
5. The Final Script should be between 8-10 minutes in length.
6. Make sure to include "stage directions" in your script (ex. He ran offstage.)
7. Be creative, and think outside the box.
8. All work should be input on a shared Google Doc! Submit the google doc on this assignment.

FOR THIS ASSIGNMENT, YOU ARE THE COMPLETED SCRIPT!

ALL GROUP MEMBERS MUST PARTICIPATE!

Fill out the form

Fill out the form

Want to makeup points from your terminology test?

Complete this assignment here for makeup points!

Want to makeup points from your terminology test?

Complete this assignment here for makeup points!

Part 1 -

1. You will work in a group to write your own version of Shakespeare's "A Midsummer Nights Dream"
2. You can choose any genre, style, or time period to write your retelling.
3. You can change character names!
4. The main moments on the plot diagram must be told, but you can add and detract other elements.
5. The Final Script should be between 8-10 minutes in length.
6. Make sure to include "stage directions" in your script (ex. He ran offstage.)
7. Be creative, and think outside the box.
8. All work should be input on a shared Google Doc! Submit the google doc on this assignment.

FOR THIS ASSIGNMENT, YOU ARE JUST SUBMITTING AN OUTLINE OF YOUR STORY!

ALL GROUP MEMBERS MUST PARTICIPATE!

Ex. Horror Film, skit, parody, reality TV show, etc...

Groups:

1. Jolie, Natalie, Alyna

2. Nataliah, Henry, Jessica, Asamiko

3. Minju, Nathaniel, Phoebe, Sherry

Part 1 -

1. You will work in a group to write your own version of Shakespeare's "A Midsummer Nights Dream"
2. You can choose any genre, style, or time period to write your retelling.
3. You can change character names!
4. The main moments on the plot diagram must be told, but you can add and detract other elements.
5. The Final Script should be between 8-10 minutes in length.
6. Make sure to include "stage directions" in your script (ex. He ran offstage.)
7. Be creative, and think outside the box.
8. All work should be input on a shared Google Doc! Submit the google doc on this assignment.

FOR THIS ASSIGNMENT, YOU ARE JUST SUBMITTING AN OUTLINE OF YOUR STORY!

ALL GROUP MEMBERS MUST PARTICIPATE!

Ex. Horror Film, skit, parody, reality TV show, etc...

Groups:

1. Jolie, Natalie, Alyna

2. Nataliah, Henry, Jessica, Asamiko

3. Minju, Nathaniel, Phoebe, Sherry

This will be a journal entry, but use the plot diagram to help you.

This will be a journal entry, but use the plot diagram to help you.

Fill out the form with your partner about your scene.

Fill out the form with your partner about your scene.

You will record your Open Scene and Submit it on Flipgrid.


Groupings #3:

- Asamiko & Henry
- Phoebe, & Nathaniel
- Jolie, & Natalie
- Min Ju & Nataliah
- Alyna & Jessica
- Sherry

You will record your Open Scene and Submit it on Flipgrid.


Groupings #3:

- Asamiko & Henry
- Phoebe, & Nathaniel
- Jolie, & Natalie
- Min Ju & Nataliah
- Alyna & Jessica
- Sherry

Fill out the form with your partner about your scene.

Fill out the form with your partner about your scene.

Fill out the form with your partner about your scene.

You will record your Open Scene and Submit it to Flipgrid.

Groupings #2:

- Henry & Jolie
- Nathaniel & Asamiko
- Natalie & Jessica
- Min Ju & Sherry
- Nataliah & Phoebe
- Alyna

You will record your Open Scene and Submit it to Flipgrid.

Groupings #2:

- Henry & Jolie
- Nathaniel & Asamiko
- Natalie & Jessica
- Min Ju & Sherry
- Nataliah & Phoebe
- Alyna

Fill out the form with your partner about your scene.

Fill out the form with your partner about your scene.

You will record your Open Scene and Submit it to flipgrid.

Groupings:

- Jolie & Natalie
- Alyna & Nathaniel
- Min Ju & Henry
- Sherry & Phoebe
- Asamiko, Nataliah, & Jessica

You will record your Open Scene and Submit it to flipgrid.

Groupings:

- Jolie & Natalie
- Alyna & Nathaniel
- Min Ju & Henry
- Sherry & Phoebe
- Asamiko, Nataliah, & Jessica