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How to Teach Play Production to Your Students

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How to Teach Play Production to Your Students

How to Teach Play Production to Your Students
DIRECTING THE MIRACLE WORKER

As I’ve mentioned previously, I was thrown into directing my first production when I was quite young–twenty three years old to be exact. This is how to teach play production to your students.

Ten years and an umpteen amount of me directing productions later, I began producing for the theater company.  Let me tell you, I had NO idea what I was doing but after having directed and experienced that side of it, producing wasn’t all that difficult for me. You can read about my directing experiences here:  Eighteen Ways To Make Your Directing Experience Less Stressful, Part One or Eighteen Ways to Make Your Directing Experience Less Stressful, Part Two

In fact, I discovered I was good at it!

Many times in an educational setting, our students only learn about the “fun stuff”– acting and improvisation.  But there is a whole big world of other facets of theater which are not only essential but interesting! Plus, reluctant performers may find themselves in the other aspects of theater.

How to Teach Play Production to Your Students

How to Teach Play Production to Your Students

By teaching play production to your theater class, students are given an opportunity to dip their toes into various responsibilites.  One responsibility which is largely overlooked is the job of the producer.

If we can give our students opportunities to learn through play production, then by all means let’s do it!

The Ten Steps in Play Production

How to Teach Play Production to Your Students

So, let’s consider this idea for your class. Here are ten steps for play production.

  1.  Class reads several plays (I suggest you check out: Don Zoldis plays.  They are terrific for something like this.)
  2. After discussing the pros and cons, the play is selected
  3. Order the scripts
  4. After scripts arrive, read thru again, students volunteer for the responsibility of which they show most interest
  5. Set a budget
  6. Hold auditions and cast production
  7. Begin rehearsals
  8. Hold several run thrus, a cue to cue (if need be) and dress rehearsals
  9. Perform
  10. Process the experience

Tips and Reminders for Play Production

How to Teach Play Production to Your Students

When setting the budget, you may need to teach your students how to approximate their ticket sales if you are charging for the performance.  Make sure you include any monies the department has ear marked for the play. You are the authority on what needs to be included such as scripts and royalties.  Not all students are aware of these expenditures.

I’d suggest you do everything you can to streamline this learning experience.  Nailing down your expectations for each part of the production is key here.  Create checklists for each responsibility will help with this challenge.

If the student actors aren’t rehearsing their role, they are helping the design chairs to complete their checklists. Need some checklists to de-stress opening night?  Pick up my FREE ones here:  Director’s Helper Checklists

How to Teach Play Production to Your Students

If you are presenting a one-act play, I’d suggest two or three week daily rehearsal period. If a full length play, four or five weeks of daily rehearsal will be needed.  You may need to be more liberal with this rehearsal period, however.

What is a Play Producer?

How to Teach Play Production to Your Students

Although a production would not follow this pattern in the professional world, allow your producer to lead the production.

This term can have many meanings within theater, but it usually refers to a person who manages all aspects of a production, from overseeing the budget to hiring the director and other artists. Producers have to understand both the creative and business sides of theatre.
Who is best to be a producer?  Anyone an learn how, however the students with the leadership qualities are most successful–communicative, diplomatic, fair, “big picture” people.  Do allow your producer to watch over everything–provide feedback, communicate with chairs, oversee the budget, etc.

How to Teach Play Production to Your Students

How to Teach Play Production to Your Students

There is such power in cooperative learning.  Unfamiliar with this phrase? Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other’s learning.

In a recent study through the Journal of Effective Teaching,  students taught with cooperative learning strategy performed better than those taught with th individualistic learning strategy. The experimental group obtained a higher mean score of 89.91 as compared with the mean of 79.75 for the control group. The difference between the means scores of both groups is significant.

Please know the first time you attempt this, it could be difficult  with lots of starts and stops.  However, over time the students will embrace the experience and ask for more. You may end up stepping in as an actor if someone is conveniently “sick” the day of the performance or maybe the costume designer never comes through.  Who knows?

If you stay engaged with the students as they experience a class production experience, help them navigate the twists and turns while they learn and act as supervisor, this could be the highlight of your year!

My Producer Unit

How to Teach Play Production to Your Students

You may not be aware, but I have a Producer unit.  You can find it here: Drama Producer Unit

This unit includes:

This 7 day unit about the theater producer is suitable for high school students and perhaps gifted middle graders. Students read a play or musical, choose a theater scenario, study the responsibilities of a theater producer, examine style, metaphor, create and set up a budget/income for their production and finish with sharing their ideas on a concept board. Through this unit, students develop a keen eye for what it takes to be a producer and critique their peer’s work as well.

 

The product includes:

  • Warm-Up Exercise
  • The Rationale Teaching the Unit
  • Teacher Script to Introduce the Unit –what I say and how I say it!
  • Quora article with quetions to anwer
  • Blog Post about Broadway Tricks of the Trade
  • How to Use Metaphor in Design
  • Questions to Consider when Producing a Production
  • Procedure for Each Day
  • Photocopying List
  • Musical and Play List Titles of Most Popular Productions in High Schools
  • Three Theater Scenarios for the Students to Choose From
  • List of Publishing Companies of Plays and Musicals
  • Sources & Live Video links list including clip suggestions
  • Two Assignments–one a short essay and another creating a concept board
  • Assignment Rubric
  • Peer evaluation activity

I hope you’ll consider planning a class play production in the near future.  I’ve found it to be one of the most gratifying experiences of teaching.  Observing my students as they learned how to work with one another, see their exhilaration when they show finally comes together and listening to their “aha” moments is a wonderful thing. Maybe you just want to start small and teach your students about costume design?

What class play productions have you produced?  I’d love to hear about them.  Contact me at DhcBaldwin@gmail.com!

How to Teach Play Production to Your Students

 

 

 

 

 

Learn How to Teach Creative Dramatics in Your Lunch Hour

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Learn How to Teach Creative Dramatics in Your Lunch Hour!

I’m worried about our teachers and you should be too.

Recently, I read an article from http://www.nea.org that approximately fifty-five per cent of our teachers are seriously considering quitting teaching at the end of this year.  That’s up from thirty-seven per cent last year.  Yikes!

You can imagine the reasons they are considering leaving–exhaustion, demoralized, uninspired, understaff and underappreciated. Not to mention, the global pandemic! (That doesn’t even include underpaid which has been an ongoing problem for year and really a sad statement about the country, in my opinion.)

I can’t fix the schools, but I can help teachers.

Learn How to Teach Creative Dramatics in Your Lunch Hour!

Year 5~Day 45 +16/365 AND Day 1506: Eating Sunday Lunch

Let’s say you and I are eating lunch together in the teacher’s lounge.

I say to you, “How’s the day going?”

“Terrible!” you say.

“What seems to be the problem” I ask.

“The students are not engaged.  They are rowdy, disrespectful and negative.”

At this point, that I nod and say, “I can help you.”

You look at me with an expression of disbelief. “How, Deb?  You can’t be in there with me.”

I answer, “No, but I can give you some drama integration ideas which will help.  In fact, my masters in education is focused on creative arts learning.”

Turning, I dive into my files and pull out several lessons which I tailored specifically for the classroom.

You take one look at them and say, “But I’m not a creative dramatics teacher. I can’t do this.”

“Oh yes, you can.  Using creative dramatics to teach your class is nothing more than making a few changes in your perspective and teaching methods. Let me show you how.”

We talk for a few minutes, you smile and say “Okay, I’ll try it!”

As we leave the lounge, we hug. I watch you walk down the hallway with a little spring in your step because you know how to turn your unhappy class into a happy one in an afternoon.

Note:  This is an actual conversation I had with a teacher on IG in the last week. Her students were being impossible.  I suggested she try doing a lot of physical movement with them and it worked!

The Benefits of Creative Dramatics in the Classoom

I found this wonderful website, The Gaiety School of Acting, which explains the benefits of creative dramatics:

“Of all the arts, drama involves the participant the most fully: intellectually, emotionally, physically, verbally, and socially. As players, children assume the roles of others, and they learn about becoming more sensitive to the problems and values of persons different from themselves. At the same time, they are learning to work cooperatively, for drama is a communal art; each person is necessary to the whole.”

When integrating creative dramatics, we are not concerned with what an audience receives from a performance but what the child does. In fact, it would be best if you and your students are the only people in your classroom when you integrate drama.

This is Easier than You Think

These five lessons will engage them right from the beginning.  It’s all in the approach you take to presenting them. (I can help you here.  I include a teacher’s script with most of my lessons.)

  1.  Warm-ups–warm-up exercises can be adapted to the subject you are teaching or you can use them as they are.
  2.   Creative Movement–students need a lot of physical exercise.
  3.   Storytelling–if you are teaching a particular book, use Kamishibai storytelling as a way to check your students’ understanding of  the plot
  4.  Tableau–a frozen stage picture is a fantastic way to demonstrate a math problem, moment in history, show something in science such as a volcano and its stage before errupting, etc.
  5.  Readers’ Theater–this is a powerful teaching method which can be adapted for a particular lesson about social studies, science or a story in reading.

Learn How to Teach Creative Dramatics in Your Lunch Hour!

Want a FREE lesson you can use tomorrow?  Click here: Creative Dramatics Lesson

Do I need a lot of extra materials?

19 Essential Materials that Every Teacher Needs in the Classroom | Teach For America

Most teachers probably have the materials they’d need to integrate drama in your classroom.  But beware! Try to avoid being a purist about this–a scarf can work as a belt, a box can be a trunk or three students’ desk chairs can make a bridge.  It’s all in how you look at it.

I suggest:  construction paper, paper plates, glue, scissors, colored pencils, markers, aluminum foil, newspapers, masks (you can purchase them at S and S Art Supply )

Collect clothing such as hats, caps, scarves, capes, eye glasses, pillow cases, masks, etc.  A large plastic bin can hold all of these pieces. A trip to a local thrift store will have a lot of these items for an inexpensive price.

How do I Assess my Students’ Learning?

Talk about outcome education!  Using creative dramatics in your teaching gives you an opportunity to model for your students and them to demonstrate right back to you.

Here’s an example for you– your objective today is to teach Common Core Standard L4.1e “Form the use of prepositional phrases”.

Easy!  Make up a bunch of cards with prepositional phrases on them with phrases such as “on the, over the, around the”.  Hand out a card to each student to physically demonstrate the phrase.

Learn How to Teach Creative Dramatics in Your Lunch Hour

Maybe you are teaching Next Generation Science stanDard concerning gravitational force.  Would it be so difficult as to have two students tell a story about  gravitational force and how it affects us on earth? Maybe you’d give them particular facts to use in the story? This blog post might help too! How Do I Use Arts Integration in the Classroom?

As you can see, using drama integration in your class is a no brainer.  Word to the wise–refrain from using it every day as it will lose its uniqueness.  I know it takes many teaching methods to engage your students.  This is just one method.

But it’s a good one. 😉

Want a free drama integration lesson?  Check out:  Hire Me for Your Classroom Tomorrow! 

Have you used drama integration in the past?  How did it go for you?  Do you have any questions I can answer? Contact me at DhcBaldwin@gmail.com or check out my website at DeborahBaldwin.net

woman behind DramaMommaSpeaks

 

 

 

 

So You Are Directing a Musical…Now What?

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So You Are Directing a Musical…Now What?

Recently, I was interviewed by Jessica Peresta of the Elementry Musician podcast. Primarily, we spoke about drama integration. However we did speak about the process of directing a play or musical. Today, I’m going to discuss So You Are Directing a Musical…Now What?

Again, I forget not everyone knows the process.

So You Are Directing a Musical...Now What?

 

What are the steps to producing a musical with youth?

That’s a difficult question for me to answer because it depends upon the grade level of the students and length/complexity of the show.

Let’s pretend you are a fifth grade teacher who wants to direct a musical with your students. First, what musical have you chosen?  How long is it?  Thirty minutes or an hour?  How many songs are there?  The size of the cast matters, too.

Imagine your wonderful principal paid for your class (haha) to produce an MTI Kids musical. You selected Jungle Book, Kids.  Terrific! Now I know what we’ve got to work with.  I can’t say enough good about Musical Theater International musicals, especially all of the junior and kids versions.

So You Are Directing a Musical...Now What?

Jungle Book, Kids (credit Owen Lucas Photography)

So You Are Directing a Musical…Now What?

First, lets discuss the story: Banished by the ferocious tiger, Shere Khan, a human boy named Mowgli and his panther friend, Bagheera, are on the run in the deepest parts of the jungle. On their journey, the two meet a sinister snake named Kaa, a herd of elephants and a giant bear named Baloo, who teaches them the swingin’ musical rhythms of the jungle. After surviving a dangerous encounter with a band of monkeys led by King Louie, Mowgli and Bagheera are forced to run for their lives. When Shere Khan returns, our heroes must rally their fellow animals into battle and restore peace throughout the jungle.

Jungle Book has room for large cast so that’s wonderful for your students.  The show contains twelve songs–all very memorable and gleaned from the animated movie.  This helps you because the students will learn them quicker since they’ve probably heard them a bit.

The length of the musical matters, too. The show runs an hour with an intermission of fifteen minutes.  In other words, you have under sixty pages of material to direct.  (Remember there are twelve songs–that cuts into the scenes and lines quite a bit.)

Want to teach your students the beginning of creating a musical?  Check out:  Creating Your Own Musical

So You Are Directing a Musical...Now What?

Musical Theater Rehearsal Schedule Example

Let’s pretend it’s November 1.  You auditioned your class in October (prior to Halloween of course) and your first rehearsal is November 1, a Monday.  I would organize my rehearsals like this:

November 1–Read thru script, discuss the story, re-tell the story, etc.

November 2 to 4–Sing songs

November 5  Choreograph Song either the first musical number or the most difficult first (I discovered that if I got the toughest musical number out of the way near the beginning of the rehearsal schedule, we didn’t worry ourselves about it. Also, the students would have more time to review it than if we waited until its time in the script, such as near the end.)

So You Are Directing a Musical...Now What?

“Seussical, Jr.”  Fine Arts Guild of the Rockies Summer Theater Camp with my direction

Musical Theater Rehearsal Schedule Example

This is an example.  I can’t remember how many scenes or musical numbers Jungle Book, Kids contains.  Usually, I use a building block method with young students, grades 3 to 5th.

Nov. 8–Choreograph Song

Nov. 9–Run Song #1 and Song #2

Nov. 10–Choreograph Song #3

Nov. 11–At this point, the students need a change.  I would block scene 1 and run it with Song #1

Nov. 12–Run Song #2 and #3 and review scene 1 blocking once more

Nov.  13–Choreograph Song #4 and #5 (because they are beginning to know what to expect and they are picking it more quickly than at the beginning)

Nov. 16–Block scene two and three, choreograph song #5

Nov. 17–Block scene four and five, run songs 3 and 4

Nov. 18–Block scenes six and seven, choreograph song #6

Nov. 19–Polish scenes one and two with songs (OFF  BOOK)

Nov. 20–Polish scenes three and four with songs (OFF BOOK)

Nov. 23–Polish scenes five and six with songs (OFF BOOK)

So You Are Directing a Musical...Now What?

“The Secret Garden” Apex Home Enrichment Program with my direction

Musical Theater Rehearsal Schedule Example

Nov. 24–To be Announced (This gives you some wiggle room incase you get behind, there’s a fire drill that causes an up roar or whatever.)

Nov. 25–Run Songs with Choreography

Nov. 26–Run scenes only

Nov. 27–Run thru

Nov. 30–Run thru

Dec. 1–Run thru with props

Dec. 2–Run thru with props and costumes (Notice how I continue to add to the process?)

Dec.3–Dress rehearsal with props, costumes and set

Dec. 4–Dress rehearsal

Dec. 5–Perform!

In 1981 when I began directing youth theater, I over rehearsed and over blocked. I’m sure it was being too conscientious and also too controlling.  Now, I almost under rehearsed them so they’ll have an edge for the show.  THERE IS NOTHING WORSE THAN A SHOW THAT’S WORN OUT BEFORE IT OPENS. (I can always tell.)

So You Are Directing a Musical...Now What?

“On Golden Pond” at Fine Arts Guild of the Rockies with my direction

So You Are Directing a Musical…Now What?

If you are directing older students, the rehearsal schedule is similar to directing adults if you are directing in a community theater.  Check out my post about community theater here: Are You Missing These Kind of People in Your Life?

Usually, my rehearsal calendar follows:

Two weeks of music–chorus numbers first (2 days) , small group (3 days) , solos (3 days) then the second week try practicing the Music in the order in which is appears in the musical (The magic here is to begin with the most difficult or complicated numbers first so they are completed early in the process)

Two weeks of choreography–large group numbers (3 days), small group numbers (3 days), solos (2 days) continuing in this fashion until everything is choreographed.

One week of blocking and/or staging (If you can, ask that everyone be off book at this time. Or at the very least calling for lines.)

Want to be the Cool Teacher?  Check out:  Six, the Broadway Musical Unit or Les Miserables or Sweeney Todd: The Demon Barber of Fleet Street

Musical Theater Rehearsal Schedule Example

Two week of polishing each scene and act.  Usually, I rehearse an act at a time (The magic during this process is rehearsing act one–Monday, act two–Tuesday  THEN beginning the next time with act two–Wednesday  and then act one-Thursday. Friday is your first full run thru)

One week of run thrus (add props and set pieces if possible)

One day of cue to cues, two dress rehearsals and then open!

As the director, you may feel like you aren’t needed very much in this second rehearsal calendar.  You are incorrect.  Your mere presence helps a cast to feel secure and acknowledged for all of their enthusiasm and hard work. Just being present and cheering on your cast means the world to them.

Want more directing advice?  Check out Ten Important Elements to Consider When Directing a Youth Theater Production

Looking for a FREE lesson or two?  Check out Drama Integration for Grades 6 to 8

or Creative Dramatics Lessons for Grades 2 to 5

How do you organize your rehearsals?  I’d love to know. Contact me at DhcBaldwin@gmail.com or DeborahBaldwin.net

woman behind DramaMommaSpeaks

Deb

 

 

 

 

 

The Reasons I Offer Customized Theatre Lesson Bundles

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The Reasons I Offer Customized Theatre Lesson Bundles

Recently, I’ve helped several theatre teachers organize their curriculum.  Some states have standards which they press upon their school systems and boy, can you feel it.  Not so for two wonderful teachers I worked with last week. So, let’s talk about the reasons I offer customized theatre lessons bundles.

There’s Amy

One teacher, we will call her Amy,  emailed me frantic for help.  Amy was hired (yes, it’s November) to take over for another theatre teacher who had been out most of the school year. The students survived many substitutes and now finally, they’d have a real theatre teacher. She didn’t really know what she was walking into when she arrived her first day.

Amy knew she’d be teaching middle school students and see them every day for the rest of the year. However, she didn’t know the demographics, number of students in each class (or at least didn’t mention them to me) or seem to know just about anything else you’d like to know when you begin teaching a class.

The Reasons I Offer Customized Theatre Lesson Bundles

The Reasons I Offer Customized Theatre Lesson Bundles

To top it all off, she was given no curriculum or materials.  Now, you would think this was unusual. It isn’t.  You would not believe how many schools I’ve taught for and I began my classes with no school materials having to use only mine instead. (Pssst.  That’s why I have so many prepared.)

I offer customized bundles in my teacherspayteachers.com store (DramaMommaSpeaks) and Amy knew that.  We chatted several times about what she was needing and I put together a bundle specifically for her and I created a plan of teaching them.

Customized Bundles

Customized Bundles are the way to go, regardless of how many resources you want.  You always receive some sort of discount-10 to 20%.  With large bundles, I give you a free resource I pick especially for you, too.

The Reasons I Offer Customized Theatre Lesson Bundles

(This is not Amy or Joan.)

Then there’s Joan

Another teacher, we will call her Joan, emailed at just about the same time as Amy. Her scenario was different.  She was hired with a provisional license and agreed to take additional college hours to complete the license.  Joan was a mother of two small children as well.

Joan asked to Zoom with me as soon as possible. That’s how much she needed the help.  She used several of my lessons in her classes all ready and the students liked them.

Joan was a bit older, had previously worked as an actress and youth theatre teacher.  She knew her stuff, but in this particular case her materials just weren’t working as well as she’d like them to.  She thought of mine. Want a Creative Dramatics lesson for FREE?

The Reasons I Offer Customized Theatre Lesson Bundles

Joan’s plight

Joan had the most insane teaching load of which I’ve ever heard.  The core teachers decided how much time their students would spend with the “specials” not the administration. Every teacher wanted a different amount of time. (Can you imagine?)

Her schedule was all over the place.  For instance, at the second level one teacher wanted her once a week, another teacher wanted her twice a week and another three times a week. What is that?

I advised her to speak to her principal about this and request that if she stays next year her schedule needs to be be more uniform. Oh and I forgot to tell you–she starts with kindergarten and first next semester (but of course, only next semester.)

Let’s just make this even more difficult for Joan.

Joan needed materials for second through eighth and she really need my help in organizing the rest of the year for her.  I organized a customized bundle for her with about twenty lessons.  If she follows my plan I included, she can teach all of them the components of theatre before the end of the year and get everyone on the same page.  It sounded like she’d been jumping around and trying different things which may have worked but weren’t very comprehensive.  That’s okay.  It’s not earth shattering.

The students still learn no matter what you teach them.  That’s obvious but man, does that drive a teacher crazy if they are usually an organized person.

I could write an entire blog post about how the arts are treated in schools, but I’m not going to do so today.  I can say if you are in a similar situation to Joan, either go to your principal and complain about the teaching load or look for another job.  The only way this situation will change is if you are the squeaky wheel.  Also by doing so, you may help the other “specials” teachers in your bulding.  Maybe you can meet with the principal as a group?

Deborah Baldwin teaching

Some Sage Advice

Amy didn’t know how to begin her first classes. I could help her there, too. There are certain processes you should follow when you begin teaching. In this case, we are pbviously teaching theatre so ours are a bit different.

Here are my suggestions for Amy to teach her students:

  1.  Write a teacher’s letter introducing yourself to the students and their parents
  2.  Quiz your students assessing  how much the students all ready knew.
  3.  Begin with a week of theatre games to see how comfortable the students are in front of each other
  4. Post your expectations around the room and discuss them with your class (involve them in writing them if you feel comfortable doing so)
  5.  Give time each day for the students to share about themselves.  Do this while taking roll.  I like to ask one question each day. Require a quick answer.  For instance, possible questions–what is your favorite candy? your favorite movie?
  6. Be consistent!  If you begin the class with a warm-up and end with a cool down, do the same thing every day as much as possible.  Students thrive with consistency.
  7. Remember that you know more than the students do just by the fact that you have life experiences to bring to the lessons you teach.

The Reasons I Offer Customized Theatre Lesson Bundles

Here are some other teaching tips: You Should Use These Effective Teaching Methods, Part One and Part Two 

8. Find out if you have a budget and how much of it is for particular materials if it is allocated (such as textbooks, art supplies, etc.)

9. If you haven’t done so already, ask for any IEPs or 504 plans which are used in core classes with your students.  You have a right to know about a student’s learning challenges and behavior modifications just as much as a core class teacher.

10. Locate the copier–find out if you can copy as much as you need or you have a limit

11.Locate the computer room incase you want to take the students there to do on line quizzes or lessons

12. Find a teacher friend–that takes a bit of time but there should be someone there who you can eat lunch with (not by yourself in your room) and vent to.  Some of my best friends are my teacher friends even after all these year and now retired.

13. Take time for yourself every day when you arrive home.  Take a walk around the block.  Nap, read or paint.  Do something every day which is just for yourself.  Don’t be like my husband (also a teacher) and retire from your career and realize you have no hobbies or leisure skills because you wouldn’t take the time for yourself.  That’s one of his biggest regrets I only recently found out.

I hope these two teacher scenarios and tips help you as you plan your class.   Remember, you can do this–you just need a process, a procedure, to follow and know the steps to follow.

If you want to check out my customized bundles, go to: DramaMommaSpeaks

Please feel free to email me at DhcBaldwin@gmail.com if you have any questions or you, too want a customized bundle.

woman behind DramaMommaSpeaks

 

 

Frequently Asked Questions the DramaMommaSpeaks List

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Frequently Asked Questions the DramaMommaspeaks List

Recently, I had a wonderful opportunity to chat with a first year teacher as he planned the rest of his school year.  He began the year with the students all learning from home, then his school went to hybrid (which means half were at home and half were in the classroom) and soon he’d have them all in the classroom together.

His questions were standard ones I receive which made me think of some other questions which are frequently asked.  Here are some:

1. Do you always warm-up your students? Why?  

Warming-up your students will help in two ways–it gives the student a minute to shake off whatever occurred in the hallway or last class and also helps him to focus on your lesson to come.

2.  What is a good musical for high school students to perform?

The first thing I need to know is how your administration looks at the theater program?  If they are very supportive and want the best for their students (and they TRUST you), then you can take some chances with more adult musicals–with musicals such as West Side Story and Les Mis’ (know that there are very few roles for females in LM, however.)

By and large, I suggest the classics–The Sound of Music, Oklahoma!, Music Man and so forth.  Why?  They are guaranteed crowd pleasers and families will attend because they are familiar with them. Good for everyone’s ego and the box office sales.

3.  Can you recommend a good play for middle school students to perform? 

I like to produce adaptations of classic books such as Anne of Green Gables, Tom Sawyer, The Miracle Worker, Diary of Anne Frank, Bridge to Terabithia or Shakespeare’s Midsummer Night’s Dream. Find out the reasons I suggest Anne of Green Gables here Ten Reasons Why Everyone Produces Anne of Green Gables

4.  What do you think of improvisation exercises?

I was trained as a professional actress and at that time we did not merely improv. for the sake for fun.  Improvisation was used to develop characters or create new art pieces.  I don’t dispense improvistion like candy.  I like it to mean something (a theme) or practice some particular skill like voice and articulation, for instance.

Frequently Asked Questions the DramaMommaspeaks List

5.  My students are learning from home. Can your lessons be used in distance learning?

Yes, many of my lessons can be used in distance learning.  We have this new cool program on Teacherspayteachers.com called Eastl and it will make any lesson into a digital format.

6.  If you could only teach one musical theater unit, which one would you choose?

For obvious reasons, I would teach Hamilton.  I mean, how can you go wrong with it?  My Hamilton musical lesson is fifty pages and includes everything a teacher might need:  procedure, history of the musical, list of song titles, biographies over creative staff, questions and teacher’s key, trivia and ends with enrichment activities which can be done individually or in groups.

7.  If you could only teach one radio theater unit, which one would you choose?

It depends upon my mood, but I’m pleased with how all of them came out.  The most difficult one is The Frozen Pirate which is best for high school students.  It it set in two different ships and has a narrator who is sometimes a character in the story and sometimes merely narrates.

Another one which I’m proud of is my own–Bow Wow Blues.  BWB is about a group of bumbling bank robbers in the 1930’s who are outsmarted by some quick witted detectives and a couple of dogs who help them.  The characters are broad and easy for middle school students to convey.

8.  Do you charge royalties for your scripts?

No, I don’t.  I only ask that the person producing the script send me a recording and/or photos of their production for my personal uses in marketing. Bookeeping who is producing which script would be a nightmare for me to track at this point in my business.

9.  Do you update your resources?

Yes, constantly!  For instance, let’s say it’s announced Lin Manuel Miranda will be performing in a new movie.  I go in to all the products where he is included and update the information to include a mentioned of the new movie.  Or, a link breaks or vanishes–I go in and find a new one.  Or I add a page to a resource which upon second thought makes the produce more useful to the teacher.

10.  On average, how many new lessons do you create a month?

I create about two new lessons a month and several new bundles.

Frequently Asked Questions the DramaMommaspeaks List

11.  I want to follow you. Do you have an email list I could join?

You bet!  I’m getting ready to glam up my newsletter in the near future and I think you’ll want to be a part of it.  You can join here on this page up above on the right.

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12.  Are you on Instagram?

Yes, I am very active on Instagram.  I speak about different topics there than on the blog.  You can find me at DramaMommaSpeaks on Instagram.

13.  How about Facebook?

Yes, I am.  I share various arts subjects there.  Check me out https://www.facebook.com/Dramamommaspeaks

14.  Are you ever interviewed on podcasts?

You can learn about them here The Top Reasons to Listen to Podcasts

15. I know Clubhouse is a big thing now.  Would I find you there?

Yup!  Just search Deb Baldwin.

16. Where could I see some reviews of your products?

You can find review of my products here Dramamommaspeaks

Frequently Asked Questions the DramaMommaspeaks List

17.  On average, how pages are your lessons?

Most lessons are around 15 pages in length.

18.  On average, how days’ long are your units?

Some units are three days in length and several are three weeks long.

19.  Do you have drama lessons for elementary students?

Yes, although not as many as I’d like.  I create lessons where the interest is–meaning if a lot of products which are purchased for the month seem to be for middle school, I will make another middle school lesson that month.

20.  Do you have drama integration units?

Yes, I have readers theater and play scripts which are perfect for drama integration. Here’s a blog post about drama integration, too.  How Do I Use Arts Integration in the Classroom?

21.  Who writes the music for your short plays?

My husband of thirty-eight years composes the music.  He is an award-winning instrumental music teacher, taught for forty years and composes as well.

22.  What is the price range of your materials?

Some products are $3.50.  The most expensive product I have are bundles which lasts a semester or even a year.  They are around $100.00

23.  Do accept suggestions?

For things to add to a product or if something needs more clarification?  Yes, but I’d rather the person emailed me than put it in a review.  It confuses the next buyer.

24.  If a teacher wants a particular lesson which you have not created, will you develop it for them?

Yes, I create lessons for teachers on occasion.  The lesson becomes my sole property, but I give the person acknowledgement in the lesson for their idea.

25.  How long does it take to create a radio theater script?

It takes about sixty-five hours to write a script. There is no playwriting template for a radio theater script, so I must set up every page by hand.

26.  Do you have any lessons about people of color?

My Famous Theater Artist Biographies and One Pager Assignment include many people of color–Denzel Washington, Audra McDonald, August Wilson, Camille A. Brown, etc. Here is a blog post concerning my thoughts

27.  Do you have lessons about technical theater?

Of course!  Everything from costume to set design. Here is one: Set Design Fairy Tales

28.  What’s next for you?

Oh…..I can’t tell you yet!  Just make sure you join my email list, look for my free products coming out soon and some other great plans.

I hope these answers help you.  Please feel free to contact me at DhcBaldwin@gmail.com or my website at DeborahBaldwin.net

Deborah Baldwin of DramaMommaSpeaks

 

 

Drama Games for the Introvertive Student

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Drama Games for the Introvertive Student

Is that possible?  Drama students can be shy? I know it’s tough to believe, because we are a noisy bunch. So let’s talk about games for the introvertive students.

For various reasons, the answer is a resounding “yes!”

Recently, I read a post from a teacher lamenting about this on a Drama Teachers Group Facebook  post at https://www.facebook.com/groups/161102463965487.  Her shy students wouldn’t budge from their seats no matter what she tried–and these were fifth and sixth graders.

What Do You Do with Reluctant Students?

After teaching for thirty-eight some years, I have taught all types of students from the most enthusiastic class to the smallest and most shy.

Do you need help?

Like adults, students are primarily afraid of the unknown.  Aren’t we all?  I’ve had adults who desperately want to participate in a play but scare themselves off before they even sign up for an audition.  Students might have older siblings telling them embarassing stories about their experiences in a dama class. 

Or they’ve seen bloopers on youtube and put themselves in place of the performers and suddenly “everyone” sees the mistakes.  Little do they know the performers actually shared their bloopers for the express purpose of getting likes. You never know what your students think a drama class looks like.

My advice is to dispel any myths about drama class which they might have accepted as truth. Myths of drama class are:  we always act, lines must always be memorized, classmates will laugh and ridicule our performance, we will be asked to do something embarassing, etc.  Students worry about their image at all times  whether they are in a drama class or in the hallway.  The last thing the teacher wants to do is feed that anxiety.

The best way to de-mystify their worries is by starting very slowly.  Use drama games and exercises in which everyone can have success. Or if that seems too much for them, start with technical theater lessons first.

Games for Shy Students

Here are a few of my go-to games for the introvertive or reluctant student:

  1.  “Alliteration Name” Game--A lot of teachers use this game, however in drama class, we are a bit more expressive.  I expect students to come up with word which describes you realistically or unrealistically.  They must add a gesture of some kind and they can choose the rate of delivery for the line (fast or slow), add an accent and certainly choose some emotion to convey through the line.  I demonstrate first that gives the students an example of what their interpretation should look like.  If a student is stumped when their turn comes up, I direct them and even demonstrate an idea.  Usually, that’s all the reluctant needs.  Once they have a little success with the exercise, they see where they can fit into the class.
  2.  “Copy Me”–I like this game because it’s a simple premise: the student copies the tone, inflection and body position of the person before them.  Then they do their own version of the same line.  Suddenly, the worry about performing is minimized.  How hard is it to imitate someone?  We do it all the time whether we realize it or not.  We pick up vocal inflections, a person’s delivery and even their gestures.  Think you don’t?  Have you ever mocked someone or demonstrated to someone how something was said to you?  Yup.

More Games and Exercises for Shy Students

  1.   “This is not a hanger”--This exercise relies on a person’s imagination, however the challenge is very focused.  We just come up with something which is the same shape as a hanger.  It could be large (pyramid) or small (earring), used (an iron) or enjoyed (a martini.) You do need a hanger for the students to see.  Go around the class and when they are ready to particpate, instruct them to say, “This is not a hanger, it’s a _____________.” There is only one rule– once that thing is suggested, no one can suggest it a second time.
  2.  “Lean and Leave”–This exercise strengthens the imagination and uses the body for demonstration.  Person A pretends to lean on something such as a wall and must be able to hold the position indefinitely. Person B goes to Person A and leans against Person A in some particular way. (For instance,  if Person A is pretending to lean on a wall with one hand, Person B might rest their elbow on the back of Person A.  Person A asks Person B, “Are you ready?” because Person B must be able to lean indefinitely without Person A there.  Person A steps away.  Person C goes to Person B and leans against them in another unusual way (for instance, they lean with their back against Person B).  Person B asks the same question of Person C and so forth. Everyone can participate in this exercise. It’s very engaging and different. I always challenge students to lean on different planes—high, medium or low, or putting their feet up on the other person and so on. I’m known to instruct the new leaning person to turn his head or bend an arm to show the difference in the look—just like those sculpture people.
  3.  “Tableau”–Any student can have success with tableau.  It takes very little investment on the part of the student.  Students work in a group (that’s a real plus), they choose a story to demonstrate (for instance they show the beginning of the story, its middle and end) and there are no spoken lines. Ultimately, they merely freeze in place as part of the tableau. If the students are feeling more comfortable, take this exercises a little farther by tapping each student and allowing them to say something as the character.  Again, keep it nice and friendly.

Where to Go From Here?

If you are seeking more advice from an experienced drama teacher and director, read some other posts of mine:

The Ultimate Guide for Drama Teachers: Creative Movement? Are you Kidding Me?

Three Lessons to Engage Your Drama Class Using Differentiation

Drama Lessons for Middle Grades from an Award Winning Drama Teacher

Come join my monthly newsletter!  I give advice, tips, suggestions, announce new drama resources I’ve created in the month and a FREE warm-up exerise.  You can join here  DramaMommaSpeaks newletter

Need a lesson you can use tomorrow, check out this one Drama Class: A Playwriting Unit or How to Help Your Students Feel Seen

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