Content Standards Standards for theater strand: 4. Tech Theater.

Students will demonstrate skills in using the basic tools, media, and techniques involved in theatrical productions. Stage 1 EQ: How do you create a book that is both easily understood by both yourself and others? How do you create a book that is an accurate representation of the Mproduction? How do you watch the action while taking notes? K: Students will know that there are skills that are necessary to be a successful stage manager, such as: a. multi-tasking b. time management c. flexibility d. ability to communicate clearly and concisely organization and preparation are essential. Students will be able to: Understand and correctly utilize basic and universal blocking notations. Demonstrate the ability to use their blocking notation when called upon. Properly organize all essential paperwork within their book. i.e. run lists, props lists, costume lists etc 1. Organization as a Stage Manager a. Time management b. Contact lists 2. Tricks and tips for getting started a. Reversing the script for righties/preparing the script for lefties. b. Stage Managers Box 3. Teaching about all of the production paperwork a. Character breakdowns b. Scene breakdowns c. Props lists. etc 4. Focus on blocking. Hook: We will start out by partnering everyone up and playing Columbian Hypnosis. This is a game where the leader holds their hand up, palm out towards their partner, about 1 foot in front of their face and then leads them around the space up and down and all around. This will physically engage the students, get them focusing on movement and ready to be focused for their first attempts at taking blocking notation.

W: Handing out blank pages of scripts ready for blocking notes, leaving out the blocking notations. To best of your ability write down the blocking you are about to see, dont worry its not graded! H: Becca and I will act out a scene while students attempt to take blocking notes. E: Pass out blocking notation key. These are some of the most commonly used notations, and are nationally recognized. Take a look and let us know if you have any questions (students will have two mintues). R: We will then ask students to re-take blocking notes, trying to incorporate the new notations. Becca and I will act out the same scenes as before, this time students have their blank pages, they have the notation handout and can revise from their first attempt. E: Partner up with someone they havent worked with yet. Compare blocking notes and strategies. What worked? What didnt work? Can your partner clearly decipher your notes? We will close by having everyone circle up and say one thing they learned from the lesson today. It can be from any part of the lesson, doesnt matter how big or how small.