This website was created as reference material for the USITT 2011 Charlotte Conference Session "SM Paper Trail Rides Again: How to Document Almost Everything." Paperwork samples and templates include pre-production process, organization, rehearsal process, tech process, and running the show.

In this activity, students work with a partner so one of them is the sculptor and one is the sculpture of clay. After the sculptures are "created" the students walk around the "gallery" and talk about each masterpiece.

This site offers several ideas for creating different settings, costumes, and props for dramatic play areas.

Student design teams select and analyze a play and collaborate on the development of a detailed set design for that play. If possible, student teams should craft set designs for different plays that are scheduled for school or local production during the school year. Students should take into account the script, the director’s vision/intent, the budget/materials/technology available, historical context, and the relative complexity of different scene changes during the performance. Teams work together to create mood boards and sketches and to design scale scenographic models (the industry standard is ¼ inch = 1 foot) that contain full details of the set, including colors, textures, entrances, exits, and furniture. Throughout the project, teams engage in critique processes with stakeholders, including the director, stage manager, theater manager, technical director, and others involved in the production.

In these lessons, students participate in improvisational activities to explore complex ideas and universal themes in literature and life.

This site is full of activities (such as skits) and resources concerning civics lessons about female historical figures. The resources are designed to help teachers integrate women's political history and leadership into thier lesson plans and program activities.

In this lesson plan, students will discuss the first Thanksgiving, pretend to make, then eat, the feast, and follow a narrative pantomime led by the teacher.

In this video/article combination, a Theatre Master Talent Teacher gives advice to new performers on all aspects of their performance experience. She discusses proper etiquette with rehearsals, costumes, dressing rooms, backstage, props, equipment, show personnel, dependability, and respect.

This website describes a variety of stage types such as a proscenium stage, a thrust theatre, an end stage, an arena theatre, a flexible theatre, and others. The presentation space and audience space are described to allow for comparisons of these two areas. In addition, the different parts of a proscenium stage, the most common stage type, are described such as front of house, on-stage, fly loft, apron, etc. The details of the stage space is reviewed concerning how it may affect a performance such as in a profle theatre where actors are staged in profile to the audience.

In this lesson, students explore and then compare and contrast the Beijing Opera (China) and Kabuki (Japan). They will then create their own performance pieces based on these forms.

This article gives teachers ideas to use with students to emphasize the importance of vocal varience, pitch, and intonation. The works of Dr. Suess are suggested as examples to show the use of "voice" to show feelings in a variety of ways.

In this lesson, students will demonstrate their ability to understand tone of voice by participating in the activities, choosing a poem, and beginning to work on it. The lesson includes a warm up game and class discussion on the aspects of voice.

This article is about The Lost Colony, one of the last remaining New Deal Federal Theatre Projects. The article discusses the show's history and significant people involved in its successful run.

In this lesson, young students use their entire body to narrate a story told by the teacher. The lesson includes the apple tree story to be read outloud, and discussion questions for students after the activity.

In this activity, the director helps the students create frozen images ("tableaux") inspired by a fairy tale. Once all of the students know the tableaux, the director then controls how the scene of frozen images plays out by calling out buttons that can be found on a remote control such as "reverse" and "fast forward." The students then act accordingly.

In this activity, the actor chooses a character to play. As another student narrates actions and events that could take place in a person's life, the actor follows the instructions given and reacts to each situation in character.

This webpage lists the people, roles, and responsibilities of those who produce theatre and present theatre.