A course especially designed for background, theory, and practice in the electing, preparing and presentation of play on the elementary/secondary level. Special emphasis will be placed on integrating play, using theatre strategies across the curriculum.

Students will utilize theatre resources found on-line and through the library

Recommend Texts will be referenced but not required reading:

• Spolin, Viola. Improvisation for the theatre: a handbook of teaching and directing techniques. Evanston, IL: Northwestern University Press, 1963.
• Wills, Barbara Salisbury. Theatre Arts in the Elementary Classroom: kindergarten through Grade Three. New Orleans, LA: Anchorage Press, Inc. , 1996 (ISBN: 0-87602-033-3)

Course Objective: Prepare prospective teachers to teach theatre to children, special emphasis will be placed on integrating theatre and play, using theatre strategies across the curriculum. We will be learning how to “Play” with our students. PLAY: Performance Learning for Active Youth.

Students will:

• Identify age-appropriate and play-accessible resources.
• Create and adapt scripts for elementary performances.
• Create and integrate choral readings into curriculum.
• Identify curricular-appropriate reader's theatre scripts and select scripts for elementary classrooms.
• Develop the ability to identify theatre exercises that are relevant and accessible for students to implement and cultivate sensory, vocal and movement skills.
• Adapt teaching strategies to varied learning styles.
• Develop scaffold theatre instruction, identify theatre fundamentals, demonstrate and improve teaching, and self-assess.
• Create a curricular subject lesson plan and utilize integrated theatre exercises as the instructional delivery model.
• Articulate the effect of theatre and culture of play on classroom environment and learning strategies.
• Identify, describe, record and demonstrate theatre exercises that can be implemented in an elementary/secondary classroom.

Students will be graded on attendance, class participation, projects, scripts, journals, and lesson plans.

Assessment / Evaluation / Grading

Student achievement of the course learning outcomes will be evaluated through a combination of practical projects, written reflections, and in-class performance assignments. Each assignment is designed to assess both the process and the product, with emphasis on creativity, application of course concepts, and professional presentation skills.

Grades will be determined by the total number of points earned throughout the semester. Letter grades will be assigned according to the percentage of total points earned. Late work may be subject to a grade reduction unless prior arrangements are made with the instructor.

Assignment Descriptions

Core Curriculum Strategy Example (50 points)

Students will design a short activity or lesson plan that integrates theatre arts into a core curriculum subject (math, science, social studies, or language arts). The submission should clearly identify learning objectives, describe the activity, and explain how the arts component enhances understanding of the core subject.

Group Lesson Plan Integration (100 points)

Working in small groups, students will develop a full-length lesson plan that incorporates theatre into a core curriculum unit. Plans must include objectives, materials, step-by-step instructions, assessment strategies, and alignment with relevant standards.

Children’s Story Script (50 points)

Students will adapt a children’s book or short story into a performance-ready script. The adaptation should be engaging for a young audience, make effective use of dialogue and stage action, and be formatted for performance.

Performance of Storybook (100 points)

Students will perform their adapted children’s story script for an audience. Assessment will focus on vocal clarity, characterization, energy, audience engagement, and collaboration with scene partners.

Choral Reading (30 points)

Students will prepare and perform a choral reading that demonstrates group vocal unity, expression, and pacing.

Readers Theatre (30 points)

Students will rehearse and perform a readers theatre selection. The focus will be on expressive reading, vocal variety, and effective use of minimal staging.

Puppets (30 points)

Students will design, build, and perform a short scene using puppets. Evaluation will include craftsmanship, creativity, and the ability to bring characters to life through movement and voice.

Reflective Journal (50 points)

Students will submit a written reflection summarizing their learning throughout the course, noting personal growth, challenges overcome, and strategies they plan to use in future teaching or performance settings.

Point Breakdown

Grading Scale

• A = 94–100%
• A- = 90–93%
• B+ = 87–89%
• B = 84–86%
• B- = 80–83%
• C+ = 77–79%
• C = 74–76%
• C- = 70–73%
• D+ = 67–69%
• D = 64–66%
• D- = 60–63%
• F = 59% and below

It is my goal to respond to student messages within 1 business day and provide grades and feedback within 1 week from the due date.

Late work may be subject to a grade reduction unless prior arrangements are made with the instructor.

Professional Decorum:

It is your responsibility to come to class and be an active participant. This means:

• Coming to class fully prepared as assigned.
• Showing respect for every member of the group.
• A complete commitment and focus to the work each class period. This means paying attention to everyone’s work and the discussions that transpire. If you happen to fall asleep in class, you will be asked to leave the class for the day and you will be charged with one absence.
• Saying YES to feedback!

Acceptable and Unacceptable Use of AI.

The use of generative AI tools (e.g. ChatGPT, etc.) is permitted in this course for the following activities:

• Brainstorming and refining your ideas;
• Fine tuning your research questions;
• Checking grammar and style.

The use of generative AI tools is NOT permitted in this course for the following activities:

• Impersonating you in classroom contexts.
• Writing a draft of a writing assignment.
• Writing entire sentences, paragraphs or papers to complete class assignments.
• Making lesson plans.

You are responsible for the information you submit based on an AI query (for instance, that it does not violate intellectual property laws, or contain misinformation or unethical content). When in doubt about permitted usage, please ask for clarification.

Remember, unacceptable use of AI undermines your own artistic value.

Active attendance is essential, learning is created through interactive activities. Be on time and present always. If you have conflicts, get class notes from a classmate and make arrangements to make-up the time. On-line research activities can be utilized to make-up time missed. The instructor will provide information upon your request.

Attendance/Class Participation Policy: It is expected that you come to class and that you be on time. You should also be physically, mentally and emotionally prepared to work.

You are allowed a total of 2 absences during the 8 weeks of learning. Please note: If you are going to miss class, it is expected that you e-mail PRIOR to class to explain your absence. This is true whether it is your first absence or your sixth absence.

Acceptable Excuses to Miss Class:

• Running a fever, contagious or extremely ill.
• If you are ill, you should go to Health Services and be seen by a doctor.
• A note from Health Services will excuse an absence.
• Family emergencies such as death. (Please note that if you lie to your teachers about a family emergency, you are in violation of the University ethics policy and may be suspended.)

I understand that in any given semester you may become ill or have a family emergency. However, after 2 absences your grade will be lowered. Also, understand that if you miss an in-class rehearsal or presentation, your grade will be more severely impacted.

Number of Absences Grade IF doing “A” work:

• 0-2 = A
• 3 = B
• 4 = C
• 5 = D
• 6 or more absences = F

3 LATES = 1 Absence     Any LATE of 20 minutes or more counts as a Full Absence