The high school student journeys from the foundations of acting in ninth grade to the fulfillment of a major production in twelfth—from performing scenes that illustrate the history of theater, to the more involved tenth grade one-act play, to the complexity of the multi-act twelfth grade performance. The group work of putting on a play and the individual work of improvisation and monologues meet and nurture the emerging adolescent. Students become increasingly aware of their own bodies and voices and adept at using these natural tools to illuminate a character.

Ninth Grade

The drama art block accompanying the Comedy and Tragedy morning lesson block introduces ninth graders to improvisation and scene study and exposes them to a modest range of roles and acting styles. The goals are for students to understand and employ speech, expression, gesture, pathos, posture, and movement as separate qualities and shaping tools; to speak clearly, confidently, and at a higher volume than a normal speaking voice; to gain confidence with being on stage; to cultivate the ability to assume a stage identity different from one’s own; and to function effectively as part of an ensemble. The course culminates in a presentation of scenes from the history of theater, fairly low key with respect to props and costumes but requiring students to memorize lines and learn parts.

Tenth Grade

In this four-week morning lesson block, students further develop their capacities as artists and performers and work cooperatively as an ensemble on a performance worthy of sharing with others. They learn to read a play both as a piece of literature and as an operator’s manual for creating a production. The performance is usually a one-act play, which encourages the tenth graders to immerse themselves in all aspects of production. The morning lesson block is augmented by a four-week afternoon arts block.

Eleventh Grade

This three-week art-track class accompanies the Shakespeare morning lesson block and is devoted to developing a performance of Shakespeare monologues. Students work intensely on articulation, voice projection, and expression of the speeches each has memorized. They also work with the director to choreograph the performance, which becomes a full cast interaction as one monologue weaves into the next and the actors illustrate the context of each.

Twelfth Grade

The senior play represents a culminating experience for the class, as one of the final, major group enterprises that reflects a mature and accomplished collaboration as well as a celebration of the role of each individual within the class. This three-week morning lesson, with accompanying drama art block, is also the culmination of the performing arts curriculum. It is a live final exam, inviting students to employ all they have learned and practiced in the areas of acting and performance. The goals of the course are to produce a memorable play with the highest possible quality of speech, acting, and production values, including precision, professionalism, and contribution to non-acting aspects of the production.