• Rehearsal Good use of rehearsal time, cooperation with partners, preparation as needed.
• Creative Writing Original scripts, writing "in character" to get the backstory of a script.
• Reflective Writing Looking back critically on one's own work, and the work of others.
• Memorization Learning lines and cues should be easy with concentrated work.
• Terms, Techniques The teacher uses several terms and demonstrates techniques in context, and expects the students to show their understanding through action and written responses.

Because most students will neglect an assignment now and then, Effort is truly "outstanding" (1 on a scale of 4) if all assignments have been completed on time, or made up on the agreed-upon date for an absence (usually the Monday following an absence). Notice that "completion" implies a certain quality. Most students will be a little less consistent, and will receive "2" for satisfactory effort. An accumulation of yellow "effort" tickets (which cover such behaviors as lack of preparation for class, tardiness to class, and other kinds of carelessness) indicates less than satisfactory effort. In that event, the Dean of Students and I will contact parents in advance.

In regards to Citizenship, Drama class has its own special demands.

• It's a class that requires noisiness, boisterousness, and imitations of serious conflict. Satisfactory drama citizens won't take physical risks before learning from the teacher how to do it safely.
• In Drama, more than in other classes, students must take risks by showing emotions, and satisfactory drama citizens will respect this, and will play along.
• In Drama, working in small groups nearly every day, students must be respectful and cooperative in the give and take of creating a scene. Outstanding citizens will be the ones that partners write about in their reflections who helped with ideas, accepted what they were told to do, concentrated during rehearsals, and encouraged the others.

All of us need to be brought back to task from time to time; the behavior of any students who continue to distract me, others, or themselves after being called back to task may be considered less than "satisfactory." I may draw from a variety of methods to have students compensate me or the class for lost time, which may include the school's special red "demerit" form. Again, I'll make sure that parents know about this.

Professional behavior, "actors please," and "thank you," attention to others, "staying in character. . ."

Drama as an art | live theatre versus TV and film | live theatre versus literature.

Conventions of theatre (Greek, Medieval, Renaissance, Realistic, Contemporary). Especially: how does the playwright get across "exposition" efficiently and effectively?

Character, "Presentational" versus "Method" acting, "sense memory"

Stage business, stage left and right, up and down stage; triangular blocking; "cheating" and "opening up"; using a prop with "heightened" significance

Topics: Use of silence (the Pinter pause), set design that's practical and meaningful, theme. Rehearsal techniques: improv, switch roles, play the comedy (or tragedy)