middle school theatre assignments

Theatre: Middle School

Introduction

Welcome to the module that will introduce you to the newly adopted Texas Essential Knowledge and Skills (TEKS) for middle school theatre. This module will cover the basic processes and concepts taught in middle school theatre, as well as compare the original TEKS with the newly revised TEKS.

As in the earlier grades, the strands provide structure for the TEKS. Middle school theatre courses build on the standards in the elementary theatre TEKS by continuing to nurture creativity and by also offering an expectation of knowledge and skills such as audience etiquette and production elements.

In middle school, students begin moving from creative drama to formal theatre. Though the emphasis through Middle School, Theatre 1 remains on creative drama, curriculum in Middle School, Theatre 2 and 3 begins to focus on interpretation and performance. Students gain a more in-depth understanding of theatrical elements, principles, and conventions and develop their acting skills. Activities that use dramatic subtexts begin to develop more complex characterizations. Nurturing the seeds that were planted in elementary school creative drama, improvisation skills are applied to unscripted prompts.

In middle school, students begin to examine scripts, learn basic acting techniques, and explore aspects of technical theatre. Reading scripted materials, students analyze characters, study dialogue, and design stage movements to solve theatrical problems. Through research, creative thinking, problem solving, and improvisation, middle school students not only acquire the knowledge and skills to be successful in theatre, but also begin to develop the self-discipline required to accomplish long- and short-term goals.

Middle school theatre tasks:

• Analyze characters
• Study dialogue
• Design stage movement
• Solve problems
• Think creatively

By the end of this lesson, you should be able to do all of the following:

• Identify differences between the original and revised middle school theatre TEKS
• Articulate some of the guiding principles behind the revised middle school theatre TEKS
• Revise current lesson designs in order to align them to the revised middle school theatre TEKS

Please take a moment to review the revised middle school theatre TEKS which were adopted in 2013. You can also compare the revised TEKS with the original TEKS in the middle school TEKS comparison . Refer to this chart as we look at some of the changes in each strand.

Please also review the middle school theatre TEKS alignment chart , which shows how skills are scaffolded from one grade level to another.

Original and Revised TEKS

There are many changes between the original and revised theatre TEKS. However, we do not have to examine each one. All of the fine arts TEKS were revised through the lens of creativity—on the art of theatre-making rather than the craft of theatre-making. Just because children are making something, doesn't necessarily mean they are being creative. The reason for the focus on creativity is the understanding that developing creativity through the fine arts is central to student achievement and sound child development. In the revised TEKS, the important skills learned in theatre are essential skills for student learning across academic domains as well as for lifelong success.

Overview of the Strands

This module will focus on the Theatre, Middle School 1 TEKS. Please click on the link to the course discovery Middle School 1 theatre for an overview of how each strand could be taught and examples of what using the revised strands might look like in the classroom. Take a moment to review the charts before we discuss each strand. Keep the charts handy to refer back to them as we review each strand. You may also want to review Theatre Middle School 2 and Theatre Middle School 3.

Theatre Strands

Foundations: inquiry and understanding The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre.

Creative expression: performance The student interprets characters using the voice and body expressively and creates dramatizations.

Creative expression: production The student applies design, directing, and theatre production concepts and skills.

Historical and cultural relevance The student relates theatre to history, society, and culture.

Critical evaluation and response The student responds to and evaluates theatre and theatrical performances.

Foundations: Inquiry and Understanding

The first strand in all theatre courses, which was previously called Perception, is now Foundations: inquiry and understanding. The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre. The student is expected to identify theatrical vocabulary and terminology, including basic anatomy of theatre spaces. The revised TEKS are more specific about skills students should be using in a middle school theatre classroom or performance space.

One example of the changes in student expectations:

Creative Expression: Performance

Note that these new student expectations will have an impact on your classroom. As you look at the strands, think about what activities and lessons you will develop or revise in order to meet these revised TEKS. Students in middle school are expected to use their theatrical skills and knowledge to interpret characters, environments, and actions.

Two revised student expectations in the Creative expression: performance strand:

Theatre, Middle School 1 (c)(2)(E) express emotions and ideas using interpretive movements and dialogue; and

Theatre, Middle School 1 (c)(2)(F) create environments, characters, and actions.

Creative Expression: Production

Note how this student expectation for the Creative expression: production strand has changed from the original TEKS. Also critical is the major change in student expectation (D) which now includes the use of technology in theatre applications. The revised TEKS include many changes which make the standards more relevant to technology advances that have occurred since the original TEKS.

Strand 3: Creative expression: production

Historical and Cultural Relevance

Higher-level thinking skills are now demanded of students in the fourth strand: Historical and cultural relevance. Students are now required to relate theatre to history, society, and culture. The second student expectation in this strand requires the student to not only identify and understand the influences of theatre, film, television, and electronic media but to explore the developments and works created by those influences.

Critical Evaluation and Response

This revised student expectation in the Critical evaluation and response strand requires the student to respond to and evaluate theatre and theatrical performances. Learning and exhibiting appropriate audience etiquette remains a focal point of this strand, as well as responding both orally and in writing to observed performances. The student is also expected to examine theatrical occupations and the strand specifically provides examples that students may not have previously known about.

An example of a revised student expectation in Critical Evaluation and Response:

How Lessons Change with the Revised TEKS

Download the grade 8 lesson . This lesson sample is based on the original TEKS. Take a moment to look at the activities and the corresponding TEKS student expectations. How has the teacher revised the lesson to be aligned with the new student expectation. What do you notice?

Now download the grade 7 lesson . Take this lesson based on the original TEKS and revise it based on the revised student expectation shown. What are some ways you can revise the lesson based on the specificity of the student expectation? How might you incorporate creativity and meaning? In what ways might your assessment change?

The language "create" in the student expectation inherently heightens the opportunity for creativity for the student. In instructional activities, in the lesson based on the original TEKS, the teacher set the parameters and students draw a character from a jar (characters that the teacher has already defined.)

In a revised lesson, teachers might consider asking students to brainstorm settings and characters, then placing them in a jar. The revised TEKS intend to provide every opportunity for creativity possible. There are no correct answers. This is just an opportunity to explore how you might modify an existing lesson to meet the revised TEKS.

How Lessons Change with the Revised TEKS: Your Turn

Reflection Activity

Download the interactive PDF to record your responses to the following questions:

• What are some ways you could revise the lesson based on the specificity of the student expectation?
• How could you incorporate creativity and personal meaning into these lessons?
• In what ways might assessment change when lessons are aligned to the revised TEKS?

Theatre: Middle School 1, 2, and 3

The revised TEKS allow for three levels of theatre—Theatre, Middle School 1, 2, and 3. Notice the revised TEKS are no longer tied to grade level. Generally, students who choose to take theatre for the first time in middle school will enroll in Theatre, Middle School 1 then progress through Theatre, Middle School 2 and 3. Each course addresses all areas of the TEKS and appropriately integrates the strands to make content relevant for students.

Students in theatre courses can also be arranged by demonstrated student proficiency rather than by grade level. Students who have had private instruction or prior experience may demonstrate proficiency beyond the expectations for a particular course level. Establishing criteria for determining proficiency is a helpful tool in scheduling and instruction. To view how the strands are articulated for each course and examples of what this looks like in the classroom, refer to the course discovery middle school theatre .

The Revised TEKS with Special Education Considerations

Theatre classes provide students with special needs great opportunities to be part of the group. Many of the activities students engage in during theatre classes will require minimal accommodations because they are already individualized, such as activities that use the imagination in role play or pantomiming emotions; however, others will likely require accommodations for some students:

• Students with physical disabilities may require modifications of body positions used in pantomime.
• Students with reading disabilities may require additional time, support of a paraprofessional, or a reading buddy.
• Students with auditory perception challenges may need a recording to listen to an oral presentation or oral instructions repeatedly.
• Students with speech disorders may not feel comfortable performing in front of the whole class, but may start just presenting to the teacher and then working up to a small group.
• Students who have memory problems may need written or oral/aural prompts in performances.

Theatre teachers make accommodations for 504 and special education students on a regular basis, allowing all students to take part in and benefit from theatre instruction. Along with all other teachers, a theatre educator needs professional development regarding 504 and special education accommodations in order to make connections across all disciplines for special needs students. Theatre teachers need to be aware of all accommodations required for their students and have easy access to students' plans as well as the resources needed to accommodate all student needs.

The Revised TEKS with Considerations for English Language Learners (ELLs)

The Texas Education Agency's Linguistic Instructional Alignment Guide is a rich resource for you as you strive to ensure that all students are achieving maximum benefit from theatre class and that linguistically accommodated instruction for ELLs includes the use of supplementary materials, different types of instructional delivery, and tasks based on the students' current level of language proficiency.

Some accommodations that may assist the ELL student in the classroom are:

• Respect that the student may not feel comfortable reading aloud, so do not require it.
• Use multiple visuals, peer support, and pre-taught vocabulary to improve understanding of new content.
• Use varied cooperative groups for learning new content and practicing use of language in a variety of contexts.
• Assign research projects that will stretch the ELL student's vocabulary and understanding of theatre history.

To help students connect learning, teachers can incorporate the four language domains in theatre curriculum.

The Four Language Domains

Listening is the ability to understand spoken language, comprehend and extract information, and follow social and instructional discourse through which information is provided.

Speaking is the ability to use spoken language appropriately and effectively in learning activities and social interactions.

Reading is the ability to comprehend and interpret written text at the grade-appropriate level.

Writing is the ability to produce written text with content and format to fulfill grade-appropriate classroom assignments.

The revised TEKS have been designed to engage and motivate all students through active learning, critical thinking, and innovative problem solving. Middle school students are encouraged to be creative and are led to discover and understand cultural and historical relevance so that they can begin to make real-world connections.

As the middle school theatre TEKS progress, there is a distinct shift from creative drama into more conventional theatre practices and production. As students make this shift, they will be required to demonstrate their theatrical vocabulary, create complex characters through script and text analysis, employ problem-solving during production, effectively communicate and collaborate, and think critically about their own and others’ performance. Through these demonstrations of skill present in the revised TEKS, coupled with thoughtful instruction, middle school students will be well-prepared to meet the increased rigor of high school theatre courses. More importantly, students will develop a foundation of self-discipline, creativity, and adaptability that can apply across all content areas.

Extend Your Learning: Tools and Resources

There are many resources and professional development to help align a district's curriculum and teacher instruction to the revised middle school theatre TEKS. Listed on this slide are a few that will be beneficial to creating and developing a program. Take a moment to review each one. Bookmark these resources or some of the others used in this module, such as the middle school theatre TEKS alignment chart , the middle school theatre TEKS comparison , or the course discovery middle school theatre .

Tools and Resources

• Middle School Fine Arts TEKS http://ritter.tea.state.tx.us/rules/tac/chapter117/index.html
• Drama Games for Kids http://www.bbbpress.com/dramagames
• Drama Warm Ups and Circle Games http://www.primaryresources.co.uk/pshe/pdfs/dramawarmups.pdf
• Improv Games http://www.improvencyclopedia.org/games/

Professional Development Opportunities for Theatre Teachers

• Texas Education Theatre Association http://www.tetatx.com/

Copy and paste the link code above.

Related Items

• EdTA Home Page
• Educational Theatre Foundation
• International Thespian Society
• All Webinars
• SEL - Learning Pathway
• Diversity, Equity, and Inclusion - Learning Pathway
• Wellness & Self Care - Learning Pathway
• Culturally Responsive Teaching - Learning Pathway
• Supporting Student Wellbeing - Learning Pathway
• Featured Courses
• Lesson Plan Library
• Click to Teach Interactive Online Lessons
• Resources for New Theatre Teachers
• Technical Theatre Educator's Manual
• Connected Arts Networks
• DEI & Theatre for Social Justice
• Finding Voice- a Library of Monologues Written for BIPOC Students
• Social & Emotional Learning
• Standards & Related Materials
• Behind the Scenes Technical Theatre Curriculum
• Models of Assessment
• Level Up Challenges to Engage Students
• Resources for Creating Online Learning
• Search the Catalog
• Cart (0 items)

EdTA's home for professional learning and teaching resources.

Click to Teach/Click to Learn

To support the many teachers searching for online content for their students, EdTA offers lessons designed for online learning perfect for homework assignments, teacher facilitated projects, hybrid learning situations or student independent study.  Drawn from some of the most popular curriculum featured on EdTA's Learning Center and laid out in a student friendly format they feature:   

- project based lessons   - aligned with standards  - simple interactive layout - perfect for hybrid learning  - web based packages include all materials - student friendly layout - linked to companion full curricular units 

Thespians perform at "Thespians Go Hollywood".  

Perfect for Choice Boards

Looking for ways to incorporate differentiation and student choice in your theatre classroom?  "Click to Teach" units are perfect for choice boards!  Follow the link below to learn more.

Choice Boards

FREE TO ALL: Click to Teach Online Units

Click on any link below to access the full lesson with all materials designed for online learning, teacher facilitated projects or student independent study projects. Perfect for online learning, in classroom learning or a hybrid of both.

Elementary Click to Teach Lessons

Acting & Performance

Let's Show A Story - Story Drama and Dramatic Play

Show What You Want - Actor's Tools and Vocal Expression

High School Click to Teach Lessons

Verbatim Theatre  

Spoken Word Poetry

Defining Given Circumstances with an Open Scene

Interpreting a Role - Scoring Actions

Producing & Directing

Re-Imagining Shakespeare - Creating a Director's Concept

Exploring Careers in Theatre: The Stage Manager

Design & Tech Theatre

Researching and Designing Props

Virtual Lighting Design Lesson  

"Walk a Mile in My Shoes" a Sound Design Lesson

Cos-Play Costuming  

Creating a Set Design Lesson  

Become a Theatre Education Advocate

D.I.Y. Hip Hop Musical Theatre  

Theatre History Detective - Understanding Dramaturgy

Middle Grades Click to Teach Lessons

*  Spoken Word Poetry

*  Defining Given Circumstances with an Open Scene

*  Interpreting a Role - Scoring Actions

*  Exploring Careers in Theatre: The Stage Manager

*  Cos-Play Costuming

*  Creating a Set Design Lesson

*  D.I.Y. Hip Hop Musical Theatre

*  Theatre History Detective - Understanding Dramaturgy

* Suitable for Middle Grades or High School

Become a Member for More

Loving "Click to Teach"? There are more "Click to Teach" lessons available right here on the Learning Center for EdTA members!  Become an EdTA member today to access more online lessons like these.

Join today for full access to EdTA's Learning Center!

Learning Center

Full site search.

SITE INDEX BY CATEGORY

Looking for Grade Specific Materials?

HIGH SCHOOL

Membership Benefits

Join EdTA for full access to our professional development and standards-based teaching resources, including:

• 300+ lesson plans
• Click to Teach online lessons
• K-12 curriculum

Join EdTA Today!

See all membership benefits >

• View our anti-racism commitment
• Code of Conduct
• Privacy Policy and Terms of Use

Copyright 2024 Educational Theatre Association. All rights reserved.

Looking for new lesson ideas & inspiration? 

Get the latest teaching tips, education trends, and more on our blog!

Try free resources

• Schools Theatre
• Schools English
• Higher Education

Professional Development

• Online events

Featured Titles

A christmas carol.

• An Inspector Calls
• The Crucible
• The Container
• Jekyll and Hyde
• Much Ado About Nothing
• Negative Space
• Romeo and Juliet
• Things I Know To Be True

Featured People

• Anne Bogart
• Anton Chekhov
• Arthur Miller
• Augusto Boal
• Barbara Houseman
• Bertolt Brecht
• Dawn Walton
• Dominique Morisseau
• Eugenio Barba
• Henrik Ibsen
• Luis Valdez
• William Shakespeare
• Yaël Farber

What do you teach?

• Drama (ages 11-14)
• Drama (ages 15-18)
• English (ages 11-14)
• English (ages 15-18)
• Teaching life skills
• Theatre & Performance
• English Literature

About Digital Theatre+

• How to subscribe
• Our platform
• Funding options
• Success stories

Help & Support

• Accessibility

Spark classroom creativity with resources for younger learners

Looking for accessible, high-quality resources to connect students aged 11-14 with performance?

From award-winning productions and interviews to fun practical workshops and activities, access a range of resources to help younger learners develop key theatrical skills, preparing them for high school and beyond!

Discover our new Spotlight On e-learning series, designed to introduce key topics in Theatre to younger learners!

What can Digital Theatre+ do for you?

Whether you’re looking for a quick starter video or full lesson plans, you'll have ready-to-go resources relevant to the topics you teach at your fingertips.

Engage your students

Captivate your students with hundreds of productions and exclusive insights from the world’s leading theatre-makers, delivered in a range of formats to suit multiple learning approaches.

Develop key skills

Set your students up for success with resources designed to support skills development, from core theatrical skills to crucial 21st Century Skills, helping them excel both in and out of the classroom.

' Digital Theatre+ has been an excellent resource for our students and department. The videos, resources and teacher packs have saved me time and really helped with home learning. There are a range of exercises for us to develop and use. My  KS3 students have loved watching performances, discussing all elements and are using drama terminology at a higher level. Thank you Digital Theatre+!'

- Bindya Chauhan, Drama Head, Kellet School, Hong Kong

Top picks for your Drama lessons

Support and engage younger learners with a range of captivating productions and supportive video and written resources. 

Spotlight On

Provide younger learners with insights into key topics in theatre – including The Production Team, Shakespeare, World Theatre, and Theatre Foundations – with a series of short, accessible e-learning videos and student-facing graphic organisers.

Unlocked: Styles

The Unlocked: Styles series offers a range of engaging e-learning videos and written resources introducing theatrical styles. Each episode focuses on skill-related components and is accompanied by Teacher Notes and a Student Workbook for activities and assessments.

Support younger learners to develop foundational skills in theatre with the How To series! Focusing on practical theatre-based tasks, this series of short, easy-to-follow videos covers core areas of theatre including props, costume, makeup and set.

Resources designed to support you

A subscription to Digital Theatre+ provides you with a range of teaching and learning materials, enabling you to plan the best lessons, keep your students engaged and extend their learning. 

Get ahead on your planning with ready-made resources including toolkits, lesson plans and activities. Written by teachers for teachers, these materials are designed to create engaging lessons that meet your objectives. 

Motivate your students with videos, extension questions, workshops, practical exercises and more to spark discussion or get them on their feet in the classroom.

Extend students’ learning with accessible interviews, documentaries and study guides, providing context and helping them make connections.

Age-appropriate resources

A subscription to Digital Theatre+ comes complete with adult content filters if needed, so you can be confident that your students are browsing materials appropriate for their age group.

Resources containing adult content – which may include adult themes, bad language and violence – are clearly highlighted in the information section of each resource. You'll also have the option to bring individual resources either in front of or behind the adult content filter to tailor the selection of resources your students have access to.

Key titles for your lessons 

Discover award-winning productions to engage your students and bring dramatic texts to life! Plus, with accompanying interviews and insights from performers and creatives, you and your students will have front row access to the theatre-making process.

Charles Dickens

Charles Dickens' beloved tale sees Ebenezer Scrooge transform from a miserly money-lender into the living embodiment of the festive spirit as he embarks upon an eye-opening journey on Christmas Eve. Compare and contrast two magical productions on Digital Theatre+ from the Bristol Old Vic and Canada's Theatre Calgary.

The Railway Children

E. Nesbit’s cherished novel is brought to life in this Olivier award-winning adaptation from York Theatre Royal. Directed by Damian Cruden, Artistic Director of York Theatre Royal, the production features the original locomotive from the beloved 1970s film.

Kenneth Grahame

The Wind in the Willows

This classic children’s novel explores the trials, tribulations and enduring friendship between a group of woodland animals. Toad, Ratty, Badger, and Mole go on a lively adventure in Oscar-winning Julian Fellowes’ musical adaptation of the well-known children’s book, captured live at the London Palladium in 2017.

Resources to engage younger learners

Struggling to keep your students' attention? Discover the best resources to motivate your students and get them excited by their learning in this blog article. 

Get connected with the experts

We collaborate with over 50 leading theatre companies, educational organisations, arts collectives and other providers to bring you the highest quality resources for your teaching. 

Ready to inspire your students?

Get in touch with a member of our team today and start your institution's access to thousands of engaging teaching and learning resources.

The Drama Teacher

Your Go-To Resource for Drama Education

Middle School Drama Curriculum Ideas

The following are common curriculum units, topics, genres and themes for middle drama levels:

• Greek Tragedy
• Character work
• Play scripts
• Commedia dell’Arte
• Drama games
• Bertolt Brecht and Epic Theatre
• Improvisation
• Ritual in drama
• Use of symbol in drama
• Play structure
• Shakespeare
• Character motivation and objectives
• Stylised movement
• Language skills
• Stanislavksi’s system of acting
• Directing / blocking the actor in the space
• Vocal skills
• Anti-realistic theatre techniques
• Movement and gesture in drama
• Elizabethan Theatre
• Group-devised performance making / playbuilding
• Theatresports™ Games
• Analysis / evaluation / reflection of performance work
• Professional theatre reviews
• Prop building
• Use of space
• Tension and conflict in drama
• Non-Western forms of theatre (eg. Kabuki, Bunraku, Noh etc.)
• Comedy: satire / slapstick /farce / black comedy

DRAMA TRUNK

DRAMA GAMES. IMPROV. TEACHING RESOURCES.

FREE DRAMA, THEATRE AND IMPROV GAMES COLLECTIONS

Drama (or theatre) and improv games are an important part of drama education and throughout their drama studies students should learn and play many. Games range from simple to more difficult and are used for different purposes and there are literally thousands of them. Here are some free PDF's of some of my favourite drama and improv games to play!

First, a little bit more about drama / improv games

As well as being great fun, drama and improvisation games serve a fantastic purpose in drama education:

​​​ Focus Drama Games

Focus groups on the task at hand and anchor them to the drama lesson activities.

​Improvisation

Improv Games are fundamental in the drama classroom and develop student confidence, storytelling, spontaneity, creativity, group bonding, performance techniques and more. They are also great fun!

​Energy / Warm Up Games

Lift the energy of the drama class up at the right time to get the most out of the drama lesson. Give students a physical or voice warm up to prepare for planned drama activities.

Supporting the Drama Curriculum

Drama and improv games should and can support the curriculum and be used to advance the drama learning objectives. Drama and improv games can be matched according to curriculum objectives - either by the skills supported and encouraged or topic.

Skill Based Drama

Skill based drama and improv games help to develop drama and improv skills such as characterisation, physicality, confidence, group work, mime, storytelling and more.

Bonding Games / Fun

Drama and improv games are fun and can be used for group bonding. Kids will have favourites and get better at the games over time, giving a great sense of achievement and group energy.

SOME OF MY FAVOURITE DRAMA / IMPROV GAMES

In my years of drama teaching, I have definitely found some favourite drama, theatre and improv games. These are games that I not only like myself but that have worked well for my classes. I have compiled some of these favourites into 3 FREE drama games PDF resources based on  different year level groups (Pre-Kindergarten to year 2; Elementary years 3 -6; and Teens years 7-12). They include circle games and you will find games suitable for different sized groups (large or small). Some games are not 'technically' drama games but I have included them because they serve a purpose such as focus, warm up, bonding, lifting energy and some of them are just great fun! You'll find more of my favourites with my drama and improv card and games collections which you can find HERE !

DOWNLOAD THE PDF's BY CLICKING EACH IMAGE

​Free Drama Games and Activities for Middle School & High School

Here is a collection of 45 free drama games and activities for middle school and high school students. I have found these games to not only be engaging and fun (and useful for quick warm ups, lifting energy and focus) but can also serve a purpose in curriculum objectives when carefully matched with drama curriculum outcomes.

The following drama / theatre / improv games and activities are included in this collection ( click on the link to see how that game is played ):

Acceptance Circle

Alphabet Scene

Ball Pass Mime

Bippity Bop

Sword and Shield

Clay Sculptors

Drama Freezes

Dramatic Deaths

Exaggeration Circle

Expert Double Figures

Follow Your Nose

Gibberish Stories

Group Freeze

If You Love Me Honey, Give Me a Smile

Job Interview

Keep that far away from me

Location Freeze

Location Props

Look Up, Look Down

Mirror Groups

Objects (Living Pictures)

One Word at a time story

Primal Screams

Question Only Scene

Superheroes Rescue

What Are You Doing?

What Happens Next?

Why Are You Late?

Wordy Circle

​Free Drama Games and Activities for Elementary (Primary) School

Here is a collection of 46 free drama games and activities for elementary (primary) school - years 3, 4, 5 and 6. Once again, some of the games are not traditional drama games but they serve a good purpose in the drama classroom such as focus, snappy warm-ups and fun breaks. The games and activities in this collection have been used for these age groups.

The following drama / improv games and activities are included in this collection ( click on the links to see how that game is played ) :

Alien, Tiger, Cow

Alphabet Circle

Association Walking

Giants, Knights and Wizards

Quick Change Artist

String Objects

This is my Friend

Who Said That?

​Free Drama Games and Activities for Pre-Kindergarten to Grade 2

Here is a collection of 30 free drama games and activities for elementary (primary) school - years pre-kindergarten, kindergarten, grade 1 and 2. Some of the games are not traditional drama games but they serve a good purpose in the drama classroom such as focus, energy lifting and I find that younger students really enjoy ending a drama lesson with an energetic game. The games and activities in this collection have been used for these age groups (but some of them may only be suitable for years 1 -2).

The following drama games and activities are included in this collection:

Animal Match

Apple Apple Apple

Captain's Coming

Drama Scarecrow Tag

Good Afternoon, Your Majesty

Lap Lap Clap Snap

Receiver Right Clap

Touch the Colour

Traffic Lights

Who's Got the Keys to the Castle?

​Genres Drama Cards and Activities

(high school), here are some free printable drama cards with suggested activities. the set includes genres and musical genres. if you're looking for more prompts for improv games, scene creation activities and more - check out my drama and improv card and games sets here.

Theatre Styles Drama Cards and Activities

( high school), here are some free printable drama cards with suggested activities. the is for more advanced drama learning and are theatre styles. if you're looking for more prompts for improv games, scene creation activities and more - check out my drama and improv card and games sets here.

Never be stuck for a drama, theatre or improv game again!

Printable Scripts for Kids and Teens

You may like these drama, improvisation and curriculum resources as well...

The Ultimate List of Dramas to Teach in Middle School 

If you’re an ELA teacher stuck trying to find engaging dramas for middle school students, I’ve got your back. I’ve curated a list of plays that are ideal for the classroom!

Do you need some ideas and inspiration for an upcoming drama unit with your middle schoolers? Finding just the right play for middle school students to read in class can be tricky, and it depends on several different factors. 

I always loved teaching the elements of drama to my 6th graders, and we’ve read a range of plays over the years. Of course, some have been bigger hits than others, but we learned from each experience and had fun along the way. 

I know that teachers are often limited to the play titles their school has on hand, which is why I’ve rounded up this ultimate list of middle school dramas for ELA!

You can find free scripts online for almost all of these, and I’ve included both shorter and longer works to fit the time you’ve allotted for the unit. 

You can also pair any of these middle school dramas with my  Elements of Drama Bundle . This fun little unit offers a comprehensive look at dramatic elements and includes several flexible activities you can use with any play.

What to Consider When Selecting Middle School Dramas

As you’re deciding on which plays to select for your class, here are a few essential factors to consider: 

• Ratio of boys to girls
• Number of characters vs. Number of students 
• Allotted class time to read/act out the play
• Student reading levels
• Subject matter 
• Number of willing participants 
• Read Aloud vs. Act Out

Shorter Works

The Monsters Are Due on Maple Street  by Rod Serling

This is one of my favorite short middle school dramas, and it’s based on an episode of The Twilight Zone that’s perfect for viewing after your class reads the script. The Monsters Are Due on Maple Street is delightfully suspenseful and creepy. The themes of mass hysteria and the power of suggestion are incredibly relevant in light of current world events.

Check out these activities to pair with the drama, and this thrilling escape room !

Sorry Wrong Number  by Lillian Fletcher

Lillian Fletcher’s short, suspenseful radio play tells the story of a wealthy, disabled woman who overhears a murder plot when the operator connects her to the wrong number. As events unfold, she discovers (too late) that she is the intended victim. This is great for teaching  dramatic irony , character analysis, and elements of fiction. 

Grab these ready-to-use lesson plans for a “Sorry, Wrong Number” home-run!

The Hitchhiker  by Lillian Fletcher

The Hitchhiker  is another engaging short radio play that will hook your students immediately and keep them on the edge of their seats until the very end. A man repeatedly encounters the same hitchhiker throughout his travels and eventually makes a disturbing discovery. Students will love the plot twist and how Fletcher builds anticipation for the reader. 

House in Cypress Canyon  by John Alsedek

When a young couple moves into a worn-down rental house in Cypress Canyon, nothing seems overly out of the ordinary. That is until they begin to see and hear horrific things they can’t explain. This story within a story works well for teaching conflict, dialogue, and plot. 

12 Angry Pigs  by Wade Bradford

Bradford’s short comedic parody of 12 Angry Men will simultaneously have your students laughing and learning. At the onset of the trial, the jury of 12 pigs believes that the Big Bad Wolf must surely be guilty. However, a re-examination of the evidence suggests there’s more to the story. 

Prince and the Pauper  by Mark Twain

In today’s world of social media influencers and YouTube stars, some of your middle schoolers may find themselves wishing they could trade places with their idols and live a more glamorous life. Twain’s classic tale of two characters trading lives serves as a reminder that you never truly know someone’s story until you’ve walked in their shoes. 

The Marriage Proposal  by Anton Chekhov

This short, one-act drama for middle school examines society’s focus on marrying for wealth and status and the often childish stubbornness of the characters. This play works well for teaching character analysis. 

FartZen  by D.M. Larson

It’s a seldom-disputed fact that middle schoolers love fart jokes. Well, I have to be honest here – this short play will probably have your entire class in hysterics. So don’t say I didn’t warn you. 

Defenseless Creature  by Anton Chekhov

This is a very short story, but it pairs well with several online dramatic performances like  this one . In the story, a woman appeals to a bank employee for money and won’t take no for an answer. 

The Governess  by Neil Simon

The Governess is a short play for middle school about the importance of standing up for oneself regardless of who your accuser is. This is another drama that pairs well with  online performances  of the story. 

Fourteen  by Alice Gerstenberg

If you have a smaller class or want to have several groups of students perform different plays, Fourteen is an excellent option. This middle school drama follows the events of a woman’s dinner party and the unforeseen obstacles that arise. 

Longer Works 

12 angry men  by reginald rose.

If you have the time to read the entire play, I highly recommend 12 Angry Men, especially given current events. Rose’s play for middle school focuses on a jury trying to decide whether or not they’ll convict a young man accused of killing his father. 

The Miracle Worker  by William Gibson

Many of your students may have heard of Helen Keller, but they might not know the story of Annie Sullivan. Gibson’s drama is both inspirational and compelling, and it also tells of a time in history when people with disabilities were often mistreated and misunderstood. 

Our Town  by Thornton Wilder

Winner of the Pulitzer Prize for Drama, Thornton Wilder’s play follows the lives of ordinary people in the town of Grover’s Corners. Since the play uses very few props, it’s perfect for the classroom or other areas with limited props and space. 

Fools  by Neil Simon

Fools is a comedy about a town cursed with eternal stupidity and one unassuming schoolteacher’s quest to break it. Throw in a bit of romance, and you’ve got one riveting middle school drama. 

The Phantom Tollbooth  by Norton Juster

This longer comedy is another favorite of mine about a boy named Milo who travels to a magical kingdom through an enchanted tollbooth. Milo and a talking watchdog named Tock meet many peculiar characters along their journey in a place where everyone seems fascinated with words. 

There are so many opportunities to have a blast while teaching a middle school drama, and I’m confident you’ll be able to find something that works in this list of engaging plays. 

Do you have a favorite drama to teach? Tell me about it! Drop a comment below. 

RELATED PRODUCTS

ChatGPT for Teachers

Trauma-informed practices in schools, teacher well-being, cultivating diversity, equity, & inclusion, integrating technology in the classroom, social-emotional development, covid-19 resources, invest in resilience: summer toolkit, civics & resilience, all toolkits, degree programs, trauma-informed professional development, teacher licensure & certification, how to become - career information, classroom management, instructional design, lifestyle & self-care, online higher ed teaching, current events, theater games use drama techniques to create fun, engaging classroom experiences.

Sometimes we think theater games belong only in drama classes, but finding ways to apply these activities to your subject area can increase engagement, creativity, and critical thinking. It’s also a great way to get students moving around, interacting with each other and having fun with your subject matter.

Below are some theater games you can use in a variety of classes. Just keep your students’ ages, comfort levels, and physical and linguistic abilities in mind. You know what will work best with each group and what accommodations students might need. And don’t be afraid to alter these activities to really make them your own.

This game is typically best for eighth- to 12th-grade students who have a good command of English, as it requires them to improvise and know a variety of words that start with each letter of the alphabet. The game pairs students in a conversation where they take turns speaking back and forth on an assigned topic — trying to go from A to Z. The first word of each ensuing sentence must start with the next letter of the alphabet. Sentences still have to make sense and fit with the topic you give them.

This game can get students into a creative yet focused conversation on a general topic like ecosystems, or it can review something specific like key players during the Harlem Renaissance. For an added challenge, invite advanced student pairs to try to fit in terms or vocabulary words.

• Student 1 goes first, beginning a sentence with a word starting with A, such as “Are you ready for that test on the Industrial Revolution?”
• Student 2 replies with a sentence beginning with a word starting with the letter B, such as: “Better believe I’m prepared, and I know all about urbanization and labor unions.”
• Student 1 responds with the letter C, with a line like, “Can’t forget about Andrew Carnegie and John D. Rockefeller, who got really rich during that time.”
• Student 2 would reply with the letter D, and so on.

If one student gets stuck, the partner can help out. If they’re both stuck, they can start over and see how far they get, or sit down and study.

Tips : It’s best to model this game first with a student you’ve prepped in advance. It’s also helpful to walk around during the activity to monitor and encourage each pair.

One-word story

This improvisation game requires students to be focused, attentive listeners who are knowledgeable about the subject matter you’re choosing to review through this activity. In small groups of three to five, students work together to improvise a cohesive story. The catch is they must take turns, saying only one word of the story at a time.

In drama classes, this game quickly turns into a lively tale full of imagination and expressive body language to convey characters’ emotions. In a history, science or English class, you can still encourage that kind of drama to keep it fun vs. mechanical. You can also require students to fit in certain vocabulary words or key concepts.

Students can either practice this in groups around the room, or they can take turns standing in front of the class to tell a story. You can ask them to explain something such as how WWII began, give a summary of Sir Isaac Newton’s life and accomplishments or describe the major conflict in the play “A Raisin in the Sun.”

The topic and how you focus their attention is really up to you. You can also make this into a fun way to review before an exam by asking a question from their study guide and pointing to a specific group to respond, requiring them to take turns, saying only one word at a time.

Tips: Assigning groups cuts down on students getting distracted when working with their friends. It’s also important to make sure students understand they are on a team when they’re in a group, so when they’re practicing around the room they can help each other out. Groups will often have to start over. If you let them know that that’s part of the process (since we all make mistakes), then they will handle it better as individuals and as a team.

Angel/devil dilemma scene

This is a great game for studying moral dilemmas, using historical figures or famous fictional characters who faced difficult decisions pulling them in opposite directions. The activity can be really useful because students have to act things out to show they understand why somebody feels torn.

Groups of three or four students write, practice and act out the scene in front of the class. One person plays the historical figure struggling to make a decision. Another person plays the angel on one shoulder, and another plays the devil on the other shoulder.

If your groups number more than three, make them supporting characters who speak with the main person who is struggling internally — unsure whether to listen to the angel or the devil. If angel and devil figures seem too religious-sounding for your students, call them the conscience and the temptation, the superego, and the id, or the good voice and the bad voice.

Acting out scenes like this can help students solidify important literary scenes or historical moments in their minds. It can also help them develop empathy and fully comprehend the gravity of a situation by creating realistic dialogue, showing emotion, and including relevant details that demonstrate comprehension and critical thinking.

A group acts out the moment Juliet finds out her beloved Romeo killed her cousin Tybalt, and she doesn’t know what to think. Does she react with love and forgiveness — or rage and violence? Students act out both sides, adding depth to this brief but important moment that’s wedged between scenes of violence and romance.

Tips: Make things even more engaging by starting a discussion after groups perform their scenes: Ask students what they learned while performing and watching, and to apply it to their own lives. That’ll help them feel more connected to the characters or historical figures in the spotlight.

Kara Wyman has a BA in literature and a MEd from the University of California-Santa Barbara. She has worked with adolescents for a decade as a middle school and high school English teacher, the founder and director of a drama program, and a curriculum designer for high school and college courses. She works with 13- to 19-year-old students as a project manager of a nonprofit organization.

You may also like to read

• Fun Smartboard Activities for Kindergarten Math
• Strategies for Engaging Under Performing Students
• 5 Ways to Make Learning Math More Fun
• Do Popular Video Games Really Help Students Learn?
• Advice on Teaching Through Games
• Speed Reading Techniques to Improve Online Learning

Categorized as: Tips for Teachers and Classroom Resources

Tagged as: Art ,  Engaging Activities ,  High School (Grades: 9-12) ,  Middle School (Grades: 6-8) ,  New Teacher ,  Professional Development

• Online & Campus Master's in Education Leaders...
• Online & Campus Master's in TESOL and ESL
• Certificates for Reading Specialist

Downloadable Content

Tilting the Scale: Getting every student on board in the middle school theater classroom

• Masters Thesis
• Scott Sussman
• Anne Rene Elsbree
• Joni Kolman
• Education, Health & Human Services
• California State University, San Marcos
• Curriculum & Instruction
• Middle school theater
• Active engagement
• Stage fright
• http://hdl.handle.net/20.500.12680/g732dh72z

Items in ScholarWorks are protected by copyright, with all rights reserved, unless otherwise indicated.

• Skip to main content
• Skip to header right navigation
• Skip to site footer

Mrs. Beers Language Arts Classroom

A middle school ELA teacher blog featuring language arts activities, classroom ideas, and teacher resources for grades 4-8.

A Valentine’s Day Reader’s Theater for Middle School

If you are looking for an engaging Valentine’s activity to use with your middle school students, then check out my Valentine’s Day reader’s theater script. Depending on the level of your readers, this script can be used for grades 4 through 8. It offers an easy way to incorporate common core standards while also enjoying some seasonal fun!

Random Acts Kindness tells the story of Leo and his 6th grade classmates. Leo’s group comes up with a plan to bring some Valentine’s Day fun to a nearby senior living center after the school principal challenges them to carry out good deeds and reflect on them in a journal. You can view the full description here .

In addition to the 7-page, 13-character PDF script, this printable toolkit includes reader response questions with prompts to cite evidence from the text. There is also a context clue worksheet and journal prompt to keep your students busy. Like all of my reader’s theater lesson plans, you can use this as a whole class activity or break your students into small groups and spread them around the classroom to perform concurrently.

As a bonus, I have included a list of 25 random acts of kindness for students to reflect on. Teachers can create their own challenge or journal assignment with these ideas. You can also use this list to spur a classroom discussion on helping each other work through tough days.

If you are new to reader’s theater, I use these scripts as a fun way to practice fluency and reading comprehension skills while also giving me the chance to listen to my students read out loud. It takes about 25 minutes to read through the script, but I recommend students read the text silently beforehand. You can use a random number generator or popsicle sticks to choose speaking parts.

This lesson plan toolkit can be used across multiple days when you incorporate the included comprehension activities and journal writing options. The best part is that you can reuse the idea every year in February! I also use reader’s theater toolkits for sub plans and small group activities.

You can purchase this Valentine’s Day toolkit from my store or TPT store for only $3.75. This high-interest reader’s theater will have your students laughing out loud at the thoughts and actions of the cast while also reflecting on how they can work to make a difference in the lives of other people.

For more of my favorite February activities to use with middle school students, check out the posts I have linked below:

February ELA Favorites for Middle School

Valentine’s Day Activities for Big Kids

• Share full article

Advertisement

Supported by

Guest Essay

What Began as a War on Theater Won’t End There

By James Shapiro

Mr. Shapiro is the author of the forthcoming “The Playbook: A Story of Theater, Democracy, and the Making of a Culture War.”

Productions of plays in America’s high schools have been increasingly under attack. In 2023, Anton Chekhov’s “Three Sisters” was rejected in Tennessee (since it deals with adultery); “August: Osage County,” the Pulitzer Prize-winning play by Tracy Letts, was canceled in Iowa after rehearsals had begun (the community was deemed not ready for it); and in Kansas, students were not even allowed to study, let alone stage, “The Laramie Project ,” a play by Moisés Kaufman and members of the Tectonic Theater Project about the murder of a gay student, Matthew Shepard.

It should come as no surprise, then, that in the Educational Theater Association’s most recent survey, 85 percent of American theater teachers expressed concern about censorship . Even Shakespeare is at risk: In Florida, new laws led to the restriction of “A Midsummer Night’s Dream” to grades 10 through 12 and “Romeo and Juliet” could not be taught in full to avoid falling afoul of legislation targeting “sexual conduct.” Kill off young people’s exposure to theater, and you kill off a generation of playgoers, along with the empathy and camaraderie (already in short supply) that are intrinsic to theater. According to the latest report from the National Endowment for the Arts , from 2017 to 2022 the percentage of Americans who went even once a year to see a nonmusical play dropped by roughly half, from about 10 percent to less than 5 percent.

What begins as a war on theater never ends there.

The current attacks on theater in American schools have their origins in a struggle that took place in the late 1930s, when America’s political leadership believed that the arts, no less than industry and agriculture, were vital to the health of the Republic and deserving of its financial support. There was still an implicit understanding that theater and democracy — twinborn in ancient Greece, spheres where competing visions of society could be aired and debated — were mutually dependent. Funded by Congress as part of a Works Progress Administration relief bill and established in 1935, the Federal Theater Project by 1939 had staged over 1,000 productions in 29 states, seen free or for a pittance by 30 million spectators, or roughly one in four Americans, two-thirds of whom had never seen a play before.

It brought children’s plays on touring trucks to kids in crowded cities. It staged works in Spanish, Yiddish and Italian to reach immigrants. It established what it called Negro units from Hartford, Conn., to Seattle to support Black actors and playwrights. It staged Christmas plays and classics by Shakespeare and Euripides and nurtured young playwrights and directors, including Arthur Miller and Orson Welles. It brought free theater to asylums, orphanages, hospitals, prisons and veterans’ homes. It revived playgoing in rural states where the movies had all but ended it. Ten million listeners a week tuned in to its radio broadcasts. It established ties with hundreds of educational, fraternal, civic and religious groups, strengthening communal bonds.

It turned out that Americans were hungry for plays about issues that mattered to their lives, topics largely shunned by Hollywood and the commercial stage. So they flocked to see new plays about substandard housing and the plight of struggling farmers. One of the most remarkable Federal Theater ventures was a stage version of Sinclair Lewis’s novel “It Can’t Happen Here ,” in which a fascist is elected president of the United States. It opened on the same day, Oct. 27, 1936, in 18 cities across the country, and by the time it closed, more than 379,000 Americans had seen it. The cost of these thousand or so productions to taxpayers was roughly the price of building a single battleship.

The program’s popularity contributed to its undoing. Many of those in Congress who had voted to fund the Federal Theater became frightened by its reach and impact, its interracial casting, its challenge to the status quo — frightened, too, perhaps, by the prospect of Americans across racial, economic and political divides sitting cheek by jowl in packed playhouses.

Three years after the creation of the Federal Theater, Congress authorized the establishment of what would become the House Un-American Activities Committee, chaired by Martin Dies of Texas. It was to supposed to spend seven months investigating the rise of Nazism, fascism and communism in America and submit a report. The ambitious Mr. Dies, desperate to have his committee’s life extended, instead focused much of his attention on a more vulnerable target: the Federal Theater, accusing it of disseminating offensive and communistic and therefore un-American values. In the course of waging and winning this battle, he assembled a right-wing playbook so pervasive that it now seems timeless. He succeeded wildly: All Federal Theater productions were abruptly terminated in 1939, and the House Un-American Activities Committee lasted until 1975. With a nascent national theater now destroyed, targeting theater in schools was the inevitable next step for his successors, who — whether cynical politicians or school board members eager to police what offends their sensibilities — have all stolen a page from the Dies playbook.

It’s hard to imagine what America would be like today had support for the Federal Theater continued and Mr. Dies’s committee not been renewed. Counterfactual history is best left to novelists. But a more vibrant theatrical culture extending across the land might well have led to a more informed citizenry and, by extension, a less divided and more equitable and resilient democracy. What happened instead was that Mr. Dies begat Joseph McCarthy, who begat Roy Cohn, who begat Donald Trump.

Some of those familiar with this history haven’t given up. Right now, artists are preparing projects that on July 27 will open simultaneously in 18 U.S. cities and towns, much as “It Can’t Happen Here” did in 1936 . Under the rubric of Arts for EveryBody, the initiative is bringing together performers, audiences, community leaders and local officials. It is a small start and a promising one. So, too, is legislation coming before Congress, the STAGE Act of 2024, that would provide badly needed support for endangered nonprofit theaters across the land. Passing it should be a no-brainer, but there’s a likelihood that the Dies playbook will be used to defeat it. Until those in power in this country pivot from suppressing theater to investing in it, it’s not just the arts but also democracy itself that remains vulnerable.

James Shapiro teaches English at Columbia University and is the author of the forthcoming “ The Playbook: A Story of Theater, Democracy, and the Making of a Culture War .”

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

Follow the New York Times Opinion section on Facebook , Instagram , TikTok , WhatsApp , X and Threads .

For Earth Day, Try These Green Classroom Activities (Downloadable)

• Share article

Earth Day is April 22 in the United States and the day the spring equinox occurs in some parts of the world. It’s a day to reflect on the work being done to raise awareness of climate change and the need to protect natural resources for future generations. Protecting the earth can feel like an enormous, distant undertaking to young people. To help them understand that they can play a role by focusing on their backyards or school yards, educators can scale those feelings of enormity to manageable activities that make a difference.

We collected simple ideas for teachers and students to educate, empower, and build a connection with nature so that they may be inspired to respect it and protect it. Classrooms can be the perfect greenhouse to grow future stewards of the environment.

Click to Download the Activities

Sign Up for EdWeek Update

Edweek top school jobs.

Sign Up & Sign In

Tennessean Student of the Week turns to high school drama. Vote for Middle Tennessee's best

• Students nominated represent a wide range of skills at their respective schools.

High schools are full of drama and some of it is good.

The latest installment of The Tennessean's Student of the Week for April 22 was full of nominations and it's time for your votes for the best of the best. This week we asked specifically for drama students who should be recognized, whether for acting, technical or other forms of participation in theater programs.

The Tennessean seeks student nominations from principals, teachers and guidance counselors at high schools from across the state.

This week's students had so many accolades, we had to trim some of the submissions so they would fit in our poll format.

The poll is open at the link below. Votes will be accepted through noon on Thursday, April 25.

Nominations are currently being accepted for next week's poll through 5 p.m. on Thursday, April 25. Here are this week's nominees and what the people who nominated them had to say:

Alexandria Norman, Gallatin

The senior has taken theater classes for three years, Gallatin High theater teacher Randy Burse said. “She is my technical expert and has run sound and lights for multiple shows. She has also performed roles on stage. She is so dependable and a joy to work with. She has also filled technical positions in the community at CenterStage and HPAC (Hendersonville Performing Arts Center). She is an outstanding student and plans to do professional theater after college. ”

Noah Woods, Jo Byrns

“Noah Woods is a senior-level drama student at Jo Byrns High School,” teacher Jacob Holt said. “He has completed all four years of theatre arts courses during his high school career, and he has greatly expanded his theatrical skills and experience, on and off stage, during this time. Noah is worthy of this recognition because he has demonstrated a level of excellence in the theatre arts, both as a dynamic stage actor and a knowledgeable technical designer/producer (lighting, sound, stage management). He has enriched every production of which he has been a part, and he always contributes his very best efforts to the theater. I simply cannot think of any student who is more deserving of this honor. ”

James Nelson, Wilson Central

A junior and “an incredible young man and leader, ” said Principal Jennifer Ankney. “He is active at Central as well as being a dance teacher for young students at Dynamic. He is also active with Audience of One, he will be doing the tap choreography for Newsies Jr. this summer." James is also a high performing student in the National Honor Society and “he encompasses what it means to be a Wilson Central Wildcat. ”

Ceanna Barnes, Beech

The school's International Thespian Society President who has earned both lead roles and supporting roles in the past three years. “She graciously accepts whatever role she earns and puts her whole heart and soul into the role, ” Counselor Christy Croft said. “She comes early and stays late to make sure the play (or whatever we’re doing) is 100 percent better. Ceanna is also a member of numerous other clubs where she holds leadership roles all while maintaining a 4.0 grade point average. She is a model student, caring, confident, considerate and welcoming to all.”

Joanna Martinez Perez, Cane Ridge

The senior "works diligently to design, build, and erect sets as our production manager," Academy Coach Denise King said. "Joanna is self-motivated and attained the position due to her ability to work without constant supervision. She has held this role for two and a half years. The sets that one sees during our productions are a direct result of her leadership and skill. She is also responsible for assigning people to market our annual Theatre Festival." 

Valeria Sanchez Ramirez, Hunters Lane

The senior volunteered to work on the backstage crew for the spring musical and hand-crafted many of the props and painted many of the set pieces for the show. In class, Valeria has taken the lead on her IB Collaborative Project by keeping her group focused and on task. She contributed to the creation of a soundscape for their performance piece, directed one of the four scenes, and helped set up the set design. Valeria became involved in theatre as a sophomore and has grown in her talents on and off stage. "She's developed into an excellent theatre practitioner who is unafraid to think outside of the box with her design ideas," teacher Ashby Boze said.

Trynt Henderson, Riverdale

A four-year theater student who was "forced" to audition for "Romeo and Juliet" as part of the class requirements, .  "Trynt didn't think he was good at all and to his surprise, was asked by the theater teacher to be the lead," Riverdale Principal Tameria Blair said. "He has now been in multiple plays and enjoys it.  Trynt received Mid-State honors and All State alternate.  Trynt recently received a full scholarship to AMDA (American Musical and Dramatic Academy) in Los Angeles, California. Trynt is like a sponge and soaks up everything, even when you don't think he's listening, and can create any type of character on stage.  He has a natural talent.  We might just see him on film in the future." 

Will Kleiner, Father Ryan

The senior has been active in the performing arts programs at Father Ryan for four years.  He performs with Mosaic, the school’s show choir, has won many awards with the Speech, Acting, and Debate Club, and is a company leader of the school’s drama club, the Purple Masque Players. As part of the Purple Masque Players, Will has performed in several school plays and musicals.  He first caught our attention in the musical "You’re A Good Man, Charlie Brown"  as the Linus understudy as a freshman.  He was awarded the Purple Masque Players Rising Star award and the Future Jacket at the end of his freshman year. Will has played a wide range of roles with Purple Masque Players including Lysander in "A Midsummer Night’s Dream," Chad in "High School Musical," Peter in " The Lion, the Witch, and the Wardrobe," Fred in "A Christmas Carol," the Beast in "Beauty and the Beast," and Lucas in this year’s "The Addams Family." He will play Arpad Lazlo in Pull-Tight Player’s upcoming production of " She Loves Me." In 2022, he received an All-Star Cast Spotlight Award for his role of Chad in "High School Musical" and was nominated for a Best Actor Spotlight Award for the Beast in "Beauty and the Beast" in 2023. Will has been accepted into prestigious collegiate programs for musical theatre and will begin his studies in the fall, Father Ryan Director of Choirs, Theater Instructor and Music Ministry Coordinator Julie Cox said.

Joseph Ghoslon, Cheatham County Central

A senior who joined the drama club as a sophomore, and he has dedicated himself to giving his very best effort regardless of the kind of job he is doing, teacher Lauren Street said. "Whether he is onstage as a swashbuckling pirate, singing cowboy, medieval knight, or suave gambler, Joseph commits to his performances. He brings nuance to each of his characters, making it clear he goes above and beyond for every role. He is also a skilled technician, who has contributed to the construction of multiple sets over the years, and he single-handedly built a new storage loft to improve conditions for future generations of theater students. Joseph is a great friend and role model to his peers, and he embraces leadership opportunities whenever they arise. We are incredibly proud of him and excited to see what his future holds."

Hannah "Blue" Rigsby, Springfield

The senior has been a member of Drama Club at Springfield since her freshman and sophomore years. Hannah is described as a tireless worker on creating and designing sets, designing programs and taking on lights and sound as much needed technical support for the show. She was the stage manager for "Alice in Wonderland," and she is also the stage manager for the upcoming musical, "The Wizard of Oz." In the past Hannah has also been part of the crew for "High School Musical" and "Come On Over for Dinner", and served as assistant stage manager for "Come On Over for Dinner." Hannah is always at rehearsals, even if she is not needed that day and is described showing an "immense amount of commitment, effort, and presence throughout this musical season."

Rachel Moscardelli, Lebanon

Earned the role of Elle Woods in Lebanon High School's 2024 production of "Legally Blonde, described by Principal Scott Walters as an "extremely difficult to step into your first lead role as a senior, but Rachel put in the work.  She went above and beyond to exceed the expectations and succeed in this role." Rachel is also an All-State singer, accomplished athlete, and high achieving scholar.  Rachel spent hours after each rehearsal to focus on vocal technique. Elle Wood's famously said "what, like it's hard?" but Rachel made it look easy in the performances.

Gavin Weddington, Rossview

The senior has been involved with drama at Rossview for four years. Gavin was named Best Actor at the Tennessee Theatre Association Secondary School One-Act Play Festival for his portrayal of the character B-Flat in the play "Second Samuel." He helped lead the cast and crew to be one of two high school in the state of Tennessee to qualify for the Southeastern Theatre Conference in Mobile, Alabama. Gavin and the cast of "Second Samuel" represented the state at the Southeastern Theatre Conference Secondary School Festival where he was named to the All-Star Cast. Gavin was also recognized as the Best Actor at the Tennessee High School Speech and Drama League District II One Act Play Festival. "Gavin is a true leader on and off stage," Principal Meghen Sanders said. "Gavin leads by example and understands that encouraging and supporting his peers is just as important as winning awards. He always lets his cast know that he has their back. Gavin is also a member of the Speech and Debate team where he was recognized as the Outstanding Speaker of the House and will be competing at the state level in duet acting. He is an honors student who will be graduating with honors in May. Outside of school, he is a lifeguard. Once he graduates, Gavin plans to go to college to become a doctor."

Abby Hendricks, Green Hill

The senior is described by Theater Director Bonny Davis as a student with an "extraordinary work ethic, knowledge of all subjects, and commitment to excellence firsthand." Has worked as the costume director and wardrobe manager for the Hawk Theater Department and "has been an absolute blessing and necessity for getting our costume program off the ground here on The Hill," Davis said." Her dedication to designing costumes and production excellence is inspiring. Abby’s academic accomplishments are rivaled only by her personal strengths, she is graduating Summa Cum Laude taking all honors and AP courses. Her work ethic, humility, and kindness are beyond her years and she is well-loved by her peers, as well as all those who have had the pleasure of teaching her. When faced with adversity, Abby handles every situation graciously and calmly to overcome challenges. She uses direct and professional communication when learning and building within her craft. Abby Hendricks has big dreams and huge opportunities in her future. She is not afraid to put in the hard work that it takes to excel in her academic and artistic career."

Jordan Roy, Mt. Juliet

The senior has been involved in the Golden Bear Theater Department and choir for four years. She has been involved in eight shows at Mt. Juliet High School, the past three years under the direction of theater teacher Mr. Mitchell Vantrease. This year she was elected to be the department’s club president and is currently directing a student-led production of “The Rainbow Fish” that will be brought to elementary schools around Wilson County. Last year Jordan was chosen for Mid-State Theater and this year for All-State Musical Theater, both of which honors were selected through solo auditions. Jordan has been part of school's vocal ensemble for the past two years and currently holds the title of Media Manager. She has attended the TN State Choral Festival where she and the MJHS  choir received the highest score of “Superior.” Her high school career also includes participation in other county performances. Jordan has also been active in her church’s student band and adult volleyball team that plays locally at The Goat. Outside of school Jordan has made short films with friends and has appeared in several commercials. Jordan is planning to attend the Jeanine Larson Dobbins Conservatory of Theater and Dance at Southeast Missouri State University. 

Reach Andy Humbles at [email protected] or 615-726-5939 and on X, formerly known as Twitter @ AndyHumbles.

Rhythmic Gymnastics Centre Irina A. Viner-Usmanova's

OLYMPIC VILLAGE NOVOGORSK RESIDENCE

  +7 (495) 215-11-55

www.odnovogorsk.ru www.himkigroup.ru

Things to Do in Mytishchi, Russia - Mytishchi Attractions

Things to do in mytishchi.

• 5.0 of 5 bubbles
• 4.0 of 5 bubbles & up
• 3.0 of 5 bubbles & up
• 2.0 of 5 bubbles & up
• Good for a Rainy Day
• Good for Kids
• Good for Big Groups
• Budget-friendly
• Adventurous
• Good for Couples
• Hidden Gems
• Honeymoon spot
• Good for Adrenaline Seekers
• Things to do ranked using Tripadvisor data including reviews, ratings, photos, and popularity.

1. Kva-Kva Park

2. Fest Mytishchi Drama and Comedy Theater

3. Mytishchi Park of Culture and Leisure

4. Moscow Brewing Company

5. Mytischi Historical Art Museum

6. Church of the Annunciation of the Blessed Virgin

7. Ice Palace Arena Mytischi

8. Touching Zoo White Kangaroo

9. Ognivo Mytishchi Municipal Puppet Theater

10. Church of the Vladimir Icon of the Mother of God

11. Petrushkina Sloboda

12. Cathedral of the Nativity of Christ

13. Mytishi Art Gallery

14. Monument to Plane Po-2

15. AV-Park

16. Don Temple

18. Mytishhi Museum of Conservation

19. Zamania

20. XL Family Outlet

21. Perlovskiy Park

22. Monument Self-Propelled Gun ZSU-23-4 Shilka

23. Monument Samovar

24. Brigantina Swimming Pool

25. Museum of Einstein

26. Church of St. Nicholas

27. Temple of the Introductions of the Blessed Virgin

28. Sculpture of Street Sweeper

29. Temple of the Healer Panteleimon

30. Monument to Raspopova

What travelers are saying.

• Mytishchi Park of Culture and Leisure
• Moscow Brewing Company
• Fest Mytishchi Drama and Comedy Theater
• Ice Palace Arena Mytischi
• Kva-Kva Park
• Petrushkina Sloboda
• Touching Zoo White Kangaroo
• Perlovskiy Park
• Ikshinskoye Reservoir
• Church of the Annunciation of the Blessed Virgin

Middle schooler helps stop school bus after driver passes out behind the wheel

GLENDALE, Wis. (Gray News) - A middle school student in Wisconsin came to the rescue this week after his bus driver passed out while driving students home.

According to school officials, eighth-grade student Acie Holland III was riding the bus after school Wednesday night when the bus driver experienced a medical emergency, causing her to lose consciousness.

The bus started to veer into the oncoming lane and that’s when Holland jumped in to help.

The Glen Hills Middle School student rushed to get the bus driver’s foot off the gas and applied the brakes, safely bringing the bus to a stop.

The school’s principal Anna Young said he then called 911 and made sure the younger students were OK, telling them to contact their parents.

Holland also contacted his grandmother, who is a nurse, for help.

The school’s principal said the driver was able to regain consciousness and called dispatch, which sent a safety team and another bus driver to bring the students home.

“The Glen Hills school community could not be any prouder of Acie,” Young shared in a note to families. “The compassion and leadership that we see him exhibit daily was taken to the next level on his bus ride home.”

School leaders said what easily could have resulted in tragedy was avoided due to the student’s quick thinking.

“We are grateful that all of our Glen Hills students are safe and are wishing their driver a healthy recovery,” Young said.

Copyright 2024 Gray Media Group, Inc. All rights reserved.

UP community donates home to housefire victim

Alex Tiseo named UP Athletic Director of the Year

High school junior scores perfect ACT, gets into prestigious MIT program

UP Health System Bell negotiation faces milestones, challenges

Ex-tabloid publisher testifies he scooped up possibly damaging tales to shield his old friend Trump

Latest news.

First cargo ship passes through newly opened channel in Baltimore since bridge was struck, collapsed

Quarterbacks Williams, Daniels, Maye, Penix Jr., McCarthy and Nix selected in top 12 of NFL draft

Copper Shores Community Health Foundation hosts 4th annual Puppy Parade

Child, 5, hospitalized in coma after hit by SUV while crossing street after school, family says