Welcome to Theatre Arts!

Brief Course Description: Beginning Theatre Arts is a rigorous course of study in acting, theatre history, and technical theatre. Students explore theatre as a comprehensive performing art from the actor’s perspective.  Focus is on training of the actor’s instrument including voice, diction, stage movement, and introducing ensemble techniques.  The course culminates in polished performances before an audience.

Interested in ‘leadership’ within HSTC? Click here to learn more!


Class Handbook & Syllabus

Self/Peer Collaboration Rubric

HSHS Wifi Instructions

Student Led Activity Homework (Due Most Friday’s)

Weebly Instructions

Class Leadership Application

NC Theatre Arts Essential Standards rev. 9.5.18

Monologue Performance Rubric
Grade Breakdown:
60 points for attempting monologue.
10 points for ‘dressing out’.
1-30 points for rubric-based grading.
Possible Total: 100 %


STEP 1: Review the Class Handbook & Syllabus

STEP 2 Due Friday, 1/25: Complete the Handbook Review Form

STEP 3: Print, have your parent/guardian sign, and turn in the following forms (ALL Due Friday, 1/25):

WCPSS Photo & Video Release Form

2018-19 Boosters Membership Form

STEP 4: Join the class’s GroupMe – see the link below


Instructor / Director: Mr. Rome Buttner


Phone: 919.577.1444 ext. 23494

Class GroupMe:

Twitter: @hshstheatre

HSTC Updates GroupMe:


Stage Managers:

Costumes Leaders:

Props and Laptop Leaders:

Communications Manager:

Attendance Managers:

Drill Manager:


Final Exam Preparation:

Please review the following lessons for your final exam.

Parts of the Stage and Stage Direction Abbreviations
Types of Performance Spaces
Principles of Body Language
Characterization Breakdown
Steps to Successful Improvisation
Stage Makeup Application
Steps to a Successful Audition

Makeup Morgue due 4.26.19 (Counted as a Formal Project grade)

On your digital portfolio, create a new page labeled “Beginning Makeup Morgue”

The following categories represent sub-pages under “Beginning Makeup Morgue”

Beginning Theatre
Makeup morgue: a collection of photos and it helps the makeup artist or actor execute the desired look. Photos can be taken from anywhere. Having a makeup morgue is very useful. it helps the makeup designer create a desired look for an actor.
Disclaimer: Images have been obtained from the Internet for Educational purposes only. 

5 Female Corrective Makeup- Before & After

5 Male Corrective Makeup- Before & After

5 Female Age Makeup- Before & After

5 Male Age Makeup- Before & After

5 Female Glamour Makeup

5 Female Fantasy Makeup

5 Male Fantasy Makeup

5 Female Gore Makeup

5 Male Gore  Makeup

5 Character Stage Makeup



Today students had their first off book check, for the first ten lines of their selected monologue. 

On Thursday, students will have another off book check for lines 1-20.

Today, students learned about projection and diction, learning why they are important and how to use them.


Tomorrow: bring blacks, perform Game. No SLA due. 

Monday: monologue line chunking. Every sentence is a line. Number each line. After five lines, skip a line and do the next five. You will be quizzed on these lines in chunks of ten. 

Tuesday: monologue lines 1-10 off book check-make sure to memorize.

Thursday the 28th: lines 1-20 off book check. 


Today students warmed up with a side coaching activity, and then performed their infomercials.

Hw: due Wednesday—

Pick 3 monologues (that you like, 2+ minutes long, from established plays, no movies, avoid driving or being on the phone, no classics, no stand alone monologues) from the HSTC website  and place them into a google doc or Microsoft word. Number them in priority of your favorite: 1=favorite, etc. Due Wednesday. Do not be late or else the rest of the 12 grade entries for this continual assignment will likely be late as well. 


Students will be performing their short plays tomorrow. Remember to bring blacks.


Students created websites through google drive, and began their reflections on their storymatic’s. These reflections are due by tomorrow. 

ITS new member fees are due Friday. 

The acting project begun today will be performed on Friday to the dance, chorus, and band groups. 

Auditions for theatre on March 15 @2:30, registrations on

URL Submission Link

Acting Project Scripts


Today students turned in their reflections on their performances from Friday.

Students were divided into groups and began working on their Storymatics. They will be writing the scripts for these and performing on Friday.


How to describe a performance!

Using complete sentences, respond to each of the following questions:

1. How do you feel about your group’s performance? How clear was the storytelling? What made it clear/confusing?

2. Describe your preparation and how that affected your overall performance. How would you change the rehearsal process for your next project?

3. What do you think went well with your personal performance and what do you wish had gone differently. Be specific.

4. Explain what you learned about yourself as a performer & group member? In an ensemble or acting pair, who is the most important person in the group?

5. As a director / creator, what would you change about the presentation if you had the opportunity to perform again to an audience?

6. What is the length of your performance video?


Students performed their Skeletal Scenes today. Reflections on those scenes will be tomorrow. 

There are no SLA’s due tomorrow (Friday, the 22nd)

Auditions to continue in theatre are March 8, from 2:30-7PM.


Improv Quiz Link


DUE 2.15: SLA #3
2.19: Improv Quiz
DUE 2.20: Improve Troupe Research


1 = Upright Citizens Brigade (New York)

2 = The Groundlings (LA)

3 = Second City (Chicago)

3 Paragraphs
Founding history, current status (what are they doing now), famous alumni.


Today students began learning about improvisation. They reviewed a few vocabulary words pertaining to improvisation, after which they took notes on improvisation and played a couple of improvisational games.

Vocabulary words:

Improvisation‘: the portrayal of a character or scene without rehearsal or preparation.

‘The Illusion of the First Time‘: When the audience feels that each performance is the first, regardless of the number of rehearsals or previous performances.

Character Centered Approach‘: A performance that focuses on a character or a group of characters who experience different situations one after another.

Situation Centered Approach‘: A performance that takes a single situation and places a number of characters in that situation.


Do’s and Don’t’s of Improvisation:

DO establish your character in your mind (age, occupation, physical/mental traits, etc)

DO identify the problem and your goal by asking what your character wants or needs

DO keep focused on meeting your need or goal

DO let the situation provide the basis for how your character attempts to reach the goal

DO react spontaneously to what is said and done

DO see things through the eyes of your character

DO listen to and observe what others are saying and doing

DO take cues from your scene partner or partners

DO play your scene from moment to moment

DO say and do things that demand a definite response

DON’T deny anything your scene partners say about you or the situation

DON’T ask questions

DON’T use simple statements of information

DON’T explain situations and feelings


And finally, students wrote down 3 things that they must establish in an improvisational scene:                                                                                                 1: Who you are                                                                                                             2: Who the other characters are                                                                                 3: What the situation is.


Using complete sentences, respond to each of the following questions:

1. How do you feel about your group’s performance? How clear was the storytelling?

2. Describe your preparation and how that affected your overall performance.

3. What you feel you did well and what you wished had gone differently.

4. Explain what you learned about yourself as a performer & group member?

5. What you would do differently if you had the opportunity to perform again?

6. What is the length of your performance video?


Students performed their pantomimed fairy tales, after which they took a quiz on the Principles of Body Language.

Homework: Second SLA due tomorrow

Principles of Body Language Quiz


Students spent most of the day practicing for their pantomime performance tomorrow. In addition to their performances tomorrow, they will have a quiz on the Principles of Body Language and a few basic theatre vocabulary terms.

BRING YOUR BLACKS FOR PERFORMANCE TOMORROW- this is extremely important. Students should bring a modest black shirt and pair of pants to change into, although dark grey or dark blue would suffice as well.

Homework: Study for quiz on Thursday, begin writing your second SLA (due Friday), and practice for your pantomimed performance.


Students learned about warm-ups and stretching, and the benefits that they can give to actors.

In addition to this, students continued to learn about pantomime and the Principles of Body Language. They split into five groups and received a fairy tale, which they will pantomime in a 4-6 minute performance on Friday.

Also due on Friday is the 2nd SLA, which must be typed.

Coming up on Thursday is a quiz on the Principles of Body Language, as well as the vocabulary terms which the students learned last Friday.


Students were told what was expected of them for their ‘performance critiques’, and a link was posted on the classroom groupme chat with those instructions.

In addition to this, students explored pantomime in a greater depth, learning about weight, facial expressions, and side coaching.

To impress better upon the students these characteristics of ‘pantomime’, the students split into groups and enjoyed creating their own pantomimed scenes.

Homework: Make sure that students have completed and turned in their first Student Led Activity. This can be either written or typed.


Students learned about tableau, after which they separated into four groups, received a word, and created their own tableau.

Following this, three students led the other students in their Student Led Activities, teaching them theatre games.

Homework: none




Students learned about the various types of performance spaces:

Proscenium (one sided)
Thrust (three sided)
Arena (four sided)
Black Box (flexible performance space)
Found space (a space not originally designed for performance)

To continue their exploration in stage directions and blocking, students received their 2nd acting scene and were given the stage direction.

Homework: TEST on the parts of the stage, stage turns, and abbreviations.


Stage Body Positions

Marvel Characters Body Positions

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