Students study how dramatic writing moves from page to performance by analyzing and performing excerpts from Shakespeare, an American dramatist, and contemporary film or stage texts, then creating their own monologues, dialogues, scenes, stage directions, and screenplay pages. Through weekly table reads, micro-performances, peer workshops, and self-reflection using video or audio recordings, they learn to revise for clarity, character, setting, and audience impact. The experience culminates in original and published work performed in class and for a broader audience, including the school talent show, with guidance and inspiration from Broadway Spotlight and The 92nd Y.

Students will analyze how playwrights and screenwriters develop character, conflict, setting, structure, and meaning by studying and performing excerpts from Shakespeare, an American dramatist, and filmed or staged interpretations of dramatic texts. Students will write and revise original monologues, dialogues, stage directions, scenes, and a short film-style screenplay that turn real experiences, ideas, or community issues into believable performance pieces for specific audiences. Students will use acting exercises, table reads, peer critique, and self-reflection from video/audio recordings to strengthen both writing and performance choices. Students will present polished work through in-class micro performances and a public performance opportunity, demonstrating clear communication, collaboration, revision habits, and artistic decision-making.

Students will create a sequence of performance writing pieces: a one-page monologue, a dialogue study, a descriptive setting piece, a fully staged dramatic scene with dialogue and stage directions, and a film-style screenplay excerpt. Throughout the course, they will also produce rehearsal drafts, table-read scripts, peer feedback notes, and video or audio recordings used for self-reflection and revision. By the end, each student will present a polished portfolio that includes one revised original work for live performance, one recorded dramatic reading or performance, and a performative interpretation of a published literary work. Selected pieces may be prepared for in-class micro performances and a high-stakes public performance such as the school talent show.

Open with a “Script to Stage” week in which students watch and compare a recorded Shakespeare scene, a scene by an American dramatist, and a film adaptation, then discuss what makes each version believable, memorable, and performable. Students take part in fast table reads, monologue pop-up performances, and short acting warmups drawn from reliable theatre exercises, followed by peer noticings about dialogue, setting, stage directions, and character choices. Broadway Spotlight or The 92nd Y can join in person or by video to model how writers revise for live audiences, and students end the launch by drafting a quick original monologue or dialogue inspired by a real experience or community issue. This creates an immediate cycle of writing, performing, feedback, reflection, and revision that sets up the weekly workshop structure and final public performance goals.

Students can curate a culminating dramatic writing showcase featuring staged readings of original monologues, dialogues, full scenes, and selected screenplay excerpts, supported by projected stage directions, setting descriptions, and student reflections. Build toward this through weekly in-class micro-performances, table reads, and recorded dramatic readings, then select polished pieces for a public presentation at the school-wide talent show and a partner-sharing event with Broadway Spotlight or The 92nd Y. Include both live performance and a digital portfolio of video/audio recordings so students can share revised work, compare rehearsal to final performance, and reflect on audience impact. End with a talkback where peers, families, and community guests respond to how effectively each piece became believable, memorable, and performable.