Title: Theatre Etiquette - Being a Respectful Audience Member

Grade Level: Primary Grades (1st - 3rd)

Objective: - Students will understand the importance of good theatre etiquette. - Students will learn and practice appropriate behavior as an audience member during a theatre performance. - Students will demonstrate respect for performers and fellow audience members.

Materials: - Picture books about theatre etiquette (e.g., “Theater Etiquette” by Carrie Finn) - Large chart paper and markers - Index cards or small slips of paper - A small stage or designated performance area - Props (optional)

Procedure:

1. Introduction (10 minutes):
   • Begin the lesson by asking students if they have ever been to a theatre performance or watched a play.
   • Discuss what they enjoyed about the experience and what they think it means to be a good audience member.
   • Explain that today, they will learn about theatre etiquette, which is how we behave when we watch a play or performance.
2. Read Aloud (15 minutes):
   • Read a picture book about theatre etiquette, such as “Theater Etiquette” by Carrie Finn.
   • Pause throughout the reading to discuss the behaviors mentioned in the book and why they are important.
3. Classroom Discussion (10 minutes):
   • Use the large chart paper to create a list of good theatre etiquette behaviors based on the book and student input.
   • Discuss each behavior and why it is important, emphasizing respect for performers and fellow audience members.
   • Encourage students to share their own experiences or observations of good and bad theatre etiquette.
4. Role-Play Activity (15 minutes):
   • Divide the class into small groups and provide each group with an index card or slip of paper containing a specific theatre etiquette behavior.
   • Instruct each group to create a short skit or role-play demonstrating the assigned behavior.
   • Allow time for groups to practice and then have them perform their skits for the class.
   • After each performance, discuss the behavior portrayed and its importance.
5. Guided Practice (15 minutes):
   • Set up a small stage or designated performance area in the classroom.
   • Choose a few students to act as performers and the rest as the audience.
   • Explain that the performers will act out a short scene while the audience practices good theatre etiquette.
   • Remind the audience to sit quietly, face the stage, and avoid talking or distracting others during the performance.
   • After the performance, discuss how the audience demonstrated good theatre etiquette and how it made the performers feel.
6. Independent Activity (10 minutes):
   • Distribute a worksheet or handout with scenarios related to theatre etiquette.
   • Instruct students to read each scenario and circle the appropriate behavior response (e.g., clapping at the end of a performance, staying seated during the show).
   • Review the answers as a class, discussing the reasoning behind each choice.
7. Conclusion (5 minutes):
   • Recap the importance of good theatre etiquette and how it contributes to a positive experience for everyone involved.
   • Encourage students to practice good theatre etiquette whenever they attend a performance in the future.

Extension Activity: - Invite a local theatre group or drama club to perform a short play or scene for the students, allowing them to observe and practice their theatre etiquette skills in a real-life setting. - Have students create their own mini-theatre productions, taking turns as performers and audience members, while practicing good theatre etiquette.