Brigham Young University's Theatre Education Database

Have a trusted student prepare in advance to make a peanut butter sandwich in front of the class clearly using an objective and several tactics as they do so.  Have that student perform the task at the beginning of class. 

Step 1: transition

Ask students what the person who made the sandwich wanted, and what they did to get it. 

Step 2: instruction

Write the words Objective and Tactic on the board and define them (Objective: what the character wants, usually from another person, Tactic: what the character does to try to get what they want, usually in the form of a verb)

Step 3: discussion

Have the students discuss what an objective is and what tactics are, and if they ever use them in their lives (i.e. with parents)

Step 4: instruction

Hand out a list of playable tactics to help the student get the idea of what a tactic is. 

Step 5: modeling

Have one student say the phrase “I like your shirt” with several different tactics.  Point out the difference between tactics and emotions...emotions can be behind tactics, but they are not the same thing.  If we play a tactic, our choice will be stronger. 

Step 6: group practice

Have the student practice using different tactics with the phrase “I like your shirt” in small groups, experimenting with the list they have been given.  Move from group to group to coach students and provide helpful feedback. 

Step 7: discussion

As a class, discuss what was helpful about using tactics, and the different meanings the different tactics gave to the phrase. 

Step 8: independent practice

Have students form pairs and give them several minutes to create a scene where they are performing one of two simple tasks (1. making a sandwich, 2. getting bundled up to go outside)  and using an objective and several (3) tactics.  Hand out Objectives & Tactics scoring rubric, and allow them to prepare for their scene. 

Step 9: performance

Have each group perform their short scene to the class. 

CLOSURE: Remind students what they have learned about objectives and tactics.

Students will improvise a short scene while doing a simple task (ie making a sandwich).  They will have a clear objective and use at least three different tactics to help them achieve their objective.  The objective and tactics will be written on the scoring rubric that they turn in, and should be clearly manifested in the scene.  Scenes will be scored on a scale of 1-25, and students must earn 20 points to pass.