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The students will demonstrate knowledge of conceptualizing characters through costumes by presenting the designs that they created to the class.


Materials Needed

– Copy of Rubric for each student (if they don’t have theirs from the previous lesson)
– The students all need their renderings.
– Whiteboard/Chalkboard and writing implement


Lesson Directions


Anticipatory Set/Hook

Warm-up Game. Play a theatre game to energize the students and get them focused. The specific game varies depending on what you have played with the class before. Choose game based on the class preferences, so they will enjoy it. The game needs to emphasize speaking loudly, using details and focusing attention. (i.e. Zip, Zap, Zop)



Step 1: Introducing the Presentations. Refresh everyone’s memory that when they present they need to identify the character they chose, describe their costume, explain specific choices made in regard to the character’s personality. Have the class members sign up to present in a specific order on a volunteer basis. This could be done by listing on the white board. (Having an order that everyone knows will eliminate downtime between presentations). Instruct the class that they should respond to the presentations in an orderly fashion by first stating positive and interesting things they noticed, then asking the presenter any questions they had about their choices and then offering constructive feedback in the form of, “I wonder if…” statements.


Step 2: The Presentations with Feedback. The presentations should take place in a classroom setting with a seating arrangement where the person presenting can have everyone’s focus. Have the students present in the order they signed up in, giving you their rubric before they present. After they present open the floor for the students to respond. Remind them of the format they are supposed to use for responding if they get out of hand.


Step 3: Class Reflection on Assignment. After all of the presentations are done, round the class up for a discussion to evaluate the unit. Start by just having the students say the things that stood out to them the most from the past couple lessons- what they are taking away from it. Having them talk about what worked for them and what didn’t- how would they change things if they could? Allow this discussion to be fairly loose and flow depending on what the students took from the experience.


Conclusion: Give the class some general feedback on their projects as a whole, the effort they put in and progress you saw them make.



The students get graded for the final project with the rubric provided. The number of points varies depending on the structure of the class.