Costume Fashion Showcase

Lesson Plans: Costume Fashion Showcase
Complete Instructions for Troop Leaders

Created by Jacque Troy
January 31, 2003, REVISED May 2006

We started serving Girl Scouts at Milwaukee Repertory Theater with this enormously popular workshop in 1998. It was created when the response to our Theater Badge Workshop was so huge that the Girl Scouts wanted more. In 2006, an extensive strategic planning process encouraged us to develop programming that connects the plays on our stages with audiences of an appropriate age. In order to concentrate our efforts it became necessary to discriminate programs which we have long enjoyed presenting, but found do not meet our department’s revised goals. This decision meant that we would no longer be able to formally offer this class, but we wanted to be sure that Girl Scout troop leaders had access to our curriculum. So, here it is!

Appendix A - H pdf (click to open)

Here’s what’s included to assist you:

1. Step by step lesson plans for our workshop so that you can facilitate the experience whenever you want with your troop.
2. Appendices with detailed descriptions of the suggested activities.
3. Other handouts, developed by theater professionals that will assist you in teaching this workshop.
4. An invitation to contact the Education Department at Milwaukee Repertory Theater with any additional questions you might have, or to arrange a tour of our facility, as part of the experience. Jenny Kostreva at 414-290-5370 or jkostreva@milwaukeerep.com.

Primary Resources:
Improvisation for the Theater , 3 rd Edition by Viola Spolin, 1999.
Creative Drama in the Classroom and Beyond , 7 th Edition by Nellie McCaslin, 2000.

Materials: Numbers in () indicate amount of “sets” needed if class size of 15 is reached.

ACTIVITY #1: (5-8) koosh balls or bean bags,

ACTIVITY #2: no materials required—See Appendix A

ACTIVITIY #3: (1 roll) masking tape—See Appendix B

ACTIVITY #4: See Appendix C (15-20) paper plates, (1 roll) string or yarn,

(1 large) fabric treasure box which includes variety of fabrics, trims, beading, sequins, etc. (15) glue sticks, scissors, (8) stapler, markers, (1 large tub) costume pieces

ACTIVITY #5: (1 set) place words—See Appendix D

Pre-set: New York taped out on the floor (instructions provided below), one plate, one set of scissors, one stapler and one piece of string laying on table so teacher can demonstrate creation of basic mask shape, additional mask materials arranged in boxes with sample mask, costume pieces arranged on a table covered with a sheet

WORKSHOP RUNNING TIME (15-25 girls): 1.5 Hours

During the first 30-40 minutes

• Warm-up—ACTIVITY #1:Koosh toss for names5-10 min.
• Ask girls to stand in a circle with you.
• Place Koosh balls/beanbags on the floor at feet.
• Pick up only one and then indicate that you are going to perform three specific steps to facilitate throwing to someone else. Remind the students that each step is important.
• Step one: call out another person’s name loud enough so they can hear. Step two: wait for that person’s eye contact. And finally: throw the ball so that they can catch it.
• Indicate that you will start with one Koosh ball and when they seemed comfortable with the process, you will add the others.
• Emphasize control and calm as you continue the process. Don’t let them skip steps.
• Add as many balls as the students seem to be able to handle.
• Balls should return naturally to you as the game winds down. As you receive them place them on the floor at your feet again.
• When you have all of them, ask the students to “give themselves a hand” for working so well together.
• Introducing the idea of characters working together 15 min.
• ACTIVITY #2: Don’t Let Go —See Appendix A: All must stick together to achieve the goal
• ACTIVITY #3: New York —See Appendix B

Explanation of Pre-Set: This is a running game, so a large space is required. Indoors, the masking tape will provide boundary lines so no one gets hurt. This can be done outside if that’s easier. You need to put two lines at the center of the playing space approximately 1 foot apart. These lines should fill the space, horizontally, from one end to the other. Count about fifteen to twenty paces from each of these lines, to create the “safe” line at either end of the playing space. If you’re indoors, this safe line should be about five feet short of walls or other obstacles.

• Actors create character using three main tools: face, voice, body
• For this game you will need to create character mainly with your body and your face so that others can guess
• The other thing you will have to do is work together, which is something else that actors do very well. You learned about that in the first game.
• Provide directions, encourage caution, and allow each team to share about 3-5 character choices depending on what time will allow. (NO sock feet or clunky shoes. Dependable shoes for running or bare fee)

During the next 30 minutes

• ACTIVITY #4: Making simple masks 15-20 min.
• Explanation--See Appendix C, then pass out materials
• Tell students that they will have only 15 minutes to create their mask and then we’ll have to move on to the next activity.
• Time for creation using materials provided
• Mask Fashion Show10 min.
• Line all students up on one side of the room wearing their masks
• Have them walk to center one at a time
• They should turn full front and announce the mask they created with a name if appropriate
• They should exit the opposite direction and join the audience to watch everyone else
• Applause should be encouraged for each child

During the final 30 minutes

• ACTIVITY #5: Characters and Costumes
• Explanation: We know that an actor’s job is to create character. You already did that with your mask. Another tool that actors use to help them is costumes.
• Directions as announced by the instructor:
• Once again you need get into groups of 4-5 in order to create a scene. Please do that right now and sit on the floor with your group.
• In just a moment, I’m going to let everyone chose ONE costume piece from a whole bunch I have arranged under the sheet on this table. You’ll have about 30 seconds to do this.
• This costume piece will help you to create a character of your own choosing. I’m sorry that not everyone will get exactly what they want, but taking maybe your second or third choice will help you to try something you might not have tried. Actors are always willing to try new characters.
• Once you have your costume piece and are sitting in your group, I will come around with little cards that will tell you WHERE your scene is taking place. (i.e. a movie theater, McDonald’s, an elevator, etc.)—See Appendix D
• As the actor, you will still need to answer three important character questions:
  • Who are you?
• What is our relationship to each other? (friends, strangers, etc.)
• What does each of us want? (May be different for each character)
• You will have about 15 minutes to prepare your scene
• You may also use chairs if you need them.
• As they begin to discuss and rehearse, circulate to help as needed. Some will need reminders to actually rehearse what they’re going to do and NOT just talk about it.
• When the time is up, have all students gather in the audience to watch the scenes.
• Start with a volunteer group, then the first group may decide who goes next, and so on.
• Demand focus (which means no laughing or other forms of “breaking character”) in the scene. If chaos ensues, stop and remind them to think about what each of them wants so that the scene can find a logical ending.
• IMPORTANT : When each scene ends, have the whole group come back on stage, face the audience and announce who they were playing. Then one person can share where they were. Students get very upset if they can’t say this out loud, and the audience gets pre-occupied with trying to guess or asking the girls who just went.