Pedagogical Approach to Theatre
I Teach Acting
My Pedagogical Approach to Teaching Acting
My mission is to help my students master the ability to make the audience believe them. Acting is a journey that requires empathy, confidence, and truth. My goal is to inspire each of my students to believe in the validity of their ability to tell stories that are authentic. Inspiring my students to tell authentic stories requires me to create a space where they are empowered to take risks and explore identity. Creating a safe environment is my top priority. All students are encouraged to build community and hold space for their counterparts. Building a community while learning acting techniques will serve them both on and off the stage. Teaching acting is about more than creating perfect performances—it’s about creating whole expressive people who will be courageous anyway.
Scope & Sequence
THE TEACHING OF ACTING
Grade Levels: K–5 (adaptable through 12th grade)
Duration: One 6 Week Unit
Final Showcase: La Mariposa Puppet Shadow Play – A collaborative performance integrating acting, voice, and cultural storytelling
TEKS Alignment: Strands 1 – Foundations 2 – Creative Expression 3 – Historical and Cultural Relevance 4 – Critical Evaluation and Response
Curriculum Flow Chart
6-Week Unit
Theme & Focus
Core Skills & Activities, Culminating Task, Aligned TEKS
1st -2nd Week
Every Voice Belongs Building ensemble & imagination
Ensemble games, tableau, improvisation Mini-scenes
showcasing collaboration
1.1A 1.2A 1.4A
3rd-4th Week
Finding My Fierce Acting tools & storytelling
Objectives & tactics, reader’s theatre
Short script performances
2.2A–C 2.3A–B
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4th-5th Week
Telling the Truth Through Character Character & scene work
Shadow-puppet character design, voice work
Shadow-play scene rehearsals
3.2B–C 3.3A–C 3.4A
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6th Week
Confidence in Action Rehearsal to performance
Lighting, storytelling flow, audience etiquette
Public performance of La Mariposa Puppet Shadow Play
4.2A–B 4.3B–C 4.4A–B
Three Acting Lesson Plans (Summaries)
1. Objectives and Tactics
2. Character Building for La Mariposa
3. Rehearsal & Performance Integration
Students explore how character goals drive behavior through partner improvisations (“convince your partner to give you their favorite chips”). They identify objectives, tactics, and outcomes.
​Formative rubric on participation & use of vocabulary.
Students design puppet characters, assign objectives (e.g., to help or hinder Mariposa), and rehearse voice and gesture choices.
Rubric on creativity and alignment of voice/body to objective.
This is a Job Description. Briefly describe your specific position, including details about important achievements and milestones. Make sure to include relevant skills and highlights, and don't forget to adjust the timeframe in the subtitle.
Summative performance rubric + self-reflection.
I Teach Voice
My Pedagogical Approach to Teaching Voice
"Before students can project their voices on stage, they must first believe that their voices are worth hearing."
That belief is at the heart of my pedagogy for teaching voice. I teach voice not just as a technical skill, but as a journey toward self-discovery and empowerment. In my classroom, the goal isn’t perfection—it’s permission: permission to speak up, to make sound, to take up space, and to be heard. Whether through poetry, dialogue, or laughter, the voice becomes the bridge between who my students are and who they are becoming.
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​I designed this voice curriculum to empower students to see their voices as instruments of both art and identity. The La Mariposa Puppet Shadow Play became the anchor for our vocal work because it embodies transformation, bilingual expression, and storytelling through sound. My intent was to help students understand that every character has a distinct voice — one shaped by rhythm, tone, and feeling — just as every person’s voice tells their story.
Scope & Sequence
THE TEACHING OF VOICE
Grade Levels: K–5 (Adaptable through 12th Grade)
Duration: Full Academic Year (Divided into Four 9-Week Units)
Final Showcase: La Mariposa Puppet Shadow Play – A bilingual performance integrating vocal expression, storytelling, and culture.
TEKS Alignment: Theatre TEKS Strands 1–4
Strand 1: Foundations – Inquiry and Understanding
Strand 2: Creative Expression – Performance
Strand 3: Historical and Cultural Relevance
Strand 4: Critical Evaluation and Response
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6-Week Unit Theme & FocusCore Skills & ActivitiesCulminating TaskAligned TEKS
1st 6 Weeks My Voice Has Power – Discovering the voice as an instrumentBreathing, projection, and resonance exercises; posture & awareness gamesBreathing demonstration and self-evaluation1.1A–B, 1.2A, 1.4A
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2nd 6 Weeks Speak with Intention – Articulation, diction, and clarityTongue twisters, choral speaking, and poetrySmall group poetry performance2.2B–C, 2.4A
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3rd 6 Weeks Voices of Character – Emotion, tone, and bilingual expressionVoice characterization for La Mariposa roles; exploring tone & inflectionCharacter voice rehearsal & recording3.2B–C, 3.3A–B, 3.4A
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4th 6 Weeks Purpose in Performance – Integrating voice into ensemble storytellingFull rehearsals, narrations, projection work, ensemble critiqueFinal bilingual La Mariposa performance4.2A–B, 4.3B–C, 4.4A–B
Three Voice Lesson Plans (Summaries)
Lesson 1: Breathing and Projection – My Voice Has PowerGrade Level: K–5Time Frame: 1 week (2 sessions)TEKS: 1.1A–B, 1.2A, 1.4A Lesson Overview Students explore how breathing and posture support healthy voice production for acting and narration. Learning Objectives Identify how breath affects vocal projection. Demonstrate proper posture for performance.Use breath control to sustain sound and volume.
Lesson 2: Character Voices – Developing Vocal Identity for La MariposaGrade Level: K–5Time Frame: 2 weeks (4 sessions)TEKS: 3.2B–C, 3.3A–CLesson OverviewStudents develop unique voices for the La Mariposa characters (Mariposa, Caterpillar, Narrator, Teacher, Classmates). They learn to use pitch, tone, and pacing to communicate personality and emotion. Learning ObjectivesUse tone, rhythm, and expression to define character voice. Collaborate to balance individual and ensemble sound. Record and evaluate vocal performance for clarity and emotion.
Lesson 3: Rehearsal & Bilingual Narration – Purpose in Performance Grade Level: K–5 Time Frame: 2–3 weeks TEKS: 4.2A–B, 4.3 B–C, 4.4 A–B Lesson apply diction, projection, and emotional tone to bilingual narration and dialogue during the final shadow play performance. Learning ObjectivesUse Spanish and English with clarity and confidence. Demonstrate vocal variety and ensemble timing. Reflect on performance strengths and growth.