STORY THEATRE

Instructor
MATT WEBSTER

Materials
Video modules, Handouts, Transcripts, MP3 Files, PDF of
Powerpoint Slides, Completion Certificate

Course length
10 modules
1 hours, 23 minutes of video
2 credit hours
Course Description
Instructor Matt Webster believes that Story Theatre is one of the most creative, most imaginative, most unique forms of
theatre ever to make its way to the stage. His course introduces the style of theatre called story theatre, explores the steps
needed to choose the best stories to perform, explains how to adapt a story into a script, and demonstrates a variety of story
theatre styles from simple and contained to complex and crazy and everything in between.

When you are finished with this course, you’ll be able to bring nearly any story to any stage and present it to any audience.
That is the power and promise of story theatre. Learn how to bring the page to the stage.

About the Instructor

Matt Webster is a former tenured Associate Professor of Theatre Education/Theatre for Youth. After teaching theatre teachers
how to teach theatre for 14 years he transitioned to teaching high school theatre. Matt is currently the chair of the Fine Arts
Department in a high school in North Carolina.

In addition to teaching, Matt is an actor and director who has worked for professional theatre companies such as the Silver
Bear Theatre in Albuquerque, Honolulu Theatre for Youth, Seattle Children's Theatre and Children's Theatre of Charlotte.

Matt is also an award winning playwright. His play House of Mirrors was awarded the American Alliance for Theatre and
Education Unpublished Play Reading Project, and was a semi-finalist in the prestigious Bonderman Playwriting for Youth
National Competition.

Course Curriculum
Lesson 0: Introduction 3:55 Lesson 5: Dialogue Strategies 11:56
This module introduces the course material and lays out the plan In this module teachers learn that the voice of the story can come
for the subsequent lessons. from onstage or off, from narrators or characters, or a
combination of both.
Lesson 1: Choosing Stories 12:46
This lesson explores what stories are best suited for adaptation Lesson 6: People as Props 15:13
into story theatre. Teachers will learn how to look for the kinds of In this module teachers learn a style of story theatre the
stories that lend themselves to successful adaptation and instructor calls 'people as props', and it challenges performers to
performance. be both creative and complex. This module breaks the rules of
proper theatre and pushes the boundaries of the audience’s
Lesson 2: Adapting and Dramatizing Scripts 5:49 imagination.
This lesson explores the process of adapting a story into a
scripted form, and discusses the rules that maintain the integrity Lesson 7: Props 3:57
of the original story as it transforms into a performance piece. This lesson looks at alternative ways to dress your play through
the use of imaginative props and scenery.
Lesson 3: Narrators 11:54
This module dives deep into the power and perplexity of narrators Lesson 8: Touring 6:01
and learn how to unleash that power as part of a unique This lesson will walk teachers through the process of taking your
performance style. show on the road. Story theatre is designed to be portable,
adaptable and flexible.
Lesson 4: Stories on Stools 8:23
This lesson explores bringing stories to their feet, or at least to Lesson 9: In the Classroom 3:32
their seat, discussing the building blocks of story theatre in a This lesson takes story theatre into the classroom and discusses
style of storytelling called stories on stools. all the ways it connects across the curriculum.
Standards Connections
National Core Arts Standards textual evidence to support analysis of what the text says
Generate and conceptualize artistic ideas and work - explicitly as well as inferences drawn from the text.
Grade 6 Language
TH:Cr1.1.6.a - Identify possible solutions to staging CCSS.ELA-LITERACY.L.9-10.1 - Demonstrate command of the
challenges in a drama/theatre work. conventions of standard English grammar and usage when
Select, analyze, and interpret artistic work for writing or speaking.
presentation - Grade 6 CCSS.ELA-LITERACY.L.9-10.2 - Demonstrate command of the
TH:Pr4.1.6.a - Identify the essential events in a story or conventions of standard English capitalization, punctuation,
script that make up the dramatic structure in a drama/theatre and spelling when writing.
work.

Select, analyze, and interpret artistic work for California VAPA Standards (2019)
presentation - Grade 7 6.TH:Cr1 Generate and conceptualize artistic ideas and
TH:Pr4.1.7.a - Consider various staging choices to enhance work
the story in a drama/theatre work. 6.TH:Cr1.a - Identify possible solutions to staging challenges
in a drama/theatre work.
Generate and conceptualize artistic ideas and work -
Grade 7 6.TH:Pr4 Select, analyze, and interpret artistic work
TH:Cr1.1.7.a - Investigate multiple perspectives and for presentation.
solutions to staging challenges in a drama/theatre work. 6.TH:Pr4.a - Identify the essential events in a story or script
that make up the dramatic structure in a drama/theatre work.
Generate and conceptualize artistic ideas and work -
Grade 8 7.TH:Cr1 Generate and conceptualize artistic ideas and
TH:Cr1.1.8.a - Imagine and explore multiple perspectives work
and solutions to staging problems in a drama/ theatre work. 7.TH:Cr1.a - Investigate multiple perspectives and solutions
to staging challenges in a drama/theatre work.
Organize and develop artistic ideas and work - Grade 6
TH:Cr2.1.6.b - Contribute ideas and accept and incorporate 7.TH:Pr4 Select, analyze, and interpret artistic work
the ideas of others in preparing or devising drama/theatre for presentation.
work. 7.TH:Pr4.a - Consider various staging choices to enhance
the story in a drama/theatre work.
Develop and refine artistic techniques and work for
presentation - Grade 7 8.TH:Cr1 Generate and conceptualize artistic ideas and
TH:Pr5.1.7.a - Participate in a variety of acting exercises and work
techniques that can be applied in a rehearsal or 8.TH:Cr1.a - Imagine and explore multiple perspectives and
drama/theatre performance. solutions to staging problems in a drama/ theatre work.
Organize and develop artistic ideas and work - Grade 7 6.TH:Cr2 Organize and develop artistic ideas and work.
TH:Cr2.1.7.b - Demonstrate mutual respect for self and 6.TH:Cr2.b - Contribute ideas and accept and incorporate
others and their roles in preparing or devising drama/theatre the ideas of others in preparing or devising drama/theatre
work. work.
Organize and develop artistic ideas and work - Grade 8 7.TH:Cr2 Organize and develop artistic ideas and work.
TH:Cr2.1.8.b - Share leadership and responsibilities to 7.TH:Cr2.b - Demonstrate mutual respect for self and others
develop collaborative goals when preparing or devising and their roles in preparing or devising drama/theatre work.
drama/theatre work.
7.TH:Pr5 Develop and refine artistic techniques and
Organize and develop artistic ideas and work - Grade work for presentation.
HS Accomplished 7.TH:Pr5.a - Participate in a variety of acting exercises and
TH:Cr2.1.HSII.b - Cooperate as a creative team to make techniques that can be applied in a rehearsal or
interpretive choices for a drama/theatre work. drama/theatre performance.

8.TH:Cr2 Organize and develop artistic ideas and work.

Common Core 8.TH:Cr2.b - Share leadership and responsibilities to
Speaking and Listening develop collaborative goals when preparing or devising
CCSS.ELA-LITERACY.CCRA.SL.1 - Prepare for and participate drama/theatre work.
effectively in a range of conversations and collaborations with
Acc.TH:Cr2 Organize and develop artistic ideas and
diverse partners, building on others' ideas and expressing
work.
their own clearly and persuasively.
Acc.TH:Cr2.b - Cooperate as a creative team to make
Language interpretive choices for a drama/theatre work.
CCSS.ELA-LITERACY.CCRA.L.1 - Demonstrate command of
the conventions of standard English grammar and usage
when writing or speaking. Florida Sunshine State Standards
CCSS.ELA-LITERACY.CCRA.L.2 - Demonstrate command of Critical Thinking & Reflection
the conventions of standard English capitalization, TH.912.C.1.2 - Create, refine, and sustain complex and
punctuation, and spelling when writing. believable characters for performance through the integration
and application of artistic choices based on research,
Reading: Literature rehearsal, feedback, and refinement.
CCSS.ELA-LITERACY.RL.9-10.1 - Cite strong and thorough
Organizational Structure technical elements into a theatre performance.
TH.912.O.1.4 - Write an original script or a dramatic
adaptation of a literary work to demonstrate knowledge of Grade 8 - Creating
theatrical conventions. TA8.CR.1 - Organize, design, and refine theatrical work., a.
Differentiate the physical, emotional, vocal, and social
Skills, Techniques & Processes dimensions of a variety of characters., b. Compare the
TH.912.S.1.7 - Interpret dramatic texts, organize and relationships and interactions between characters by
conduct rehearsals, and justify directorial choices for formal analyzing character motivation (objectives, obstacles,
and informal productions. strategy, action, stakes, outcome)., c. Incorporate dramatic
TH.912.S.2.4 - Sustain a character or follow technical cues elements through improvisation., d. Connect theatre
in a production piece to show focus. vocabulary to the application of theatre performance., e.
Identify and demonstrate both ensemble and leadership skills
in the rehearsal process., f. Evaluate the effectiveness of
Georgia Performance Standards - artistic and technical elements used in a theatre production.,
g. Design and create scenery, props, costumes, lighting, and
Theatre Arts sound., h. Assume different roles and responsibilities in the
Grade 6 - Creating rehearsal process.
TA6.CR.1 - Organize, design, and refine theatrical work., a.
TA8.CR.2 - Develop scripts through theatrical techniques., a.
Identify artistic choices, utilize theatre vocabulary, and
Classify different points of view in a story., b. Identify,
demonstrate non-verbal communication skills in the rehearsal
analyze, and articulate the structure of a script., c. Utilize
process., b. Interpret a character’s motivation by
improvisation techniques to generate script ideas., d. Use the
understanding the relationship between their background and
dramatic writing process to generate a script.
their behavior., c. Identify the variety of relationships between
characters., d. Identify, define, and classify character traits., Grade 8 - Performing
e. Recognize and demonstrate the roles, responsibilities, and TA8.PR.1 - Act by communicating and sustaining roles in
skills associated with collaborative performance., f. Use formal and informal environments., a. Demonstrate the
resources to identify and create technical elements of physical, emotional, vocal, and social dimensions of a
theatre. character in different types of theatre performances (e.g.
TA6.CR.2 - Develop scripts through theatrical techniques., a. rate, pitch, volume, inflection, posture, facial expression,
Identify the elements of a story., b. Identify the theme and motivation, physical movement)., b. Demonstrate appropriate
structure of a play., c. Articulate creative ideas in oral and ensemble skills throughout a performance., c. Use
written forms., d. Use the dramatic writing process to appropriate listening and response skills during
generate a script., e. Demonstrate the conventions of performances.
dialogue and stage directions. TA8.PR.2 - Execute artistic and technical elements of
theatre., a. Incorporate artistic and technical elements into a
Grade 6 - Performing
theatre production., b. Resolve conflicts in technical
TA6.PR.2 - Execute artistic and technical elements of
applications.
theatre., a. Incorporate technical elements in performance.
Grades 9-12 - ACTING LEVELS I-IV - Performing
Grade 7 - Creating
TAHSA.PR.1 - Act and direct by communicating and
TA7.CR.1 - Organize, design, and refine theatrical work., a.
sustaining roles within a variety of situations and
Identify and rehearse effective communication skills., b.
environments., a. Examine and implement the voice, body,
Compare and contrast character types and relationships by
observation, and imagination as tools of the actor in
analyzing character motivations, objectives, and goals., c.
presentations of formal and informal theatre., b. Research and
Compare the physical, emotional, vocal, and social
assess the development of acting skills for character creation
dimensions of a character., d. Investigate the role and
and performance including historical movements, personal
responsibility of the cast and crew., e. Identify and model
experience, and cultural influences., c. Act by developing,
ensemble skills in the rehearsal process., f. Utilize staging and
communicating, and sustaining roles within a variety of
blocking choices to enhance the performance., g. Compare,
situations and environments., d. Identify and examine the
contrast, and design elements of technical theatre., h. Utilize
responsibilities and tasks of an actor in relationship with
theatre vocabulary throughout the rehearsal process.
directors, designers, and technical crew., e. Use the skills and
TA7.CR.2 - Develop scripts through theatrical techniques., a. tools of a director to conduct rehearsals for performance.
Create ideas for stories., b. Analyze the theme and structure
of a play., c. Use the dramatic writing process to generate a Grades 9-12 - ADVANCED DRAMA LEVELS I-IV
script., d. Utilize dramatic conventions in the scriptwriting -Performing
process (e.g. stage directions, dialogue, scenes). TAHSAD.PR.1 - Act and direct by communicating and
sustaining roles within a variety of situations and
Grade 7 - Performing environments., a. Examine and implement the skills and tasks
TA7.PR.1 - Act by communicating and sustaining roles in associated with acting, incorporating voice, body,
formal and informal environments., a. Execute effective observation, and imagination to create characters for formal
verbal and non-verbal communication skills in performance and informal performances., b. Implement the duties of the
(e.g. rate, pitch, volume, inflection, posture, facial expression, stage manager, including communication and safety
physical movement)., b. Participate in a variety of acting procedures, that will assist the director in all areas of
exercises and techniques that can be applied in a rehearsal or production., c. Develop a schedule and organizational plan to
theatre performance., c. Engage in various performance prepare a scene for performance, including a rehearsal
styles. schedule and a prompt script., d. Conduct rehearsals and
TA7.PR.2 - Execute artistic and technical elements of present a full theatrical presentation to a live audience.
theatre., a. Select a variety of technical elements that can be
applied to a theatrical work., b. Incorporate artistic and Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV
- Creating B.3.B - create theatrical elements such as scenery,
TAHSFT.CR.1 - Organize, design, and refine theatrical work., properties, lighting, sound, costume, makeup, and publicity
a. Recognize and/or employ realistic and conventional speech appropriate to specific performances.
patterns within dialogue or dramatic verse., b. Incorporate
dramatic elements through improvisation., c. Recognize and MS 117.213 LIII - Foundations: Inquiry and
interpret artistic choices in performance. Understanding
B.1.E - apply knowledge of theatrical vocabulary and
TAHSFT.CR.2 - Develop scripts through theatrical
terminology.
techniques., a. Differentiate between dramatic and traditional
literary writing and utilize common steps of the playwriting MS 117.213 LIII - Creative Expression: production
process., b. Assess the need for script analysis, concept B.3.B - create theatrical elements such as scenery,
development, and directorial and technical concerns of a properties, lighting, sound, costume, makeup, and publicity
theatrical script., c. Construct and critique elements of using the principles of design.
dramatic structure, character, and dialogue., d. Create and
perform scenes for audiences. HS 117.315 LI - Foundations: Inquiry and
Understanding
Grades 9-12 - TECHNICAL THEATRE LEVELS I-IV - C.1.F - demonstrate a working knowledge of the language
Creating of theatre such as stage terminology, elements of theatre, or
TAHSTT.CR.1 - Create technical elements of theatre (e.g. theatrical conventions.
sets, props, costumes, makeup, lighting, sound)., a. Explore C.1.H - define the roles of and appreciate the collaborative
and utilize the elements of design and principles of relationships between all artistic partners such as
composition for a theatrical context., b. Create basic to playwrights, composers, directors, actors, designers,
advanced technical elements by choosing appropriate technicians, and audience.
materials, tools, and techniques., c. Analyze and/or develop
choices in technical elements (e.g. sets, lights, costumes, HS 117.315 LI - Creative Expression: production
sound) of informal and formal productions and theatrical texts C.3.B - apply technical knowledge and skills safely to create
as a part of the design process, considering mood, tone, and or operate theatrical elements such as scenery, properties,
symbolism., d. Create industry standard paperwork (e.g. lighting, sound, costumes, makeup, current technology, or
budgets, cut lists, materials, cue sheets, lighting and costume publicity.
plots, schedules, calendars) as it relates to completing design
renderings and/or models., e. Conceptualize and/or generate HS 117.316 LII - Foundations: Inquiry and
design elements for a dramatic work (e.g. scene, one act, full- Understanding
length, musical). C.1.D - analyze dramatic structure and genre.

HS 117.316 LII - Creative Expression: production

C.3.C - analyze characters, themes, duties, and elements of
North Carolina Essential Standards a script to determine artistic roles and technical assignments.
Beginning High School Standards - Communication
B.C.1.3 - Understand how to read and write scripts that HS 117.317 LIII - Foundations: Inquiry and
communicate conflict, plot, and character. Understanding
B.C.2.2 - Interpret various selections of dramatic literature C.1.B - experiment with stage movement.
through formal and informal presentations.
HS 117.317 LIII - Creative Expression: performance
Intermediate High School Standards - Communication C.2.E - write dialogue that reveals character motivation,
I.C.1.3 - Produce scripts based on literature texts. advances plot, provides exposition, and reveals theme.
I.C.2.2 - Interpret scenes through formal and informal HS 117.318 LIV - Creative Expression: production
presentations. C.3.B - analyze and evaluate dramatic texts and direct brief
Intermediate High School Standards - Culture scenes.
I.CU.2.2 - Use production conventions, such as blocking or
style, as given by directors or as indicated by playwrights.
Alberta, Canada
Technical Theatre/Design 10-20-30 - Costume
Texas Essential Knowledge and Skills 1 - demonstrate understanding of the purpose of costume
for Theatre Arts Acting Drama 20
MS 117.211 LI - Foundations: Inquiry and 1 - analyze a script for explicit character clues
Understanding
C.1.E - identify theatrical vocabulary and terminology, Theatre Studies Drama 30 (Early or Middle or Late
including basic anatomy of theatre spaces. drama)
4 - recognize dramatic structure of a play
C.1.F - identify the structure and form in examples of
dramatic literature. Technical Theatre/Design 10-20-30 - Management -
Properties
MS 117.211 LI - Creative Expression: performance 1 - demonstrate understanding of the purpose of stage
C.2.D - dramatize literary selections and imitate life properties
experiences through dramatic play.
Playwriting - Drama 20
MS 117.211 LI - Creative Expression: production 1 - demonstrate understanding of the basic structure of a
C.3.B - create suitable environments for dramatizations. play
MS 117.212 LII - Creative Expression: production 3 - demonstrate understanding of script format
Directing - Drama 30 Demonstrate respect for self, others, and the audience
1 - demonstrate understanding of the function of the
director GRADE 11 - DRAMA - Explore and Create
Purposefully select and combine dramatic elements and
Junior Goal II Objectives conventions
become familiar with dramatic terminology and script
format GRADE 11 - DRAMA - Reason and reflect
Demonstrate awareness of self, others, and audience
Junior Orientation
focus concentration on one task at a time GRADE 11 - DRAMA - Connect and expand
Demonstrate awareness of self, others, and audience
listen effectively
Demonstrate personal and social responsibility associated
share ideas confidently with others
with creating, performing, and responding to dramatic works
support positivity the work of others
work cooperatively and productively with all members of GRADE 12 - DRAMA - Explore and Create
the class in pairs, small groups and large groups Develop a repertoire of dramatic skills, vocabulary, and
techniques through presentation or performance
Junior Goal I Objectives Develop dramatic works for an intended audience
develop a sense of responsibility and commitment
develop self-confidence GRADE 12 - DRAMA - Communicate and document
develop self-discipline Document, share, and collaborate on dramatic works and
experiences in a variety of contexts
strengthen powers of concentration
GRADE 12 - DRAMA - Connect and expand
Theatre Studies Level III - Advanced (The script) Demonstrate personal and social responsibility associated
10 - demonstrate understanding of the concept of dramatic with creating, performing, and responding to dramatic works
convention
Demonstrate respect for self, others, and audience
12 - analyze a script to identify character, setting and plot
8 - demonstrate understanding of directions used in a script

Senior Goal I Objectives

Ontario, Canada
apply imaginative and creative thought to problem-solving Grades 9 & 10 - Foundations - Concepts and
situations Terminology
C.1.2 - demonstrate an understanding of and use correct
Senior Goal II Objectives terminology to refer to the forms, elements, conventions, and
demonstrate understanding of integration of disciplines to techniques of drama, with a focus on ensemble drama works
enrich a theatrical presentation (e.g., chorus, protagonist, ingénue, supporting role, act,
explore various approaches to analyzing a script for scene, climax, resolution, improvisation, mask, freeze-frame
purposes of study and/or presentation image)
C.1.3 - demonstrate an understanding of production roles,
Orientation Drama 10 practices, and terminology when planning and presenting
concentrate on the task at hand drama works (e.g., set design, costume design, lighting plot,
make effective decisions or choices light cue sheet, sound cue sheet, prompt book, set sketch, set
share ideas confidently model)
solve problems imaginatively and creatively Grades 9 & 10 - Creating and Presenting - Presentation
work cooperatively and productively Techniques & Technologies
A.3.1 - identify and use a variety of techniques to influence
the audience in specific ways (e.g., have actors enter the
British Columbia (2018) performance space from the audience to increase audience
GRADE 9 - DRAMA - Connecting and expanding connection to the drama; use blocking to focus audience
Collaborate through reciprocal relationships during creative attention on key characters or relationships between
processes characters)
Demonstrate increasingly sophisticated application and/or A.3.2 - use a variety of voice and movement techniques to
engagement of curricular content support the creation of character or atmosphere during
Demonstrate respect for themselves, others, and the rehearsal (e.g., use voice and movement to suggest an
audience airport, circus, or factory environment)
A.3.3 - use a variety of technological tools (e.g., light,
GRADE 10 - DRAMA - Explore and Create sound, set design, props, models) to enhance the impact of
Create dramatic works with an intended audience in mind drama works
Develop a repertoire of dramatic skills and techniques
through presentation or performance

GRADE 10 - DRAMA - Reason and reflect

Describe, analyze, and respond using drama-specific
language

GRADE 10 - DRAMA - Connect and expand

Demonstrate personal and social responsibility associated
with creating, performing, and responding to dramatic
performance