The following project description is a model of a DAP theatre project that explores the craft of acting. DAP theatre projects might also investigate playwriting, directing, technical design, or dramatic criticism, among many other possible theatre topics. More information on DAP program requirements and project guidelines in the fine arts is available on the Distinguished Achievement Program (DAP) and Graduation Plans pages of this website.

Project Description

This project is based on the in-depth study of a major character in a selected play and culminates in the formal performance of prepared excerpts with journal notes that substantiate the student's artistic decisions and a presentation on the project's development. Research components include:

• The study of the play, including its historical setting and stylistic and theatrical conventions
• The study of various acting techniques appropriate to the preparation of the role through review of articles and interviews with acting teachers or coaches. If the play has been documented in film, video, or live performances, professional actors' interpretations may be reviewed.
• Planning of sets and costumes with research into the styles and interpretations of past performances, if available
• The study of lighting and sound design to best convey the actor's intent.

The student works with a teacher (who serves as the teacher-of-record) and a mentor from the local theatre community throughout the school year. The student develops a project proposal and timeline, researches the chosen play and role, and forms clear ideas on the interpretation of the character. The student also develops, in conjunction with the teacher-of-record and mentor, the criteria to be used in assessing the quality of the final performance and presentation. The initial project proposal is written within the first four weeks of school and includes a brief biographical sketch of the participating mentor. The teacher, mentor, and participant meet regularly to discuss issues that arise over the course of the project and to assess the student's progress. The student keeps a journal to trace the development of the character. Journal notes also include discussion of:

• The playwright's intent
• Historical setting
• Stylistic conventions
• Theatrical conventions
• Professional interpretations
• The student's interpretations.

The project culminates in the formal performance of prepared excerpts. The student invites a panel of experts to attend and to evaluate the performance. The panel is familiar with the assessment criteria determined at the project outset and uses this criteria as a reference during their evaluation process. The teacher, mentor, and panel take notes on the performance, the presentation of ideas, and the written program notes, which articulate the theoretical basis of the student's artistic decisions. 

Following the performance and a question/response period, the student discusses the project with the panel, mentor, and teachers, who ask questions regarding the student's future plans, the Distinguished Achievement Program, and specifics of the performance, addressing, in particular, the student's analysis, preparation, and interpretation of the character. Afterwards, there is a reception to celebrate the student's achievement and to give everyone an opportunity to continue the conversation informally. Finally, the teacher-of-record awards the grade.