Dance and Theater Arts

The dance and theatre arts department strives to incorporate the discipline of study and the mastery of skill to cultivate curiosity and ignite the imagination. In fostering an atmosphere where exploration, invention, practice, and reflection are intrinsically valued, students are encouraged to engage in the creative process as well as in the practice of performance. Such development creates not only actors, dancers, and designers, but people who function in the world in an aware, observant, and responsive manner.

Dance 1: Grades 9–10

This class is for students new to Upper School dance at Trevor. In this course, students learn movement phrases to develop fundamental technical skills and a shared vocabulary. The class emphasizes collaboration and the group experience, as students are exposed to choreographic principles to develop their process for creating dances. Students give a final demonstration of their work in an in-class presentation. Dance can be taken to fulfill Trevor’s physical education requirement. Students who take Dance are invited to participate in the student-led dance concert, Choreolab.
Dance 2: Grade 10

This course is designed for students who have taken Dance 1. Dance technique, improvisation, and composition are explored individually, as well as within the group process. Students learn movement phrases and explore choreographic structures in an in-depth manner. There is an emphasis on the development of choreographic skills and the creative process. The imagination, self-reflection, and critical thinking are integral parts of the class. Dance can be taken to fulfill the physical education requirement. Students who take Dance are also invited to participate in Choreolab, the annual student-led dance concert.
Dance for Non-Dancers

This class is an introduction to dance and movement studies. Students learn the fundamentals of dance technique and dance composition to understand the mechanics of movement, as well as the potential for self-expression. No prior experience is needed. This course can be taken to fulfill Trevor’s physical education requirement. Students in this class are invited to participate in Choreolab, the annual student-led dance concert.
Dance 3: Grade 11

This course is the first year in a two-year sequence where the focus shifts to a greater emphasis on the properties of dance. Moving beyond space, time, and energy, we explore representation, intention, perspective, and structure in greater depth; we rely on observation to analyze and discuss choreography. Students continue to hone their skills through learning movement phrases while cultivating new ideas through the process of improvisation and dance composition. A guest teacher program introduces students to new methods and styles of dance. There are two major projects in junior year: The Choreographers Project and the final Dance on Camera Project.

The advanced level of study in dance requires students to make a significant commitment to the class. Assessments will include class participation as well as performances and written assignments in the form of reflections, proposals, and criticism. Dance can be taken to fulfill Trevor’s physical education requirement. Students who take dance are also invited to participate in Choreolab, the annual student dance concert.
Vinyasa Yoga
Advanced Dance 3: Grade 11

This course is the first year in a two-year sequence where the focus shifts to a greater emphasis on dance’s properties. Moving beyond space, time, and energy, we explore representation, intention, perspective, and structure in greater depth— relying on observation to analyze and discuss choreography. Students continue to hone their skills through learning movement phrases, while cultivating new ideas through the process of improvisation and dance composition. A guest-teacher program introduces students to new methods and dance styles. There are two major projects in junior year: the Choreographers Project and the final Dance on Camera Project. The advanced level of study in dance requires students to make a significant commitment to the class. Assessments include class participation, as well as performances and written assignments in the form of reflections, proposals, and criticism. Dance can be taken to fulfill Trevor’s physical education requirement. Students who take Dance are invited to participate in the student-led dance concert, Choreolab.
Dance 3: Grade 12

This course invites students to examine their own system of creating dances. Students evaluate patterns of organization in their dance-making and explore new processes that serve the development of their choreographic voices. Students translate from multiple sources to create dances that are personally significant while investigating categories of difference—including quality, temporality, and structure. Students are introduced to new methods and styles of movement from guest teachers in preparation for dance beyond Trevor. Assessments include class participation, performance, and written assignments—including criticism and self-reflection. Dance can be taken to fulfill the physical education requirement and participants in dance are invited to participate in Choreolab, the annual student dance concert.

The advanced level of study in dance requires students to make a significant commitment to the class.
Advanced Dance Composition: Grades 11–12

Prerequisites: Dance and simultaneously taking Dance as PE or Art.

This is a first semester class required for students who have been selected to choreograph for Choreolab. The class involves a deeper exploration of choreographic principles and processes through experiential activities, research, and the viewing of dance both recorded and live. An examination of leadership styles is also employed as students embark on the process of leading a group of dancers through the rehearsal process. The application process includes a proposal, an audition, and one letter of recommendation.
Choreolab

Choreolab is a showcase of student choreography, open to students enrolled in a dance class. Participating student choreographers go through the process of creating dances: germinating an idea, writing a proposal, auditioning student dancers, conducting rehearsals, and finally performing for an audience. This process begins in November and culminates in performances in early February.
Basic Drama: Grade 9

The first year of drama focuses on developing the basic acting instrument, cultivating knowledge of stagecraft, and exploring the student’s relationship to an audience. Classwork includes improvisation, theatre games, status, converting the author’s text to real speech, and continual self-evaluation to enrich one’s onstage experience. Basic Drama is a prerequisite for entry into the drama program.
Behind the Scenes

How do you prepare for the big presentation, the big interview, the big game? What is excellence and how can you have more of it in your life? In this performing arts class, we look behind the scenes and discover some tricks of the trade of highly effective people. The skills garnered in this class are inherently found in the performing arts but are not exclusive to the performing arts. In this activity-based class, we focus on fundamentals from both dance and drama that will enhance all aspects of your life. This course allows you to speak with greater clarity, live your life with more joy, move with ease, and work more effectively with others.
Design Thinking for Innovation

For anyone interested in learning the process of developing innovative ideas or products, this Design Thinking course addresses the cycle from initiating an idea to what it takes to bring that idea to fruition. Design Thinking is a growth mindset approach toward practices in fields such as engineering, theatre design, and production. As part of the course, we explore (in person or virtually) Makerspaces, such as the newly developed robotics and community center at the TATA Center at Cornell University labs on Roosevelt Island, the Cooper Hewitt Museum, and other venues that have engaged community efforts in art, design, and engineering.
Basic Drama: Grade 10

This drama class—exclusively for sophomores— continues its focus on developing the basic acting instrument, cultivating knowledge of stagecraft, and exploring the student’s relationship to an audience. Classwork includes improvisation, theatre games, status, converting the author’s text to real speech, and continual self-evaluation to enrich one’s onstage experience. Basic Drama is a prerequisite for entry into the drama program.
Drama 2: Grade 10

Prerequisite: Basic Drama.

Drama 2 continues where the first year ends. The focus of this course is on further enhancing the student’s onstage experience, developing the basic acting instrument, and refining status skills. The central focus of this year’s work is acting with ease in the body, while maintaining presence (2nd Circle) and having full access to the senses, even under duress. Classwork includes more advanced improvisation and theatre games. Basic scene study is introduced, and students can apply newfound knowledge to create a short play. The teachings of Michael Chekhov, Keith Johnstone, George Morrison, Patsy Rodenburg, and Lee Strasberg are combined with new techniques. A sense of play and a willingness to take risks and assertively break norms are essential to this study.
Junior Advanced Drama 1: Grade 11

Prerequisite: Basic Drama.

Junior Advanced Drama 1 is a course in oracy: the use, appreciation, and enrichment of spoken language. The course culminates in a performance of Shakespearian scenes and/or a choral reading. Areas of study include understanding and speaking the lengthy thoughts common in Shakespeare’s work; emphasizing the right words to deliver lines with the greatest clarity; and utilizing vowels, consonants, and word sounds to their best effect—and ultimately, employing this language to reach others. The advanced level of study in drama requires students to make a significant commitment to the class. Assessments include class participation, as well as performance and written assignments in the form of proposals and criticism. Students who consistently demonstrate a high level of engagement in the class will be invited to join Senior Advanced Drama.
Senior Drama: Grade 12

Prerequisite: Basic Drama.

Senior Drama is a project-based course that allows students to apply what they have learned about acting to writing and performing scenes and short plays, monologues, and performance pieces both on stage and on film. Students continue to develop their instrument, learn to give and receive nonjudgmental feedback, and deepen their relationship to a script’s or screenplay’s given circumstances. Special emphasis is given to differentiating form from spontaneity. The course culminates in a presentation of student-written 10-minute plays. The advanced level of study in drama requires students to make a significant commitment to the class. Assessments include class participation, as well as performance and written assignments in the form of proposals and criticism.
The Art and Nature of Storytelling 9/10

This course, previously titled Theatre Design and Production, consists of learning the elements of technical theatre through the design process. This includes writing, adapting, and presenting plays and conceptual designs in mini productions based on studies of historical theatre styles. Students are encouraged, but are not required, to apply the learned skills to school events and productions. Students observe and analyze the environment, movies, music, and performance for design components. They also complete lab experimentation of their own lighting, sound, set, and craft-making design work to understand the art of storytelling.
Advanced Show Production: Grades 11–12

Prerequisite: Department approval.

This course is developed through a student/ teacher-generated syllabus, based on inquirybased learning ideals. Requirements may include lighting design for choreography; set/props design and construction; sound engineering; and mentorship. The advanced level of study in theatre design, technology, and production requires students to make a significant commitment to the class and a physical contribution to the community.
Performance Opportunities

In the music performing arts departments, performance opportunities are an integral part of assessing classwork and maximizing the learning experience. All classes are activity-based, so students develop their knowledge and technique by putting their work in front of others. This starts in class (where peers provide valuable feedback and discussion) and culminates in various public performance opportunities. Ultimately, one becomes a performing artist by engaging in the process of presenting work in front of an audience. This is a core value shared in music, dance, and theatre arts.
Artist-in-Residence Program

The Artist-in-Residence program (AIR) is designed to bring professional performing artists to the Trevor community to work directly with advanced dance and theatre students to create a new work. This program takes place in late spring and culminates in a final performance. Past artists include Jennifer Archibald, Michelle Boulé, Brian Brooks (Guggenheim Fellow, NY City Center Choreography Fellow), Juliana F. May ’98 (Guggenheim and NYFA Fellow), Jodi Melnick (recipient of the Doris Duke Impact Award, Guggenheim Fellow, and Jerome Robbins Foundation New Essential Works recipient), David Hamilton Thomsen (USA Ford Fellow and NYFA Artist Fellow in Choreography), and Ni’Ja Whitson.
Upper School Drama & Musical

The Upper School musical is a collaborative venture of the dance, music, and theatre arts departments. Recently, we presented Amélie, the Musical. Other musicals have included Little Shop of Horrors, Cabaret, Chicago, Urinetown, and The Addams Family. Dramatic plays have included everything from A Midsummer Night’s Dream, to One Flew Over the Cuckoo’s Nest, The Grapes of Wrath, to more contemporary plays, such as Middletown and Museum. Both performance opportunities are open to all Upper School students and each alternates between the fall and spring. Auditions are required.

Browse Departments

Dance and Theater Arts

Dance 1: Grades 9–10

Dance 2: Grade 10

Dance for Non-Dancers

Dance 3: Grade 11

Vinyasa Yoga

Advanced Dance 3: Grade 11

Dance 3: Grade 12

Advanced Dance Composition: Grades 11–12

Choreolab

Basic Drama: Grade 9

Behind the Scenes

Design Thinking for Innovation

Basic Drama: Grade 10

Drama 2: Grade 10

Junior Advanced Drama 1: Grade 11

Senior Drama: Grade 12

The Art and Nature of Storytelling 9/10

Advanced Show Production: Grades 11–12

Performance Opportunities

Artist-in-Residence Program

Upper School Drama & Musical

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Ambitious Academics.

Engaged Students.

Balanced Lives.

Lower School

Middle/Upper School