Why Home Theater works

Home Theater is designed to practice role, sequence, and believable pretend cause-and-effect through a sequence that begins when the child is asked to choose the show and create a simple title. Run a home theater as a performance venue with a program, audience seating and a short staged act rather than just free-form pretending. The opening action leads directly into the moment when the child is asked to prepare the stage area and audience seats.

Set up — Choose the show and create a simple title

Prepare household items before the child is asked to choose the show and create a simple title. Keep the space simple enough that the child can move from choose the show and create a simple title to prepare the stage area and audience seats without rearranging everything. Keep props ordinary and safe, and do not copy real hazardous, medical, or emergency procedures while the child works through the first instruction to choose the show and create a simple title.

Step 2 — Prepare the stage area and audience seats

One careful attempt to prepare the stage area and audience seats is enough at this stage. Before the child tries to announce the performance and begin, ask them to show or describe what differed from when they had to choose the show and create a simple title.

Step 3 — Announce the performance and begin

Use the result of asking the child to announce the performance and begin as a clue for the next decision. Do not move on to complete one short act without adding unrelated scenes until this step has a clear purpose.

Step 4 — Complete one short act without adding unrelated scenes

Ask the child to complete one short act without adding unrelated scenes. Compare what happens with the earlier step to announce the performance and begin, then continue by asking them to take a bow and ask the audience for one remembered moment once the difference is clear.

Step 5 — Take a bow and ask the audience for one remembered moment

Let the child take a bow and ask the audience for one remembered moment and treat the result as information rather than simple repetition. If it is unclear, repeat that action before asking them to take a bow and ask the audience for one remembered moment.

What to notice before Take a bow and ask the audience for…

Use the attempt to announce the performance and begin as the observation point. If the child understands why they are next asked to complete one short act without adding unrelated scenes, the final request to take a bow and ask the audience for one remembered moment should feel connected.

Make Announce the performance and begin easier or harder

A shorter version can finish after the child has tried to announce the performance and begin, using this support: use one role, one place, and one short problem. An advanced version can continue to take a bow and ask the audience for one remembered moment after you add a second responsibility, clue, customer, or consequence that must be handled in order.

Finish after Take a bow and ask the audience for…

Take a bow and ask the audience for one remembered moment. Finish the activity there rather than repeating the same successful cycle. For another activity, use the activity search or create one with the activity generator.