This practicum report describes a curriculum model of student-centered activities that increase knowledge and improve student attitudes during the study of theater history. The target group was comprised of 30 second year drama students in a suburban high school. The model contains five strategies for increasing knowledge and improving attitude: small/large group interaction, viewing and listening activities, practice and drill, research, and a collaborative public performance project. Success of the practicum was measured through the use of checklists, anecdotal records, rating scales, observation, and teacher prepared tests, the results of which were compared to the objectives. (Author)