AE17.TH.4.2
Visualize and design technical elements that support the story and given circumstances in a drama/theatre work.
Visualize and design technical elements that support the story and given circumstances in a drama/theatre work.
Unpacked Content
UP:AE17.TH.4.2
Vocabulary
Research
Analysis
Design Theatrical production
Analysis
- given circumstances
- visual details
- central conflict
- theme
- supportive
- commentary
- accent
- inflection
- pantomime
- pose
- motivation
- backstory
- want/desire
Design Theatrical production
- collaborate
- playwright
- actor
- director
- improvise
- script
Essential Questions
EU: Theatre Artists rely on intuition, curiosity and critical inquiry.
EQ: What happens when Theatre artists use their imagination and/or learned theatre skills while engaging in creative exploration and inquiry?
EQ: What happens when Theatre artists use their imagination and/or learned theatre skills while engaging in creative exploration and inquiry?
Skills Examples
- Define given circumstance, including character motivation, character's personal situation, events that impact the story and character, and the setting.
- Identify the given circumstances of a dramatic/ theatrical work.
- Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the imagined worlds that support the given circumstances in a theatrical work.
- Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the improvised stories that support the given circumstances in a dramatic/ theatrical work.
- Determine what technical elements are (e.g., lighting, props, costuming and makeup and, scenery).
- Visualize and design technical elements that support the story and given circumstances in a dramatic/ theatrical work.
- Explore how a character might move to support the story and given circumstances in a dramatic/ theatrical work (e.g., crawl to get under a fence, leap to get over a puddle, etc.).
- Collaborate by asking questions in order to devise original ideas for characters by building backstories (e.g., How old are they? Where did they grow up? Did they have sibling? What do they desire most in the world? etc.).
- Collaborate by asking questions in order to devise original ideas for plots (e.g., What is the central conflict? What is the theme? What do the characters want? What is the setting? etc.).
- Make and discuss group decisions required to present a dramatic/ theatrical work to peers (e.g., Who is playing which parts? What are the given parameters? What story line should be used? etc.).
- Identify responsibilities required to present a dramatic/ theatrical work to peers (e.g., Who is writing the piece? Who is acting which parts? Who is responsible for the other technical elements? etc.).
- Rehearse an improvised or scripted theatrical work.
- Revise and polish improvised or scripted dramatic/ theatrical work through rehearsal.
- Use collaborative review to revise and polish improvised or scripted work. Use supportive and constructive commentary.
- Develop physical exercise techniques for improvised or scripted dramatic/ theatrical work using age appropriate theater games (e.g., "Changing Characters," "Strike a Pose," etc.).
- Develop vocal exercise techniques for an improvised or scripted dramatic/ theatrical work (e.g., "Boom Chicka Boom," "Pass the Word" etc.).
- Collaborate to identify design problems that arise in rehearsal for a dramatic/ theatrical work.
- Collaborate to identify technical problems that arise in rehearsal for a dramatic/ theatrical work.
Anchor Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
