AE17.TH.6.3
Explore a scripted or improvised character by imagining the given circumstances in a drama/theatre work.
Explore a scripted or improvised character by imagining the given circumstances in a drama/theatre work.
Unpacked Content
UP:AE17.TH.6.3
Vocabulary
Vocal
Movement
Characterization
Skills Assessed
Movement
Characterization
Skills Assessed
- Sixth graders work collaboratively to plan a dramatization, take part in its production, and discuss the results. They project movement and improvise dialogue in dramas. No prop, sets, or costumes used at this point.
- The focus for this age group is to expand body awareness and sensory perceptions. Students incorporate their life experiences into dramatic play by creating environments, analyzing characters, and inventing actions to depict chosen life experiences.
Essential Questions
EU: Theatre artists work to discover different ways of communicating meaning.
EQ: How, when, and why do theatre artists' choices change?
EQ: How, when, and why do theatre artists' choices change?
Skills Examples
Ways to Explore Imagination:
- Students can begin with a reader's theatre piece that can be taken from a stock script or derived from a piece of literature from an English class or a children's book. Readers read from a "script" and reading parts are divided among the readers. No memorization, costumes, blocking, or special lighting is needed. Suggested links are below:
- http://www.teachingheart.net/readerstheater.htm
- https://www.readinga-z.com/fluency/readers-theater-scripts/#
- http://www.busyteacherscafe.com/literacy/readers_theater.html
- Students can incorporate group storytelling with using the concept of a living pop-up book. Students work in groups of three to five to write an original story and are prepared to act it out with the use of the concept of the Pop Up Book. See the link below:
- http://www.bbbpress.com/2015/01/drama-game-pop-up-book/
- For the idea to create their own understanding and opinion of artistic choices, students view live and recorded presentations, identifying dramatic elements such as plot, dialogue, movement, set, costume, and props. Students demonstrate, describe, and illustrate, with examples from the performance(s), a variety of ways a specific character communicates with the audience. Students should be able to articulate these opinions in oral and written form. Below is a great link to comparing acting choices in theatre vs. film. This is a great starting point:
- https://www.theatrefolk.com/blog/stage-vs-screen-a-comparison-of-acting-techniques/
Anchor Standards
Anchor Standard 2: Organize and develop artistic ideas and work.
