Standards - Arts Education

2017 - Arts Education Course of Study Document
Arts Education (2017) Grade(s): 1 - Theatre

AE17.TH.1.3

Identify ways in which gestures and movement may be used to create or retell a story in guided drama experiences.

Unpacked Content

Essential Questions

EU: Theatre artists work to discover different ways of communicating meaning.
EQ: How, when, and why do theatre artists' choices change?

Skills Examples

  • Identify choices characters could make in a given situation (choose your own adventure story).
  • Articulate the best choice a character can make and explain why.
  • Collaborate to choose costumes for characters in a selected theatrical work. (Have students divide into groups to design a costume, and let the best costume win.)
  • Identify ways to communicate that do not require talking. Why do we use our hands when we talk? Should your characters do the same?
  • Collaborate and participate in improvisation games to determine how facial expressions and physical movements effect characterization.
  • Collaborate to create an improvised skit. (This can be done with the use of costumes and props.)
  • Identify the differences between characters in multiple dramatic/ theatrical works.
  • View a dramatic piece performed in multiple ways and discuss the differences.
  • Design a prop or costume for a potential scene and compare designs.

Vocabulary

Research
Analysis
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • skit

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 1 - Theatre

AE17.TH.1.4

Improvise dialogue alone and with peers in a guided drama experience.

Unpacked Content

Essential Questions

EU: Theatre artists work to discover different ways of communicating meaning.
EQ: How, when, and why do theatre artists' choices change?

Skills Examples

  • Identify choices characters could make in a given situation (choose your own adventure story).
  • Articulate the best choice a character can make and explain why.
  • Collaborate to choose costumes for characters in a selected theatrical work. (Have students divide into groups to design a costume, and let the best costume win.)
  • Identify ways to communicate that do not require talking. Why do we use our hands when we talk? Should your characters do the same?
  • Collaborate and participate in improvisation games to determine how facial expressions and physical movements effect characterization.
  • Collaborate to create an improvised skit. (This can be done with the use of costumes and props.)
  • Identify the differences between characters in multiple dramatic/ theatrical works.
  • View a dramatic piece performed in multiple ways and discuss the differences.
  • Design a prop or costume for a potential scene and compare designs.

Vocabulary

Research
Analysis
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • skit

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 1 - Theatre

AE17.TH.1.5

Contribute ideas as a group in a guided drama experience.

Unpacked Content

Essential Questions

EU: Theatre artists work to discover different ways of communicating meaning.
EQ: How, when, and why do theatre artists' choices change?

Skills Examples

  • Identify choices characters could make in a given situation (choose your own adventure story).
  • Articulate the best choice a character can make and explain why.
  • Collaborate to choose costumes for characters in a selected theatrical work. (Have students divide into groups to design a costume, and let the best costume win.)
  • Identify ways to communicate that do not require talking. Why do we use our hands when we talk? Should your characters do the same?
  • Collaborate and participate in improvisation games to determine how facial expressions and physical movements effect characterization.
  • Collaborate to create an improvised skit. (This can be done with the use of costumes and props.)
  • Identify the differences between characters in multiple dramatic/ theatrical works.
  • View a dramatic piece performed in multiple ways and discuss the differences.
  • Design a prop or costume for a potential scene and compare designs.

Vocabulary

Research
Analysis
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • skit

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 1 - Theatre

AE17.TH.1.6

Contribute to the adaptation of the plot in a guided drama experience.

Unpacked Content

Essential Questions

EU: Theatre artists refine their work and practice their craft through rehearsal.
EQ: How do theatre artists transform and edit their initial ideas?

Skills Examples

  • Identify choices characters could make in a given situation (choose your own adventure story).
  • Articulate the best choice a character can make and explain why.
  • Collaborate to choose costumes for characters in a selected theatrical work. (Have students divide into groups to design a costume, and let the best costume win.)
  • Identify ways to communicate that do not require talking. Why do we use our hands when we talk? Should your characters do the same?
  • Collaborate and participate in improvisation games to determine how facial expressions and physical movements effect characterization.
  • Collaborate to create an improvised skit. (This can be done with the use of costumes and props.)
  • Identify the differences between characters in multiple dramatic/ theatrical works.
  • View a dramatic piece performed in multiple ways and discuss the differences.
  • Design a prop or costume for a potential scene and compare designs.

Vocabulary

Research
Analysis
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • skit

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 1 - Theatre

AE17.TH.1.7

Identify similarities and differences in sounds and movements during a guided drama experience.

Unpacked Content

Essential Questions

EU: Theatre artists refine their work and practice their craft through rehearsal.
EQ: How do theatre artists transform and edit their initial ideas?

Skills Examples

  • Identify choices characters could make in a given situation (choose your own adventure story).
  • Articulate the best choice a character can make and explain why.
  • Collaborate to choose costumes for characters in a selected theatrical work. (Have students divide into groups to design a costume, and let the best costume win.)
  • Identify ways to communicate that do not require talking. Why do we use our hands when we talk? Should your characters do the same?
  • Collaborate and participate in improvisation games to determine how facial expressions and physical movements effect characterization.
  • Collaborate to create an improvised skit. (This can be done with the use of costumes and props.)
  • Identify the differences between characters in multiple dramatic/ theatrical works.
  • View a dramatic piece performed in multiple ways and discuss the differences.
  • Design a prop or costume for a potential scene and compare designs.

Vocabulary

Research
Analysis
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • skit

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 1 - Theatre

AE17.TH.1.8

Collaborate to imagine multiple representations of a single object in a guided drama experience.

Unpacked Content

Essential Questions

EU: Theatre artists refine their work and practice their craft through rehearsal.
EQ: How do theatre artists transform and edit their initial ideas?

Skills Examples

  • Identify choices characters could make in a given situation (choose your own adventure story).
  • Articulate the best choice a character can make and explain why.
  • Collaborate to choose costumes for characters in a selected theatrical work. (Have students divide into groups to design a costume, and let the best costume win.)
  • Identify ways to communicate that do not require talking. Why do we use our hands when we talk? Should your characters do the same?
  • Collaborate and participate in improvisation games to determine how facial expressions and physical movements effect characterization.
  • Collaborate to create an improvised skit. (This can be done with the use of costumes and props.)
  • Identify the differences between characters in multiple dramatic/ theatrical works.
  • View a dramatic piece performed in multiple ways and discuss the differences.
  • Design a prop or costume for a potential scene and compare designs.

Vocabulary

Research
Analysis
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • skit

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 1 - Theatre

AE17.TH.1.9

Describe a story’s character actions and dialogue in a guided drama experience.

Unpacked Content

Essential Questions

EU: Theatre artists make strong choices to effectively convey meaning.
EQ: Why are strong choices essential to interpreting a drama or theatre piece?

Skills Examples

  • Recall and describe a character's actions in a chosen narrative.
  • Recall and describe a character's dialogue (the way he or she speaks) in a chosen narrative.
  • Determine through mime and improvisation games different gestures, facial expressions, and movements that communicate character traits and emotions.
  • Determine a character's personality and emotions by using pictures of the character's expression and stance.
  • Determine a character's personality and emotions based on the way that character moves/ walks.
  • Articulate the importance of physical movement to the creation of a character in a guided drama experience.
  • Use a card game/ worksheet to match a character to his/ her costume.

Vocabulary

Research
Analysis
Voice
  • dialogue
Movement
  • stance
Characterization
Directing
Design
  • costume
Theatrical production
  • narrative

    Anchor Standards

    Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
    Arts Education (2017) Grade(s): 1 - Theatre

    AE17.TH.1.10

    Use body, face, gestures, and voice to communicate character traits and emotions in a story through a guided drama experience.

    Unpacked Content

    Essential Questions

    EU: Theatre artists make strong choices to effectively convey meaning.
    EQ: Why are strong choices essential to interpreting a drama or theatre piece?

    Skills Examples

    • Recall and describe a character's actions in a chosen narrative.
    • Recall and describe a character's dialogue (the way he or she speaks) in a chosen narrative.
    • Determine through mime and improvisation games different gestures, facial expressions, and movements that communicate character traits and emotions.
    • Determine a character's personality and emotions by using pictures of the character's expression and stance.
    • Determine a character's personality and emotions based on the way that character moves/ walks.
    • Articulate the importance of physical movement to the creation of a character in a guided drama experience.
    • Use a card game/ worksheet to match a character to his/ her costume.

    Vocabulary

    Research
    Analysis
    Voice
    • dialogue
    Movement
    • stance
    Characterization
    Directing
    Design
    • costume
    Theatrical production
    • narrative

      Anchor Standards

      Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
      Arts Education (2017) Grade(s): 1 - Theatre

      AE17.TH.1.11

      Identify and understand that physical movement is fundamental to guided drama experiences.

      Unpacked Content

      Essential Questions

      EU: Theatre artists develop personal processes and skills for a performance or design.
      EQ: What can I do to fully prepare a performance or technical design?

      Skills Examples

      • Recall and describe a character's actions in a chosen narrative.
      • Recall and describe a character's dialogue (the way he or she speaks) in a chosen narrative.
      • Determine through mime and improvisation games different gestures, facial expressions, and movements that communicate character traits and emotions.
      • Determine a character's personality and emotions by using pictures of the character's expression and stance.
      • Determine a character's personality and emotions based on the way that character moves/ walks.
      • Articulate the importance of physical movement to the creation of a character in a guided drama experience.
      • Use a card game/ worksheet to match a character to his/ her costume.

      Vocabulary

      Research
      Analysis
      Voice
      • dialogue
      Movement
      • stance
      Characterization
      Directing
      Design
      • costume
      Theatrical production
      • narrative

        Anchor Standards

        Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
        Arts Education (2017) Grade(s): 1 - Theatre

        AE17.TH.1.12

        Identify and use technical elements that are essential in a guided drama experience.

        Examples: costumes, props, lights, sound effects

        Unpacked Content

        Essential Questions

        EU: Theatre artists develop personal processes and skills for a performance or design.
        EQ: What can I do to fully prepare a performance or technical design?

        Skills Examples

        • Recall and describe a character's actions in a chosen narrative.
        • Recall and describe a character's dialogue (the way he or she speaks) in a chosen narrative.
        • Determine through mime and improvisation games different gestures, facial expressions, and movements that communicate character traits and emotions.
        • Determine a character's personality and emotions by using pictures of the character's expression and stance.
        • Determine a character's personality and emotions based on the way that character moves/ walks.
        • Articulate the importance of physical movement to the creation of a character in a guided drama experience.
        • Use a card game/ worksheet to match a character to his/ her costume.

        Vocabulary

        Research
        Analysis
        Voice
        • dialogue
        Movement
        • stance
        Characterization
        Directing
        Design
        • costume
        Theatrical production
        • narrative

          Anchor Standards

          Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
          Arts Education (2017) Grade(s): 1 - Theatre

          AE17.TH.1.13

          Use movement and gestures to communicate emotions in a guided drama experience.

          Unpacked Content

          Essential Questions

          EU: Theatre artists share and present stories, ideas, and envisioned worlds to explore the human experience.
          EQ: What happens when theatre artists and audiences share a creative experience?

          Skills Examples

          • Recall and describe a character's actions in a chosen narrative.
          • Recall and describe a character's dialogue (the way he or she speaks) in a chosen narrative.
          • Determine through mime and improvisation games different gestures, facial expressions, and movements that communicate character traits and emotions.
          • Determine a character's personality and emotions by using pictures of the character's expression and stance.
          • Determine a character's personality and emotions based on the way that character moves/ walks.
          • Articulate the importance of physical movement to the creation of a character in a guided drama experience.
          • Use a card game/ worksheet to match a character to his/ her costume.

          Vocabulary

          Research
          Analysis
          Voice
          • dialogue
          Movement
          • stance
          Characterization
          Directing
          Design
          • costume
          Theatrical production
          • narrative

            Anchor Standards

            Anchor Standard 6: Convey meaning through the presentation of artistic work.
            Arts Education (2017) Grade(s): 1 - Theatre

            AE17.TH.1.14

            Demonstrate relevant audience etiquette in response to a performance.

            Unpacked Content

            Essential Questions

            EU: Theatre artists reflect to understand the impact of drama processes and theatre experiences.
            EQ: How do theatre artists comprehend the essence of drama processes and theatre experiences?

            Skills Examples

            • Have the students develop a list of rules for audience behavior and discuss the reason for each rule.
            • Make observations that explain why artistic choices were made in a guided drama experience (e.g., being able to explain how movement, props, and other technical elements affect mood).
            • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
            • Describe emotions caused by viewing an age-appropriate theatre performance. Explain how these emotions reveal a personal preference (favorite show, favorite scene, favorite character, etc.).
            • Identify the motivations behind character actions.
            • Use pictures to describe how a character's emotions and actions may differ from personal emotions and actions.
            • Collaborate using an improvisation game to build on other's ideas.
            • Identify props and costumes that would best suit a certain character and/or play.
            • Use props and costumes to build a scene and character in an improvisation game.
            • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
            • Make connections between oneself and the character's emotions in a dramatic/ theatrical work (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
            • Using a characterization chart, compare and contrast the actions of characters in a guided drama experience.

            Vocabulary

            Research
            Analysis
            Voice
            • enunciation
            Movement
            Characterization
            • motivation
            Directing
            Design
            Theatrical production

            Anchor Standards

            Anchor Standard 7: Perceive and analyze artistic work.
            Arts Education (2017) Grade(s): 1 - Theatre

            AE17.TH.1.15

            Recall and compare choices made in a guided drama experience.

            Unpacked Content

            Essential Questions

            EU: Theatre artists reflect to understand the impact of drama processes and theatre experiences.
            EQ: How do theatre artists comprehend the essence of drama processes and theatre experiences?

            Skills Examples

            • Have the students develop a list of rules for audience behavior and discuss the reason for each rule.
            • Make observations that explain why artistic choices were made in a guided drama experience (e.g., being able to explain how movement, props, and other technical elements affect mood).
            • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
            • Describe emotions caused by viewing an age-appropriate theatre performance. Explain how these emotions reveal a personal preference (favorite show, favorite scene, favorite character, etc.).
            • Identify the motivations behind character actions.
            • Use pictures to describe how a character's emotions and actions may differ from personal emotions and actions.
            • Collaborate using an improvisation game to build on other's ideas.
            • Identify props and costumes that would best suit a certain character and/or play.
            • Use props and costumes to build a scene and character in an improvisation game.
            • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
            • Make connections between oneself and the character's emotions in a dramatic/ theatrical work (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
            • Using a characterization chart, compare and contrast the actions of characters in a guided drama experience.

            Vocabulary

            Research
            Analysis
            Voice
            • enunciation
            Movement
            Characterization
            • motivation
            Directing
            Design
            Theatrical production

            Anchor Standards

            Anchor Standard 7: Perceive and analyze artistic work.
            Arts Education (2017) Grade(s): 1 - Theatre

            AE17.TH.1.16

            Explain preferences and emotions in a guided drama experience or age-appropriate theatre performance.

            Unpacked Content

            Essential Questions

            EU: Theatre artists' interpretations of drama/theatre work are influenced by personal experiences and aesthetics
            EQ: How can the same work of art communicate different messages to different people?

            Skills Examples

            • Have the students develop a list of rules for audience behavior and discuss the reason for each rule.
            • Make observations that explain why artistic choices were made in a guided drama experience (e.g., being able to explain how movement, props, and other technical elements affect mood).
            • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
            • Describe emotions caused by viewing an age-appropriate theatre performance. Explain how these emotions reveal a personal preference (favorite show, favorite scene, favorite character, etc.).
            • Identify the motivations behind character actions.
            • Use pictures to describe how a character's emotions and actions may differ from personal emotions and actions.
            • Collaborate using an improvisation game to build on other's ideas.
            • Identify props and costumes that would best suit a certain character and/or play.
            • Use props and costumes to build a scene and character in an improvisation game.
            • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
            • Make connections between oneself and the character's emotions in a dramatic/ theatrical work (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
            • Using a characterization chart, compare and contrast the actions of characters in a guided drama experience.

            Vocabulary

            Research
            Analysis
            Voice
            • enunciation
            Movement
            Characterization
            • motivation
            Directing
            Design
            Theatrical production

            Anchor Standards

            Anchor Standard 8: Interpret intent and meaning in artistic work.
            Arts Education (2017) Grade(s): 1 - Theatre

            AE17.TH.1.17

            Identify causes of character actions in a guided drama experience.

            Unpacked Content

            Essential Questions

            EU: Theatre artists' interpretations of drama/theatre work are influenced by personal experiences and aesthetics
            EQ: How can the same work of art communicate different messages to different people?

            Skills Examples

            • Have the students develop a list of rules for audience behavior and discuss the reason for each rule.
            • Make observations that explain why artistic choices were made in a guided drama experience (e.g., being able to explain how movement, props, and other technical elements affect mood).
            • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
            • Describe emotions caused by viewing an age-appropriate theatre performance. Explain how these emotions reveal a personal preference (favorite show, favorite scene, favorite character, etc.).
            • Identify the motivations behind character actions.
            • Use pictures to describe how a character's emotions and actions may differ from personal emotions and actions.
            • Collaborate using an improvisation game to build on other's ideas.
            • Identify props and costumes that would best suit a certain character and/or play.
            • Use props and costumes to build a scene and character in an improvisation game.
            • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
            • Make connections between oneself and the character's emotions in a dramatic/ theatrical work (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
            • Using a characterization chart, compare and contrast the actions of characters in a guided drama experience.

            Vocabulary

            Research
            Analysis
            Voice
            • enunciation
            Movement
            Characterization
            • motivation
            Directing
            Design
            Theatrical production

            Anchor Standards

            Anchor Standard 8: Interpret intent and meaning in artistic work.
            Arts Education (2017) Grade(s): 1 - Theatre

            AE17.TH.1.18

            Explain or use text and pictures to describe how personal emotions and choices compare to the emotions and choices of characters in a guided drama experience.

            Unpacked Content

            Essential Questions

            EU: Theatre artists' interpretations of drama/theatre work are influenced by personal experiences and aesthetics
            EQ: How can the same work of art communicate different messages to different people?

            Skills Examples

            • Have the students develop a list of rules for audience behavior and discuss the reason for each rule.
            • Make observations that explain why artistic choices were made in a guided drama experience (e.g., being able to explain how movement, props, and other technical elements affect mood).
            • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
            • Describe emotions caused by viewing an age-appropriate theatre performance. Explain how these emotions reveal a personal preference (favorite show, favorite scene, favorite character, etc.).
            • Identify the motivations behind character actions.
            • Use pictures to describe how a character's emotions and actions may differ from personal emotions and actions.
            • Collaborate using an improvisation game to build on other's ideas.
            • Identify props and costumes that would best suit a certain character and/or play.
            • Use props and costumes to build a scene and character in an improvisation game.
            • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
            • Make connections between oneself and the character's emotions in a dramatic/ theatrical work (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
            • Using a characterization chart, compare and contrast the actions of characters in a guided drama experience.

            Vocabulary

            Research
            Analysis
            Voice
            • enunciation
            Movement
            Characterization
            • motivation
            Directing
            Design
            Theatrical production

            Anchor Standards

            Anchor Standard 8: Interpret intent and meaning in artistic work.
            Arts Education (2017) Grade(s): 1 - Theatre

            AE17.TH.1.19

            Collaborate to build on others’ ideas in a guided drama experience.

            Unpacked Content

            Essential Questions

            EU: Theatre artists apply criteria to investigate, explore, and assess drama and theatre work.
            EQ: How are the theatre artist's processes and the audience's perspectives impacted by analysis and synthesis?

            Skills Examples

            • Have the students develop a list of rules for audience behavior and discuss the reason for each rule.
            • Make observations that explain why artistic choices were made in a guided drama experience (e.g., being able to explain how movement, props, and other technical elements affect mood).
            • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
            • Describe emotions caused by viewing an age-appropriate theatre performance. Explain how these emotions reveal a personal preference (favorite show, favorite scene, favorite character, etc.).
            • Identify the motivations behind character actions.
            • Use pictures to describe how a character's emotions and actions may differ from personal emotions and actions.
            • Collaborate using an improvisation game to build on other's ideas.
            • Identify props and costumes that would best suit a certain character and/or play.
            • Use props and costumes to build a scene and character in an improvisation game.
            • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
            • Make connections between oneself and the character's emotions in a dramatic/ theatrical work (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
            • Using a characterization chart, compare and contrast the actions of characters in a guided drama experience.

            Vocabulary

            Research
            Analysis
            Voice
            • enunciation
            Movement
            Characterization
            • motivation
            Directing
            Design
            Theatrical production

            Anchor Standards

            Anchor Standard 9: Apply criteria to evaluate artistic work.
            Arts Education (2017) Grade(s): 1 - Theatre

            AE17.TH.1.20

            Identify props and costumes that might be used in a guided drama experience.

            Unpacked Content

            Essential Questions

            EU: Theatre artists apply criteria to investigate, explore, and assess drama and theatre work.
            EQ: How are the theatre artist's processes and the audience's perspectives impacted by analysis and synthesis?

            Skills Examples

            • Have the students develop a list of rules for audience behavior and discuss the reason for each rule.
            • Make observations that explain why artistic choices were made in a guided drama experience (e.g., being able to explain how movement, props, and other technical elements affect mood).
            • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
            • Describe emotions caused by viewing an age-appropriate theatre performance. Explain how these emotions reveal a personal preference (favorite show, favorite scene, favorite character, etc.).
            • Identify the motivations behind character actions.
            • Use pictures to describe how a character's emotions and actions may differ from personal emotions and actions.
            • Collaborate using an improvisation game to build on other's ideas.
            • Identify props and costumes that would best suit a certain character and/or play.
            • Use props and costumes to build a scene and character in an improvisation game.
            • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
            • Make connections between oneself and the character's emotions in a dramatic/ theatrical work (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
            • Using a characterization chart, compare and contrast the actions of characters in a guided drama experience.

            Vocabulary

            Research
            Analysis
            Voice
            • enunciation
            Movement
            Characterization
            • motivation
            Directing
            Design
            Theatrical production

            Anchor Standards

            Anchor Standard 9: Apply criteria to evaluate artistic work.
            Arts Education (2017) Grade(s): 1 - Theatre

            AE17.TH.1.21

            Compare and contrast the actions of characters in a guided drama experience.

            Unpacked Content

            Essential Questions

            EU: Theatre artists apply criteria to investigate, explore, and assess drama and theatre work.
            EQ: How are the theatre artist's processes and the audience's perspectives impacted by analysis and synthesis?

            Skills Examples

            • Have the students develop a list of rules for audience behavior and discuss the reason for each rule.
            • Make observations that explain why artistic choices were made in a guided drama experience (e.g., being able to explain how movement, props, and other technical elements affect mood).
            • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
            • Describe emotions caused by viewing an age-appropriate theatre performance. Explain how these emotions reveal a personal preference (favorite show, favorite scene, favorite character, etc.).
            • Identify the motivations behind character actions.
            • Use pictures to describe how a character's emotions and actions may differ from personal emotions and actions.
            • Collaborate using an improvisation game to build on other's ideas.
            • Identify props and costumes that would best suit a certain character and/or play.
            • Use props and costumes to build a scene and character in an improvisation game.
            • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
            • Make connections between oneself and the character's emotions in a dramatic/ theatrical work (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
            • Using a characterization chart, compare and contrast the actions of characters in a guided drama experience.

            Vocabulary

            Research
            Analysis
            Voice
            • enunciation
            Movement
            Characterization
            • motivation
            Directing
            Design
            Theatrical production

            Anchor Standards

            Anchor Standard 9: Apply criteria to evaluate artistic work.
            Arts Education (2017) Grade(s): 1 - Theatre

            AE17.TH.1.22

            Identify character emotions in a guided drama experience and relate it to personal experience.

            Unpacked Content

            Essential Questions

            EU: Theatre artists allow awareness of interrelationships between self and others to influence and inform their work.
            EQ: What happens when theatre artists foster understanding between self and others through critical awareness, social responsibility, and the exploration of empathy?

            Skills Examples

            • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
            • Make connections between oneself and the character's emotions in a dramatic/ theatrical work (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
            • Design backgrounds and costumes for a chosen artistic work using techniques that have been gained from art class.
            • View a theatrical work from another culture (such as kabuki theatre from Japan).
            • Read or familiarize oneself with a story from one's own community.
            • Read or familiarize oneself with a fairytale such as "Rapunzel."
            • Collaborate on the creation of a short scene from the fairytale.

            Vocabulary

            Research
            Analysis
            Voice
            Movement
            Characterization
            • emotion
                • Directing
                Design
                Theatrical production

            Anchor Standards

            Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
            Arts Education (2017) Grade(s): 1 - Theatre

            AE17.TH.1.23

            Apply skills and knowledge from different art forms, content areas, and cultures in a guided drama experience.

            Unpacked Content

            Essential Questions

            EU: Theatre artists understand and can communicate their creative process as they analyze the way the world may be understood.
            EQ: What happens when theatre artists allow an understanding of themselves and the world to inform perceptions about theatre and the purpose of their work?

            Skills Examples

            • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
            • Make connections between oneself and the character's emotions in a dramatic/ theatrical work (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
            • Design backgrounds and costumes for a chosen artistic work using techniques that have been gained from art class.
            • View a theatrical work from another culture (such as kabuki theatre from Japan).
            • Read or familiarize oneself with a story from one's own community.
            • Read or familiarize oneself with a fairytale such as "Rapunzel."
            • Collaborate on the creation of a short scene from the fairytale.

            Vocabulary

            Research
            Analysis
            Voice
            Movement
            Characterization
            • emotion
                • Directing
                Design
                Theatrical production

            Anchor Standards

            Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
            Arts Education (2017) Grade(s): 1 - Theatre

            AE17.TH.1.24

            Identify similarities and differences in stories from one’s own community in a guided drama experience.

            Unpacked Content

            Essential Questions

            EU: Theatre artists critically inquire into the ways others have thought about and created drama processes and productions to inform their own work.
            EQ: In what ways can research into theatre histories, theories, literature, and performances alter the way a drama process or production is understood?

            Skills Examples

            • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
            • Make connections between oneself and the character's emotions in a dramatic/ theatrical work (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
            • Design backgrounds and costumes for a chosen artistic work using techniques that have been gained from art class.
            • View a theatrical work from another culture (such as kabuki theatre from Japan).
            • Read or familiarize oneself with a story from one's own community.
            • Read or familiarize oneself with a fairytale such as "Rapunzel."
            • Collaborate on the creation of a short scene from the fairytale.

            Vocabulary

            Research
            Analysis
            Voice
            Movement
            Characterization
            • emotion
                • Directing
                Design
                Theatrical production

            Anchor Standards

            Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
            Arts Education (2017) Grade(s): 1 - Theatre

            AE17.TH.1.25

            Collaborate on the creation of a short scene based on a fictional literary source in a guided drama experience.

            Unpacked Content

            Essential Questions

            EU: Theatre artists critically inquire into the ways others have thought about and created drama processes and productions to inform their own work.
            EQ: In what ways can research into theatre histories, theories, literature, and performances alter the way a drama process or production is understood?

            Skills Examples

            • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
            • Make connections between oneself and the character's emotions in a dramatic/ theatrical work (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
            • Design backgrounds and costumes for a chosen artistic work using techniques that have been gained from art class.
            • View a theatrical work from another culture (such as kabuki theatre from Japan).
            • Read or familiarize oneself with a story from one's own community.
            • Read or familiarize oneself with a fairytale such as "Rapunzel."
            • Collaborate on the creation of a short scene from the fairytale.

            Vocabulary

            Research
            Analysis
            Voice
            Movement
            Characterization
            • emotion
                • Directing
                Design
                Theatrical production

            Anchor Standards

            Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
            Arts Education (2017) Grade(s): 2 - Theatre

            AE17.TH.2.1

            Propose potential new details to plot and story in a guided drama experience.

            Unpacked Content

            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?

            Skills Examples

            • Familiarize oneself with a short story, song, or fairytale.
            • Brainstorm potential new details to the plot of the story, song, or fairytale.
            • Explore and articulate ideas for setting and scenery for an improvised dramatic/ theatrical work.
            • Collaborate to determine how characters might speak or the sounds the characters might make in a dramatic/ theatrical work based on the story, song, or fairytale with the changes made to the details. Use vocal warm-ups and tongue twisters to create new sounds and help with articulation, respectively.
            • Once voices are determined, collaborate to determine how characters might speak in the dramatic/ theatrical work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
            • Determine what makes dialogue meaningful (does it reveal a purpose or a character motivation). Analyze a short, age-appropriate script, deleting any unnecessary dialogue.
            • Collaborate with peers to create an improvisation with meaningful dialogue.
            • Collaborate with a group to create a class story (the story game). Things such as meaningful dialogue should be taken into consideration.
            • Chose an animal to impersonate. How can the sound made by that animal contribute to the voice of one's character?

            Vocabulary

            Research
            Analysis
            Voice
            • articulation
            • projection
            • meaningful dialogue
            Movement
            Characterization
            Directing
            Design
            Theatrical production

            Anchor Standards

            Anchor Standard 1: Generate and conceptualize artistic ideas and work.
            Arts Education (2017) Grade(s): 2 - Theatre

            AE17.TH.2.2

            Collaborate with peers to conceptualize scenery in a guided drama experience.

            Unpacked Content

            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?

            Skills Examples

            • Familiarize oneself with a short story, song, or fairytale.
            • Brainstorm potential new details to the plot of the story, song, or fairytale.
            • Explore and articulate ideas for setting and scenery for an improvised dramatic/ theatrical work.
            • Collaborate to determine how characters might speak or the sounds the characters might make in a dramatic/ theatrical work based on the story, song, or fairytale with the changes made to the details. Use vocal warm-ups and tongue twisters to create new sounds and help with articulation, respectively.
            • Once voices are determined, collaborate to determine how characters might speak in the dramatic/ theatrical work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
            • Determine what makes dialogue meaningful (does it reveal a purpose or a character motivation). Analyze a short, age-appropriate script, deleting any unnecessary dialogue.
            • Collaborate with peers to create an improvisation with meaningful dialogue.
            • Collaborate with a group to create a class story (the story game). Things such as meaningful dialogue should be taken into consideration.
            • Chose an animal to impersonate. How can the sound made by that animal contribute to the voice of one's character?

            Vocabulary

            Research
            Analysis
            Voice
            • articulation
            • projection
            • meaningful dialogue
            Movement
            Characterization
            Directing
            Design
            Theatrical production

            Anchor Standards

            Anchor Standard 1: Generate and conceptualize artistic ideas and work.
            Arts Education (2017) Grade(s): 2 - Theatre

            AE17.TH.2.3

            Identify ways in which voice and sounds may be used to create or retell a story in guided drama experiences.

            Unpacked Content

            Essential Questions

            EU: Theatre artists work to discover different ways of communicating meaning.
            EQ: How, when, and why do theatre artists' choices change?

            Skills Examples

            • Familiarize oneself with a short story, song, or fairytale.
            • Brainstorm potential new details to the plot of the story, song, or fairytale.
            • Explore and articulate ideas for setting and scenery for an improvised dramatic/ theatrical work.
            • Collaborate to determine how characters might speak or the sounds the characters might make in a dramatic/ theatrical work based on the story, song, or fairytale with the changes made to the details. Use vocal warm-ups and tongue twisters to create new sounds and help with articulation, respectively.
            • Once voices are determined, collaborate to determine how characters might speak in the dramatic/ theatrical work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
            • Determine what makes dialogue meaningful (does it reveal a purpose or a character motivation). Analyze a short, age-appropriate script, deleting any unnecessary dialogue.
            • Collaborate with peers to create an improvisation with meaningful dialogue.
            • Collaborate with a group to create a class story (the story game). Things such as meaningful dialogue should be taken into consideration.
            • Chose an animal to impersonate. How can the sound made by that animal contribute to the voice of one's character?

            Vocabulary

            Research
            Analysis
            Voice
            • articulation
            • projection
            • meaningful dialogue
            Movement
            Characterization
            Directing
            Design
            Theatrical production

            Anchor Standards

            Anchor Standard 2: Organize and develop artistic ideas and work.
            Arts Education (2017) Grade(s): 2 - Theatre

            AE17.TH.2.4

            Collaborate with peers to devise meaningful dialogue in a guided drama experience.

            Unpacked Content

            Essential Questions

            EU: Theatre artists work to discover different ways of communicating meaning.
            EQ: How, when, and why do theatre artists' choices change?

            Skills Examples

            • Familiarize oneself with a short story, song, or fairytale.
            • Brainstorm potential new details to the plot of the story, song, or fairytale.
            • Explore and articulate ideas for setting and scenery for an improvised dramatic/ theatrical work.
            • Collaborate to determine how characters might speak or the sounds the characters might make in a dramatic/ theatrical work based on the story, song, or fairytale with the changes made to the details. Use vocal warm-ups and tongue twisters to create new sounds and help with articulation, respectively.
            • Once voices are determined, collaborate to determine how characters might speak in the dramatic/ theatrical work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
            • Determine what makes dialogue meaningful (does it reveal a purpose or a character motivation). Analyze a short, age-appropriate script, deleting any unnecessary dialogue.
            • Collaborate with peers to create an improvisation with meaningful dialogue.
            • Collaborate with a group to create a class story (the story game). Things such as meaningful dialogue should be taken into consideration.
            • Chose an animal to impersonate. How can the sound made by that animal contribute to the voice of one's character?

            Vocabulary

            Research
            Analysis
            Voice
            • articulation
            • projection
            • meaningful dialogue
            Movement
            Characterization
            Directing
            Design
            Theatrical production

            Anchor Standards

            Anchor Standard 2: Organize and develop artistic ideas and work.
            Arts Education (2017) Grade(s): 2 - Theatre

            AE17.TH.2.5

            Contribute ideas in order to make decisions as a group to advance a story in a guided drama experience.

            Unpacked Content

            Essential Questions

            EU: Theatre artists work to discover different ways of communicating meaning.
            EQ: How, when, and why do theatre artists' choices change?

            Skills Examples

            • Familiarize oneself with a short story, song, or fairytale.
            • Brainstorm potential new details to the plot of the story, song, or fairytale.
            • Explore and articulate ideas for setting and scenery for an improvised dramatic/ theatrical work.
            • Collaborate to determine how characters might speak or the sounds the characters might make in a dramatic/ theatrical work based on the story, song, or fairytale with the changes made to the details. Use vocal warm-ups and tongue twisters to create new sounds and help with articulation, respectively.
            • Once voices are determined, collaborate to determine how characters might speak in the dramatic/ theatrical work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
            • Determine what makes dialogue meaningful (does it reveal a purpose or a character motivation). Analyze a short, age-appropriate script, deleting any unnecessary dialogue.
            • Collaborate with peers to create an improvisation with meaningful dialogue.
            • Collaborate with a group to create a class story (the story game). Things such as meaningful dialogue should be taken into consideration.
            • Chose an animal to impersonate. How can the sound made by that animal contribute to the voice of one's character?

            Vocabulary

            Research
            Analysis
            Voice
            • articulation
            • projection
            • meaningful dialogue
            Movement
            Characterization
            Directing
            Design
            Theatrical production

            Anchor Standards

            Anchor Standard 2: Organize and develop artistic ideas and work.
            Arts Education (2017) Grade(s): 2 - Theatre

            AE17.TH.2.6

            Contribute to the adaptation of dialogue in a guided drama experience.

            Unpacked Content

            Essential Questions

            EU: Theatre artists refine their work and practice their craft through rehearsal.
            EQ: How do theatre artists transform and edit their initial ideas?

            Skills Examples

            • Familiarize oneself with a short story, song, or fairytale.
            • Brainstorm potential new details to the plot of the story, song, or fairytale.
            • Explore and articulate ideas for setting and scenery for an improvised dramatic/ theatrical work.
            • Collaborate to determine how characters might speak or the sounds the characters might make in a dramatic/ theatrical work based on the story, song, or fairytale with the changes made to the details. Use vocal warm-ups and tongue twisters to create new sounds and help with articulation, respectively.
            • Once voices are determined, collaborate to determine how characters might speak in the dramatic/ theatrical work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
            • Determine what makes dialogue meaningful (does it reveal a purpose or a character motivation). Analyze a short, age-appropriate script, deleting any unnecessary dialogue.
            • Collaborate with peers to create an improvisation with meaningful dialogue.
            • Collaborate with a group to create a class story (the story game). Things such as meaningful dialogue should be taken into consideration.
            • Chose an animal to impersonate. How can the sound made by that animal contribute to the voice of one's character?

            Vocabulary

            Research
            Analysis
            Voice
            • articulation
            • projection
            • meaningful dialogue
            Movement
            Characterization
            Directing
            Design
            Theatrical production

            Anchor Standards

            Anchor Standard 3: Refine and complete artistic work.
            Arts Education (2017) Grade(s): 2 - Theatre

            AE17.TH.2.7

            Use and adapt sounds and movements in a guided drama experience.

            Unpacked Content

            Essential Questions

            EU: Theatre artists refine their work and practice their craft through rehearsal.
            EQ: How do theatre artists transform and edit their initial ideas?

            Skills Examples

            • Familiarize oneself with a short story, song, or fairytale.
            • Brainstorm potential new details to the plot of the story, song, or fairytale.
            • Explore and articulate ideas for setting and scenery for an improvised dramatic/ theatrical work.
            • Collaborate to determine how characters might speak or the sounds the characters might make in a dramatic/ theatrical work based on the story, song, or fairytale with the changes made to the details. Use vocal warm-ups and tongue twisters to create new sounds and help with articulation, respectively.
            • Once voices are determined, collaborate to determine how characters might speak in the dramatic/ theatrical work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
            • Determine what makes dialogue meaningful (does it reveal a purpose or a character motivation). Analyze a short, age-appropriate script, deleting any unnecessary dialogue.
            • Collaborate with peers to create an improvisation with meaningful dialogue.
            • Collaborate with a group to create a class story (the story game). Things such as meaningful dialogue should be taken into consideration.
            • Chose an animal to impersonate. How can the sound made by that animal contribute to the voice of one's character?

            Vocabulary

            Research
            Analysis
            Voice
            • articulation
            • projection
            • meaningful dialogue
            Movement
            Characterization
            Directing
            Design
            Theatrical production

            Anchor Standards

            Anchor Standard 3: Refine and complete artistic work.
            Arts Education (2017) Grade(s): 2 - Theatre

            AE17.TH.2.8

            Individually generate multiple representations of a single object in a guided drama experience.

            Example: Imagine and pantomime various uses of a pencil – fishing rod, ice pick, or toothbrush.

            Unpacked Content

            Essential Questions

            EU: Theatre artists refine their work and practice their craft through rehearsal.
            EQ: How do theatre artists transform and edit their initial ideas?

            Skills Examples

            • Familiarize oneself with a short story, song, or fairytale.
            • Brainstorm potential new details to the plot of the story, song, or fairytale.
            • Explore and articulate ideas for setting and scenery for an improvised dramatic/ theatrical work.
            • Collaborate to determine how characters might speak or the sounds the characters might make in a dramatic/ theatrical work based on the story, song, or fairytale with the changes made to the details. Use vocal warm-ups and tongue twisters to create new sounds and help with articulation, respectively.
            • Once voices are determined, collaborate to determine how characters might speak in the dramatic/ theatrical work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
            • Determine what makes dialogue meaningful (does it reveal a purpose or a character motivation). Analyze a short, age-appropriate script, deleting any unnecessary dialogue.
            • Collaborate with peers to create an improvisation with meaningful dialogue.
            • Collaborate with a group to create a class story (the story game). Things such as meaningful dialogue should be taken into consideration.
            • Chose an animal to impersonate. How can the sound made by that animal contribute to the voice of one's character?

            Vocabulary

            Research
            Analysis
            Voice
            • articulation
            • projection
            • meaningful dialogue
            Movement
            Characterization
            Directing
            Design
            Theatrical production

            Anchor Standards

            Anchor Standard 3: Refine and complete artistic work.
            Arts Education (2017) Grade(s): 2 - Theatre

            AE17.TH.2.9

            Interpret story elements in a guided drama experience.

            Unpacked Content

            Essential Questions

            EU: Theatre artists make strong choices to effectively convey meaning.
            EQ: Why are strong choices essential to interpreting a drama or theatre piece?

            Skills Examples

            • Identify parts (see Freytag's pyramid) or other formats for dramatic plot structure and be able to identify story elements in dialogue or short scenes.
            • Play the "Key Word" game. The teacher will assign a word, such as "no," and the student will have them say that word in as many ways possible, using different inflections and emotions. Eventually, the students should build up to doing this exercise with different assigned lines in a script.
            • Investigate how movement is incorporated into a dramatic/ theatrical work through posture, facial expression, and gesture.
            • Investigate how voice is incorporated into a dramatic/ theatrical work through pitch, volume, and tone.
            • Identify different parts of the theatre (fly system, proscenium, spotlight, etc.) and be able to articulate their purpose and explain how they work.
            • Compare/ contrast the technical elements of a chosen performance.
            • Identify technical elements that are used in a dramatic/ theatrical work including scenery, costumes &/or makeup, props, etc.
            • Discuss a chosen drama with a group, noting technical elements and vocal techniques implemented by the performers.

            Vocabulary

            Research
            Analysis
            Voice
            • inflection
              • pitch
              • volume
              • tone
              Movement
              • posture
              • gesture
              Characterization
              Directing
              Design
              Theatrical production

            Anchor Standards

            Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
            Arts Education (2017) Grade(s): 2 - Theatre

            AE17.TH.2.10

            Alter voice and body to expand and articulate nuances of a character in a guided drama experience.

            Unpacked Content

            Essential Questions

            EU: Theatre artists make strong choices to effectively convey meaning.
            EQ: Why are strong choices essential to interpreting a drama or theatre piece?

            Skills Examples

            • Identify parts (see Freytag's pyramid) or other formats for dramatic plot structure and be able to identify story elements in dialogue or short scenes.
            • Play the "Key Word" game. The teacher will assign a word, such as "no," and the student will have them say that word in as many ways possible, using different inflections and emotions. Eventually, the students should build up to doing this exercise with different assigned lines in a script.
            • Investigate how movement is incorporated into a dramatic/ theatrical work through posture, facial expression, and gesture.
            • Investigate how voice is incorporated into a dramatic/ theatrical work through pitch, volume, and tone.
            • Identify different parts of the theatre (fly system, proscenium, spotlight, etc.) and be able to articulate their purpose and explain how they work.
            • Compare/ contrast the technical elements of a chosen performance.
            • Identify technical elements that are used in a dramatic/ theatrical work including scenery, costumes &/or makeup, props, etc.
            • Discuss a chosen drama with a group, noting technical elements and vocal techniques implemented by the performers.

            Vocabulary

            Research
            Analysis
            Voice
            • inflection
              • pitch
              • volume
              • tone
              Movement
              • posture
              • gesture
              Characterization
              Directing
              Design
              Theatrical production

            Anchor Standards

            Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
            Arts Education (2017) Grade(s): 2 - Theatre

            AE17.TH.2.11

            Demonstrate the relationship between the body, voice, and mind in a guided drama experience.

            Unpacked Content

            Essential Questions

            EU: Theatre artists develop personal processes and skills for a performance or design.
            EQ: What can I do to fully prepare a performance or technical design?

            Skills Examples

            • Identify parts (see Freytag's pyramid) or other formats for dramatic plot structure and be able to identify story elements in dialogue or short scenes.
            • Play the "Key Word" game. The teacher will assign a word, such as "no," and the student will have them say that word in as many ways possible, using different inflections and emotions. Eventually, the students should build up to doing this exercise with different assigned lines in a script.
            • Investigate how movement is incorporated into a dramatic/ theatrical work through posture, facial expression, and gesture.
            • Investigate how voice is incorporated into a dramatic/ theatrical work through pitch, volume, and tone.
            • Identify different parts of the theatre (fly system, proscenium, spotlight, etc.) and be able to articulate their purpose and explain how they work.
            • Compare/ contrast the technical elements of a chosen performance.
            • Identify technical elements that are used in a dramatic/ theatrical work including scenery, costumes &/or makeup, props, etc.
            • Discuss a chosen drama with a group, noting technical elements and vocal techniques implemented by the performers.

            Vocabulary

            Research
            Analysis
            Voice
            • inflection
              • pitch
              • volume
              • tone
              Movement
              • posture
              • gesture
              Characterization
              Directing
              Design
              Theatrical production

            Anchor Standards

            Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
            Arts Education (2017) Grade(s): 2 - Theatre

            AE17.TH.2.12

            Explore technical elements in a guided drama experience.

            Unpacked Content

            Essential Questions

            EU: Theatre artists develop personal processes and skills for a performance or design.
            EQ: What can I do to fully prepare a performance or technical design?

            Skills Examples

            • Identify parts (see Freytag's pyramid) or other formats for dramatic plot structure and be able to identify story elements in dialogue or short scenes.
            • Play the "Key Word" game. The teacher will assign a word, such as "no," and the student will have them say that word in as many ways possible, using different inflections and emotions. Eventually, the students should build up to doing this exercise with different assigned lines in a script.
            • Investigate how movement is incorporated into a dramatic/ theatrical work through posture, facial expression, and gesture.
            • Investigate how voice is incorporated into a dramatic/ theatrical work through pitch, volume, and tone.
            • Identify different parts of the theatre (fly system, proscenium, spotlight, etc.) and be able to articulate their purpose and explain how they work.
            • Compare/ contrast the technical elements of a chosen performance.
            • Identify technical elements that are used in a dramatic/ theatrical work including scenery, costumes &/or makeup, props, etc.
            • Discuss a chosen drama with a group, noting technical elements and vocal techniques implemented by the performers.

            Vocabulary

            Research
            Analysis
            Voice
            • inflection
              • pitch
              • volume
              • tone
              Movement
              • posture
              • gesture
              Characterization
              Directing
              Design
              Theatrical production

            Anchor Standards

            Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

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