Standards - Arts Education

2017 - Arts Education Course of Study Document
Arts Education (2017) Grade(s): 2 - Theatre

AE17.TH.2.13

Contribute to group guided drama experiences and informally share with peers.

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

  • 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 6: Convey meaning through the presentation of artistic work.
Arts Education (2017) Grade(s): 2 - Theatre

AE17.TH.2.14

Recognize when artistic choices are 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

  • Point out the artistic and technical choices made during a chosen piece (movement, props, and other technical elements).
  • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
  • Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
  • Explain one's own personal preferences in regard to theatre, and analyze how that preference might color one's judgment of a theatrical work.
  • Explain how a theatre performance affects one's emotions.
  • Identify cause and effect in a chosen drama or story.
  • Discuss and compare the feelings a scene might bring forth. Are those feelings the same as the feelings of the characters? How might alternative feelings affect the scene?
  • 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 and be able to explain how those connections are made (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).
  • Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
  • Analyze the props and costumes from multiple drama/theatrical works. Be able to explain how they contribute to the story or characters in the work.

Vocabulary

Research
Analysis
  • cause and effect
  • personal preferences
Voice
Movement
Characterization
Directing
Design
Theatrical production

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.
Arts Education (2017) Grade(s): 2 - Theatre

AE17.TH.2.15

Explain how personal preferences and emotions affect an observer’s response 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

  • Point out the artistic and technical choices made during a chosen piece (movement, props, and other technical elements).
  • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
  • Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
  • Explain one's own personal preferences in regard to theatre, and analyze how that preference might color one's judgment of a theatrical work.
  • Explain how a theatre performance affects one's emotions.
  • Identify cause and effect in a chosen drama or story.
  • Discuss and compare the feelings a scene might bring forth. Are those feelings the same as the feelings of the characters? How might alternative feelings affect the scene?
  • 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 and be able to explain how those connections are made (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).
  • Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
  • Analyze the props and costumes from multiple drama/theatrical works. Be able to explain how they contribute to the story or characters in the work.

Vocabulary

Research
Analysis
  • cause and effect
  • personal preferences
Voice
Movement
Characterization
Directing
Design
Theatrical production

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.
Arts Education (2017) Grade(s): 2 - Theatre

AE17.TH.2.16

Identify causes and consequences 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

  • Point out the artistic and technical choices made during a chosen piece (movement, props, and other technical elements).
  • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
  • Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
  • Explain one's own personal preferences in regard to theatre, and analyze how that preference might color one's judgment of a theatrical work.
  • Explain how a theatre performance affects one's emotions.
  • Identify cause and effect in a chosen drama or story.
  • Discuss and compare the feelings a scene might bring forth. Are those feelings the same as the feelings of the characters? How might alternative feelings affect the scene?
  • 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 and be able to explain how those connections are made (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).
  • Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
  • Analyze the props and costumes from multiple drama/theatrical works. Be able to explain how they contribute to the story or characters in the work.

Vocabulary

Research
Analysis
  • cause and effect
  • personal preferences
Voice
Movement
Characterization
Directing
Design
Theatrical production

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.
Arts Education (2017) Grade(s): 2 - Theatre

AE17.TH.2.17

Explain or use text and pictures to describe how others’ emotions and choices may 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

  • Point out the artistic and technical choices made during a chosen piece (movement, props, and other technical elements).
  • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
  • Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
  • Explain one's own personal preferences in regard to theatre, and analyze how that preference might color one's judgment of a theatrical work.
  • Explain how a theatre performance affects one's emotions.
  • Identify cause and effect in a chosen drama or story.
  • Discuss and compare the feelings a scene might bring forth. Are those feelings the same as the feelings of the characters? How might alternative feelings affect the scene?
  • 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 and be able to explain how those connections are made (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).
  • Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
  • Analyze the props and costumes from multiple drama/theatrical works. Be able to explain how they contribute to the story or characters in the work.

Vocabulary

Research
Analysis
  • cause and effect
  • personal preferences
Voice
Movement
Characterization
Directing
Design
Theatrical production

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.
Arts Education (2017) Grade(s): 2 - Theatre

AE17.TH.2.18

Collaborate on a scene in a guided drama experience.

Example: Improvise an alternative ending to Goldilocks and the Three Bears.““

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

  • Point out the artistic and technical choices made during a chosen piece (movement, props, and other technical elements).
  • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
  • Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
  • Explain one's own personal preferences in regard to theatre, and analyze how that preference might color one's judgment of a theatrical work.
  • Explain how a theatre performance affects one's emotions.
  • Identify cause and effect in a chosen drama or story.
  • Discuss and compare the feelings a scene might bring forth. Are those feelings the same as the feelings of the characters? How might alternative feelings affect the scene?
  • 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 and be able to explain how those connections are made (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).
  • Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
  • Analyze the props and costumes from multiple drama/theatrical works. Be able to explain how they contribute to the story or characters in the work.

Vocabulary

Research
Analysis
  • cause and effect
  • personal preferences
Voice
Movement
Characterization
Directing
Design
Theatrical production

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 2 - Theatre

AE17.TH.2.19

Use a prop or costume in a guided drama experience to enhance characters, settings, or events.

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

  • Point out the artistic and technical choices made during a chosen piece (movement, props, and other technical elements).
  • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
  • Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
  • Explain one's own personal preferences in regard to theatre, and analyze how that preference might color one's judgment of a theatrical work.
  • Explain how a theatre performance affects one's emotions.
  • Identify cause and effect in a chosen drama or story.
  • Discuss and compare the feelings a scene might bring forth. Are those feelings the same as the feelings of the characters? How might alternative feelings affect the scene?
  • 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 and be able to explain how those connections are made (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).
  • Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
  • Analyze the props and costumes from multiple drama/theatrical works. Be able to explain how they contribute to the story or characters in the work.

Vocabulary

Research
Analysis
  • cause and effect
  • personal preferences
Voice
Movement
Characterization
Directing
Design
Theatrical production

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 2 - Theatre

AE17.TH.2.20

Describe how characters respond to challenges 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

  • Point out the artistic and technical choices made during a chosen piece (movement, props, and other technical elements).
  • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
  • Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
  • Explain one's own personal preferences in regard to theatre, and analyze how that preference might color one's judgment of a theatrical work.
  • Explain how a theatre performance affects one's emotions.
  • Identify cause and effect in a chosen drama or story.
  • Discuss and compare the feelings a scene might bring forth. Are those feelings the same as the feelings of the characters? How might alternative feelings affect the scene?
  • 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 and be able to explain how those connections are made (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).
  • Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
  • Analyze the props and costumes from multiple drama/theatrical works. Be able to explain how they contribute to the story or characters in the work.

Vocabulary

Research
Analysis
  • cause and effect
  • personal preferences
Voice
Movement
Characterization
Directing
Design
Theatrical production

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 2 - Theatre

AE17.TH.2.21

Relate character experiences to personal experiences in a guided drama 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 personal experiences and knowledge that relate to character experiences in a dramatic work.
  • Connect personal experiences and knowledge to experiences of characters in a dramatic/ theatrical work (e.g., a commercial, a video, a skit, etc.).
  • Identify connections to community in a dramatic/ theatrical work.
  • Identify connections to social issues in a dramatic/ theatrical work.
  • Perform problem-solving activities with students to prepare them for character roles.
  • Familiarize oneself with a classic story such as Cinderella then explore versions of the tale as told by different cultures.
  • Note the differences and similarities between the fairytales of different cultures, such as German, Japanese, and Dutch fairytales.
  • Collaborate to improvise a short scene based on a non-fiction literary source.

Vocabulary

Research
  • community
  • society
  • social issues
  • culture
Analysis
Voice
Movement
Characterization
Directing
Design
  • improvisation
Theatrical production

Anchor Standards

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Arts Education (2017) Grade(s): 2 - Theatre

AE17.TH.2.22

Determine problem-solving techniques from different art forms and content areas to apply in a guided drama experience.

Example: Use mathematical skills to tell the story, The Three Little Pigs.““

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 personal experiences and knowledge that relate to character experiences in a dramatic work.
  • Connect personal experiences and knowledge to experiences of characters in a dramatic/ theatrical work (e.g., a commercial, a video, a skit, etc.).
  • Identify connections to community in a dramatic/ theatrical work.
  • Identify connections to social issues in a dramatic/ theatrical work.
  • Perform problem-solving activities with students to prepare them for character roles.
  • Familiarize oneself with a classic story such as Cinderella then explore versions of the tale as told by different cultures.
  • Note the differences and similarities between the fairytales of different cultures, such as German, Japanese, and Dutch fairytales.
  • Collaborate to improvise a short scene based on a non-fiction literary source.

Vocabulary

Research
  • community
  • society
  • social issues
  • culture
Analysis
Voice
Movement
Characterization
Directing
Design
  • improvisation
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.2.23

Identify similarities and differences in stories from multiple cultures 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 personal experiences and knowledge that relate to character experiences in a dramatic work.
  • Connect personal experiences and knowledge to experiences of characters in a dramatic/ theatrical work (e.g., a commercial, a video, a skit, etc.).
  • Identify connections to community in a dramatic/ theatrical work.
  • Identify connections to social issues in a dramatic/ theatrical work.
  • Perform problem-solving activities with students to prepare them for character roles.
  • Familiarize oneself with a classic story such as Cinderella then explore versions of the tale as told by different cultures.
  • Note the differences and similarities between the fairytales of different cultures, such as German, Japanese, and Dutch fairytales.
  • Collaborate to improvise a short scene based on a non-fiction literary source.

Vocabulary

Research
  • community
  • society
  • social issues
  • culture
Analysis
Voice
Movement
Characterization
Directing
Design
  • improvisation
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.2.24

Collaborate on the creation of a short scene based on a non-fiction 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 personal experiences and knowledge that relate to character experiences in a dramatic work.
  • Connect personal experiences and knowledge to experiences of characters in a dramatic/ theatrical work (e.g., a commercial, a video, a skit, etc.).
  • Identify connections to community in a dramatic/ theatrical work.
  • Identify connections to social issues in a dramatic/ theatrical work.
  • Perform problem-solving activities with students to prepare them for character roles.
  • Familiarize oneself with a classic story such as Cinderella then explore versions of the tale as told by different cultures.
  • Note the differences and similarities between the fairytales of different cultures, such as German, Japanese, and Dutch fairytales.
  • Collaborate to improvise a short scene based on a non-fiction literary source.

Vocabulary

Research
  • community
  • society
  • social issues
  • culture
Analysis
Voice
Movement
Characterization
Directing
Design
  • improvisation
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): 3 - Theatre

AE17.TH.3.1

Create roles, imagined worlds, and improvised stories in a drama/theatre work.

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

  • Brainstorm ideas for roles, imaginary worlds, and stories.
  • Explore and articulate ideas for costumes for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for props for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for sets for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for setting for an improvised dramatic/ theatrical work.
  • Explore and articulate characters for an improvised dramatic/ theatrical work.
  • Collaborate to determine how characters might move in the dramatic/ theatrical work. Use high, medium, and low levels made by crouching, crawling, leaping, stretching to reach something high, etc.
  • 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 the given circumstances are of a character in a dramatic/ theatrical work which include the elements that affect a character: his personal situation, the setting, events that are related to the character or historical period, and the character's motivation.
  • Use different methods (i.e., improvisational theater games, research) to devise original ideas for dramatic/ theatrical work.
  • Compare ideas with peers.
  • Make choices with peers that will improve and deepen the group's dramatic/ theatrical work through the use of constructive criticism.
  • Collaborate with the group to fit within the parameters of the dramatic/ theatrical work. Staging choices may vary (i.e., Reader's Theater use of tableau, etc.).
  • Collaborate with peers to polish the group work to fit the parameters of the work.
  • Participate in vocal exploration (perhaps by using vocal exercises and theater games) in improvised or scripted dramatic/ theatrical work.
  • Make design choices to support a improvised or scripted work.
  • Make technical choices to support a improvised or scripted work.
  • Practice and refine or polish the design and technical choices for a devised or scripted dramatic/ theatrical work.

Vocabulary

Research
  • 6 journalistic questions: (who, what, when, where, why)
  • peers

Analysis
  • levels
  • setting
  • real
  • imaginary
  • constructive criticism
Voice
  • speed
  • pitch
  • volume
Movement
  • improvise
  • gesture
  • tableau
Characterization
  • motivation
Directing
Design
  • sets
  • props
Theatrical production
  • collaborate
  • polish
  • rehearse

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 3 - Theatre

AE17.TH.3.2

Explore and articulate ideas for costumes, props, and sets for the environment and characters in a drama/theatre work.

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

  • Brainstorm ideas for roles, imaginary worlds, and stories.
  • Explore and articulate ideas for costumes for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for props for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for sets for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for setting for an improvised dramatic/ theatrical work.
  • Explore and articulate characters for an improvised dramatic/ theatrical work.
  • Collaborate to determine how characters might move in the dramatic/ theatrical work. Use high, medium, and low levels made by crouching, crawling, leaping, stretching to reach something high, etc.
  • 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 the given circumstances are of a character in a dramatic/ theatrical work which include the elements that affect a character: his personal situation, the setting, events that are related to the character or historical period, and the character's motivation.
  • Use different methods (i.e., improvisational theater games, research) to devise original ideas for dramatic/ theatrical work.
  • Compare ideas with peers.
  • Make choices with peers that will improve and deepen the group's dramatic/ theatrical work through the use of constructive criticism.
  • Collaborate with the group to fit within the parameters of the dramatic/ theatrical work. Staging choices may vary (i.e., Reader's Theater use of tableau, etc.).
  • Collaborate with peers to polish the group work to fit the parameters of the work.
  • Participate in vocal exploration (perhaps by using vocal exercises and theater games) in improvised or scripted dramatic/ theatrical work.
  • Make design choices to support a improvised or scripted work.
  • Make technical choices to support a improvised or scripted work.
  • Practice and refine or polish the design and technical choices for a devised or scripted dramatic/ theatrical work.

Vocabulary

Research
  • 6 journalistic questions: (who, what, when, where, why)
  • peers

Analysis
  • levels
  • setting
  • real
  • imaginary
  • constructive criticism
Voice
  • speed
  • pitch
  • volume
Movement
  • improvise
  • gesture
  • tableau
Characterization
  • motivation
Directing
Design
  • sets
  • props
Theatrical production
  • collaborate
  • polish
  • rehearse

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 3 - Theatre

AE17.TH.3.3

Collaborate to determine how characters might move and speak to support the story and given circumstances in drama/theatre work.

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

  • Brainstorm ideas for roles, imaginary worlds, and stories.
  • Explore and articulate ideas for costumes for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for props for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for sets for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for setting for an improvised dramatic/ theatrical work.
  • Explore and articulate characters for an improvised dramatic/ theatrical work.
  • Collaborate to determine how characters might move in the dramatic/ theatrical work. Use high, medium, and low levels made by crouching, crawling, leaping, stretching to reach something high, etc.
  • 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 the given circumstances are of a character in a dramatic/ theatrical work which include the elements that affect a character: his personal situation, the setting, events that are related to the character or historical period, and the character's motivation.
  • Use different methods (i.e., improvisational theater games, research) to devise original ideas for dramatic/ theatrical work.
  • Compare ideas with peers.
  • Make choices with peers that will improve and deepen the group's dramatic/ theatrical work through the use of constructive criticism.
  • Collaborate with the group to fit within the parameters of the dramatic/ theatrical work. Staging choices may vary (i.e., Reader's Theater use of tableau, etc.).
  • Collaborate with peers to polish the group work to fit the parameters of the work.
  • Participate in vocal exploration (perhaps by using vocal exercises and theater games) in improvised or scripted dramatic/ theatrical work.
  • Make design choices to support a improvised or scripted work.
  • Make technical choices to support a improvised or scripted work.
  • Practice and refine or polish the design and technical choices for a devised or scripted dramatic/ theatrical work.

Vocabulary

Research
  • 6 journalistic questions: (who, what, when, where, why)
  • peers

Analysis
  • levels
  • setting
  • real
  • imaginary
  • constructive criticism
Voice
  • speed
  • pitch
  • volume
Movement
  • improvise
  • gesture
  • tableau
Characterization
  • motivation
Directing
Design
  • sets
  • props
Theatrical production
  • collaborate
  • polish
  • rehearse

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 3 - Theatre

AE17.TH.3.4

Participate in methods of investigation to devise original ideas for a drama/theatre work.

Example: Interview a grandparent to create a monologue from the perspective of someone born in another time period.

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

  • Brainstorm ideas for roles, imaginary worlds, and stories.
  • Explore and articulate ideas for costumes for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for props for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for sets for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for setting for an improvised dramatic/ theatrical work.
  • Explore and articulate characters for an improvised dramatic/ theatrical work.
  • Collaborate to determine how characters might move in the dramatic/ theatrical work. Use high, medium, and low levels made by crouching, crawling, leaping, stretching to reach something high, etc.
  • 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 the given circumstances are of a character in a dramatic/ theatrical work which include the elements that affect a character: his personal situation, the setting, events that are related to the character or historical period, and the character's motivation.
  • Use different methods (i.e., improvisational theater games, research) to devise original ideas for dramatic/ theatrical work.
  • Compare ideas with peers.
  • Make choices with peers that will improve and deepen the group's dramatic/ theatrical work through the use of constructive criticism.
  • Collaborate with the group to fit within the parameters of the dramatic/ theatrical work. Staging choices may vary (i.e., Reader's Theater use of tableau, etc.).
  • Collaborate with peers to polish the group work to fit the parameters of the work.
  • Participate in vocal exploration (perhaps by using vocal exercises and theater games) in improvised or scripted dramatic/ theatrical work.
  • Make design choices to support a improvised or scripted work.
  • Make technical choices to support a improvised or scripted work.
  • Practice and refine or polish the design and technical choices for a devised or scripted dramatic/ theatrical work.

Vocabulary

Research
  • 6 journalistic questions: (who, what, when, where, why)
  • peers

Analysis
  • levels
  • setting
  • real
  • imaginary
  • constructive criticism
Voice
  • speed
  • pitch
  • volume
Movement
  • improvise
  • gesture
  • tableau
Characterization
  • motivation
Directing
Design
  • sets
  • props
Theatrical production
  • collaborate
  • polish
  • rehearse

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.

Aligned Learning Resources

Talking Pictures
Arts Education (2017) Grade(s): 3 - Theatre

AE17.TH.3.5

Compare ideas with peers and make selections that will enhance and deepen group drama/theatre work.

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

  • Brainstorm ideas for roles, imaginary worlds, and stories.
  • Explore and articulate ideas for costumes for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for props for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for sets for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for setting for an improvised dramatic/ theatrical work.
  • Explore and articulate characters for an improvised dramatic/ theatrical work.
  • Collaborate to determine how characters might move in the dramatic/ theatrical work. Use high, medium, and low levels made by crouching, crawling, leaping, stretching to reach something high, etc.
  • 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 the given circumstances are of a character in a dramatic/ theatrical work which include the elements that affect a character: his personal situation, the setting, events that are related to the character or historical period, and the character's motivation.
  • Use different methods (i.e., improvisational theater games, research) to devise original ideas for dramatic/ theatrical work.
  • Compare ideas with peers.
  • Make choices with peers that will improve and deepen the group's dramatic/ theatrical work through the use of constructive criticism.
  • Collaborate with the group to fit within the parameters of the dramatic/ theatrical work. Staging choices may vary (i.e., Reader's Theater use of tableau, etc.).
  • Collaborate with peers to polish the group work to fit the parameters of the work.
  • Participate in vocal exploration (perhaps by using vocal exercises and theater games) in improvised or scripted dramatic/ theatrical work.
  • Make design choices to support a improvised or scripted work.
  • Make technical choices to support a improvised or scripted work.
  • Practice and refine or polish the design and technical choices for a devised or scripted dramatic/ theatrical work.

Vocabulary

Research
  • 6 journalistic questions: (who, what, when, where, why)
  • peers

Analysis
  • levels
  • setting
  • real
  • imaginary
  • constructive criticism
Voice
  • speed
  • pitch
  • volume
Movement
  • improvise
  • gesture
  • tableau
Characterization
  • motivation
Directing
Design
  • sets
  • props
Theatrical production
  • collaborate
  • polish
  • rehearse

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 3 - Theatre

AE17.TH.3.6

Collaborate with peers to revise, refine, and adapt ideas to fit the given parameters of a drama/theatre work.

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

  • Brainstorm ideas for roles, imaginary worlds, and stories.
  • Explore and articulate ideas for costumes for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for props for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for sets for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for setting for an improvised dramatic/ theatrical work.
  • Explore and articulate characters for an improvised dramatic/ theatrical work.
  • Collaborate to determine how characters might move in the dramatic/ theatrical work. Use high, medium, and low levels made by crouching, crawling, leaping, stretching to reach something high, etc.
  • 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 the given circumstances are of a character in a dramatic/ theatrical work which include the elements that affect a character: his personal situation, the setting, events that are related to the character or historical period, and the character's motivation.
  • Use different methods (i.e., improvisational theater games, research) to devise original ideas for dramatic/ theatrical work.
  • Compare ideas with peers.
  • Make choices with peers that will improve and deepen the group's dramatic/ theatrical work through the use of constructive criticism.
  • Collaborate with the group to fit within the parameters of the dramatic/ theatrical work. Staging choices may vary (i.e., Reader's Theater use of tableau, etc.).
  • Collaborate with peers to polish the group work to fit the parameters of the work.
  • Participate in vocal exploration (perhaps by using vocal exercises and theater games) in improvised or scripted dramatic/ theatrical work.
  • Make design choices to support a improvised or scripted work.
  • Make technical choices to support a improvised or scripted work.
  • Practice and refine or polish the design and technical choices for a devised or scripted dramatic/ theatrical work.

Vocabulary

Research
  • 6 journalistic questions: (who, what, when, where, why)
  • peers

Analysis
  • levels
  • setting
  • real
  • imaginary
  • constructive criticism
Voice
  • speed
  • pitch
  • volume
Movement
  • improvise
  • gesture
  • tableau
Characterization
  • motivation
Directing
Design
  • sets
  • props
Theatrical production
  • collaborate
  • polish
  • rehearse

Anchor Standards

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

AE17.TH.3.7

Participate in and contribute to physical and vocal exploration in an improvised or scripted drama/theatre work.

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

  • Brainstorm ideas for roles, imaginary worlds, and stories.
  • Explore and articulate ideas for costumes for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for props for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for sets for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for setting for an improvised dramatic/ theatrical work.
  • Explore and articulate characters for an improvised dramatic/ theatrical work.
  • Collaborate to determine how characters might move in the dramatic/ theatrical work. Use high, medium, and low levels made by crouching, crawling, leaping, stretching to reach something high, etc.
  • 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 the given circumstances are of a character in a dramatic/ theatrical work which include the elements that affect a character: his personal situation, the setting, events that are related to the character or historical period, and the character's motivation.
  • Use different methods (i.e., improvisational theater games, research) to devise original ideas for dramatic/ theatrical work.
  • Compare ideas with peers.
  • Make choices with peers that will improve and deepen the group's dramatic/ theatrical work through the use of constructive criticism.
  • Collaborate with the group to fit within the parameters of the dramatic/ theatrical work. Staging choices may vary (i.e., Reader's Theater use of tableau, etc.).
  • Collaborate with peers to polish the group work to fit the parameters of the work.
  • Participate in vocal exploration (perhaps by using vocal exercises and theater games) in improvised or scripted dramatic/ theatrical work.
  • Make design choices to support a improvised or scripted work.
  • Make technical choices to support a improvised or scripted work.
  • Practice and refine or polish the design and technical choices for a devised or scripted dramatic/ theatrical work.

Vocabulary

Research
  • 6 journalistic questions: (who, what, when, where, why)
  • peers

Analysis
  • levels
  • setting
  • real
  • imaginary
  • constructive criticism
Voice
  • speed
  • pitch
  • volume
Movement
  • improvise
  • gesture
  • tableau
Characterization
  • motivation
Directing
Design
  • sets
  • props
Theatrical production
  • collaborate
  • polish
  • rehearse

Anchor Standards

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

AE17.TH.3.8

Practice and refine design and technical choices to support a devised or scripted drama/theatre work.

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

  • Brainstorm ideas for roles, imaginary worlds, and stories.
  • Explore and articulate ideas for costumes for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for props for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for sets for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for setting for an improvised dramatic/ theatrical work.
  • Explore and articulate characters for an improvised dramatic/ theatrical work.
  • Collaborate to determine how characters might move in the dramatic/ theatrical work. Use high, medium, and low levels made by crouching, crawling, leaping, stretching to reach something high, etc.
  • 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 the given circumstances are of a character in a dramatic/ theatrical work which include the elements that affect a character: his personal situation, the setting, events that are related to the character or historical period, and the character's motivation.
  • Use different methods (i.e., improvisational theater games, research) to devise original ideas for dramatic/ theatrical work.
  • Compare ideas with peers.
  • Make choices with peers that will improve and deepen the group's dramatic/ theatrical work through the use of constructive criticism.
  • Collaborate with the group to fit within the parameters of the dramatic/ theatrical work. Staging choices may vary (i.e., Reader's Theater use of tableau, etc.).
  • Collaborate with peers to polish the group work to fit the parameters of the work.
  • Participate in vocal exploration (perhaps by using vocal exercises and theater games) in improvised or scripted dramatic/ theatrical work.
  • Make design choices to support a improvised or scripted work.
  • Make technical choices to support a improvised or scripted work.
  • Practice and refine or polish the design and technical choices for a devised or scripted dramatic/ theatrical work.

Vocabulary

Research
  • 6 journalistic questions: (who, what, when, where, why)
  • peers

Analysis
  • levels
  • setting
  • real
  • imaginary
  • constructive criticism
Voice
  • speed
  • pitch
  • volume
Movement
  • improvise
  • gesture
  • tableau
Characterization
  • motivation
Directing
Design
  • sets
  • props
Theatrical production
  • collaborate
  • polish
  • rehearse

Anchor Standards

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

AE17.TH.3.9

Apply the elements of dramatic structure to a story and create a drama/theatre work.

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 examples of conflict in dialogue or short scenes.
  • Apply and use the elements of dramatic structure to create a dramatic/ theatrical work by mapping out a scene around some central conflict.
  • 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.
  • Participate in various physical exercises that can be used in a group setting for dramatic/ theatrical work to enhance expressiveness of movement and working as part of a group.
  • Participate in various vocal exercises that can be used in a group setting for dramatic/ theatrical work to work on relaxation, breathing, and articulation.
  • Participate in emotional/ mental exercises that can be used in a group setting for dramatic/ theatrical work, especially exercises that enhance concentration and recall.
  • Identify technical elements that are used in a dramatic/ theatrical work including scenery, costumes &/or makeup, props, etc.
  • Practice dramatic/ theatrical work individually.
  • Share reflections of the work individually.
  • Practice dramatic/ theatrical work in small groups.
  • Share reflections of the work in small groups.
  • Determine how sharing reflections enhances or harms the creative experience.

Vocabulary

Research
  • reflection
Analysis
  • plot
  • dialogue
  • exposition
  • conflict
  • rising action
  • climax
  • falling action
  • resolution
Voice
  • pitch
  • volume
  • tone
  • relaxation
  • breathing
  • articulation
Movement
  • posture
  • facial expression
  • gestures
Characterization
Directing
Design
  • scenery
  • costumes
  • makeup
  • props
Theatrical production
  • concentration
  • recall
  • technical elements

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): 3 - Theatre

AE17.TH.3.10

Investigate how movement and voice are incorporated into drama/theatre work.

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 examples of conflict in dialogue or short scenes.
  • Apply and use the elements of dramatic structure to create a dramatic/ theatrical work by mapping out a scene around some central conflict.
  • 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.
  • Participate in various physical exercises that can be used in a group setting for dramatic/ theatrical work to enhance expressiveness of movement and working as part of a group.
  • Participate in various vocal exercises that can be used in a group setting for dramatic/ theatrical work to work on relaxation, breathing, and articulation.
  • Participate in emotional/ mental exercises that can be used in a group setting for dramatic/ theatrical work, especially exercises that enhance concentration and recall.
  • Identify technical elements that are used in a dramatic/ theatrical work including scenery, costumes &/or makeup, props, etc.
  • Practice dramatic/ theatrical work individually.
  • Share reflections of the work individually.
  • Practice dramatic/ theatrical work in small groups.
  • Share reflections of the work in small groups.
  • Determine how sharing reflections enhances or harms the creative experience.

Vocabulary

Research
  • reflection
Analysis
  • plot
  • dialogue
  • exposition
  • conflict
  • rising action
  • climax
  • falling action
  • resolution
Voice
  • pitch
  • volume
  • tone
  • relaxation
  • breathing
  • articulation
Movement
  • posture
  • facial expression
  • gestures
Characterization
Directing
Design
  • scenery
  • costumes
  • makeup
  • props
Theatrical production
  • concentration
  • recall
  • technical elements

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): 3 - Theatre

AE17.TH.3.11

Participate in a variety of physical, vocal, and emotional/mental exercises that can be used in a group setting for drama/theatre work.

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 examples of conflict in dialogue or short scenes.
  • Apply and use the elements of dramatic structure to create a dramatic/ theatrical work by mapping out a scene around some central conflict.
  • 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.
  • Participate in various physical exercises that can be used in a group setting for dramatic/ theatrical work to enhance expressiveness of movement and working as part of a group.
  • Participate in various vocal exercises that can be used in a group setting for dramatic/ theatrical work to work on relaxation, breathing, and articulation.
  • Participate in emotional/ mental exercises that can be used in a group setting for dramatic/ theatrical work, especially exercises that enhance concentration and recall.
  • Identify technical elements that are used in a dramatic/ theatrical work including scenery, costumes &/or makeup, props, etc.
  • Practice dramatic/ theatrical work individually.
  • Share reflections of the work individually.
  • Practice dramatic/ theatrical work in small groups.
  • Share reflections of the work in small groups.
  • Determine how sharing reflections enhances or harms the creative experience.

Vocabulary

Research
  • reflection
Analysis
  • plot
  • dialogue
  • exposition
  • conflict
  • rising action
  • climax
  • falling action
  • resolution
Voice
  • pitch
  • volume
  • tone
  • relaxation
  • breathing
  • articulation
Movement
  • posture
  • facial expression
  • gestures
Characterization
Directing
Design
  • scenery
  • costumes
  • makeup
  • props
Theatrical production
  • concentration
  • recall
  • technical elements

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 3 - Theatre

AE17.TH.3.12

Identify the basic technical elements that can be used in drama/theatre work.

Example: Identify costume and scenery needs for a small scene in class.

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 examples of conflict in dialogue or short scenes.
  • Apply and use the elements of dramatic structure to create a dramatic/ theatrical work by mapping out a scene around some central conflict.
  • 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.
  • Participate in various physical exercises that can be used in a group setting for dramatic/ theatrical work to enhance expressiveness of movement and working as part of a group.
  • Participate in various vocal exercises that can be used in a group setting for dramatic/ theatrical work to work on relaxation, breathing, and articulation.
  • Participate in emotional/ mental exercises that can be used in a group setting for dramatic/ theatrical work, especially exercises that enhance concentration and recall.
  • Identify technical elements that are used in a dramatic/ theatrical work including scenery, costumes &/or makeup, props, etc.
  • Practice dramatic/ theatrical work individually.
  • Share reflections of the work individually.
  • Practice dramatic/ theatrical work in small groups.
  • Share reflections of the work in small groups.
  • Determine how sharing reflections enhances or harms the creative experience.

Vocabulary

Research
  • reflection
Analysis
  • plot
  • dialogue
  • exposition
  • conflict
  • rising action
  • climax
  • falling action
  • resolution
Voice
  • pitch
  • volume
  • tone
  • relaxation
  • breathing
  • articulation
Movement
  • posture
  • facial expression
  • gestures
Characterization
Directing
Design
  • scenery
  • costumes
  • makeup
  • props
Theatrical production
  • concentration
  • recall
  • technical elements

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 3 - Theatre

AE17.TH.3.13

Practice drama/theatre work and share reflections individually and in small groups.

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

  • Identify parts (see Freytag's pyramid) or other formats for dramatic plot structure and be able to identify examples of conflict in dialogue or short scenes.
  • Apply and use the elements of dramatic structure to create a dramatic/ theatrical work by mapping out a scene around some central conflict.
  • 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.
  • Participate in various physical exercises that can be used in a group setting for dramatic/ theatrical work to enhance expressiveness of movement and working as part of a group.
  • Participate in various vocal exercises that can be used in a group setting for dramatic/ theatrical work to work on relaxation, breathing, and articulation.
  • Participate in emotional/ mental exercises that can be used in a group setting for dramatic/ theatrical work, especially exercises that enhance concentration and recall.
  • Identify technical elements that are used in a dramatic/ theatrical work including scenery, costumes &/or makeup, props, etc.
  • Practice dramatic/ theatrical work individually.
  • Share reflections of the work individually.
  • Practice dramatic/ theatrical work in small groups.
  • Share reflections of the work in small groups.
  • Determine how sharing reflections enhances or harms the creative experience.

Vocabulary

Research
  • reflection
Analysis
  • plot
  • dialogue
  • exposition
  • conflict
  • rising action
  • climax
  • falling action
  • resolution
Voice
  • pitch
  • volume
  • tone
  • relaxation
  • breathing
  • articulation
Movement
  • posture
  • facial expression
  • gestures
Characterization
Directing
Design
  • scenery
  • costumes
  • makeup
  • props
Theatrical production
  • concentration
  • recall
  • technical elements

Anchor Standards

Anchor Standard 6: Convey meaning through the presentation of artistic work.
Arts Education (2017) Grade(s): 3 - Theatre

AE17.TH.3.14

Make observations explaining why artistic choices are made in a drama/theatre work.

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

  • Make observations that explain why artistic choices were made in a dramatic/ theatrical work (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.).
  • Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
  • Explain meaning of cultural perspectives.
  • Practice identifying various cultural perspectives. Folktales from Africa, Native Americans, Japan, etc. and cultural figures such as Harriet Tubman, Mulan, etc., provide some good source material.
  • Consider multiple ways to develop a character using physical characteristics that reflect appropriate cultural perspectives (e.g., a warrior might walk with straight posture, a Chinese lady might make small, shuffling steps, etc.).
  • Consider multiple ways to develop a character using prop or costume design choices that reflect appropriate cultural perspectives (e.g., an old man may use a cane, a Japanese woman may carry a fan, a woman of African descent might wear a headscarf, etc.).
  • 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 and be able to explain how those connections are made (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).
  • Recognize how audiences evaluate dramatic/ theatrical works (e.g., content, tone, technical elements, theme, etc.).
  • Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
  • Identify what technical elements are (e.g., scenery, lighting, makeup and costume design, and props).
  • Identify and articulate technical elements found in multiple dramatic/ theatrical works.
  • Analyze the technical elements from multiple drama/ theatrical works. Be able to explain how they contribute to the story or characters in the work.
  • Explain what audience perspective is. Be able to articulate what your audience cares about, what might offend them, what they need and want, etc.
  • Evaluate and analyze problems and situations that arise in a dramatic/ theatrical work from an audience perspective. Explain how a work might be perceived from various perspectives (i.e., a sweet, old grandmother; a sad unloved, poor boy; a class clown, etc.) and how the work might need to change to work for those various audiences.

Vocabulary

Research
Analysis
  • observation
  • perspective (cultural, audience)
  • content
  • tone
Voice
Movement
Characterization
  • emotions
  • memory
Directing
Design
Theatrical production
  • mood
  • applaud
  • attentive

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.
Arts Education (2017) Grade(s): 3 - Theatre

AE17.TH.3.15

Identify multiple personal experiences when participating in or observing a drama/theatre work.

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

  • Make observations that explain why artistic choices were made in a dramatic/ theatrical work (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.).
  • Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
  • Explain meaning of cultural perspectives.
  • Practice identifying various cultural perspectives. Folktales from Africa, Native Americans, Japan, etc. and cultural figures such as Harriet Tubman, Mulan, etc., provide some good source material.
  • Consider multiple ways to develop a character using physical characteristics that reflect appropriate cultural perspectives (e.g., a warrior might walk with straight posture, a Chinese lady might make small, shuffling steps, etc.).
  • Consider multiple ways to develop a character using prop or costume design choices that reflect appropriate cultural perspectives (e.g., an old man may use a cane, a Japanese woman may carry a fan, a woman of African descent might wear a headscarf, etc.).
  • 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 and be able to explain how those connections are made (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).
  • Recognize how audiences evaluate dramatic/ theatrical works (e.g., content, tone, technical elements, theme, etc.).
  • Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
  • Identify what technical elements are (e.g., scenery, lighting, makeup and costume design, and props).
  • Identify and articulate technical elements found in multiple dramatic/ theatrical works.
  • Analyze the technical elements from multiple drama/ theatrical works. Be able to explain how they contribute to the story or characters in the work.
  • Explain what audience perspective is. Be able to articulate what your audience cares about, what might offend them, what they need and want, etc.
  • Evaluate and analyze problems and situations that arise in a dramatic/ theatrical work from an audience perspective. Explain how a work might be perceived from various perspectives (i.e., a sweet, old grandmother; a sad unloved, poor boy; a class clown, etc.) and how the work might need to change to work for those various audiences.

Vocabulary

Research
Analysis
  • observation
  • perspective (cultural, audience)
  • content
  • tone
Voice
Movement
Characterization
  • emotions
  • memory
Directing
Design
Theatrical production
  • mood
  • applaud
  • attentive

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.
Arts Education (2017) Grade(s): 3 - Theatre

AE17.TH.3.16

Consider multiple ways to develop a character using physical characteristics and prop or costume design choices that reflect appropriate cultural perspectives in drama/theatre work.

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

  • Make observations that explain why artistic choices were made in a dramatic/ theatrical work (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.).
  • Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
  • Explain meaning of cultural perspectives.
  • Practice identifying various cultural perspectives. Folktales from Africa, Native Americans, Japan, etc. and cultural figures such as Harriet Tubman, Mulan, etc., provide some good source material.
  • Consider multiple ways to develop a character using physical characteristics that reflect appropriate cultural perspectives (e.g., a warrior might walk with straight posture, a Chinese lady might make small, shuffling steps, etc.).
  • Consider multiple ways to develop a character using prop or costume design choices that reflect appropriate cultural perspectives (e.g., an old man may use a cane, a Japanese woman may carry a fan, a woman of African descent might wear a headscarf, etc.).
  • 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 and be able to explain how those connections are made (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).
  • Recognize how audiences evaluate dramatic/ theatrical works (e.g., content, tone, technical elements, theme, etc.).
  • Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
  • Identify what technical elements are (e.g., scenery, lighting, makeup and costume design, and props).
  • Identify and articulate technical elements found in multiple dramatic/ theatrical works.
  • Analyze the technical elements from multiple drama/ theatrical works. Be able to explain how they contribute to the story or characters in the work.
  • Explain what audience perspective is. Be able to articulate what your audience cares about, what might offend them, what they need and want, etc.
  • Evaluate and analyze problems and situations that arise in a dramatic/ theatrical work from an audience perspective. Explain how a work might be perceived from various perspectives (i.e., a sweet, old grandmother; a sad unloved, poor boy; a class clown, etc.) and how the work might need to change to work for those various audiences.

Vocabulary

Research
Analysis
  • observation
  • perspective (cultural, audience)
  • content
  • tone
Voice
Movement
Characterization
  • emotions
  • memory
Directing
Design
Theatrical production
  • mood
  • applaud
  • attentive

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.
Arts Education (2017) Grade(s): 3 - Theatre

AE17.TH.3.17

Examine how connections are made between oneself and a character’s emotions in drama/theatre work.

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

  • Make observations that explain why artistic choices were made in a dramatic/ theatrical work (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.).
  • Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
  • Explain meaning of cultural perspectives.
  • Practice identifying various cultural perspectives. Folktales from Africa, Native Americans, Japan, etc. and cultural figures such as Harriet Tubman, Mulan, etc., provide some good source material.
  • Consider multiple ways to develop a character using physical characteristics that reflect appropriate cultural perspectives (e.g., a warrior might walk with straight posture, a Chinese lady might make small, shuffling steps, etc.).
  • Consider multiple ways to develop a character using prop or costume design choices that reflect appropriate cultural perspectives (e.g., an old man may use a cane, a Japanese woman may carry a fan, a woman of African descent might wear a headscarf, etc.).
  • 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 and be able to explain how those connections are made (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).
  • Recognize how audiences evaluate dramatic/ theatrical works (e.g., content, tone, technical elements, theme, etc.).
  • Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
  • Identify what technical elements are (e.g., scenery, lighting, makeup and costume design, and props).
  • Identify and articulate technical elements found in multiple dramatic/ theatrical works.
  • Analyze the technical elements from multiple drama/ theatrical works. Be able to explain how they contribute to the story or characters in the work.
  • Explain what audience perspective is. Be able to articulate what your audience cares about, what might offend them, what they need and want, etc.
  • Evaluate and analyze problems and situations that arise in a dramatic/ theatrical work from an audience perspective. Explain how a work might be perceived from various perspectives (i.e., a sweet, old grandmother; a sad unloved, poor boy; a class clown, etc.) and how the work might need to change to work for those various audiences.

Vocabulary

Research
Analysis
  • observation
  • perspective (cultural, audience)
  • content
  • tone
Voice
Movement
Characterization
  • emotions
  • memory
Directing
Design
Theatrical production
  • mood
  • applaud
  • attentive

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.
Arts Education (2017) Grade(s): 3 - Theatre

AE17.TH.3.18

Recognize how and why audiences evaluate drama/theatre work.

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

  • Make observations that explain why artistic choices were made in a dramatic/ theatrical work (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.).
  • Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
  • Explain meaning of cultural perspectives.
  • Practice identifying various cultural perspectives. Folktales from Africa, Native Americans, Japan, etc. and cultural figures such as Harriet Tubman, Mulan, etc., provide some good source material.
  • Consider multiple ways to develop a character using physical characteristics that reflect appropriate cultural perspectives (e.g., a warrior might walk with straight posture, a Chinese lady might make small, shuffling steps, etc.).
  • Consider multiple ways to develop a character using prop or costume design choices that reflect appropriate cultural perspectives (e.g., an old man may use a cane, a Japanese woman may carry a fan, a woman of African descent might wear a headscarf, etc.).
  • 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 and be able to explain how those connections are made (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).
  • Recognize how audiences evaluate dramatic/ theatrical works (e.g., content, tone, technical elements, theme, etc.).
  • Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
  • Identify what technical elements are (e.g., scenery, lighting, makeup and costume design, and props).
  • Identify and articulate technical elements found in multiple dramatic/ theatrical works.
  • Analyze the technical elements from multiple drama/ theatrical works. Be able to explain how they contribute to the story or characters in the work.
  • Explain what audience perspective is. Be able to articulate what your audience cares about, what might offend them, what they need and want, etc.
  • Evaluate and analyze problems and situations that arise in a dramatic/ theatrical work from an audience perspective. Explain how a work might be perceived from various perspectives (i.e., a sweet, old grandmother; a sad unloved, poor boy; a class clown, etc.) and how the work might need to change to work for those various audiences.

Vocabulary

Research
Analysis
  • observation
  • perspective (cultural, audience)
  • content
  • tone
Voice
Movement
Characterization
  • emotions
  • memory
Directing
Design
Theatrical production
  • mood
  • applaud
  • attentive

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 3 - Theatre

AE17.TH.3.19

Consider and analyze technical elements from multiple drama/theatre works.

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

  • Make observations that explain why artistic choices were made in a dramatic/ theatrical work (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.).
  • Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
  • Explain meaning of cultural perspectives.
  • Practice identifying various cultural perspectives. Folktales from Africa, Native Americans, Japan, etc. and cultural figures such as Harriet Tubman, Mulan, etc., provide some good source material.
  • Consider multiple ways to develop a character using physical characteristics that reflect appropriate cultural perspectives (e.g., a warrior might walk with straight posture, a Chinese lady might make small, shuffling steps, etc.).
  • Consider multiple ways to develop a character using prop or costume design choices that reflect appropriate cultural perspectives (e.g., an old man may use a cane, a Japanese woman may carry a fan, a woman of African descent might wear a headscarf, etc.).
  • 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 and be able to explain how those connections are made (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).
  • Recognize how audiences evaluate dramatic/ theatrical works (e.g., content, tone, technical elements, theme, etc.).
  • Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
  • Identify what technical elements are (e.g., scenery, lighting, makeup and costume design, and props).
  • Identify and articulate technical elements found in multiple dramatic/ theatrical works.
  • Analyze the technical elements from multiple drama/ theatrical works. Be able to explain how they contribute to the story or characters in the work.
  • Explain what audience perspective is. Be able to articulate what your audience cares about, what might offend them, what they need and want, etc.
  • Evaluate and analyze problems and situations that arise in a dramatic/ theatrical work from an audience perspective. Explain how a work might be perceived from various perspectives (i.e., a sweet, old grandmother; a sad unloved, poor boy; a class clown, etc.) and how the work might need to change to work for those various audiences.

Vocabulary

Research
Analysis
  • observation
  • perspective (cultural, audience)
  • content
  • tone
Voice
Movement
Characterization
  • emotions
  • memory
Directing
Design
Theatrical production
  • mood
  • applaud
  • attentive

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 3 - Theatre

AE17.TH.3.20

Evaluate and analyze problems and situations in a drama/theatre work from an audience perspective.

Example: Student audiences give peer assessment of student performances.

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

  • Make observations that explain why artistic choices were made in a dramatic/ theatrical work (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.).
  • Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
  • Explain meaning of cultural perspectives.
  • Practice identifying various cultural perspectives. Folktales from Africa, Native Americans, Japan, etc. and cultural figures such as Harriet Tubman, Mulan, etc., provide some good source material.
  • Consider multiple ways to develop a character using physical characteristics that reflect appropriate cultural perspectives (e.g., a warrior might walk with straight posture, a Chinese lady might make small, shuffling steps, etc.).
  • Consider multiple ways to develop a character using prop or costume design choices that reflect appropriate cultural perspectives (e.g., an old man may use a cane, a Japanese woman may carry a fan, a woman of African descent might wear a headscarf, etc.).
  • 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 and be able to explain how those connections are made (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).
  • Recognize how audiences evaluate dramatic/ theatrical works (e.g., content, tone, technical elements, theme, etc.).
  • Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
  • Identify what technical elements are (e.g., scenery, lighting, makeup and costume design, and props).
  • Identify and articulate technical elements found in multiple dramatic/ theatrical works.
  • Analyze the technical elements from multiple drama/ theatrical works. Be able to explain how they contribute to the story or characters in the work.
  • Explain what audience perspective is. Be able to articulate what your audience cares about, what might offend them, what they need and want, etc.
  • Evaluate and analyze problems and situations that arise in a dramatic/ theatrical work from an audience perspective. Explain how a work might be perceived from various perspectives (i.e., a sweet, old grandmother; a sad unloved, poor boy; a class clown, etc.) and how the work might need to change to work for those various audiences.

Vocabulary

Research
Analysis
  • observation
  • perspective (cultural, audience)
  • content
  • tone
Voice
Movement
Characterization
  • emotions
  • memory
Directing
Design
Theatrical production
  • mood
  • applaud
  • attentive

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 3 - Theatre

AE17.TH.3.21

Use personal experiences and knowledge to make connections to community and culture in a drama/theatre work.

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 personal experiences and knowledge that pertain to community and culture.
  • Connect personal experiences and knowledge to community and culture in a dramatic/ theatrical work (e.g., a commercial, a video, a skit, etc.).
  • Identify connections to community in a dramatic/ theatrical work.
  • Identify connections to social issues in a dramatic/ theatrical work.
  • Identify connections to other content areas in a dramatic/ theatrical work (e.g., art in set or prop design, science in making machines, literature in Reader's Theater, history in plot and costuming, etc.).
  • Read or familiarize oneself with a particular story (e.g., "Jack and the Beanstalk", paying close attention to characterization and plot.
  • Explore how the story is adapted and presented historically in different art forms, genres, or dramatic/ theatrical conventions (e.g., the original Cornish version of" Jack and the Beanstalk" from the 1700s, wood engravings of the tale, and other illustrations through the centuries and decades, scenes in film from Abbott and Costello to Disney to the scene in the musical Into the Woods).
  • Explain how the plot and the depictions of the main characters have changed through the years. Suggest reasons why stories might have changed.

Vocabulary

Research
  • adaptation
  • depiction
Analysis
  • personal experience
  • community
  • culture
  • social issues
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • commercial
  • skit

Anchor Standards

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Arts Education (2017) Grade(s): 3 - Theatre

AE17.TH.3.22

Identify connections to community, social issues, and other content areas in drama/theatre work.

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 personal experiences and knowledge that pertain to community and culture.
  • Connect personal experiences and knowledge to community and culture in a dramatic/ theatrical work (e.g., a commercial, a video, a skit, etc.).
  • Identify connections to community in a dramatic/ theatrical work.
  • Identify connections to social issues in a dramatic/ theatrical work.
  • Identify connections to other content areas in a dramatic/ theatrical work (e.g., art in set or prop design, science in making machines, literature in Reader's Theater, history in plot and costuming, etc.).
  • Read or familiarize oneself with a particular story (e.g., "Jack and the Beanstalk", paying close attention to characterization and plot.
  • Explore how the story is adapted and presented historically in different art forms, genres, or dramatic/ theatrical conventions (e.g., the original Cornish version of" Jack and the Beanstalk" from the 1700s, wood engravings of the tale, and other illustrations through the centuries and decades, scenes in film from Abbott and Costello to Disney to the scene in the musical Into the Woods).
  • Explain how the plot and the depictions of the main characters have changed through the years. Suggest reasons why stories might have changed.

Vocabulary

Research
  • adaptation
  • depiction
Analysis
  • personal experience
  • community
  • culture
  • social issues
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • commercial
  • skit

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Arts Education (2017) Grade(s): 3 - Theatre

AE17.TH.3.23

Explore how stories are adapted from literature to drama/theatre work.

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 personal experiences and knowledge that pertain to community and culture.
  • Connect personal experiences and knowledge to community and culture in a dramatic/ theatrical work (e.g., a commercial, a video, a skit, etc.).
  • Identify connections to community in a dramatic/ theatrical work.
  • Identify connections to social issues in a dramatic/ theatrical work.
  • Identify connections to other content areas in a dramatic/ theatrical work (e.g., art in set or prop design, science in making machines, literature in Reader's Theater, history in plot and costuming, etc.).
  • Read or familiarize oneself with a particular story (e.g., "Jack and the Beanstalk", paying close attention to characterization and plot.
  • Explore how the story is adapted and presented historically in different art forms, genres, or dramatic/ theatrical conventions (e.g., the original Cornish version of" Jack and the Beanstalk" from the 1700s, wood engravings of the tale, and other illustrations through the centuries and decades, scenes in film from Abbott and Costello to Disney to the scene in the musical Into the Woods).
  • Explain how the plot and the depictions of the main characters have changed through the years. Suggest reasons why stories might have changed.

Vocabulary

Research
  • adaptation
  • depiction
Analysis
  • personal experience
  • community
  • culture
  • social issues
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • commercial
  • skit

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

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