Standards - Arts Education

2017 - Arts Education Course of Study Document
Arts Education (2017) Grade(s): 3 - Theatre

AE17.TH.3.24

Examine how artists have historically presented the same stories using different art forms, genres, or drama/theatre conventions.

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.
Arts Education (2017) Grade(s): 4 - Theatre

AE17.TH.4.1

Articulate the visual details of imagined worlds and improvised stories that support the given circumstances 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

  • Define given circumstance, including character motivation, character's personal situation, events that impact the story and character, and the setting.
  • Identify the given circumstances of a dramatic/ theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the imagined worlds that support the given circumstances in a theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the improvised stories that support the given circumstances in a dramatic/ theatrical work.
  • Determine what technical elements are (e.g., lighting, props, costuming and makeup and, scenery).
  • Visualize and design technical elements that support the story and given circumstances in a dramatic/ theatrical work.
  • Explore how a character might move to support the story and given circumstances in a dramatic/ theatrical work (e.g., crawl to get under a fence, leap to get over a puddle, etc.).
  • Collaborate by asking questions in order to devise original ideas for characters by building backstories (e.g., How old are they? Where did they grow up? Did they have sibling? What do they desire most in the world? etc.).
  • Collaborate by asking questions in order to devise original ideas for plots (e.g., What is the central conflict? What is the theme? What do the characters want? What is the setting? etc.).
  • Make and discuss group decisions required to present a dramatic/ theatrical work to peers (e.g., Who is playing which parts? What are the given parameters? What story line should be used? etc.).
  • Identify responsibilities required to present a dramatic/ theatrical work to peers (e.g., Who is writing the piece? Who is acting which parts? Who is responsible for the other technical elements? etc.).
  • Rehearse an improvised or scripted theatrical work.
  • Revise and polish improvised or scripted dramatic/ theatrical work through rehearsal.
  • Use collaborative review to revise and polish improvised or scripted work. Use supportive and constructive commentary.
  • Develop physical exercise techniques for improvised or scripted dramatic/ theatrical work using age appropriate theater games (e.g., "Changing Characters," "Strike a Pose," etc.).
  • Develop vocal exercise techniques for an improvised or scripted dramatic/ theatrical work (e.g., "Boom Chicka Boom," "Pass the Word" etc.).
  • Collaborate to identify design problems that arise in rehearsal for a dramatic/ theatrical work.
  • Collaborate to identify technical problems that arise in rehearsal for a dramatic/ theatrical work.

Vocabulary

Research
Analysis
  • given circumstances
  • visual details
  • central conflict
  • theme
  • supportive
  • commentary
Voice
  • accent
  • inflection
Movement
  • pantomime
  • pose
Characterization
  • motivation
  • backstory
  • want/desire
Directing
Design Theatrical production
  • collaborate
  • playwright
  • actor
  • director
  • improvise
  • script

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 4 - Theatre

AE17.TH.4.2

Visualize and design technical elements that support the story and given circumstances 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

  • Define given circumstance, including character motivation, character's personal situation, events that impact the story and character, and the setting.
  • Identify the given circumstances of a dramatic/ theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the imagined worlds that support the given circumstances in a theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the improvised stories that support the given circumstances in a dramatic/ theatrical work.
  • Determine what technical elements are (e.g., lighting, props, costuming and makeup and, scenery).
  • Visualize and design technical elements that support the story and given circumstances in a dramatic/ theatrical work.
  • Explore how a character might move to support the story and given circumstances in a dramatic/ theatrical work (e.g., crawl to get under a fence, leap to get over a puddle, etc.).
  • Collaborate by asking questions in order to devise original ideas for characters by building backstories (e.g., How old are they? Where did they grow up? Did they have sibling? What do they desire most in the world? etc.).
  • Collaborate by asking questions in order to devise original ideas for plots (e.g., What is the central conflict? What is the theme? What do the characters want? What is the setting? etc.).
  • Make and discuss group decisions required to present a dramatic/ theatrical work to peers (e.g., Who is playing which parts? What are the given parameters? What story line should be used? etc.).
  • Identify responsibilities required to present a dramatic/ theatrical work to peers (e.g., Who is writing the piece? Who is acting which parts? Who is responsible for the other technical elements? etc.).
  • Rehearse an improvised or scripted theatrical work.
  • Revise and polish improvised or scripted dramatic/ theatrical work through rehearsal.
  • Use collaborative review to revise and polish improvised or scripted work. Use supportive and constructive commentary.
  • Develop physical exercise techniques for improvised or scripted dramatic/ theatrical work using age appropriate theater games (e.g., "Changing Characters," "Strike a Pose," etc.).
  • Develop vocal exercise techniques for an improvised or scripted dramatic/ theatrical work (e.g., "Boom Chicka Boom," "Pass the Word" etc.).
  • Collaborate to identify design problems that arise in rehearsal for a dramatic/ theatrical work.
  • Collaborate to identify technical problems that arise in rehearsal for a dramatic/ theatrical work.

Vocabulary

Research
Analysis
  • given circumstances
  • visual details
  • central conflict
  • theme
  • supportive
  • commentary
Voice
  • accent
  • inflection
Movement
  • pantomime
  • pose
Characterization
  • motivation
  • backstory
  • want/desire
Directing
Design Theatrical production
  • collaborate
  • playwright
  • actor
  • director
  • improvise
  • script

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Aligned Learning Resources

Using Creative Dramatics with the Teaching of Poetry
Arts Education (2017) Grade(s): 4 - Theatre

AE17.TH.4.3

Explore how a character might move to support the story and given circumstances in a 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

  • Define given circumstance, including character motivation, character's personal situation, events that impact the story and character, and the setting.
  • Identify the given circumstances of a dramatic/ theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the imagined worlds that support the given circumstances in a theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the improvised stories that support the given circumstances in a dramatic/ theatrical work.
  • Determine what technical elements are (e.g., lighting, props, costuming and makeup and, scenery).
  • Visualize and design technical elements that support the story and given circumstances in a dramatic/ theatrical work.
  • Explore how a character might move to support the story and given circumstances in a dramatic/ theatrical work (e.g., crawl to get under a fence, leap to get over a puddle, etc.).
  • Collaborate by asking questions in order to devise original ideas for characters by building backstories (e.g., How old are they? Where did they grow up? Did they have sibling? What do they desire most in the world? etc.).
  • Collaborate by asking questions in order to devise original ideas for plots (e.g., What is the central conflict? What is the theme? What do the characters want? What is the setting? etc.).
  • Make and discuss group decisions required to present a dramatic/ theatrical work to peers (e.g., Who is playing which parts? What are the given parameters? What story line should be used? etc.).
  • Identify responsibilities required to present a dramatic/ theatrical work to peers (e.g., Who is writing the piece? Who is acting which parts? Who is responsible for the other technical elements? etc.).
  • Rehearse an improvised or scripted theatrical work.
  • Revise and polish improvised or scripted dramatic/ theatrical work through rehearsal.
  • Use collaborative review to revise and polish improvised or scripted work. Use supportive and constructive commentary.
  • Develop physical exercise techniques for improvised or scripted dramatic/ theatrical work using age appropriate theater games (e.g., "Changing Characters," "Strike a Pose," etc.).
  • Develop vocal exercise techniques for an improvised or scripted dramatic/ theatrical work (e.g., "Boom Chicka Boom," "Pass the Word" etc.).
  • Collaborate to identify design problems that arise in rehearsal for a dramatic/ theatrical work.
  • Collaborate to identify technical problems that arise in rehearsal for a dramatic/ theatrical work.

Vocabulary

Research
Analysis
  • given circumstances
  • visual details
  • central conflict
  • theme
  • supportive
  • commentary
Voice
  • accent
  • inflection
Movement
  • pantomime
  • pose
Characterization
  • motivation
  • backstory
  • want/desire
Directing
Design Theatrical production
  • collaborate
  • playwright
  • actor
  • director
  • improvise
  • script

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 4 - Theatre

AE17.TH.4.4

Collaborate to devise original ideas for a drama/theatre work by asking questions about characters and plots.

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

  • Define given circumstance, including character motivation, character's personal situation, events that impact the story and character, and the setting.
  • Identify the given circumstances of a dramatic/ theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the imagined worlds that support the given circumstances in a theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the improvised stories that support the given circumstances in a dramatic/ theatrical work.
  • Determine what technical elements are (e.g., lighting, props, costuming and makeup and, scenery).
  • Visualize and design technical elements that support the story and given circumstances in a dramatic/ theatrical work.
  • Explore how a character might move to support the story and given circumstances in a dramatic/ theatrical work (e.g., crawl to get under a fence, leap to get over a puddle, etc.).
  • Collaborate by asking questions in order to devise original ideas for characters by building backstories (e.g., How old are they? Where did they grow up? Did they have sibling? What do they desire most in the world? etc.).
  • Collaborate by asking questions in order to devise original ideas for plots (e.g., What is the central conflict? What is the theme? What do the characters want? What is the setting? etc.).
  • Make and discuss group decisions required to present a dramatic/ theatrical work to peers (e.g., Who is playing which parts? What are the given parameters? What story line should be used? etc.).
  • Identify responsibilities required to present a dramatic/ theatrical work to peers (e.g., Who is writing the piece? Who is acting which parts? Who is responsible for the other technical elements? etc.).
  • Rehearse an improvised or scripted theatrical work.
  • Revise and polish improvised or scripted dramatic/ theatrical work through rehearsal.
  • Use collaborative review to revise and polish improvised or scripted work. Use supportive and constructive commentary.
  • Develop physical exercise techniques for improvised or scripted dramatic/ theatrical work using age appropriate theater games (e.g., "Changing Characters," "Strike a Pose," etc.).
  • Develop vocal exercise techniques for an improvised or scripted dramatic/ theatrical work (e.g., "Boom Chicka Boom," "Pass the Word" etc.).
  • Collaborate to identify design problems that arise in rehearsal for a dramatic/ theatrical work.
  • Collaborate to identify technical problems that arise in rehearsal for a dramatic/ theatrical work.

Vocabulary

Research
Analysis
  • given circumstances
  • visual details
  • central conflict
  • theme
  • supportive
  • commentary
Voice
  • accent
  • inflection
Movement
  • pantomime
  • pose
Characterization
  • motivation
  • backstory
  • want/desire
Directing
Design Theatrical production
  • collaborate
  • playwright
  • actor
  • director
  • improvise
  • script

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 4 - Theatre

AE17.TH.4.5

Make and discuss group decisions and identify responsibilities required to present a drama/theatre work to peers.

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

  • Define given circumstance, including character motivation, character's personal situation, events that impact the story and character, and the setting.
  • Identify the given circumstances of a dramatic/ theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the imagined worlds that support the given circumstances in a theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the improvised stories that support the given circumstances in a dramatic/ theatrical work.
  • Determine what technical elements are (e.g., lighting, props, costuming and makeup and, scenery).
  • Visualize and design technical elements that support the story and given circumstances in a dramatic/ theatrical work.
  • Explore how a character might move to support the story and given circumstances in a dramatic/ theatrical work (e.g., crawl to get under a fence, leap to get over a puddle, etc.).
  • Collaborate by asking questions in order to devise original ideas for characters by building backstories (e.g., How old are they? Where did they grow up? Did they have sibling? What do they desire most in the world? etc.).
  • Collaborate by asking questions in order to devise original ideas for plots (e.g., What is the central conflict? What is the theme? What do the characters want? What is the setting? etc.).
  • Make and discuss group decisions required to present a dramatic/ theatrical work to peers (e.g., Who is playing which parts? What are the given parameters? What story line should be used? etc.).
  • Identify responsibilities required to present a dramatic/ theatrical work to peers (e.g., Who is writing the piece? Who is acting which parts? Who is responsible for the other technical elements? etc.).
  • Rehearse an improvised or scripted theatrical work.
  • Revise and polish improvised or scripted dramatic/ theatrical work through rehearsal.
  • Use collaborative review to revise and polish improvised or scripted work. Use supportive and constructive commentary.
  • Develop physical exercise techniques for improvised or scripted dramatic/ theatrical work using age appropriate theater games (e.g., "Changing Characters," "Strike a Pose," etc.).
  • Develop vocal exercise techniques for an improvised or scripted dramatic/ theatrical work (e.g., "Boom Chicka Boom," "Pass the Word" etc.).
  • Collaborate to identify design problems that arise in rehearsal for a dramatic/ theatrical work.
  • Collaborate to identify technical problems that arise in rehearsal for a dramatic/ theatrical work.

Vocabulary

Research
Analysis
  • given circumstances
  • visual details
  • central conflict
  • theme
  • supportive
  • commentary
Voice
  • accent
  • inflection
Movement
  • pantomime
  • pose
Characterization
  • motivation
  • backstory
  • want/desire
Directing
Design Theatrical production
  • collaborate
  • playwright
  • actor
  • director
  • improvise
  • script

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 4 - Theatre

AE17.TH.4.6

Revise and improve an improvised or scripted drama/theatre work through repetition and collaborative review.

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

  • Define given circumstance, including character motivation, character's personal situation, events that impact the story and character, and the setting.
  • Identify the given circumstances of a dramatic/ theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the imagined worlds that support the given circumstances in a theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the improvised stories that support the given circumstances in a dramatic/ theatrical work.
  • Determine what technical elements are (e.g., lighting, props, costuming and makeup and, scenery).
  • Visualize and design technical elements that support the story and given circumstances in a dramatic/ theatrical work.
  • Explore how a character might move to support the story and given circumstances in a dramatic/ theatrical work (e.g., crawl to get under a fence, leap to get over a puddle, etc.).
  • Collaborate by asking questions in order to devise original ideas for characters by building backstories (e.g., How old are they? Where did they grow up? Did they have sibling? What do they desire most in the world? etc.).
  • Collaborate by asking questions in order to devise original ideas for plots (e.g., What is the central conflict? What is the theme? What do the characters want? What is the setting? etc.).
  • Make and discuss group decisions required to present a dramatic/ theatrical work to peers (e.g., Who is playing which parts? What are the given parameters? What story line should be used? etc.).
  • Identify responsibilities required to present a dramatic/ theatrical work to peers (e.g., Who is writing the piece? Who is acting which parts? Who is responsible for the other technical elements? etc.).
  • Rehearse an improvised or scripted theatrical work.
  • Revise and polish improvised or scripted dramatic/ theatrical work through rehearsal.
  • Use collaborative review to revise and polish improvised or scripted work. Use supportive and constructive commentary.
  • Develop physical exercise techniques for improvised or scripted dramatic/ theatrical work using age appropriate theater games (e.g., "Changing Characters," "Strike a Pose," etc.).
  • Develop vocal exercise techniques for an improvised or scripted dramatic/ theatrical work (e.g., "Boom Chicka Boom," "Pass the Word" etc.).
  • Collaborate to identify design problems that arise in rehearsal for a dramatic/ theatrical work.
  • Collaborate to identify technical problems that arise in rehearsal for a dramatic/ theatrical work.

Vocabulary

Research
Analysis
  • given circumstances
  • visual details
  • central conflict
  • theme
  • supportive
  • commentary
Voice
  • accent
  • inflection
Movement
  • pantomime
  • pose
Characterization
  • motivation
  • backstory
  • want/desire
Directing
Design Theatrical production
  • collaborate
  • playwright
  • actor
  • director
  • improvise
  • script

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 4 - Theatre

AE17.TH.4.7

Develop physical and vocal exercise techniques for 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

  • Define given circumstance, including character motivation, character's personal situation, events that impact the story and character, and the setting.
  • Identify the given circumstances of a dramatic/ theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the imagined worlds that support the given circumstances in a theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the improvised stories that support the given circumstances in a dramatic/ theatrical work.
  • Determine what technical elements are (e.g., lighting, props, costuming and makeup and, scenery).
  • Visualize and design technical elements that support the story and given circumstances in a dramatic/ theatrical work.
  • Explore how a character might move to support the story and given circumstances in a dramatic/ theatrical work (e.g., crawl to get under a fence, leap to get over a puddle, etc.).
  • Collaborate by asking questions in order to devise original ideas for characters by building backstories (e.g., How old are they? Where did they grow up? Did they have sibling? What do they desire most in the world? etc.).
  • Collaborate by asking questions in order to devise original ideas for plots (e.g., What is the central conflict? What is the theme? What do the characters want? What is the setting? etc.).
  • Make and discuss group decisions required to present a dramatic/ theatrical work to peers (e.g., Who is playing which parts? What are the given parameters? What story line should be used? etc.).
  • Identify responsibilities required to present a dramatic/ theatrical work to peers (e.g., Who is writing the piece? Who is acting which parts? Who is responsible for the other technical elements? etc.).
  • Rehearse an improvised or scripted theatrical work.
  • Revise and polish improvised or scripted dramatic/ theatrical work through rehearsal.
  • Use collaborative review to revise and polish improvised or scripted work. Use supportive and constructive commentary.
  • Develop physical exercise techniques for improvised or scripted dramatic/ theatrical work using age appropriate theater games (e.g., "Changing Characters," "Strike a Pose," etc.).
  • Develop vocal exercise techniques for an improvised or scripted dramatic/ theatrical work (e.g., "Boom Chicka Boom," "Pass the Word" etc.).
  • Collaborate to identify design problems that arise in rehearsal for a dramatic/ theatrical work.
  • Collaborate to identify technical problems that arise in rehearsal for a dramatic/ theatrical work.

Vocabulary

Research
Analysis
  • given circumstances
  • visual details
  • central conflict
  • theme
  • supportive
  • commentary
Voice
  • accent
  • inflection
Movement
  • pantomime
  • pose
Characterization
  • motivation
  • backstory
  • want/desire
Directing
Design Theatrical production
  • collaborate
  • playwright
  • actor
  • director
  • improvise
  • script

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 4 - Theatre

AE17.TH.4.8

Collaborate on identifying design and technical problems that arise in rehearsal for 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

  • Define given circumstance, including character motivation, character's personal situation, events that impact the story and character, and the setting.
  • Identify the given circumstances of a dramatic/ theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the imagined worlds that support the given circumstances in a theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the improvised stories that support the given circumstances in a dramatic/ theatrical work.
  • Determine what technical elements are (e.g., lighting, props, costuming and makeup and, scenery).
  • Visualize and design technical elements that support the story and given circumstances in a dramatic/ theatrical work.
  • Explore how a character might move to support the story and given circumstances in a dramatic/ theatrical work (e.g., crawl to get under a fence, leap to get over a puddle, etc.).
  • Collaborate by asking questions in order to devise original ideas for characters by building backstories (e.g., How old are they? Where did they grow up? Did they have sibling? What do they desire most in the world? etc.).
  • Collaborate by asking questions in order to devise original ideas for plots (e.g., What is the central conflict? What is the theme? What do the characters want? What is the setting? etc.).
  • Make and discuss group decisions required to present a dramatic/ theatrical work to peers (e.g., Who is playing which parts? What are the given parameters? What story line should be used? etc.).
  • Identify responsibilities required to present a dramatic/ theatrical work to peers (e.g., Who is writing the piece? Who is acting which parts? Who is responsible for the other technical elements? etc.).
  • Rehearse an improvised or scripted theatrical work.
  • Revise and polish improvised or scripted dramatic/ theatrical work through rehearsal.
  • Use collaborative review to revise and polish improvised or scripted work. Use supportive and constructive commentary.
  • Develop physical exercise techniques for improvised or scripted dramatic/ theatrical work using age appropriate theater games (e.g., "Changing Characters," "Strike a Pose," etc.).
  • Develop vocal exercise techniques for an improvised or scripted dramatic/ theatrical work (e.g., "Boom Chicka Boom," "Pass the Word" etc.).
  • Collaborate to identify design problems that arise in rehearsal for a dramatic/ theatrical work.
  • Collaborate to identify technical problems that arise in rehearsal for a dramatic/ theatrical work.

Vocabulary

Research
Analysis
  • given circumstances
  • visual details
  • central conflict
  • theme
  • supportive
  • commentary
Voice
  • accent
  • inflection
Movement
  • pantomime
  • pose
Characterization
  • motivation
  • backstory
  • want/desire
Directing
Design Theatrical production
  • collaborate
  • playwright
  • actor
  • director
  • improvise
  • script

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 4 - Theatre

AE17.TH.4.9

Modify the dialogue and action to change the story in an original 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

  • Create an original dramatic/ theatrical work.
  • Modify the dialogue in the original work to change the story. (e.g., modify changing the character's motivations, goals, setting, or audience).
  • Modify the action in the original work to change the story (e.g., change the outcome, tone, theme, or conflict).
  • Make physical choices to develop a character in a dramatic/ theatrical work by using theater games such as "Who Wears This Hat?" Questions to consider: How do characters hold their faces when at rest? What is their posture? Are they open and expressive with their gestures or timid and small? How do they walk? Do they have an ailment or something embarrassing that affect the way they move? etc.
  • Practice theater exercises/ games that can be used in a group setting for a dramatic/ theatrical work. Teach stage directions with games such as "Minefield" and focus and ensemble building with games such as "Do You Love Your Neighbor?"
  • Propose the use of technical elements in a dramatic/ theatrical work (e.g., props, costumes and/or makeup, sets, etc.).
  • Share small-group dramatic/ theatrical work with peers as an audience. Audience should follow proper theater etiquette.
  • Reflect on the experience as actors and audience.

Vocabulary

Research
  • original work
Analysis
  • tone
Voice
Movement
  • at rest
  • posture
  • open movements
  • exaggerated movement
  • stage directions
Characterization
Directing
Design
Theatrical production
  • theater etiquette

Anchor Standards

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

AE17.TH.4.10

Make physical choices to develop a character in 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

  • Create an original dramatic/ theatrical work.
  • Modify the dialogue in the original work to change the story. (e.g., modify changing the character's motivations, goals, setting, or audience).
  • Modify the action in the original work to change the story (e.g., change the outcome, tone, theme, or conflict).
  • Make physical choices to develop a character in a dramatic/ theatrical work by using theater games such as "Who Wears This Hat?" Questions to consider: How do characters hold their faces when at rest? What is their posture? Are they open and expressive with their gestures or timid and small? How do they walk? Do they have an ailment or something embarrassing that affect the way they move? etc.
  • Practice theater exercises/ games that can be used in a group setting for a dramatic/ theatrical work. Teach stage directions with games such as "Minefield" and focus and ensemble building with games such as "Do You Love Your Neighbor?"
  • Propose the use of technical elements in a dramatic/ theatrical work (e.g., props, costumes and/or makeup, sets, etc.).
  • Share small-group dramatic/ theatrical work with peers as an audience. Audience should follow proper theater etiquette.
  • Reflect on the experience as actors and audience.

Vocabulary

Research
  • original work
Analysis
  • tone
Voice
Movement
  • at rest
  • posture
  • open movements
  • exaggerated movement
  • stage directions
Characterization
Directing
Design
Theatrical production
  • theater etiquette

Anchor Standards

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

AE17.TH.4.11

Practice selected 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

  • Create an original dramatic/ theatrical work.
  • Modify the dialogue in the original work to change the story. (e.g., modify changing the character's motivations, goals, setting, or audience).
  • Modify the action in the original work to change the story (e.g., change the outcome, tone, theme, or conflict).
  • Make physical choices to develop a character in a dramatic/ theatrical work by using theater games such as "Who Wears This Hat?" Questions to consider: How do characters hold their faces when at rest? What is their posture? Are they open and expressive with their gestures or timid and small? How do they walk? Do they have an ailment or something embarrassing that affect the way they move? etc.
  • Practice theater exercises/ games that can be used in a group setting for a dramatic/ theatrical work. Teach stage directions with games such as "Minefield" and focus and ensemble building with games such as "Do You Love Your Neighbor?"
  • Propose the use of technical elements in a dramatic/ theatrical work (e.g., props, costumes and/or makeup, sets, etc.).
  • Share small-group dramatic/ theatrical work with peers as an audience. Audience should follow proper theater etiquette.
  • Reflect on the experience as actors and audience.

Vocabulary

Research
  • original work
Analysis
  • tone
Voice
Movement
  • at rest
  • posture
  • open movements
  • exaggerated movement
  • stage directions
Characterization
Directing
Design
Theatrical production
  • theater etiquette

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 4 - Theatre

AE17.TH.4.12

Propose the use of technical elements in a drama/theatre work.

Example: Use masks in Commedia del’ Arte activities.

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

  • Create an original dramatic/ theatrical work.
  • Modify the dialogue in the original work to change the story. (e.g., modify changing the character's motivations, goals, setting, or audience).
  • Modify the action in the original work to change the story (e.g., change the outcome, tone, theme, or conflict).
  • Make physical choices to develop a character in a dramatic/ theatrical work by using theater games such as "Who Wears This Hat?" Questions to consider: How do characters hold their faces when at rest? What is their posture? Are they open and expressive with their gestures or timid and small? How do they walk? Do they have an ailment or something embarrassing that affect the way they move? etc.
  • Practice theater exercises/ games that can be used in a group setting for a dramatic/ theatrical work. Teach stage directions with games such as "Minefield" and focus and ensemble building with games such as "Do You Love Your Neighbor?"
  • Propose the use of technical elements in a dramatic/ theatrical work (e.g., props, costumes and/or makeup, sets, etc.).
  • Share small-group dramatic/ theatrical work with peers as an audience. Audience should follow proper theater etiquette.
  • Reflect on the experience as actors and audience.

Vocabulary

Research
  • original work
Analysis
  • tone
Voice
Movement
  • at rest
  • posture
  • open movements
  • exaggerated movement
  • stage directions
Characterization
Directing
Design
Theatrical production
  • theater etiquette

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 4 - Theatre

AE17.TH.4.13

Share small-group drama/theatre work, with peers as audience.

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

  • Create an original dramatic/ theatrical work.
  • Modify the dialogue in the original work to change the story. (e.g., modify changing the character's motivations, goals, setting, or audience).
  • Modify the action in the original work to change the story (e.g., change the outcome, tone, theme, or conflict).
  • Make physical choices to develop a character in a dramatic/ theatrical work by using theater games such as "Who Wears This Hat?" Questions to consider: How do characters hold their faces when at rest? What is their posture? Are they open and expressive with their gestures or timid and small? How do they walk? Do they have an ailment or something embarrassing that affect the way they move? etc.
  • Practice theater exercises/ games that can be used in a group setting for a dramatic/ theatrical work. Teach stage directions with games such as "Minefield" and focus and ensemble building with games such as "Do You Love Your Neighbor?"
  • Propose the use of technical elements in a dramatic/ theatrical work (e.g., props, costumes and/or makeup, sets, etc.).
  • Share small-group dramatic/ theatrical work with peers as an audience. Audience should follow proper theater etiquette.
  • Reflect on the experience as actors and audience.

Vocabulary

Research
  • original work
Analysis
  • tone
Voice
Movement
  • at rest
  • posture
  • open movements
  • exaggerated movement
  • stage directions
Characterization
Directing
Design
Theatrical production
  • theater etiquette

Anchor Standards

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Aligned Learning Resources

Using Creative Dramatics with the Teaching of Poetry
Arts Education (2017) Grade(s): 4 - Theatre

AE17.TH.4.14

Identify artistic choices made in a drama/theatre work through participation and observation.

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

  • Participate in a dramatic/ theatrical work to identify artistic choices.
  • Observe others in a dramatic/ theatrical work to identify artistic choices.
  • Compare and contrast multiple personal experiences when participating or observing a dramatic/ theatrical work. Be able to articulate these experiences and the share similarities and differences in experiences with peers.
  • Compare and contrast the qualities of characters in a dramatic/ theatrical work through physical characteristics such as hair and eye color, gestures, posture, facial expressions, clothing choices, age, etc.
  • Compare and contrast the qualities of characters through prop design choices including hand props and movable set pieces. Consider size, shape, function, color, etc., and how those traits build the theme and mood in the analysis.
  • Compare and contrast the qualities of characters through costume design qualities including how the costume reflects the needs of the character, the traits of the character, the time period and culture of the play, the changes in the character, etc.
  • Identify physiological changes connected to emotions in a dramatic/ theatrical work. Identify how the body responds to things like suspense, humor, tragedy, etc.
  • Explain how these responses produce a catharsis.
  • Develop a plan to evaluate dramatic/ theatrical work. Brainstorm and list elements of the plan.
  • Investigate how technical elements support a theme or idea in a dramatic/ theatrical work. Identify the theme or main idea and then choose the technical elements that support them. Explain how the technical elements support the theme.
  • Determine what an audience's perspective is for a dramatic/ theatrical work. Questions to consider: What aspects of the work are aesthetically pleasing to a particular audience? What traits of the protagonist would the audience favor? How would the audience feel about the theme of the work? etc.
  • Observe how a character's choices impact the audience's perspective for a dramatic/ theatrical work. Identify protagonists and antagonists and their choices. Determine how those choices influence the audience's perception of those characters and of the entire work.

Vocabulary

Research
Analysis
  • compare
  • contrast
  • mood
  • physiological changes
  • evaluate
Voice
Movement
Characterization
  • facial expressions
  • protagonist
  • antagonist
Directing
Design
Theatrical production
  • humor
  • comedy
  • tragedy
  • catharsis

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.
Arts Education (2017) Grade(s): 4 - Theatre

AE17.TH.4.15

Compare and contrast 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

  • Participate in a dramatic/ theatrical work to identify artistic choices.
  • Observe others in a dramatic/ theatrical work to identify artistic choices.
  • Compare and contrast multiple personal experiences when participating or observing a dramatic/ theatrical work. Be able to articulate these experiences and the share similarities and differences in experiences with peers.
  • Compare and contrast the qualities of characters in a dramatic/ theatrical work through physical characteristics such as hair and eye color, gestures, posture, facial expressions, clothing choices, age, etc.
  • Compare and contrast the qualities of characters through prop design choices including hand props and movable set pieces. Consider size, shape, function, color, etc., and how those traits build the theme and mood in the analysis.
  • Compare and contrast the qualities of characters through costume design qualities including how the costume reflects the needs of the character, the traits of the character, the time period and culture of the play, the changes in the character, etc.
  • Identify physiological changes connected to emotions in a dramatic/ theatrical work. Identify how the body responds to things like suspense, humor, tragedy, etc.
  • Explain how these responses produce a catharsis.
  • Develop a plan to evaluate dramatic/ theatrical work. Brainstorm and list elements of the plan.
  • Investigate how technical elements support a theme or idea in a dramatic/ theatrical work. Identify the theme or main idea and then choose the technical elements that support them. Explain how the technical elements support the theme.
  • Determine what an audience's perspective is for a dramatic/ theatrical work. Questions to consider: What aspects of the work are aesthetically pleasing to a particular audience? What traits of the protagonist would the audience favor? How would the audience feel about the theme of the work? etc.
  • Observe how a character's choices impact the audience's perspective for a dramatic/ theatrical work. Identify protagonists and antagonists and their choices. Determine how those choices influence the audience's perception of those characters and of the entire work.

Vocabulary

Research
Analysis
  • compare
  • contrast
  • mood
  • physiological changes
  • evaluate
Voice
Movement
Characterization
  • facial expressions
  • protagonist
  • antagonist
Directing
Design
Theatrical production
  • humor
  • comedy
  • tragedy
  • catharsis

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.
Arts Education (2017) Grade(s): 4 - Theatre

AE17.TH.4.16

Compare and contrast the qualities of characters in a drama/theatre work through physical characteristics and prop or costume design choices that reflect cultural perspectives.

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

  • Participate in a dramatic/ theatrical work to identify artistic choices.
  • Observe others in a dramatic/ theatrical work to identify artistic choices.
  • Compare and contrast multiple personal experiences when participating or observing a dramatic/ theatrical work. Be able to articulate these experiences and the share similarities and differences in experiences with peers.
  • Compare and contrast the qualities of characters in a dramatic/ theatrical work through physical characteristics such as hair and eye color, gestures, posture, facial expressions, clothing choices, age, etc.
  • Compare and contrast the qualities of characters through prop design choices including hand props and movable set pieces. Consider size, shape, function, color, etc., and how those traits build the theme and mood in the analysis.
  • Compare and contrast the qualities of characters through costume design qualities including how the costume reflects the needs of the character, the traits of the character, the time period and culture of the play, the changes in the character, etc.
  • Identify physiological changes connected to emotions in a dramatic/ theatrical work. Identify how the body responds to things like suspense, humor, tragedy, etc.
  • Explain how these responses produce a catharsis.
  • Develop a plan to evaluate dramatic/ theatrical work. Brainstorm and list elements of the plan.
  • Investigate how technical elements support a theme or idea in a dramatic/ theatrical work. Identify the theme or main idea and then choose the technical elements that support them. Explain how the technical elements support the theme.
  • Determine what an audience's perspective is for a dramatic/ theatrical work. Questions to consider: What aspects of the work are aesthetically pleasing to a particular audience? What traits of the protagonist would the audience favor? How would the audience feel about the theme of the work? etc.
  • Observe how a character's choices impact the audience's perspective for a dramatic/ theatrical work. Identify protagonists and antagonists and their choices. Determine how those choices influence the audience's perception of those characters and of the entire work.

Vocabulary

Research
Analysis
  • compare
  • contrast
  • mood
  • physiological changes
  • evaluate
Voice
Movement
Characterization
  • facial expressions
  • protagonist
  • antagonist
Directing
Design
Theatrical production
  • humor
  • comedy
  • tragedy
  • catharsis

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.
Arts Education (2017) Grade(s): 4 - Theatre

AE17.TH.4.17

Identify and discuss physiological changes connected to 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

  • Participate in a dramatic/ theatrical work to identify artistic choices.
  • Observe others in a dramatic/ theatrical work to identify artistic choices.
  • Compare and contrast multiple personal experiences when participating or observing a dramatic/ theatrical work. Be able to articulate these experiences and the share similarities and differences in experiences with peers.
  • Compare and contrast the qualities of characters in a dramatic/ theatrical work through physical characteristics such as hair and eye color, gestures, posture, facial expressions, clothing choices, age, etc.
  • Compare and contrast the qualities of characters through prop design choices including hand props and movable set pieces. Consider size, shape, function, color, etc., and how those traits build the theme and mood in the analysis.
  • Compare and contrast the qualities of characters through costume design qualities including how the costume reflects the needs of the character, the traits of the character, the time period and culture of the play, the changes in the character, etc.
  • Identify physiological changes connected to emotions in a dramatic/ theatrical work. Identify how the body responds to things like suspense, humor, tragedy, etc.
  • Explain how these responses produce a catharsis.
  • Develop a plan to evaluate dramatic/ theatrical work. Brainstorm and list elements of the plan.
  • Investigate how technical elements support a theme or idea in a dramatic/ theatrical work. Identify the theme or main idea and then choose the technical elements that support them. Explain how the technical elements support the theme.
  • Determine what an audience's perspective is for a dramatic/ theatrical work. Questions to consider: What aspects of the work are aesthetically pleasing to a particular audience? What traits of the protagonist would the audience favor? How would the audience feel about the theme of the work? etc.
  • Observe how a character's choices impact the audience's perspective for a dramatic/ theatrical work. Identify protagonists and antagonists and their choices. Determine how those choices influence the audience's perception of those characters and of the entire work.

Vocabulary

Research
Analysis
  • compare
  • contrast
  • mood
  • physiological changes
  • evaluate
Voice
Movement
Characterization
  • facial expressions
  • protagonist
  • antagonist
Directing
Design
Theatrical production
  • humor
  • comedy
  • tragedy
  • catharsis

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.
Arts Education (2017) Grade(s): 4 - Theatre

AE17.TH.4.18

Develop a plan to evaluate drama/theatre work.

Example: Before viewing a performance, brainstorm questions such as: What do I see? What do I hear? What do I feel? I have an opinion–would you like to hear it?

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

  • Participate in a dramatic/ theatrical work to identify artistic choices.
  • Observe others in a dramatic/ theatrical work to identify artistic choices.
  • Compare and contrast multiple personal experiences when participating or observing a dramatic/ theatrical work. Be able to articulate these experiences and the share similarities and differences in experiences with peers.
  • Compare and contrast the qualities of characters in a dramatic/ theatrical work through physical characteristics such as hair and eye color, gestures, posture, facial expressions, clothing choices, age, etc.
  • Compare and contrast the qualities of characters through prop design choices including hand props and movable set pieces. Consider size, shape, function, color, etc., and how those traits build the theme and mood in the analysis.
  • Compare and contrast the qualities of characters through costume design qualities including how the costume reflects the needs of the character, the traits of the character, the time period and culture of the play, the changes in the character, etc.
  • Identify physiological changes connected to emotions in a dramatic/ theatrical work. Identify how the body responds to things like suspense, humor, tragedy, etc.
  • Explain how these responses produce a catharsis.
  • Develop a plan to evaluate dramatic/ theatrical work. Brainstorm and list elements of the plan.
  • Investigate how technical elements support a theme or idea in a dramatic/ theatrical work. Identify the theme or main idea and then choose the technical elements that support them. Explain how the technical elements support the theme.
  • Determine what an audience's perspective is for a dramatic/ theatrical work. Questions to consider: What aspects of the work are aesthetically pleasing to a particular audience? What traits of the protagonist would the audience favor? How would the audience feel about the theme of the work? etc.
  • Observe how a character's choices impact the audience's perspective for a dramatic/ theatrical work. Identify protagonists and antagonists and their choices. Determine how those choices influence the audience's perception of those characters and of the entire work.

Vocabulary

Research
Analysis
  • compare
  • contrast
  • mood
  • physiological changes
  • evaluate
Voice
Movement
Characterization
  • facial expressions
  • protagonist
  • antagonist
Directing
Design
Theatrical production
  • humor
  • comedy
  • tragedy
  • catharsis

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 4 - Theatre

AE17.TH.4.19

Investigate how technical elements may support a theme or idea in a 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

  • Participate in a dramatic/ theatrical work to identify artistic choices.
  • Observe others in a dramatic/ theatrical work to identify artistic choices.
  • Compare and contrast multiple personal experiences when participating or observing a dramatic/ theatrical work. Be able to articulate these experiences and the share similarities and differences in experiences with peers.
  • Compare and contrast the qualities of characters in a dramatic/ theatrical work through physical characteristics such as hair and eye color, gestures, posture, facial expressions, clothing choices, age, etc.
  • Compare and contrast the qualities of characters through prop design choices including hand props and movable set pieces. Consider size, shape, function, color, etc., and how those traits build the theme and mood in the analysis.
  • Compare and contrast the qualities of characters through costume design qualities including how the costume reflects the needs of the character, the traits of the character, the time period and culture of the play, the changes in the character, etc.
  • Identify physiological changes connected to emotions in a dramatic/ theatrical work. Identify how the body responds to things like suspense, humor, tragedy, etc.
  • Explain how these responses produce a catharsis.
  • Develop a plan to evaluate dramatic/ theatrical work. Brainstorm and list elements of the plan.
  • Investigate how technical elements support a theme or idea in a dramatic/ theatrical work. Identify the theme or main idea and then choose the technical elements that support them. Explain how the technical elements support the theme.
  • Determine what an audience's perspective is for a dramatic/ theatrical work. Questions to consider: What aspects of the work are aesthetically pleasing to a particular audience? What traits of the protagonist would the audience favor? How would the audience feel about the theme of the work? etc.
  • Observe how a character's choices impact the audience's perspective for a dramatic/ theatrical work. Identify protagonists and antagonists and their choices. Determine how those choices influence the audience's perception of those characters and of the entire work.

Vocabulary

Research
Analysis
  • compare
  • contrast
  • mood
  • physiological changes
  • evaluate
Voice
Movement
Characterization
  • facial expressions
  • protagonist
  • antagonist
Directing
Design
Theatrical production
  • humor
  • comedy
  • tragedy
  • catharsis

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 4 - Theatre

AE17.TH.4.20

Observe how a character’s choices impact an audience’s perspective in a 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

  • Participate in a dramatic/ theatrical work to identify artistic choices.
  • Observe others in a dramatic/ theatrical work to identify artistic choices.
  • Compare and contrast multiple personal experiences when participating or observing a dramatic/ theatrical work. Be able to articulate these experiences and the share similarities and differences in experiences with peers.
  • Compare and contrast the qualities of characters in a dramatic/ theatrical work through physical characteristics such as hair and eye color, gestures, posture, facial expressions, clothing choices, age, etc.
  • Compare and contrast the qualities of characters through prop design choices including hand props and movable set pieces. Consider size, shape, function, color, etc., and how those traits build the theme and mood in the analysis.
  • Compare and contrast the qualities of characters through costume design qualities including how the costume reflects the needs of the character, the traits of the character, the time period and culture of the play, the changes in the character, etc.
  • Identify physiological changes connected to emotions in a dramatic/ theatrical work. Identify how the body responds to things like suspense, humor, tragedy, etc.
  • Explain how these responses produce a catharsis.
  • Develop a plan to evaluate dramatic/ theatrical work. Brainstorm and list elements of the plan.
  • Investigate how technical elements support a theme or idea in a dramatic/ theatrical work. Identify the theme or main idea and then choose the technical elements that support them. Explain how the technical elements support the theme.
  • Determine what an audience's perspective is for a dramatic/ theatrical work. Questions to consider: What aspects of the work are aesthetically pleasing to a particular audience? What traits of the protagonist would the audience favor? How would the audience feel about the theme of the work? etc.
  • Observe how a character's choices impact the audience's perspective for a dramatic/ theatrical work. Identify protagonists and antagonists and their choices. Determine how those choices influence the audience's perception of those characters and of the entire work.

Vocabulary

Research
Analysis
  • compare
  • contrast
  • mood
  • physiological changes
  • evaluate
Voice
Movement
Characterization
  • facial expressions
  • protagonist
  • antagonist
Directing
Design
Theatrical production
  • humor
  • comedy
  • tragedy
  • catharsis

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 4 - Theatre

AE17.TH.4.21

Identify the ways a drama/theatre work reflects the perspectives of a community or culture.

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

  • View one or more dramatic/ theatrical works that reflect the perspective of a particular community or culture in cartoons, advertisements, film, plays, etc.
  • Identify ways in which the piece reflects the perspective of a particular community or culture.
  • Identify community and social issues.
  • Identify student's perspective on the issues. Articulate perspective.
  • Use other content areas to inform student-created dramatic/ theatrical works in response to those issues. Students use at least one other content area (e.g., art, music for emphasis or emotion, literature for allusions or key phrases, history for story ideas and context, math for set design or story ideas, etc.) in their piece.
  • Research cross-cultural approaches to storytelling in dramatic/ theatrical works (e.g., ballads from the British Isles, hula, Chinese Shadow puppetry, Zajal, griot, etc.).
  • Identify the dramatic/ theatrical conventions of past historical periods. Define theatrical conventions and find examples in past historical periods (e.g. Renaissance, Restoration theater, miracle and morality play of the Middle Ages, realism, romanticism, etc.).
  • Identify the dramatic/ theatrical conventions of contemporary times (e.g., realism vs. highly stylized performances, breaking the fourth wall, political topics, narration, experimentation, use of multiple forms of media).
  • Compare and contrast the conventions of a past period with those of the present. It might be beneficial to use a Venn diagram or some other form of graphic organizer to organize similarities and differences.

Vocabulary

Research
Analysis
  • content area
  • theater conventions
  • fourth wall
Voice
  • voice over
  • narration
Movement
Characterization
Directing
Design
  • media
Theatrical production
  • cartoon/ animation
  • advertisement
  • play

Anchor Standards

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Arts Education (2017) Grade(s): 4 - Theatre

AE17.TH.4.22

Respond to community and social issues and incorporate 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

  • View one or more dramatic/ theatrical works that reflect the perspective of a particular community or culture in cartoons, advertisements, film, plays, etc.
  • Identify ways in which the piece reflects the perspective of a particular community or culture.
  • Identify community and social issues.
  • Identify student's perspective on the issues. Articulate perspective.
  • Use other content areas to inform student-created dramatic/ theatrical works in response to those issues. Students use at least one other content area (e.g., art, music for emphasis or emotion, literature for allusions or key phrases, history for story ideas and context, math for set design or story ideas, etc.) in their piece.
  • Research cross-cultural approaches to storytelling in dramatic/ theatrical works (e.g., ballads from the British Isles, hula, Chinese Shadow puppetry, Zajal, griot, etc.).
  • Identify the dramatic/ theatrical conventions of past historical periods. Define theatrical conventions and find examples in past historical periods (e.g. Renaissance, Restoration theater, miracle and morality play of the Middle Ages, realism, romanticism, etc.).
  • Identify the dramatic/ theatrical conventions of contemporary times (e.g., realism vs. highly stylized performances, breaking the fourth wall, political topics, narration, experimentation, use of multiple forms of media).
  • Compare and contrast the conventions of a past period with those of the present. It might be beneficial to use a Venn diagram or some other form of graphic organizer to organize similarities and differences.

Vocabulary

Research
Analysis
  • content area
  • theater conventions
  • fourth wall
Voice
  • voice over
  • narration
Movement
Characterization
Directing
Design
  • media
Theatrical production
  • cartoon/ animation
  • advertisement
  • play

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Arts Education (2017) Grade(s): 4 - Theatre

AE17.TH.4.23

Investigate cross-cultural approaches to storytelling in 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

  • View one or more dramatic/ theatrical works that reflect the perspective of a particular community or culture in cartoons, advertisements, film, plays, etc.
  • Identify ways in which the piece reflects the perspective of a particular community or culture.
  • Identify community and social issues.
  • Identify student's perspective on the issues. Articulate perspective.
  • Use other content areas to inform student-created dramatic/ theatrical works in response to those issues. Students use at least one other content area (e.g., art, music for emphasis or emotion, literature for allusions or key phrases, history for story ideas and context, math for set design or story ideas, etc.) in their piece.
  • Research cross-cultural approaches to storytelling in dramatic/ theatrical works (e.g., ballads from the British Isles, hula, Chinese Shadow puppetry, Zajal, griot, etc.).
  • Identify the dramatic/ theatrical conventions of past historical periods. Define theatrical conventions and find examples in past historical periods (e.g. Renaissance, Restoration theater, miracle and morality play of the Middle Ages, realism, romanticism, etc.).
  • Identify the dramatic/ theatrical conventions of contemporary times (e.g., realism vs. highly stylized performances, breaking the fourth wall, political topics, narration, experimentation, use of multiple forms of media).
  • Compare and contrast the conventions of a past period with those of the present. It might be beneficial to use a Venn diagram or some other form of graphic organizer to organize similarities and differences.

Vocabulary

Research
Analysis
  • content area
  • theater conventions
  • fourth wall
Voice
  • voice over
  • narration
Movement
Characterization
Directing
Design
  • media
Theatrical production
  • cartoon/ animation
  • advertisement
  • play

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Arts Education (2017) Grade(s): 4 - Theatre

AE17.TH.4.24

Compare the drama/theatre conventions of a given time period with those of the present.

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

  • View one or more dramatic/ theatrical works that reflect the perspective of a particular community or culture in cartoons, advertisements, film, plays, etc.
  • Identify ways in which the piece reflects the perspective of a particular community or culture.
  • Identify community and social issues.
  • Identify student's perspective on the issues. Articulate perspective.
  • Use other content areas to inform student-created dramatic/ theatrical works in response to those issues. Students use at least one other content area (e.g., art, music for emphasis or emotion, literature for allusions or key phrases, history for story ideas and context, math for set design or story ideas, etc.) in their piece.
  • Research cross-cultural approaches to storytelling in dramatic/ theatrical works (e.g., ballads from the British Isles, hula, Chinese Shadow puppetry, Zajal, griot, etc.).
  • Identify the dramatic/ theatrical conventions of past historical periods. Define theatrical conventions and find examples in past historical periods (e.g. Renaissance, Restoration theater, miracle and morality play of the Middle Ages, realism, romanticism, etc.).
  • Identify the dramatic/ theatrical conventions of contemporary times (e.g., realism vs. highly stylized performances, breaking the fourth wall, political topics, narration, experimentation, use of multiple forms of media).
  • Compare and contrast the conventions of a past period with those of the present. It might be beneficial to use a Venn diagram or some other form of graphic organizer to organize similarities and differences.

Vocabulary

Research
Analysis
  • content area
  • theater conventions
  • fourth wall
Voice
  • voice over
  • narration
Movement
Characterization
Directing
Design
  • media
Theatrical production
  • cartoon/ animation
  • advertisement
  • play

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Arts Education (2017) Grade(s): 5 - Theatre

AE17.TH.5.1

Identify physical qualities that might reveal a character’s inner traits in the imagined world of 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

  • Identify physical qualities of a character such as height, weight, coloring, age, build, etc.
  • Make inferences as to what inner traits the physical qualities reveal about the character. Express the internal dialogue, stating what the character thinks and how he or she reacts to what is happening in a given situation. If the internal dialogue is stated, it can be spoken in the voice of the character.
  • Identify a given circumstance for a theatrical/dramatic work.
  • Propose design ideas that support the story, paying attention to shape, colors, and scale. For instance, a scary giant might require dark, tall, vertical pieces; whereas, a happy toddler might use pastel, smaller, rounder shapes.
  • Identify the given circumstances of a dramatic/ theatrical work.
  • Identify the character's inner thoughts.
  • Explain how the character's inner thoughts impact the story and the dramatic/ theatrical work. Consider how alternatives might arise with changes in the inner dialogue (e.g., a fish that gave up because it could not stand failure might not find its family like one that is determined that nothing is going to stop it).
  • Research interesting characters (e.g. Johnny Appleseed, Paul Bunyan, the "Unsinkable Molly Brown," Florence Nightingale, etc.) and their given circumstances (in preparation for #10).
  • Make inferences for character's inner thoughts based on the given circumstances.
  • Groups brainstorm ideas for a dramatic/ theatrical work based on their research, focusing on the message, purpose, and theme they want their story to tell.
  • Group divides and assigns responsibilities for playwriting, acting, directing, and technical design in order to put together a dramatic/ theatrical informal work.
  • Practice dramatic/ theatrical piece.
  • Use physical exploration for character development in an improvised or scripted dramatic/ theatrical work. Students should build on the research they did on their specific character to inspire their physical character development. Use sensory recall exercises to deepen the physicality of their characters.
  • Use vocal exploration of various pitches, rhythms, and tempos for character development in an improvised or scripted dramatic/ theatrical work. Improve projection through theater games, as well.
  • Create innovative solutions to design and technical problems that arise during the rehearsal process.
  • Revise and polish piece during rehearsals.
  • Perform piece for audience.

Vocabulary

Research
Analysis
  • purpose
Voice
  • projection
Movement
Characterization
  • build
  • inner thoughts/ internal dialogue
  • sensory recall
Directing
Design
  • shape
  • scale
Theatrical production

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 5 - Theatre

AE17.TH.5.2

Propose design ideas that support the story and given circumstances 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

  • Identify physical qualities of a character such as height, weight, coloring, age, build, etc.
  • Make inferences as to what inner traits the physical qualities reveal about the character. Express the internal dialogue, stating what the character thinks and how he or she reacts to what is happening in a given situation. If the internal dialogue is stated, it can be spoken in the voice of the character.
  • Identify a given circumstance for a theatrical/dramatic work.
  • Propose design ideas that support the story, paying attention to shape, colors, and scale. For instance, a scary giant might require dark, tall, vertical pieces; whereas, a happy toddler might use pastel, smaller, rounder shapes.
  • Identify the given circumstances of a dramatic/ theatrical work.
  • Identify the character's inner thoughts.
  • Explain how the character's inner thoughts impact the story and the dramatic/ theatrical work. Consider how alternatives might arise with changes in the inner dialogue (e.g., a fish that gave up because it could not stand failure might not find its family like one that is determined that nothing is going to stop it).
  • Research interesting characters (e.g. Johnny Appleseed, Paul Bunyan, the "Unsinkable Molly Brown," Florence Nightingale, etc.) and their given circumstances (in preparation for #10).
  • Make inferences for character's inner thoughts based on the given circumstances.
  • Groups brainstorm ideas for a dramatic/ theatrical work based on their research, focusing on the message, purpose, and theme they want their story to tell.
  • Group divides and assigns responsibilities for playwriting, acting, directing, and technical design in order to put together a dramatic/ theatrical informal work.
  • Practice dramatic/ theatrical piece.
  • Use physical exploration for character development in an improvised or scripted dramatic/ theatrical work. Students should build on the research they did on their specific character to inspire their physical character development. Use sensory recall exercises to deepen the physicality of their characters.
  • Use vocal exploration of various pitches, rhythms, and tempos for character development in an improvised or scripted dramatic/ theatrical work. Improve projection through theater games, as well.
  • Create innovative solutions to design and technical problems that arise during the rehearsal process.
  • Revise and polish piece during rehearsals.
  • Perform piece for audience.

Vocabulary

Research
Analysis
  • purpose
Voice
  • projection
Movement
Characterization
  • build
  • inner thoughts/ internal dialogue
  • sensory recall
Directing
Design
  • shape
  • scale
Theatrical production

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 5 - Theatre

AE17.TH.5.3

Explore how a character’s inner thoughts impact the story and given circumstances in a 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

  • Identify physical qualities of a character such as height, weight, coloring, age, build, etc.
  • Make inferences as to what inner traits the physical qualities reveal about the character. Express the internal dialogue, stating what the character thinks and how he or she reacts to what is happening in a given situation. If the internal dialogue is stated, it can be spoken in the voice of the character.
  • Identify a given circumstance for a theatrical/dramatic work.
  • Propose design ideas that support the story, paying attention to shape, colors, and scale. For instance, a scary giant might require dark, tall, vertical pieces; whereas, a happy toddler might use pastel, smaller, rounder shapes.
  • Identify the given circumstances of a dramatic/ theatrical work.
  • Identify the character's inner thoughts.
  • Explain how the character's inner thoughts impact the story and the dramatic/ theatrical work. Consider how alternatives might arise with changes in the inner dialogue (e.g., a fish that gave up because it could not stand failure might not find its family like one that is determined that nothing is going to stop it).
  • Research interesting characters (e.g. Johnny Appleseed, Paul Bunyan, the "Unsinkable Molly Brown," Florence Nightingale, etc.) and their given circumstances (in preparation for #10).
  • Make inferences for character's inner thoughts based on the given circumstances.
  • Groups brainstorm ideas for a dramatic/ theatrical work based on their research, focusing on the message, purpose, and theme they want their story to tell.
  • Group divides and assigns responsibilities for playwriting, acting, directing, and technical design in order to put together a dramatic/ theatrical informal work.
  • Practice dramatic/ theatrical piece.
  • Use physical exploration for character development in an improvised or scripted dramatic/ theatrical work. Students should build on the research they did on their specific character to inspire their physical character development. Use sensory recall exercises to deepen the physicality of their characters.
  • Use vocal exploration of various pitches, rhythms, and tempos for character development in an improvised or scripted dramatic/ theatrical work. Improve projection through theater games, as well.
  • Create innovative solutions to design and technical problems that arise during the rehearsal process.
  • Revise and polish piece during rehearsals.
  • Perform piece for audience.

Vocabulary

Research
Analysis
  • purpose
Voice
  • projection
Movement
Characterization
  • build
  • inner thoughts/ internal dialogue
  • sensory recall
Directing
Design
  • shape
  • scale
Theatrical production

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 5 - Theatre

AE17.TH.5.4

Devise original ideas for a drama/theatre work that reflect collective inquiry about characters and their given circumstances.

Unpacked Content

Essential Questions

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

Skills Examples

  • Identify physical qualities of a character such as height, weight, coloring, age, build, etc.
  • Make inferences as to what inner traits the physical qualities reveal about the character. Express the internal dialogue, stating what the character thinks and how he or she reacts to what is happening in a given situation. If the internal dialogue is stated, it can be spoken in the voice of the character.
  • Identify a given circumstance for a theatrical/dramatic work.
  • Propose design ideas that support the story, paying attention to shape, colors, and scale. For instance, a scary giant might require dark, tall, vertical pieces; whereas, a happy toddler might use pastel, smaller, rounder shapes.
  • Identify the given circumstances of a dramatic/ theatrical work.
  • Identify the character's inner thoughts.
  • Explain how the character's inner thoughts impact the story and the dramatic/ theatrical work. Consider how alternatives might arise with changes in the inner dialogue (e.g., a fish that gave up because it could not stand failure might not find its family like one that is determined that nothing is going to stop it).
  • Research interesting characters (e.g. Johnny Appleseed, Paul Bunyan, the "Unsinkable Molly Brown," Florence Nightingale, etc.) and their given circumstances (in preparation for #10).
  • Make inferences for character's inner thoughts based on the given circumstances.
  • Groups brainstorm ideas for a dramatic/ theatrical work based on their research, focusing on the message, purpose, and theme they want their story to tell.
  • Group divides and assigns responsibilities for playwriting, acting, directing, and technical design in order to put together a dramatic/ theatrical informal work.
  • Practice dramatic/ theatrical piece.
  • Use physical exploration for character development in an improvised or scripted dramatic/ theatrical work. Students should build on the research they did on their specific character to inspire their physical character development. Use sensory recall exercises to deepen the physicality of their characters.
  • Use vocal exploration of various pitches, rhythms, and tempos for character development in an improvised or scripted dramatic/ theatrical work. Improve projection through theater games, as well.
  • Create innovative solutions to design and technical problems that arise during the rehearsal process.
  • Revise and polish piece during rehearsals.
  • Perform piece for audience.

Vocabulary

Research
Analysis
  • purpose
Voice
  • projection
Movement
Characterization
  • build
  • inner thoughts/ internal dialogue
  • sensory recall
Directing
Design
  • shape
  • scale
Theatrical production

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 5 - Theatre

AE17.TH.5.5

Participate in defined responsibilities required to present a drama/theatre work informally to an audience.

Example: Assume roles like actor, director, playwright and stage manager.

Unpacked Content

Essential Questions

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

Skills Examples

  • Identify physical qualities of a character such as height, weight, coloring, age, build, etc.
  • Make inferences as to what inner traits the physical qualities reveal about the character. Express the internal dialogue, stating what the character thinks and how he or she reacts to what is happening in a given situation. If the internal dialogue is stated, it can be spoken in the voice of the character.
  • Identify a given circumstance for a theatrical/dramatic work.
  • Propose design ideas that support the story, paying attention to shape, colors, and scale. For instance, a scary giant might require dark, tall, vertical pieces; whereas, a happy toddler might use pastel, smaller, rounder shapes.
  • Identify the given circumstances of a dramatic/ theatrical work.
  • Identify the character's inner thoughts.
  • Explain how the character's inner thoughts impact the story and the dramatic/ theatrical work. Consider how alternatives might arise with changes in the inner dialogue (e.g., a fish that gave up because it could not stand failure might not find its family like one that is determined that nothing is going to stop it).
  • Research interesting characters (e.g. Johnny Appleseed, Paul Bunyan, the "Unsinkable Molly Brown," Florence Nightingale, etc.) and their given circumstances (in preparation for #10).
  • Make inferences for character's inner thoughts based on the given circumstances.
  • Groups brainstorm ideas for a dramatic/ theatrical work based on their research, focusing on the message, purpose, and theme they want their story to tell.
  • Group divides and assigns responsibilities for playwriting, acting, directing, and technical design in order to put together a dramatic/ theatrical informal work.
  • Practice dramatic/ theatrical piece.
  • Use physical exploration for character development in an improvised or scripted dramatic/ theatrical work. Students should build on the research they did on their specific character to inspire their physical character development. Use sensory recall exercises to deepen the physicality of their characters.
  • Use vocal exploration of various pitches, rhythms, and tempos for character development in an improvised or scripted dramatic/ theatrical work. Improve projection through theater games, as well.
  • Create innovative solutions to design and technical problems that arise during the rehearsal process.
  • Revise and polish piece during rehearsals.
  • Perform piece for audience.

Vocabulary

Research
Analysis
  • purpose
Voice
  • projection
Movement
Characterization
  • build
  • inner thoughts/ internal dialogue
  • sensory recall
Directing
Design
  • shape
  • scale
Theatrical production

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 5 - Theatre

AE17.TH.5.6

Revise and improve an improvised or scripted drama/theatre work through repetition and self-review.

Unpacked Content

Essential Questions

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

Skills Examples

  • Identify physical qualities of a character such as height, weight, coloring, age, build, etc.
  • Make inferences as to what inner traits the physical qualities reveal about the character. Express the internal dialogue, stating what the character thinks and how he or she reacts to what is happening in a given situation. If the internal dialogue is stated, it can be spoken in the voice of the character.
  • Identify a given circumstance for a theatrical/dramatic work.
  • Propose design ideas that support the story, paying attention to shape, colors, and scale. For instance, a scary giant might require dark, tall, vertical pieces; whereas, a happy toddler might use pastel, smaller, rounder shapes.
  • Identify the given circumstances of a dramatic/ theatrical work.
  • Identify the character's inner thoughts.
  • Explain how the character's inner thoughts impact the story and the dramatic/ theatrical work. Consider how alternatives might arise with changes in the inner dialogue (e.g., a fish that gave up because it could not stand failure might not find its family like one that is determined that nothing is going to stop it).
  • Research interesting characters (e.g. Johnny Appleseed, Paul Bunyan, the "Unsinkable Molly Brown," Florence Nightingale, etc.) and their given circumstances (in preparation for #10).
  • Make inferences for character's inner thoughts based on the given circumstances.
  • Groups brainstorm ideas for a dramatic/ theatrical work based on their research, focusing on the message, purpose, and theme they want their story to tell.
  • Group divides and assigns responsibilities for playwriting, acting, directing, and technical design in order to put together a dramatic/ theatrical informal work.
  • Practice dramatic/ theatrical piece.
  • Use physical exploration for character development in an improvised or scripted dramatic/ theatrical work. Students should build on the research they did on their specific character to inspire their physical character development. Use sensory recall exercises to deepen the physicality of their characters.
  • Use vocal exploration of various pitches, rhythms, and tempos for character development in an improvised or scripted dramatic/ theatrical work. Improve projection through theater games, as well.
  • Create innovative solutions to design and technical problems that arise during the rehearsal process.
  • Revise and polish piece during rehearsals.
  • Perform piece for audience.

Vocabulary

Research
Analysis
  • purpose
Voice
  • projection
Movement
Characterization
  • build
  • inner thoughts/ internal dialogue
  • sensory recall
Directing
Design
  • shape
  • scale
Theatrical production

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 5 - Theatre

AE17.TH.5.7

Use physical and vocal exploration for character development 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

  • Identify physical qualities of a character such as height, weight, coloring, age, build, etc.
  • Make inferences as to what inner traits the physical qualities reveal about the character. Express the internal dialogue, stating what the character thinks and how he or she reacts to what is happening in a given situation. If the internal dialogue is stated, it can be spoken in the voice of the character.
  • Identify a given circumstance for a theatrical/dramatic work.
  • Propose design ideas that support the story, paying attention to shape, colors, and scale. For instance, a scary giant might require dark, tall, vertical pieces; whereas, a happy toddler might use pastel, smaller, rounder shapes.
  • Identify the given circumstances of a dramatic/ theatrical work.
  • Identify the character's inner thoughts.
  • Explain how the character's inner thoughts impact the story and the dramatic/ theatrical work. Consider how alternatives might arise with changes in the inner dialogue (e.g., a fish that gave up because it could not stand failure might not find its family like one that is determined that nothing is going to stop it).
  • Research interesting characters (e.g. Johnny Appleseed, Paul Bunyan, the "Unsinkable Molly Brown," Florence Nightingale, etc.) and their given circumstances (in preparation for #10).
  • Make inferences for character's inner thoughts based on the given circumstances.
  • Groups brainstorm ideas for a dramatic/ theatrical work based on their research, focusing on the message, purpose, and theme they want their story to tell.
  • Group divides and assigns responsibilities for playwriting, acting, directing, and technical design in order to put together a dramatic/ theatrical informal work.
  • Practice dramatic/ theatrical piece.
  • Use physical exploration for character development in an improvised or scripted dramatic/ theatrical work. Students should build on the research they did on their specific character to inspire their physical character development. Use sensory recall exercises to deepen the physicality of their characters.
  • Use vocal exploration of various pitches, rhythms, and tempos for character development in an improvised or scripted dramatic/ theatrical work. Improve projection through theater games, as well.
  • Create innovative solutions to design and technical problems that arise during the rehearsal process.
  • Revise and polish piece during rehearsals.
  • Perform piece for audience.

Vocabulary

Research
Analysis
  • purpose
Voice
  • projection
Movement
Characterization
  • build
  • inner thoughts/ internal dialogue
  • sensory recall
Directing
Design
  • shape
  • scale
Theatrical production

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 5 - Theatre

AE17.TH.5.8

Create innovative solutions to design and technical problems that arise in rehearsal for 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

  • Identify physical qualities of a character such as height, weight, coloring, age, build, etc.
  • Make inferences as to what inner traits the physical qualities reveal about the character. Express the internal dialogue, stating what the character thinks and how he or she reacts to what is happening in a given situation. If the internal dialogue is stated, it can be spoken in the voice of the character.
  • Identify a given circumstance for a theatrical/dramatic work.
  • Propose design ideas that support the story, paying attention to shape, colors, and scale. For instance, a scary giant might require dark, tall, vertical pieces; whereas, a happy toddler might use pastel, smaller, rounder shapes.
  • Identify the given circumstances of a dramatic/ theatrical work.
  • Identify the character's inner thoughts.
  • Explain how the character's inner thoughts impact the story and the dramatic/ theatrical work. Consider how alternatives might arise with changes in the inner dialogue (e.g., a fish that gave up because it could not stand failure might not find its family like one that is determined that nothing is going to stop it).
  • Research interesting characters (e.g. Johnny Appleseed, Paul Bunyan, the "Unsinkable Molly Brown," Florence Nightingale, etc.) and their given circumstances (in preparation for #10).
  • Make inferences for character's inner thoughts based on the given circumstances.
  • Groups brainstorm ideas for a dramatic/ theatrical work based on their research, focusing on the message, purpose, and theme they want their story to tell.
  • Group divides and assigns responsibilities for playwriting, acting, directing, and technical design in order to put together a dramatic/ theatrical informal work.
  • Practice dramatic/ theatrical piece.
  • Use physical exploration for character development in an improvised or scripted dramatic/ theatrical work. Students should build on the research they did on their specific character to inspire their physical character development. Use sensory recall exercises to deepen the physicality of their characters.
  • Use vocal exploration of various pitches, rhythms, and tempos for character development in an improvised or scripted dramatic/ theatrical work. Improve projection through theater games, as well.
  • Create innovative solutions to design and technical problems that arise during the rehearsal process.
  • Revise and polish piece during rehearsals.
  • Perform piece for audience.

Vocabulary

Research
Analysis
  • purpose
Voice
  • projection
Movement
Characterization
  • build
  • inner thoughts/ internal dialogue
  • sensory recall
Directing
Design
  • shape
  • scale
Theatrical production

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 5 - Theatre

AE17.TH.5.9

Describe the underlying thoughts and emotions that create dialogue and action in 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

  • Use nonsense dialogue or one-word sentences and other such activities to have pairs or small groups practice using a variety of inflections.
  • Identify the underlying thoughts and emotions involved in the dialogue.
  • Watch a dramatic/ theatrical work and enumerate the underlying thoughts and emotions of a character.
  • Use theater games (e.g., "Follow Your Nose" or "Sculptor") to enhance the physicality of a character through sensory recall and visualization.
  • Use theater games to enhance creativity, focus, improvisation, and ensemble building.
  • Incorporate skills from theater games into a student performance (e.g., a folk story or piece of literature).
  • Prepare and rehearse the piece, polishing and revising as the collaborators see fit.
  • Be able to explain or demonstrate how the vocal and physical skills they have practiced were used in the performance.
  • Determine skills needed for active listening (e.g., concentrating, responding to, and remembering).
  • Perform piece for an audience that practices active listening.
  • Students discuss and constructively evaluate the elements of the performance, drawing on what they remember from active listening.

Vocabulary

Research
Analysis
  • purpose
Voice
  • Inflection
Movement
  • sensory recall
  • visualization
  • personal space
Characterization
  • internal dialogue
Directing
Design
Theatrical production
  • active listening

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): 5 - Theatre

AE17.TH.5.10

Use physical choices to create meaning in 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

  • Use nonsense dialogue or one-word sentences and other such activities to have pairs or small groups practice using a variety of inflections.
  • Identify the underlying thoughts and emotions involved in the dialogue.
  • Watch a dramatic/ theatrical work and enumerate the underlying thoughts and emotions of a character.
  • Use theater games (e.g., "Follow Your Nose" or "Sculptor") to enhance the physicality of a character through sensory recall and visualization.
  • Use theater games to enhance creativity, focus, improvisation, and ensemble building.
  • Incorporate skills from theater games into a student performance (e.g., a folk story or piece of literature).
  • Prepare and rehearse the piece, polishing and revising as the collaborators see fit.
  • Be able to explain or demonstrate how the vocal and physical skills they have practiced were used in the performance.
  • Determine skills needed for active listening (e.g., concentrating, responding to, and remembering).
  • Perform piece for an audience that practices active listening.
  • Students discuss and constructively evaluate the elements of the performance, drawing on what they remember from active listening.

Vocabulary

Research
Analysis
  • purpose
Voice
  • Inflection
Movement
  • sensory recall
  • visualization
  • personal space
Characterization
  • internal dialogue
Directing
Design
Theatrical production
  • active listening

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

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