Standards - Arts Education

2017 - Arts Education Course of Study Document
Arts Education (2017) Grade(s): 5 - Theatre

AE17.TH.5.11

Choose acting exercises that can be applied to a 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

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

AE17.TH.5.12

Demonstrate the use of technical elements in a 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

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

AE17.TH.5.13

Present drama/theatre work informally to an 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

  • 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 6: Convey meaning through the presentation of artistic work.
Arts Education (2017) Grade(s): 5 - Theatre

AE17.TH.5.14

Explain personal reactions to 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 or observe a dramatic/ theatrical work.
  • Reflect on artistic choices that reveal the purpose, mood, and theme of a dramatic/ theatrical piece.
  • Explain reactions to artistic choices made in the dramatic/ theatrical piece and justify response with evidence.
  • Participate in or observe a dramatic/ theatrical work which presents different cultures.
  • Respond to the differing cultures and explain personal responses to differences. Find commonalities amidst the differences.
  • Using theater games and observation, study the effects of emotions on posture.
  • Using theater game and observations, study the effects of emotions on gesture.
  • Using theater games and reflection, study the effects of emotions on breathing.
  • Using the theater games and reflection, study the effects of emotions on vocal intonation.
  • Transfer what has been learned through the study of emotion to study the effects of these skills on a dramatic/ theatrical work that a student has seen or in which the student has participated. Describe the effects of these skills on the piece.
  • Make or use a plan for evaluating a dramatic or theatrical work. Students should use accurate theater vocabulary to articulate the plan.
  • Watch or participate in a dramatic/ theatrical work.
  • Determine the theme of that dramatic/ theatrical work.
  • Implement the evaluation tool created in #11 in order to assess how the technical elements represent the theme of the work.
  • After watching or participating in a theatrical/dramatic. identify and enumerate what a character's given circumstances entail in the dramatic/ theatrical work. Include inferred inner thoughts of the character.
  • Identify various perspectives on the work (e.g., how the protagonist and antagonist might perceive the outcome; how a rich or poor, old or young person might differ in their perceptions of the piece).
  • Discuss how the character's given circumstances impact the audience's perspective.

Vocabulary

Research
  • justify
  • evidence
  • academic language
Analysis
  • commonality
  • infer
Voice
  • breathing
  • intonation
Movement
  • posture
  • gesture
Characterization
Directing
Design
Theatrical production

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.
Arts Education (2017) Grade(s): 5 - Theatre

AE17.TH.5.15

Justify responses based on 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 or observe a dramatic/ theatrical work.
  • Reflect on artistic choices that reveal the purpose, mood, and theme of a dramatic/ theatrical piece.
  • Explain reactions to artistic choices made in the dramatic/ theatrical piece and justify response with evidence.
  • Participate in or observe a dramatic/ theatrical work which presents different cultures.
  • Respond to the differing cultures and explain personal responses to differences. Find commonalities amidst the differences.
  • Using theater games and observation, study the effects of emotions on posture.
  • Using theater game and observations, study the effects of emotions on gesture.
  • Using theater games and reflection, study the effects of emotions on breathing.
  • Using the theater games and reflection, study the effects of emotions on vocal intonation.
  • Transfer what has been learned through the study of emotion to study the effects of these skills on a dramatic/ theatrical work that a student has seen or in which the student has participated. Describe the effects of these skills on the piece.
  • Make or use a plan for evaluating a dramatic or theatrical work. Students should use accurate theater vocabulary to articulate the plan.
  • Watch or participate in a dramatic/ theatrical work.
  • Determine the theme of that dramatic/ theatrical work.
  • Implement the evaluation tool created in #11 in order to assess how the technical elements represent the theme of the work.
  • After watching or participating in a theatrical/dramatic. identify and enumerate what a character's given circumstances entail in the dramatic/ theatrical work. Include inferred inner thoughts of the character.
  • Identify various perspectives on the work (e.g., how the protagonist and antagonist might perceive the outcome; how a rich or poor, old or young person might differ in their perceptions of the piece).
  • Discuss how the character's given circumstances impact the audience's perspective.

Vocabulary

Research
  • justify
  • evidence
  • academic language
Analysis
  • commonality
  • infer
Voice
  • breathing
  • intonation
Movement
  • posture
  • gesture
Characterization
Directing
Design
Theatrical production

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.
Arts Education (2017) Grade(s): 5 - Theatre

AE17.TH.5.16

Explain personal responses to characters based on cultural perspectives when participating in or observing 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 or observe a dramatic/ theatrical work.
  • Reflect on artistic choices that reveal the purpose, mood, and theme of a dramatic/ theatrical piece.
  • Explain reactions to artistic choices made in the dramatic/ theatrical piece and justify response with evidence.
  • Participate in or observe a dramatic/ theatrical work which presents different cultures.
  • Respond to the differing cultures and explain personal responses to differences. Find commonalities amidst the differences.
  • Using theater games and observation, study the effects of emotions on posture.
  • Using theater game and observations, study the effects of emotions on gesture.
  • Using theater games and reflection, study the effects of emotions on breathing.
  • Using the theater games and reflection, study the effects of emotions on vocal intonation.
  • Transfer what has been learned through the study of emotion to study the effects of these skills on a dramatic/ theatrical work that a student has seen or in which the student has participated. Describe the effects of these skills on the piece.
  • Make or use a plan for evaluating a dramatic or theatrical work. Students should use accurate theater vocabulary to articulate the plan.
  • Watch or participate in a dramatic/ theatrical work.
  • Determine the theme of that dramatic/ theatrical work.
  • Implement the evaluation tool created in #11 in order to assess how the technical elements represent the theme of the work.
  • After watching or participating in a theatrical/dramatic. identify and enumerate what a character's given circumstances entail in the dramatic/ theatrical work. Include inferred inner thoughts of the character.
  • Identify various perspectives on the work (e.g., how the protagonist and antagonist might perceive the outcome; how a rich or poor, old or young person might differ in their perceptions of the piece).
  • Discuss how the character's given circumstances impact the audience's perspective.

Vocabulary

Research
  • justify
  • evidence
  • academic language
Analysis
  • commonality
  • infer
Voice
  • breathing
  • intonation
Movement
  • posture
  • gesture
Characterization
Directing
Design
Theatrical production

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.
Arts Education (2017) Grade(s): 5 - Theatre

AE17.TH.5.17

Investigate the effects of emotions on posture, gesture, breathing, and vocal intonation in 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 or observe a dramatic/ theatrical work.
  • Reflect on artistic choices that reveal the purpose, mood, and theme of a dramatic/ theatrical piece.
  • Explain reactions to artistic choices made in the dramatic/ theatrical piece and justify response with evidence.
  • Participate in or observe a dramatic/ theatrical work which presents different cultures.
  • Respond to the differing cultures and explain personal responses to differences. Find commonalities amidst the differences.
  • Using theater games and observation, study the effects of emotions on posture.
  • Using theater game and observations, study the effects of emotions on gesture.
  • Using theater games and reflection, study the effects of emotions on breathing.
  • Using the theater games and reflection, study the effects of emotions on vocal intonation.
  • Transfer what has been learned through the study of emotion to study the effects of these skills on a dramatic/ theatrical work that a student has seen or in which the student has participated. Describe the effects of these skills on the piece.
  • Make or use a plan for evaluating a dramatic or theatrical work. Students should use accurate theater vocabulary to articulate the plan.
  • Watch or participate in a dramatic/ theatrical work.
  • Determine the theme of that dramatic/ theatrical work.
  • Implement the evaluation tool created in #11 in order to assess how the technical elements represent the theme of the work.
  • After watching or participating in a theatrical/dramatic. identify and enumerate what a character's given circumstances entail in the dramatic/ theatrical work. Include inferred inner thoughts of the character.
  • Identify various perspectives on the work (e.g., how the protagonist and antagonist might perceive the outcome; how a rich or poor, old or young person might differ in their perceptions of the piece).
  • Discuss how the character's given circumstances impact the audience's perspective.

Vocabulary

Research
  • justify
  • evidence
  • academic language
Analysis
  • commonality
  • infer
Voice
  • breathing
  • intonation
Movement
  • posture
  • gesture
Characterization
Directing
Design
Theatrical production

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.
Arts Education (2017) Grade(s): 5 - Theatre

AE17.TH.5.18

Implement a plan to evaluate drama/theatre work.

Example: Use rubrics to rate or score performances.

Unpacked Content

Essential Questions

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

Skills Examples

  • Participate in or observe a dramatic/ theatrical work.
  • Reflect on artistic choices that reveal the purpose, mood, and theme of a dramatic/ theatrical piece.
  • Explain reactions to artistic choices made in the dramatic/ theatrical piece and justify response with evidence.
  • Participate in or observe a dramatic/ theatrical work which presents different cultures.
  • Respond to the differing cultures and explain personal responses to differences. Find commonalities amidst the differences.
  • Using theater games and observation, study the effects of emotions on posture.
  • Using theater game and observations, study the effects of emotions on gesture.
  • Using theater games and reflection, study the effects of emotions on breathing.
  • Using the theater games and reflection, study the effects of emotions on vocal intonation.
  • Transfer what has been learned through the study of emotion to study the effects of these skills on a dramatic/ theatrical work that a student has seen or in which the student has participated. Describe the effects of these skills on the piece.
  • Make or use a plan for evaluating a dramatic or theatrical work. Students should use accurate theater vocabulary to articulate the plan.
  • Watch or participate in a dramatic/ theatrical work.
  • Determine the theme of that dramatic/ theatrical work.
  • Implement the evaluation tool created in #11 in order to assess how the technical elements represent the theme of the work.
  • After watching or participating in a theatrical/dramatic. identify and enumerate what a character's given circumstances entail in the dramatic/ theatrical work. Include inferred inner thoughts of the character.
  • Identify various perspectives on the work (e.g., how the protagonist and antagonist might perceive the outcome; how a rich or poor, old or young person might differ in their perceptions of the piece).
  • Discuss how the character's given circumstances impact the audience's perspective.

Vocabulary

Research
  • justify
  • evidence
  • academic language
Analysis
  • commonality
  • infer
Voice
  • breathing
  • intonation
Movement
  • posture
  • gesture
Characterization
Directing
Design
Theatrical production

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 5 - Theatre

AE17.TH.5.19

Assess how technical elements represent the theme of 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 or observe a dramatic/ theatrical work.
  • Reflect on artistic choices that reveal the purpose, mood, and theme of a dramatic/ theatrical piece.
  • Explain reactions to artistic choices made in the dramatic/ theatrical piece and justify response with evidence.
  • Participate in or observe a dramatic/ theatrical work which presents different cultures.
  • Respond to the differing cultures and explain personal responses to differences. Find commonalities amidst the differences.
  • Using theater games and observation, study the effects of emotions on posture.
  • Using theater game and observations, study the effects of emotions on gesture.
  • Using theater games and reflection, study the effects of emotions on breathing.
  • Using the theater games and reflection, study the effects of emotions on vocal intonation.
  • Transfer what has been learned through the study of emotion to study the effects of these skills on a dramatic/ theatrical work that a student has seen or in which the student has participated. Describe the effects of these skills on the piece.
  • Make or use a plan for evaluating a dramatic or theatrical work. Students should use accurate theater vocabulary to articulate the plan.
  • Watch or participate in a dramatic/ theatrical work.
  • Determine the theme of that dramatic/ theatrical work.
  • Implement the evaluation tool created in #11 in order to assess how the technical elements represent the theme of the work.
  • After watching or participating in a theatrical/dramatic. identify and enumerate what a character's given circumstances entail in the dramatic/ theatrical work. Include inferred inner thoughts of the character.
  • Identify various perspectives on the work (e.g., how the protagonist and antagonist might perceive the outcome; how a rich or poor, old or young person might differ in their perceptions of the piece).
  • Discuss how the character's given circumstances impact the audience's perspective.

Vocabulary

Research
  • justify
  • evidence
  • academic language
Analysis
  • commonality
  • infer
Voice
  • breathing
  • intonation
Movement
  • posture
  • gesture
Characterization
Directing
Design
Theatrical production

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 5 - Theatre

AE17.TH.5.20

Discuss how a character’s circumstances 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 or observe a dramatic/ theatrical work.
  • Reflect on artistic choices that reveal the purpose, mood, and theme of a dramatic/ theatrical piece.
  • Explain reactions to artistic choices made in the dramatic/ theatrical piece and justify response with evidence.
  • Participate in or observe a dramatic/ theatrical work which presents different cultures.
  • Respond to the differing cultures and explain personal responses to differences. Find commonalities amidst the differences.
  • Using theater games and observation, study the effects of emotions on posture.
  • Using theater game and observations, study the effects of emotions on gesture.
  • Using theater games and reflection, study the effects of emotions on breathing.
  • Using the theater games and reflection, study the effects of emotions on vocal intonation.
  • Transfer what has been learned through the study of emotion to study the effects of these skills on a dramatic/ theatrical work that a student has seen or in which the student has participated. Describe the effects of these skills on the piece.
  • Make or use a plan for evaluating a dramatic or theatrical work. Students should use accurate theater vocabulary to articulate the plan.
  • Watch or participate in a dramatic/ theatrical work.
  • Determine the theme of that dramatic/ theatrical work.
  • Implement the evaluation tool created in #11 in order to assess how the technical elements represent the theme of the work.
  • After watching or participating in a theatrical/dramatic. identify and enumerate what a character's given circumstances entail in the dramatic/ theatrical work. Include inferred inner thoughts of the character.
  • Identify various perspectives on the work (e.g., how the protagonist and antagonist might perceive the outcome; how a rich or poor, old or young person might differ in their perceptions of the piece).
  • Discuss how the character's given circumstances impact the audience's perspective.

Vocabulary

Research
  • justify
  • evidence
  • academic language
Analysis
  • commonality
  • infer
Voice
  • breathing
  • intonation
Movement
  • posture
  • gesture
Characterization
Directing
Design
Theatrical production

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 5 - Theatre

AE17.TH.5.21

Explain how drama/theatre connects oneself to a community or culture.

Example: Discuss how a play about the coal mines of Walker County performed by Walker County students might help connect them to local history.

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

  • Students describe their community/ culture using evidence.
  • Students may view examples of socially conscious videos, commercials, poetry readings, animation, etc.
  • Students brainstorm ways that theater can connect them to their community/ culture and foster understanding and social responsibility.
  • Students do research on the historical, global, or social issues in dramatic/ theatrical pieces they have seen.
  • Students become familiar with legitimate historical research sources for theater terminology and conventions.
  • Research stories set in different cultures (e.g., Helen Keller [U.S.], Anne Frank [Germany], Aladdin [Middle East], Fisher King [England], Urashima Taro [Japan], Various Norse or Greek Myths, Aesop's fables [Greek], etc.).
  • Compare and contrast the stories and cultures from other places with those of the U.S., seeking commonalities among the differences.

Vocabulary

Research
  • evidence
  • historical issues
  • global issues
  • legitimate sources
Analysis
  • social consciousness
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • animation

Anchor Standards

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Arts Education (2017) Grade(s): 5 - Theatre

AE17.TH.5.22

Investigate historical, global, and social issues expressed in drama/theatre work.

Example: Read articles from a specific time period, then use articles to write and perform a living newspaper“ scenario.“

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

  • Students describe their community/ culture using evidence.
  • Students may view examples of socially conscious videos, commercials, poetry readings, animation, etc.
  • Students brainstorm ways that theater can connect them to their community/ culture and foster understanding and social responsibility.
  • Students do research on the historical, global, or social issues in dramatic/ theatrical pieces they have seen.
  • Students become familiar with legitimate historical research sources for theater terminology and conventions.
  • Research stories set in different cultures (e.g., Helen Keller [U.S.], Anne Frank [Germany], Aladdin [Middle East], Fisher King [England], Urashima Taro [Japan], Various Norse or Greek Myths, Aesop's fables [Greek], etc.).
  • Compare and contrast the stories and cultures from other places with those of the U.S., seeking commonalities among the differences.

Vocabulary

Research
  • evidence
  • historical issues
  • global issues
  • legitimate sources
Analysis
  • social consciousness
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • animation

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.5.23

Analyze commonalities and differences between stories set in different cultures in preparation for a 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

  • Students describe their community/ culture using evidence.
  • Students may view examples of socially conscious videos, commercials, poetry readings, animation, etc.
  • Students brainstorm ways that theater can connect them to their community/ culture and foster understanding and social responsibility.
  • Students do research on the historical, global, or social issues in dramatic/ theatrical pieces they have seen.
  • Students become familiar with legitimate historical research sources for theater terminology and conventions.
  • Research stories set in different cultures (e.g., Helen Keller [U.S.], Anne Frank [Germany], Aladdin [Middle East], Fisher King [England], Urashima Taro [Japan], Various Norse or Greek Myths, Aesop's fables [Greek], etc.).
  • Compare and contrast the stories and cultures from other places with those of the U.S., seeking commonalities among the differences.

Vocabulary

Research
  • evidence
  • historical issues
  • global issues
  • legitimate sources
Analysis
  • social consciousness
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • animation

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.5.24

Identify historical sources that explain drama/theatre terminology and 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

  • Students describe their community/ culture using evidence.
  • Students may view examples of socially conscious videos, commercials, poetry readings, animation, etc.
  • Students brainstorm ways that theater can connect them to their community/ culture and foster understanding and social responsibility.
  • Students do research on the historical, global, or social issues in dramatic/ theatrical pieces they have seen.
  • Students become familiar with legitimate historical research sources for theater terminology and conventions.
  • Research stories set in different cultures (e.g., Helen Keller [U.S.], Anne Frank [Germany], Aladdin [Middle East], Fisher King [England], Urashima Taro [Japan], Various Norse or Greek Myths, Aesop's fables [Greek], etc.).
  • Compare and contrast the stories and cultures from other places with those of the U.S., seeking commonalities among the differences.

Vocabulary

Research
  • evidence
  • historical issues
  • global issues
  • legitimate sources
Analysis
  • social consciousness
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • animation

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Arts Education (2017) Grade(s): 6 - Theatre

AE17.TH.6.1

Identify possible solutions to staging challenges 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

Ways to Explore Imagination: Ways to Create Body Movement with Storytelling:
  • Students can incorporate group storytelling with using the concept of a living pop-up book. Students work in groups of three to five to write an original story and are prepared to act it out with the use of the concept of the Pop Up Book. See the link below:
  • http://www.bbbpress.com/2015/01/drama-game-pop-up-book/
Way to Explore Artistic Choices:
  • For the idea to create their own understanding and opinion of artistic choices, students view live and recorded presentations, identifying dramatic elements such as plot, dialogue, movement, set, costume, and props. Students demonstrate, describe, and illustrate, with examples from the performance(s), a variety of ways a specific character communicates with the audience. Students should be able to articulate these opinions in oral and written form. Below is a great link to comparing acting choices in theatre vs. film. This is a great starting point:
  • https://www.theatrefolk.com/blog/stage-vs-screen-a-comparison-of-acting-techniques/

Vocabulary

Vocal
Movement
Characterization

Skills Assessed
  • Sixth graders work collaboratively to plan a dramatization, take part in its production, and discuss the results. They project movement and improvise dialogue in dramas. No prop, sets, or costumes used at this point.
  • The focus for this age group is to expand body awareness and sensory perceptions. Students incorporate their life experiences into dramatic play by creating environments, analyzing characters, and inventing actions to depict chosen life experiences.

Anchor Standards

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

Aligned Learning Resources

Tableaux, the Instagram of Theatre
Arts Education (2017) Grade(s): 6 - Theatre

AE17.TH.6.2

Identify solutions to design challenges 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

Ways to Explore Imagination: Ways to Create Body Movement with Storytelling:
  • Students can incorporate group storytelling with using the concept of a living pop-up book. Students work in groups of three to five to write an original story and are prepared to act it out with the use of the concept of the Pop Up Book. See the link below:
  • http://www.bbbpress.com/2015/01/drama-game-pop-up-book/
Way to Explore Artistic Choices:
  • For the idea to create their own understanding and opinion of artistic choices, students view live and recorded presentations, identifying dramatic elements such as plot, dialogue, movement, set, costume, and props. Students demonstrate, describe, and illustrate, with examples from the performance(s), a variety of ways a specific character communicates with the audience. Students should be able to articulate these opinions in oral and written form. Below is a great link to comparing acting choices in theatre vs. film. This is a great starting point:
  • https://www.theatrefolk.com/blog/stage-vs-screen-a-comparison-of-acting-techniques/

Vocabulary

Vocal
Movement
Characterization

Skills Assessed
  • Sixth graders work collaboratively to plan a dramatization, take part in its production, and discuss the results. They project movement and improvise dialogue in dramas. No prop, sets, or costumes used at this point.
  • The focus for this age group is to expand body awareness and sensory perceptions. Students incorporate their life experiences into dramatic play by creating environments, analyzing characters, and inventing actions to depict chosen life experiences.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 6 - Theatre

AE17.TH.6.3

Explore a scripted or improvised character by imagining the 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

Ways to Explore Imagination: Ways to Create Body Movement with Storytelling:
  • Students can incorporate group storytelling with using the concept of a living pop-up book. Students work in groups of three to five to write an original story and are prepared to act it out with the use of the concept of the Pop Up Book. See the link below:
  • http://www.bbbpress.com/2015/01/drama-game-pop-up-book/
Way to Explore Artistic Choices:
  • For the idea to create their own understanding and opinion of artistic choices, students view live and recorded presentations, identifying dramatic elements such as plot, dialogue, movement, set, costume, and props. Students demonstrate, describe, and illustrate, with examples from the performance(s), a variety of ways a specific character communicates with the audience. Students should be able to articulate these opinions in oral and written form. Below is a great link to comparing acting choices in theatre vs. film. This is a great starting point:
  • https://www.theatrefolk.com/blog/stage-vs-screen-a-comparison-of-acting-techniques/

Vocabulary

Vocal
Movement
Characterization

Skills Assessed
  • Sixth graders work collaboratively to plan a dramatization, take part in its production, and discuss the results. They project movement and improvise dialogue in dramas. No prop, sets, or costumes used at this point.
  • The focus for this age group is to expand body awareness and sensory perceptions. Students incorporate their life experiences into dramatic play by creating environments, analyzing characters, and inventing actions to depict chosen life experiences.

Anchor Standards

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

Aligned Learning Resources

Voices From the Past
Party Game
Arts Education (2017) Grade(s): 6 - Theatre

AE17.TH.6.4

Use critical analysis to improve, refine, and evolve original ideas and artistic choices in a devised or scripted 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

Ways to Explore Imagination: Ways to Create Body Movement with Storytelling:
  • Students can incorporate group storytelling with using the concept of a living pop-up book. Students work in groups of three to five to write an original story and are prepared to act it out with the use of the concept of the Pop Up Book. See the link below:
  • http://www.bbbpress.com/2015/01/drama-game-pop-up-book/
Way to Explore Artistic Choices:
  • For the idea to create their own understanding and opinion of artistic choices, students view live and recorded presentations, identifying dramatic elements such as plot, dialogue, movement, set, costume, and props. Students demonstrate, describe, and illustrate, with examples from the performance(s), a variety of ways a specific character communicates with the audience. Students should be able to articulate these opinions in oral and written form. Below is a great link to comparing acting choices in theatre vs. film. This is a great starting point:
  • https://www.theatrefolk.com/blog/stage-vs-screen-a-comparison-of-acting-techniques/

Vocabulary

Vocal
Movement
Characterization

Skills Assessed
  • Sixth graders work collaboratively to plan a dramatization, take part in its production, and discuss the results. They project movement and improvise dialogue in dramas. No prop, sets, or costumes used at this point.
  • The focus for this age group is to expand body awareness and sensory perceptions. Students incorporate their life experiences into dramatic play by creating environments, analyzing characters, and inventing actions to depict chosen life experiences.

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 6 - Theatre

AE17.TH.6.5

Contribute ideas and accept and incorporate the ideas of others in preparing or devising 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

Ways to Explore Imagination: Ways to Create Body Movement with Storytelling:
  • Students can incorporate group storytelling with using the concept of a living pop-up book. Students work in groups of three to five to write an original story and are prepared to act it out with the use of the concept of the Pop Up Book. See the link below:
  • http://www.bbbpress.com/2015/01/drama-game-pop-up-book/
Way to Explore Artistic Choices:
  • For the idea to create their own understanding and opinion of artistic choices, students view live and recorded presentations, identifying dramatic elements such as plot, dialogue, movement, set, costume, and props. Students demonstrate, describe, and illustrate, with examples from the performance(s), a variety of ways a specific character communicates with the audience. Students should be able to articulate these opinions in oral and written form. Below is a great link to comparing acting choices in theatre vs. film. This is a great starting point:
  • https://www.theatrefolk.com/blog/stage-vs-screen-a-comparison-of-acting-techniques/

Vocabulary

Vocal
Movement
Characterization

Skills Assessed
  • Sixth graders work collaboratively to plan a dramatization, take part in its production, and discuss the results. They project movement and improvise dialogue in dramas. No prop, sets, or costumes used at this point.
  • The focus for this age group is to expand body awareness and sensory perceptions. Students incorporate their life experiences into dramatic play by creating environments, analyzing characters, and inventing actions to depict chosen life experiences.

Anchor Standards

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

Aligned Learning Resources

Machine(s)
Arts Education (2017) Grade(s): 6 - Theatre

AE17.TH.6.6

Articulate and examine choices to refine a devised or scripted drama/theatre work.

Unpacked Content

Essential Questions

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

Skills Examples

Ways to Explore Imagination: Ways to Create Body Movement with Storytelling:
  • Students can incorporate group storytelling with using the concept of a living pop-up book. Students work in groups of three to five to write an original story and are prepared to act it out with the use of the concept of the Pop Up Book. See the link below:
  • http://www.bbbpress.com/2015/01/drama-game-pop-up-book/
Way to Explore Artistic Choices:
  • For the idea to create their own understanding and opinion of artistic choices, students view live and recorded presentations, identifying dramatic elements such as plot, dialogue, movement, set, costume, and props. Students demonstrate, describe, and illustrate, with examples from the performance(s), a variety of ways a specific character communicates with the audience. Students should be able to articulate these opinions in oral and written form. Below is a great link to comparing acting choices in theatre vs. film. This is a great starting point:
  • https://www.theatrefolk.com/blog/stage-vs-screen-a-comparison-of-acting-techniques/

Vocabulary

Vocal
Movement
Characterization

Skills Assessed
  • Sixth graders work collaboratively to plan a dramatization, take part in its production, and discuss the results. They project movement and improvise dialogue in dramas. No prop, sets, or costumes used at this point.
  • The focus for this age group is to expand body awareness and sensory perceptions. Students incorporate their life experiences into dramatic play by creating environments, analyzing characters, and inventing actions to depict chosen life experiences.

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 6 - Theatre

AE17.TH.6.7

Identify effective physical and vocal traits of characters 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

Ways to Explore Imagination: Ways to Create Body Movement with Storytelling:
  • Students can incorporate group storytelling with using the concept of a living pop-up book. Students work in groups of three to five to write an original story and are prepared to act it out with the use of the concept of the Pop Up Book. See the link below:
  • http://www.bbbpress.com/2015/01/drama-game-pop-up-book/
Way to Explore Artistic Choices:
  • For the idea to create their own understanding and opinion of artistic choices, students view live and recorded presentations, identifying dramatic elements such as plot, dialogue, movement, set, costume, and props. Students demonstrate, describe, and illustrate, with examples from the performance(s), a variety of ways a specific character communicates with the audience. Students should be able to articulate these opinions in oral and written form. Below is a great link to comparing acting choices in theatre vs. film. This is a great starting point:
  • https://www.theatrefolk.com/blog/stage-vs-screen-a-comparison-of-acting-techniques/

Vocabulary

Vocal
Movement
Characterization

Skills Assessed
  • Sixth graders work collaboratively to plan a dramatization, take part in its production, and discuss the results. They project movement and improvise dialogue in dramas. No prop, sets, or costumes used at this point.
  • The focus for this age group is to expand body awareness and sensory perceptions. Students incorporate their life experiences into dramatic play by creating environments, analyzing characters, and inventing actions to depict chosen life experiences.

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.

Aligned Learning Resources

Contagious Character Traits in a Car/ Hitchhiker
Character Traits on a Silhouette
Arts Education (2017) Grade(s): 6 - Theatre

AE17.TH.6.8

Explore a planned technical design during the rehearsal process for a devised or scripted drama/theatre work.

Unpacked Content

Essential Questions

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

Skills Examples

Ways to Explore Imagination: Ways to Create Body Movement with Storytelling:
  • Students can incorporate group storytelling with using the concept of a living pop-up book. Students work in groups of three to five to write an original story and are prepared to act it out with the use of the concept of the Pop Up Book. See the link below:
  • http://www.bbbpress.com/2015/01/drama-game-pop-up-book/
Way to Explore Artistic Choices:
  • For the idea to create their own understanding and opinion of artistic choices, students view live and recorded presentations, identifying dramatic elements such as plot, dialogue, movement, set, costume, and props. Students demonstrate, describe, and illustrate, with examples from the performance(s), a variety of ways a specific character communicates with the audience. Students should be able to articulate these opinions in oral and written form. Below is a great link to comparing acting choices in theatre vs. film. This is a great starting point:
  • https://www.theatrefolk.com/blog/stage-vs-screen-a-comparison-of-acting-techniques/

Vocabulary

Vocal
Movement
Characterization

Skills Assessed
  • Sixth graders work collaboratively to plan a dramatization, take part in its production, and discuss the results. They project movement and improvise dialogue in dramas. No prop, sets, or costumes used at this point.
  • The focus for this age group is to expand body awareness and sensory perceptions. Students incorporate their life experiences into dramatic play by creating environments, analyzing characters, and inventing actions to depict chosen life experiences.

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 6 - Theatre

AE17.TH.6.9

Identify the essential events in a story or script that make up the dramatic structure 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

Personal Processes and Interpreting a Piece
  • Given a prompt, a small group of students improvise a scene to be staged within a designated time period. After the improvisation, students discuss ways to better communicate the group's interpretation.
  • Students then transform the improvisation into a written script that includes stage movements, sound and visual effects, and other details.
  • Students select a director, actors, and technicians; rehearse; and present the scene. After viewing a recording of their scene, students re-evaluate their effectiveness in achieving their intent, make revisions, and present their scene before the class, which then participates in the evaluative response.
  • This activity allows students to explore all aspects of the performance and has them evaluate themselves on camera to make changes and artistic choices.
Resources for Age Appropriate Plays for Improv Starters Reflections and Shared Experiences
  • By utilizing multiple groups, students will be allowed to be both performer and audience member. The students should keep an Actor's Notebook and have several prompts from the teacher being critical of the interactions between an audience and performer.
Resources for Journaling and Self Reflection

Vocabulary

Vocal
Movement
Characterization
Directing
Design
Theatrical production

Skills Assessed
  • The student improvises, writes, and rewrites monologues, scenes, and vignettes to convey predetermined intent and meaning. Student directors are accountable for small group presentations of a scene or vignette. The director is responsible for incorporating all aspects of a production into a unified whole.
  • This explores the concepts of production and design by taking the basics and forming a full production.

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): 6 - Theatre

AE17.TH.6.10

Experiment with various physical choices to communicate 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

Personal Processes and Interpreting a Piece
  • Given a prompt, a small group of students improvise a scene to be staged within a designated time period. After the improvisation, students discuss ways to better communicate the group's interpretation.
  • Students then transform the improvisation into a written script that includes stage movements, sound and visual effects, and other details.
  • Students select a director, actors, and technicians; rehearse; and present the scene. After viewing a recording of their scene, students re-evaluate their effectiveness in achieving their intent, make revisions, and present their scene before the class, which then participates in the evaluative response.
  • This activity allows students to explore all aspects of the performance and has them evaluate themselves on camera to make changes and artistic choices.
Resources for Age Appropriate Plays for Improv Starters Reflections and Shared Experiences
  • By utilizing multiple groups, students will be allowed to be both performer and audience member. The students should keep an Actor's Notebook and have several prompts from the teacher being critical of the interactions between an audience and performer.
Resources for Journaling and Self Reflection

Vocabulary

Vocal
Movement
Characterization
Directing
Design
Theatrical production

Skills Assessed
  • The student improvises, writes, and rewrites monologues, scenes, and vignettes to convey predetermined intent and meaning. Student directors are accountable for small group presentations of a scene or vignette. The director is responsible for incorporating all aspects of a production into a unified whole.
  • This explores the concepts of production and design by taking the basics and forming a full production.

Anchor Standards

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

Aligned Learning Resources

Contagious Character Traits in a Car/ Hitchhiker
What are you doing? Improvisation Game
Arts Education (2017) Grade(s): 6 - Theatre

AE17.TH.6.11

Recognize how acting exercises and techniques can be applied to a 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

Personal Processes and Interpreting a Piece
  • Given a prompt, a small group of students improvise a scene to be staged within a designated time period. After the improvisation, students discuss ways to better communicate the group's interpretation.
  • Students then transform the improvisation into a written script that includes stage movements, sound and visual effects, and other details.
  • Students select a director, actors, and technicians; rehearse; and present the scene. After viewing a recording of their scene, students re-evaluate their effectiveness in achieving their intent, make revisions, and present their scene before the class, which then participates in the evaluative response.
  • This activity allows students to explore all aspects of the performance and has them evaluate themselves on camera to make changes and artistic choices.
Resources for Age Appropriate Plays for Improv Starters Reflections and Shared Experiences
  • By utilizing multiple groups, students will be allowed to be both performer and audience member. The students should keep an Actor's Notebook and have several prompts from the teacher being critical of the interactions between an audience and performer.
Resources for Journaling and Self Reflection

Vocabulary

Vocal
Movement
Characterization
Directing
Design
Theatrical production

Skills Assessed
  • The student improvises, writes, and rewrites monologues, scenes, and vignettes to convey predetermined intent and meaning. Student directors are accountable for small group presentations of a scene or vignette. The director is responsible for incorporating all aspects of a production into a unified whole.
  • This explores the concepts of production and design by taking the basics and forming a full production.

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 6 - Theatre

AE17.TH.6.12

Articulate how technical elements are integrated into a 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

Personal Processes and Interpreting a Piece
  • Given a prompt, a small group of students improvise a scene to be staged within a designated time period. After the improvisation, students discuss ways to better communicate the group's interpretation.
  • Students then transform the improvisation into a written script that includes stage movements, sound and visual effects, and other details.
  • Students select a director, actors, and technicians; rehearse; and present the scene. After viewing a recording of their scene, students re-evaluate their effectiveness in achieving their intent, make revisions, and present their scene before the class, which then participates in the evaluative response.
  • This activity allows students to explore all aspects of the performance and has them evaluate themselves on camera to make changes and artistic choices.
Resources for Age Appropriate Plays for Improv Starters Reflections and Shared Experiences
  • By utilizing multiple groups, students will be allowed to be both performer and audience member. The students should keep an Actor's Notebook and have several prompts from the teacher being critical of the interactions between an audience and performer.
Resources for Journaling and Self Reflection

Vocabulary

Vocal
Movement
Characterization
Directing
Design
Theatrical production

Skills Assessed
  • The student improvises, writes, and rewrites monologues, scenes, and vignettes to convey predetermined intent and meaning. Student directors are accountable for small group presentations of a scene or vignette. The director is responsible for incorporating all aspects of a production into a unified whole.
  • This explores the concepts of production and design by taking the basics and forming a full production.

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 6 - Theatre

AE17.TH.6.13

Adapt a drama/theatre work and present it informally for an 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

Personal Processes and Interpreting a Piece
  • Given a prompt, a small group of students improvise a scene to be staged within a designated time period. After the improvisation, students discuss ways to better communicate the group's interpretation.
  • Students then transform the improvisation into a written script that includes stage movements, sound and visual effects, and other details.
  • Students select a director, actors, and technicians; rehearse; and present the scene. After viewing a recording of their scene, students re-evaluate their effectiveness in achieving their intent, make revisions, and present their scene before the class, which then participates in the evaluative response.
  • This activity allows students to explore all aspects of the performance and has them evaluate themselves on camera to make changes and artistic choices.
Resources for Age Appropriate Plays for Improv Starters Reflections and Shared Experiences
  • By utilizing multiple groups, students will be allowed to be both performer and audience member. The students should keep an Actor's Notebook and have several prompts from the teacher being critical of the interactions between an audience and performer.
Resources for Journaling and Self Reflection

Vocabulary

Vocal
Movement
Characterization
Directing
Design
Theatrical production

Skills Assessed
  • The student improvises, writes, and rewrites monologues, scenes, and vignettes to convey predetermined intent and meaning. Student directors are accountable for small group presentations of a scene or vignette. The director is responsible for incorporating all aspects of a production into a unified whole.
  • This explores the concepts of production and design by taking the basics and forming a full production.

Anchor Standards

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

Aligned Learning Resources

Explore and Adapt
Arts Education (2017) Grade(s): 6 - Theatre

AE17.TH.6.14

Describe and record personal reactions to artistic choices in a drama/theatre work.

Examples: written critique, student journal, blog

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

  • Students will perform a scene with a partner. They will use their character analysis, play analysis, and period research to develop strong choices for their scene work. They will perform for the class. This lesson links back to previous in 6th grade.
  • Students will perform for each other. They will have an open oral critique of each performance. Students will openly discuss what worked for each scene and what was challenging. Students will learn how to critique in a positive way. Use the rubrics and suggested safe, inviting classroom rules in the resources.
  • To explore cultural perspectives and personal beliefs, students will use Number the Stars based on the book by Lois Lowry. Adapted by Dr. Douglas W. Larche, with educational and editorial assistance from Susan Elliott Larche.
  • It can be described as follows: During the German occupation of Denmark in World War II, the Nazis closed down Jewish-owned businesses and began to round up the Jews for relocation to concentration camps for the Final Solution. Danish freedom fighters of all ages risked everything in daring, hurried attempts to rescue the entire Jewish population. In this stirring new play, young Annemarie and Kirsti Johansen face soldiers, interrogations, fierce dogs, personal danger, the loss of loved ones and their own fears as they try to help their friend Ellen Rosen escape across the ocean to Sweden and safely. Courage, faith, ingenuity and even their fledgling acting skills eventually win the day.
  • Students will use the above reference text and perform scenes, create costume and set designs, and create promotional materials. Students will be expected to rate each other's work and be able to use critical thinking to evaluate the processes.
Resources:

Vocabulary

Research
Analysis
Vocal
Movement
Characterization
Directing
Design
Theatrical production

Skills Assessed
  • Make informed, critical evaluations of theatrical performances from an audience member and a participant point of view, and develop a framework for making informed theatrical choices.
  • Interpret constructive criticism and objective praise in order to improve upon one's work.
  • Use critical thinking skills in character analysis and performance.
  • Perceive and defend the quality of a theatrical work. Evaluate elements of characterization.

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.
Arts Education (2017) Grade(s): 6 - Theatre

AE17.TH.6.15

Explain how artists make choices based on personal experience in 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

  • Students will perform a scene with a partner. They will use their character analysis, play analysis, and period research to develop strong choices for their scene work. They will perform for the class. This lesson links back to previous in 6th grade.
  • Students will perform for each other. They will have an open oral critique of each performance. Students will openly discuss what worked for each scene and what was challenging. Students will learn how to critique in a positive way. Use the rubrics and suggested safe, inviting classroom rules in the resources.
  • To explore cultural perspectives and personal beliefs, students will use Number the Stars based on the book by Lois Lowry. Adapted by Dr. Douglas W. Larche, with educational and editorial assistance from Susan Elliott Larche.
  • It can be described as follows: During the German occupation of Denmark in World War II, the Nazis closed down Jewish-owned businesses and began to round up the Jews for relocation to concentration camps for the Final Solution. Danish freedom fighters of all ages risked everything in daring, hurried attempts to rescue the entire Jewish population. In this stirring new play, young Annemarie and Kirsti Johansen face soldiers, interrogations, fierce dogs, personal danger, the loss of loved ones and their own fears as they try to help their friend Ellen Rosen escape across the ocean to Sweden and safely. Courage, faith, ingenuity and even their fledgling acting skills eventually win the day.
  • Students will use the above reference text and perform scenes, create costume and set designs, and create promotional materials. Students will be expected to rate each other's work and be able to use critical thinking to evaluate the processes.
Resources:

Vocabulary

Research
Analysis
Vocal
Movement
Characterization
Directing
Design
Theatrical production

Skills Assessed
  • Make informed, critical evaluations of theatrical performances from an audience member and a participant point of view, and develop a framework for making informed theatrical choices.
  • Interpret constructive criticism and objective praise in order to improve upon one's work.
  • Use critical thinking skills in character analysis and performance.
  • Perceive and defend the quality of a theatrical work. Evaluate elements of characterization.

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.
Arts Education (2017) Grade(s): 6 - Theatre

AE17.TH.6.16

Identify significant cultural perspectives that may influence the evaluation of 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

  • Students will perform a scene with a partner. They will use their character analysis, play analysis, and period research to develop strong choices for their scene work. They will perform for the class. This lesson links back to previous in 6th grade.
  • Students will perform for each other. They will have an open oral critique of each performance. Students will openly discuss what worked for each scene and what was challenging. Students will learn how to critique in a positive way. Use the rubrics and suggested safe, inviting classroom rules in the resources.
  • To explore cultural perspectives and personal beliefs, students will use Number the Stars based on the book by Lois Lowry. Adapted by Dr. Douglas W. Larche, with educational and editorial assistance from Susan Elliott Larche.
  • It can be described as follows: During the German occupation of Denmark in World War II, the Nazis closed down Jewish-owned businesses and began to round up the Jews for relocation to concentration camps for the Final Solution. Danish freedom fighters of all ages risked everything in daring, hurried attempts to rescue the entire Jewish population. In this stirring new play, young Annemarie and Kirsti Johansen face soldiers, interrogations, fierce dogs, personal danger, the loss of loved ones and their own fears as they try to help their friend Ellen Rosen escape across the ocean to Sweden and safely. Courage, faith, ingenuity and even their fledgling acting skills eventually win the day.
  • Students will use the above reference text and perform scenes, create costume and set designs, and create promotional materials. Students will be expected to rate each other's work and be able to use critical thinking to evaluate the processes.
Resources:

Vocabulary

Research
Analysis
Vocal
Movement
Characterization
Directing
Design
Theatrical production

Skills Assessed
  • Make informed, critical evaluations of theatrical performances from an audience member and a participant point of view, and develop a framework for making informed theatrical choices.
  • Interpret constructive criticism and objective praise in order to improve upon one's work.
  • Use critical thinking skills in character analysis and performance.
  • Perceive and defend the quality of a theatrical work. Evaluate elements of characterization.

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.
Arts Education (2017) Grade(s): 6 - Theatre

AE17.TH.6.17

Identify personal aesthetics, preferences, and beliefs through participation in or observation of 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

  • Students will perform a scene with a partner. They will use their character analysis, play analysis, and period research to develop strong choices for their scene work. They will perform for the class. This lesson links back to previous in 6th grade.
  • Students will perform for each other. They will have an open oral critique of each performance. Students will openly discuss what worked for each scene and what was challenging. Students will learn how to critique in a positive way. Use the rubrics and suggested safe, inviting classroom rules in the resources.
  • To explore cultural perspectives and personal beliefs, students will use Number the Stars based on the book by Lois Lowry. Adapted by Dr. Douglas W. Larche, with educational and editorial assistance from Susan Elliott Larche.
  • It can be described as follows: During the German occupation of Denmark in World War II, the Nazis closed down Jewish-owned businesses and began to round up the Jews for relocation to concentration camps for the Final Solution. Danish freedom fighters of all ages risked everything in daring, hurried attempts to rescue the entire Jewish population. In this stirring new play, young Annemarie and Kirsti Johansen face soldiers, interrogations, fierce dogs, personal danger, the loss of loved ones and their own fears as they try to help their friend Ellen Rosen escape across the ocean to Sweden and safely. Courage, faith, ingenuity and even their fledgling acting skills eventually win the day.
  • Students will use the above reference text and perform scenes, create costume and set designs, and create promotional materials. Students will be expected to rate each other's work and be able to use critical thinking to evaluate the processes.
Resources:

Vocabulary

Research
Analysis
Vocal
Movement
Characterization
Directing
Design
Theatrical production

Skills Assessed
  • Make informed, critical evaluations of theatrical performances from an audience member and a participant point of view, and develop a framework for making informed theatrical choices.
  • Interpret constructive criticism and objective praise in order to improve upon one's work.
  • Use critical thinking skills in character analysis and performance.
  • Perceive and defend the quality of a theatrical work. Evaluate elements of characterization.

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.
Arts Education (2017) Grade(s): 6 - Theatre

AE17.TH.6.18

Use supporting evidence and predetermined criteria to evaluate drama/theatre work.

Examples: performance rubric, oral critique, peer assessment

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

  • Students will perform a scene with a partner. They will use their character analysis, play analysis, and period research to develop strong choices for their scene work. They will perform for the class. This lesson links back to previous in 6th grade.
  • Students will perform for each other. They will have an open oral critique of each performance. Students will openly discuss what worked for each scene and what was challenging. Students will learn how to critique in a positive way. Use the rubrics and suggested safe, inviting classroom rules in the resources.
  • To explore cultural perspectives and personal beliefs, students will use Number the Stars based on the book by Lois Lowry. Adapted by Dr. Douglas W. Larche, with educational and editorial assistance from Susan Elliott Larche.
  • It can be described as follows: During the German occupation of Denmark in World War II, the Nazis closed down Jewish-owned businesses and began to round up the Jews for relocation to concentration camps for the Final Solution. Danish freedom fighters of all ages risked everything in daring, hurried attempts to rescue the entire Jewish population. In this stirring new play, young Annemarie and Kirsti Johansen face soldiers, interrogations, fierce dogs, personal danger, the loss of loved ones and their own fears as they try to help their friend Ellen Rosen escape across the ocean to Sweden and safely. Courage, faith, ingenuity and even their fledgling acting skills eventually win the day.
  • Students will use the above reference text and perform scenes, create costume and set designs, and create promotional materials. Students will be expected to rate each other's work and be able to use critical thinking to evaluate the processes.
Resources:

Vocabulary

Research
Analysis
Vocal
Movement
Characterization
Directing
Design
Theatrical production

Skills Assessed
  • Make informed, critical evaluations of theatrical performances from an audience member and a participant point of view, and develop a framework for making informed theatrical choices.
  • Interpret constructive criticism and objective praise in order to improve upon one's work.
  • Use critical thinking skills in character analysis and performance.
  • Perceive and defend the quality of a theatrical work. Evaluate elements of characterization.

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 6 - Theatre

AE17.TH.6.19

Explore the production elements used in a drama/theatre work to assess aesthetic choices.

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

  • Students will perform a scene with a partner. They will use their character analysis, play analysis, and period research to develop strong choices for their scene work. They will perform for the class. This lesson links back to previous in 6th grade.
  • Students will perform for each other. They will have an open oral critique of each performance. Students will openly discuss what worked for each scene and what was challenging. Students will learn how to critique in a positive way. Use the rubrics and suggested safe, inviting classroom rules in the resources.
  • To explore cultural perspectives and personal beliefs, students will use Number the Stars based on the book by Lois Lowry. Adapted by Dr. Douglas W. Larche, with educational and editorial assistance from Susan Elliott Larche.
  • It can be described as follows: During the German occupation of Denmark in World War II, the Nazis closed down Jewish-owned businesses and began to round up the Jews for relocation to concentration camps for the Final Solution. Danish freedom fighters of all ages risked everything in daring, hurried attempts to rescue the entire Jewish population. In this stirring new play, young Annemarie and Kirsti Johansen face soldiers, interrogations, fierce dogs, personal danger, the loss of loved ones and their own fears as they try to help their friend Ellen Rosen escape across the ocean to Sweden and safely. Courage, faith, ingenuity and even their fledgling acting skills eventually win the day.
  • Students will use the above reference text and perform scenes, create costume and set designs, and create promotional materials. Students will be expected to rate each other's work and be able to use critical thinking to evaluate the processes.
Resources:

Vocabulary

Research
Analysis
Vocal
Movement
Characterization
Directing
Design
Theatrical production

Skills Assessed
  • Make informed, critical evaluations of theatrical performances from an audience member and a participant point of view, and develop a framework for making informed theatrical choices.
  • Interpret constructive criticism and objective praise in order to improve upon one's work.
  • Use critical thinking skills in character analysis and performance.
  • Perceive and defend the quality of a theatrical work. Evaluate elements of characterization.

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 6 - Theatre

AE17.TH.6.20

Identify a specific audience or purpose for 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

  • Students will perform a scene with a partner. They will use their character analysis, play analysis, and period research to develop strong choices for their scene work. They will perform for the class. This lesson links back to previous in 6th grade.
  • Students will perform for each other. They will have an open oral critique of each performance. Students will openly discuss what worked for each scene and what was challenging. Students will learn how to critique in a positive way. Use the rubrics and suggested safe, inviting classroom rules in the resources.
  • To explore cultural perspectives and personal beliefs, students will use Number the Stars based on the book by Lois Lowry. Adapted by Dr. Douglas W. Larche, with educational and editorial assistance from Susan Elliott Larche.
  • It can be described as follows: During the German occupation of Denmark in World War II, the Nazis closed down Jewish-owned businesses and began to round up the Jews for relocation to concentration camps for the Final Solution. Danish freedom fighters of all ages risked everything in daring, hurried attempts to rescue the entire Jewish population. In this stirring new play, young Annemarie and Kirsti Johansen face soldiers, interrogations, fierce dogs, personal danger, the loss of loved ones and their own fears as they try to help their friend Ellen Rosen escape across the ocean to Sweden and safely. Courage, faith, ingenuity and even their fledgling acting skills eventually win the day.
  • Students will use the above reference text and perform scenes, create costume and set designs, and create promotional materials. Students will be expected to rate each other's work and be able to use critical thinking to evaluate the processes.
Resources:

Vocabulary

Research
Analysis
Vocal
Movement
Characterization
Directing
Design
Theatrical production

Skills Assessed
  • Make informed, critical evaluations of theatrical performances from an audience member and a participant point of view, and develop a framework for making informed theatrical choices.
  • Interpret constructive criticism and objective praise in order to improve upon one's work.
  • Use critical thinking skills in character analysis and performance.
  • Perceive and defend the quality of a theatrical work. Evaluate elements of characterization.

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 6 - Theatre

AE17.TH.6.21

Explain how the actions and motivations of characters in a drama/theatre work impact 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

  • Students explore dramatizations and scenes from a variety of historical periods and cultures.
  • Specific examples of theatrical productions stimulate understanding of the impact of society on theatre, and theatre's impact on society.
Resources for Research and Analysis Using History to Compare
  • Students will demonstrate their understanding of the historical practice of commedia dell 'arte by preparing a short presentation to include: Aspects of commedia dell 'arte: lazzi, scenarios, plot, specific stances and mannerisms of commedia dell 'arte characters. Character examples with their identified commedia dell 'arte counterparts: straight (young lovers); exaggerated (masters (Pantalone, Dottore, Capitano) and servants (Harlequin, Pulcinello, Brighella) Basic beginning, middle, end storyline of scene. Students will then apply the stock characters and scenarios to their favorite TV show or a well-known nursery rhyme. Students will complete both a written script and oral performance.

Vocabulary

Skills Assessed
Research
  • Through theatre history research, a student can articulate connections between past theatre practices and their contemporary counterparts.

Analysis
  • Students will use the knowledge of the relationships between historical elements of theatre and contemporary theatre practice can inform and influence a production concept.

Anchor Standards

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.

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