Standards - Arts Education

Arts Education (2017) Grade(s): 8 - Theatre

AE17.TH.8.9
Explore different rhythms to communicate the story effectively in a drama/theatre work.

COS Examples
Example: Experiment with rate of speech, tempo of dialogue between characters, levels of physical intensity

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

The students will demonstrate their ability to create a character from a prop by performing a scene with different clothing props that represent a variety of different characters. Glasses, shoes, necktie, etc. Show students clips from BIg, Twilight Zone DEad Man's Shoes, and Steve Urkel/Stephan transformation. Students should be able to make the connection between adding a piece of clothing to change the character. They can relate it to almost as a "Superman" like transformation. This lesson is based on the lesson linked below:
http://www.kamplays.com/uploads/1/1/0/4/11040740/a_characters_shoes.pdf
Students will write several scenes based on the character choices inspired by the different types of props and clothing. As in all performances, there is both teacher and peer critique and an actor's reflection tool.

Vocabulary

Vocal
Movement
Characterization

Skills Assessed

In introductory playwriting, the student improvises, writes, and rewrites monologues, scenes, and vignettes to convey predetermined intent and meaning. The use of props and costumes is encouraged as the students are expanding knowledge and moving towards the proficient stage of high school classes.

Anchor Standards

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

Arts Education (2017) Grade(s): 8 - Theatre

AE17.TH.8.10
Use various character objectives and tactics in a drama/theatre work.

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

The students will demonstrate their ability to create a character from a prop by performing a scene with different clothing props that represent a variety of different characters. Glasses, shoes, necktie, etc. Show students clips from BIg, Twilight Zone DEad Man's Shoes, and Steve Urkel/Stephan transformation. Students should be able to make the connection between adding a piece of clothing to change the character. They can relate it to almost as a "Superman" like transformation. This lesson is based on the lesson linked below:
http://www.kamplays.com/uploads/1/1/0/4/11040740/a_characters_shoes.pdf
Students will write several scenes based on the character choices inspired by the different types of props and clothing. As in all performances, there is both teacher and peer critique and an actor's reflection tool.

Vocabulary

Vocal
Movement
Characterization

Skills Assessed

In introductory playwriting, the student improvises, writes, and rewrites monologues, scenes, and vignettes to convey predetermined intent and meaning. The use of props and costumes is encouraged as the students are expanding knowledge and moving towards the proficient stage of high school classes.

Anchor Standards

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

Arts Education (2017) Grade(s): 8 - Theatre

AE17.TH.8.11
Use a variety of acting techniques to increase skills in a rehearsal or drama/theatre performance.

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

The students will demonstrate their ability to create a character from a prop by performing a scene with different clothing props that represent a variety of different characters. Glasses, shoes, necktie, etc. Show students clips from BIg, Twilight Zone DEad Man's Shoes, and Steve Urkel/Stephan transformation. Students should be able to make the connection between adding a piece of clothing to change the character. They can relate it to almost as a "Superman" like transformation. This lesson is based on the lesson linked below:
http://www.kamplays.com/uploads/1/1/0/4/11040740/a_characters_shoes.pdf
Students will write several scenes based on the character choices inspired by the different types of props and clothing. As in all performances, there is both teacher and peer critique and an actor's reflection tool.

Vocabulary

Vocal
Movement
Characterization

Skills Assessed

In introductory playwriting, the student improvises, writes, and rewrites monologues, scenes, and vignettes to convey predetermined intent and meaning. The use of props and costumes is encouraged as the students are expanding knowledge and moving towards the proficient stage of high school classes.

Anchor Standards

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

Arts Education (2017) Grade(s): 8 - Theatre

AE17.TH.8.12
Use a variety of technical elements to create a design for a rehearsal or drama/theatre production.

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

The students will demonstrate their ability to create a character from a prop by performing a scene with different clothing props that represent a variety of different characters. Glasses, shoes, necktie, etc. Show students clips from BIg, Twilight Zone DEad Man's Shoes, and Steve Urkel/Stephan transformation. Students should be able to make the connection between adding a piece of clothing to change the character. They can relate it to almost as a "Superman" like transformation. This lesson is based on the lesson linked below:
http://www.kamplays.com/uploads/1/1/0/4/11040740/a_characters_shoes.pdf
Students will write several scenes based on the character choices inspired by the different types of props and clothing. As in all performances, there is both teacher and peer critique and an actor's reflection tool.

Vocabulary

Vocal
Movement
Characterization

Skills Assessed

In introductory playwriting, the student improvises, writes, and rewrites monologues, scenes, and vignettes to convey predetermined intent and meaning. The use of props and costumes is encouraged as the students are expanding knowledge and moving towards the proficient stage of high school classes.

Anchor Standards

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

Arts Education (2017) Grade(s): 8 - Theatre

AE17.TH.8.13
Rehearse and perform a formal drama/theatre work for an audience.

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

The students will demonstrate their ability to create a character from a prop by performing a scene with different clothing props that represent a variety of different characters. Glasses, shoes, necktie, etc. Show students clips from BIg, Twilight Zone DEad Man's Shoes, and Steve Urkel/Stephan transformation. Students should be able to make the connection between adding a piece of clothing to change the character. They can relate it to almost as a "Superman" like transformation. This lesson is based on the lesson linked below:
http://www.kamplays.com/uploads/1/1/0/4/11040740/a_characters_shoes.pdf
Students will write several scenes based on the character choices inspired by the different types of props and clothing. As in all performances, there is both teacher and peer critique and an actor's reflection tool.

Vocabulary

Vocal
Movement
Characterization

Skills Assessed

In introductory playwriting, the student improvises, writes, and rewrites monologues, scenes, and vignettes to convey predetermined intent and meaning. The use of props and costumes is encouraged as the students are expanding knowledge and moving towards the proficient stage of high school classes.

Anchor Standards

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

Aligned Learning Resources

Monologues and Main Ideas

Arts Education (2017) Grade(s): 8 - Theatre

AE17.TH.8.14
Apply predetermined criteria to the evaluation of artistic choices in a drama/theatre work.

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

Hypothetically, each student has been selected to be stage manager of the school's production of The Sound of Music. Each student creates a project proposal, including long- and short-term goals, that correlates to research and preparatory study with production timelines. (The teacher will provide stock timelines to assist in 8th grade instruction.)
Students should begin reading the script to determine the play's essential technical components and theatrical conventions and to establish the playwright's intent. The teacher should add the element of the director's intent for the students. Highlighting directorial choices and how a technician handles each choice should be a section in the final product. The students read the director's specifications. In accordance with plans, she/he prioritizes tasks, assigns and schedules crews, evaluates work in progress and work completed, makes constructive suggestions when improvements are necessary, and revises when the work in progress is off target.
These can be hypothetically or in accordance with a concurrent running show at the school. This is a 3-4-week project and should be completed in a Stage Manager's binder.

Vocabulary

Research
Analysis
Design
Theatrical production

Skills Assessed

Students interpret the intent of the playwright that is to be communicated to the audience, read the director's specifications, and correlate research and study to present a theatrical production.

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.

Arts Education (2017) Grade(s): 8 - Theatre

AE17.TH.8.15
Recognize and share artistic choices when participating in or observing a drama/theatre work.

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

Hypothetically, each student has been selected to be stage manager of the school's production of The Sound of Music. Each student creates a project proposal, including long- and short-term goals, that correlates to research and preparatory study with production timelines. (The teacher will provide stock timelines to assist in 8th grade instruction.)
Students should begin reading the script to determine the play's essential technical components and theatrical conventions and to establish the playwright's intent. The teacher should add the element of the director's intent for the students. Highlighting directorial choices and how a technician handles each choice should be a section in the final product. The students read the director's specifications. In accordance with plans, she/he prioritizes tasks, assigns and schedules crews, evaluates work in progress and work completed, makes constructive suggestions when improvements are necessary, and revises when the work in progress is off target.
These can be hypothetically or in accordance with a concurrent running show at the school. This is a 3-4-week project and should be completed in a Stage Manager's binder.

Vocabulary

Research
Analysis
Design
Theatrical production

Skills Assessed

Students interpret the intent of the playwright that is to be communicated to the audience, read the director's specifications, and correlate research and study to present a theatrical production.

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.

Arts Education (2017) Grade(s): 8 - Theatre

AE17.TH.8.16
Analyze how cultural perspectives influence the evaluation of a drama/theatre work.

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

Hypothetically, each student has been selected to be stage manager of the school's production of The Sound of Music. Each student creates a project proposal, including long- and short-term goals, that correlates to research and preparatory study with production timelines. (The teacher will provide stock timelines to assist in 8th grade instruction.)
Students should begin reading the script to determine the play's essential technical components and theatrical conventions and to establish the playwright's intent. The teacher should add the element of the director's intent for the students. Highlighting directorial choices and how a technician handles each choice should be a section in the final product. The students read the director's specifications. In accordance with plans, she/he prioritizes tasks, assigns and schedules crews, evaluates work in progress and work completed, makes constructive suggestions when improvements are necessary, and revises when the work in progress is off target.
These can be hypothetically or in accordance with a concurrent running show at the school. This is a 3-4-week project and should be completed in a Stage Manager's binder.

Vocabulary

Research
Analysis
Design
Theatrical production

Skills Assessed

Students interpret the intent of the playwright that is to be communicated to the audience, read the director's specifications, and correlate research and study to present a theatrical production.

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.

Arts Education (2017) Grade(s): 8 - Theatre

AE17.TH.8.17
Apply personal aesthetics, preferences, and beliefs to evaluate a drama/theatre work.

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

Hypothetically, each student has been selected to be stage manager of the school's production of The Sound of Music. Each student creates a project proposal, including long- and short-term goals, that correlates to research and preparatory study with production timelines. (The teacher will provide stock timelines to assist in 8th grade instruction.)
Students should begin reading the script to determine the play's essential technical components and theatrical conventions and to establish the playwright's intent. The teacher should add the element of the director's intent for the students. Highlighting directorial choices and how a technician handles each choice should be a section in the final product. The students read the director's specifications. In accordance with plans, she/he prioritizes tasks, assigns and schedules crews, evaluates work in progress and work completed, makes constructive suggestions when improvements are necessary, and revises when the work in progress is off target.
These can be hypothetically or in accordance with a concurrent running show at the school. This is a 3-4-week project and should be completed in a Stage Manager's binder.

Vocabulary

Research
Analysis
Design
Theatrical production

Skills Assessed

Students interpret the intent of the playwright that is to be communicated to the audience, read the director's specifications, and correlate research and study to present a theatrical production.

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.

Arts Education (2017) Grade(s): 8 - Theatre

AE17.TH.8.18
Respond to a drama/theatre work using supporting evidence, personal aesthetics, and artistic criteria.

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

Hypothetically, each student has been selected to be stage manager of the school's production of The Sound of Music. Each student creates a project proposal, including long- and short-term goals, that correlates to research and preparatory study with production timelines. (The teacher will provide stock timelines to assist in 8th grade instruction.)
Students should begin reading the script to determine the play's essential technical components and theatrical conventions and to establish the playwright's intent. The teacher should add the element of the director's intent for the students. Highlighting directorial choices and how a technician handles each choice should be a section in the final product. The students read the director's specifications. In accordance with plans, she/he prioritizes tasks, assigns and schedules crews, evaluates work in progress and work completed, makes constructive suggestions when improvements are necessary, and revises when the work in progress is off target.
These can be hypothetically or in accordance with a concurrent running show at the school. This is a 3-4-week project and should be completed in a Stage Manager's binder.

Vocabulary

Research
Analysis
Design
Theatrical production

Skills Assessed

Students interpret the intent of the playwright that is to be communicated to the audience, read the director's specifications, and correlate research and study to present a theatrical production.

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.

Arts Education (2017) Grade(s): 8 - Theatre

AE17.TH.8.19
Apply the knowledge of production elements used in a drama/theatre to assess aesthetic choices.

Unpacked Content

Essential Questions

Skills Examples

Hypothetically, each student has been selected to be stage manager of the school's production of The Sound of Music. Each student creates a project proposal, including long- and short-term goals, that correlates to research and preparatory study with production timelines. (The teacher will provide stock timelines to assist in 8th grade instruction.)
Students should begin reading the script to determine the play's essential technical components and theatrical conventions and to establish the playwright's intent. The teacher should add the element of the director's intent for the students. Highlighting directorial choices and how a technician handles each choice should be a section in the final product. The students read the director's specifications. In accordance with plans, she/he prioritizes tasks, assigns and schedules crews, evaluates work in progress and work completed, makes constructive suggestions when improvements are necessary, and revises when the work in progress is off target.
These can be hypothetically or in accordance with a concurrent running show at the school. This is a 3-4-week project and should be completed in a Stage Manager's binder.

Vocabulary

Research
Analysis
Design
Theatrical production

Skills Assessed

Students interpret the intent of the playwright that is to be communicated to the audience, read the director's specifications, and correlate research and study to present a theatrical production.

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.

Arts Education (2017) Grade(s): 8 - Theatre

AE17.TH.8.20
Assess the impact of a drama/theatre work on a specific audience.

Unpacked Content

Essential Questions

Skills Examples

Hypothetically, each student has been selected to be stage manager of the school's production of The Sound of Music. Each student creates a project proposal, including long- and short-term goals, that correlates to research and preparatory study with production timelines. (The teacher will provide stock timelines to assist in 8th grade instruction.)
Students should begin reading the script to determine the play's essential technical components and theatrical conventions and to establish the playwright's intent. The teacher should add the element of the director's intent for the students. Highlighting directorial choices and how a technician handles each choice should be a section in the final product. The students read the director's specifications. In accordance with plans, she/he prioritizes tasks, assigns and schedules crews, evaluates work in progress and work completed, makes constructive suggestions when improvements are necessary, and revises when the work in progress is off target.
These can be hypothetically or in accordance with a concurrent running show at the school. This is a 3-4-week project and should be completed in a Stage Manager's binder.

Vocabulary

Research
Analysis
Design
Theatrical production

Skills Assessed

Students interpret the intent of the playwright that is to be communicated to the audience, read the director's specifications, and correlate research and study to present a theatrical production.

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.

Arts Education (2017) Grade(s): 8 - Theatre

AE17.TH.8.21
Incorporate multiple perspectives and diverse community ideas in a drama/theatre work.

Unpacked Content

Essential Questions

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

Skills Examples

Using selected articles from the daily newspaper, small groups of students create dramatizations. Prior to developing their dramatizations, the class generates the following criteria for a successful performance and writes them on a chart as a reminder: Have an exposition, climax, and resolution. Make it interesting. Use 2-3 characters. It should be 3-5 minutes long. Use two of these: lights, scenery, sound, properties, costume, and/or makeup. Afterwards, be able to explain how the drama was different from the newspaper article and why.
Students are able to empathize with the people in the story thereby creating connections to characters and real life.

Using Research and Script Analysis to Connect to Characters and Time Periods

Script Analysis the breaking down of a script to gain a better understanding of what the story is about, the themes, the story points, the characters.
Dramatic Structure: Introduction, Rising action, Climax, Falling action, Dénouement, resolution, or catastrophe
Steps:
- Read script: again and again [and again and again].
- Make notes, answering these questions:
1. Setting- Where does the story take place?
2. Time- When does it take place?
3. Plot- What is the story about?
4. Theme- What message is being sent?
5. History-What background information is given?
6. What problem is trying to be solved?
7. What can the audience most connect to?
8. What is the outcome?
9. Protagonist- Who pushed the story along?
10. Antagonist- Who tries to stop the efforts of the protagonist?
Time Periods: When? Where? Dress? Environment?

After using research to distinguish time period, props and costumes are gathered or drawn and labeled on a storyboard for use or presentation.

Vocabulary

Research
Analysis
Vocal
Movement
Characterization

Skills Assessed

Dramaturgy is the study of dramatic composition and the representation of the main elements of drama on the stage. It is essential for students to use research to explore the world a play to connect to the characters on any level.

Anchor Standards

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

Arts Education (2017) Grade(s): 8 - Theatre

AE17.TH.8.22
Apply different forms of drama/theatre work to examine contemporary social, cultural, or global issues.

COS Examples
Examples: Use Readers Theatre to explore human trafficking; use children’s theatre to examine bullying with younger students; use Commedia del’ arte to explore stereotypes.

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

Using selected articles from the daily newspaper, small groups of students create dramatizations. Prior to developing their dramatizations, the class generates the following criteria for a successful performance and writes them on a chart as a reminder: Have an exposition, climax, and resolution. Make it interesting. Use 2-3 characters. It should be 3-5 minutes long. Use two of these: lights, scenery, sound, properties, costume, and/or makeup. Afterwards, be able to explain how the drama was different from the newspaper article and why.
Students are able to empathize with the people in the story thereby creating connections to characters and real life.

Using Research and Script Analysis to Connect to Characters and Time Periods

Script Analysis the breaking down of a script to gain a better understanding of what the story is about, the themes, the story points, the characters.
Dramatic Structure: Introduction, Rising action, Climax, Falling action, Dénouement, resolution, or catastrophe
Steps:
- Read script: again and again [and again and again].
- Make notes, answering these questions:
1. Setting- Where does the story take place?
2. Time- When does it take place?
3. Plot- What is the story about?
4. Theme- What message is being sent?
5. History-What background information is given?
6. What problem is trying to be solved?
7. What can the audience most connect to?
8. What is the outcome?
9. Protagonist- Who pushed the story along?
10. Antagonist- Who tries to stop the efforts of the protagonist?
Time Periods: When? Where? Dress? Environment?

After using research to distinguish time period, props and costumes are gathered or drawn and labeled on a storyboard for use or presentation.

Vocabulary

Research
Analysis
Vocal
Movement
Characterization

Skills Assessed

Dramaturgy is the study of dramatic composition and the representation of the main elements of drama on the stage. It is essential for students to use research to explore the world a play to connect to the characters on any level.

Anchor Standards

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

Arts Education (2017) Grade(s): 8 - Theatre

AE17.TH.8.23
Research the story elements of a staged drama/theatre work and compare them to another production of the same 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

Using selected articles from the daily newspaper, small groups of students create dramatizations. Prior to developing their dramatizations, the class generates the following criteria for a successful performance and writes them on a chart as a reminder: Have an exposition, climax, and resolution. Make it interesting. Use 2-3 characters. It should be 3-5 minutes long. Use two of these: lights, scenery, sound, properties, costume, and/or makeup. Afterwards, be able to explain how the drama was different from the newspaper article and why.
Students are able to empathize with the people in the story thereby creating connections to characters and real life.

Using Research and Script Analysis to Connect to Characters and Time Periods

Script Analysis the breaking down of a script to gain a better understanding of what the story is about, the themes, the story points, the characters.
Dramatic Structure: Introduction, Rising action, Climax, Falling action, Dénouement, resolution, or catastrophe
Steps:
- Read script: again and again [and again and again].
- Make notes, answering these questions:
1. Setting- Where does the story take place?
2. Time- When does it take place?
3. Plot- What is the story about?
4. Theme- What message is being sent?
5. History-What background information is given?
6. What problem is trying to be solved?
7. What can the audience most connect to?
8. What is the outcome?
9. Protagonist- Who pushed the story along?
10. Antagonist- Who tries to stop the efforts of the protagonist?
Time Periods: When? Where? Dress? Environment?

After using research to distinguish time period, props and costumes are gathered or drawn and labeled on a storyboard for use or presentation.

Vocabulary

Research
Analysis
Vocal
Movement
Characterization

Skills Assessed

Dramaturgy is the study of dramatic composition and the representation of the main elements of drama on the stage. It is essential for students to use research to explore the world a play to connect to the characters on any level.

Anchor Standards

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

Arts Education (2017) Grade(s): 8 - Theatre

AE17.TH.8.24
Identify and use artifacts from a time period and place to develop performance and design choices in a drama/theatre work.

Unpacked Content

Essential Questions

Skills Examples

Using selected articles from the daily newspaper, small groups of students create dramatizations. Prior to developing their dramatizations, the class generates the following criteria for a successful performance and writes them on a chart as a reminder: Have an exposition, climax, and resolution. Make it interesting. Use 2-3 characters. It should be 3-5 minutes long. Use two of these: lights, scenery, sound, properties, costume, and/or makeup. Afterwards, be able to explain how the drama was different from the newspaper article and why.
Students are able to empathize with the people in the story thereby creating connections to characters and real life.

Using Research and Script Analysis to Connect to Characters and Time Periods

Script Analysis the breaking down of a script to gain a better understanding of what the story is about, the themes, the story points, the characters.
Dramatic Structure: Introduction, Rising action, Climax, Falling action, Dénouement, resolution, or catastrophe
Steps:
- Read script: again and again [and again and again].
- Make notes, answering these questions:
1. Setting- Where does the story take place?
2. Time- When does it take place?
3. Plot- What is the story about?
4. Theme- What message is being sent?
5. History-What background information is given?
6. What problem is trying to be solved?
7. What can the audience most connect to?
8. What is the outcome?
9. Protagonist- Who pushed the story along?
10. Antagonist- Who tries to stop the efforts of the protagonist?
Time Periods: When? Where? Dress? Environment?

After using research to distinguish time period, props and costumes are gathered or drawn and labeled on a storyboard for use or presentation.

Vocabulary

Research
Analysis
Vocal
Movement
Characterization

Skills Assessed

Dramaturgy is the study of dramatic composition and the representation of the main elements of drama on the stage. It is essential for students to use research to explore the world a play to connect to the characters on any level.

Anchor Standards

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

Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.PRO.1
Apply basic research to construct ideas about the visual composition 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

Students will design the set, sound effects or costumes for the play To Kill A Mockingbird. They will use historical images of that time period to create the visual aspects of the play.
Students will participate in a lecture on the history of Technical Theatre. They will pick a time period and design a set, lighting, sound or costume design using only the tools available in that time period.
Students will create a visual character board for the character that they are representing in a class play or assigned monologue.
Students will write a scene. They will break into roles of Director, Actors, Designers and Writer.
Students will use their written scenes in rehearsal. Designers will use provided supplies to create a set for their scene.
Students will memorize lines, make character choices, perform for the director for notes and finish creating their set.

Vocabulary

Analysis

Contextual Reading
Characterization
Dramaturgy

Design

Using information in plays to inspire design choices.
Using technology to influence design and prepare students for career pathways.

Research

Using historical facts and images for ideas and inspiration
Using cultural facts and images for ideas and inspiration.

Theatrical Hierarchy and how it works in the classroom.

Anchor Standards

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

Aligned Learning Resources

Technical Theatre: How to Build a Hollywood Flat

Building a Character Based on Physical Objects

Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.PRO.2
Explore the impact of technology on design choices in a drama/theatre work.

Unpacked Content

Essential Questions

Skills Examples

Students will design the set, sound effects or costumes for the play To Kill A Mockingbird. They will use historical images of that time period to create the visual aspects of the play.
Students will participate in a lecture on the history of Technical Theatre. They will pick a time period and design a set, lighting, sound or costume design using only the tools available in that time period.
Students will create a visual character board for the character that they are representing in a class play or assigned monologue.
Students will write a scene. They will break into roles of Director, Actors, Designers and Writer.
Students will use their written scenes in rehearsal. Designers will use provided supplies to create a set for their scene.
Students will memorize lines, make character choices, perform for the director for notes and finish creating their set.

Vocabulary

Analysis

Contextual Reading
Characterization
Dramaturgy

Design

Using information in plays to inspire design choices.
Using technology to influence design and prepare students for career pathways.

Research

Using historical facts and images for ideas and inspiration
Using cultural facts and images for ideas and inspiration.

Theatrical Hierarchy and how it works in the classroom.

Anchor Standards

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

Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.PRO.3
Use script analysis to generate ideas that represent a character who is believable and authentic 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

Students will design the set, sound effects or costumes for the play To Kill A Mockingbird. They will use historical images of that time period to create the visual aspects of the play.
Students will participate in a lecture on the history of Technical Theatre. They will pick a time period and design a set, lighting, sound or costume design using only the tools available in that time period.
Students will create a visual character board for the character that they are representing in a class play or assigned monologue.
Students will write a scene. They will break into roles of Director, Actors, Designers and Writer.
Students will use their written scenes in rehearsal. Designers will use provided supplies to create a set for their scene.
Students will memorize lines, make character choices, perform for the director for notes and finish creating their set.

Vocabulary

Analysis

Contextual Reading
Characterization
Dramaturgy

Design

Using information in plays to inspire design choices.
Using technology to influence design and prepare students for career pathways.

Research

Using historical facts and images for ideas and inspiration
Using cultural facts and images for ideas and inspiration.

Theatrical Hierarchy and how it works in the classroom.

Anchor Standards

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

Aligned Learning Resources

Technical Theatre: How to Create a Prop List

Script Analysis Using Stanislavski's Method

Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.PRO.4
Explore the function of history and culture in the development of a dramatic concept through a critical analysis of original ideas in a drama/theatre work.

COS Examples
Example: Hamilton

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

Students will design the set, sound effects or costumes for the play To Kill A Mockingbird. They will use historical images of that time period to create the visual aspects of the play.
Students will participate in a lecture on the history of Technical Theatre. They will pick a time period and design a set, lighting, sound or costume design using only the tools available in that time period.
Students will create a visual character board for the character that they are representing in a class play or assigned monologue.
Students will write a scene. They will break into roles of Director, Actors, Designers and Writer.
Students will use their written scenes in rehearsal. Designers will use provided supplies to create a set for their scene.
Students will memorize lines, make character choices, perform for the director for notes and finish creating their set.

Vocabulary

Analysis

Contextual Reading
Characterization
Dramaturgy

Design

Using information in plays to inspire design choices.
Using technology to influence design and prepare students for career pathways.

Research

Using historical facts and images for ideas and inspiration
Using cultural facts and images for ideas and inspiration.

Theatrical Hierarchy and how it works in the classroom.

Anchor Standards

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

Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.PRO.5
Investigate the collaborative nature of the actor, director, playwright, and designers and explore their interdependent roles 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

Students will design the set, sound effects or costumes for the play To Kill A Mockingbird. They will use historical images of that time period to create the visual aspects of the play.
Students will participate in a lecture on the history of Technical Theatre. They will pick a time period and design a set, lighting, sound or costume design using only the tools available in that time period.
Students will create a visual character board for the character that they are representing in a class play or assigned monologue.
Students will write a scene. They will break into roles of Director, Actors, Designers and Writer.
Students will use their written scenes in rehearsal. Designers will use provided supplies to create a set for their scene.
Students will memorize lines, make character choices, perform for the director for notes and finish creating their set.

Vocabulary

Analysis

Contextual Reading
Characterization
Dramaturgy

Design

Using information in plays to inspire design choices.
Using technology to influence design and prepare students for career pathways.

Research

Using historical facts and images for ideas and inspiration
Using cultural facts and images for ideas and inspiration.

Theatrical Hierarchy and how it works in the classroom.

Anchor Standards

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

Aligned Learning Resources

Stage Directions Simon Says

Solo Blocking Exercise

Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.PRO.6
Practice and revise a devised or scripted drama/theatre work using theatrical staging conventions.

COS Examples
Example: Identify and use basic stage areas and stage directions in rehearsal: upstage, downstage, stage right, stage left, cross, enter, exit, stage balance, composition, and picturization.

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

Students will design the set, sound effects or costumes for the play To Kill A Mockingbird. They will use historical images of that time period to create the visual aspects of the play.
Students will participate in a lecture on the history of Technical Theatre. They will pick a time period and design a set, lighting, sound or costume design using only the tools available in that time period.
Students will create a visual character board for the character that they are representing in a class play or assigned monologue.
Students will write a scene. They will break into roles of Director, Actors, Designers and Writer.
Students will use their written scenes in rehearsal. Designers will use provided supplies to create a set for their scene.
Students will memorize lines, make character choices, perform for the director for notes and finish creating their set.

Vocabulary

Analysis

Contextual Reading
Characterization
Dramaturgy

Design

Using information in plays to inspire design choices.
Using technology to influence design and prepare students for career pathways.

Research

Using historical facts and images for ideas and inspiration
Using cultural facts and images for ideas and inspiration.

Theatrical Hierarchy and how it works in the classroom.

Anchor Standards

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

Aligned Learning Resources

Technical Theatre: How to Create a Prop Table

Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.PRO.7
Explore physical, vocal, and emotional choices to develop a performance that is believable, authentic, and relevant to 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

Students will design the set, sound effects or costumes for the play To Kill A Mockingbird. They will use historical images of that time period to create the visual aspects of the play.
Students will participate in a lecture on the history of Technical Theatre. They will pick a time period and design a set, lighting, sound or costume design using only the tools available in that time period.
Students will create a visual character board for the character that they are representing in a class play or assigned monologue.
Students will write a scene. They will break into roles of Director, Actors, Designers and Writer.
Students will use their written scenes in rehearsal. Designers will use provided supplies to create a set for their scene.
Students will memorize lines, make character choices, perform for the director for notes and finish creating their set.

Vocabulary

Analysis

Contextual Reading
Characterization
Dramaturgy

Design

Using information in plays to inspire design choices.
Using technology to influence design and prepare students for career pathways.

Research

Using historical facts and images for ideas and inspiration
Using cultural facts and images for ideas and inspiration.

Theatrical Hierarchy and how it works in the classroom.

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.

Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.PRO.8
Create and refine the technical design choices to support the story and emotional impact of devised or scripted drama/theatre works.

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

Students will design the set, sound effects or costumes for the play To Kill A Mockingbird. They will use historical images of that time period to create the visual aspects of the play.
Students will participate in a lecture on the history of Technical Theatre. They will pick a time period and design a set, lighting, sound or costume design using only the tools available in that time period.
Students will create a visual character board for the character that they are representing in a class play or assigned monologue.
Students will write a scene. They will break into roles of Director, Actors, Designers and Writer.
Students will use their written scenes in rehearsal. Designers will use provided supplies to create a set for their scene.
Students will memorize lines, make character choices, perform for the director for notes and finish creating their set.

Vocabulary

Analysis

Contextual Reading
Characterization
Dramaturgy

Design

Using information in plays to inspire design choices.
Using technology to influence design and prepare students for career pathways.

Research

Using historical facts and images for ideas and inspiration
Using cultural facts and images for ideas and inspiration.

Theatrical Hierarchy and how it works in the classroom.

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.

Aligned Learning Resources

Technical Theatre: How to Create a Prop Table

Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.PRO.9
Examine how character relationships assist in telling the story of 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

Students will discuss in a classroom setting the differences in dealing with friends, family, fellow workers, employees or a boss: how you speak, listen and react differently in each of those relationships.
Students will have improvisational scenes using those roles as starting points in the scenes.
Students will study Viola Spolin techniques in class and use those techniques in classroom scene work.
Students will research scenic painting and how it can enhance scene aesthetic for their various plays and performances.
Students will create Living Newspapers for their classroom audience, using modern articles, various roles for each student and rehearsal to refine the final performance.

Vocabulary

Research

motivation
origin

Analysis

rising actions
climax
protagonist vs antagonist

Vocal

Alexander Technique
diction
consonants
vowels

Movement

motivated movement
blocking

Characterization
Design
Theatrical production

Anchor Standards

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

Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.PRO.10
Shape character choices in response to given circumstances 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

Students will discuss in a classroom setting the differences in dealing with friends, family, fellow workers, employees or a boss: how you speak, listen and react differently in each of those relationships.
Students will have improvisational scenes using those roles as starting points in the scenes.
Students will study Viola Spolin techniques in class and use those techniques in classroom scene work.
Students will research scenic painting and how it can enhance scene aesthetic for their various plays and performances.
Students will create Living Newspapers for their classroom audience, using modern articles, various roles for each student and rehearsal to refine the final performance.

Vocabulary

Research

motivation
origin

Analysis

rising actions
climax
protagonist vs antagonist

Vocal

Alexander Technique
diction
consonants
vowels

Movement

motivated movement
blocking

Characterization
Design
Theatrical production

Anchor Standards

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

Aligned Learning Resources

Performance & Writing: How to Write a Short Open Scene for Theatre Students

Physicalization/Nonverbal Communication

Becoming Inanimate Objects

Creating Inanimate Objects in Small Groups

Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.PRO.11
Explore various acting techniques to expand skills in a rehearsal or drama/theatre performance.

COS Examples
Examples: Laban effort shapes to enhance movement, Stanislavski method for character development, Alexander technique for breath and body control

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

Students will discuss in a classroom setting the differences in dealing with friends, family, fellow workers, employees or a boss: how you speak, listen and react differently in each of those relationships.
Students will have improvisational scenes using those roles as starting points in the scenes.
Students will study Viola Spolin techniques in class and use those techniques in classroom scene work.
Students will research scenic painting and how it can enhance scene aesthetic for their various plays and performances.
Students will create Living Newspapers for their classroom audience, using modern articles, various roles for each student and rehearsal to refine the final performance.

Vocabulary

Research

motivation
origin

Analysis

rising actions
climax
protagonist vs antagonist

Vocal

Alexander Technique
diction
consonants
vowels

Movement

motivated movement
blocking

Characterization
Design
Theatrical production

Anchor Standards

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

Aligned Learning Resources

Vocal Technique for the Actor Part 2

Acting: How to Memorize Your Lines for Your Scene, Monologue, or Play

Beginning to Use the Voice: Creating Sounds and Motions

Mirroring and Flocking for Ensemble Work

Script Analysis Using Stanislavski's Method

Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.PRO.12
Use researched technical elements to increase the impact of design for a drama/theatre production.

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

Students will discuss in a classroom setting the differences in dealing with friends, family, fellow workers, employees or a boss: how you speak, listen and react differently in each of those relationships.
Students will have improvisational scenes using those roles as starting points in the scenes.
Students will study Viola Spolin techniques in class and use those techniques in classroom scene work.
Students will research scenic painting and how it can enhance scene aesthetic for their various plays and performances.
Students will create Living Newspapers for their classroom audience, using modern articles, various roles for each student and rehearsal to refine the final performance.

Vocabulary

Research

motivation
origin

Analysis

rising actions
climax
protagonist vs antagonist

Vocal

Alexander Technique
diction
consonants
vowels

Movement

motivated movement
blocking

Characterization
Design
Theatrical production

Anchor Standards

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

Aligned Learning Resources

Technical Theatre: How to Build a 4' x 8' Theatrical Platform (Elevated Playing Surface for Actors)

Technical Theatre: How to Create a Prop List

Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.PRO.13
Perform a scripted drama/theatre work for a specific audience.

COS Examples
Example: Perform a children’s theatre piece for students in grades K-2 in their school system.

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

Students will discuss in a classroom setting the differences in dealing with friends, family, fellow workers, employees or a boss: how you speak, listen and react differently in each of those relationships.
Students will have improvisational scenes using those roles as starting points in the scenes.
Students will study Viola Spolin techniques in class and use those techniques in classroom scene work.
Students will research scenic painting and how it can enhance scene aesthetic for their various plays and performances.
Students will create Living Newspapers for their classroom audience, using modern articles, various roles for each student and rehearsal to refine the final performance.

Vocabulary

Research

motivation
origin

Analysis

rising actions
climax
protagonist vs antagonist

Vocal

Alexander Technique
diction
consonants
vowels

Movement

motivated movement
blocking

Characterization
Design
Theatrical production

Anchor Standards

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

Aligned Learning Resources

Acting: How to Memorize Your Lines for Your Scene, Monologue, or Play

Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.PRO.14
Respond to what is seen, felt, and heard in a drama/theatre work in order to make artistic choices.

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 watch a play or a filmed play if live theatre is not available (for prime examples, network with high schools, local community and college theatre programs, or traveling professional theatre companies).
Students will have an open discussion of their opinions about the play. They will begin by answering the questions: 1. What did I see? 2. What did I feel?
Review online original critiques of the previously viewed play. Discuss the value and weight these reviews receive on a daily basis in the world of theatre. Taking into consideration the critiques and earlier open discussion, students will write their own critiques in which they justify their perspectives and beliefs concerning the play.

Vocabulary

Research

Original Play Critiques
Live Theatre

Analysis

Reflection
Written Critiques

Vocal

Open forum discussion
Constructive Feedback
Alexander Technique
Tone
Volume
Enunciation

Movement
Characterization

Believability
Stanislavski
Blocking
Business on stage

Directing

Choices
Balanced stages
Picturization

Design

Lighting

gels
LEDs
stage plots
cues

Costume

characterization
Sewing
patterns
costume plots

Sound

stage plot
sound cues
special effects

Makeup

Stage makeup
Use of shadow
corrective makeup
Cleaning procedures

Theatrical production

Stage management

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.

Aligned Learning Resources

Self-Evaluation of a Performance Video

Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.PRO.15
Analyze and compare artistic choices in several drama/theatre works based on criteria developed from one’s own experiences.

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 watch a play or a filmed play if live theatre is not available (for prime examples, network with high schools, local community and college theatre programs, or traveling professional theatre companies).
Students will have an open discussion of their opinions about the play. They will begin by answering the questions: 1. What did I see? 2. What did I feel?
Review online original critiques of the previously viewed play. Discuss the value and weight these reviews receive on a daily basis in the world of theatre. Taking into consideration the critiques and earlier open discussion, students will write their own critiques in which they justify their perspectives and beliefs concerning the play.

Vocabulary

Research

Original Play Critiques
Live Theatre

Analysis

Reflection
Written Critiques

Vocal

Open forum discussion
Constructive Feedback
Alexander Technique
Tone
Volume
Enunciation

Movement
Characterization

Believability
Stanislavski
Blocking
Business on stage

Directing

Choices
Balanced stages
Picturization

Design

Lighting

gels
LEDs
stage plots
cues

Costume

characterization
Sewing
patterns
costume plots

Sound

stage plot
sound cues
special effects

Makeup

Stage makeup
Use of shadow
corrective makeup
Cleaning procedures

Theatrical production

Stage management

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.

Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.PRO.16
Identify and compare cultural perspectives and contexts 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 watch a play or a filmed play if live theatre is not available (for prime examples, network with high schools, local community and college theatre programs, or traveling professional theatre companies).
Students will have an open discussion of their opinions about the play. They will begin by answering the questions: 1. What did I see? 2. What did I feel?
Review online original critiques of the previously viewed play. Discuss the value and weight these reviews receive on a daily basis in the world of theatre. Taking into consideration the critiques and earlier open discussion, students will write their own critiques in which they justify their perspectives and beliefs concerning the play.

Vocabulary

Research

Original Play Critiques
Live Theatre

Analysis

Reflection
Written Critiques

Vocal

Open forum discussion
Constructive Feedback
Alexander Technique
Tone
Volume
Enunciation

Movement
Characterization

Believability
Stanislavski
Blocking
Business on stage

Directing

Choices
Balanced stages
Picturization

Design

Lighting

gels
LEDs
stage plots
cues

Costume

characterization
Sewing
patterns
costume plots

Sound

stage plot
sound cues
special effects

Makeup

Stage makeup
Use of shadow
corrective makeup
Cleaning procedures

Theatrical production

Stage management

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.

Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.PRO.17
Justify personal aesthetics, preferences, and beliefs through participation in and observation 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 watch a play or a filmed play if live theatre is not available (for prime examples, network with high schools, local community and college theatre programs, or traveling professional theatre companies).
Students will have an open discussion of their opinions about the play. They will begin by answering the questions: 1. What did I see? 2. What did I feel?
Review online original critiques of the previously viewed play. Discuss the value and weight these reviews receive on a daily basis in the world of theatre. Taking into consideration the critiques and earlier open discussion, students will write their own critiques in which they justify their perspectives and beliefs concerning the play.

Vocabulary

Research

Original Play Critiques
Live Theatre

Analysis

Reflection
Written Critiques

Vocal

Open forum discussion
Constructive Feedback
Alexander Technique
Tone
Volume
Enunciation

Movement
Characterization

Believability
Stanislavski
Blocking
Business on stage

Directing

Choices
Balanced stages
Picturization

Design

Lighting

gels
LEDs
stage plots
cues

Costume

characterization
Sewing
patterns
costume plots

Sound

stage plot
sound cues
special effects

Makeup

Stage makeup
Use of shadow
corrective makeup
Cleaning procedures

Theatrical production

Stage management

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.

Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.PRO.18
Examine a drama/ theatre work using supporting evidence and criteria, while considering art forms, history, culture, and other disciplines.

Unpacked Content

Essential Questions

Skills Examples

Students will watch a play or a filmed play if live theatre is not available (for prime examples, network with high schools, local community and college theatre programs, or traveling professional theatre companies).
Students will have an open discussion of their opinions about the play. They will begin by answering the questions: 1. What did I see? 2. What did I feel?
Review online original critiques of the previously viewed play. Discuss the value and weight these reviews receive on a daily basis in the world of theatre. Taking into consideration the critiques and earlier open discussion, students will write their own critiques in which they justify their perspectives and beliefs concerning the play.

Vocabulary

Research

Original Play Critiques
Live Theatre

Analysis

Reflection
Written Critiques

Vocal

Open forum discussion
Constructive Feedback
Alexander Technique
Tone
Volume
Enunciation

Movement
Characterization

Believability
Stanislavski
Blocking
Business on stage

Directing

Choices
Balanced stages
Picturization

Design

Lighting

gels
LEDs
stage plots
cues

Costume

characterization
Sewing
patterns
costume plots

Sound

stage plot
sound cues
special effects

Makeup

Stage makeup
Use of shadow
corrective makeup
Cleaning procedures

Theatrical production

Stage management

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.

Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.PRO.19
Consider the aesthetics of the production elements in a drama/theatre work.

Unpacked Content

Essential Questions

Skills Examples

Students will watch a play or a filmed play if live theatre is not available (for prime examples, network with high schools, local community and college theatre programs, or traveling professional theatre companies).
Students will have an open discussion of their opinions about the play. They will begin by answering the questions: 1. What did I see? 2. What did I feel?
Review online original critiques of the previously viewed play. Discuss the value and weight these reviews receive on a daily basis in the world of theatre. Taking into consideration the critiques and earlier open discussion, students will write their own critiques in which they justify their perspectives and beliefs concerning the play.

Vocabulary

Research

Original Play Critiques
Live Theatre

Analysis

Reflection
Written Critiques

Vocal

Open forum discussion
Constructive Feedback
Alexander Technique
Tone
Volume
Enunciation

Movement
Characterization

Believability
Stanislavski
Blocking
Business on stage

Directing

Choices
Balanced stages
Picturization

Design

Lighting

gels
LEDs
stage plots
cues

Costume

characterization
Sewing
patterns
costume plots

Sound

stage plot
sound cues
special effects

Makeup

Stage makeup
Use of shadow
corrective makeup
Cleaning procedures

Theatrical production

Stage management

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.

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Standards - Arts Education

AE17.TH.8.9 Explore different rhythms to communicate the story effectively in a drama/theatre work. COS ExamplesExample: Experiment with rate of speech, tempo of dialogue between characters, levels of physical intensity

COS Examples

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

AE17.TH.8.10 Use various character objectives and tactics in a drama/theatre work.

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

AE17.TH.8.11 Use a variety of acting techniques to increase skills in a rehearsal or drama/theatre performance.

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

AE17.TH.8.12 Use a variety of technical elements to create a design for a rehearsal or drama/theatre production.

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

AE17.TH.8.13 Rehearse and perform a formal drama/theatre work for an audience.

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

AE17.TH.8.14 Apply predetermined criteria to the evaluation of artistic choices in a drama/theatre work.

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

AE17.TH.8.15 Recognize and share artistic choices when participating in or observing a drama/theatre work.

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

AE17.TH.8.16 Analyze how cultural perspectives influence the evaluation of a drama/theatre work.

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

AE17.TH.8.17 Apply personal aesthetics, preferences, and beliefs to evaluate a drama/theatre work.

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

AE17.TH.8.18 Respond to a drama/theatre work using supporting evidence, personal aesthetics, and artistic criteria.

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

AE17.TH.8.19 Apply the knowledge of production elements used in a drama/theatre to assess aesthetic choices.

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

AE17.TH.8.20 Assess the impact of a drama/theatre work on a specific audience.

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

AE17.TH.8.21 Incorporate multiple perspectives and diverse community ideas in a drama/theatre work.

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

COS Examples

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

AE17.TH.8.23 Research the story elements of a staged drama/theatre work and compare them to another production of the same work.

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

AE17.TH.8.24 Identify and use artifacts from a time period and place to develop performance and design choices in a drama/theatre work.

Essential Questions

Skills Examples

AE17.TH.8.9
Explore different rhythms to communicate the story effectively in a drama/theatre work.

COS Examples
Example: Experiment with rate of speech, tempo of dialogue between characters, levels of physical intensity

AE17.TH.8.10
Use various character objectives and tactics in a drama/theatre work.

AE17.TH.8.11
Use a variety of acting techniques to increase skills in a rehearsal or drama/theatre performance.

AE17.TH.8.12
Use a variety of technical elements to create a design for a rehearsal or drama/theatre production.

AE17.TH.8.13
Rehearse and perform a formal drama/theatre work for an audience.

AE17.TH.8.14
Apply predetermined criteria to the evaluation of artistic choices in a drama/theatre work.

AE17.TH.8.15
Recognize and share artistic choices when participating in or observing a drama/theatre work.

AE17.TH.8.16
Analyze how cultural perspectives influence the evaluation of a drama/theatre work.

AE17.TH.8.17
Apply personal aesthetics, preferences, and beliefs to evaluate a drama/theatre work.

AE17.TH.8.18
Respond to a drama/theatre work using supporting evidence, personal aesthetics, and artistic criteria.

AE17.TH.8.19
Apply the knowledge of production elements used in a drama/theatre to assess aesthetic choices.

AE17.TH.8.20
Assess the impact of a drama/theatre work on a specific audience.

AE17.TH.8.21
Incorporate multiple perspectives and diverse community ideas in a drama/theatre work.

AE17.TH.8.23
Research the story elements of a staged drama/theatre work and compare them to another production of the same work.

AE17.TH.8.24
Identify and use artifacts from a time period and place to develop performance and design choices in a drama/theatre work.

AE17.TH.PRO.1
Apply basic research to construct ideas about the visual composition of a drama/theatre work.

AE17.TH.PRO.2
Explore the impact of technology on design choices in a drama/theatre work.

AE17.TH.PRO.3
Use script analysis to generate ideas that represent a character who is believable and authentic in a drama/theatre work.

AE17.TH.PRO.4
Explore the function of history and culture in the development of a dramatic concept through a critical analysis of original ideas in a drama/theatre work.

COS Examples
Example: Hamilton

AE17.TH.PRO.5
Investigate the collaborative nature of the actor, director, playwright, and designers and explore their interdependent roles in a drama/theatre work.

AE17.TH.PRO.7
Explore physical, vocal, and emotional choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work.