Standards - Arts Education

2017 - Arts Education Course of Study Document
Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.PRO.20

Classify and explore a drama/ theatre work by considering its specific purpose or intended audience.

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 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.21

Examine how cultural perspectives, community ideas, and personal beliefs impact 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

  • The students will study morality plays and write a short play for class. They will use modern day moral dilemmas to recreate the morality plays of rebirth of theatre.
  • Students will read a one act play of a specific time period and discuss how their personal perspectives impact their response to the play.
  • Students will be divided into groups and will be assigned different genres to create a short scene. Students will do a gallery walk to watch each group's performance. They will then respond to each scene asking the following questions: 1. How did I feel? 2. What did I see? 3. I have an opinion would you like to hear it? Students can then respond to critique in a constructive way.
  • Students will break into groups of two and write a short play. They will then research the process of how they can copyright it. They will sell their plays to the class, who will represent a publishing company. The play that is chosen will be "published." The class will then fill out a contract that they develop through research in order to perform the play. They will have a reader's theatre performance of the show. The students will create and perform the characters.

Vocabulary

Research
  • Period styles of acting
  • Presentational acting
Analysis
  • script reading
  • characterization
  • motivation
Vocal
  • projection
  • diaphragmatic breathing
  • posture
Movement
  • period movement
  • motivated movement
  • adapting the body to the show
Characterization
  • Focus
  • objectives
  • Outside in Acting
  • pantomime
Design
  • Designing for the
  • period production
  • Building technique
  • Shop safety
Theatrical production
  • 5Ws
  • Dramatic Structure
  • Dialogue
  • Nonverbal
  • Communication
  • Concept unification

Anchor Standards

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.PRO.22

Explore how cultural, global, and historic belief systems affect creative choices in a drama/theatre work.

Unpacked Content

Essential Questions

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

Skills Examples

  • The students will study morality plays and write a short play for class. They will use modern day moral dilemmas to recreate the morality plays of rebirth of theatre.
  • Students will read a one act play of a specific time period and discuss how their personal perspectives impact their response to the play.
  • Students will be divided into groups and will be assigned different genres to create a short scene. Students will do a gallery walk to watch each group's performance. They will then respond to each scene asking the following questions: 1. How did I feel? 2. What did I see? 3. I have an opinion would you like to hear it? Students can then respond to critique in a constructive way.
  • Students will break into groups of two and write a short play. They will then research the process of how they can copyright it. They will sell their plays to the class, who will represent a publishing company. The play that is chosen will be "published." The class will then fill out a contract that they develop through research in order to perform the play. They will have a reader's theatre performance of the show. The students will create and perform the characters.

Vocabulary

Research
  • Period styles of acting
  • Presentational acting
Analysis
  • script reading
  • characterization
  • motivation
Vocal
  • projection
  • diaphragmatic breathing
  • posture
Movement
  • period movement
  • motivated movement
  • adapting the body to the show
Characterization
  • Focus
  • objectives
  • Outside in Acting
  • pantomime
Design
  • Designing for the
  • period production
  • Building technique
  • Shop safety
Theatrical production
  • 5Ws
  • Dramatic Structure
  • Dialogue
  • Nonverbal
  • Communication
  • Concept unification

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.23

Research how theatre artists apply creative processes to tell stories in a devised or scripted drama/theatre work, using theatre research methods.

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

  • The students will study morality plays and write a short play for class. They will use modern day moral dilemmas to recreate the morality plays of rebirth of theatre.
  • Students will read a one act play of a specific time period and discuss how their personal perspectives impact their response to the play.
  • Students will be divided into groups and will be assigned different genres to create a short scene. Students will do a gallery walk to watch each group's performance. They will then respond to each scene asking the following questions: 1. How did I feel? 2. What did I see? 3. I have an opinion would you like to hear it? Students can then respond to critique in a constructive way.
  • Students will break into groups of two and write a short play. They will then research the process of how they can copyright it. They will sell their plays to the class, who will represent a publishing company. The play that is chosen will be "published." The class will then fill out a contract that they develop through research in order to perform the play. They will have a reader's theatre performance of the show. The students will create and perform the characters.

Vocabulary

Research
  • Period styles of acting
  • Presentational acting
Analysis
  • script reading
  • characterization
  • motivation
Vocal
  • projection
  • diaphragmatic breathing
  • posture
Movement
  • period movement
  • motivated movement
  • adapting the body to the show
Characterization
  • Focus
  • objectives
  • Outside in Acting
  • pantomime
Design
  • Designing for the
  • period production
  • Building technique
  • Shop safety
Theatrical production
  • 5Ws
  • Dramatic Structure
  • Dialogue
  • Nonverbal
  • Communication
  • Concept unification

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.24

Use basic theatre research methods to better understand the social and cultural background of 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

  • The students will study morality plays and write a short play for class. They will use modern day moral dilemmas to recreate the morality plays of rebirth of theatre.
  • Students will read a one act play of a specific time period and discuss how their personal perspectives impact their response to the play.
  • Students will be divided into groups and will be assigned different genres to create a short scene. Students will do a gallery walk to watch each group's performance. They will then respond to each scene asking the following questions: 1. How did I feel? 2. What did I see? 3. I have an opinion would you like to hear it? Students can then respond to critique in a constructive way.
  • Students will break into groups of two and write a short play. They will then research the process of how they can copyright it. They will sell their plays to the class, who will represent a publishing company. The play that is chosen will be "published." The class will then fill out a contract that they develop through research in order to perform the play. They will have a reader's theatre performance of the show. The students will create and perform the characters.

Vocabulary

Research
  • Period styles of acting
  • Presentational acting
Analysis
  • script reading
  • characterization
  • motivation
Vocal
  • projection
  • diaphragmatic breathing
  • posture
Movement
  • period movement
  • motivated movement
  • adapting the body to the show
Characterization
  • Focus
  • objectives
  • Outside in Acting
  • pantomime
Design
  • Designing for the
  • period production
  • Building technique
  • Shop safety
Theatrical production
  • 5Ws
  • Dramatic Structure
  • Dialogue
  • Nonverbal
  • Communication
  • Concept unification

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.25

Research the legal and ethical limitations and opportunities related to performing published material.

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

  • The students will study morality plays and write a short play for class. They will use modern day moral dilemmas to recreate the morality plays of rebirth of theatre.
  • Students will read a one act play of a specific time period and discuss how their personal perspectives impact their response to the play.
  • Students will be divided into groups and will be assigned different genres to create a short scene. Students will do a gallery walk to watch each group's performance. They will then respond to each scene asking the following questions: 1. How did I feel? 2. What did I see? 3. I have an opinion would you like to hear it? Students can then respond to critique in a constructive way.
  • Students will break into groups of two and write a short play. They will then research the process of how they can copyright it. They will sell their plays to the class, who will represent a publishing company. The play that is chosen will be "published." The class will then fill out a contract that they develop through research in order to perform the play. They will have a reader's theatre performance of the show. The students will create and perform the characters.

Vocabulary

Research
  • Period styles of acting
  • Presentational acting
Analysis
  • script reading
  • characterization
  • motivation
Vocal
  • projection
  • diaphragmatic breathing
  • posture
Movement
  • period movement
  • motivated movement
  • adapting the body to the show
Characterization
  • Focus
  • objectives
  • Outside in Acting
  • pantomime
Design
  • Designing for the
  • period production
  • Building technique
  • Shop safety
Theatrical production
  • 5Ws
  • Dramatic Structure
  • Dialogue
  • Nonverbal
  • Communication
  • Concept unification

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.AC.1

Investigate historical and cultural conventions and their impact on 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 pick one of 10 plays that represent plays from across multiple genres. They will begin the design process using research about prior productions of our play. They will work together to present their design for the play. Their research will be a large part of their grade.
  • Students will study lighting in class. They will have lecture and discussion about the evolution of lighting in theatre. They will also discuss how lighting has allowed them to accomplish more with less instruments. Additionally, the students will "invent" their own lighting instrument that will fix the issues that they are currently experiencing as designers and technicians.
  • The students will begin studying the acting technique of Stanislavski and The Method. They will demonstrate their new knowledge in their monologues for class.
  • Students will work together to create a performance of Edgar Lee Master's Spoon River Anthology. They will work together to find pieces for every student in the class that work within the intent of the assignment. Students will create strong characters based off the short monologues in the play. Students will pair and critique each other during the process. Students can perform for other classes or film themselves for a final review after the performance.
  • Students will create costumes, lighting, sound and a set design for their performance of Edgar Lee Master's Spoon River Anthology.

Vocabulary

Research
  • Author research
  • previous productions of the specific play
Analysis
  • Text breakdown
  • Expositions
  • Public Solitude
  • Biomechanic
Vocal
  • Lessac
  • Laban
  • Accents
Movement
  • Method of Physical Action
  • Warm ups
  • Laban
Characterization
  • emotional memory
  • sense memory
  • substitution
  • affective memory
  • given circumstances
  • ensemble work
Design
  • lighting
  • innovation/evolution of technical theatre
  • technical crews and their jobs
Theatrical production
  • World of the play
  • Production concept
  • Copyrights and the right of the playwright

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.AC.2

Interpret and apply technology to design solutions for 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 pick one of 10 plays that represent plays from across multiple genres. They will begin the design process using research about prior productions of our play. They will work together to present their design for the play. Their research will be a large part of their grade.
  • Students will study lighting in class. They will have lecture and discussion about the evolution of lighting in theatre. They will also discuss how lighting has allowed them to accomplish more with less instruments. Additionally, the students will "invent" their own lighting instrument that will fix the issues that they are currently experiencing as designers and technicians.
  • The students will begin studying the acting technique of Stanislavski and The Method. They will demonstrate their new knowledge in their monologues for class.
  • Students will work together to create a performance of Edgar Lee Master's Spoon River Anthology. They will work together to find pieces for every student in the class that work within the intent of the assignment. Students will create strong characters based off the short monologues in the play. Students will pair and critique each other during the process. Students can perform for other classes or film themselves for a final review after the performance.
  • Students will create costumes, lighting, sound and a set design for their performance of Edgar Lee Master's Spoon River Anthology.

Vocabulary

Research
  • Author research
  • previous productions of the specific play
Analysis
  • Text breakdown
  • Expositions
  • Public Solitude
  • Biomechanic
Vocal
  • Lessac
  • Laban
  • Accents
Movement
  • Method of Physical Action
  • Warm ups
  • Laban
Characterization
  • emotional memory
  • sense memory
  • substitution
  • affective memory
  • given circumstances
  • ensemble work
Design
  • lighting
  • innovation/evolution of technical theatre
  • technical crews and their jobs
Theatrical production
  • World of the play
  • Production concept
  • Copyrights and the right of the playwright

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.AC.3

Use personal experiences and knowledge to develop 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 pick one of 10 plays that represent plays from across multiple genres. They will begin the design process using research about prior productions of our play. They will work together to present their design for the play. Their research will be a large part of their grade.
  • Students will study lighting in class. They will have lecture and discussion about the evolution of lighting in theatre. They will also discuss how lighting has allowed them to accomplish more with less instruments. Additionally, the students will "invent" their own lighting instrument that will fix the issues that they are currently experiencing as designers and technicians.
  • The students will begin studying the acting technique of Stanislavski and The Method. They will demonstrate their new knowledge in their monologues for class.
  • Students will work together to create a performance of Edgar Lee Master's Spoon River Anthology. They will work together to find pieces for every student in the class that work within the intent of the assignment. Students will create strong characters based off the short monologues in the play. Students will pair and critique each other during the process. Students can perform for other classes or film themselves for a final review after the performance.
  • Students will create costumes, lighting, sound and a set design for their performance of Edgar Lee Master's Spoon River Anthology.

Vocabulary

Research
  • Author research
  • previous productions of the specific play
Analysis
  • Text breakdown
  • Expositions
  • Public Solitude
  • Biomechanic
Vocal
  • Lessac
  • Laban
  • Accents
Movement
  • Method of Physical Action
  • Warm ups
  • Laban
Characterization
  • emotional memory
  • sense memory
  • substitution
  • affective memory
  • given circumstances
  • ensemble work
Design
  • lighting
  • innovation/evolution of technical theatre
  • technical crews and their jobs
Theatrical production
  • World of the play
  • Production concept
  • Copyrights and the right of the playwright

Anchor Standards

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

Aligned Learning Resources

Monologue Inspired by Humans of New York
Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.AC.4

Refine a dramatic concept to demonstrate a critical understanding of historical and cultural influences of original ideas applied to 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 pick one of 10 plays that represent plays from across multiple genres. They will begin the design process using research about prior productions of our play. They will work together to present their design for the play. Their research will be a large part of their grade.
  • Students will study lighting in class. They will have lecture and discussion about the evolution of lighting in theatre. They will also discuss how lighting has allowed them to accomplish more with less instruments. Additionally, the students will "invent" their own lighting instrument that will fix the issues that they are currently experiencing as designers and technicians.
  • The students will begin studying the acting technique of Stanislavski and The Method. They will demonstrate their new knowledge in their monologues for class.
  • Students will work together to create a performance of Edgar Lee Master's Spoon River Anthology. They will work together to find pieces for every student in the class that work within the intent of the assignment. Students will create strong characters based off the short monologues in the play. Students will pair and critique each other during the process. Students can perform for other classes or film themselves for a final review after the performance.
  • Students will create costumes, lighting, sound and a set design for their performance of Edgar Lee Master's Spoon River Anthology.

Vocabulary

Research
  • Author research
  • previous productions of the specific play
Analysis
  • Text breakdown
  • Expositions
  • Public Solitude
  • Biomechanic
Vocal
  • Lessac
  • Laban
  • Accents
Movement
  • Method of Physical Action
  • Warm ups
  • Laban
Characterization
  • emotional memory
  • sense memory
  • substitution
  • affective memory
  • given circumstances
  • ensemble work
Design
  • lighting
  • innovation/evolution of technical theatre
  • technical crews and their jobs
Theatrical production
  • World of the play
  • Production concept
  • Copyrights and the right of the playwright

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.AC.5

Collaborate as a creative team to make interpretive choices for 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 pick one of 10 plays that represent plays from across multiple genres. They will begin the design process using research about prior productions of our play. They will work together to present their design for the play. Their research will be a large part of their grade.
  • Students will study lighting in class. They will have lecture and discussion about the evolution of lighting in theatre. They will also discuss how lighting has allowed them to accomplish more with less instruments. Additionally, the students will "invent" their own lighting instrument that will fix the issues that they are currently experiencing as designers and technicians.
  • The students will begin studying the acting technique of Stanislavski and The Method. They will demonstrate their new knowledge in their monologues for class.
  • Students will work together to create a performance of Edgar Lee Master's Spoon River Anthology. They will work together to find pieces for every student in the class that work within the intent of the assignment. Students will create strong characters based off the short monologues in the play. Students will pair and critique each other during the process. Students can perform for other classes or film themselves for a final review after the performance.
  • Students will create costumes, lighting, sound and a set design for their performance of Edgar Lee Master's Spoon River Anthology.

Vocabulary

Research
  • Author research
  • previous productions of the specific play
Analysis
  • Text breakdown
  • Expositions
  • Public Solitude
  • Biomechanic
Vocal
  • Lessac
  • Laban
  • Accents
Movement
  • Method of Physical Action
  • Warm ups
  • Laban
Characterization
  • emotional memory
  • sense memory
  • substitution
  • affective memory
  • given circumstances
  • ensemble work
Design
  • lighting
  • innovation/evolution of technical theatre
  • technical crews and their jobs
Theatrical production
  • World of the play
  • Production concept
  • Copyrights and the right of the playwright

Anchor Standards

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

Aligned Learning Resources

Performance & Writing: How to Write a Short Open Scene for Theatre Students
Silent Film
Classroom Warm-Up for the Theatre Classroom
Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.AC.6

Use the rehearsal process to analyze the dramatic concept and technical design elements of 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

  • Students will pick one of 10 plays that represent plays from across multiple genres. They will begin the design process using research about prior productions of our play. They will work together to present their design for the play. Their research will be a large part of their grade.
  • Students will study lighting in class. They will have lecture and discussion about the evolution of lighting in theatre. They will also discuss how lighting has allowed them to accomplish more with less instruments. Additionally, the students will "invent" their own lighting instrument that will fix the issues that they are currently experiencing as designers and technicians.
  • The students will begin studying the acting technique of Stanislavski and The Method. They will demonstrate their new knowledge in their monologues for class.
  • Students will work together to create a performance of Edgar Lee Master's Spoon River Anthology. They will work together to find pieces for every student in the class that work within the intent of the assignment. Students will create strong characters based off the short monologues in the play. Students will pair and critique each other during the process. Students can perform for other classes or film themselves for a final review after the performance.
  • Students will create costumes, lighting, sound and a set design for their performance of Edgar Lee Master's Spoon River Anthology.

Vocabulary

Research
  • Author research
  • previous productions of the specific play
Analysis
  • Text breakdown
  • Expositions
  • Public Solitude
  • Biomechanic
Vocal
  • Lessac
  • Laban
  • Accents
Movement
  • Method of Physical Action
  • Warm ups
  • Laban
Characterization
  • emotional memory
  • sense memory
  • substitution
  • affective memory
  • given circumstances
  • ensemble work
Design
  • lighting
  • innovation/evolution of technical theatre
  • technical crews and their jobs
Theatrical production
  • World of the play
  • Production concept
  • Copyrights and the right of the playwright

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.AC.7

Use research and script analysis to revise physical and vocal choices impacting the believability and relevance of a drama/ theatre work.

Unpacked Content

Essential Questions

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

Skills Examples

  • Students will pick one of 10 plays that represent plays from across multiple genres. They will begin the design process using research about prior productions of our play. They will work together to present their design for the play. Their research will be a large part of their grade.
  • Students will study lighting in class. They will have lecture and discussion about the evolution of lighting in theatre. They will also discuss how lighting has allowed them to accomplish more with less instruments. Additionally, the students will "invent" their own lighting instrument that will fix the issues that they are currently experiencing as designers and technicians.
  • The students will begin studying the acting technique of Stanislavski and The Method. They will demonstrate their new knowledge in their monologues for class.
  • Students will work together to create a performance of Edgar Lee Master's Spoon River Anthology. They will work together to find pieces for every student in the class that work within the intent of the assignment. Students will create strong characters based off the short monologues in the play. Students will pair and critique each other during the process. Students can perform for other classes or film themselves for a final review after the performance.
  • Students will create costumes, lighting, sound and a set design for their performance of Edgar Lee Master's Spoon River Anthology.

Vocabulary

Research
  • Author research
  • previous productions of the specific play
Analysis
  • Text breakdown
  • Expositions
  • Public Solitude
  • Biomechanic
Vocal
  • Lessac
  • Laban
  • Accents
Movement
  • Method of Physical Action
  • Warm ups
  • Laban
Characterization
  • emotional memory
  • sense memory
  • substitution
  • affective memory
  • given circumstances
  • ensemble work
Design
  • lighting
  • innovation/evolution of technical theatre
  • technical crews and their jobs
Theatrical production
  • World of the play
  • Production concept
  • Copyrights and the right of the playwright

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.AC.8

Re-imagine and revise technical design choices during the course of a rehearsal process to enhance the story and emotional impact of 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

  • Students will pick one of 10 plays that represent plays from across multiple genres. They will begin the design process using research about prior productions of our play. They will work together to present their design for the play. Their research will be a large part of their grade.
  • Students will study lighting in class. They will have lecture and discussion about the evolution of lighting in theatre. They will also discuss how lighting has allowed them to accomplish more with less instruments. Additionally, the students will "invent" their own lighting instrument that will fix the issues that they are currently experiencing as designers and technicians.
  • The students will begin studying the acting technique of Stanislavski and The Method. They will demonstrate their new knowledge in their monologues for class.
  • Students will work together to create a performance of Edgar Lee Master's Spoon River Anthology. They will work together to find pieces for every student in the class that work within the intent of the assignment. Students will create strong characters based off the short monologues in the play. Students will pair and critique each other during the process. Students can perform for other classes or film themselves for a final review after the performance.
  • Students will create costumes, lighting, sound and a set design for their performance of Edgar Lee Master's Spoon River Anthology.

Vocabulary

Research
  • Author research
  • previous productions of the specific play
Analysis
  • Text breakdown
  • Expositions
  • Public Solitude
  • Biomechanic
Vocal
  • Lessac
  • Laban
  • Accents
Movement
  • Method of Physical Action
  • Warm ups
  • Laban
Characterization
  • emotional memory
  • sense memory
  • substitution
  • affective memory
  • given circumstances
  • ensemble work
Design
  • lighting
  • innovation/evolution of technical theatre
  • technical crews and their jobs
Theatrical production
  • World of the play
  • Production concept
  • Copyrights and the right of the playwright

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.AC.9

Discover how unique choices shape believable and sustainable 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

  • The students will watch numerous actors perform the same monologue from a play. They will discuss the differences and similarities. Students will also discuss what they would do for that same monologue. Students will then pair up and find a monologue. Each student will make their character choices and perform the monologue. The class will then critique how each monologue had success and challenges.
  • Students will begin discussing dramaturgical principles. They will do a play analysis on a one act play. Students will decide how they would direct the play using their play analysis as a starting point.
  • Students will learn about French Scenes and Beat and Actions. They will pair up and find a scene from a play. They will use French Scenes and Beats and Actions to refine their choices in the scene. Students will perform their scenes for each other for oral and written critique.
  • Students will find a play. They will read and analyze the play. They will pick an aspect of the technical production to design. Students will use research, inspiration and design technique to create a new design for their play.
  • Students will perform a one act play that is either written by the students or published. They will rehearse and perform the play during class. They will perform the play during class for an audience of their peers.

Vocabulary

Research
  • vocal warm up
  • healthy practices
  • dramaturgical
Analysis
  • protagonist
  • Initial action
  • Conflict
  • Climax
  • playwright intent
  • historical context
  • French scenes
  • Beat and Actions
Vocal
  • Refining accents
  • working on the American accent
Movement
  • Self-awareness

Characterization
  • Obstacles
  • Tactics
  • Creating a full Character not a caricature
Directing
  • Pre-rehearsal work of the director
  • making directing choices based on the text
  • blocking using text analysis
Design
  • Using text for design choices
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.AC.10

Identify essential text information, research from various sources, and the director’s concept that influence character choices 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

  • The students will watch numerous actors perform the same monologue from a play. They will discuss the differences and similarities. Students will also discuss what they would do for that same monologue. Students will then pair up and find a monologue. Each student will make their character choices and perform the monologue. The class will then critique how each monologue had success and challenges.
  • Students will begin discussing dramaturgical principles. They will do a play analysis on a one act play. Students will decide how they would direct the play using their play analysis as a starting point.
  • Students will learn about French Scenes and Beat and Actions. They will pair up and find a scene from a play. They will use French Scenes and Beats and Actions to refine their choices in the scene. Students will perform their scenes for each other for oral and written critique.
  • Students will find a play. They will read and analyze the play. They will pick an aspect of the technical production to design. Students will use research, inspiration and design technique to create a new design for their play.
  • Students will perform a one act play that is either written by the students or published. They will rehearse and perform the play during class. They will perform the play during class for an audience of their peers.

Vocabulary

Research
  • vocal warm up
  • healthy practices
  • dramaturgical
Analysis
  • protagonist
  • Initial action
  • Conflict
  • Climax
  • playwright intent
  • historical context
  • French scenes
  • Beat and Actions
Vocal
  • Refining accents
  • working on the American accent
Movement
  • Self-awareness

Characterization
  • Obstacles
  • Tactics
  • Creating a full Character not a caricature
Directing
  • Pre-rehearsal work of the director
  • making directing choices based on the text
  • blocking using text analysis
Design
  • Using text for design choices
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.AC.11

Refine a range of acting skills to build a believable and sustainable drama/theatre performance.

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

  • The students will watch numerous actors perform the same monologue from a play. They will discuss the differences and similarities. Students will also discuss what they would do for that same monologue. Students will then pair up and find a monologue. Each student will make their character choices and perform the monologue. The class will then critique how each monologue had success and challenges.
  • Students will begin discussing dramaturgical principles. They will do a play analysis on a one act play. Students will decide how they would direct the play using their play analysis as a starting point.
  • Students will learn about French Scenes and Beat and Actions. They will pair up and find a scene from a play. They will use French Scenes and Beats and Actions to refine their choices in the scene. Students will perform their scenes for each other for oral and written critique.
  • Students will find a play. They will read and analyze the play. They will pick an aspect of the technical production to design. Students will use research, inspiration and design technique to create a new design for their play.
  • Students will perform a one act play that is either written by the students or published. They will rehearse and perform the play during class. They will perform the play during class for an audience of their peers.

Vocabulary

Research
  • vocal warm up
  • healthy practices
  • dramaturgical
Analysis
  • protagonist
  • Initial action
  • Conflict
  • Climax
  • playwright intent
  • historical context
  • French scenes
  • Beat and Actions
Vocal
  • Refining accents
  • working on the American accent
Movement
  • Self-awareness

Characterization
  • Obstacles
  • Tactics
  • Creating a full Character not a caricature
Directing
  • Pre-rehearsal work of the director
  • making directing choices based on the text
  • blocking using text analysis
Design
  • Using text for design choices
Theatrical production

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.AC.12

Apply technical elements and research to create a design that communicates the concept of 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

  • The students will watch numerous actors perform the same monologue from a play. They will discuss the differences and similarities. Students will also discuss what they would do for that same monologue. Students will then pair up and find a monologue. Each student will make their character choices and perform the monologue. The class will then critique how each monologue had success and challenges.
  • Students will begin discussing dramaturgical principles. They will do a play analysis on a one act play. Students will decide how they would direct the play using their play analysis as a starting point.
  • Students will learn about French Scenes and Beat and Actions. They will pair up and find a scene from a play. They will use French Scenes and Beats and Actions to refine their choices in the scene. Students will perform their scenes for each other for oral and written critique.
  • Students will find a play. They will read and analyze the play. They will pick an aspect of the technical production to design. Students will use research, inspiration and design technique to create a new design for their play.
  • Students will perform a one act play that is either written by the students or published. They will rehearse and perform the play during class. They will perform the play during class for an audience of their peers.

Vocabulary

Research
  • vocal warm up
  • healthy practices
  • dramaturgical
Analysis
  • protagonist
  • Initial action
  • Conflict
  • Climax
  • playwright intent
  • historical context
  • French scenes
  • Beat and Actions
Vocal
  • Refining accents
  • working on the American accent
Movement
  • Self-awareness

Characterization
  • Obstacles
  • Tactics
  • Creating a full Character not a caricature
Directing
  • Pre-rehearsal work of the director
  • making directing choices based on the text
  • blocking using text analysis
Design
  • Using text for design choices
Theatrical production

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.AC.13

Present a drama/theatre work using creative processes that shape the production for a specific 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

  • The students will watch numerous actors perform the same monologue from a play. They will discuss the differences and similarities. Students will also discuss what they would do for that same monologue. Students will then pair up and find a monologue. Each student will make their character choices and perform the monologue. The class will then critique how each monologue had success and challenges.
  • Students will begin discussing dramaturgical principles. They will do a play analysis on a one act play. Students will decide how they would direct the play using their play analysis as a starting point.
  • Students will learn about French Scenes and Beat and Actions. They will pair up and find a scene from a play. They will use French Scenes and Beats and Actions to refine their choices in the scene. Students will perform their scenes for each other for oral and written critique.
  • Students will find a play. They will read and analyze the play. They will pick an aspect of the technical production to design. Students will use research, inspiration and design technique to create a new design for their play.
  • Students will perform a one act play that is either written by the students or published. They will rehearse and perform the play during class. They will perform the play during class for an audience of their peers.

Vocabulary

Research
  • vocal warm up
  • healthy practices
  • dramaturgical
Analysis
  • protagonist
  • Initial action
  • Conflict
  • Climax
  • playwright intent
  • historical context
  • French scenes
  • Beat and Actions
Vocal
  • Refining accents
  • working on the American accent
Movement
  • Self-awareness

Characterization
  • Obstacles
  • Tactics
  • Creating a full Character not a caricature
Directing
  • Pre-rehearsal work of the director
  • making directing choices based on the text
  • blocking using text analysis
Design
  • Using text for design choices
Theatrical production

Anchor Standards

Anchor Standard 6: Convey meaning through the presentation of artistic work.
Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.AC.14

Research historical and cultural context to structure and justify personal responses to a drama/theatre work.

Example: Engage in dramaturgical research prior to seeing To Kill a Mockingbird in order to connect more effectively to the play and its historical and racial context.

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 live performance or film of a classic play that they study in their English classes. They will use their literary and theatrical knowledge to write a critique in class. They will cover multiple aspects of performance: design, acting technique and directing choices as well as their personal response to the play.
  • 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.
  • 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.
  • Students will pick a Shakespearean monologue to perform. They will use historical information, personal experiences, and cultural norms of the time to create and perform the monologue.
  • Students will study theatre during the Elizabethan period. They will discuss Shakespeare and his contemporaries' technique of critiquing political policies in plays. Students and teacher will discuss modern examples of writers referencing current issues in their plays and films. Examples: The West Wing, 13 Reasons Why, Avengers were all created to comment on current popular cultural issues.

Vocabulary

Research
  • Understanding the play
Analysis
  • What defines a good performance?
  • What is a positive critique?
  • Performing iambic pentameter
    • Vocal
    • Linklater
    • Vowel Tree
    • freeing the natural voice
    Movement
    • Shakespearean movement
    • Characterization's impact on movement
    Design
    • scenic painting from historical impact to techniques
    Theatrical production
    • modernizing historical plays
    • performing in historical plays
    • The impact of language on the actor

    Anchor Standards

    Anchor Standard 7: Perceive and analyze artistic work.
    Arts Education (2017) Grade(s): 09-12 - Theatre

    AE17.TH.AC.15

    Develop detailed supporting evidence and criteria to reinforce artistic choices, 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

    • Students will watch a live performance or film of a classic play that they study in their English classes. They will use their literary and theatrical knowledge to write a critique in class. They will cover multiple aspects of performance: design, acting technique and directing choices as well as their personal response to the play.
    • 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.
    • 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.
    • Students will pick a Shakespearean monologue to perform. They will use historical information, personal experiences, and cultural norms of the time to create and perform the monologue.
    • Students will study theatre during the Elizabethan period. They will discuss Shakespeare and his contemporaries' technique of critiquing political policies in plays. Students and teacher will discuss modern examples of writers referencing current issues in their plays and films. Examples: The West Wing, 13 Reasons Why, Avengers were all created to comment on current popular cultural issues.

    Vocabulary

    Research
    • Understanding the play
    Analysis
  • What defines a good performance?
  • What is a positive critique?
  • Performing iambic pentameter
    • Vocal
    • Linklater
    • Vowel Tree
    • freeing the natural voice
    Movement
    • Shakespearean movement
    • Characterization's impact on movement
    Design
    • scenic painting from historical impact to techniques
    Theatrical production
    • modernizing historical plays
    • performing in historical plays
    • The impact of language on the actor

    Anchor Standards

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

    Aligned Learning Resources

    Self-Evaluation of a Performance Video
    Arts Education (2017) Grade(s): 09-12 - Theatre

    AE17.TH.AC.16

    Apply concepts from a drama/theatre work for personal realization about cultural perspectives and understanding.

    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 live performance or film of a classic play that they study in their English classes. They will use their literary and theatrical knowledge to write a critique in class. They will cover multiple aspects of performance: design, acting technique and directing choices as well as their personal response to the play.
    • 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.
    • 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.
    • Students will pick a Shakespearean monologue to perform. They will use historical information, personal experiences, and cultural norms of the time to create and perform the monologue.
    • Students will study theatre during the Elizabethan period. They will discuss Shakespeare and his contemporaries' technique of critiquing political policies in plays. Students and teacher will discuss modern examples of writers referencing current issues in their plays and films. Examples: The West Wing, 13 Reasons Why, Avengers were all created to comment on current popular cultural issues.

    Vocabulary

    Research
    • Understanding the play
    Analysis
  • What defines a good performance?
  • What is a positive critique?
  • Performing iambic pentameter
    • Vocal
    • Linklater
    • Vowel Tree
    • freeing the natural voice
    Movement
    • Shakespearean movement
    • Characterization's impact on movement
    Design
    • scenic painting from historical impact to techniques
    Theatrical production
    • modernizing historical plays
    • performing in historical plays
    • The impact of language on the actor

    Anchor Standards

    Anchor Standard 8: Interpret intent and meaning in artistic work.
    Arts Education (2017) Grade(s): 09-12 - Theatre

    AE17.TH.AC.17

    Debate and distinguish multiple aesthetics, preferences, and beliefs through participation in and 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 watch a live performance or film of a classic play that they study in their English classes. They will use their literary and theatrical knowledge to write a critique in class. They will cover multiple aspects of performance: design, acting technique and directing choices as well as their personal response to the play.
    • 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.
    • 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.
    • Students will pick a Shakespearean monologue to perform. They will use historical information, personal experiences, and cultural norms of the time to create and perform the monologue.
    • Students will study theatre during the Elizabethan period. They will discuss Shakespeare and his contemporaries' technique of critiquing political policies in plays. Students and teacher will discuss modern examples of writers referencing current issues in their plays and films. Examples: The West Wing, 13 Reasons Why, Avengers were all created to comment on current popular cultural issues.

    Vocabulary

    Research
    • Understanding the play
    Analysis
  • What defines a good performance?
  • What is a positive critique?
  • Performing iambic pentameter
    • Vocal
    • Linklater
    • Vowel Tree
    • freeing the natural voice
    Movement
    • Shakespearean movement
    • Characterization's impact on movement
    Design
    • scenic painting from historical impact to techniques
    Theatrical production
    • modernizing historical plays
    • performing in historical plays
    • The impact of language on the actor

    Anchor Standards

    Anchor Standard 8: Interpret intent and meaning in artistic work.
    Arts Education (2017) Grade(s): 09-12 - Theatre

    AE17.TH.AC.18

    Research and synthesize cultural and historical information related to a drama/theatre work to support or evaluate artistic 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 watch a live performance or film of a classic play that they study in their English classes. They will use their literary and theatrical knowledge to write a critique in class. They will cover multiple aspects of performance: design, acting technique and directing choices as well as their personal response to the play.
    • 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.
    • 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.
    • Students will pick a Shakespearean monologue to perform. They will use historical information, personal experiences, and cultural norms of the time to create and perform the monologue.
    • Students will study theatre during the Elizabethan period. They will discuss Shakespeare and his contemporaries' technique of critiquing political policies in plays. Students and teacher will discuss modern examples of writers referencing current issues in their plays and films. Examples: The West Wing, 13 Reasons Why, Avengers were all created to comment on current popular cultural issues.

    Vocabulary

    Research
    • Understanding the play
    Analysis
  • What defines a good performance?
  • What is a positive critique?
  • Performing iambic pentameter
    • Vocal
    • Linklater
    • Vowel Tree
    • freeing the natural voice
    Movement
    • Shakespearean movement
    • Characterization's impact on movement
    Design
    • scenic painting from historical impact to techniques
    Theatrical production
    • modernizing historical plays
    • performing in historical plays
    • The impact of language on the actor

    Anchor Standards

    Anchor Standard 9: Apply criteria to evaluate artistic work.
    Arts Education (2017) Grade(s): 09-12 - Theatre

    AE17.TH.AC.19

    Construct meaning in a drama/theatre work, considering personal aesthetics and knowledge of production elements while respecting others’ interpretations.

    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 watch a live performance or film of a classic play that they study in their English classes. They will use their literary and theatrical knowledge to write a critique in class. They will cover multiple aspects of performance: design, acting technique and directing choices as well as their personal response to the play.
    • 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.
    • 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.
    • Students will pick a Shakespearean monologue to perform. They will use historical information, personal experiences, and cultural norms of the time to create and perform the monologue.
    • Students will study theatre during the Elizabethan period. They will discuss Shakespeare and his contemporaries' technique of critiquing political policies in plays. Students and teacher will discuss modern examples of writers referencing current issues in their plays and films. Examples: The West Wing, 13 Reasons Why, Avengers were all created to comment on current popular cultural issues.

    Vocabulary

    Research
    • Understanding the play
    Analysis
  • What defines a good performance?
  • What is a positive critique?
  • Performing iambic pentameter
    • Vocal
    • Linklater
    • Vowel Tree
    • freeing the natural voice
    Movement
    • Shakespearean movement
    • Characterization's impact on movement
    Design
    • scenic painting from historical impact to techniques
    Theatrical production
    • modernizing historical plays
    • performing in historical plays
    • The impact of language on the actor

    Anchor Standards

    Anchor Standard 9: Apply criteria to evaluate artistic work.
    Arts Education (2017) Grade(s): 09-12 - Theatre

    AE17.TH.AC.20

    Analyze how a drama/theatre work communicates for a specific purpose and audience.

    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 watch a live performance or film of a classic play that they study in their English classes. They will use their literary and theatrical knowledge to write a critique in class. They will cover multiple aspects of performance: design, acting technique and directing choices as well as their personal response to the play.
    • 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.
    • 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.
    • Students will pick a Shakespearean monologue to perform. They will use historical information, personal experiences, and cultural norms of the time to create and perform the monologue.
    • Students will study theatre during the Elizabethan period. They will discuss Shakespeare and his contemporaries' technique of critiquing political policies in plays. Students and teacher will discuss modern examples of writers referencing current issues in their plays and films. Examples: The West Wing, 13 Reasons Why, Avengers were all created to comment on current popular cultural issues.

    Vocabulary

    Research
    • Understanding the play
    Analysis
  • What defines a good performance?
  • What is a positive critique?
  • Performing iambic pentameter
    • Vocal
    • Linklater
    • Vowel Tree
    • freeing the natural voice
    Movement
    • Shakespearean movement
    • Characterization's impact on movement
    Design
    • scenic painting from historical impact to techniques
    Theatrical production
    • modernizing historical plays
    • performing in historical plays
    • The impact of language on the actor

    Anchor Standards

    Anchor Standard 9: Apply criteria to evaluate artistic work.
    Arts Education (2017) Grade(s): 09-12 - Theatre

    AE17.TH.AC.21

    Choose and interpret a drama/theatre work to reflect or question personal beliefs.

    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 will study African Culture. They will learn how to do African Dancing, Drumming and Storytelling. Students will study the differences and similarities of their culture and traditional African culture. Students will perform a play based on what they have learned about another culture.
    • Students will learn about the folk tales or oral history of their city or town. They will write a play based on their town's history. Students will rehearse and perform their play for families and their community.
    • Students will study the play Hairspray. They will study the time period, cultural issues and impact that the play has had on their perception. Students will write an article (review or summary) about what they have learned in their study of the play.

    Vocabulary

    Research
    • using historical information to create plays
    • using history and articles to create characters and technical theatre spots
    Analysis
    • How does oral storytelling transition to playwriting
    • How does the traditional folktale/ fairytale translate to a modern audience
    Vocal
    • IPA
    • scoring the script
    Movement
    • dance for the actor
    • Yoga for the actor
    Characterization
    • the responsibility of representing characters in history or historical events
    • Strasburg
    • Uta Hagan
    Design
    • Abstract design for historical plays
    • Costume design and production
    • Sound production
    Theatrical production
    • Serving the production
    • Accurately representing another culture
    • celebration of culture rather than appropriation of a culture

    Anchor Standards

    Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
    Arts Education (2017) Grade(s): 09-12 - Theatre

    AE17.TH.AC.22

    Develop a drama/theatre work that identifies and questions cultural, global, or historic belief systems.

    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 will study African Culture. They will learn how to do African Dancing, Drumming and Storytelling. Students will study the differences and similarities of their culture and traditional African culture. Students will perform a play based on what they have learned about another culture.
    • Students will learn about the folk tales or oral history of their city or town. They will write a play based on their town's history. Students will rehearse and perform their play for families and their community.
    • Students will study the play Hairspray. They will study the time period, cultural issues and impact that the play has had on their perception. Students will write an article (review or summary) about what they have learned in their study of the play.

    Vocabulary

    Research
    • using historical information to create plays
    • using history and articles to create characters and technical theatre spots
    Analysis
    • How does oral storytelling transition to playwriting
    • How does the traditional folktale/ fairytale translate to a modern audience
    Vocal
    • IPA
    • scoring the script
    Movement
    • dance for the actor
    • Yoga for the actor
    Characterization
    • the responsibility of representing characters in history or historical events
    • Strasburg
    • Uta Hagan
    Design
    • Abstract design for historical plays
    • Costume design and production
    • Sound production
    Theatrical production
    • Serving the production
    • Accurately representing another culture
    • celebration of culture rather than appropriation of a culture

    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.AC.23

    Formulate creative choices for a devised or scripted drama/theatre work based on theatre research about a selected topic.

    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 will study African Culture. They will learn how to do African Dancing, Drumming and Storytelling. Students will study the differences and similarities of their culture and traditional African culture. Students will perform a play based on what they have learned about another culture.
    • Students will learn about the folk tales or oral history of their city or town. They will write a play based on their town's history. Students will rehearse and perform their play for families and their community.
    • Students will study the play Hairspray. They will study the time period, cultural issues and impact that the play has had on their perception. Students will write an article (review or summary) about what they have learned in their study of the play.

    Vocabulary

    Research
    • using historical information to create plays
    • using history and articles to create characters and technical theatre spots
    Analysis
    • How does oral storytelling transition to playwriting
    • How does the traditional folktale/ fairytale translate to a modern audience
    Vocal
    • IPA
    • scoring the script
    Movement
    • dance for the actor
    • Yoga for the actor
    Characterization
    • the responsibility of representing characters in history or historical events
    • Strasburg
    • Uta Hagan
    Design
    • Abstract design for historical plays
    • Costume design and production
    • Sound production
    Theatrical production
    • Serving the production
    • Accurately representing another culture
    • celebration of culture rather than appropriation of a culture

    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.AC.24

    Explore how personal beliefs and biases can affect the interpretation of research data applied in drama/theatre work.

    Unpacked Content

    Essential Questions

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

    Skills Examples

    • Students will study African Culture. They will learn how to do African Dancing, Drumming and Storytelling. Students will study the differences and similarities of their culture and traditional African culture. Students will perform a play based on what they have learned about another culture.
    • Students will learn about the folk tales or oral history of their city or town. They will write a play based on their town's history. Students will rehearse and perform their play for families and their community.
    • Students will study the play Hairspray. They will study the time period, cultural issues and impact that the play has had on their perception. Students will write an article (review or summary) about what they have learned in their study of the play.

    Vocabulary

    Research
    • using historical information to create plays
    • using history and articles to create characters and technical theatre spots
    Analysis
    • How does oral storytelling transition to playwriting
    • How does the traditional folktale/ fairytale translate to a modern audience
    Vocal
    • IPA
    • scoring the script
    Movement
    • dance for the actor
    • Yoga for the actor
    Characterization
    • the responsibility of representing characters in history or historical events
    • Strasburg
    • Uta Hagan
    Design
    • Abstract design for historical plays
    • Costume design and production
    • Sound production
    Theatrical production
    • Serving the production
    • Accurately representing another culture
    • celebration of culture rather than appropriation of a culture

    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.ADV.1

    Synthesize knowledge from a variety of dramatic forms, theatrical conventions, and technologies to create 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 work together to design a play for performance. They will use their knowledge in lighting, sound design, scenic design and costuming to create visuals that work as a unified vision for the production.
    • Students will design a soundscape of a play. They will create drafts, plots, cue sheets, sound effects, pre- and post-show music and wireless microphone schedules for the chosen play. They will pitch their design and work to the class, and one design will be chosen as the best design of the class.
    • Students will study the technique of Uta Hagen. They will use her acting technique to refine their rehearsal work. They will use her 9 Questions format to create strong characters for performance in class scenes or a play.
    • Students will study I Never Saw Another Butterfly. They will research the Holocaust and characters of the play. Students will use historical research and cultural contexts to rehearse and perform the play.

    Vocabulary

    Research
    • synthesizing research to adapt to the play or theater space
    • Using research to support design choices in the production meetings
    Analysis
    • 9 questions
    • 7 steps to heaven
    Vocal
    • Students lead warm ups
    • Students analyze the accent or vocal needs themselves
    Movement
    • How does the body denote character and emotion
    Characterization
    • Uta Hagen's 9 steps to creating character
    • Action Verbs for character work
    • Animal Work
    Directing
    • Creating the ensemble
    • warm up exercises for your actors
    • table reads
    • walking the grid
    Design
    • Unified vision
    • Scale Design
    • Transitioning from page to stage
    Theatrical production
    • production concept
    • style
    • subtext

    Anchor Standards

    Anchor Standard 1: Generate and conceptualize artistic ideas and work.
    Arts Education (2017) Grade(s): 09-12 - Theatre

    AE17.TH.ADV.2

    Create a complete design for a drama/theatre work that incorporates elements of theatrical technology.

    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 work together to design a play for performance. They will use their knowledge in lighting, sound design, scenic design and costuming to create visuals that work as a unified vision for the production.
    • Students will design a soundscape of a play. They will create drafts, plots, cue sheets, sound effects, pre- and post-show music and wireless microphone schedules for the chosen play. They will pitch their design and work to the class, and one design will be chosen as the best design of the class.
    • Students will study the technique of Uta Hagen. They will use her acting technique to refine their rehearsal work. They will use her 9 Questions format to create strong characters for performance in class scenes or a play.
    • Students will study I Never Saw Another Butterfly. They will research the Holocaust and characters of the play. Students will use historical research and cultural contexts to rehearse and perform the play.

    Vocabulary

    Research
    • synthesizing research to adapt to the play or theater space
    • Using research to support design choices in the production meetings
    Analysis
    • 9 questions
    • 7 steps to heaven
    Vocal
    • Students lead warm ups
    • Students analyze the accent or vocal needs themselves
    Movement
    • How does the body denote character and emotion
    Characterization
    • Uta Hagen's 9 steps to creating character
    • Action Verbs for character work
    • Animal Work
    Directing
    • Creating the ensemble
    • warm up exercises for your actors
    • table reads
    • walking the grid
    Design
    • Unified vision
    • Scale Design
    • Transitioning from page to stage
    Theatrical production
    • production concept
    • style
    • subtext

    Anchor Standards

    Anchor Standard 1: Generate and conceptualize artistic ideas and work.
    Arts Education (2017) Grade(s): 09-12 - Theatre

    AE17.TH.ADV.3

    Integrate cultural and historical contexts with personal experiences to create a character that 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 work together to design a play for performance. They will use their knowledge in lighting, sound design, scenic design and costuming to create visuals that work as a unified vision for the production.
    • Students will design a soundscape of a play. They will create drafts, plots, cue sheets, sound effects, pre- and post-show music and wireless microphone schedules for the chosen play. They will pitch their design and work to the class, and one design will be chosen as the best design of the class.
    • Students will study the technique of Uta Hagen. They will use her acting technique to refine their rehearsal work. They will use her 9 Questions format to create strong characters for performance in class scenes or a play.
    • Students will study I Never Saw Another Butterfly. They will research the Holocaust and characters of the play. Students will use historical research and cultural contexts to rehearse and perform the play.

    Vocabulary

    Research
    • synthesizing research to adapt to the play or theater space
    • Using research to support design choices in the production meetings
    Analysis
    • 9 questions
    • 7 steps to heaven
    Vocal
    • Students lead warm ups
    • Students analyze the accent or vocal needs themselves
    Movement
    • How does the body denote character and emotion
    Characterization
    • Uta Hagen's 9 steps to creating character
    • Action Verbs for character work
    • Animal Work
    Directing
    • Creating the ensemble
    • warm up exercises for your actors
    • table reads
    • walking the grid
    Design
    • Unified vision
    • Scale Design
    • Transitioning from page to stage
    Theatrical production
    • production concept
    • style
    • subtext

    Anchor Standards

    Anchor Standard 2: Organize and develop artistic ideas and work.
    Arts Education (2017) Grade(s): 09-12 - Theatre

    AE17.TH.ADV.4

    Develop and synthesize original ideas in a drama/theatre work utilizing critical analysis, historical and cultural context, research, and Western or non-Western theatre traditions.

    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 work together to design a play for performance. They will use their knowledge in lighting, sound design, scenic design and costuming to create visuals that work as a unified vision for the production.
    • Students will design a soundscape of a play. They will create drafts, plots, cue sheets, sound effects, pre- and post-show music and wireless microphone schedules for the chosen play. They will pitch their design and work to the class, and one design will be chosen as the best design of the class.
    • Students will study the technique of Uta Hagen. They will use her acting technique to refine their rehearsal work. They will use her 9 Questions format to create strong characters for performance in class scenes or a play.
    • Students will study I Never Saw Another Butterfly. They will research the Holocaust and characters of the play. Students will use historical research and cultural contexts to rehearse and perform the play.

    Vocabulary

    Research
    • synthesizing research to adapt to the play or theater space
    • Using research to support design choices in the production meetings
    Analysis
    • 9 questions
    • 7 steps to heaven
    Vocal
    • Students lead warm ups
    • Students analyze the accent or vocal needs themselves
    Movement
    • How does the body denote character and emotion
    Characterization
    • Uta Hagen's 9 steps to creating character
    • Action Verbs for character work
    • Animal Work
    Directing
    • Creating the ensemble
    • warm up exercises for your actors
    • table reads
    • walking the grid
    Design
    • Unified vision
    • Scale Design
    • Transitioning from page to stage
    Theatrical production
    • production concept
    • style
    • subtext

    Anchor Standards

    Anchor Standard 2: Organize and develop artistic ideas and work.
    Arts Education (2017) Grade(s): 09-12 - Theatre

    AE17.TH.ADV.5

    Collaborate as a creative team to discover artistic solutions and make interpretive 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

    • Students will work together to design a play for performance. They will use their knowledge in lighting, sound design, scenic design and costuming to create visuals that work as a unified vision for the production.
    • Students will design a soundscape of a play. They will create drafts, plots, cue sheets, sound effects, pre- and post-show music and wireless microphone schedules for the chosen play. They will pitch their design and work to the class, and one design will be chosen as the best design of the class.
    • Students will study the technique of Uta Hagen. They will use her acting technique to refine their rehearsal work. They will use her 9 Questions format to create strong characters for performance in class scenes or a play.
    • Students will study I Never Saw Another Butterfly. They will research the Holocaust and characters of the play. Students will use historical research and cultural contexts to rehearse and perform the play.

    Vocabulary

    Research
    • synthesizing research to adapt to the play or theater space
    • Using research to support design choices in the production meetings
    Analysis
    • 9 questions
    • 7 steps to heaven
    Vocal
    • Students lead warm ups
    • Students analyze the accent or vocal needs themselves
    Movement
    • How does the body denote character and emotion
    Characterization
    • Uta Hagen's 9 steps to creating character
    • Action Verbs for character work
    • Animal Work
    Directing
    • Creating the ensemble
    • warm up exercises for your actors
    • table reads
    • walking the grid
    Design
    • Unified vision
    • Scale Design
    • Transitioning from page to stage
    Theatrical production
    • production concept
    • style
    • subtext

    Anchor Standards

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

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