AE17.TH.1.C.A
Envision, Conceptualize
Envision, Conceptualize
AE17.TH.1.C.A
AE17.TH.1.1
Propose potential choices characters could make in a guided drama experience.
Propose potential choices characters could make in a guided drama experience.
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?
EQ: What happens when Theatre artists use their imagination and/or learned theatre skills while engaging in creative exploration and inquiry?
Skills Examples
- Identify choices characters could make in a given situation (choose your own adventure story).
- Articulate the best choice a character can make and explain why.
- Collaborate to choose costumes for characters in a selected theatrical work. (Have students divide into groups to design a costume, and let the best costume win.)
- Identify ways to communicate that do not require talking. Why do we use our hands when we talk? Should your characters do the same?
- Collaborate and participate in improvisation games to determine how facial expressions and physical movements effect characterization.
- Collaborate to create an improvised skit. (This can be done with the use of costumes and props.)
- Identify the differences between characters in multiple dramatic/ theatrical works.
- View a dramatic piece performed in multiple ways and discuss the differences.
- Design a prop or costume for a potential scene and compare designs.
Vocabulary
Research
Analysis
Voice
Movement
Characterization
Directing
Design
Theatrical production
Analysis
Voice
Movement
Characterization
Directing
Design
Theatrical production
- skit
Anchor Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
AE17.TH.1.2
Collaborate with peers to conceptualize costumes and props in a guided drama experience.
Collaborate with peers to conceptualize costumes and props in a guided drama experience.
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?
EQ: What happens when Theatre artists use their imagination and/or learned theatre skills while engaging in creative exploration and inquiry?
Skills Examples
- Identify choices characters could make in a given situation (choose your own adventure story).
- Articulate the best choice a character can make and explain why.
- Collaborate to choose costumes for characters in a selected theatrical work. (Have students divide into groups to design a costume, and let the best costume win.)
- Identify ways to communicate that do not require talking. Why do we use our hands when we talk? Should your characters do the same?
- Collaborate and participate in improvisation games to determine how facial expressions and physical movements effect characterization.
- Collaborate to create an improvised skit. (This can be done with the use of costumes and props.)
- Identify the differences between characters in multiple dramatic/ theatrical works.
- View a dramatic piece performed in multiple ways and discuss the differences.
- Design a prop or costume for a potential scene and compare designs.
Vocabulary
Research
Analysis
Voice
Movement
Characterization
Directing
Design
Theatrical production
Analysis
Voice
Movement
Characterization
Directing
Design
Theatrical production
- skit
Anchor Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
AE17.TH.1.C.B
Develop
Develop
AE17.TH.1.3
Identify ways in which gestures and movement may be used to create or retell a story in guided drama experiences.
Identify ways in which gestures and movement may be used to create or retell a story in guided drama experiences.
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?
EQ: How, when, and why do theatre artists' choices change?
Skills Examples
- Identify choices characters could make in a given situation (choose your own adventure story).
- Articulate the best choice a character can make and explain why.
- Collaborate to choose costumes for characters in a selected theatrical work. (Have students divide into groups to design a costume, and let the best costume win.)
- Identify ways to communicate that do not require talking. Why do we use our hands when we talk? Should your characters do the same?
- Collaborate and participate in improvisation games to determine how facial expressions and physical movements effect characterization.
- Collaborate to create an improvised skit. (This can be done with the use of costumes and props.)
- Identify the differences between characters in multiple dramatic/ theatrical works.
- View a dramatic piece performed in multiple ways and discuss the differences.
- Design a prop or costume for a potential scene and compare designs.
Vocabulary
Research
Analysis
Voice
Movement
Characterization
Directing
Design
Theatrical production
Analysis
Voice
Movement
Characterization
Directing
Design
Theatrical production
- skit
Anchor Standards
Anchor Standard 2: Organize and develop artistic ideas and work.
AE17.TH.1.4
Improvise dialogue alone and with peers in a guided drama experience.
Improvise dialogue alone and with peers in a guided drama experience.
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?
EQ: How, when, and why do theatre artists' choices change?
Skills Examples
- Identify choices characters could make in a given situation (choose your own adventure story).
- Articulate the best choice a character can make and explain why.
- Collaborate to choose costumes for characters in a selected theatrical work. (Have students divide into groups to design a costume, and let the best costume win.)
- Identify ways to communicate that do not require talking. Why do we use our hands when we talk? Should your characters do the same?
- Collaborate and participate in improvisation games to determine how facial expressions and physical movements effect characterization.
- Collaborate to create an improvised skit. (This can be done with the use of costumes and props.)
- Identify the differences between characters in multiple dramatic/ theatrical works.
- View a dramatic piece performed in multiple ways and discuss the differences.
- Design a prop or costume for a potential scene and compare designs.
Vocabulary
Research
Analysis
Voice
Movement
Characterization
Directing
Design
Theatrical production
Analysis
Voice
Movement
Characterization
Directing
Design
Theatrical production
- skit
Anchor Standards
Anchor Standard 2: Organize and develop artistic ideas and work.
AE17.TH.1.5
Contribute ideas as a group in a guided drama experience.
Contribute ideas as a group in a guided drama experience.
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?
EQ: How, when, and why do theatre artists' choices change?
Skills Examples
- Identify choices characters could make in a given situation (choose your own adventure story).
- Articulate the best choice a character can make and explain why.
- Collaborate to choose costumes for characters in a selected theatrical work. (Have students divide into groups to design a costume, and let the best costume win.)
- Identify ways to communicate that do not require talking. Why do we use our hands when we talk? Should your characters do the same?
- Collaborate and participate in improvisation games to determine how facial expressions and physical movements effect characterization.
- Collaborate to create an improvised skit. (This can be done with the use of costumes and props.)
- Identify the differences between characters in multiple dramatic/ theatrical works.
- View a dramatic piece performed in multiple ways and discuss the differences.
- Design a prop or costume for a potential scene and compare designs.
Vocabulary
Research
Analysis
Voice
Movement
Characterization
Directing
Design
Theatrical production
Analysis
Voice
Movement
Characterization
Directing
Design
Theatrical production
- skit
Anchor Standards
Anchor Standard 2: Organize and develop artistic ideas and work.
AE17.TH.1.C.C
Rehearse
Rehearse
AE17.TH.1.6
Contribute to the adaptation of the plot in a guided drama experience.
Contribute to the adaptation of the plot in a guided drama experience.
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?
EQ: How do theatre artists transform and edit their initial ideas?
Skills Examples
- Identify choices characters could make in a given situation (choose your own adventure story).
- Articulate the best choice a character can make and explain why.
- Collaborate to choose costumes for characters in a selected theatrical work. (Have students divide into groups to design a costume, and let the best costume win.)
- Identify ways to communicate that do not require talking. Why do we use our hands when we talk? Should your characters do the same?
- Collaborate and participate in improvisation games to determine how facial expressions and physical movements effect characterization.
- Collaborate to create an improvised skit. (This can be done with the use of costumes and props.)
- Identify the differences between characters in multiple dramatic/ theatrical works.
- View a dramatic piece performed in multiple ways and discuss the differences.
- Design a prop or costume for a potential scene and compare designs.
Vocabulary
Research
Analysis
Voice
Movement
Characterization
Directing
Design
Theatrical production
Analysis
Voice
Movement
Characterization
Directing
Design
Theatrical production
- skit
Anchor Standards
Anchor Standard 3: Refine and complete artistic work.
AE17.TH.1.7
Identify similarities and differences in sounds and movements during a guided drama experience.
Identify similarities and differences in sounds and movements during a guided drama experience.
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?
EQ: How do theatre artists transform and edit their initial ideas?
Skills Examples
- Identify choices characters could make in a given situation (choose your own adventure story).
- Articulate the best choice a character can make and explain why.
- Collaborate to choose costumes for characters in a selected theatrical work. (Have students divide into groups to design a costume, and let the best costume win.)
- Identify ways to communicate that do not require talking. Why do we use our hands when we talk? Should your characters do the same?
- Collaborate and participate in improvisation games to determine how facial expressions and physical movements effect characterization.
- Collaborate to create an improvised skit. (This can be done with the use of costumes and props.)
- Identify the differences between characters in multiple dramatic/ theatrical works.
- View a dramatic piece performed in multiple ways and discuss the differences.
- Design a prop or costume for a potential scene and compare designs.
Vocabulary
Research
Analysis
Voice
Movement
Characterization
Directing
Design
Theatrical production
Analysis
Voice
Movement
Characterization
Directing
Design
Theatrical production
- skit
Anchor Standards
Anchor Standard 3: Refine and complete artistic work.
AE17.TH.1.8
Collaborate to imagine multiple representations of a single object in a guided drama experience.
Collaborate to imagine multiple representations of a single object in a guided drama experience.
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?
EQ: How do theatre artists transform and edit their initial ideas?
Skills Examples
- Identify choices characters could make in a given situation (choose your own adventure story).
- Articulate the best choice a character can make and explain why.
- Collaborate to choose costumes for characters in a selected theatrical work. (Have students divide into groups to design a costume, and let the best costume win.)
- Identify ways to communicate that do not require talking. Why do we use our hands when we talk? Should your characters do the same?
- Collaborate and participate in improvisation games to determine how facial expressions and physical movements effect characterization.
- Collaborate to create an improvised skit. (This can be done with the use of costumes and props.)
- Identify the differences between characters in multiple dramatic/ theatrical works.
- View a dramatic piece performed in multiple ways and discuss the differences.
- Design a prop or costume for a potential scene and compare designs.
Vocabulary
Research
Analysis
Voice
Movement
Characterization
Directing
Design
Theatrical production
Analysis
Voice
Movement
Characterization
Directing
Design
Theatrical production
- skit
Anchor Standards
Anchor Standard 3: Refine and complete artistic work.
AE17.TH.1.P
Performing
Performing
AE17.TH.1.P.A
Select
Select
AE17.TH.1.9
Describe a story’s character actions and dialogue in a guided drama experience.
Describe a story’s character actions and dialogue in a guided drama experience.
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?
EQ: Why are strong choices essential to interpreting a drama or theatre piece?
Skills Examples
- Recall and describe a character's actions in a chosen narrative.
- Recall and describe a character's dialogue (the way he or she speaks) in a chosen narrative.
- Determine through mime and improvisation games different gestures, facial expressions, and movements that communicate character traits and emotions.
- Determine a character's personality and emotions by using pictures of the character's expression and stance.
- Determine a character's personality and emotions based on the way that character moves/ walks.
- Articulate the importance of physical movement to the creation of a character in a guided drama experience.
- Use a card game/ worksheet to match a character to his/ her costume.
Vocabulary
Research
Analysis
Voice
Directing
Design
Analysis
Voice
- dialogue
- stance
Directing
Design
- costume
- narrative
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.TH.1.10
Use body, face, gestures, and voice to communicate character traits and emotions in a story through a guided drama experience.
Use body, face, gestures, and voice to communicate character traits and emotions in a story through a guided drama experience.
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?
EQ: Why are strong choices essential to interpreting a drama or theatre piece?
Skills Examples
- Recall and describe a character's actions in a chosen narrative.
- Recall and describe a character's dialogue (the way he or she speaks) in a chosen narrative.
- Determine through mime and improvisation games different gestures, facial expressions, and movements that communicate character traits and emotions.
- Determine a character's personality and emotions by using pictures of the character's expression and stance.
- Determine a character's personality and emotions based on the way that character moves/ walks.
- Articulate the importance of physical movement to the creation of a character in a guided drama experience.
- Use a card game/ worksheet to match a character to his/ her costume.
Vocabulary
Research
Analysis
Voice
Directing
Design
Analysis
Voice
- dialogue
- stance
Directing
Design
- costume
- narrative
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.TH.1.P.B
Prepare
Prepare
AE17.TH.1.11
Identify and understand that physical movement is fundamental to guided drama experiences.
Identify and understand that physical movement is fundamental to guided drama experiences.
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?
EQ: What can I do to fully prepare a performance or technical design?
Skills Examples
- Recall and describe a character's actions in a chosen narrative.
- Recall and describe a character's dialogue (the way he or she speaks) in a chosen narrative.
- Determine through mime and improvisation games different gestures, facial expressions, and movements that communicate character traits and emotions.
- Determine a character's personality and emotions by using pictures of the character's expression and stance.
- Determine a character's personality and emotions based on the way that character moves/ walks.
- Articulate the importance of physical movement to the creation of a character in a guided drama experience.
- Use a card game/ worksheet to match a character to his/ her costume.
Vocabulary
Research
Analysis
Voice
Directing
Design
Analysis
Voice
- dialogue
- stance
Directing
Design
- costume
- narrative
Anchor Standards
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
AE17.TH.1.12
Identify and use technical elements that are essential in a guided drama experience.
COS Examples
Examples: costumes, props, lights, sound effects
Identify and use technical elements that are essential in a guided drama experience.
COS Examples
Examples: costumes, props, lights, sound effects
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?
EQ: What can I do to fully prepare a performance or technical design?
Skills Examples
- Recall and describe a character's actions in a chosen narrative.
- Recall and describe a character's dialogue (the way he or she speaks) in a chosen narrative.
- Determine through mime and improvisation games different gestures, facial expressions, and movements that communicate character traits and emotions.
- Determine a character's personality and emotions by using pictures of the character's expression and stance.
- Determine a character's personality and emotions based on the way that character moves/ walks.
- Articulate the importance of physical movement to the creation of a character in a guided drama experience.
- Use a card game/ worksheet to match a character to his/ her costume.
Vocabulary
Research
Analysis
Voice
Directing
Design
Analysis
Voice
- dialogue
- stance
Directing
Design
- costume
- narrative
Anchor Standards
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
AE17.TH.1.P.C
Present
Present
AE17.TH.1.13
Use movement and gestures to communicate emotions in a guided drama experience.
Use movement and gestures to communicate emotions in a guided drama experience.
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?
EQ: What happens when theatre artists and audiences share a creative experience?
Skills Examples
- Recall and describe a character's actions in a chosen narrative.
- Recall and describe a character's dialogue (the way he or she speaks) in a chosen narrative.
- Determine through mime and improvisation games different gestures, facial expressions, and movements that communicate character traits and emotions.
- Determine a character's personality and emotions by using pictures of the character's expression and stance.
- Determine a character's personality and emotions based on the way that character moves/ walks.
- Articulate the importance of physical movement to the creation of a character in a guided drama experience.
- Use a card game/ worksheet to match a character to his/ her costume.
Vocabulary
Research
Analysis
Voice
Directing
Design
Analysis
Voice
- dialogue
- stance
Directing
Design
- costume
- narrative
Anchor Standards
Anchor Standard 6: Convey meaning through the presentation of artistic work.
AE17.TH.1.R
Responding
Responding
AE17.TH.1.R.A
Reflect
Reflect
AE17.TH.1.14
Demonstrate relevant audience etiquette in response to a performance.
Demonstrate relevant audience etiquette in response to a performance.
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?
EQ: How do theatre artists comprehend the essence of drama processes and theatre experiences?
Skills Examples
- Have the students develop a list of rules for audience behavior and discuss the reason for each rule.
- Make observations that explain why artistic choices were made in a guided drama experience (e.g., being able to explain how movement, props, and other technical elements affect mood).
- Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
- Describe emotions caused by viewing an age-appropriate theatre performance. Explain how these emotions reveal a personal preference (favorite show, favorite scene, favorite character, etc.).
- Identify the motivations behind character actions.
- Use pictures to describe how a character's emotions and actions may differ from personal emotions and actions.
- Collaborate using an improvisation game to build on other's ideas.
- Identify props and costumes that would best suit a certain character and/or play.
- Use props and costumes to build a scene and character in an improvisation game.
- Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
- Make connections between oneself and the character's emotions in a dramatic/ theatrical work (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
- Using a characterization chart, compare and contrast the actions of characters in a guided drama experience.
Vocabulary
Research
Analysis
Voice
Characterization
Design
Theatrical production
Analysis
Voice
- enunciation
Characterization
- motivation
Design
Theatrical production
Anchor Standards
Anchor Standard 7: Perceive and analyze artistic work.
AE17.TH.1.15
Recall and compare choices made in a guided drama experience.
Recall and compare choices made in a guided drama experience.
Unpacked Content
Essential Questions
EU: Theatre artists reflect to understand the impact of drama processes and theatre experiences.
EQ: How do theatre artists comprehend the essence of drama processes and theatre experiences?
EQ: How do theatre artists comprehend the essence of drama processes and theatre experiences?
Skills Examples
- Have the students develop a list of rules for audience behavior and discuss the reason for each rule.
- Make observations that explain why artistic choices were made in a guided drama experience (e.g., being able to explain how movement, props, and other technical elements affect mood).
- Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
- Describe emotions caused by viewing an age-appropriate theatre performance. Explain how these emotions reveal a personal preference (favorite show, favorite scene, favorite character, etc.).
- Identify the motivations behind character actions.
- Use pictures to describe how a character's emotions and actions may differ from personal emotions and actions.
- Collaborate using an improvisation game to build on other's ideas.
- Identify props and costumes that would best suit a certain character and/or play.
- Use props and costumes to build a scene and character in an improvisation game.
- Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
- Make connections between oneself and the character's emotions in a dramatic/ theatrical work (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
- Using a characterization chart, compare and contrast the actions of characters in a guided drama experience.
Vocabulary
Research
Analysis
Voice
Characterization
Design
Theatrical production
Analysis
Voice
- enunciation
Characterization
- motivation
Design
Theatrical production
Anchor Standards
Anchor Standard 7: Perceive and analyze artistic work.
AE17.TH.1.R.B
Interpret
Interpret
AE17.TH.1.16
Explain preferences and emotions in a guided drama experience or age-appropriate theatre performance.
Explain preferences and emotions in a guided drama experience or age-appropriate theatre performance.
Unpacked Content
Essential Questions
EU: Theatre artists' interpretations of drama/theatre work are influenced by personal experiences and aesthetics
EQ: How can the same work of art communicate different messages to different people?
EQ: How can the same work of art communicate different messages to different people?
Skills Examples
- Have the students develop a list of rules for audience behavior and discuss the reason for each rule.
- Make observations that explain why artistic choices were made in a guided drama experience (e.g., being able to explain how movement, props, and other technical elements affect mood).
- Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
- Describe emotions caused by viewing an age-appropriate theatre performance. Explain how these emotions reveal a personal preference (favorite show, favorite scene, favorite character, etc.).
- Identify the motivations behind character actions.
- Use pictures to describe how a character's emotions and actions may differ from personal emotions and actions.
- Collaborate using an improvisation game to build on other's ideas.
- Identify props and costumes that would best suit a certain character and/or play.
- Use props and costumes to build a scene and character in an improvisation game.
- Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
- Make connections between oneself and the character's emotions in a dramatic/ theatrical work (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
- Using a characterization chart, compare and contrast the actions of characters in a guided drama experience.
Vocabulary
Research
Analysis
Voice
Characterization
Design
Theatrical production
Analysis
Voice
- enunciation
Characterization
- motivation
Design
Theatrical production
Anchor Standards
Anchor Standard 8: Interpret intent and meaning in artistic work.
AE17.TH.1.17
Identify causes of character actions in a guided drama experience.
Identify causes of character actions in a guided drama experience.
Unpacked Content
Essential Questions
EU: Theatre artists' interpretations of drama/theatre work are influenced by personal experiences and aesthetics
EQ: How can the same work of art communicate different messages to different people?
EQ: How can the same work of art communicate different messages to different people?
Skills Examples
- Have the students develop a list of rules for audience behavior and discuss the reason for each rule.
- Make observations that explain why artistic choices were made in a guided drama experience (e.g., being able to explain how movement, props, and other technical elements affect mood).
- Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
- Describe emotions caused by viewing an age-appropriate theatre performance. Explain how these emotions reveal a personal preference (favorite show, favorite scene, favorite character, etc.).
- Identify the motivations behind character actions.
- Use pictures to describe how a character's emotions and actions may differ from personal emotions and actions.
- Collaborate using an improvisation game to build on other's ideas.
- Identify props and costumes that would best suit a certain character and/or play.
- Use props and costumes to build a scene and character in an improvisation game.
- Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
- Make connections between oneself and the character's emotions in a dramatic/ theatrical work (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
- Using a characterization chart, compare and contrast the actions of characters in a guided drama experience.
Vocabulary
Research
Analysis
Voice
Characterization
Design
Theatrical production
Analysis
Voice
- enunciation
Characterization
- motivation
Design
Theatrical production
Anchor Standards
Anchor Standard 8: Interpret intent and meaning in artistic work.
AE17.TH.1.18
Explain or use text and pictures to describe how personal emotions and choices compare to the emotions and choices of characters in a guided drama experience.
Explain or use text and pictures to describe how personal emotions and choices compare to the emotions and choices of characters in a guided drama experience.
Unpacked Content
Essential Questions
EU: Theatre artists' interpretations of drama/theatre work are influenced by personal experiences and aesthetics
EQ: How can the same work of art communicate different messages to different people?
EQ: How can the same work of art communicate different messages to different people?
Skills Examples
- Have the students develop a list of rules for audience behavior and discuss the reason for each rule.
- Make observations that explain why artistic choices were made in a guided drama experience (e.g., being able to explain how movement, props, and other technical elements affect mood).
- Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
- Describe emotions caused by viewing an age-appropriate theatre performance. Explain how these emotions reveal a personal preference (favorite show, favorite scene, favorite character, etc.).
- Identify the motivations behind character actions.
- Use pictures to describe how a character's emotions and actions may differ from personal emotions and actions.
- Collaborate using an improvisation game to build on other's ideas.
- Identify props and costumes that would best suit a certain character and/or play.
- Use props and costumes to build a scene and character in an improvisation game.
- Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
- Make connections between oneself and the character's emotions in a dramatic/ theatrical work (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
- Using a characterization chart, compare and contrast the actions of characters in a guided drama experience.
Vocabulary
Research
Analysis
Voice
Characterization
Design
Theatrical production
Analysis
Voice
- enunciation
Characterization
- motivation
Design
Theatrical production
Anchor Standards
Anchor Standard 8: Interpret intent and meaning in artistic work.
AE17.TH.1.R.C
Evaluate
Evaluate
AE17.TH.1.19
Collaborate to build on others’ ideas in a guided drama experience.
Collaborate to build on others’ ideas in a guided drama experience.
Unpacked Content
Essential Questions
EU: Theatre artists apply criteria to investigate, explore, and assess drama and theatre work.
EQ: How are the theatre artist's processes and the audience's perspectives impacted by analysis and synthesis?
EQ: How are the theatre artist's processes and the audience's perspectives impacted by analysis and synthesis?
Skills Examples
- Have the students develop a list of rules for audience behavior and discuss the reason for each rule.
- Make observations that explain why artistic choices were made in a guided drama experience (e.g., being able to explain how movement, props, and other technical elements affect mood).
- Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
- Describe emotions caused by viewing an age-appropriate theatre performance. Explain how these emotions reveal a personal preference (favorite show, favorite scene, favorite character, etc.).
- Identify the motivations behind character actions.
- Use pictures to describe how a character's emotions and actions may differ from personal emotions and actions.
- Collaborate using an improvisation game to build on other's ideas.
- Identify props and costumes that would best suit a certain character and/or play.
- Use props and costumes to build a scene and character in an improvisation game.
- Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
- Make connections between oneself and the character's emotions in a dramatic/ theatrical work (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
- Using a characterization chart, compare and contrast the actions of characters in a guided drama experience.
Vocabulary
Research
Analysis
Voice
Characterization
Design
Theatrical production
Analysis
Voice
- enunciation
Characterization
- motivation
Design
Theatrical production
Anchor Standards
Anchor Standard 9: Apply criteria to evaluate artistic work.
AE17.TH.1.20
Identify props and costumes that might be used in a guided drama experience.
Identify props and costumes that might be used in a guided drama experience.
Unpacked Content
Essential Questions
EU: Theatre artists apply criteria to investigate, explore, and assess drama and theatre work.
EQ: How are the theatre artist's processes and the audience's perspectives impacted by analysis and synthesis?
EQ: How are the theatre artist's processes and the audience's perspectives impacted by analysis and synthesis?
Skills Examples
- Have the students develop a list of rules for audience behavior and discuss the reason for each rule.
- Make observations that explain why artistic choices were made in a guided drama experience (e.g., being able to explain how movement, props, and other technical elements affect mood).
- Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
- Describe emotions caused by viewing an age-appropriate theatre performance. Explain how these emotions reveal a personal preference (favorite show, favorite scene, favorite character, etc.).
- Identify the motivations behind character actions.
- Use pictures to describe how a character's emotions and actions may differ from personal emotions and actions.
- Collaborate using an improvisation game to build on other's ideas.
- Identify props and costumes that would best suit a certain character and/or play.
- Use props and costumes to build a scene and character in an improvisation game.
- Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
- Make connections between oneself and the character's emotions in a dramatic/ theatrical work (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
- Using a characterization chart, compare and contrast the actions of characters in a guided drama experience.
Vocabulary
Research
Analysis
Voice
Characterization
Design
Theatrical production
Analysis
Voice
- enunciation
Characterization
- motivation
Design
Theatrical production
Anchor Standards
Anchor Standard 9: Apply criteria to evaluate artistic work.
AE17.TH.1.21
Compare and contrast the actions of characters in a guided drama experience.
Compare and contrast the actions of characters in a guided drama experience.
Unpacked Content
Essential Questions
EU: Theatre artists apply criteria to investigate, explore, and assess drama and theatre work.
EQ: How are the theatre artist's processes and the audience's perspectives impacted by analysis and synthesis?
EQ: How are the theatre artist's processes and the audience's perspectives impacted by analysis and synthesis?
Skills Examples
- Have the students develop a list of rules for audience behavior and discuss the reason for each rule.
- Make observations that explain why artistic choices were made in a guided drama experience (e.g., being able to explain how movement, props, and other technical elements affect mood).
- Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
- Describe emotions caused by viewing an age-appropriate theatre performance. Explain how these emotions reveal a personal preference (favorite show, favorite scene, favorite character, etc.).
- Identify the motivations behind character actions.
- Use pictures to describe how a character's emotions and actions may differ from personal emotions and actions.
- Collaborate using an improvisation game to build on other's ideas.
- Identify props and costumes that would best suit a certain character and/or play.
- Use props and costumes to build a scene and character in an improvisation game.
- Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
- Make connections between oneself and the character's emotions in a dramatic/ theatrical work (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
- Using a characterization chart, compare and contrast the actions of characters in a guided drama experience.
Vocabulary
Research
Analysis
Voice
Characterization
Design
Theatrical production
Analysis
Voice
- enunciation
Characterization
- motivation
Design
Theatrical production
Anchor Standards
Anchor Standard 9: Apply criteria to evaluate artistic work.
AE17.TH.1.CN
Connecting
Connecting
AE17.TH.1.CN.A
Empathize
Empathize
AE17.TH.1.22
Identify character emotions in a guided drama experience and relate it to personal experience.
Identify character emotions in a guided drama experience and relate it to personal experience.
Unpacked Content
Essential Questions
EU: Theatre artists allow awareness of interrelationships between self and others to influence and inform their work.
EQ: What happens when theatre artists foster understanding between self and others through critical awareness, social responsibility, and the exploration of empathy?
EQ: What happens when theatre artists foster understanding between self and others through critical awareness, social responsibility, and the exploration of empathy?
Skills Examples
- Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
- Make connections between oneself and the character's emotions in a dramatic/ theatrical work (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
- Design backgrounds and costumes for a chosen artistic work using techniques that have been gained from art class.
- View a theatrical work from another culture (such as kabuki theatre from Japan).
- Read or familiarize oneself with a story from one's own community.
- Read or familiarize oneself with a fairytale such as "Rapunzel."
- Collaborate on the creation of a short scene from the fairytale.
Vocabulary
Research
Analysis
Voice
Movement
Characterization
Analysis
Voice
Movement
Characterization
- emotion
-
Directing
Design
Theatrical production
Anchor Standards
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
