AE17.TH.1.CN.B
Interrelate
Interrelate
AE17.TH.1.CN.B
AE17.TH.1.23
Apply skills and knowledge from different art forms, content areas, and cultures in a guided drama experience.
Apply skills and knowledge from different art forms, content areas, and cultures in a guided drama experience.
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?
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
- 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 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
AE17.TH.1.CN.C
Research
Research
AE17.TH.1.24
Identify similarities and differences in stories from one’s own community in a guided drama experience.
Identify similarities and differences in stories from one’s own community in a guided drama experience.
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?
EQ: In what ways can research into theatre histories, theories, literature, and performances alter the way a drama process or production is understood?
Skills Examples
- Identify 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 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
AE17.TH.1.25
Collaborate on the creation of a short scene based on a fictional literary source in a guided drama experience.
Collaborate on the creation of a short scene based on a fictional literary source in a guided drama experience.
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?
EQ: In what ways can research into theatre histories, theories, literature, and performances alter the way a drama process or production is understood?
Skills Examples
- Identify 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 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
AE17.TH.2
Grade 2
Grade 2
AE17.TH.2.C
Creating
Creating
AE17.TH.2.C.A
Envision, Conceptualize
Envision, Conceptualize
AE17.TH.2.1
Propose potential new details to plot and story in a guided drama experience.
Propose potential new details to plot and story 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
- Familiarize oneself with a short story, song, or fairytale.
- Brainstorm potential new details to the plot of the story, song, or fairytale.
- Explore and articulate ideas for setting and scenery for an improvised dramatic/ theatrical work.
- Collaborate to determine how characters might speak or the sounds the characters might make in a dramatic/ theatrical work based on the story, song, or fairytale with the changes made to the details. Use vocal warm-ups and tongue twisters to create new sounds and help with articulation, respectively.
- Once voices are determined, collaborate to determine how characters might speak in the dramatic/ theatrical work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
- Determine what makes dialogue meaningful (does it reveal a purpose or a character motivation). Analyze a short, age-appropriate script, deleting any unnecessary dialogue.
- Collaborate with peers to create an improvisation with meaningful dialogue.
- Collaborate with a group to create a class story (the story game). Things such as meaningful dialogue should be taken into consideration.
- Chose an animal to impersonate. How can the sound made by that animal contribute to the voice of one's character?
Vocabulary
Research
Analysis
Voice
Characterization
Directing
Design
Theatrical production
Analysis
Voice
- articulation
- projection
- meaningful dialogue
Characterization
Directing
Design
Theatrical production
Anchor Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
AE17.TH.2.2
Collaborate with peers to conceptualize scenery in a guided drama experience.
Collaborate with peers to conceptualize scenery 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
- Familiarize oneself with a short story, song, or fairytale.
- Brainstorm potential new details to the plot of the story, song, or fairytale.
- Explore and articulate ideas for setting and scenery for an improvised dramatic/ theatrical work.
- Collaborate to determine how characters might speak or the sounds the characters might make in a dramatic/ theatrical work based on the story, song, or fairytale with the changes made to the details. Use vocal warm-ups and tongue twisters to create new sounds and help with articulation, respectively.
- Once voices are determined, collaborate to determine how characters might speak in the dramatic/ theatrical work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
- Determine what makes dialogue meaningful (does it reveal a purpose or a character motivation). Analyze a short, age-appropriate script, deleting any unnecessary dialogue.
- Collaborate with peers to create an improvisation with meaningful dialogue.
- Collaborate with a group to create a class story (the story game). Things such as meaningful dialogue should be taken into consideration.
- Chose an animal to impersonate. How can the sound made by that animal contribute to the voice of one's character?
Vocabulary
Research
Analysis
Voice
Characterization
Directing
Design
Theatrical production
Analysis
Voice
- articulation
- projection
- meaningful dialogue
Characterization
Directing
Design
Theatrical production
Anchor Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
AE17.TH.2.C.B
Develop
Develop
AE17.TH.2.3
Identify ways in which voice and sounds may be used to create or retell a story in guided drama experiences.
Identify ways in which voice and sounds 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
- Familiarize oneself with a short story, song, or fairytale.
- Brainstorm potential new details to the plot of the story, song, or fairytale.
- Explore and articulate ideas for setting and scenery for an improvised dramatic/ theatrical work.
- Collaborate to determine how characters might speak or the sounds the characters might make in a dramatic/ theatrical work based on the story, song, or fairytale with the changes made to the details. Use vocal warm-ups and tongue twisters to create new sounds and help with articulation, respectively.
- Once voices are determined, collaborate to determine how characters might speak in the dramatic/ theatrical work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
- Determine what makes dialogue meaningful (does it reveal a purpose or a character motivation). Analyze a short, age-appropriate script, deleting any unnecessary dialogue.
- Collaborate with peers to create an improvisation with meaningful dialogue.
- Collaborate with a group to create a class story (the story game). Things such as meaningful dialogue should be taken into consideration.
- Chose an animal to impersonate. How can the sound made by that animal contribute to the voice of one's character?
Vocabulary
Research
Analysis
Voice
Characterization
Directing
Design
Theatrical production
Analysis
Voice
- articulation
- projection
- meaningful dialogue
Characterization
Directing
Design
Theatrical production
Anchor Standards
Anchor Standard 2: Organize and develop artistic ideas and work.
AE17.TH.2.4
Collaborate with peers to devise meaningful dialogue in a guided drama experience.
Collaborate with peers to devise meaningful dialogue 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
- Familiarize oneself with a short story, song, or fairytale.
- Brainstorm potential new details to the plot of the story, song, or fairytale.
- Explore and articulate ideas for setting and scenery for an improvised dramatic/ theatrical work.
- Collaborate to determine how characters might speak or the sounds the characters might make in a dramatic/ theatrical work based on the story, song, or fairytale with the changes made to the details. Use vocal warm-ups and tongue twisters to create new sounds and help with articulation, respectively.
- Once voices are determined, collaborate to determine how characters might speak in the dramatic/ theatrical work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
- Determine what makes dialogue meaningful (does it reveal a purpose or a character motivation). Analyze a short, age-appropriate script, deleting any unnecessary dialogue.
- Collaborate with peers to create an improvisation with meaningful dialogue.
- Collaborate with a group to create a class story (the story game). Things such as meaningful dialogue should be taken into consideration.
- Chose an animal to impersonate. How can the sound made by that animal contribute to the voice of one's character?
Vocabulary
Research
Analysis
Voice
Characterization
Directing
Design
Theatrical production
Analysis
Voice
- articulation
- projection
- meaningful dialogue
Characterization
Directing
Design
Theatrical production
Anchor Standards
Anchor Standard 2: Organize and develop artistic ideas and work.
AE17.TH.2.5
Contribute ideas in order to make decisions as a group to advance a story in a guided drama experience.
Contribute ideas in order to make decisions as a group to advance a story 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
- Familiarize oneself with a short story, song, or fairytale.
- Brainstorm potential new details to the plot of the story, song, or fairytale.
- Explore and articulate ideas for setting and scenery for an improvised dramatic/ theatrical work.
- Collaborate to determine how characters might speak or the sounds the characters might make in a dramatic/ theatrical work based on the story, song, or fairytale with the changes made to the details. Use vocal warm-ups and tongue twisters to create new sounds and help with articulation, respectively.
- Once voices are determined, collaborate to determine how characters might speak in the dramatic/ theatrical work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
- Determine what makes dialogue meaningful (does it reveal a purpose or a character motivation). Analyze a short, age-appropriate script, deleting any unnecessary dialogue.
- Collaborate with peers to create an improvisation with meaningful dialogue.
- Collaborate with a group to create a class story (the story game). Things such as meaningful dialogue should be taken into consideration.
- Chose an animal to impersonate. How can the sound made by that animal contribute to the voice of one's character?
Vocabulary
Research
Analysis
Voice
Characterization
Directing
Design
Theatrical production
Analysis
Voice
- articulation
- projection
- meaningful dialogue
Characterization
Directing
Design
Theatrical production
Anchor Standards
Anchor Standard 2: Organize and develop artistic ideas and work.
AE17.TH.2.C.C
Rehearse
Rehearse
AE17.TH.2.6
Contribute to the adaptation of dialogue in a guided drama experience.
Contribute to the adaptation of dialogue 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
- Familiarize oneself with a short story, song, or fairytale.
- Brainstorm potential new details to the plot of the story, song, or fairytale.
- Explore and articulate ideas for setting and scenery for an improvised dramatic/ theatrical work.
- Collaborate to determine how characters might speak or the sounds the characters might make in a dramatic/ theatrical work based on the story, song, or fairytale with the changes made to the details. Use vocal warm-ups and tongue twisters to create new sounds and help with articulation, respectively.
- Once voices are determined, collaborate to determine how characters might speak in the dramatic/ theatrical work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
- Determine what makes dialogue meaningful (does it reveal a purpose or a character motivation). Analyze a short, age-appropriate script, deleting any unnecessary dialogue.
- Collaborate with peers to create an improvisation with meaningful dialogue.
- Collaborate with a group to create a class story (the story game). Things such as meaningful dialogue should be taken into consideration.
- Chose an animal to impersonate. How can the sound made by that animal contribute to the voice of one's character?
Vocabulary
Research
Analysis
Voice
Characterization
Directing
Design
Theatrical production
Analysis
Voice
- articulation
- projection
- meaningful dialogue
Characterization
Directing
Design
Theatrical production
Anchor Standards
Anchor Standard 3: Refine and complete artistic work.
AE17.TH.2.7
Use and adapt sounds and movements in a guided drama experience.
Use and adapt sounds and movements 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
- Familiarize oneself with a short story, song, or fairytale.
- Brainstorm potential new details to the plot of the story, song, or fairytale.
- Explore and articulate ideas for setting and scenery for an improvised dramatic/ theatrical work.
- Collaborate to determine how characters might speak or the sounds the characters might make in a dramatic/ theatrical work based on the story, song, or fairytale with the changes made to the details. Use vocal warm-ups and tongue twisters to create new sounds and help with articulation, respectively.
- Once voices are determined, collaborate to determine how characters might speak in the dramatic/ theatrical work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
- Determine what makes dialogue meaningful (does it reveal a purpose or a character motivation). Analyze a short, age-appropriate script, deleting any unnecessary dialogue.
- Collaborate with peers to create an improvisation with meaningful dialogue.
- Collaborate with a group to create a class story (the story game). Things such as meaningful dialogue should be taken into consideration.
- Chose an animal to impersonate. How can the sound made by that animal contribute to the voice of one's character?
Vocabulary
Research
Analysis
Voice
Characterization
Directing
Design
Theatrical production
Analysis
Voice
- articulation
- projection
- meaningful dialogue
Characterization
Directing
Design
Theatrical production
Anchor Standards
Anchor Standard 3: Refine and complete artistic work.
AE17.TH.2.8
Individually generate multiple representations of a single object in a guided drama experience.
COS Examples
Example: Imagine and pantomime various uses of a pencil – fishing rod, ice pick, or toothbrush.
Individually generate multiple representations of a single object in a guided drama experience.
COS Examples
Example: Imagine and pantomime various uses of a pencil – fishing rod, ice pick, or toothbrush.
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
- Familiarize oneself with a short story, song, or fairytale.
- Brainstorm potential new details to the plot of the story, song, or fairytale.
- Explore and articulate ideas for setting and scenery for an improvised dramatic/ theatrical work.
- Collaborate to determine how characters might speak or the sounds the characters might make in a dramatic/ theatrical work based on the story, song, or fairytale with the changes made to the details. Use vocal warm-ups and tongue twisters to create new sounds and help with articulation, respectively.
- Once voices are determined, collaborate to determine how characters might speak in the dramatic/ theatrical work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
- Determine what makes dialogue meaningful (does it reveal a purpose or a character motivation). Analyze a short, age-appropriate script, deleting any unnecessary dialogue.
- Collaborate with peers to create an improvisation with meaningful dialogue.
- Collaborate with a group to create a class story (the story game). Things such as meaningful dialogue should be taken into consideration.
- Chose an animal to impersonate. How can the sound made by that animal contribute to the voice of one's character?
Vocabulary
Research
Analysis
Voice
Characterization
Directing
Design
Theatrical production
Analysis
Voice
- articulation
- projection
- meaningful dialogue
Characterization
Directing
Design
Theatrical production
Anchor Standards
Anchor Standard 3: Refine and complete artistic work.
AE17.TH.2.P
Performing
Performing
AE17.TH.2.P.A
Select
Select
AE17.TH.2.9
Interpret story elements in a guided drama experience.
Interpret story elements 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
- Identify parts (see Freytag's pyramid) or other formats for dramatic plot structure and be able to identify story elements in dialogue or short scenes.
- Play the "Key Word" game. The teacher will assign a word, such as "no," and the student will have them say that word in as many ways possible, using different inflections and emotions. Eventually, the students should build up to doing this exercise with different assigned lines in a script.
- Investigate how movement is incorporated into a dramatic/ theatrical work through posture, facial expression, and gesture.
- Investigate how voice is incorporated into a dramatic/ theatrical work through pitch, volume, and tone.
- Identify different parts of the theatre (fly system, proscenium, spotlight, etc.) and be able to articulate their purpose and explain how they work.
- Compare/ contrast the technical elements of a chosen performance.
- Identify technical elements that are used in a dramatic/ theatrical work including scenery, costumes &/or makeup, props, etc.
- Discuss a chosen drama with a group, noting technical elements and vocal techniques implemented by the performers.
Vocabulary
Research
Analysis
Voice
Analysis
Voice
- inflection
- pitch
- volume
- tone
- posture
- gesture
Directing
Design
Theatrical production
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.TH.2.10
Alter voice and body to expand and articulate nuances of a character in a guided drama experience.
Alter voice and body to expand and articulate nuances of a character 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
- Identify parts (see Freytag's pyramid) or other formats for dramatic plot structure and be able to identify story elements in dialogue or short scenes.
- Play the "Key Word" game. The teacher will assign a word, such as "no," and the student will have them say that word in as many ways possible, using different inflections and emotions. Eventually, the students should build up to doing this exercise with different assigned lines in a script.
- Investigate how movement is incorporated into a dramatic/ theatrical work through posture, facial expression, and gesture.
- Investigate how voice is incorporated into a dramatic/ theatrical work through pitch, volume, and tone.
- Identify different parts of the theatre (fly system, proscenium, spotlight, etc.) and be able to articulate their purpose and explain how they work.
- Compare/ contrast the technical elements of a chosen performance.
- Identify technical elements that are used in a dramatic/ theatrical work including scenery, costumes &/or makeup, props, etc.
- Discuss a chosen drama with a group, noting technical elements and vocal techniques implemented by the performers.
Vocabulary
Research
Analysis
Voice
Analysis
Voice
- inflection
- pitch
- volume
- tone
- posture
- gesture
Directing
Design
Theatrical production
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.TH.2.P.B
Prepare
Prepare
AE17.TH.2.11
Demonstrate the relationship between the body, voice, and mind in a guided drama experience.
Demonstrate the relationship between the body, voice, and mind in a guided drama experience.
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
- Identify parts (see Freytag's pyramid) or other formats for dramatic plot structure and be able to identify story elements in dialogue or short scenes.
- Play the "Key Word" game. The teacher will assign a word, such as "no," and the student will have them say that word in as many ways possible, using different inflections and emotions. Eventually, the students should build up to doing this exercise with different assigned lines in a script.
- Investigate how movement is incorporated into a dramatic/ theatrical work through posture, facial expression, and gesture.
- Investigate how voice is incorporated into a dramatic/ theatrical work through pitch, volume, and tone.
- Identify different parts of the theatre (fly system, proscenium, spotlight, etc.) and be able to articulate their purpose and explain how they work.
- Compare/ contrast the technical elements of a chosen performance.
- Identify technical elements that are used in a dramatic/ theatrical work including scenery, costumes &/or makeup, props, etc.
- Discuss a chosen drama with a group, noting technical elements and vocal techniques implemented by the performers.
Vocabulary
Research
Analysis
Voice
Analysis
Voice
- inflection
- pitch
- volume
- tone
- posture
- gesture
Directing
Design
Theatrical production
Anchor Standards
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
AE17.TH.2.12
Explore technical elements in a guided drama experience.
Explore technical elements in a guided drama experience.
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
- Identify parts (see Freytag's pyramid) or other formats for dramatic plot structure and be able to identify story elements in dialogue or short scenes.
- Play the "Key Word" game. The teacher will assign a word, such as "no," and the student will have them say that word in as many ways possible, using different inflections and emotions. Eventually, the students should build up to doing this exercise with different assigned lines in a script.
- Investigate how movement is incorporated into a dramatic/ theatrical work through posture, facial expression, and gesture.
- Investigate how voice is incorporated into a dramatic/ theatrical work through pitch, volume, and tone.
- Identify different parts of the theatre (fly system, proscenium, spotlight, etc.) and be able to articulate their purpose and explain how they work.
- Compare/ contrast the technical elements of a chosen performance.
- Identify technical elements that are used in a dramatic/ theatrical work including scenery, costumes &/or makeup, props, etc.
- Discuss a chosen drama with a group, noting technical elements and vocal techniques implemented by the performers.
Vocabulary
Research
Analysis
Voice
Analysis
Voice
- inflection
- pitch
- volume
- tone
- posture
- gesture
Directing
Design
Theatrical production
Anchor Standards
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
AE17.TH.2.P.C
Present
Present
AE17.TH.2.13
Contribute to group guided drama experiences and informally share with peers.
Contribute to group guided drama experiences and informally share with peers.
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
- Identify parts (see Freytag's pyramid) or other formats for dramatic plot structure and be able to identify story elements in dialogue or short scenes.
- Play the "Key Word" game. The teacher will assign a word, such as "no," and the student will have them say that word in as many ways possible, using different inflections and emotions. Eventually, the students should build up to doing this exercise with different assigned lines in a script.
- Investigate how movement is incorporated into a dramatic/ theatrical work through posture, facial expression, and gesture.
- Investigate how voice is incorporated into a dramatic/ theatrical work through pitch, volume, and tone.
- Identify different parts of the theatre (fly system, proscenium, spotlight, etc.) and be able to articulate their purpose and explain how they work.
- Compare/ contrast the technical elements of a chosen performance.
- Identify technical elements that are used in a dramatic/ theatrical work including scenery, costumes &/or makeup, props, etc.
- Discuss a chosen drama with a group, noting technical elements and vocal techniques implemented by the performers.
Vocabulary
Research
Analysis
Voice
Analysis
Voice
- inflection
- pitch
- volume
- tone
- posture
- gesture
Directing
Design
Theatrical production
Anchor Standards
Anchor Standard 6: Convey meaning through the presentation of artistic work.
AE17.TH.2.R
Responding
Responding
AE17.TH.2.R.A
Reflect
Reflect
AE17.TH.2.14
Recognize when artistic choices are made in a guided drama experience.
Recognize when artistic choices are 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
- Point out the artistic and technical choices made during a chosen piece (movement, props, and other technical elements).
- Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
- Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
- Explain one's own personal preferences in regard to theatre, and analyze how that preference might color one's judgment of a theatrical work.
- Explain how a theatre performance affects one's emotions.
- Identify cause and effect in a chosen drama or story.
- Discuss and compare the feelings a scene might bring forth. Are those feelings the same as the feelings of the characters? How might alternative feelings affect the scene?
- 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 and be able to explain how those connections are made (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).
- Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
- Analyze the props and costumes from multiple drama/theatrical works. Be able to explain how they contribute to the story or characters in the work.
Vocabulary
Research
Analysis
Movement
Characterization
Directing
Design
Theatrical production
Analysis
- cause and effect
- personal preferences
Movement
Characterization
Directing
Design
Theatrical production
Anchor Standards
Anchor Standard 7: Perceive and analyze artistic work.
AE17.TH.2.R.B
Interpret
Interpret
AE17.TH.2.15
Explain how personal preferences and emotions affect an observer’s response in a guided drama experience or age-appropriate theatre performance.
Explain how personal preferences and emotions affect an observer’s response 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
- Point out the artistic and technical choices made during a chosen piece (movement, props, and other technical elements).
- Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
- Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
- Explain one's own personal preferences in regard to theatre, and analyze how that preference might color one's judgment of a theatrical work.
- Explain how a theatre performance affects one's emotions.
- Identify cause and effect in a chosen drama or story.
- Discuss and compare the feelings a scene might bring forth. Are those feelings the same as the feelings of the characters? How might alternative feelings affect the scene?
- 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 and be able to explain how those connections are made (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).
- Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
- Analyze the props and costumes from multiple drama/theatrical works. Be able to explain how they contribute to the story or characters in the work.
Vocabulary
Research
Analysis
Movement
Characterization
Directing
Design
Theatrical production
Analysis
- cause and effect
- personal preferences
Movement
Characterization
Directing
Design
Theatrical production
Anchor Standards
Anchor Standard 8: Interpret intent and meaning in artistic work.
AE17.TH.2.16
Identify causes and consequences of character actions in a guided drama experience.
Identify causes and consequences 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
- Point out the artistic and technical choices made during a chosen piece (movement, props, and other technical elements).
- Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
- Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
- Explain one's own personal preferences in regard to theatre, and analyze how that preference might color one's judgment of a theatrical work.
- Explain how a theatre performance affects one's emotions.
- Identify cause and effect in a chosen drama or story.
- Discuss and compare the feelings a scene might bring forth. Are those feelings the same as the feelings of the characters? How might alternative feelings affect the scene?
- 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 and be able to explain how those connections are made (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).
- Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
- Analyze the props and costumes from multiple drama/theatrical works. Be able to explain how they contribute to the story or characters in the work.
Vocabulary
Research
Analysis
Movement
Characterization
Directing
Design
Theatrical production
Analysis
- cause and effect
- personal preferences
Movement
Characterization
Directing
Design
Theatrical production
Anchor Standards
Anchor Standard 8: Interpret intent and meaning in artistic work.
AE17.TH.2.17
Explain or use text and pictures to describe how others’ emotions and choices may compare to the emotions and choices of characters in a guided drama experience.
Explain or use text and pictures to describe how others’ emotions and choices may 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
- Point out the artistic and technical choices made during a chosen piece (movement, props, and other technical elements).
- Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
- Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
- Explain one's own personal preferences in regard to theatre, and analyze how that preference might color one's judgment of a theatrical work.
- Explain how a theatre performance affects one's emotions.
- Identify cause and effect in a chosen drama or story.
- Discuss and compare the feelings a scene might bring forth. Are those feelings the same as the feelings of the characters? How might alternative feelings affect the scene?
- 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 and be able to explain how those connections are made (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).
- Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
- Analyze the props and costumes from multiple drama/theatrical works. Be able to explain how they contribute to the story or characters in the work.
Vocabulary
Research
Analysis
Movement
Characterization
Directing
Design
Theatrical production
Analysis
- cause and effect
- personal preferences
Movement
Characterization
Directing
Design
Theatrical production
Anchor Standards
Anchor Standard 8: Interpret intent and meaning in artistic work.
AE17.TH.2.R.C
Evaluate
Evaluate
