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Arts Education (2017) Grade(s): 2 - Theatre

AE17.TH.2.18

Collaborate on a scene in a guided drama experience.

Example: Improvise an alternative ending to Goldilocks and the Three Bears.““

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

  • 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
  • cause and effect
  • personal preferences
Voice
Movement
Characterization
Directing
Design
Theatrical production

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 2 - Theatre

AE17.TH.2.19

Use a prop or costume in a guided drama experience to enhance characters, settings, or events.

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

  • 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
  • cause and effect
  • personal preferences
Voice
Movement
Characterization
Directing
Design
Theatrical production

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 2 - Theatre

AE17.TH.2.20

Describe how characters respond to challenges 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?

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
  • cause and effect
  • personal preferences
Voice
Movement
Characterization
Directing
Design
Theatrical production

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 2 - Theatre

AE17.TH.2.21

Relate character experiences to personal experiences in a guided drama 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?

Skills Examples

  • Identify personal experiences and knowledge that relate to character experiences in a dramatic work.
  • Connect personal experiences and knowledge to experiences of characters in a dramatic/ theatrical work (e.g., a commercial, a video, a skit, etc.).
  • Identify connections to community in a dramatic/ theatrical work.
  • Identify connections to social issues in a dramatic/ theatrical work.
  • Perform problem-solving activities with students to prepare them for character roles.
  • Familiarize oneself with a classic story such as Cinderella then explore versions of the tale as told by different cultures.
  • Note the differences and similarities between the fairytales of different cultures, such as German, Japanese, and Dutch fairytales.
  • Collaborate to improvise a short scene based on a non-fiction literary source.

Vocabulary

Research
  • community
  • society
  • social issues
  • culture
Analysis
Voice
Movement
Characterization
Directing
Design
  • improvisation
Theatrical production

Anchor Standards

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Arts Education (2017) Grade(s): 2 - Theatre

AE17.TH.2.22

Determine problem-solving techniques from different art forms and content areas to apply in a guided drama experience.

Example: Use mathematical skills to tell the story, The Three Little Pigs.““

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

  • Identify personal experiences and knowledge that relate to character experiences in a dramatic work.
  • Connect personal experiences and knowledge to experiences of characters in a dramatic/ theatrical work (e.g., a commercial, a video, a skit, etc.).
  • Identify connections to community in a dramatic/ theatrical work.
  • Identify connections to social issues in a dramatic/ theatrical work.
  • Perform problem-solving activities with students to prepare them for character roles.
  • Familiarize oneself with a classic story such as Cinderella then explore versions of the tale as told by different cultures.
  • Note the differences and similarities between the fairytales of different cultures, such as German, Japanese, and Dutch fairytales.
  • Collaborate to improvise a short scene based on a non-fiction literary source.

Vocabulary

Research
  • community
  • society
  • social issues
  • culture
Analysis
Voice
Movement
Characterization
Directing
Design
  • improvisation
Theatrical production

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Arts Education (2017) Grade(s): 2 - Theatre

AE17.TH.2.23

Identify similarities and differences in stories from multiple cultures 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?

Skills Examples

  • Identify personal experiences and knowledge that relate to character experiences in a dramatic work.
  • Connect personal experiences and knowledge to experiences of characters in a dramatic/ theatrical work (e.g., a commercial, a video, a skit, etc.).
  • Identify connections to community in a dramatic/ theatrical work.
  • Identify connections to social issues in a dramatic/ theatrical work.
  • Perform problem-solving activities with students to prepare them for character roles.
  • Familiarize oneself with a classic story such as Cinderella then explore versions of the tale as told by different cultures.
  • Note the differences and similarities between the fairytales of different cultures, such as German, Japanese, and Dutch fairytales.
  • Collaborate to improvise a short scene based on a non-fiction literary source.

Vocabulary

Research
  • community
  • society
  • social issues
  • culture
Analysis
Voice
Movement
Characterization
Directing
Design
  • improvisation
Theatrical production

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Arts Education (2017) Grade(s): 2 - Theatre

AE17.TH.2.24

Collaborate on the creation of a short scene based on a non-fiction 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?

Skills Examples

  • Identify personal experiences and knowledge that relate to character experiences in a dramatic work.
  • Connect personal experiences and knowledge to experiences of characters in a dramatic/ theatrical work (e.g., a commercial, a video, a skit, etc.).
  • Identify connections to community in a dramatic/ theatrical work.
  • Identify connections to social issues in a dramatic/ theatrical work.
  • Perform problem-solving activities with students to prepare them for character roles.
  • Familiarize oneself with a classic story such as Cinderella then explore versions of the tale as told by different cultures.
  • Note the differences and similarities between the fairytales of different cultures, such as German, Japanese, and Dutch fairytales.
  • Collaborate to improvise a short scene based on a non-fiction literary source.

Vocabulary

Research
  • community
  • society
  • social issues
  • culture
Analysis
Voice
Movement
Characterization
Directing
Design
  • improvisation
Theatrical production

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Arts Education (2017) Grade(s): 3 - Theatre

AE17.TH.3.1

Create roles, imagined worlds, and improvised stories in a drama/theatre work.

Unpacked Content

Essential Questions

EU: Theatre Artists rely on intuition, curiosity and critical inquiry.
EQ: What happens when Theatre artists use their imagination and/or learned theatre skills while engaging in creative exploration and inquiry?

Skills Examples

  • Brainstorm ideas for roles, imaginary worlds, and stories.
  • Explore and articulate ideas for costumes for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for props for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for sets for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for setting for an improvised dramatic/ theatrical work.
  • Explore and articulate characters for an improvised dramatic/ theatrical work.
  • Collaborate to determine how characters might move in the dramatic/ theatrical work. Use high, medium, and low levels made by crouching, crawling, leaping, stretching to reach something high, etc.
  • 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 the given circumstances are of a character in a dramatic/ theatrical work which include the elements that affect a character: his personal situation, the setting, events that are related to the character or historical period, and the character's motivation.
  • Use different methods (i.e., improvisational theater games, research) to devise original ideas for dramatic/ theatrical work.
  • Compare ideas with peers.
  • Make choices with peers that will improve and deepen the group's dramatic/ theatrical work through the use of constructive criticism.
  • Collaborate with the group to fit within the parameters of the dramatic/ theatrical work. Staging choices may vary (i.e., Reader's Theater use of tableau, etc.).
  • Collaborate with peers to polish the group work to fit the parameters of the work.
  • Participate in vocal exploration (perhaps by using vocal exercises and theater games) in improvised or scripted dramatic/ theatrical work.
  • Make design choices to support a improvised or scripted work.
  • Make technical choices to support a improvised or scripted work.
  • Practice and refine or polish the design and technical choices for a devised or scripted dramatic/ theatrical work.

Vocabulary

Research
  • 6 journalistic questions: (who, what, when, where, why)
  • peers

Analysis
  • levels
  • setting
  • real
  • imaginary
  • constructive criticism
Voice
  • speed
  • pitch
  • volume
Movement
  • improvise
  • gesture
  • tableau
Characterization
  • motivation
Directing
Design
  • sets
  • props
Theatrical production
  • collaborate
  • polish
  • rehearse

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 3 - Theatre

AE17.TH.3.2

Explore and articulate ideas for costumes, props, and sets for the environment and characters in a drama/theatre work.

Unpacked Content

Essential Questions

EU: Theatre Artists rely on intuition, curiosity and critical inquiry.
EQ: What happens when Theatre artists use their imagination and/or learned theatre skills while engaging in creative exploration and inquiry?

Skills Examples

  • Brainstorm ideas for roles, imaginary worlds, and stories.
  • Explore and articulate ideas for costumes for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for props for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for sets for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for setting for an improvised dramatic/ theatrical work.
  • Explore and articulate characters for an improvised dramatic/ theatrical work.
  • Collaborate to determine how characters might move in the dramatic/ theatrical work. Use high, medium, and low levels made by crouching, crawling, leaping, stretching to reach something high, etc.
  • 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 the given circumstances are of a character in a dramatic/ theatrical work which include the elements that affect a character: his personal situation, the setting, events that are related to the character or historical period, and the character's motivation.
  • Use different methods (i.e., improvisational theater games, research) to devise original ideas for dramatic/ theatrical work.
  • Compare ideas with peers.
  • Make choices with peers that will improve and deepen the group's dramatic/ theatrical work through the use of constructive criticism.
  • Collaborate with the group to fit within the parameters of the dramatic/ theatrical work. Staging choices may vary (i.e., Reader's Theater use of tableau, etc.).
  • Collaborate with peers to polish the group work to fit the parameters of the work.
  • Participate in vocal exploration (perhaps by using vocal exercises and theater games) in improvised or scripted dramatic/ theatrical work.
  • Make design choices to support a improvised or scripted work.
  • Make technical choices to support a improvised or scripted work.
  • Practice and refine or polish the design and technical choices for a devised or scripted dramatic/ theatrical work.

Vocabulary

Research
  • 6 journalistic questions: (who, what, when, where, why)
  • peers

Analysis
  • levels
  • setting
  • real
  • imaginary
  • constructive criticism
Voice
  • speed
  • pitch
  • volume
Movement
  • improvise
  • gesture
  • tableau
Characterization
  • motivation
Directing
Design
  • sets
  • props
Theatrical production
  • collaborate
  • polish
  • rehearse

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 3 - Theatre

AE17.TH.3.3

Collaborate to determine how characters might move and speak to support the story and given circumstances in 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

  • Brainstorm ideas for roles, imaginary worlds, and stories.
  • Explore and articulate ideas for costumes for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for props for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for sets for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for setting for an improvised dramatic/ theatrical work.
  • Explore and articulate characters for an improvised dramatic/ theatrical work.
  • Collaborate to determine how characters might move in the dramatic/ theatrical work. Use high, medium, and low levels made by crouching, crawling, leaping, stretching to reach something high, etc.
  • 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 the given circumstances are of a character in a dramatic/ theatrical work which include the elements that affect a character: his personal situation, the setting, events that are related to the character or historical period, and the character's motivation.
  • Use different methods (i.e., improvisational theater games, research) to devise original ideas for dramatic/ theatrical work.
  • Compare ideas with peers.
  • Make choices with peers that will improve and deepen the group's dramatic/ theatrical work through the use of constructive criticism.
  • Collaborate with the group to fit within the parameters of the dramatic/ theatrical work. Staging choices may vary (i.e., Reader's Theater use of tableau, etc.).
  • Collaborate with peers to polish the group work to fit the parameters of the work.
  • Participate in vocal exploration (perhaps by using vocal exercises and theater games) in improvised or scripted dramatic/ theatrical work.
  • Make design choices to support a improvised or scripted work.
  • Make technical choices to support a improvised or scripted work.
  • Practice and refine or polish the design and technical choices for a devised or scripted dramatic/ theatrical work.

Vocabulary

Research
  • 6 journalistic questions: (who, what, when, where, why)
  • peers

Analysis
  • levels
  • setting
  • real
  • imaginary
  • constructive criticism
Voice
  • speed
  • pitch
  • volume
Movement
  • improvise
  • gesture
  • tableau
Characterization
  • motivation
Directing
Design
  • sets
  • props
Theatrical production
  • collaborate
  • polish
  • rehearse

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 3 - Theatre

AE17.TH.3.4

Participate in methods of investigation to devise original ideas for a drama/theatre work.

Example: Interview a grandparent to create a monologue from the perspective of someone born in another time period.

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

  • Brainstorm ideas for roles, imaginary worlds, and stories.
  • Explore and articulate ideas for costumes for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for props for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for sets for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for setting for an improvised dramatic/ theatrical work.
  • Explore and articulate characters for an improvised dramatic/ theatrical work.
  • Collaborate to determine how characters might move in the dramatic/ theatrical work. Use high, medium, and low levels made by crouching, crawling, leaping, stretching to reach something high, etc.
  • 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 the given circumstances are of a character in a dramatic/ theatrical work which include the elements that affect a character: his personal situation, the setting, events that are related to the character or historical period, and the character's motivation.
  • Use different methods (i.e., improvisational theater games, research) to devise original ideas for dramatic/ theatrical work.
  • Compare ideas with peers.
  • Make choices with peers that will improve and deepen the group's dramatic/ theatrical work through the use of constructive criticism.
  • Collaborate with the group to fit within the parameters of the dramatic/ theatrical work. Staging choices may vary (i.e., Reader's Theater use of tableau, etc.).
  • Collaborate with peers to polish the group work to fit the parameters of the work.
  • Participate in vocal exploration (perhaps by using vocal exercises and theater games) in improvised or scripted dramatic/ theatrical work.
  • Make design choices to support a improvised or scripted work.
  • Make technical choices to support a improvised or scripted work.
  • Practice and refine or polish the design and technical choices for a devised or scripted dramatic/ theatrical work.

Vocabulary

Research
  • 6 journalistic questions: (who, what, when, where, why)
  • peers

Analysis
  • levels
  • setting
  • real
  • imaginary
  • constructive criticism
Voice
  • speed
  • pitch
  • volume
Movement
  • improvise
  • gesture
  • tableau
Characterization
  • motivation
Directing
Design
  • sets
  • props
Theatrical production
  • collaborate
  • polish
  • rehearse

Anchor Standards

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

Aligned Learning Resources

Talking Pictures
Arts Education (2017) Grade(s): 3 - Theatre

AE17.TH.3.5

Compare ideas with peers and make selections that will enhance and deepen group 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

  • Brainstorm ideas for roles, imaginary worlds, and stories.
  • Explore and articulate ideas for costumes for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for props for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for sets for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for setting for an improvised dramatic/ theatrical work.
  • Explore and articulate characters for an improvised dramatic/ theatrical work.
  • Collaborate to determine how characters might move in the dramatic/ theatrical work. Use high, medium, and low levels made by crouching, crawling, leaping, stretching to reach something high, etc.
  • 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 the given circumstances are of a character in a dramatic/ theatrical work which include the elements that affect a character: his personal situation, the setting, events that are related to the character or historical period, and the character's motivation.
  • Use different methods (i.e., improvisational theater games, research) to devise original ideas for dramatic/ theatrical work.
  • Compare ideas with peers.
  • Make choices with peers that will improve and deepen the group's dramatic/ theatrical work through the use of constructive criticism.
  • Collaborate with the group to fit within the parameters of the dramatic/ theatrical work. Staging choices may vary (i.e., Reader's Theater use of tableau, etc.).
  • Collaborate with peers to polish the group work to fit the parameters of the work.
  • Participate in vocal exploration (perhaps by using vocal exercises and theater games) in improvised or scripted dramatic/ theatrical work.
  • Make design choices to support a improvised or scripted work.
  • Make technical choices to support a improvised or scripted work.
  • Practice and refine or polish the design and technical choices for a devised or scripted dramatic/ theatrical work.

Vocabulary

Research
  • 6 journalistic questions: (who, what, when, where, why)
  • peers

Analysis
  • levels
  • setting
  • real
  • imaginary
  • constructive criticism
Voice
  • speed
  • pitch
  • volume
Movement
  • improvise
  • gesture
  • tableau
Characterization
  • motivation
Directing
Design
  • sets
  • props
Theatrical production
  • collaborate
  • polish
  • rehearse

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 3 - Theatre

AE17.TH.3.6

Collaborate with peers to revise, refine, and adapt ideas to fit the given parameters 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

  • Brainstorm ideas for roles, imaginary worlds, and stories.
  • Explore and articulate ideas for costumes for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for props for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for sets for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for setting for an improvised dramatic/ theatrical work.
  • Explore and articulate characters for an improvised dramatic/ theatrical work.
  • Collaborate to determine how characters might move in the dramatic/ theatrical work. Use high, medium, and low levels made by crouching, crawling, leaping, stretching to reach something high, etc.
  • 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 the given circumstances are of a character in a dramatic/ theatrical work which include the elements that affect a character: his personal situation, the setting, events that are related to the character or historical period, and the character's motivation.
  • Use different methods (i.e., improvisational theater games, research) to devise original ideas for dramatic/ theatrical work.
  • Compare ideas with peers.
  • Make choices with peers that will improve and deepen the group's dramatic/ theatrical work through the use of constructive criticism.
  • Collaborate with the group to fit within the parameters of the dramatic/ theatrical work. Staging choices may vary (i.e., Reader's Theater use of tableau, etc.).
  • Collaborate with peers to polish the group work to fit the parameters of the work.
  • Participate in vocal exploration (perhaps by using vocal exercises and theater games) in improvised or scripted dramatic/ theatrical work.
  • Make design choices to support a improvised or scripted work.
  • Make technical choices to support a improvised or scripted work.
  • Practice and refine or polish the design and technical choices for a devised or scripted dramatic/ theatrical work.

Vocabulary

Research
  • 6 journalistic questions: (who, what, when, where, why)
  • peers

Analysis
  • levels
  • setting
  • real
  • imaginary
  • constructive criticism
Voice
  • speed
  • pitch
  • volume
Movement
  • improvise
  • gesture
  • tableau
Characterization
  • motivation
Directing
Design
  • sets
  • props
Theatrical production
  • collaborate
  • polish
  • rehearse

Anchor Standards

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

AE17.TH.3.7

Participate in and contribute to physical and vocal exploration in an improvised or scripted drama/theatre work.

Unpacked Content

Essential Questions

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

Skills Examples

  • Brainstorm ideas for roles, imaginary worlds, and stories.
  • Explore and articulate ideas for costumes for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for props for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for sets for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for setting for an improvised dramatic/ theatrical work.
  • Explore and articulate characters for an improvised dramatic/ theatrical work.
  • Collaborate to determine how characters might move in the dramatic/ theatrical work. Use high, medium, and low levels made by crouching, crawling, leaping, stretching to reach something high, etc.
  • 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 the given circumstances are of a character in a dramatic/ theatrical work which include the elements that affect a character: his personal situation, the setting, events that are related to the character or historical period, and the character's motivation.
  • Use different methods (i.e., improvisational theater games, research) to devise original ideas for dramatic/ theatrical work.
  • Compare ideas with peers.
  • Make choices with peers that will improve and deepen the group's dramatic/ theatrical work through the use of constructive criticism.
  • Collaborate with the group to fit within the parameters of the dramatic/ theatrical work. Staging choices may vary (i.e., Reader's Theater use of tableau, etc.).
  • Collaborate with peers to polish the group work to fit the parameters of the work.
  • Participate in vocal exploration (perhaps by using vocal exercises and theater games) in improvised or scripted dramatic/ theatrical work.
  • Make design choices to support a improvised or scripted work.
  • Make technical choices to support a improvised or scripted work.
  • Practice and refine or polish the design and technical choices for a devised or scripted dramatic/ theatrical work.

Vocabulary

Research
  • 6 journalistic questions: (who, what, when, where, why)
  • peers

Analysis
  • levels
  • setting
  • real
  • imaginary
  • constructive criticism
Voice
  • speed
  • pitch
  • volume
Movement
  • improvise
  • gesture
  • tableau
Characterization
  • motivation
Directing
Design
  • sets
  • props
Theatrical production
  • collaborate
  • polish
  • rehearse

Anchor Standards

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

AE17.TH.3.8

Practice and refine design and technical choices to support 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

  • Brainstorm ideas for roles, imaginary worlds, and stories.
  • Explore and articulate ideas for costumes for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for props for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for sets for an improvised dramatic/ theatrical work.
  • Explore and articulate ideas for setting for an improvised dramatic/ theatrical work.
  • Explore and articulate characters for an improvised dramatic/ theatrical work.
  • Collaborate to determine how characters might move in the dramatic/ theatrical work. Use high, medium, and low levels made by crouching, crawling, leaping, stretching to reach something high, etc.
  • 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 the given circumstances are of a character in a dramatic/ theatrical work which include the elements that affect a character: his personal situation, the setting, events that are related to the character or historical period, and the character's motivation.
  • Use different methods (i.e., improvisational theater games, research) to devise original ideas for dramatic/ theatrical work.
  • Compare ideas with peers.
  • Make choices with peers that will improve and deepen the group's dramatic/ theatrical work through the use of constructive criticism.
  • Collaborate with the group to fit within the parameters of the dramatic/ theatrical work. Staging choices may vary (i.e., Reader's Theater use of tableau, etc.).
  • Collaborate with peers to polish the group work to fit the parameters of the work.
  • Participate in vocal exploration (perhaps by using vocal exercises and theater games) in improvised or scripted dramatic/ theatrical work.
  • Make design choices to support a improvised or scripted work.
  • Make technical choices to support a improvised or scripted work.
  • Practice and refine or polish the design and technical choices for a devised or scripted dramatic/ theatrical work.

Vocabulary

Research
  • 6 journalistic questions: (who, what, when, where, why)
  • peers

Analysis
  • levels
  • setting
  • real
  • imaginary
  • constructive criticism
Voice
  • speed
  • pitch
  • volume
Movement
  • improvise
  • gesture
  • tableau
Characterization
  • motivation
Directing
Design
  • sets
  • props
Theatrical production
  • collaborate
  • polish
  • rehearse

Anchor Standards

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

AE17.TH.3.9

Apply the elements of dramatic structure to a story and create 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

  • Identify parts (see Freytag's pyramid) or other formats for dramatic plot structure and be able to identify examples of conflict in dialogue or short scenes.
  • Apply and use the elements of dramatic structure to create a dramatic/ theatrical work by mapping out a scene around some central conflict.
  • 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.
  • Participate in various physical exercises that can be used in a group setting for dramatic/ theatrical work to enhance expressiveness of movement and working as part of a group.
  • Participate in various vocal exercises that can be used in a group setting for dramatic/ theatrical work to work on relaxation, breathing, and articulation.
  • Participate in emotional/ mental exercises that can be used in a group setting for dramatic/ theatrical work, especially exercises that enhance concentration and recall.
  • Identify technical elements that are used in a dramatic/ theatrical work including scenery, costumes &/or makeup, props, etc.
  • Practice dramatic/ theatrical work individually.
  • Share reflections of the work individually.
  • Practice dramatic/ theatrical work in small groups.
  • Share reflections of the work in small groups.
  • Determine how sharing reflections enhances or harms the creative experience.

Vocabulary

Research
  • reflection
Analysis
  • plot
  • dialogue
  • exposition
  • conflict
  • rising action
  • climax
  • falling action
  • resolution
Voice
  • pitch
  • volume
  • tone
  • relaxation
  • breathing
  • articulation
Movement
  • posture
  • facial expression
  • gestures
Characterization
Directing
Design
  • scenery
  • costumes
  • makeup
  • props
Theatrical production
  • concentration
  • recall
  • technical elements

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): 3 - Theatre

AE17.TH.3.10

Investigate how movement and voice are incorporated into 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

  • Identify parts (see Freytag's pyramid) or other formats for dramatic plot structure and be able to identify examples of conflict in dialogue or short scenes.
  • Apply and use the elements of dramatic structure to create a dramatic/ theatrical work by mapping out a scene around some central conflict.
  • 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.
  • Participate in various physical exercises that can be used in a group setting for dramatic/ theatrical work to enhance expressiveness of movement and working as part of a group.
  • Participate in various vocal exercises that can be used in a group setting for dramatic/ theatrical work to work on relaxation, breathing, and articulation.
  • Participate in emotional/ mental exercises that can be used in a group setting for dramatic/ theatrical work, especially exercises that enhance concentration and recall.
  • Identify technical elements that are used in a dramatic/ theatrical work including scenery, costumes &/or makeup, props, etc.
  • Practice dramatic/ theatrical work individually.
  • Share reflections of the work individually.
  • Practice dramatic/ theatrical work in small groups.
  • Share reflections of the work in small groups.
  • Determine how sharing reflections enhances or harms the creative experience.

Vocabulary

Research
  • reflection
Analysis
  • plot
  • dialogue
  • exposition
  • conflict
  • rising action
  • climax
  • falling action
  • resolution
Voice
  • pitch
  • volume
  • tone
  • relaxation
  • breathing
  • articulation
Movement
  • posture
  • facial expression
  • gestures
Characterization
Directing
Design
  • scenery
  • costumes
  • makeup
  • props
Theatrical production
  • concentration
  • recall
  • technical elements

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): 3 - Theatre

AE17.TH.3.11

Participate in a variety of physical, vocal, and emotional/mental exercises that can be used in a group setting for drama/theatre work.

Unpacked Content

Essential Questions

EU: Theatre artists develop personal processes and skills for a performance or design.
EQ: What can I do to fully prepare a performance or technical design?

Skills Examples

  • Identify parts (see Freytag's pyramid) or other formats for dramatic plot structure and be able to identify examples of conflict in dialogue or short scenes.
  • Apply and use the elements of dramatic structure to create a dramatic/ theatrical work by mapping out a scene around some central conflict.
  • 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.
  • Participate in various physical exercises that can be used in a group setting for dramatic/ theatrical work to enhance expressiveness of movement and working as part of a group.
  • Participate in various vocal exercises that can be used in a group setting for dramatic/ theatrical work to work on relaxation, breathing, and articulation.
  • Participate in emotional/ mental exercises that can be used in a group setting for dramatic/ theatrical work, especially exercises that enhance concentration and recall.
  • Identify technical elements that are used in a dramatic/ theatrical work including scenery, costumes &/or makeup, props, etc.
  • Practice dramatic/ theatrical work individually.
  • Share reflections of the work individually.
  • Practice dramatic/ theatrical work in small groups.
  • Share reflections of the work in small groups.
  • Determine how sharing reflections enhances or harms the creative experience.

Vocabulary

Research
  • reflection
Analysis
  • plot
  • dialogue
  • exposition
  • conflict
  • rising action
  • climax
  • falling action
  • resolution
Voice
  • pitch
  • volume
  • tone
  • relaxation
  • breathing
  • articulation
Movement
  • posture
  • facial expression
  • gestures
Characterization
Directing
Design
  • scenery
  • costumes
  • makeup
  • props
Theatrical production
  • concentration
  • recall
  • technical elements

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 3 - Theatre

AE17.TH.3.12

Identify the basic technical elements that can be used in drama/theatre work.

Example: Identify costume and scenery needs for a small scene in class.

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

  • Identify parts (see Freytag's pyramid) or other formats for dramatic plot structure and be able to identify examples of conflict in dialogue or short scenes.
  • Apply and use the elements of dramatic structure to create a dramatic/ theatrical work by mapping out a scene around some central conflict.
  • 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.
  • Participate in various physical exercises that can be used in a group setting for dramatic/ theatrical work to enhance expressiveness of movement and working as part of a group.
  • Participate in various vocal exercises that can be used in a group setting for dramatic/ theatrical work to work on relaxation, breathing, and articulation.
  • Participate in emotional/ mental exercises that can be used in a group setting for dramatic/ theatrical work, especially exercises that enhance concentration and recall.
  • Identify technical elements that are used in a dramatic/ theatrical work including scenery, costumes &/or makeup, props, etc.
  • Practice dramatic/ theatrical work individually.
  • Share reflections of the work individually.
  • Practice dramatic/ theatrical work in small groups.
  • Share reflections of the work in small groups.
  • Determine how sharing reflections enhances or harms the creative experience.

Vocabulary

Research
  • reflection
Analysis
  • plot
  • dialogue
  • exposition
  • conflict
  • rising action
  • climax
  • falling action
  • resolution
Voice
  • pitch
  • volume
  • tone
  • relaxation
  • breathing
  • articulation
Movement
  • posture
  • facial expression
  • gestures
Characterization
Directing
Design
  • scenery
  • costumes
  • makeup
  • props
Theatrical production
  • concentration
  • recall
  • technical elements

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 3 - Theatre

AE17.TH.3.13

Practice drama/theatre work and share reflections individually and in small groups.

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

  • Identify parts (see Freytag's pyramid) or other formats for dramatic plot structure and be able to identify examples of conflict in dialogue or short scenes.
  • Apply and use the elements of dramatic structure to create a dramatic/ theatrical work by mapping out a scene around some central conflict.
  • 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.
  • Participate in various physical exercises that can be used in a group setting for dramatic/ theatrical work to enhance expressiveness of movement and working as part of a group.
  • Participate in various vocal exercises that can be used in a group setting for dramatic/ theatrical work to work on relaxation, breathing, and articulation.
  • Participate in emotional/ mental exercises that can be used in a group setting for dramatic/ theatrical work, especially exercises that enhance concentration and recall.
  • Identify technical elements that are used in a dramatic/ theatrical work including scenery, costumes &/or makeup, props, etc.
  • Practice dramatic/ theatrical work individually.
  • Share reflections of the work individually.
  • Practice dramatic/ theatrical work in small groups.
  • Share reflections of the work in small groups.
  • Determine how sharing reflections enhances or harms the creative experience.

Vocabulary

Research
  • reflection
Analysis
  • plot
  • dialogue
  • exposition
  • conflict
  • rising action
  • climax
  • falling action
  • resolution
Voice
  • pitch
  • volume
  • tone
  • relaxation
  • breathing
  • articulation
Movement
  • posture
  • facial expression
  • gestures
Characterization
Directing
Design
  • scenery
  • costumes
  • makeup
  • props
Theatrical production
  • concentration
  • recall
  • technical elements

Anchor Standards

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

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