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Arts Education (2017) Grade(s): 5 - Theatre

AE17.TH.5.8

Create innovative solutions to design and technical problems that arise in rehearsal for 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

  • Identify physical qualities of a character such as height, weight, coloring, age, build, etc.
  • Make inferences as to what inner traits the physical qualities reveal about the character. Express the internal dialogue, stating what the character thinks and how he or she reacts to what is happening in a given situation. If the internal dialogue is stated, it can be spoken in the voice of the character.
  • Identify a given circumstance for a theatrical/dramatic work.
  • Propose design ideas that support the story, paying attention to shape, colors, and scale. For instance, a scary giant might require dark, tall, vertical pieces; whereas, a happy toddler might use pastel, smaller, rounder shapes.
  • Identify the given circumstances of a dramatic/ theatrical work.
  • Identify the character's inner thoughts.
  • Explain how the character's inner thoughts impact the story and the dramatic/ theatrical work. Consider how alternatives might arise with changes in the inner dialogue (e.g., a fish that gave up because it could not stand failure might not find its family like one that is determined that nothing is going to stop it).
  • Research interesting characters (e.g. Johnny Appleseed, Paul Bunyan, the "Unsinkable Molly Brown," Florence Nightingale, etc.) and their given circumstances (in preparation for #10).
  • Make inferences for character's inner thoughts based on the given circumstances.
  • Groups brainstorm ideas for a dramatic/ theatrical work based on their research, focusing on the message, purpose, and theme they want their story to tell.
  • Group divides and assigns responsibilities for playwriting, acting, directing, and technical design in order to put together a dramatic/ theatrical informal work.
  • Practice dramatic/ theatrical piece.
  • Use physical exploration for character development in an improvised or scripted dramatic/ theatrical work. Students should build on the research they did on their specific character to inspire their physical character development. Use sensory recall exercises to deepen the physicality of their characters.
  • Use vocal exploration of various pitches, rhythms, and tempos for character development in an improvised or scripted dramatic/ theatrical work. Improve projection through theater games, as well.
  • Create innovative solutions to design and technical problems that arise during the rehearsal process.
  • Revise and polish piece during rehearsals.
  • Perform piece for audience.

Vocabulary

Research
Analysis
  • purpose
Voice
  • projection
Movement
Characterization
  • build
  • inner thoughts/ internal dialogue
  • sensory recall
Directing
Design
  • shape
  • scale
Theatrical production

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 5 - Theatre

AE17.TH.5.9

Describe the underlying thoughts and emotions that create dialogue and action in a drama/theatre work.

Unpacked Content

Essential Questions

EU: Theatre artists make strong choices to effectively convey meaning.
EQ: Why are strong choices essential to interpreting a drama or theatre piece?

Skills Examples

  • Use nonsense dialogue or one-word sentences and other such activities to have pairs or small groups practice using a variety of inflections.
  • Identify the underlying thoughts and emotions involved in the dialogue.
  • Watch a dramatic/ theatrical work and enumerate the underlying thoughts and emotions of a character.
  • Use theater games (e.g., "Follow Your Nose" or "Sculptor") to enhance the physicality of a character through sensory recall and visualization.
  • Use theater games to enhance creativity, focus, improvisation, and ensemble building.
  • Incorporate skills from theater games into a student performance (e.g., a folk story or piece of literature).
  • Prepare and rehearse the piece, polishing and revising as the collaborators see fit.
  • Be able to explain or demonstrate how the vocal and physical skills they have practiced were used in the performance.
  • Determine skills needed for active listening (e.g., concentrating, responding to, and remembering).
  • Perform piece for an audience that practices active listening.
  • Students discuss and constructively evaluate the elements of the performance, drawing on what they remember from active listening.

Vocabulary

Research
Analysis
  • purpose
Voice
  • Inflection
Movement
  • sensory recall
  • visualization
  • personal space
Characterization
  • internal dialogue
Directing
Design
Theatrical production
  • active listening

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): 5 - Theatre

AE17.TH.5.10

Use physical choices to create meaning in a drama/theatre work.

Unpacked Content

Essential Questions

EU: Theatre artists make strong choices to effectively convey meaning.
EQ: Why are strong choices essential to interpreting a drama or theatre piece?

Skills Examples

  • Use nonsense dialogue or one-word sentences and other such activities to have pairs or small groups practice using a variety of inflections.
  • Identify the underlying thoughts and emotions involved in the dialogue.
  • Watch a dramatic/ theatrical work and enumerate the underlying thoughts and emotions of a character.
  • Use theater games (e.g., "Follow Your Nose" or "Sculptor") to enhance the physicality of a character through sensory recall and visualization.
  • Use theater games to enhance creativity, focus, improvisation, and ensemble building.
  • Incorporate skills from theater games into a student performance (e.g., a folk story or piece of literature).
  • Prepare and rehearse the piece, polishing and revising as the collaborators see fit.
  • Be able to explain or demonstrate how the vocal and physical skills they have practiced were used in the performance.
  • Determine skills needed for active listening (e.g., concentrating, responding to, and remembering).
  • Perform piece for an audience that practices active listening.
  • Students discuss and constructively evaluate the elements of the performance, drawing on what they remember from active listening.

Vocabulary

Research
Analysis
  • purpose
Voice
  • Inflection
Movement
  • sensory recall
  • visualization
  • personal space
Characterization
  • internal dialogue
Directing
Design
Theatrical production
  • active listening

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): 5 - Theatre

AE17.TH.5.11

Choose acting exercises that can be applied to a 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

  • Use nonsense dialogue or one-word sentences and other such activities to have pairs or small groups practice using a variety of inflections.
  • Identify the underlying thoughts and emotions involved in the dialogue.
  • Watch a dramatic/ theatrical work and enumerate the underlying thoughts and emotions of a character.
  • Use theater games (e.g., "Follow Your Nose" or "Sculptor") to enhance the physicality of a character through sensory recall and visualization.
  • Use theater games to enhance creativity, focus, improvisation, and ensemble building.
  • Incorporate skills from theater games into a student performance (e.g., a folk story or piece of literature).
  • Prepare and rehearse the piece, polishing and revising as the collaborators see fit.
  • Be able to explain or demonstrate how the vocal and physical skills they have practiced were used in the performance.
  • Determine skills needed for active listening (e.g., concentrating, responding to, and remembering).
  • Perform piece for an audience that practices active listening.
  • Students discuss and constructively evaluate the elements of the performance, drawing on what they remember from active listening.

Vocabulary

Research
Analysis
  • purpose
Voice
  • Inflection
Movement
  • sensory recall
  • visualization
  • personal space
Characterization
  • internal dialogue
Directing
Design
Theatrical production
  • active listening

Anchor Standards

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

AE17.TH.5.12

Demonstrate the use of technical elements in a 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

  • Use nonsense dialogue or one-word sentences and other such activities to have pairs or small groups practice using a variety of inflections.
  • Identify the underlying thoughts and emotions involved in the dialogue.
  • Watch a dramatic/ theatrical work and enumerate the underlying thoughts and emotions of a character.
  • Use theater games (e.g., "Follow Your Nose" or "Sculptor") to enhance the physicality of a character through sensory recall and visualization.
  • Use theater games to enhance creativity, focus, improvisation, and ensemble building.
  • Incorporate skills from theater games into a student performance (e.g., a folk story or piece of literature).
  • Prepare and rehearse the piece, polishing and revising as the collaborators see fit.
  • Be able to explain or demonstrate how the vocal and physical skills they have practiced were used in the performance.
  • Determine skills needed for active listening (e.g., concentrating, responding to, and remembering).
  • Perform piece for an audience that practices active listening.
  • Students discuss and constructively evaluate the elements of the performance, drawing on what they remember from active listening.

Vocabulary

Research
Analysis
  • purpose
Voice
  • Inflection
Movement
  • sensory recall
  • visualization
  • personal space
Characterization
  • internal dialogue
Directing
Design
Theatrical production
  • active listening

Anchor Standards

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

AE17.TH.5.13

Present drama/theatre work informally to an audience.

Unpacked Content

Essential Questions

EU: Theatre artists share and present stories, ideas, and envisioned worlds to explore the human experience.
EQ: What happens when theatre artists and audiences share a creative experience?

Skills Examples

  • Use nonsense dialogue or one-word sentences and other such activities to have pairs or small groups practice using a variety of inflections.
  • Identify the underlying thoughts and emotions involved in the dialogue.
  • Watch a dramatic/ theatrical work and enumerate the underlying thoughts and emotions of a character.
  • Use theater games (e.g., "Follow Your Nose" or "Sculptor") to enhance the physicality of a character through sensory recall and visualization.
  • Use theater games to enhance creativity, focus, improvisation, and ensemble building.
  • Incorporate skills from theater games into a student performance (e.g., a folk story or piece of literature).
  • Prepare and rehearse the piece, polishing and revising as the collaborators see fit.
  • Be able to explain or demonstrate how the vocal and physical skills they have practiced were used in the performance.
  • Determine skills needed for active listening (e.g., concentrating, responding to, and remembering).
  • Perform piece for an audience that practices active listening.
  • Students discuss and constructively evaluate the elements of the performance, drawing on what they remember from active listening.

Vocabulary

Research
Analysis
  • purpose
Voice
  • Inflection
Movement
  • sensory recall
  • visualization
  • personal space
Characterization
  • internal dialogue
Directing
Design
Theatrical production
  • active listening

Anchor Standards

Anchor Standard 6: Convey meaning through the presentation of artistic work.
Arts Education (2017) Grade(s): 5 - Theatre

AE17.TH.5.14

Explain personal reactions to artistic choices made in a drama/theatre work through participation and observation.

Unpacked Content

Essential Questions

EU: Theatre artists reflect to understand the impact of drama processes and theatre experiences.
EQ: How do theatre artists comprehend the essence of drama processes and theatre experiences?

Skills Examples

  • Participate in or observe a dramatic/ theatrical work.
  • Reflect on artistic choices that reveal the purpose, mood, and theme of a dramatic/ theatrical piece.
  • Explain reactions to artistic choices made in the dramatic/ theatrical piece and justify response with evidence.
  • Participate in or observe a dramatic/ theatrical work which presents different cultures.
  • Respond to the differing cultures and explain personal responses to differences. Find commonalities amidst the differences.
  • Using theater games and observation, study the effects of emotions on posture.
  • Using theater game and observations, study the effects of emotions on gesture.
  • Using theater games and reflection, study the effects of emotions on breathing.
  • Using the theater games and reflection, study the effects of emotions on vocal intonation.
  • Transfer what has been learned through the study of emotion to study the effects of these skills on a dramatic/ theatrical work that a student has seen or in which the student has participated. Describe the effects of these skills on the piece.
  • Make or use a plan for evaluating a dramatic or theatrical work. Students should use accurate theater vocabulary to articulate the plan.
  • Watch or participate in a dramatic/ theatrical work.
  • Determine the theme of that dramatic/ theatrical work.
  • Implement the evaluation tool created in #11 in order to assess how the technical elements represent the theme of the work.
  • After watching or participating in a theatrical/dramatic. identify and enumerate what a character's given circumstances entail in the dramatic/ theatrical work. Include inferred inner thoughts of the character.
  • Identify various perspectives on the work (e.g., how the protagonist and antagonist might perceive the outcome; how a rich or poor, old or young person might differ in their perceptions of the piece).
  • Discuss how the character's given circumstances impact the audience's perspective.

Vocabulary

Research
  • justify
  • evidence
  • academic language
Analysis
  • commonality
  • infer
Voice
  • breathing
  • intonation
Movement
  • posture
  • gesture
Characterization
Directing
Design
Theatrical production

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.
Arts Education (2017) Grade(s): 5 - Theatre

AE17.TH.5.15

Justify responses based on personal experiences when participating in or observing a drama/theatre work.

Unpacked Content

Essential Questions

EU: Theatre artists' interpretations of drama/theatre work are influenced by personal experiences and aesthetics
EQ: How can the same work of art communicate different messages to different people?

Skills Examples

  • Participate in or observe a dramatic/ theatrical work.
  • Reflect on artistic choices that reveal the purpose, mood, and theme of a dramatic/ theatrical piece.
  • Explain reactions to artistic choices made in the dramatic/ theatrical piece and justify response with evidence.
  • Participate in or observe a dramatic/ theatrical work which presents different cultures.
  • Respond to the differing cultures and explain personal responses to differences. Find commonalities amidst the differences.
  • Using theater games and observation, study the effects of emotions on posture.
  • Using theater game and observations, study the effects of emotions on gesture.
  • Using theater games and reflection, study the effects of emotions on breathing.
  • Using the theater games and reflection, study the effects of emotions on vocal intonation.
  • Transfer what has been learned through the study of emotion to study the effects of these skills on a dramatic/ theatrical work that a student has seen or in which the student has participated. Describe the effects of these skills on the piece.
  • Make or use a plan for evaluating a dramatic or theatrical work. Students should use accurate theater vocabulary to articulate the plan.
  • Watch or participate in a dramatic/ theatrical work.
  • Determine the theme of that dramatic/ theatrical work.
  • Implement the evaluation tool created in #11 in order to assess how the technical elements represent the theme of the work.
  • After watching or participating in a theatrical/dramatic. identify and enumerate what a character's given circumstances entail in the dramatic/ theatrical work. Include inferred inner thoughts of the character.
  • Identify various perspectives on the work (e.g., how the protagonist and antagonist might perceive the outcome; how a rich or poor, old or young person might differ in their perceptions of the piece).
  • Discuss how the character's given circumstances impact the audience's perspective.

Vocabulary

Research
  • justify
  • evidence
  • academic language
Analysis
  • commonality
  • infer
Voice
  • breathing
  • intonation
Movement
  • posture
  • gesture
Characterization
Directing
Design
Theatrical production

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.
Arts Education (2017) Grade(s): 5 - Theatre

AE17.TH.5.16

Explain personal responses to characters based on cultural perspectives when participating in or observing drama/theatre work.

Unpacked Content

Essential Questions

EU: Theatre artists' interpretations of drama/theatre work are influenced by personal experiences and aesthetics
EQ: How can the same work of art communicate different messages to different people?

Skills Examples

  • Participate in or observe a dramatic/ theatrical work.
  • Reflect on artistic choices that reveal the purpose, mood, and theme of a dramatic/ theatrical piece.
  • Explain reactions to artistic choices made in the dramatic/ theatrical piece and justify response with evidence.
  • Participate in or observe a dramatic/ theatrical work which presents different cultures.
  • Respond to the differing cultures and explain personal responses to differences. Find commonalities amidst the differences.
  • Using theater games and observation, study the effects of emotions on posture.
  • Using theater game and observations, study the effects of emotions on gesture.
  • Using theater games and reflection, study the effects of emotions on breathing.
  • Using the theater games and reflection, study the effects of emotions on vocal intonation.
  • Transfer what has been learned through the study of emotion to study the effects of these skills on a dramatic/ theatrical work that a student has seen or in which the student has participated. Describe the effects of these skills on the piece.
  • Make or use a plan for evaluating a dramatic or theatrical work. Students should use accurate theater vocabulary to articulate the plan.
  • Watch or participate in a dramatic/ theatrical work.
  • Determine the theme of that dramatic/ theatrical work.
  • Implement the evaluation tool created in #11 in order to assess how the technical elements represent the theme of the work.
  • After watching or participating in a theatrical/dramatic. identify and enumerate what a character's given circumstances entail in the dramatic/ theatrical work. Include inferred inner thoughts of the character.
  • Identify various perspectives on the work (e.g., how the protagonist and antagonist might perceive the outcome; how a rich or poor, old or young person might differ in their perceptions of the piece).
  • Discuss how the character's given circumstances impact the audience's perspective.

Vocabulary

Research
  • justify
  • evidence
  • academic language
Analysis
  • commonality
  • infer
Voice
  • breathing
  • intonation
Movement
  • posture
  • gesture
Characterization
Directing
Design
Theatrical production

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.
Arts Education (2017) Grade(s): 5 - Theatre

AE17.TH.5.17

Investigate the effects of emotions on posture, gesture, breathing, and vocal intonation in a drama/theatre work.

Unpacked Content

Essential Questions

EU: Theatre artists' interpretations of drama/theatre work are influenced by personal experiences and aesthetics
EQ: How can the same work of art communicate different messages to different people?

Skills Examples

  • Participate in or observe a dramatic/ theatrical work.
  • Reflect on artistic choices that reveal the purpose, mood, and theme of a dramatic/ theatrical piece.
  • Explain reactions to artistic choices made in the dramatic/ theatrical piece and justify response with evidence.
  • Participate in or observe a dramatic/ theatrical work which presents different cultures.
  • Respond to the differing cultures and explain personal responses to differences. Find commonalities amidst the differences.
  • Using theater games and observation, study the effects of emotions on posture.
  • Using theater game and observations, study the effects of emotions on gesture.
  • Using theater games and reflection, study the effects of emotions on breathing.
  • Using the theater games and reflection, study the effects of emotions on vocal intonation.
  • Transfer what has been learned through the study of emotion to study the effects of these skills on a dramatic/ theatrical work that a student has seen or in which the student has participated. Describe the effects of these skills on the piece.
  • Make or use a plan for evaluating a dramatic or theatrical work. Students should use accurate theater vocabulary to articulate the plan.
  • Watch or participate in a dramatic/ theatrical work.
  • Determine the theme of that dramatic/ theatrical work.
  • Implement the evaluation tool created in #11 in order to assess how the technical elements represent the theme of the work.
  • After watching or participating in a theatrical/dramatic. identify and enumerate what a character's given circumstances entail in the dramatic/ theatrical work. Include inferred inner thoughts of the character.
  • Identify various perspectives on the work (e.g., how the protagonist and antagonist might perceive the outcome; how a rich or poor, old or young person might differ in their perceptions of the piece).
  • Discuss how the character's given circumstances impact the audience's perspective.

Vocabulary

Research
  • justify
  • evidence
  • academic language
Analysis
  • commonality
  • infer
Voice
  • breathing
  • intonation
Movement
  • posture
  • gesture
Characterization
Directing
Design
Theatrical production

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.
Arts Education (2017) Grade(s): 5 - Theatre

AE17.TH.5.18

Implement a plan to evaluate drama/theatre work.

Example: Use rubrics to rate or score performances.

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

  • Participate in or observe a dramatic/ theatrical work.
  • Reflect on artistic choices that reveal the purpose, mood, and theme of a dramatic/ theatrical piece.
  • Explain reactions to artistic choices made in the dramatic/ theatrical piece and justify response with evidence.
  • Participate in or observe a dramatic/ theatrical work which presents different cultures.
  • Respond to the differing cultures and explain personal responses to differences. Find commonalities amidst the differences.
  • Using theater games and observation, study the effects of emotions on posture.
  • Using theater game and observations, study the effects of emotions on gesture.
  • Using theater games and reflection, study the effects of emotions on breathing.
  • Using the theater games and reflection, study the effects of emotions on vocal intonation.
  • Transfer what has been learned through the study of emotion to study the effects of these skills on a dramatic/ theatrical work that a student has seen or in which the student has participated. Describe the effects of these skills on the piece.
  • Make or use a plan for evaluating a dramatic or theatrical work. Students should use accurate theater vocabulary to articulate the plan.
  • Watch or participate in a dramatic/ theatrical work.
  • Determine the theme of that dramatic/ theatrical work.
  • Implement the evaluation tool created in #11 in order to assess how the technical elements represent the theme of the work.
  • After watching or participating in a theatrical/dramatic. identify and enumerate what a character's given circumstances entail in the dramatic/ theatrical work. Include inferred inner thoughts of the character.
  • Identify various perspectives on the work (e.g., how the protagonist and antagonist might perceive the outcome; how a rich or poor, old or young person might differ in their perceptions of the piece).
  • Discuss how the character's given circumstances impact the audience's perspective.

Vocabulary

Research
  • justify
  • evidence
  • academic language
Analysis
  • commonality
  • infer
Voice
  • breathing
  • intonation
Movement
  • posture
  • gesture
Characterization
Directing
Design
Theatrical production

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 5 - Theatre

AE17.TH.5.19

Assess how technical elements represent the theme of a drama/theatre work.

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

  • Participate in or observe a dramatic/ theatrical work.
  • Reflect on artistic choices that reveal the purpose, mood, and theme of a dramatic/ theatrical piece.
  • Explain reactions to artistic choices made in the dramatic/ theatrical piece and justify response with evidence.
  • Participate in or observe a dramatic/ theatrical work which presents different cultures.
  • Respond to the differing cultures and explain personal responses to differences. Find commonalities amidst the differences.
  • Using theater games and observation, study the effects of emotions on posture.
  • Using theater game and observations, study the effects of emotions on gesture.
  • Using theater games and reflection, study the effects of emotions on breathing.
  • Using the theater games and reflection, study the effects of emotions on vocal intonation.
  • Transfer what has been learned through the study of emotion to study the effects of these skills on a dramatic/ theatrical work that a student has seen or in which the student has participated. Describe the effects of these skills on the piece.
  • Make or use a plan for evaluating a dramatic or theatrical work. Students should use accurate theater vocabulary to articulate the plan.
  • Watch or participate in a dramatic/ theatrical work.
  • Determine the theme of that dramatic/ theatrical work.
  • Implement the evaluation tool created in #11 in order to assess how the technical elements represent the theme of the work.
  • After watching or participating in a theatrical/dramatic. identify and enumerate what a character's given circumstances entail in the dramatic/ theatrical work. Include inferred inner thoughts of the character.
  • Identify various perspectives on the work (e.g., how the protagonist and antagonist might perceive the outcome; how a rich or poor, old or young person might differ in their perceptions of the piece).
  • Discuss how the character's given circumstances impact the audience's perspective.

Vocabulary

Research
  • justify
  • evidence
  • academic language
Analysis
  • commonality
  • infer
Voice
  • breathing
  • intonation
Movement
  • posture
  • gesture
Characterization
Directing
Design
Theatrical production

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 5 - Theatre

AE17.TH.5.20

Discuss how a character’s circumstances impact an audience’s perspective in a drama/theatre work.

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

  • Participate in or observe a dramatic/ theatrical work.
  • Reflect on artistic choices that reveal the purpose, mood, and theme of a dramatic/ theatrical piece.
  • Explain reactions to artistic choices made in the dramatic/ theatrical piece and justify response with evidence.
  • Participate in or observe a dramatic/ theatrical work which presents different cultures.
  • Respond to the differing cultures and explain personal responses to differences. Find commonalities amidst the differences.
  • Using theater games and observation, study the effects of emotions on posture.
  • Using theater game and observations, study the effects of emotions on gesture.
  • Using theater games and reflection, study the effects of emotions on breathing.
  • Using the theater games and reflection, study the effects of emotions on vocal intonation.
  • Transfer what has been learned through the study of emotion to study the effects of these skills on a dramatic/ theatrical work that a student has seen or in which the student has participated. Describe the effects of these skills on the piece.
  • Make or use a plan for evaluating a dramatic or theatrical work. Students should use accurate theater vocabulary to articulate the plan.
  • Watch or participate in a dramatic/ theatrical work.
  • Determine the theme of that dramatic/ theatrical work.
  • Implement the evaluation tool created in #11 in order to assess how the technical elements represent the theme of the work.
  • After watching or participating in a theatrical/dramatic. identify and enumerate what a character's given circumstances entail in the dramatic/ theatrical work. Include inferred inner thoughts of the character.
  • Identify various perspectives on the work (e.g., how the protagonist and antagonist might perceive the outcome; how a rich or poor, old or young person might differ in their perceptions of the piece).
  • Discuss how the character's given circumstances impact the audience's perspective.

Vocabulary

Research
  • justify
  • evidence
  • academic language
Analysis
  • commonality
  • infer
Voice
  • breathing
  • intonation
Movement
  • posture
  • gesture
Characterization
Directing
Design
Theatrical production

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 5 - Theatre

AE17.TH.5.21

Explain how drama/theatre connects oneself to a community or culture.

Example: Discuss how a play about the coal mines of Walker County performed by Walker County students might help connect them to local history.

Unpacked Content

Essential Questions

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

Skills Examples

  • Students describe their community/ culture using evidence.
  • Students may view examples of socially conscious videos, commercials, poetry readings, animation, etc.
  • Students brainstorm ways that theater can connect them to their community/ culture and foster understanding and social responsibility.
  • Students do research on the historical, global, or social issues in dramatic/ theatrical pieces they have seen.
  • Students become familiar with legitimate historical research sources for theater terminology and conventions.
  • Research stories set in different cultures (e.g., Helen Keller [U.S.], Anne Frank [Germany], Aladdin [Middle East], Fisher King [England], Urashima Taro [Japan], Various Norse or Greek Myths, Aesop's fables [Greek], etc.).
  • Compare and contrast the stories and cultures from other places with those of the U.S., seeking commonalities among the differences.

Vocabulary

Research
  • evidence
  • historical issues
  • global issues
  • legitimate sources
Analysis
  • social consciousness
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • animation

Anchor Standards

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Arts Education (2017) Grade(s): 5 - Theatre

AE17.TH.5.22

Investigate historical, global, and social issues expressed in drama/theatre work.

Example: Read articles from a specific time period, then use articles to write and perform a living newspaper“ scenario.“

Unpacked Content

Essential Questions

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

Skills Examples

  • Students describe their community/ culture using evidence.
  • Students may view examples of socially conscious videos, commercials, poetry readings, animation, etc.
  • Students brainstorm ways that theater can connect them to their community/ culture and foster understanding and social responsibility.
  • Students do research on the historical, global, or social issues in dramatic/ theatrical pieces they have seen.
  • Students become familiar with legitimate historical research sources for theater terminology and conventions.
  • Research stories set in different cultures (e.g., Helen Keller [U.S.], Anne Frank [Germany], Aladdin [Middle East], Fisher King [England], Urashima Taro [Japan], Various Norse or Greek Myths, Aesop's fables [Greek], etc.).
  • Compare and contrast the stories and cultures from other places with those of the U.S., seeking commonalities among the differences.

Vocabulary

Research
  • evidence
  • historical issues
  • global issues
  • legitimate sources
Analysis
  • social consciousness
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • animation

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Arts Education (2017) Grade(s): 5 - Theatre

AE17.TH.5.23

Analyze commonalities and differences between stories set in different cultures in preparation for a drama/theatre work.

Unpacked Content

Essential Questions

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

Skills Examples

  • Students describe their community/ culture using evidence.
  • Students may view examples of socially conscious videos, commercials, poetry readings, animation, etc.
  • Students brainstorm ways that theater can connect them to their community/ culture and foster understanding and social responsibility.
  • Students do research on the historical, global, or social issues in dramatic/ theatrical pieces they have seen.
  • Students become familiar with legitimate historical research sources for theater terminology and conventions.
  • Research stories set in different cultures (e.g., Helen Keller [U.S.], Anne Frank [Germany], Aladdin [Middle East], Fisher King [England], Urashima Taro [Japan], Various Norse or Greek Myths, Aesop's fables [Greek], etc.).
  • Compare and contrast the stories and cultures from other places with those of the U.S., seeking commonalities among the differences.

Vocabulary

Research
  • evidence
  • historical issues
  • global issues
  • legitimate sources
Analysis
  • social consciousness
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • animation

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Arts Education (2017) Grade(s): 5 - Theatre

AE17.TH.5.24

Identify historical sources that explain drama/theatre terminology and conventions.

Unpacked Content

Essential Questions

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

Skills Examples

  • Students describe their community/ culture using evidence.
  • Students may view examples of socially conscious videos, commercials, poetry readings, animation, etc.
  • Students brainstorm ways that theater can connect them to their community/ culture and foster understanding and social responsibility.
  • Students do research on the historical, global, or social issues in dramatic/ theatrical pieces they have seen.
  • Students become familiar with legitimate historical research sources for theater terminology and conventions.
  • Research stories set in different cultures (e.g., Helen Keller [U.S.], Anne Frank [Germany], Aladdin [Middle East], Fisher King [England], Urashima Taro [Japan], Various Norse or Greek Myths, Aesop's fables [Greek], etc.).
  • Compare and contrast the stories and cultures from other places with those of the U.S., seeking commonalities among the differences.

Vocabulary

Research
  • evidence
  • historical issues
  • global issues
  • legitimate sources
Analysis
  • social consciousness
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • animation

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Arts Education (2017) Grade(s): 6 - Theatre

AE17.TH.6.1

Identify possible solutions to staging challenges 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

Ways to Explore Imagination: Ways to Create Body Movement with Storytelling:
  • Students can incorporate group storytelling with using the concept of a living pop-up book. Students work in groups of three to five to write an original story and are prepared to act it out with the use of the concept of the Pop Up Book. See the link below:
  • http://www.bbbpress.com/2015/01/drama-game-pop-up-book/
Way to Explore Artistic Choices:
  • For the idea to create their own understanding and opinion of artistic choices, students view live and recorded presentations, identifying dramatic elements such as plot, dialogue, movement, set, costume, and props. Students demonstrate, describe, and illustrate, with examples from the performance(s), a variety of ways a specific character communicates with the audience. Students should be able to articulate these opinions in oral and written form. Below is a great link to comparing acting choices in theatre vs. film. This is a great starting point:
  • https://www.theatrefolk.com/blog/stage-vs-screen-a-comparison-of-acting-techniques/

Vocabulary

Vocal
Movement
Characterization

Skills Assessed
  • Sixth graders work collaboratively to plan a dramatization, take part in its production, and discuss the results. They project movement and improvise dialogue in dramas. No prop, sets, or costumes used at this point.
  • The focus for this age group is to expand body awareness and sensory perceptions. Students incorporate their life experiences into dramatic play by creating environments, analyzing characters, and inventing actions to depict chosen life experiences.

Anchor Standards

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

Aligned Learning Resources

Tableaux, the Instagram of Theatre
Arts Education (2017) Grade(s): 6 - Theatre

AE17.TH.6.2

Identify solutions to design challenges 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

Ways to Explore Imagination: Ways to Create Body Movement with Storytelling:
  • Students can incorporate group storytelling with using the concept of a living pop-up book. Students work in groups of three to five to write an original story and are prepared to act it out with the use of the concept of the Pop Up Book. See the link below:
  • http://www.bbbpress.com/2015/01/drama-game-pop-up-book/
Way to Explore Artistic Choices:
  • For the idea to create their own understanding and opinion of artistic choices, students view live and recorded presentations, identifying dramatic elements such as plot, dialogue, movement, set, costume, and props. Students demonstrate, describe, and illustrate, with examples from the performance(s), a variety of ways a specific character communicates with the audience. Students should be able to articulate these opinions in oral and written form. Below is a great link to comparing acting choices in theatre vs. film. This is a great starting point:
  • https://www.theatrefolk.com/blog/stage-vs-screen-a-comparison-of-acting-techniques/

Vocabulary

Vocal
Movement
Characterization

Skills Assessed
  • Sixth graders work collaboratively to plan a dramatization, take part in its production, and discuss the results. They project movement and improvise dialogue in dramas. No prop, sets, or costumes used at this point.
  • The focus for this age group is to expand body awareness and sensory perceptions. Students incorporate their life experiences into dramatic play by creating environments, analyzing characters, and inventing actions to depict chosen life experiences.

Anchor Standards

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

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