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Arts Education (2017) Grade(s): 7 - Theatre

AE17.TH.7.21

Examine a community issue through multiple perspectives in a drama/theatre work.

Unpacked Content

Essential Questions

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

Skills Examples

  • 7th Grade should continue what was started in the 6th grade. More in-depth study of stock characters, emotions, and gestures through Commedia.
Resources for Research and Analysis Using History to Compare
  • Students will demonstrate their understanding of the historical practice of commedia dell 'arte by preparing a short presentation to include:
  • Aspects of commedia dell 'arte: lazzi, scenarios, plot, specific stances and mannerisms of commedia dell 'arte characters. Character examples with their identified commedia dell 'arte counterparts: straight (young lovers); exaggerated (masters (Pantalone, Dottore, Capitano) and servants (Harlequin, Pulcinello, Brighella) Basic beginning, middle, end storyline of scene. Students will then apply the stock characters and scenarios to their favorite TV show or a well-known nursery rhyme. Students will complete both a written script and oral performance.
Adding Music, Art, Dance, And Media (Taken from the State of Colorado Link Below)
  • This unit explores multiple cultures of dance as origins for unique styles of movement. Across the unit students will experience multiple styles of dance, analyze movement concepts and gestures within cultural styles, and associate styles of dance with the historical context from which they originate. The unit culminates in students creating a piece of work that could be performed at a cultural festival as a depiction of that culture's traditional dance form. In addition, students will respond to the work of their peers through written reflection.
  • https://www.cde.state.co.us/standardsandinstruction/danhs-researchinghistorymakingadanceextended-pdf

Vocabulary

Skills Assessed
Research
  • Through theatre history research, a student can articulate connections between past theatre practices and their contemporary counterparts.
  • The relationship between historical elements of theatre and contemporary theatre practice can inform and influence a production concept.

Analysis
  • Students will use the knowledge of the relationships between historical elements of theatre and contemporary theatre practice can inform and influence a production concept.

Anchor Standards

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Arts Education (2017) Grade(s): 7 - Theatre

AE17.TH.7.22

Incorporate music, dance, art, and/or media to strengthen the meaning and conflict in a drama/theatre work with a particular cultural, global, or historical context.

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

  • 7th Grade should continue what was started in the 6th grade. More in-depth study of stock characters, emotions, and gestures through Commedia.
Resources for Research and Analysis Using History to Compare
  • Students will demonstrate their understanding of the historical practice of commedia dell 'arte by preparing a short presentation to include:
  • Aspects of commedia dell 'arte: lazzi, scenarios, plot, specific stances and mannerisms of commedia dell 'arte characters. Character examples with their identified commedia dell 'arte counterparts: straight (young lovers); exaggerated (masters (Pantalone, Dottore, Capitano) and servants (Harlequin, Pulcinello, Brighella) Basic beginning, middle, end storyline of scene. Students will then apply the stock characters and scenarios to their favorite TV show or a well-known nursery rhyme. Students will complete both a written script and oral performance.
Adding Music, Art, Dance, And Media (Taken from the State of Colorado Link Below)
  • This unit explores multiple cultures of dance as origins for unique styles of movement. Across the unit students will experience multiple styles of dance, analyze movement concepts and gestures within cultural styles, and associate styles of dance with the historical context from which they originate. The unit culminates in students creating a piece of work that could be performed at a cultural festival as a depiction of that culture's traditional dance form. In addition, students will respond to the work of their peers through written reflection.
  • https://www.cde.state.co.us/standardsandinstruction/danhs-researchinghistorymakingadanceextended-pdf

Vocabulary

Skills Assessed
Research
  • Through theatre history research, a student can articulate connections between past theatre practices and their contemporary counterparts.
  • The relationship between historical elements of theatre and contemporary theatre practice can inform and influence a production concept.

Analysis
  • Students will use the knowledge of the relationships between historical elements of theatre and contemporary theatre practice can inform and influence a production concept.

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Arts Education (2017) Grade(s): 7 - Theatre

AE17.TH.7.23

Research and discuss how a playwright might have intended a drama/theatre work to be produced.

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

  • 7th Grade should continue what was started in the 6th grade. More in-depth study of stock characters, emotions, and gestures through Commedia.
Resources for Research and Analysis Using History to Compare
  • Students will demonstrate their understanding of the historical practice of commedia dell 'arte by preparing a short presentation to include:
  • Aspects of commedia dell 'arte: lazzi, scenarios, plot, specific stances and mannerisms of commedia dell 'arte characters. Character examples with their identified commedia dell 'arte counterparts: straight (young lovers); exaggerated (masters (Pantalone, Dottore, Capitano) and servants (Harlequin, Pulcinello, Brighella) Basic beginning, middle, end storyline of scene. Students will then apply the stock characters and scenarios to their favorite TV show or a well-known nursery rhyme. Students will complete both a written script and oral performance.
Adding Music, Art, Dance, And Media (Taken from the State of Colorado Link Below)
  • This unit explores multiple cultures of dance as origins for unique styles of movement. Across the unit students will experience multiple styles of dance, analyze movement concepts and gestures within cultural styles, and associate styles of dance with the historical context from which they originate. The unit culminates in students creating a piece of work that could be performed at a cultural festival as a depiction of that culture's traditional dance form. In addition, students will respond to the work of their peers through written reflection.
  • https://www.cde.state.co.us/standardsandinstruction/danhs-researchinghistorymakingadanceextended-pdf

Vocabulary

Skills Assessed
Research
  • Through theatre history research, a student can articulate connections between past theatre practices and their contemporary counterparts.
  • The relationship between historical elements of theatre and contemporary theatre practice can inform and influence a production concept.

Analysis
  • Students will use the knowledge of the relationships between historical elements of theatre and contemporary theatre practice can inform and influence a production concept.

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Arts Education (2017) Grade(s): 7 - Theatre

AE17.TH.7.24

Examine artifacts from a time period and geographic location to better understand performance and design choices in 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

  • 7th Grade should continue what was started in the 6th grade. More in-depth study of stock characters, emotions, and gestures through Commedia.
Resources for Research and Analysis Using History to Compare
  • Students will demonstrate their understanding of the historical practice of commedia dell 'arte by preparing a short presentation to include:
  • Aspects of commedia dell 'arte: lazzi, scenarios, plot, specific stances and mannerisms of commedia dell 'arte characters. Character examples with their identified commedia dell 'arte counterparts: straight (young lovers); exaggerated (masters (Pantalone, Dottore, Capitano) and servants (Harlequin, Pulcinello, Brighella) Basic beginning, middle, end storyline of scene. Students will then apply the stock characters and scenarios to their favorite TV show or a well-known nursery rhyme. Students will complete both a written script and oral performance.
Adding Music, Art, Dance, And Media (Taken from the State of Colorado Link Below)
  • This unit explores multiple cultures of dance as origins for unique styles of movement. Across the unit students will experience multiple styles of dance, analyze movement concepts and gestures within cultural styles, and associate styles of dance with the historical context from which they originate. The unit culminates in students creating a piece of work that could be performed at a cultural festival as a depiction of that culture's traditional dance form. In addition, students will respond to the work of their peers through written reflection.
  • https://www.cde.state.co.us/standardsandinstruction/danhs-researchinghistorymakingadanceextended-pdf

Vocabulary

Skills Assessed
Research
  • Through theatre history research, a student can articulate connections between past theatre practices and their contemporary counterparts.
  • The relationship between historical elements of theatre and contemporary theatre practice can inform and influence a production concept.

Analysis
  • Students will use the knowledge of the relationships between historical elements of theatre and contemporary theatre practice can inform and influence a production concept.

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Arts Education (2017) Grade(s): 8 - Theatre

AE17.TH.8.1

Imagine and explore multiple perspectives and solutions to staging problems 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

  • Each student is a Theatre Technician and/or Designer, who is applying for an Internship at a local theatre company. Present evidence of your previous understanding of the art form in a group portfolio that will highlight your comprehensive knowledge of stage norms, collaboration and/or design/ production process in order to highlight your comprehensive knowledge and ability within the realm of technical theatre. (This project is comprehensive and could take a full quarter or semester of instructional practice and work). This assignment will be completed on a long-term basis.
Resources for Technical Production and Building a Tech Crew

Vocabulary

Design
Theatrical production

Skills Assessed
  • Determine staging requirements and technical requirements.
  • Arrange the performance space, and theoretically coordinate the technical design of the production.
  • Research the cultural and historical background of a specific play to inform the ground plan.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 8 - Theatre

AE17.TH.8.2

Explore solutions to design challenges of a performance space 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

  • Each student is a Theatre Technician and/or Designer, who is applying for an Internship at a local theatre company. Present evidence of your previous understanding of the art form in a group portfolio that will highlight your comprehensive knowledge of stage norms, collaboration and/or design/ production process in order to highlight your comprehensive knowledge and ability within the realm of technical theatre. (This project is comprehensive and could take a full quarter or semester of instructional practice and work). This assignment will be completed on a long-term basis.
Resources for Technical Production and Building a Tech Crew

Vocabulary

Design
Theatrical production

Skills Assessed
  • Determine staging requirements and technical requirements.
  • Arrange the performance space, and theoretically coordinate the technical design of the production.
  • Research the cultural and historical background of a specific play to inform the ground plan.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 8 - Theatre

AE17.TH.8.3

Develop a scripted or improvised character by articulating the character’s inner thoughts, objectives, and motivations in a drama/theatre work.

Unpacked Content

Essential Questions

EU: Theatre artists work to discover different ways of communicating meaning.
EQ: How, when, and why do theatre artists' choices change?

Skills Examples

  • Each student is a Theatre Technician and/or Designer, who is applying for an Internship at a local theatre company. Present evidence of your previous understanding of the art form in a group portfolio that will highlight your comprehensive knowledge of stage norms, collaboration and/or design/ production process in order to highlight your comprehensive knowledge and ability within the realm of technical theatre. (This project is comprehensive and could take a full quarter or semester of instructional practice and work). This assignment will be completed on a long-term basis.
Resources for Technical Production and Building a Tech Crew

Vocabulary

Design
Theatrical production

Skills Assessed
  • Determine staging requirements and technical requirements.
  • Arrange the performance space, and theoretically coordinate the technical design of the production.
  • Research the cultural and historical background of a specific play to inform the ground plan.

Anchor Standards

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

Aligned Learning Resources

Open Scene(s)
Arts Education (2017) Grade(s): 8 - Theatre

AE17.TH.8.4

Articulate and apply critical analysis, background knowledge, research, and historical and cultural context to the development of original ideas for a drama/theatre work.

Example: Write short scene adaptations of ancient Greek plays.

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

  • Each student is a Theatre Technician and/or Designer, who is applying for an Internship at a local theatre company. Present evidence of your previous understanding of the art form in a group portfolio that will highlight your comprehensive knowledge of stage norms, collaboration and/or design/ production process in order to highlight your comprehensive knowledge and ability within the realm of technical theatre. (This project is comprehensive and could take a full quarter or semester of instructional practice and work). This assignment will be completed on a long-term basis.
Resources for Technical Production and Building a Tech Crew

Vocabulary

Design
Theatrical production

Skills Assessed
  • Determine staging requirements and technical requirements.
  • Arrange the performance space, and theoretically coordinate the technical design of the production.
  • Research the cultural and historical background of a specific play to inform the ground plan.

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 8 - Theatre

AE17.TH.8.5

Share leadership and responsibilities to develop collaborative goals when preparing or devising 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

  • Each student is a Theatre Technician and/or Designer, who is applying for an Internship at a local theatre company. Present evidence of your previous understanding of the art form in a group portfolio that will highlight your comprehensive knowledge of stage norms, collaboration and/or design/ production process in order to highlight your comprehensive knowledge and ability within the realm of technical theatre. (This project is comprehensive and could take a full quarter or semester of instructional practice and work). This assignment will be completed on a long-term basis.
Resources for Technical Production and Building a Tech Crew

Vocabulary

Design
Theatrical production

Skills Assessed
  • Determine staging requirements and technical requirements.
  • Arrange the performance space, and theoretically coordinate the technical design of the production.
  • Research the cultural and historical background of a specific play to inform the ground plan.

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 8 - Theatre

AE17.TH.8.6

Use repetition and analysis in order to revise 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

  • Each student is a Theatre Technician and/or Designer, who is applying for an Internship at a local theatre company. Present evidence of your previous understanding of the art form in a group portfolio that will highlight your comprehensive knowledge of stage norms, collaboration and/or design/ production process in order to highlight your comprehensive knowledge and ability within the realm of technical theatre. (This project is comprehensive and could take a full quarter or semester of instructional practice and work). This assignment will be completed on a long-term basis.
Resources for Technical Production and Building a Tech Crew

Vocabulary

Design
Theatrical production

Skills Assessed
  • Determine staging requirements and technical requirements.
  • Arrange the performance space, and theoretically coordinate the technical design of the production.
  • Research the cultural and historical background of a specific play to inform the ground plan.

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 8 - Theatre

AE17.TH.8.7

Refine effective physical and vocal traits of characters 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

  • Each student is a Theatre Technician and/or Designer, who is applying for an Internship at a local theatre company. Present evidence of your previous understanding of the art form in a group portfolio that will highlight your comprehensive knowledge of stage norms, collaboration and/or design/ production process in order to highlight your comprehensive knowledge and ability within the realm of technical theatre. (This project is comprehensive and could take a full quarter or semester of instructional practice and work). This assignment will be completed on a long-term basis.
Resources for Technical Production and Building a Tech Crew

Vocabulary

Design
Theatrical production

Skills Assessed
  • Determine staging requirements and technical requirements.
  • Arrange the performance space, and theoretically coordinate the technical design of the production.
  • Research the cultural and historical background of a specific play to inform the ground plan.

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 8 - Theatre

AE17.TH.8.8

Implement and refine a planned technical design using simple technology during the rehearsal process for 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

  • Each student is a Theatre Technician and/or Designer, who is applying for an Internship at a local theatre company. Present evidence of your previous understanding of the art form in a group portfolio that will highlight your comprehensive knowledge of stage norms, collaboration and/or design/ production process in order to highlight your comprehensive knowledge and ability within the realm of technical theatre. (This project is comprehensive and could take a full quarter or semester of instructional practice and work). This assignment will be completed on a long-term basis.
Resources for Technical Production and Building a Tech Crew

Vocabulary

Design
Theatrical production

Skills Assessed
  • Determine staging requirements and technical requirements.
  • Arrange the performance space, and theoretically coordinate the technical design of the production.
  • Research the cultural and historical background of a specific play to inform the ground plan.

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 8 - Theatre

AE17.TH.8.9

Explore different rhythms to communicate the story effectively in a drama/theatre work.

Example: Experiment with rate of speech, tempo of dialogue between characters, levels of physical intensity

Unpacked Content

Essential Questions

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

Skills Examples

  • The students will demonstrate their ability to create a character from a prop by performing a scene with different clothing props that represent a variety of different characters. Glasses, shoes, necktie, etc. Show students clips from BIg, Twilight Zone DEad Man's Shoes, and Steve Urkel/Stephan transformation. Students should be able to make the connection between adding a piece of clothing to change the character. They can relate it to almost as a "Superman" like transformation. This lesson is based on the lesson linked below:
  • http://www.kamplays.com/uploads/1/1/0/4/11040740/a_characters_shoes.pdf
  • Students will write several scenes based on the character choices inspired by the different types of props and clothing. As in all performances, there is both teacher and peer critique and an actor's reflection tool.

Vocabulary

Vocal
Movement
Characterization

Skills Assessed
  • In introductory playwriting, the student improvises, writes, and rewrites monologues, scenes, and vignettes to convey predetermined intent and meaning. The use of props and costumes is encouraged as the students are expanding knowledge and moving towards the proficient stage of high school classes.

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): 8 - Theatre

AE17.TH.8.10

Use various character objectives and tactics in a drama/theatre work.

Unpacked Content

Essential Questions

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

Skills Examples

  • The students will demonstrate their ability to create a character from a prop by performing a scene with different clothing props that represent a variety of different characters. Glasses, shoes, necktie, etc. Show students clips from BIg, Twilight Zone DEad Man's Shoes, and Steve Urkel/Stephan transformation. Students should be able to make the connection between adding a piece of clothing to change the character. They can relate it to almost as a "Superman" like transformation. This lesson is based on the lesson linked below:
  • http://www.kamplays.com/uploads/1/1/0/4/11040740/a_characters_shoes.pdf
  • Students will write several scenes based on the character choices inspired by the different types of props and clothing. As in all performances, there is both teacher and peer critique and an actor's reflection tool.

Vocabulary

Vocal
Movement
Characterization

Skills Assessed
  • In introductory playwriting, the student improvises, writes, and rewrites monologues, scenes, and vignettes to convey predetermined intent and meaning. The use of props and costumes is encouraged as the students are expanding knowledge and moving towards the proficient stage of high school classes.

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): 8 - Theatre

AE17.TH.8.11

Use a variety of acting techniques to increase skills in a rehearsal or drama/theatre performance.

Unpacked Content

Essential Questions

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

Skills Examples

  • The students will demonstrate their ability to create a character from a prop by performing a scene with different clothing props that represent a variety of different characters. Glasses, shoes, necktie, etc. Show students clips from BIg, Twilight Zone DEad Man's Shoes, and Steve Urkel/Stephan transformation. Students should be able to make the connection between adding a piece of clothing to change the character. They can relate it to almost as a "Superman" like transformation. This lesson is based on the lesson linked below:
  • http://www.kamplays.com/uploads/1/1/0/4/11040740/a_characters_shoes.pdf
  • Students will write several scenes based on the character choices inspired by the different types of props and clothing. As in all performances, there is both teacher and peer critique and an actor's reflection tool.

Vocabulary

Vocal
Movement
Characterization

Skills Assessed
  • In introductory playwriting, the student improvises, writes, and rewrites monologues, scenes, and vignettes to convey predetermined intent and meaning. The use of props and costumes is encouraged as the students are expanding knowledge and moving towards the proficient stage of high school classes.

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 8 - Theatre

AE17.TH.8.12

Use a variety of technical elements to create a design for a rehearsal or drama/theatre production.

Unpacked Content

Essential Questions

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

Skills Examples

  • The students will demonstrate their ability to create a character from a prop by performing a scene with different clothing props that represent a variety of different characters. Glasses, shoes, necktie, etc. Show students clips from BIg, Twilight Zone DEad Man's Shoes, and Steve Urkel/Stephan transformation. Students should be able to make the connection between adding a piece of clothing to change the character. They can relate it to almost as a "Superman" like transformation. This lesson is based on the lesson linked below:
  • http://www.kamplays.com/uploads/1/1/0/4/11040740/a_characters_shoes.pdf
  • Students will write several scenes based on the character choices inspired by the different types of props and clothing. As in all performances, there is both teacher and peer critique and an actor's reflection tool.

Vocabulary

Vocal
Movement
Characterization

Skills Assessed
  • In introductory playwriting, the student improvises, writes, and rewrites monologues, scenes, and vignettes to convey predetermined intent and meaning. The use of props and costumes is encouraged as the students are expanding knowledge and moving towards the proficient stage of high school classes.

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 8 - Theatre

AE17.TH.8.13

Rehearse and perform a formal drama/theatre work for 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

  • The students will demonstrate their ability to create a character from a prop by performing a scene with different clothing props that represent a variety of different characters. Glasses, shoes, necktie, etc. Show students clips from BIg, Twilight Zone DEad Man's Shoes, and Steve Urkel/Stephan transformation. Students should be able to make the connection between adding a piece of clothing to change the character. They can relate it to almost as a "Superman" like transformation. This lesson is based on the lesson linked below:
  • http://www.kamplays.com/uploads/1/1/0/4/11040740/a_characters_shoes.pdf
  • Students will write several scenes based on the character choices inspired by the different types of props and clothing. As in all performances, there is both teacher and peer critique and an actor's reflection tool.

Vocabulary

Vocal
Movement
Characterization

Skills Assessed
  • In introductory playwriting, the student improvises, writes, and rewrites monologues, scenes, and vignettes to convey predetermined intent and meaning. The use of props and costumes is encouraged as the students are expanding knowledge and moving towards the proficient stage of high school classes.

Anchor Standards

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

Aligned Learning Resources

Monologues and Main Ideas
Arts Education (2017) Grade(s): 8 - Theatre

AE17.TH.8.14

Apply predetermined criteria to the evaluation of artistic choices in a drama/theatre work.

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

  • Hypothetically, each student has been selected to be stage manager of the school's production of The Sound of Music. Each student creates a project proposal, including long- and short-term goals, that correlates to research and preparatory study with production timelines. (The teacher will provide stock timelines to assist in 8th grade instruction.)
  • Students should begin reading the script to determine the play's essential technical components and theatrical conventions and to establish the playwright's intent. The teacher should add the element of the director's intent for the students. Highlighting directorial choices and how a technician handles each choice should be a section in the final product. The students read the director's specifications. In accordance with plans, she/he prioritizes tasks, assigns and schedules crews, evaluates work in progress and work completed, makes constructive suggestions when improvements are necessary, and revises when the work in progress is off target.
  • These can be hypothetically or in accordance with a concurrent running show at the school. This is a 3-4-week project and should be completed in a Stage Manager's binder.

Vocabulary

Research
Analysis
Design
Theatrical production

Skills Assessed
  • Students interpret the intent of the playwright that is to be communicated to the audience, read the director's specifications, and correlate research and study to present a theatrical production.

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.
Arts Education (2017) Grade(s): 8 - Theatre

AE17.TH.8.15

Recognize and share artistic choices when participating in or observing a drama/theatre work.

Unpacked Content

Essential Questions

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

Skills Examples

  • Hypothetically, each student has been selected to be stage manager of the school's production of The Sound of Music. Each student creates a project proposal, including long- and short-term goals, that correlates to research and preparatory study with production timelines. (The teacher will provide stock timelines to assist in 8th grade instruction.)
  • Students should begin reading the script to determine the play's essential technical components and theatrical conventions and to establish the playwright's intent. The teacher should add the element of the director's intent for the students. Highlighting directorial choices and how a technician handles each choice should be a section in the final product. The students read the director's specifications. In accordance with plans, she/he prioritizes tasks, assigns and schedules crews, evaluates work in progress and work completed, makes constructive suggestions when improvements are necessary, and revises when the work in progress is off target.
  • These can be hypothetically or in accordance with a concurrent running show at the school. This is a 3-4-week project and should be completed in a Stage Manager's binder.

Vocabulary

Research
Analysis
Design
Theatrical production

Skills Assessed
  • Students interpret the intent of the playwright that is to be communicated to the audience, read the director's specifications, and correlate research and study to present a theatrical production.

Anchor Standards

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

AE17.TH.8.16

Analyze how cultural perspectives influence the evaluation of 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

  • Hypothetically, each student has been selected to be stage manager of the school's production of The Sound of Music. Each student creates a project proposal, including long- and short-term goals, that correlates to research and preparatory study with production timelines. (The teacher will provide stock timelines to assist in 8th grade instruction.)
  • Students should begin reading the script to determine the play's essential technical components and theatrical conventions and to establish the playwright's intent. The teacher should add the element of the director's intent for the students. Highlighting directorial choices and how a technician handles each choice should be a section in the final product. The students read the director's specifications. In accordance with plans, she/he prioritizes tasks, assigns and schedules crews, evaluates work in progress and work completed, makes constructive suggestions when improvements are necessary, and revises when the work in progress is off target.
  • These can be hypothetically or in accordance with a concurrent running show at the school. This is a 3-4-week project and should be completed in a Stage Manager's binder.

Vocabulary

Research
Analysis
Design
Theatrical production

Skills Assessed
  • Students interpret the intent of the playwright that is to be communicated to the audience, read the director's specifications, and correlate research and study to present a theatrical production.

Anchor Standards

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

AE17.TH.8.17

Apply personal aesthetics, preferences, and beliefs to evaluate 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

  • Hypothetically, each student has been selected to be stage manager of the school's production of The Sound of Music. Each student creates a project proposal, including long- and short-term goals, that correlates to research and preparatory study with production timelines. (The teacher will provide stock timelines to assist in 8th grade instruction.)
  • Students should begin reading the script to determine the play's essential technical components and theatrical conventions and to establish the playwright's intent. The teacher should add the element of the director's intent for the students. Highlighting directorial choices and how a technician handles each choice should be a section in the final product. The students read the director's specifications. In accordance with plans, she/he prioritizes tasks, assigns and schedules crews, evaluates work in progress and work completed, makes constructive suggestions when improvements are necessary, and revises when the work in progress is off target.
  • These can be hypothetically or in accordance with a concurrent running show at the school. This is a 3-4-week project and should be completed in a Stage Manager's binder.

Vocabulary

Research
Analysis
Design
Theatrical production

Skills Assessed
  • Students interpret the intent of the playwright that is to be communicated to the audience, read the director's specifications, and correlate research and study to present a theatrical production.

Anchor Standards

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

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