AE17.TH.8.R.C
Evaluate
Evaluate
AE17.TH.8.R.C
AE17.TH.8.18
Respond to a drama/theatre work using supporting evidence, personal aesthetics, and artistic criteria.
Respond to a drama/theatre work using supporting evidence, personal aesthetics, and artistic criteria.
Unpacked Content
Essential Questions
EU: Theatre artists apply criteria to investigate, explore, and assess drama and theatre work.
EQ: How are the theatre artist's processes and the audience's perspectives impacted by analysis and synthesis?
EQ: How are the theatre artist's processes and the audience's perspectives impacted by analysis and synthesis?
Skills Examples
- 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
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 9: Apply criteria to evaluate artistic work.
AE17.TH.8.19
Apply the knowledge of production elements used in a drama/theatre to assess aesthetic choices.
Apply the knowledge of production elements used in a drama/theatre to assess aesthetic choices.
Unpacked Content
Essential Questions
EU: Theatre artists apply criteria to investigate, explore, and assess drama and theatre work.
EQ: How are the theatre artist's processes and the audience's perspectives impacted by analysis and synthesis?
EQ: How are the theatre artist's processes and the audience's perspectives impacted by analysis and synthesis?
Skills Examples
- 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
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 9: Apply criteria to evaluate artistic work.
AE17.TH.8.20
Assess the impact of a drama/theatre work on a specific audience.
Assess the impact of a drama/theatre work on a specific audience.
Unpacked Content
Essential Questions
EU: Theatre artists apply criteria to investigate, explore, and assess drama and theatre work.
EQ: How are the theatre artist's processes and the audience's perspectives impacted by analysis and synthesis?
EQ: How are the theatre artist's processes and the audience's perspectives impacted by analysis and synthesis?
Skills Examples
- 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
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 9: Apply criteria to evaluate artistic work.
AE17.TH.8.CN
Connecting
Connecting
AE17.TH.8.CN.A
Empathize
Empathize
AE17.TH.8.21
Incorporate multiple perspectives and diverse community ideas in a drama/theatre work.
Incorporate multiple perspectives and diverse community ideas 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?
EQ: What happens when theatre artists foster understanding between self and others through critical awareness, social responsibility, and the exploration of empathy?
Skills Examples
- Using selected articles from the daily newspaper, small groups of students create dramatizations. Prior to developing their dramatizations, the class generates the following criteria for a successful performance and writes them on a chart as a reminder: Have an exposition, climax, and resolution. Make it interesting. Use 2-3 characters. It should be 3-5 minutes long. Use two of these: lights, scenery, sound, properties, costume, and/or makeup. Afterwards, be able to explain how the drama was different from the newspaper article and why.
- Students are able to empathize with the people in the story thereby creating connections to characters and real life.
- Script Analysis the breaking down of a script to gain a better understanding of what the story is about, the themes, the story points, the characters.
- Dramatic Structure: Introduction, Rising action, Climax, Falling action, Dénouement, resolution, or catastrophe
- Steps:
- Read script: again and again [and again and again].
- Make notes, answering these questions:
- Setting- Where does the story take place?
- Time- When does it take place?
- Plot- What is the story about?
- Theme- What message is being sent?
- History-What background information is given?
- What problem is trying to be solved?
- What can the audience most connect to?
- What is the outcome?
- Protagonist- Who pushed the story along?
- Antagonist- Who tries to stop the efforts of the protagonist?
- Time Periods: When? Where? Dress? Environment?
Vocabulary
Research
Analysis
Vocal
Movement
Characterization
Skills Assessed
Analysis
Vocal
Movement
Characterization
Skills Assessed
- Dramaturgy is the study of dramatic composition and the representation of the main elements of drama on the stage. It is essential for students to use research to explore the world a play to connect to the characters on any level.
Anchor Standards
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
AE17.TH.8.CN.B
Interrelate
Interrelate
AE17.TH.8.22
Apply different forms of drama/theatre work to examine contemporary social, cultural, or global issues.
COS Examples
Examples: Use Readers Theatre to explore human trafficking; use children’s theatre to examine bullying with younger students; use Commedia del’ arte to explore stereotypes.
Apply different forms of drama/theatre work to examine contemporary social, cultural, or global issues.
COS Examples
Examples: Use Readers Theatre to explore human trafficking; use children’s theatre to examine bullying with younger students; use Commedia del’ arte to explore stereotypes.
Unpacked Content
Essential Questions
EU: Theatre artists understand and can communicate their creative process as they analyze the way the world may be understood.
EQ: What happens when theatre artists allow an understanding of themselves and the world to inform perceptions about theatre and the purpose of their work?
EQ: What happens when theatre artists allow an understanding of themselves and the world to inform perceptions about theatre and the purpose of their work?
Skills Examples
- Using selected articles from the daily newspaper, small groups of students create dramatizations. Prior to developing their dramatizations, the class generates the following criteria for a successful performance and writes them on a chart as a reminder: Have an exposition, climax, and resolution. Make it interesting. Use 2-3 characters. It should be 3-5 minutes long. Use two of these: lights, scenery, sound, properties, costume, and/or makeup. Afterwards, be able to explain how the drama was different from the newspaper article and why.
- Students are able to empathize with the people in the story thereby creating connections to characters and real life.
- Script Analysis the breaking down of a script to gain a better understanding of what the story is about, the themes, the story points, the characters.
- Dramatic Structure: Introduction, Rising action, Climax, Falling action, Dénouement, resolution, or catastrophe
- Steps:
- Read script: again and again [and again and again].
- Make notes, answering these questions:
- Setting- Where does the story take place?
- Time- When does it take place?
- Plot- What is the story about?
- Theme- What message is being sent?
- History-What background information is given?
- What problem is trying to be solved?
- What can the audience most connect to?
- What is the outcome?
- Protagonist- Who pushed the story along?
- Antagonist- Who tries to stop the efforts of the protagonist?
- Time Periods: When? Where? Dress? Environment?
Vocabulary
Research
Analysis
Vocal
Movement
Characterization
Skills Assessed
Analysis
Vocal
Movement
Characterization
Skills Assessed
- Dramaturgy is the study of dramatic composition and the representation of the main elements of drama on the stage. It is essential for students to use research to explore the world a play to connect to the characters on any level.
Anchor Standards
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
AE17.TH.8.CN.C
Research
Research
AE17.TH.8.23
Research the story elements of a staged drama/theatre work and compare them to another production of the same work.
Research the story elements of a staged drama/theatre work and compare them to another production of the same 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?
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
- Using selected articles from the daily newspaper, small groups of students create dramatizations. Prior to developing their dramatizations, the class generates the following criteria for a successful performance and writes them on a chart as a reminder: Have an exposition, climax, and resolution. Make it interesting. Use 2-3 characters. It should be 3-5 minutes long. Use two of these: lights, scenery, sound, properties, costume, and/or makeup. Afterwards, be able to explain how the drama was different from the newspaper article and why.
- Students are able to empathize with the people in the story thereby creating connections to characters and real life.
- Script Analysis the breaking down of a script to gain a better understanding of what the story is about, the themes, the story points, the characters.
- Dramatic Structure: Introduction, Rising action, Climax, Falling action, Dénouement, resolution, or catastrophe
- Steps:
- Read script: again and again [and again and again].
- Make notes, answering these questions:
- Setting- Where does the story take place?
- Time- When does it take place?
- Plot- What is the story about?
- Theme- What message is being sent?
- History-What background information is given?
- What problem is trying to be solved?
- What can the audience most connect to?
- What is the outcome?
- Protagonist- Who pushed the story along?
- Antagonist- Who tries to stop the efforts of the protagonist?
- Time Periods: When? Where? Dress? Environment?
Vocabulary
Research
Analysis
Vocal
Movement
Characterization
Skills Assessed
Analysis
Vocal
Movement
Characterization
Skills Assessed
- Dramaturgy is the study of dramatic composition and the representation of the main elements of drama on the stage. It is essential for students to use research to explore the world a play to connect to the characters on any level.
Anchor Standards
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
AE17.TH.8.24
Identify and use artifacts from a time period and place to develop performance and design choices in a drama/theatre work.
Identify and use artifacts from a time period and place to develop 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?
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
- Using selected articles from the daily newspaper, small groups of students create dramatizations. Prior to developing their dramatizations, the class generates the following criteria for a successful performance and writes them on a chart as a reminder: Have an exposition, climax, and resolution. Make it interesting. Use 2-3 characters. It should be 3-5 minutes long. Use two of these: lights, scenery, sound, properties, costume, and/or makeup. Afterwards, be able to explain how the drama was different from the newspaper article and why.
- Students are able to empathize with the people in the story thereby creating connections to characters and real life.
- Script Analysis the breaking down of a script to gain a better understanding of what the story is about, the themes, the story points, the characters.
- Dramatic Structure: Introduction, Rising action, Climax, Falling action, Dénouement, resolution, or catastrophe
- Steps:
- Read script: again and again [and again and again].
- Make notes, answering these questions:
- Setting- Where does the story take place?
- Time- When does it take place?
- Plot- What is the story about?
- Theme- What message is being sent?
- History-What background information is given?
- What problem is trying to be solved?
- What can the audience most connect to?
- What is the outcome?
- Protagonist- Who pushed the story along?
- Antagonist- Who tries to stop the efforts of the protagonist?
- Time Periods: When? Where? Dress? Environment?
Vocabulary
Research
Analysis
Vocal
Movement
Characterization
Skills Assessed
Analysis
Vocal
Movement
Characterization
Skills Assessed
- Dramaturgy is the study of dramatic composition and the representation of the main elements of drama on the stage. It is essential for students to use research to explore the world a play to connect to the characters on any level.
Anchor Standards
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
AE17.TH.PRO
Proficient
Proficient
AE17.TH.PRO.C
Creating
Creating
AE17.TH.PRO.C.A
Envision, Conceptualize
Envision, Conceptualize
AE17.TH.PRO.1
Apply basic research to construct ideas about the visual composition of a drama/theatre work.
Apply basic research to construct ideas about the visual composition of 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?
EQ: What happens when Theatre artists use their imagination and/or learned theatre skills while engaging in creative exploration and inquiry?
Skills Examples
- Students will design the set, sound effects or costumes for the play To Kill A Mockingbird. They will use historical images of that time period to create the visual aspects of the play.
- Students will participate in a lecture on the history of Technical Theatre. They will pick a time period and design a set, lighting, sound or costume design using only the tools available in that time period.
- Students will create a visual character board for the character that they are representing in a class play or assigned monologue.
- Students will write a scene. They will break into roles of Director, Actors, Designers and Writer.
- Students will use their written scenes in rehearsal. Designers will use provided supplies to create a set for their scene.
- Students will memorize lines, make character choices, perform for the director for notes and finish creating their set.
Vocabulary
Analysis
Theatrical Hierarchy and how it works in the classroom.
- Contextual Reading
- Characterization
- Dramaturgy
- Using information in plays to inspire design choices.
- Using technology to influence design and prepare students for career pathways.
- Using historical facts and images for ideas and inspiration
- Using cultural facts and images for ideas and inspiration.
Theatrical Hierarchy and how it works in the classroom.
Anchor Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
AE17.TH.PRO.2
Explore the impact of technology on design choices in a drama/theatre work.
Explore the impact of technology on design choices 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?
EQ: What happens when Theatre artists use their imagination and/or learned theatre skills while engaging in creative exploration and inquiry?
Skills Examples
- Students will design the set, sound effects or costumes for the play To Kill A Mockingbird. They will use historical images of that time period to create the visual aspects of the play.
- Students will participate in a lecture on the history of Technical Theatre. They will pick a time period and design a set, lighting, sound or costume design using only the tools available in that time period.
- Students will create a visual character board for the character that they are representing in a class play or assigned monologue.
- Students will write a scene. They will break into roles of Director, Actors, Designers and Writer.
- Students will use their written scenes in rehearsal. Designers will use provided supplies to create a set for their scene.
- Students will memorize lines, make character choices, perform for the director for notes and finish creating their set.
Vocabulary
Analysis
Theatrical Hierarchy and how it works in the classroom.
- Contextual Reading
- Characterization
- Dramaturgy
- Using information in plays to inspire design choices.
- Using technology to influence design and prepare students for career pathways.
- Using historical facts and images for ideas and inspiration
- Using cultural facts and images for ideas and inspiration.
Theatrical Hierarchy and how it works in the classroom.
Anchor Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
AE17.TH.PRO.C.B
Develop
Develop
AE17.TH.PRO.3
Use script analysis to generate ideas that represent a character who is believable and authentic in a drama/theatre work.
Use script analysis to generate ideas that represent a character who is believable and authentic 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?
EQ: How, when, and why do theatre artists' choices change?
Skills Examples
- Students will design the set, sound effects or costumes for the play To Kill A Mockingbird. They will use historical images of that time period to create the visual aspects of the play.
- Students will participate in a lecture on the history of Technical Theatre. They will pick a time period and design a set, lighting, sound or costume design using only the tools available in that time period.
- Students will create a visual character board for the character that they are representing in a class play or assigned monologue.
- Students will write a scene. They will break into roles of Director, Actors, Designers and Writer.
- Students will use their written scenes in rehearsal. Designers will use provided supplies to create a set for their scene.
- Students will memorize lines, make character choices, perform for the director for notes and finish creating their set.
Vocabulary
Analysis
Theatrical Hierarchy and how it works in the classroom.
- Contextual Reading
- Characterization
- Dramaturgy
- Using information in plays to inspire design choices.
- Using technology to influence design and prepare students for career pathways.
- Using historical facts and images for ideas and inspiration
- Using cultural facts and images for ideas and inspiration.
Theatrical Hierarchy and how it works in the classroom.
Anchor Standards
Anchor Standard 2: Organize and develop artistic ideas and work.
AE17.TH.PRO.4
Explore the function of history and culture in the development of a dramatic concept through a critical analysis of original ideas in a drama/theatre work.
COS Examples
Example: Hamilton
Explore the function of history and culture in the development of a dramatic concept through a critical analysis of original ideas in a drama/theatre work.
COS Examples
Example: Hamilton
Unpacked Content
Essential Questions
EU: Theatre artists work to discover different ways of communicating meaning.
EQ: How, when, and why do theatre artists' choices change?
EQ: How, when, and why do theatre artists' choices change?
Skills Examples
- Students will design the set, sound effects or costumes for the play To Kill A Mockingbird. They will use historical images of that time period to create the visual aspects of the play.
- Students will participate in a lecture on the history of Technical Theatre. They will pick a time period and design a set, lighting, sound or costume design using only the tools available in that time period.
- Students will create a visual character board for the character that they are representing in a class play or assigned monologue.
- Students will write a scene. They will break into roles of Director, Actors, Designers and Writer.
- Students will use their written scenes in rehearsal. Designers will use provided supplies to create a set for their scene.
- Students will memorize lines, make character choices, perform for the director for notes and finish creating their set.
Vocabulary
Analysis
Theatrical Hierarchy and how it works in the classroom.
- Contextual Reading
- Characterization
- Dramaturgy
- Using information in plays to inspire design choices.
- Using technology to influence design and prepare students for career pathways.
- Using historical facts and images for ideas and inspiration
- Using cultural facts and images for ideas and inspiration.
Theatrical Hierarchy and how it works in the classroom.
Anchor Standards
Anchor Standard 2: Organize and develop artistic ideas and work.
AE17.TH.PRO.5
Investigate the collaborative nature of the actor, director, playwright, and designers and explore their interdependent roles in a drama/theatre work.
Investigate the collaborative nature of the actor, director, playwright, and designers and explore their interdependent roles 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?
EQ: How, when, and why do theatre artists' choices change?
Skills Examples
- Students will design the set, sound effects or costumes for the play To Kill A Mockingbird. They will use historical images of that time period to create the visual aspects of the play.
- Students will participate in a lecture on the history of Technical Theatre. They will pick a time period and design a set, lighting, sound or costume design using only the tools available in that time period.
- Students will create a visual character board for the character that they are representing in a class play or assigned monologue.
- Students will write a scene. They will break into roles of Director, Actors, Designers and Writer.
- Students will use their written scenes in rehearsal. Designers will use provided supplies to create a set for their scene.
- Students will memorize lines, make character choices, perform for the director for notes and finish creating their set.
Vocabulary
Analysis
Theatrical Hierarchy and how it works in the classroom.
- Contextual Reading
- Characterization
- Dramaturgy
- Using information in plays to inspire design choices.
- Using technology to influence design and prepare students for career pathways.
- Using historical facts and images for ideas and inspiration
- Using cultural facts and images for ideas and inspiration.
Theatrical Hierarchy and how it works in the classroom.
Anchor Standards
Anchor Standard 2: Organize and develop artistic ideas and work.
AE17.TH.PRO.C.C
Rehearse
Rehearse
AE17.TH.PRO.6
Practice and revise a devised or scripted drama/theatre work using theatrical staging conventions.
COS Examples
Example: Identify and use basic stage areas and stage directions in rehearsal: upstage, downstage, stage right, stage left, cross, enter, exit, stage balance, composition, and picturization.
Practice and revise a devised or scripted drama/theatre work using theatrical staging conventions.
COS Examples
Example: Identify and use basic stage areas and stage directions in rehearsal: upstage, downstage, stage right, stage left, cross, enter, exit, stage balance, composition, and picturization.
Unpacked Content
Essential Questions
EU: Theatre artists work to discover different ways of communicating meaning.
EQ: How, when, and why do theatre artists' choices change?
EQ: How, when, and why do theatre artists' choices change?
Skills Examples
- Students will design the set, sound effects or costumes for the play To Kill A Mockingbird. They will use historical images of that time period to create the visual aspects of the play.
- Students will participate in a lecture on the history of Technical Theatre. They will pick a time period and design a set, lighting, sound or costume design using only the tools available in that time period.
- Students will create a visual character board for the character that they are representing in a class play or assigned monologue.
- Students will write a scene. They will break into roles of Director, Actors, Designers and Writer.
- Students will use their written scenes in rehearsal. Designers will use provided supplies to create a set for their scene.
- Students will memorize lines, make character choices, perform for the director for notes and finish creating their set.
Vocabulary
Analysis
Theatrical Hierarchy and how it works in the classroom.
- Contextual Reading
- Characterization
- Dramaturgy
- Using information in plays to inspire design choices.
- Using technology to influence design and prepare students for career pathways.
- Using historical facts and images for ideas and inspiration
- Using cultural facts and images for ideas and inspiration.
Theatrical Hierarchy and how it works in the classroom.
Anchor Standards
Anchor Standard 2: Organize and develop artistic ideas and work.
AE17.TH.PRO.7
Explore physical, vocal, and emotional choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work.
Explore physical, vocal, and emotional choices to develop a performance that is believable, authentic, and relevant to 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?
EQ: How do theatre artists transform and edit their initial ideas?
Skills Examples
- Students will design the set, sound effects or costumes for the play To Kill A Mockingbird. They will use historical images of that time period to create the visual aspects of the play.
- Students will participate in a lecture on the history of Technical Theatre. They will pick a time period and design a set, lighting, sound or costume design using only the tools available in that time period.
- Students will create a visual character board for the character that they are representing in a class play or assigned monologue.
- Students will write a scene. They will break into roles of Director, Actors, Designers and Writer.
- Students will use their written scenes in rehearsal. Designers will use provided supplies to create a set for their scene.
- Students will memorize lines, make character choices, perform for the director for notes and finish creating their set.
Vocabulary
Analysis
Theatrical Hierarchy and how it works in the classroom.
- Contextual Reading
- Characterization
- Dramaturgy
- Using information in plays to inspire design choices.
- Using technology to influence design and prepare students for career pathways.
- Using historical facts and images for ideas and inspiration
- Using cultural facts and images for ideas and inspiration.
Theatrical Hierarchy and how it works in the classroom.
Anchor Standards
Anchor Standard 3: Refine and complete artistic work.
AE17.TH.PRO.8
Create and refine the technical design choices to support the story and emotional impact of devised or scripted drama/theatre works.
Create and refine the technical design choices to support the story and emotional impact of devised or scripted drama/theatre works.
Unpacked Content
Essential Questions
EU: Theatre artists refine their work and practice their craft through rehearsal.
EQ: How do theatre artists transform and edit their initial ideas?
EQ: How do theatre artists transform and edit their initial ideas?
Skills Examples
- Students will design the set, sound effects or costumes for the play To Kill A Mockingbird. They will use historical images of that time period to create the visual aspects of the play.
- Students will participate in a lecture on the history of Technical Theatre. They will pick a time period and design a set, lighting, sound or costume design using only the tools available in that time period.
- Students will create a visual character board for the character that they are representing in a class play or assigned monologue.
- Students will write a scene. They will break into roles of Director, Actors, Designers and Writer.
- Students will use their written scenes in rehearsal. Designers will use provided supplies to create a set for their scene.
- Students will memorize lines, make character choices, perform for the director for notes and finish creating their set.
Vocabulary
Analysis
Theatrical Hierarchy and how it works in the classroom.
- Contextual Reading
- Characterization
- Dramaturgy
- Using information in plays to inspire design choices.
- Using technology to influence design and prepare students for career pathways.
- Using historical facts and images for ideas and inspiration
- Using cultural facts and images for ideas and inspiration.
Theatrical Hierarchy and how it works in the classroom.
Anchor Standards
Anchor Standard 3: Refine and complete artistic work.
AE17.TH.PRO.P
Performing
Performing
AE17.TH.PRO.P.A
Select
Select
AE17.TH.PRO.9
Examine how character relationships assist in telling the story of a drama/theatre work.
Examine how character relationships assist in telling the story of 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?
EQ: Why are strong choices essential to interpreting a drama or theatre piece?
Skills Examples
- Students will discuss in a classroom setting the differences in dealing with friends, family, fellow workers, employees or a boss: how you speak, listen and react differently in each of those relationships.
- Students will have improvisational scenes using those roles as starting points in the scenes.
- Students will study Viola Spolin techniques in class and use those techniques in classroom scene work.
- Students will research scenic painting and how it can enhance scene aesthetic for their various plays and performances.
- Students will create Living Newspapers for their classroom audience, using modern articles, various roles for each student and rehearsal to refine the final performance.
Vocabulary
Research
Design
Theatrical production
- motivation
- origin
- rising actions
- climax
- protagonist vs antagonist
- Alexander Technique
- diction
- consonants
- vowels
- motivated movement
- blocking
Design
Theatrical production
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.TH.PRO.10
Shape character choices in response to given circumstances in a drama/theatre work.
Shape character choices in response to given circumstances 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?
EQ: Why are strong choices essential to interpreting a drama or theatre piece?
Skills Examples
- Students will discuss in a classroom setting the differences in dealing with friends, family, fellow workers, employees or a boss: how you speak, listen and react differently in each of those relationships.
- Students will have improvisational scenes using those roles as starting points in the scenes.
- Students will study Viola Spolin techniques in class and use those techniques in classroom scene work.
- Students will research scenic painting and how it can enhance scene aesthetic for their various plays and performances.
- Students will create Living Newspapers for their classroom audience, using modern articles, various roles for each student and rehearsal to refine the final performance.
Vocabulary
Research
Design
Theatrical production
- motivation
- origin
- rising actions
- climax
- protagonist vs antagonist
- Alexander Technique
- diction
- consonants
- vowels
- motivated movement
- blocking
Design
Theatrical production
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.TH.PRO.P.B
Prepare
Prepare
AE17.TH.PRO.11
Explore various acting techniques to expand skills in a rehearsal or drama/theatre performance.
COS Examples
Examples: Laban effort shapes to enhance movement, Stanislavski method for character development, Alexander technique for breath and body control
Explore various acting techniques to expand skills in a rehearsal or drama/theatre performance.
COS Examples
Examples: Laban effort shapes to enhance movement, Stanislavski method for character development, Alexander technique for breath and body control
Unpacked Content
Essential Questions
EU: Theatre artists develop personal processes and skills for a performance or design.
EQ: What can I do to fully prepare a performance or technical design?
EQ: What can I do to fully prepare a performance or technical design?
Skills Examples
- Students will discuss in a classroom setting the differences in dealing with friends, family, fellow workers, employees or a boss: how you speak, listen and react differently in each of those relationships.
- Students will have improvisational scenes using those roles as starting points in the scenes.
- Students will study Viola Spolin techniques in class and use those techniques in classroom scene work.
- Students will research scenic painting and how it can enhance scene aesthetic for their various plays and performances.
- Students will create Living Newspapers for their classroom audience, using modern articles, various roles for each student and rehearsal to refine the final performance.
Vocabulary
Research
Design
Theatrical production
- motivation
- origin
- rising actions
- climax
- protagonist vs antagonist
- Alexander Technique
- diction
- consonants
- vowels
- motivated movement
- blocking
Design
Theatrical production
Anchor Standards
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
AE17.TH.PRO.12
Use researched technical elements to increase the impact of design for a drama/theatre production.
Use researched technical elements to increase the impact of design for a 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?
EQ: What can I do to fully prepare a performance or technical design?
Skills Examples
- Students will discuss in a classroom setting the differences in dealing with friends, family, fellow workers, employees or a boss: how you speak, listen and react differently in each of those relationships.
- Students will have improvisational scenes using those roles as starting points in the scenes.
- Students will study Viola Spolin techniques in class and use those techniques in classroom scene work.
- Students will research scenic painting and how it can enhance scene aesthetic for their various plays and performances.
- Students will create Living Newspapers for their classroom audience, using modern articles, various roles for each student and rehearsal to refine the final performance.
Vocabulary
Research
Design
Theatrical production
- motivation
- origin
- rising actions
- climax
- protagonist vs antagonist
- Alexander Technique
- diction
- consonants
- vowels
- motivated movement
- blocking
Design
Theatrical production
Anchor Standards
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
AE17.TH.PRO.P.C
Present
Present
AE17.TH.PRO.13
Perform a scripted drama/theatre work for a specific audience.
COS Examples
Example: Perform a children’s theatre piece for students in grades K-2 in their school system.
Perform a scripted drama/theatre work for a specific audience.
COS Examples
Example: Perform a children’s theatre piece for students in grades K-2 in their school system.
Unpacked Content
Essential Questions
EU: Theatre artists share and present stories, ideas, and envisioned worlds to explore the human experience.
EQ: What happens when theatre artists and audiences share a creative experience?
EQ: What happens when theatre artists and audiences share a creative experience?
Skills Examples
- Students will discuss in a classroom setting the differences in dealing with friends, family, fellow workers, employees or a boss: how you speak, listen and react differently in each of those relationships.
- Students will have improvisational scenes using those roles as starting points in the scenes.
- Students will study Viola Spolin techniques in class and use those techniques in classroom scene work.
- Students will research scenic painting and how it can enhance scene aesthetic for their various plays and performances.
- Students will create Living Newspapers for their classroom audience, using modern articles, various roles for each student and rehearsal to refine the final performance.
Vocabulary
Research
Design
Theatrical production
- motivation
- origin
- rising actions
- climax
- protagonist vs antagonist
- Alexander Technique
- diction
- consonants
- vowels
- motivated movement
- blocking
Design
Theatrical production
Anchor Standards
Anchor Standard 6: Convey meaning through the presentation of artistic work.
AE17.TH.PRO.R
Responding
Responding
