AE17.TH.PRO.R.A
Reflect
Reflect
AE17.TH.PRO.R.A
AE17.TH.PRO.14
Respond to what is seen, felt, and heard in a drama/theatre work in order to make artistic choices.
Respond to what is seen, felt, and heard in a drama/theatre work in order to make artistic choices.
Unpacked Content
Essential Questions
EU: Theatre artists reflect to understand the impact of drama processes and theatre experiences.
EQ: How do theatre artists comprehend the essence of drama processes and theatre experiences?
EQ: How do theatre artists comprehend the essence of drama processes and theatre experiences?
Skills Examples
- Students will watch a play or a filmed play if live theatre is not available (for prime examples, network with high schools, local community and college theatre programs, or traveling professional theatre companies).
- Students will have an open discussion of their opinions about the play. They will begin by answering the questions: 1. What did I see? 2. What did I feel?
- Review online original critiques of the previously viewed play. Discuss the value and weight these reviews receive on a daily basis in the world of theatre. Taking into consideration the critiques and earlier open discussion, students will write their own critiques in which they justify their perspectives and beliefs concerning the play.
Vocabulary
Research
Characterization
- Original Play Critiques
- Live Theatre
- Reflection
- Written Critiques
- Open forum discussion
- Constructive Feedback
- Alexander Technique
- Tone
- Volume
- Enunciation
Characterization
- Believability
- Stanislavski
- Blocking
- Business on stage
- Choices
- Balanced stages
- Picturization
- Lighting
- gels
- LEDs
- stage plots
- cues
- Costume
- characterization
- Sewing
- patterns
- costume plots
- Sound
- stage plot
- sound cues
- special effects
- Makeup
- Stage makeup
- Use of shadow
- corrective makeup
- Cleaning procedures
- Stage management
Anchor Standards
Anchor Standard 7: Perceive and analyze artistic work.
AE17.TH.PRO.R.B
Interpret
Interpret
AE17.TH.PRO.15
Analyze and compare artistic choices in several drama/theatre works based on criteria developed from one’s own experiences.
Analyze and compare artistic choices in several drama/theatre works based on criteria developed from one’s own experiences.
Unpacked Content
Essential Questions
EU: Theatre artists' interpretations of drama/theatre work are influenced by personal experiences and aesthetics
EQ: How can the same work of art communicate different messages to different people?
EQ: How can the same work of art communicate different messages to different people?
Skills Examples
- Students will watch a play or a filmed play if live theatre is not available (for prime examples, network with high schools, local community and college theatre programs, or traveling professional theatre companies).
- Students will have an open discussion of their opinions about the play. They will begin by answering the questions: 1. What did I see? 2. What did I feel?
- Review online original critiques of the previously viewed play. Discuss the value and weight these reviews receive on a daily basis in the world of theatre. Taking into consideration the critiques and earlier open discussion, students will write their own critiques in which they justify their perspectives and beliefs concerning the play.
Vocabulary
Research
Characterization
- Original Play Critiques
- Live Theatre
- Reflection
- Written Critiques
- Open forum discussion
- Constructive Feedback
- Alexander Technique
- Tone
- Volume
- Enunciation
Characterization
- Believability
- Stanislavski
- Blocking
- Business on stage
- Choices
- Balanced stages
- Picturization
- Lighting
- gels
- LEDs
- stage plots
- cues
- Costume
- characterization
- Sewing
- patterns
- costume plots
- Sound
- stage plot
- sound cues
- special effects
- Makeup
- Stage makeup
- Use of shadow
- corrective makeup
- Cleaning procedures
- Stage management
Anchor Standards
Anchor Standard 8: Interpret intent and meaning in artistic work.
AE17.TH.PRO.16
Identify and compare cultural perspectives and contexts that may influence the evaluation of a drama/theatre work.
Identify and compare cultural perspectives and contexts that may 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?
EQ: How can the same work of art communicate different messages to different people?
Skills Examples
- Students will watch a play or a filmed play if live theatre is not available (for prime examples, network with high schools, local community and college theatre programs, or traveling professional theatre companies).
- Students will have an open discussion of their opinions about the play. They will begin by answering the questions: 1. What did I see? 2. What did I feel?
- Review online original critiques of the previously viewed play. Discuss the value and weight these reviews receive on a daily basis in the world of theatre. Taking into consideration the critiques and earlier open discussion, students will write their own critiques in which they justify their perspectives and beliefs concerning the play.
Vocabulary
Research
Characterization
- Original Play Critiques
- Live Theatre
- Reflection
- Written Critiques
- Open forum discussion
- Constructive Feedback
- Alexander Technique
- Tone
- Volume
- Enunciation
Characterization
- Believability
- Stanislavski
- Blocking
- Business on stage
- Choices
- Balanced stages
- Picturization
- Lighting
- gels
- LEDs
- stage plots
- cues
- Costume
- characterization
- Sewing
- patterns
- costume plots
- Sound
- stage plot
- sound cues
- special effects
- Makeup
- Stage makeup
- Use of shadow
- corrective makeup
- Cleaning procedures
- Stage management
Anchor Standards
Anchor Standard 8: Interpret intent and meaning in artistic work.
AE17.TH.PRO.17
Justify personal aesthetics, preferences, and beliefs through participation in and observation of a drama/theatre work.
Justify personal aesthetics, preferences, and beliefs through participation in and observation 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?
EQ: How can the same work of art communicate different messages to different people?
Skills Examples
- Students will watch a play or a filmed play if live theatre is not available (for prime examples, network with high schools, local community and college theatre programs, or traveling professional theatre companies).
- Students will have an open discussion of their opinions about the play. They will begin by answering the questions: 1. What did I see? 2. What did I feel?
- Review online original critiques of the previously viewed play. Discuss the value and weight these reviews receive on a daily basis in the world of theatre. Taking into consideration the critiques and earlier open discussion, students will write their own critiques in which they justify their perspectives and beliefs concerning the play.
Vocabulary
Research
Characterization
- Original Play Critiques
- Live Theatre
- Reflection
- Written Critiques
- Open forum discussion
- Constructive Feedback
- Alexander Technique
- Tone
- Volume
- Enunciation
Characterization
- Believability
- Stanislavski
- Blocking
- Business on stage
- Choices
- Balanced stages
- Picturization
- Lighting
- gels
- LEDs
- stage plots
- cues
- Costume
- characterization
- Sewing
- patterns
- costume plots
- Sound
- stage plot
- sound cues
- special effects
- Makeup
- Stage makeup
- Use of shadow
- corrective makeup
- Cleaning procedures
- Stage management
Anchor Standards
Anchor Standard 8: Interpret intent and meaning in artistic work.
AE17.TH.PRO.R.C
Evaluate
Evaluate
AE17.TH.PRO.18
Examine a drama/ theatre work using supporting evidence and criteria, while considering art forms, history, culture, and other disciplines.
Examine a drama/ theatre work using supporting evidence and criteria, while considering art forms, history, culture, and other disciplines.
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
- Students will watch a play or a filmed play if live theatre is not available (for prime examples, network with high schools, local community and college theatre programs, or traveling professional theatre companies).
- Students will have an open discussion of their opinions about the play. They will begin by answering the questions: 1. What did I see? 2. What did I feel?
- Review online original critiques of the previously viewed play. Discuss the value and weight these reviews receive on a daily basis in the world of theatre. Taking into consideration the critiques and earlier open discussion, students will write their own critiques in which they justify their perspectives and beliefs concerning the play.
Vocabulary
Research
Characterization
- Original Play Critiques
- Live Theatre
- Reflection
- Written Critiques
- Open forum discussion
- Constructive Feedback
- Alexander Technique
- Tone
- Volume
- Enunciation
Characterization
- Believability
- Stanislavski
- Blocking
- Business on stage
- Choices
- Balanced stages
- Picturization
- Lighting
- gels
- LEDs
- stage plots
- cues
- Costume
- characterization
- Sewing
- patterns
- costume plots
- Sound
- stage plot
- sound cues
- special effects
- Makeup
- Stage makeup
- Use of shadow
- corrective makeup
- Cleaning procedures
- Stage management
Anchor Standards
Anchor Standard 9: Apply criteria to evaluate artistic work.
AE17.TH.PRO.19
Consider the aesthetics of the production elements in a drama/theatre work.
Consider the aesthetics of the production elements 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?
EQ: How are the theatre artist's processes and the audience's perspectives impacted by analysis and synthesis?
Skills Examples
- Students will watch a play or a filmed play if live theatre is not available (for prime examples, network with high schools, local community and college theatre programs, or traveling professional theatre companies).
- Students will have an open discussion of their opinions about the play. They will begin by answering the questions: 1. What did I see? 2. What did I feel?
- Review online original critiques of the previously viewed play. Discuss the value and weight these reviews receive on a daily basis in the world of theatre. Taking into consideration the critiques and earlier open discussion, students will write their own critiques in which they justify their perspectives and beliefs concerning the play.
Vocabulary
Research
Characterization
- Original Play Critiques
- Live Theatre
- Reflection
- Written Critiques
- Open forum discussion
- Constructive Feedback
- Alexander Technique
- Tone
- Volume
- Enunciation
Characterization
- Believability
- Stanislavski
- Blocking
- Business on stage
- Choices
- Balanced stages
- Picturization
- Lighting
- gels
- LEDs
- stage plots
- cues
- Costume
- characterization
- Sewing
- patterns
- costume plots
- Sound
- stage plot
- sound cues
- special effects
- Makeup
- Stage makeup
- Use of shadow
- corrective makeup
- Cleaning procedures
- Stage management
Anchor Standards
Anchor Standard 9: Apply criteria to evaluate artistic work.
AE17.TH.PRO.20
Classify and explore a drama/ theatre work by considering its specific purpose or intended audience.
Classify and explore a drama/ theatre work by considering its specific purpose or intended 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
- Students will watch a play or a filmed play if live theatre is not available (for prime examples, network with high schools, local community and college theatre programs, or traveling professional theatre companies).
- Students will have an open discussion of their opinions about the play. They will begin by answering the questions: 1. What did I see? 2. What did I feel?
- Review online original critiques of the previously viewed play. Discuss the value and weight these reviews receive on a daily basis in the world of theatre. Taking into consideration the critiques and earlier open discussion, students will write their own critiques in which they justify their perspectives and beliefs concerning the play.
Vocabulary
Research
Characterization
- Original Play Critiques
- Live Theatre
- Reflection
- Written Critiques
- Open forum discussion
- Constructive Feedback
- Alexander Technique
- Tone
- Volume
- Enunciation
Characterization
- Believability
- Stanislavski
- Blocking
- Business on stage
- Choices
- Balanced stages
- Picturization
- Lighting
- gels
- LEDs
- stage plots
- cues
- Costume
- characterization
- Sewing
- patterns
- costume plots
- Sound
- stage plot
- sound cues
- special effects
- Makeup
- Stage makeup
- Use of shadow
- corrective makeup
- Cleaning procedures
- Stage management
Anchor Standards
Anchor Standard 9: Apply criteria to evaluate artistic work.
AE17.TH.PRO.CN
Connecting
Connecting
AE17.TH.PRO.CN.A
Empathize
Empathize
AE17.TH.PRO.21
Examine how cultural perspectives, community ideas, and personal beliefs impact a drama/theatre work.
Examine how cultural perspectives, community ideas, and personal beliefs impact 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
- The students will study morality plays and write a short play for class. They will use modern day moral dilemmas to recreate the morality plays of rebirth of theatre.
- Students will read a one act play of a specific time period and discuss how their personal perspectives impact their response to the play.
- Students will be divided into groups and will be assigned different genres to create a short scene. Students will do a gallery walk to watch each group's performance. They will then respond to each scene asking the following questions: 1. How did I feel? 2. What did I see? 3. I have an opinion would you like to hear it? Students can then respond to critique in a constructive way.
- Students will break into groups of two and write a short play. They will then research the process of how they can copyright it. They will sell their plays to the class, who will represent a publishing company. The play that is chosen will be "published." The class will then fill out a contract that they develop through research in order to perform the play. They will have a reader's theatre performance of the show. The students will create and perform the characters.
Vocabulary
Research
- Period styles of acting
- Presentational acting
- script reading
- characterization
- motivation
- projection
- diaphragmatic breathing
- posture
- period movement
- motivated movement
- adapting the body to the show
- Focus
- objectives
- Outside in Acting
- pantomime
- Designing for the
- period production
- Building technique
- Shop safety
- 5Ws
- Dramatic Structure
- Dialogue
- Nonverbal
- Communication
- Concept unification
Anchor Standards
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
AE17.TH.PRO.CN.B
Interrelate
Interrelate
AE17.TH.PRO.22
Explore how cultural, global, and historic belief systems affect creative choices in a drama/theatre work.
Explore how cultural, global, and historic belief systems affect creative choices in a drama/theatre work.
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
- The students will study morality plays and write a short play for class. They will use modern day moral dilemmas to recreate the morality plays of rebirth of theatre.
- Students will read a one act play of a specific time period and discuss how their personal perspectives impact their response to the play.
- Students will be divided into groups and will be assigned different genres to create a short scene. Students will do a gallery walk to watch each group's performance. They will then respond to each scene asking the following questions: 1. How did I feel? 2. What did I see? 3. I have an opinion would you like to hear it? Students can then respond to critique in a constructive way.
- Students will break into groups of two and write a short play. They will then research the process of how they can copyright it. They will sell their plays to the class, who will represent a publishing company. The play that is chosen will be "published." The class will then fill out a contract that they develop through research in order to perform the play. They will have a reader's theatre performance of the show. The students will create and perform the characters.
Vocabulary
Research
- Period styles of acting
- Presentational acting
- script reading
- characterization
- motivation
- projection
- diaphragmatic breathing
- posture
- period movement
- motivated movement
- adapting the body to the show
- Focus
- objectives
- Outside in Acting
- pantomime
- Designing for the
- period production
- Building technique
- Shop safety
- 5Ws
- Dramatic Structure
- Dialogue
- Nonverbal
- Communication
- Concept unification
Anchor Standards
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
AE17.TH.PRO.CN.C
Research
Research
AE17.TH.PRO.23
Research how theatre artists apply creative processes to tell stories in a devised or scripted drama/theatre work, using theatre research methods.
Research how theatre artists apply creative processes to tell stories in a devised or scripted drama/theatre work, using theatre research methods.
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
- The students will study morality plays and write a short play for class. They will use modern day moral dilemmas to recreate the morality plays of rebirth of theatre.
- Students will read a one act play of a specific time period and discuss how their personal perspectives impact their response to the play.
- Students will be divided into groups and will be assigned different genres to create a short scene. Students will do a gallery walk to watch each group's performance. They will then respond to each scene asking the following questions: 1. How did I feel? 2. What did I see? 3. I have an opinion would you like to hear it? Students can then respond to critique in a constructive way.
- Students will break into groups of two and write a short play. They will then research the process of how they can copyright it. They will sell their plays to the class, who will represent a publishing company. The play that is chosen will be "published." The class will then fill out a contract that they develop through research in order to perform the play. They will have a reader's theatre performance of the show. The students will create and perform the characters.
Vocabulary
Research
- Period styles of acting
- Presentational acting
- script reading
- characterization
- motivation
- projection
- diaphragmatic breathing
- posture
- period movement
- motivated movement
- adapting the body to the show
- Focus
- objectives
- Outside in Acting
- pantomime
- Designing for the
- period production
- Building technique
- Shop safety
- 5Ws
- Dramatic Structure
- Dialogue
- Nonverbal
- Communication
- Concept unification
Anchor Standards
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
AE17.TH.PRO.24
Use basic theatre research methods to better understand the social and cultural background of a drama/theatre work.
Use basic theatre research methods to better understand the social and cultural background of 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
- The students will study morality plays and write a short play for class. They will use modern day moral dilemmas to recreate the morality plays of rebirth of theatre.
- Students will read a one act play of a specific time period and discuss how their personal perspectives impact their response to the play.
- Students will be divided into groups and will be assigned different genres to create a short scene. Students will do a gallery walk to watch each group's performance. They will then respond to each scene asking the following questions: 1. How did I feel? 2. What did I see? 3. I have an opinion would you like to hear it? Students can then respond to critique in a constructive way.
- Students will break into groups of two and write a short play. They will then research the process of how they can copyright it. They will sell their plays to the class, who will represent a publishing company. The play that is chosen will be "published." The class will then fill out a contract that they develop through research in order to perform the play. They will have a reader's theatre performance of the show. The students will create and perform the characters.
Vocabulary
Research
- Period styles of acting
- Presentational acting
- script reading
- characterization
- motivation
- projection
- diaphragmatic breathing
- posture
- period movement
- motivated movement
- adapting the body to the show
- Focus
- objectives
- Outside in Acting
- pantomime
- Designing for the
- period production
- Building technique
- Shop safety
- 5Ws
- Dramatic Structure
- Dialogue
- Nonverbal
- Communication
- Concept unification
Anchor Standards
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
AE17.TH.PRO.25
Research the legal and ethical limitations and opportunities related to performing published material.
Research the legal and ethical limitations and opportunities related to performing published material.
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
- The students will study morality plays and write a short play for class. They will use modern day moral dilemmas to recreate the morality plays of rebirth of theatre.
- Students will read a one act play of a specific time period and discuss how their personal perspectives impact their response to the play.
- Students will be divided into groups and will be assigned different genres to create a short scene. Students will do a gallery walk to watch each group's performance. They will then respond to each scene asking the following questions: 1. How did I feel? 2. What did I see? 3. I have an opinion would you like to hear it? Students can then respond to critique in a constructive way.
- Students will break into groups of two and write a short play. They will then research the process of how they can copyright it. They will sell their plays to the class, who will represent a publishing company. The play that is chosen will be "published." The class will then fill out a contract that they develop through research in order to perform the play. They will have a reader's theatre performance of the show. The students will create and perform the characters.
Vocabulary
Research
- Period styles of acting
- Presentational acting
- script reading
- characterization
- motivation
- projection
- diaphragmatic breathing
- posture
- period movement
- motivated movement
- adapting the body to the show
- Focus
- objectives
- Outside in Acting
- pantomime
- Designing for the
- period production
- Building technique
- Shop safety
- 5Ws
- Dramatic Structure
- Dialogue
- Nonverbal
- Communication
- Concept unification
Anchor Standards
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
AE17.TH.AC
Accomplished
Accomplished
AE17.TH.AC.C
Creating
Creating
AE17.TH.AC.C.A
Envision, Conceptualize
Envision, Conceptualize
AE17.TH.AC.1
Investigate historical and cultural conventions and their impact on the visual composition of a drama/theatre work.
Investigate historical and cultural conventions and their impact on 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 pick one of 10 plays that represent plays from across multiple genres. They will begin the design process using research about prior productions of our play. They will work together to present their design for the play. Their research will be a large part of their grade.
- Students will study lighting in class. They will have lecture and discussion about the evolution of lighting in theatre. They will also discuss how lighting has allowed them to accomplish more with less instruments. Additionally, the students will "invent" their own lighting instrument that will fix the issues that they are currently experiencing as designers and technicians.
- The students will begin studying the acting technique of Stanislavski and The Method. They will demonstrate their new knowledge in their monologues for class.
- Students will work together to create a performance of Edgar Lee Master's Spoon River Anthology. They will work together to find pieces for every student in the class that work within the intent of the assignment. Students will create strong characters based off the short monologues in the play. Students will pair and critique each other during the process. Students can perform for other classes or film themselves for a final review after the performance.
- Students will create costumes, lighting, sound and a set design for their performance of Edgar Lee Master's Spoon River Anthology.
Vocabulary
Research
- Author research
- previous productions of the specific play
- Text breakdown
- Expositions
- Public Solitude
- Biomechanic
- Lessac
- Laban
- Accents
- Method of Physical Action
- Warm ups
- Laban
- emotional memory
- sense memory
- substitution
- affective memory
- given circumstances
- ensemble work
- lighting
- innovation/evolution of technical theatre
- technical crews and their jobs
- World of the play
- Production concept
- Copyrights and the right of the playwright
Anchor Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
AE17.TH.AC.2
Interpret and apply technology to design solutions for a drama/theatre work.
Interpret and apply technology to design solutions for 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 pick one of 10 plays that represent plays from across multiple genres. They will begin the design process using research about prior productions of our play. They will work together to present their design for the play. Their research will be a large part of their grade.
- Students will study lighting in class. They will have lecture and discussion about the evolution of lighting in theatre. They will also discuss how lighting has allowed them to accomplish more with less instruments. Additionally, the students will "invent" their own lighting instrument that will fix the issues that they are currently experiencing as designers and technicians.
- The students will begin studying the acting technique of Stanislavski and The Method. They will demonstrate their new knowledge in their monologues for class.
- Students will work together to create a performance of Edgar Lee Master's Spoon River Anthology. They will work together to find pieces for every student in the class that work within the intent of the assignment. Students will create strong characters based off the short monologues in the play. Students will pair and critique each other during the process. Students can perform for other classes or film themselves for a final review after the performance.
- Students will create costumes, lighting, sound and a set design for their performance of Edgar Lee Master's Spoon River Anthology.
Vocabulary
Research
- Author research
- previous productions of the specific play
- Text breakdown
- Expositions
- Public Solitude
- Biomechanic
- Lessac
- Laban
- Accents
- Method of Physical Action
- Warm ups
- Laban
- emotional memory
- sense memory
- substitution
- affective memory
- given circumstances
- ensemble work
- lighting
- innovation/evolution of technical theatre
- technical crews and their jobs
- World of the play
- Production concept
- Copyrights and the right of the playwright
Anchor Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
AE17.TH.AC.C.B
Develop
Develop
AE17.TH.AC.3
Use personal experiences and knowledge to develop a character who is believable and authentic in a drama/theatre work.
Use personal experiences and knowledge to develop 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 pick one of 10 plays that represent plays from across multiple genres. They will begin the design process using research about prior productions of our play. They will work together to present their design for the play. Their research will be a large part of their grade.
- Students will study lighting in class. They will have lecture and discussion about the evolution of lighting in theatre. They will also discuss how lighting has allowed them to accomplish more with less instruments. Additionally, the students will "invent" their own lighting instrument that will fix the issues that they are currently experiencing as designers and technicians.
- The students will begin studying the acting technique of Stanislavski and The Method. They will demonstrate their new knowledge in their monologues for class.
- Students will work together to create a performance of Edgar Lee Master's Spoon River Anthology. They will work together to find pieces for every student in the class that work within the intent of the assignment. Students will create strong characters based off the short monologues in the play. Students will pair and critique each other during the process. Students can perform for other classes or film themselves for a final review after the performance.
- Students will create costumes, lighting, sound and a set design for their performance of Edgar Lee Master's Spoon River Anthology.
Vocabulary
Research
- Author research
- previous productions of the specific play
- Text breakdown
- Expositions
- Public Solitude
- Biomechanic
- Lessac
- Laban
- Accents
- Method of Physical Action
- Warm ups
- Laban
- emotional memory
- sense memory
- substitution
- affective memory
- given circumstances
- ensemble work
- lighting
- innovation/evolution of technical theatre
- technical crews and their jobs
- World of the play
- Production concept
- Copyrights and the right of the playwright
Anchor Standards
Anchor Standard 2: Organize and develop artistic ideas and work.
AE17.TH.AC.4
Refine a dramatic concept to demonstrate a critical understanding of historical and cultural influences of original ideas applied to a drama/theatre work.
Refine a dramatic concept to demonstrate a critical understanding of historical and cultural influences of original ideas applied to 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 pick one of 10 plays that represent plays from across multiple genres. They will begin the design process using research about prior productions of our play. They will work together to present their design for the play. Their research will be a large part of their grade.
- Students will study lighting in class. They will have lecture and discussion about the evolution of lighting in theatre. They will also discuss how lighting has allowed them to accomplish more with less instruments. Additionally, the students will "invent" their own lighting instrument that will fix the issues that they are currently experiencing as designers and technicians.
- The students will begin studying the acting technique of Stanislavski and The Method. They will demonstrate their new knowledge in their monologues for class.
- Students will work together to create a performance of Edgar Lee Master's Spoon River Anthology. They will work together to find pieces for every student in the class that work within the intent of the assignment. Students will create strong characters based off the short monologues in the play. Students will pair and critique each other during the process. Students can perform for other classes or film themselves for a final review after the performance.
- Students will create costumes, lighting, sound and a set design for their performance of Edgar Lee Master's Spoon River Anthology.
Vocabulary
Research
- Author research
- previous productions of the specific play
- Text breakdown
- Expositions
- Public Solitude
- Biomechanic
- Lessac
- Laban
- Accents
- Method of Physical Action
- Warm ups
- Laban
- emotional memory
- sense memory
- substitution
- affective memory
- given circumstances
- ensemble work
- lighting
- innovation/evolution of technical theatre
- technical crews and their jobs
- World of the play
- Production concept
- Copyrights and the right of the playwright
Anchor Standards
Anchor Standard 2: Organize and develop artistic ideas and work.
AE17.TH.AC.5
Collaborate as a creative team to make interpretive choices for a drama/theatre work.
Collaborate as a creative team to make interpretive choices for 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 pick one of 10 plays that represent plays from across multiple genres. They will begin the design process using research about prior productions of our play. They will work together to present their design for the play. Their research will be a large part of their grade.
- Students will study lighting in class. They will have lecture and discussion about the evolution of lighting in theatre. They will also discuss how lighting has allowed them to accomplish more with less instruments. Additionally, the students will "invent" their own lighting instrument that will fix the issues that they are currently experiencing as designers and technicians.
- The students will begin studying the acting technique of Stanislavski and The Method. They will demonstrate their new knowledge in their monologues for class.
- Students will work together to create a performance of Edgar Lee Master's Spoon River Anthology. They will work together to find pieces for every student in the class that work within the intent of the assignment. Students will create strong characters based off the short monologues in the play. Students will pair and critique each other during the process. Students can perform for other classes or film themselves for a final review after the performance.
- Students will create costumes, lighting, sound and a set design for their performance of Edgar Lee Master's Spoon River Anthology.
Vocabulary
Research
- Author research
- previous productions of the specific play
- Text breakdown
- Expositions
- Public Solitude
- Biomechanic
- Lessac
- Laban
- Accents
- Method of Physical Action
- Warm ups
- Laban
- emotional memory
- sense memory
- substitution
- affective memory
- given circumstances
- ensemble work
- lighting
- innovation/evolution of technical theatre
- technical crews and their jobs
- World of the play
- Production concept
- Copyrights and the right of the playwright
Anchor Standards
Anchor Standard 2: Organize and develop artistic ideas and work.
AE17.TH.AC.C.C
Rehearse
Rehearse
AE17.TH.AC.6
Use the rehearsal process to analyze the dramatic concept and technical design elements of a devised or scripted drama/theatre work.
Use the rehearsal process to analyze the dramatic concept and technical design elements of a devised or scripted drama/theatre work.
Unpacked Content
Essential Questions
EU: Theatre artists refine their work and practice their craft through rehearsal.
EQ: How do theatre artists transform and edit their initial ideas?
EQ: How do theatre artists transform and edit their initial ideas?
Skills Examples
- Students will pick one of 10 plays that represent plays from across multiple genres. They will begin the design process using research about prior productions of our play. They will work together to present their design for the play. Their research will be a large part of their grade.
- Students will study lighting in class. They will have lecture and discussion about the evolution of lighting in theatre. They will also discuss how lighting has allowed them to accomplish more with less instruments. Additionally, the students will "invent" their own lighting instrument that will fix the issues that they are currently experiencing as designers and technicians.
- The students will begin studying the acting technique of Stanislavski and The Method. They will demonstrate their new knowledge in their monologues for class.
- Students will work together to create a performance of Edgar Lee Master's Spoon River Anthology. They will work together to find pieces for every student in the class that work within the intent of the assignment. Students will create strong characters based off the short monologues in the play. Students will pair and critique each other during the process. Students can perform for other classes or film themselves for a final review after the performance.
- Students will create costumes, lighting, sound and a set design for their performance of Edgar Lee Master's Spoon River Anthology.
Vocabulary
Research
- Author research
- previous productions of the specific play
- Text breakdown
- Expositions
- Public Solitude
- Biomechanic
- Lessac
- Laban
- Accents
- Method of Physical Action
- Warm ups
- Laban
- emotional memory
- sense memory
- substitution
- affective memory
- given circumstances
- ensemble work
- lighting
- innovation/evolution of technical theatre
- technical crews and their jobs
- World of the play
- Production concept
- Copyrights and the right of the playwright
Anchor Standards
Anchor Standard 3: Refine and complete artistic work.
AE17.TH.AC.7
Use research and script analysis to revise physical and vocal choices impacting the believability and relevance of a drama/ theatre work.
Use research and script analysis to revise physical and vocal choices impacting the believability and relevance of a drama/ theatre work.
Unpacked Content
Essential Questions
EU: Theatre artists refine their work and practice their craft through rehearsal.
EQ: How do theatre artists transform and edit their initial ideas?
EQ: How do theatre artists transform and edit their initial ideas?
Skills Examples
- Students will pick one of 10 plays that represent plays from across multiple genres. They will begin the design process using research about prior productions of our play. They will work together to present their design for the play. Their research will be a large part of their grade.
- Students will study lighting in class. They will have lecture and discussion about the evolution of lighting in theatre. They will also discuss how lighting has allowed them to accomplish more with less instruments. Additionally, the students will "invent" their own lighting instrument that will fix the issues that they are currently experiencing as designers and technicians.
- The students will begin studying the acting technique of Stanislavski and The Method. They will demonstrate their new knowledge in their monologues for class.
- Students will work together to create a performance of Edgar Lee Master's Spoon River Anthology. They will work together to find pieces for every student in the class that work within the intent of the assignment. Students will create strong characters based off the short monologues in the play. Students will pair and critique each other during the process. Students can perform for other classes or film themselves for a final review after the performance.
- Students will create costumes, lighting, sound and a set design for their performance of Edgar Lee Master's Spoon River Anthology.
Vocabulary
Research
- Author research
- previous productions of the specific play
- Text breakdown
- Expositions
- Public Solitude
- Biomechanic
- Lessac
- Laban
- Accents
- Method of Physical Action
- Warm ups
- Laban
- emotional memory
- sense memory
- substitution
- affective memory
- given circumstances
- ensemble work
- lighting
- innovation/evolution of technical theatre
- technical crews and their jobs
- World of the play
- Production concept
- Copyrights and the right of the playwright
Anchor Standards
Anchor Standard 3: Refine and complete artistic work.
AE17.TH.AC.8
Re-imagine and revise technical design choices during the course of a rehearsal process to enhance the story and emotional impact of a devised or scripted drama/theatre work.
Re-imagine and revise technical design choices during the course of a rehearsal process to enhance the story and emotional impact of a devised or scripted drama/theatre work.
Unpacked Content
Essential Questions
EU: Theatre artists refine their work and practice their craft through rehearsal.
EQ: How do theatre artists transform and edit their initial ideas?
EQ: How do theatre artists transform and edit their initial ideas?
Skills Examples
- Students will pick one of 10 plays that represent plays from across multiple genres. They will begin the design process using research about prior productions of our play. They will work together to present their design for the play. Their research will be a large part of their grade.
- Students will study lighting in class. They will have lecture and discussion about the evolution of lighting in theatre. They will also discuss how lighting has allowed them to accomplish more with less instruments. Additionally, the students will "invent" their own lighting instrument that will fix the issues that they are currently experiencing as designers and technicians.
- The students will begin studying the acting technique of Stanislavski and The Method. They will demonstrate their new knowledge in their monologues for class.
- Students will work together to create a performance of Edgar Lee Master's Spoon River Anthology. They will work together to find pieces for every student in the class that work within the intent of the assignment. Students will create strong characters based off the short monologues in the play. Students will pair and critique each other during the process. Students can perform for other classes or film themselves for a final review after the performance.
- Students will create costumes, lighting, sound and a set design for their performance of Edgar Lee Master's Spoon River Anthology.
Vocabulary
Research
- Author research
- previous productions of the specific play
- Text breakdown
- Expositions
- Public Solitude
- Biomechanic
- Lessac
- Laban
- Accents
- Method of Physical Action
- Warm ups
- Laban
- emotional memory
- sense memory
- substitution
- affective memory
- given circumstances
- ensemble work
- lighting
- innovation/evolution of technical theatre
- technical crews and their jobs
- World of the play
- Production concept
- Copyrights and the right of the playwright
Anchor Standards
Anchor Standard 3: Refine and complete artistic work.
AE17.TH.AC.P
Performing
Performing
AE17.TH.AC.P.A
Select
Select
AE17.TH.AC.9
Discover how unique choices shape believable and sustainable drama/theatre work.
Discover how unique choices shape believable and sustainable 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
- The students will watch numerous actors perform the same monologue from a play. They will discuss the differences and similarities. Students will also discuss what they would do for that same monologue. Students will then pair up and find a monologue. Each student will make their character choices and perform the monologue. The class will then critique how each monologue had success and challenges.
- Students will begin discussing dramaturgical principles. They will do a play analysis on a one act play. Students will decide how they would direct the play using their play analysis as a starting point.
- Students will learn about French Scenes and Beat and Actions. They will pair up and find a scene from a play. They will use French Scenes and Beats and Actions to refine their choices in the scene. Students will perform their scenes for each other for oral and written critique.
- Students will find a play. They will read and analyze the play. They will pick an aspect of the technical production to design. Students will use research, inspiration and design technique to create a new design for their play.
- Students will perform a one act play that is either written by the students or published. They will rehearse and perform the play during class. They will perform the play during class for an audience of their peers.
Vocabulary
Research
Characterization
- vocal warm up
- healthy practices
- dramaturgical
- protagonist
- Initial action
- Conflict
- Climax
- playwright intent
- historical context
- French scenes
- Beat and Actions
- Refining accents
- working on the American accent
- Self-awareness
Characterization
- Obstacles
- Tactics
- Creating a full Character not a caricature
- Pre-rehearsal work of the director
- making directing choices based on the text
- blocking using text analysis
- Using text for design choices
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
