UP:AE17.TH.3.4

Vocabulary

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

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

Essential Questions

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

Skills Examples

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

Anchor Standards

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