AE17.TH.3.16

Arts Education (2017) Grade(s): 3 - Theatre

AE17.TH.3.16
Consider multiple ways to develop a character using physical characteristics and prop or costume design choices that reflect appropriate cultural perspectives in drama/theatre work.

Unpacked Content

Essential Questions

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

Skills Examples

Make observations that explain why artistic choices were made in a dramatic/ theatrical work (e.g., being able to explain how movement, props, and other technical elements affect mood).
Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
Explain meaning of cultural perspectives.
Practice identifying various cultural perspectives. Folktales from Africa, Native Americans, Japan, etc. and cultural figures such as Harriet Tubman, Mulan, etc., provide some good source material.
Consider multiple ways to develop a character using physical characteristics that reflect appropriate cultural perspectives (e.g., a warrior might walk with straight posture, a Chinese lady might make small, shuffling steps, etc.).
Consider multiple ways to develop a character using prop or costume design choices that reflect appropriate cultural perspectives (e.g., an old man may use a cane, a Japanese woman may carry a fan, a woman of African descent might wear a headscarf, etc.).
Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
Make connections between oneself and the character's emotions in a dramatic/ theatrical work and be able to explain how those connections are made (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
Recognize how audiences evaluate dramatic/ theatrical works (e.g., content, tone, technical elements, theme, etc.).
Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
Identify what technical elements are (e.g., scenery, lighting, makeup and costume design, and props).
Identify and articulate technical elements found in multiple dramatic/ theatrical works.
Analyze the technical elements from multiple drama/ theatrical works. Be able to explain how they contribute to the story or characters in the work.
Explain what audience perspective is. Be able to articulate what your audience cares about, what might offend them, what they need and want, etc.
Evaluate and analyze problems and situations that arise in a dramatic/ theatrical work from an audience perspective. Explain how a work might be perceived from various perspectives (i.e., a sweet, old grandmother; a sad unloved, poor boy; a class clown, etc.) and how the work might need to change to work for those various audiences.

Vocabulary

Research
Analysis

observation
perspective (cultural, audience)
content
tone

Voice
Movement
Characterization

emotions
memory

Directing
Design
Theatrical production

mood
applaud
attentive

Anchor Standards

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