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
- 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
Movement
Characterization
Design
Theatrical production
Analysis
- observation
- perspective (cultural, audience)
- content
- tone
Movement
Characterization
- emotions
- memory
Design
Theatrical production
- mood
- applaud
- attentive
Anchor Standards
Anchor Standard 8: Interpret intent and meaning in artistic work.
