PD Course
Close Reading in the Drama Classroom
Created by Lindsay Price
Close reading is an activity that puts curriculum standards into practice and it can be easily applied to the drama classroom.
Close reading asks a lot of your students. They have to read and think at the same time.
This course teaches drama teachers how the close reading process works, and gives them exercises and tools to apply it in the classroom.
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1Lesson 1Be Prepared22:14 FREE PREVIEWThis module answers questions like: What is Close Reading? What is its purpose? And what are the steps of Close Reading?
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1Lesson 1ABeing the Preparedest12:55In module 1A you’ll learn the final step to Close Reading - questions. Questions are key to Close Reading since they allow students to demonstrate comprehension.
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2Lesson 2Pre-Study Exercises27:56This module is all about pre-study exercises such as how to Close Read a picture, a title and a sentence as a way to prepare your students to Close Read something more complicated.
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3Lesson 3Modelling37:26You'll learn about modelling the process and how it helps your students approach Close Reading. In addition to using a monologue to model the process, you'll also learn some culminating activities.
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4Lesson 4Shakespeare29:34In this module, you’ll learn the guidelines and steps to Close Reading Shakespeare. You’ll also Close Read the prologue to Romeo and Juliet.
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4Lesson 4AShakespeare Continued21:00You’ll continue on with the Close Reading of Shakespeare as you Close Read the Sampson and Gregory scene from Romeo and Juliet.
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5Lesson 5Modern14:18In this module you’ll learn pre-study exercises and step through the Close Reading process with an Early Modern play - The Importance of Being Earnest.
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6Lesson 6Modern Continued22:24Continuing on with the Modern era, you’ll Close Read an absurd play: The Bald Soprano and a teen issue play: Censorbleep.
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7Lesson 7Exercises6:18You’ll learn even more exercises that will serve as exercises for your students’ minds. These are exercises you can take immediately into the classroom.
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8Lesson 8Assessment8:52You’ll address assessment of Close Reading by seeking the answers to the following questions: How do you assess something that is by and large a process? How do you assess something that demands a student draw conclusions?
Standards Addressed
Generate and conceptualize artistic ideas and work - Grade 6
Select, analyze, and interpret artistic work for presentation - Grade 6
Generate and conceptualize artistic ideas and work - Grade 7
Generate and conceptualize artistic ideas and work - Grade 8
Generate and conceptualize artistic ideas and work - High School Proficient
Select, analyze, and interpret artistic work for presentation - Grade HS Proficient
Perceive and analyze artistic work - Grade HS Proficient
Select, analyze, and interpret artistic work for presentation - Grade HS Accomplished
Perceive and analyze artistic work - Grade HS Advanced
Organize and develop artistic ideas and work - Grade 6
Interpret intent and meaning in artistic work - Grade 6
Organize and develop artistic ideas and work - Grade 7
Organize and develop artistic ideas and work - Grade 8
Interpret intent and meaning in artistic work - Grade HS Proficient
Organize and develop artistic ideas and work - Grade HS Advanced
Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding - Grade 6
Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding - Grade 7
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade 8
Apply criteria to evaluate artistic work - Grade HS Proficient
- TH:Re9.1.HSI.a Examine a drama/ theatre work using supporting evidence and criteria, while considering art forms, history, culture, and other disciplines.
- TH:Re9.1.HSI.c Formulate a deeper understanding and appreciation of a drama/ theatre work by considering its specific purpose or intended audience.
Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding - Grade HS Proficient
- TH:Cn11.2.HSI.a Research how other theatre artists apply creative processes to tell stories in a devised or scripted drama/theatre work, using theatre research methods.
- TH:Cn11.2.HSI.b Use basic theatre research methods to better understand the social and cultural background of a drama/theatre work.
Apply criteria to evaluate artistic work - Grade HS Accomplished
- TH:Re9.1.HSII.a Analyze and assess a drama/theatre work by connecting it to art forms, history, culture, and other disciplines using supporting evidence and criteria.
- TH:Re9.1.HSII.b Construct meaning in a drama/theatre work, considering personal aesthetics and knowledge of production elements while respecting others’ interpretations.
Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding - Grade HS Accomplished
Apply criteria to evaluate artistic work - Grade HS Advanced
Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding - Grade HS Advanced
6.TH:Cr1 Generate and conceptualize artistic ideas and work
6.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
7.TH:Cr1 Generate and conceptualize artistic ideas and work
8.TH:Cr1 Generate and conceptualize artistic ideas and work
Prof.TH:Cr1 Generate and conceptualize artistic ideas and work
Prof.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
Prof.TH:Re7 Perceive and analyze artistic work.
Acc.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
Adv.TH:Re7 Perceive and analyze artistic work.
6.TH:Cr2 Organize and develop artistic ideas and work.
6.TH:Re8 Interpret intent and meaning in artistic work.
7.TH:Cr2 Organize and develop artistic ideas and work.
8.TH:Cr2 Organize and develop artistic ideas and work.
Prof.TH:Re8 Interpret intent and meaning in artistic work.
Acc.TH:Cr2 Organize and develop artistic ideas and work.
Adv.TH:Cr2 Organize and develop artistic ideas and work.
6.TH:Cn11.2 Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
7.TH:Cn11.2 Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
8.TH:Cr3 Refine and complete artistic work.
Prof.TH:Re9 Apply criteria to evaluate artistic work.
- Prof.TH.Re9.a Examine a drama/ theatre work using supporting evidence and criteria, while considering art forms, history, culture, and other disciplines.
- Prof.TH.Re9.b Formulate a deeper understanding and appreciation of a drama/ theatre work by considering its specific purpose or intended audience.
Prof.TH:Cn11.2 Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Acc.TH:Re9 Apply criteria to evaluate artistic work.
- Acc.TH.Re9.a Analyze and assess a drama/theatre work by connecting it to art forms, history, culture, and other disciplines using supporting evidence and criteria
- Acc.TH.Re9.c Construct meaning in a drama/theatre work, considering personal aesthetics and knowledge of technical theatre elements while respecting others’ interpretations.
Acc.TH:Cn11.2 Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Adv.TH:Re9 Apply criteria to evaluate artistic work.
Adv.TH:Cn11.2 Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Sixth Grade
- DT.6.1.1.c Students Can: Explore a scripted or improvised character by imagining the given circumstances in a drama/theatre work.
- DT.6.1.2.a Students Can: Analyze to improve, refine, and evolve original ideas and artistic choices in a devised or scripted drama/theatre work.
- DT.6.1.3.b Students Can: Investigate the time period and place of a drama/theatre work to better understand performance and design choices.
- DT.6.1.4.a Students Can: Examine and articulate choices to refine a devised or scripted drama/theatre work.
- DT.6.2.1.a Students Can: Identify the essential events in a story or script that make up the dramatic structure in a drama/theatre work.
- DT.6.3.2.b Students Can: Identify cultural perspectives that may influence the evaluation of a drama/theatre work.
Seventh Grade
- DT.7.1.1.c Students Can: Envision and describe a scripted or improvised character's inner thoughts and objectives in a drama/theater work.
- DT.7.1.2.a Students Can: Examine and justify original ideas and artistic choices in a drama/theater work based on background knowledge, historical, and cultural context.
- DT.7.3.3.a Students Can: Research and analyze two different versions of the same drama/theatre story to determine differences and similarities in telling the story.
Eighth Grade
- DT.8.1.1.c Students Can: Develop a scripted or improvised character by articulating the character's inner thoughts, objectives, and motivations in a drama/theatre work.
- DT.8.1.2.a Students Can: Articulate and apply background knowledge, research, historical, and cultural context to the development of original ideas for a drama/theatre work.
- DT.8.1.4.a Students Can: Use repetition and analysis in order to revise devised or scripted drama/theatre work.
- DT.8.3.3.a Students Can: Research and discuss the playwright's intent for a drama/theatre work.
High School - Fundamental Pathway
- DT.H1.1.1.c Students Can: Generate ideas about a character that are believable and authentic using script analysis.
- DT.H1.2.1.a Students Can: Examine how character relationships assist in telling the story of a drama/theatre work.
- DT.H1.2.3.a Students Can: Apply creative processes to tell stories in a scripted drama/theatre work to connect with audience, community, and ensemble.
- DT.H1.3.1.a Students Can: Respond to what is seen, felt, and heard in a drama/theatre work to develop criteria for artistic choices.
- DT.H1.3.2.a Students Can: Analyze and compare artistic choices developed from personal experiences in multiple drama/theatre works.
- DT.H1.3.3.a Students Can: Implement fundamental theatre research methods to better understand the social and cultural background of a drama/theatre work.
- DT.H1.3.4.a Students Can: Examine a drama/theatre work using supporting evidence and criteria, while considering art forms, history, culture, and other disciplines.
High School - Advanced Pathway
- DT.H2.2.1.b Students Can: Assess how essential text information, research from various sources, and the director's concept influence artistic choices in a drama/theatre work.
- DT.H2.2.3.a Students Can: Execute creative processes to tell stories in a scripted drama/theatre work, to connect with audience, community, and ensemble.
- DT.H2.3.1.a Students Can: Respond to what is seen, felt, and heard in a drama/theatre work to critique artistic choices and justify meaningful feedback based on historical, cultural, and personal context.
- DT.H2.3.3.a Students Can: Explore how personal beliefs and biases can affect the interpretation of research data applied in drama/theatre work.
- DT.H2.3.4.a Students Can: Analyze and assess a drama/theatre work by connecting it to art forms, history, culture, and other disciplines using supporting evidence and criteria.
- DT.H2.3.4.b Students Can: Construct meaning in a drama/theatre work, considering personal aesthetics and knowledge of production elements while respecting others' interpretations.
High School - Professional Pathway
- DT.H3.1.2.a Students Can: Develop and synthesize original ideas in a drama/theatre work utilizing critical analysis, historical and cultural context, research, and Western or non-Western theatre traditions.
- DT.H3.2.3.a Students Can: Effectively execute creative processes to tell stories in a devised or scripted drama/theatre work, to connect with audience, community, and ensemble.
- DT.H3.3.1.a Students Can: Respond to what is seen, felt, and heard in a drama/theatre work to analyze artistic choices and justify meaningful feedback based on historical, cultural, and personal context.
- DT.H3.3.3.a Students Can: Present and support an opinion about the social, cultural, and historical understandings of a drama/theatre work, based on critical research.
- DT.H3.3.4.a Students Can: Research and synthesize cultural and historical information related to a drama/theatre work to support or evaluate artistic choice.
Reading: Literature
- CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- CCSS.ELA-LITERACY.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
- CCSS.ELA-LITERACY.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
- CCSS.ELA-LITERACY.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
- CCSS.ELA-LITERACY.RL.9-10.5 Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
- CCSS.ELA-LITERACY.RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Reading: Informational Text
- CCSS.ELA-LITERACY.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- CCSS.ELA-LITERACY.RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
- CCSS.ELA-LITERACY.RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
- CCSS.ELA-LITERACY.RI.9-10.5 Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
- CCSS.ELA-LITERACY.RI.9-10.6 Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Critical Thinking & Reflection
- TH.68.C.1.2 Develop a character analysis to support artistic portrayal.
- TH.912.C.1.5 Make and defend conscious choices in the creation of a character that will fulfill anticipated audience response.
- TH.912.C.1.6 Respond to theatrical works by identifying and interpreting influences of historical, social, or cultural contexts.
- TH.912.C.1.7 Justify personal perceptions of a director's vision and/or playwright's intent.
- TH.912.C.1.8 Apply the components of aesthetics and criticism to a theatrical performance or design.
- TH.912.C.2.6 Assess a peer's artistic choices in a production as a foundation for one's own artistic growth.
Historical & Global Connections
- TH.912.H.1.1 Analyze how playwrights' work reflects the cultural and socio-political framework in which it was created.
- TH.912.H.1.2 Study, rehearse, and discuss a broad range of theatre works by diverse playwrights to enrich one's perspective of the world.
- TH.912.H.1.4 Interpret a text through different social, cultural, and historical lenses to consider how perspective and context shape a work and its characters.
- TH.912.H.2.2 Research and discuss the effects of personal experience, culture, and current events that shape individual response to theatrical works.
- TH.912.H.2.3 Weigh and discuss, based on analysis of dramatic texts, the importance of cultural protocols and historical accuracy for artistic impact.
- TH.912.H.2.5 Apply knowledge of dramatic genres and historical periods to shape the work of performers, directors, and designers.
- TH.912.H.2.6 Explore how gender, race, and age are perceived in plays and how they affect the development of theatre.
Innovation, Technology & the Future
Organizational Structure
- TH.68.O.2.1 Diagram the major parts of a play and their relationships to each other.
- TH.68.O.2.2 Explain how a performance would change if depicted in a different location, time, or culture.
- TH.912.O.1.1 Research and analyze a dramatic text by breaking it down into its basic, structural elements to support development of a directorial concept, characterization, and design.
- TH.912.O.1.2 Compare the conventions of western theatre with eastern theatre practices.
- TH.912.O.2.6 Deconstruct a play, using an established theory, to understand its dramatic structure.
Skills, Techniques & Processes
- TH.68.S.1.2 Invent a character with distinct behavior(s) based on observations of people in the real world and interact with others in a cast as the invented characters.
- TH.68.S.3.1 Develop characterizations, using basic acting skills, appropriate for selected dramatizations.
- TH.68.S.3.2 Use the elements of dramatic form to stage a play.
- TH.912.S.1.3 Develop criteria that may be applied to the selection and performance of theatrical work.
- TH.912.S.1.7 Interpret dramatic texts, organize and conduct rehearsals, and justify directorial choices for formal and informal productions.
- TH.912.S.1.8 Use research to extract clues in dramatic texts to create performances or technical elements, choosing those that are most interesting and that best convey dramatic intent.
- TH.912.S.2.3 Demonstrate an understanding of a dramatic work by developing a character analysis for one or more of its major characters and show how the analysis clarifies the character's physical and emotional dimensions.
- TH.912.S.3.9 Research, analyze, and explain the processes that playwrights, directors, designers, and performers use when developing a work that conveys artistic intent.
Grade 6 - Creating
- TA6.CR.1 Organize, design, and refine theatrical work.<br/>a. Identify artistic choices, utilize theatre vocabulary, and demonstrate non-verbal communication skills in the rehearsal process.<br/>b. Interpret a character’s motivation by understanding the relationship between their background and their behavior.<br/>c. Identify the variety of relationships between characters.<br/>d. Identify, define, and classify character traits.<br/>e. Recognize and demonstrate the roles, responsibilities, and skills associated with collaborative performance.<br/>f. Use resources to identify and create technical elements of theatre.
- TA6.CR.2 Develop scripts through theatrical techniques.<br/>a. Identify the elements of a story.<br/>b. Identify the theme and structure of a play.<br/>c. Articulate creative ideas in oral and written forms.<br/>d. Use the dramatic writing process to generate a script.<br/>e. Demonstrate the conventions of dialogue and stage directions.
Grade 7 - Creating
- TA7.CR.1 Organize, design, and refine theatrical work.<br/>a. Identify and rehearse effective communication skills.<br/>b. Compare and contrast character types and relationships by analyzing character motivations, objectives, and goals.<br/>c. Compare the physical, emotional, vocal, and social dimensions of a character.<br/>d. Investigate the role and responsibility of the cast and crew.<br/>e. Identify and model ensemble skills in the rehearsal process.<br/>f. Utilize staging and blocking choices to enhance the performance.<br/>g. Compare, contrast, and design elements of technical theatre.<br/>h. Utilize theatre vocabulary throughout the rehearsal process.
- TA7.CR.2 Develop scripts through theatrical techniques.<br/>a. Create ideas for stories.<br/>b. Analyze the theme and structure of a play.<br/>c. Use the dramatic writing process to generate a script.<br/>d. Utilize dramatic conventions in the scriptwriting process (e.g. stage directions, dialogue, scenes).
Grade 8 - Creating
- TA8.CR.1 Organize, design, and refine theatrical work.<br/>a. Differentiate the physical, emotional, vocal, and social dimensions of a variety of characters.<br/>b. Compare the relationships and interactions between characters by analyzing character motivation (objectives, obstacles, strategy, action, stakes, outcome).<br/>c. Incorporate dramatic elements through improvisation.<br/>d. Connect theatre vocabulary to the application of theatre performance.<br/>e. Identify and demonstrate both ensemble and leadership skills in the rehearsal process.<br/>f. Evaluate the effectiveness of artistic and technical elements used in a theatre production.<br/>g. Design and create scenery, props, costumes, lighting, and sound.<br/>h. Assume different roles and responsibilities in the rehearsal process.
- TA8.CR.2 Develop scripts through theatrical techniques.<br/>a. Classify different points of view in a story.<br/>b. Identify, analyze, and articulate the structure of a script.<br/>c. Utilize improvisation techniques to generate script ideas.<br/>d. Use the dramatic writing process to generate a script.
Grades 9-12 - ACTING LEVELS I-IV - Creating
- TAHSA.CR.1 Organize, design, and refine theatrical work.<br/>a. Use script analysis in the development and presentation of formal and informal theatre performances.<br/>b. Examine various theories of dramatic structure.<br/>c. Engage in and apply meaningful cultural, literary, and historical research to create acting choices or directorial concepts.
- TAHSA.CR.2 Develop scripts through theatrical techniques.<br/>a. Examine theatre practices regarding the development, structure, layout, and format of scripts.<br/>b. Use improvisation, personal experiences, heritage, imagination, literature, and history to develop scripts.<br/>c. Perform formal and informal monologues and scenes based on published and original scripts.
Grades 9-12 - ACTING LEVELS I-IV - Responding
- TAHSA.RE.1 Engage actively and appropriately as an audience member.<br/>a. Examine and reflect on the relationship between actor and live audience in historical and contemporary performances.
- TAHSA.RE.2 Critique various aspects of theatre and other media using appropriate supporting evidence.<br/>a. Develop and utilize meaningful, structured criteria for assessing the work of an actor.
Grades 9-12 - ACTING LEVELS I-IV - Connecting
Grades 9-12 - ADVANCED DRAMA LEVELS I-IV -Creating
- TAHSAD.CR.1 Organize, design, and refine theatrical work.<br/>a. Examine various theories of dramatic structure.<br/>b. Engage in and apply meaningful cultural, literary, and historical research to create acting choices or directorial concepts.
- TAHSAD.CR.2 Develop scripts through theatrical techniques.<br/>a. Utilize theatrical conventions to produce scripts based on personal experiences, imagination, literature, and history.
Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Creating
Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Responding
- TAHSFT.RE.1 Engage actively and appropriately as an audience member.<br/>a. Articulate why the relationship between the audience and performers is critical to the success of the production and demonstrate appropriate audience behavior.<br/>b. State and support aesthetic judgments through experience in diverse styles and genres of theatre.
- TAHSFT.RE.2 Critique various aspects of theatre and other media using appropriate supporting evidence.<br/>a. Generate and use terminology for critiquing theatre presentations.<br/>b. Analyze performance and utilize various effective forms of criticism to respond to and/or improve performance.
Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Connecting
- TAHSFT.CN.1 Explore how theatre connects to life experiences, careers, and other content.<br/>a. Examine how theatre reflects real life.<br/>b. Analyze how theatre employs aspects of other art forms and disciplines to effectively communicate with a live audience.<br/>c. Demonstrate awareness of the discipline, knowledge, skills, and education required for careers in theatre.<br/>d. Explore various careers in the theatre arts (e.g. performance, design, production, administrative, education, promotion).
- TAHSFT.CN.2 Examine the role of theatre in a societal, cultural, and historical context.<br/>a. Identify and analyze plays and dramas from a variety of historical periods and cultures.<br/>b. Explore the works of milestone playwrights and plays, and the relevance of historical theatre.<br/>c. Recognize historical events that have influenced the role of theatre and how theatrical events have impacted cultural development.<br/>d. Interpret cultural and historical research for use in a production.
Grades 9-12 - MUSICAL THEATRE LEVELS I-IV - Creating
Grades 9-12 - MUSICAL THEATRE LEVELS I-IV - Responding
Grades 9-12 - MUSICAL THEATRE LEVELS I-IV - Connecting
Grades 9-12 - THEATRE HISTORY AND LITERATURE I AND II - Creating
Grades 9-12 - THEATRE HISTORY AND LITERATURE I AND II - Performing
Grades 9-12 - THEATRE HISTORY AND LITERATURE I AND II - Responding
Grades 9-12 - THEATRE HISTORY AND LITERATURE I AND II - Connecting
Grades 9-12 - THEATRE MANAGEMENT - Creating
Sixth Grade Create
Sixth Grade Present
Seventh Grade Create
Eighth Grade Create
- 8.CR.1.1 Improvise conflict and resolution scenarios for original scripts or devised theatre.
- 8.CR.1.2 Create original characters and situations using background knowledge and research.
- 8.CR.2.1 Adapt historical or current events applying background knowledge and research to develop character and situations for theatre.
Beginning High School Create
- B.CR.1.1 Devise a variety of scenarios and scenes through improvised and scripted activities.
- B.CR.1.2 Create scenarios that communicate character, setting, plot, and conflict.
- B.CR.1.3 Incorporate introductory technical elements using available facilities, technology, and tools to enhance theatrical works.
- B.CR.2.1 Adapt theatrical works using personal experiences through a collaborative process.
Beginning High School Present
- B.PR.1.2 Communicate characters, situations, and scenarios using body and voice while adhering to staging conventions.
- B.PR.2.1 Develop scripted or devised theatre for presentation.
- B.PR.2.2 Demonstrate appropriate theatre audience behavior with the understanding of the impact on performers and technicians.
- B.PR.2.3 Implement technical elements to support scripted or devised presentations.
- B.PR.2.4 Identify the responsibilities of a performer in a variety of theatrical venues.
Beginning High School Respond
- B.RE.1.1 Analyze the dramatic structure of written and presented theatrical works.
- B.RE.1.2 Interpret how theatre artists use dramatic structure to convey meaning.
- B.RE.2.1 Explain how personal preferences and previously experienced theatrical works can impact critiques.
- B.RE.2.2 Generate verbal or written critique of theatrical works.
Intermediate High School Present
Intermediate High School Respond
Accomplished High School Present
Advanced High School Create
Advanced High School Present
Advanced High School Respond
Beginning High School Standards - Communication
- B.C.1.1 Use non-verbal expression to illustrate how human emotion affects the body and is conveyed through the body.
- B.C.1.2 Apply vocal elements of volume, pitch, rate, tone, articulation, and vocal expression.
- B.C.1.3 Understand how to read and write scripts that communicate conflict, plot, and character.
- B.C.2.1 Use improvisation and acting skills, such as observation, concentration, and characterization in a variety of theatre exercises.
- B.C.2.2 Interpret various selections of dramatic literature through formal and informal presentations.
Beginning High School Standards - Analysis
Beginning High School Standards - Aesthetics
Beginning High School Standards - Culture
Intermediate High School Standards - Communication
Proficient High School Standards - Communication
Advanced High School Standards - Communication
MS 117.211 LI - Foundations: Inquiry and Understanding
MS 117.211 LI - Creative Expression: performance
MS 117.212 LII - Foundations: Inquiry and Understanding
MS 117.212 LII - Creative Expression: performance
MS 117.212 LII - Historical and cultural relevance
MS 117.213 LIII - Creative Expression: performance
MS 117.213 LIII - Historical and cultural relevance
HS 117.315 LI - Foundations: Inquiry and Understanding
- C.1.A understand the value and purpose of using listening, observation, concentration, cooperation, and emotional and sensory recall.
- C.1.E analyze characters by describing attributes such as physical, intellectual, emotional, and social dimensions through reading scripts of published plays.
- C.1.F demonstrate a working knowledge of the language of theatre such as stage terminology, elements of theatre, or theatrical conventions.
HS 117.315 LI - Creative Expression: performance
HS 117.315 LI - Historical and cultural relevance
HS 117.315 LI - Critical evaluation and response
- C.5.B recognize theatre as an art form and evaluate self as a creative being.
- C.5.C offer and receive constructive criticism of peer performances.
- C.5.D evaluate live theatre in written and oral form with precise and specific observations using appropriate evaluative theatre vocabulary such as intent, structure, effectiveness, and value.
HS 117.317 LIII - Foundations: Inquiry and Understanding
HS 117.317 LIII - Creative Expression: performance
HS 117.317 LIII - Historical and cultural relevance
HS 117.317 LIII - Critical evaluation and response
HS 117.318 LIV - Foundations: Inquiry and Understanding
HS 117.318 LIV - Historical and cultural relevance
Improvisation Drama 10
Acting Drama 20
- 1 analyze a script for explicit character clues
- 10 critique the work of self and others through observation of specific details
- 12 analyze script for clues to create antecedent action
- 14 identify and use operative words in a script
- 15 analyze script for a character’s transitions
- 3 demonstrate understanding of and identity motivation and objectives (overall, main and immediate).
- 4 demonstrate understanding that a character’s behaviour is motivated by past, present and anticipated future experiences
- 6 demonstrate a character’s immediate or moment-to-moment objectives within a scene
Acting Drama 30
Theatre Studies Drama 20
Movement Drama 10
Playwriting - Drama 20
Improvisation/Acting Level III - Advanced
Junior Goal II Objectives
Junior Orientation
- demonstrate awareness of the multidisciplinary nature of drama/theatre
- listen effectively
- offer and accept constructive criticism, given specific guidelines, with a desire to improve
- recognize that there is an historical and cultural aspect of drama/theatre
- recognize the purposes of and participate in warmup activities
- share ideas confidently with others
- show awareness of story sequence
- speak, move, and generate ideas spontaneously
- work cooperatively and productively with all members of the class in pairs, small groups and large groups
Movement Level I - Beginning
Movement Level II - Intermediate
Improvisation/Acting Level I - Beginning
- 11 create a dramatic situation in response to varied stimuli: objects, pictures, music
- 12 make logical choices within the boundaries of situation and character
- 3 demonstrate the ability to be still
- 6 understand and apply the essential elements of a story: character, setting, conflict, climax and plot
- 9 communicate a clear beginning, middle and end in spontaneous and planned scenes
Improvisation/Acting Level II - Intermediate
Junior Goal I Objectives
Theatre Studies Level II - Intermediate (Theatre History)
Senior Goal I Objectives
- demonstrate a sense of responsibility and commitment, individually and to the group
- demonstrate the ability to considered decisions, act upon them and accept the results
- demonstrate the ability to contribute effectively and constructively to the group process
- demonstrate the ability to offer, accept, and reflect upon, constructive criticism
- extend the ability to concentrate
Senior Goal II Objectives
Senior Goal III Objectives
GRADE 6 - ARTS - Exploring and creating
GRADE 6 - ARTS - Reasoning and reflecting
- Interpret works of art using knowledge and skills from various areas of learning
- Reflect on works of art and creative processes to understand artists' intentions
- Research, describe, interpret and evaluate how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, techniques, and environments in the arts
GRADE 6 - ARTS - Communicating and documenting
GRADE 7 - ARTS - Reasoning and reflecting
- Interpret works of art using knowledge and skills from various areas of learning
- Reflect on works of art and creative processes to understand artists’ intentions
- Research, describe, interpret and evaluate how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, techniques, and environments in the arts
GRADE 7 - ARTS - Communicating and documenting
GRADE 8 - ARTS - Reasoning and reflecting
GRADE 8 - ARTS - Communicating and documenting
GRADE 9 - DRAMA - Reasoning and reflecting
GRADE 9 - DRAMA - Communicating and documenting
GRADE 9 - DRAMA - Connecting and expanding
GRADE 10 - DRAMA - Explore and Create
GRADE 10 - DRAMA - Reason and reflect
GRADE 10 - DRAMA - Communicate and document
GRADE 10 - DRAMA - Connect and expand
GRADE 11 - DRAMA - Reason and reflect
GRADE 11 - DRAMA - Communicate and document
GRADE 12 - DRAMA - Explore and Create
Grade 6 - Exploring Forms and Cultural Contexts
Grade 6 - Creating and Presenting
Grade 7 - Creating and Presenting
- B1.1 engage actively in drama exploration and role play, with a focus on examining multiple perspectives related to current issues, themes, and relationships from a wide variety of sources and diverse communities
- B1.2 demonstrate an understanding of the elements of drama by selecting and combining several elements and conventions to create dramatic effects
Grade 8 - Creating and Presenting
Grades 9 & 10 - Foundations - Responsible Practices
- C.3.1 identify and follow safe and ethical practices in drama activities (e.g., exhibit safe use of sound and lighting boards; follow procedures for the environmentally responsible use of materials and energy; prepare an individual or group seminar report on the nature and purpose of one or more of the following: copyright protection, royalties, public domain, intellectual property rights)
- C.3.2 identify and apply the skills and attitudes needed to perform various tasks and responsibilities in producing drama works (e.g., use active listening and cooperative problem-solving skills; practise punctuality; use tact in suggesting changes and improvements; demonstrate willingness to accept criticism and build consensus)
- C.3.3 demonstrate an understanding of theatre and audience etiquette, in both classroom and formal performance contexts (e.g., as a performer: show willingness to take direction and behave appropriately towards other actors; as a viewer: demonstrate respect for performers and other audience members by paying attention, not interrupting or talking, and applauding when appropriate)
Grades 9 & 10 - Foundations - Concepts and Terminology
- C.1.1 identify the drama forms, elements, conventions, and techniques used in their own and others’ drama works, and explain how the various components are used, or can be used, to achieve specific effects, with a focus on ensemble drama works (e.g., how a comic drama form can be used to convey a serious message, how setting and time period can be used to sharpen the focus on a moral dilemma, how characters can be used to vary the mood within a drama)
- C.1.2 demonstrate an understanding of and use correct terminology to refer to the forms, elements, conventions, and techniques of drama, with a focus on ensemble drama works (e.g., chorus, protagonist, ingénue, supporting role, act, scene, climax, resolution, improvisation, mask, freeze-frame image)
- C.1.3 demonstrate an understanding of production roles, practices, and terminology when planning and presenting drama works (e.g., set design, costume design, lighting plot, light cue sheet, sound cue sheet, prompt book, set sketch, set model)
Grades 9 & 10 - Reflecting, Responding and Analyzing - Drama and Society
Grades 9 & 10 - Reflecting, Responding and Analyzing - The Critical Analysis Process
Grades 9 & 10 - Creating and Presenting - Presentation Techniques & Technologies
- A.3.1 identify and use a variety of techniques to influence the audience in specific ways (e.g., have actors enter the performance space from the audience to increase audience connection to the drama; use blocking to focus audience attention on key characters or relationships between characters)
- A.3.2 use a variety of voice and movement techniques to support the creation of character or atmosphere during rehearsal (e.g., use voice and movement to suggest an airport, circus, or factory environment)
- A.3.3 use a variety of technological tools (e.g., light, sound, set design, props, models) to enhance the impact of drama works
Grades 9 & 10 - Creating and Presenting - Elements and Conventions
- A.2.1 select and combine the elements of drama to achieve a variety of purposes in ensemble presentations (e.g., use the elements of character, time, and place in a drama about making a difficult choice; use the elements of time and place to clarify the focus in a drama about a historical event)
- A.2.2 use a variety of conventions to create a distinct voice that reflects a particular global, social, or personal perspective (e.g., use voices in the head, role on the wall, and hot seating to create a complex character from another region or country)
Grades 9 & 10 - Creating and Presenting - The Creative Process
Grade 11 - Foundations - Responsible Practices
Grade 11 - Foundations - Concepts and Terminology
Grade 11 - Reflecting, Responding and Analyzing - Connections Beyond the Classroom
Grade 11 - Reflecting, Responding and Analyzing - Drama and Society
Grade 11 - Reflecting, Responding and Analyzing - The Critical Analysis Process
Grade 11 - Creating and Presenting - Elements and Conventions
Grade 12 - Reflecting, Responding and Analyzing - The Critical Analysis Process
Grade 12 - Creating and Presenting - The Creative Process
Grade Seven
Theatre Arts I: Introduction to Theatre
Theatre Arts IV: Advanced Acting And Directing
Theatre Arts IV: Advanced Acting And Directing
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