Close Reading in the Drama Classroom

Improvisation Drama 10

2 - demonstrate the ability to be still

13 - communicate meaning without words

Acting Drama 20

1 - analyze a script for explicit character clues

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

12 - analyze script for clues to create antecedent action

15 - analyze script for a character’s transitions

Acting Drama 30

20 - physicalize character through selected and economical movement and gesture

Movement Drama 10

1 - display the ability to be still

17 - demonstrate freezing of movement in space

18 - appreciate that physical expression can enhance language

23 - demonstrate non-verbally the who, what, where, why and when of a story

Playwriting - Drama 20

6 - identify character types and their functions and attributes

9 - define character objectives

10 - define conflict

Improvisation/Acting Level III - Advanced

29 - use improvisational skills and concepts in exploration of text

30 - analyze text for meaning and character development

Junior Goal II Objectives

develop the ability to give form or expression to feelings, ideas and images

become familiar with dramatic terminology and script format

gain awareness of how the integration of disciplines enriches dramatic communication

Junior Orientation

share ideas confidently with others

listen effectively

work cooperatively and productively with all members of the class in pairs, small groups and large groups

offer and accept constructive criticism, given specific guidelines, with a desire to improve

recognize the purposes of and participate in warmup activities

recognize that there is an historical and cultural aspect of drama/theatre

demonstrate awareness of the multidisciplinary nature of drama/theatre

Movement Level I - Beginning

13 - control focus and energy in movement and gesture

16 - demonstrate freezing of movement

17 - use movement to communicate non-verbally

Movement Level II - Intermediate

25 - communicate environment, character and situation nonverbally

Improvisation/Acting Level I - Beginning

3 - demonstrate the ability to be still

11 - create a dramatic situation in response to varied stimuli: objects, pictures, music

12 - make logical choices within the boundaries of situation and character

Improvisation/Acting Level II - Intermediate

24 - recognize that relationships exist between characters in given situations

Junior Goal I Objectives

develop self-confidence

develop the ability to interact effectively and constructively in a group process

extend the ability to understand, accept and respect others- their rights, ideas, abilities and differences

develop the ability to offer and accept constructive criticism

Theatre Studies Level II - Intermediate (Theatre History)

6 - show awareness of selected periods and playwrights

Senior Goal I Objectives

extend the ability to concentrate

demonstrate the ability to considered decisions, act upon them and accept the results

demonstrate a sense of responsibility and commitment, individually and to the group

demonstrate the ability to contribute effectively and constructively to the group process

Senior Goal II Objectives

be capable of creating and expressing a believable character from scripted and non-scripted material

explore various approaches to analyzing a script for purposes of study and/or presentation

gain knowledge of disciplines that enhance dramatic process and product

Orientation Drama 10

share ideas confidently

concentrate on the task at hand

listen to self and others

make effective decisions or choices

work with abstract concepts

work cooperatively and productively

offer and accept constructive criticism with a desire to progress

Drama 11

apply safety and health considerations to body and voice

demonstrate understanding of the body and voice as performing instruments

demonstrate voice and movement elements appropriate to performance

identify appropriate theatre terminology to describe movement and voice

identify a character's objectives and motivations

identify a range of internal and external strategies for developing character

demonstrate understanding of standard script conventions and structures

identify a range of drama forms

Drama 12

apply skills and techniques to communicate thoughts, feelings, and beliefs in a theatre performance

critique their own and others' performances

demonstrate the ability to move in and out of role

maintain engagement in performance

take performance risks in a variety of situations

use appropriate terminology to describe theatre performance

demonstrate proficient use of body and voice as performing instruments

use appropriate theatre terminology to describe movement and voice

use selected voice elements and elements of movement to achieve a specific purpose

GRADE SIX - 3.0 HISTORICAL AND CULTURAL CONTEXT

3.2 - History of Theatre - Role and Cultural Significance of Theatre - Differentiate the theatrical traditions of cultures throughout the world, such as those in Ancient Greece, Egypt, China, and West Africa.

GRADE EIGHT - 4.0 AESTHETIC VALUING

4.2 - Derivation of Meaning from Works of Theatre - Compare and contrast how works of theatre from different cultures or time periods convey the same or similar content or plot.

GRADE EIGHT - 1.0 ARTISTIC PERCEPTION

1.2 - Comprehension and Analysis of the Elements of Theatre - Identify and analyze recurring themes and patterns (e.g., loyalty, bravery, revenge, redemption) in a script to make production choices in design and direction.

1.3 - Comprehension and Analysis of the Elements of Theatre - Analyze the use of figurative language and imagery in dramatic texts.

GRADE SEVEN - 3.0 HISTORICAL AND CULTURAL CONTEXT

3.2 - History of Theatre - Compare and contrast various theatre styles throughout history, such as those of Ancient Greece, Elizabethan theatre, Kabuki theatre, Kathakali dance theatre, and commedia dell'arte.

GRADE SEVEN - 1.0 ARTISTIC PERCEPTION

1.1 - Development of the Vocabulary of TheatreUse the vocabulary of theatre, such as playwright, rehearsal, dress rehearsal, run-through, and cold reading, to describe theatrical experiences.

GRADE 9-12 PROFICIENT - 1.0 ARTISTIC PERCEPTION

1.1 - Development of the Vocabulary of Theatre - Use the vocabulary of theatre, such as acting values, style, genre, design, and theme, to describe theatrical experiences

GRADE SIX - 1.0 ARTISTIC PERCEPTION

1.1 - Development of the Vocabulary of Theatre - Use the vocabulary of theatre, such as action/reaction, vocal projection, subtext, theme, mood, design, production values, and stage crew, to describe theatrical experiences.

GRADES 9-12 ADVANCED - 5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS

5.1 - Connections and Applications - Create projects in other school courses or places of employment, using tools, techniques, and processes from the study and practice of theatre, film/ video, and electronic media.

GRADES 9-12 ADVANCED - 4.0 AESTHETIC VALUING

4.1 - Critical Assessment of Theatre - Use complex evaluation criteria and terminology to compare and contrast a variety of genres of dramatic literature.

GRADES 9-12 ADVANCED - 3.0 HISTORICAL AND CULTURAL CONTEXT

3.1 - Role and Cultural Significance of Theatre - Research and perform monologues in various historical and cultural contexts, using accurate and consistent physical mannerisms and dialect.

GRADES 9-12 ADVANCED - 1.0 ARTISTIC PERCEPTION

1.1 - Development of the Vocabulary of Theatre - Use the vocabulary of theatre, such as genre, style, acting values, theme, and design, to describe theatrical experiences.

1.2 - Comprehension and Analysis of the Elements of Theatre - Research, analyze, or serve as the dramaturg for a play in collaboration with the director, designer, or playwright.

1.3 - Comprehension and Analysis of the Elements of Theatre - Identify the use of metaphor, subtext, and symbolic elements in scripts and theatrical productions.

GRADE 9-12 PROFICIENT - 3.0 HISTORICAL AND CULTURAL CONTEXT

3.3 - History of Theatre - Identify key figures, works, and trends in world theatrical history from various cultures and time periods.

Prof.TH:Re8 Interpret intent and meaning in artistic work.

Prof.TH.Re8.a - Analyze and compare artistic choices developed from personal experiences in multiple drama/theatre works.

Adv.TH:Re9 Apply criteria to evaluate artistic work.

Adv.TH.Re9.a - Research and synthesize cultural and historical information related to a drama/theatre work to support or evaluate artistic choices.

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 criteri

Acc.TH.Re9.c - Construct meaning in a drama/theatre work, considering personal aesthetics and knowledge of technical theatre elements while respecting others’ interpretations.

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.

6.TH:Re8 Interpret intent and meaning in artistic work.

6.TH.Re8.b - Identify cultural contexts that may influence the evaluation of a drama/theatre work.

Adv.TH:Re7 Perceive and analyze artistic work.

Adv.TH:Re7 - Use historical and cultural context to structure and justify personal responses to a drama/theatre work.

Prof.TH:Re7 Perceive and analyze artistic work.

Prof.TH:Re7 - Respond to what is seen, felt, and heard in a drama/theatre work to develop criteria for artistic choices.

Adv.TH:Cn11.2 Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Adv.TH:Cn11.2.b - Present and support an opinion about the social, cultural, and historical understandings of a drama/theatre work, based on critical research.

Acc.TH:Cn11.2 Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Acc.TH:Cn11.2.b - Investigate how personal beliefs and biases can affect the interpretation of research data applied in drama/theatre work.

Prof.TH:Cn11.2 Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Prof.TH:Cn11.2.a - Research how other theatre artists apply creative processes to tell stories in a devised or scripted drama/theatre work, using research methods.

Prof.TH:Cn11.2.b - Use basic research methods to better understand the social and cultural background of a drama/theatre work.

7.TH:Cn11.2 Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

7.TH:Cn11.2.a - Research and discuss how a playwright might have intended a drama/theatre work to be produced.

6.TH:Cn11.2 Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

6.TH:Cn11.2.b - Investigate the time period and place of a drama/theatre work to better understand performance and design choices.

8.TH:Cr3 Refine and complete artistic work.

8.TH:Cr3.a - Practice collaboration, analysis and reflection to refine a devised or scripted drama/theatre work.

Adv.TH:Cr2 Organize and develop artistic ideas and work.

Adv.TH:Cr2.a - 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.

6.TH:Pr4 Select, analyze, and interpret artistic work for presentation.

6.TH:Pr4.a - Identify the essential events in a story or script that make up the dramatic structure in a drama/theatre work.

8.TH:Cr2 Organize and develop artistic ideas and work.

8.TH:Cr2.a - Articulate and apply critical analysis, personal experience, research, and historical and cultural context to the development of original ideas for a drama/theatre work.

7.TH:Cr2 Organize and develop artistic ideas and work.

7.TH:Cr2.a - Examine and justify original ideas and artistic choices in a drama/theatre work based on critical analysis, personal experience, and historical and cultural context.

6.TH:Cr2 Organize and develop artistic ideas and work.

6.TH:Cr2.a - Use critical analysis to improve, refine, and evolve original ideas and artistic choices in a devised or scripted drama/theatre work.

Prof.TH:Cr1 Generate and conceptualize artistic ideas and work

Prof.TH:Cr1.b - Use script analysis to generate ideas about a character that is believable and authentic in a drama/theatre work.

8.TH:Cr1 Generate and conceptualize artistic ideas and work

8.TH:Cr1.b - Develop a scripted or improvised character by articulating the character’s inner thoughts, objectives, and motivations in a drama/theatre work.

7.TH:Cr1 Generate and conceptualize artistic ideas and work

7.TH:Cr1.b - Envision and describe a scripted or improvised character’s inner thoughts and objectives in a drama/theatre work.

6.TH:Cr1 Generate and conceptualize artistic ideas and work

6.TH:Cr1.b - Explore a scripted or improvised character by imagining the given circumstances in a drama/theatre work.

Acc.TH:Pr4 Select, analyze, and interpret artistic work for presentation.

Acc.TH:Pr4.b - Identify essential text information, research from various sources, and the director’s concept that influence character choices in a drama/theatre work.

Prof.TH:Pr4 Select, analyze, and interpret artistic work for presentation.

Prof.TH:Pr4.a - Examine how character relationships assist in telling the story of a drama/theatre work.

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.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.

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.2.3 - 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.

Organizational Structure

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.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 11-12 - THEATRE MARKETING

TAHSTM.1 - Analyzing and constructing meaning from theatrical dramatic literature, and electronic media
a. Engages in script analysis and study as a means of developing a marketing plan
b. Utilizes theatre and content knowledge to contribute to the building of a balanced season
c. Creates narratives of varying length for use in marketing efforts

Grade 9-12 - THEATRE LITERATURE II

TAHSTLII.1 - Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media
a. Interprets the meaning of dramatic literature as reflections of the human experience
b. Identifies how the elements of dramatic literature convey meaning
c. Compares and contrasts printed dramatic literature to filmed/recorded dramatic literature

TAHSTLII.3 - Acting by developing, communicating, and sustaining roles within a variety of situations and environments
a. Analyzes the character relationships
b. Compares and analyzes the character interaction and motivation
c. Examines the character role and significance to the meaning of the play

TAHSTLII.10 - Critiquing various aspects of theatre and other media using appropriate supporting evidence
a. Develops a set of comprehensive criteria to assess a dramatic work
b. Analyzes the effectiveness of a dramatic work
c. Compares and contrasts the written work to live/film performances

Grade 9-12 - THEATRE LITERATURE I

TAHSTLI.1 - Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media
a. Interprets the meaning of dramatic literature as a reflection of the human experience
b. Identifies how the elements of dramatic literature convey meaning
c. Compares and contrasts printed dramatic literature to filmed/recorded dramatic literature

TAHSTLI.3 - Acting by developing, communicating, and sustaining roles within a variety of situations and environments
a. Analyzes the character relationships
b. Compares and analyzes the character interaction and motivation
c. Examines the character role and significance to the meaning of the play

TAHSTLI.8 - Examining the roles of theatre as a reflection of past and present civilizations
a. Traces the development of theatre
b. Compares theatrical styles and histories from different cultures
c. Examines theatre as a reflection of political and social movements

TAHSTLI.10 - Critiquing various aspects of theatre and other media using appropriate supporting evidence
a. Develops a set of comprehensive criteria to assess a dramatic work
b. Analyzes the effectiveness of a dramatic work
c. Compares and contrasts the written work to live/film performances

GRADE 6

TAMS6.1 - Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media
a. Identifies the elements, themes, and structure of drama
b. Identifies, describes, and classifies character traits
c. Interprets meaning within the context of a dramatic text
d. Explores the connections between theatre and real life
e. Compares and differentiates between various forms of media

Grade 9-12 - ADVANCED DRAMA III

TAHSADIII.1 - Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media
a. Examines various theories of dramatic structure from Aristotle to present
b. Uses standards of literary dramatic analysis to study theatrical production
c. Constructs arguments that relate the theme/s of a theatre production to the enhancement of the human experience

Grade 9-12 - ADVANCED DRAMA II

TAHSADII.1 - Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media
a. Examines various theories of dramatic structure from Aristotle to present
b. Uses standards of literary dramatic analysis to study theatrical production
c. Constructs arguments that relate the theme/s of a theatre production to the enhancement of the human experience

Grade 9-12 - ADVANCED DRAMA I

TAHSADI.1 - Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media
a. Examines various theories of dramatic structure from Aristotle to present
b. Uses standards of literary dramatic analysis to study theatrical production
c. Constructs arguments that relate the themes of a theatre production to the enhancement of the human experience

Grade 9-12 - FUNDAMENTALS OF THEATRE II

TAHSFTII.1 - Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media
a. Critiques and analyzes elements of theatrical conventions
b. Generates and uses terminology and outline for critiquing theatre presentation
c. Cites evidence of how theatre reflects life through universal themes
d. Interprets text and subtext
e. Illustrates the process of script analysis in a variety of scripts

Grade 9-12 - FUNDAMENTALS OF THEATRE I

TAHSFTI.1 - Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media
a. Critiques elements of theatrical conventions
b. Generates and uses terminology and outline for critiquing theatre presentation
c. Cites evidence of how theatre reflects life through universal themes
d. Identifies stage terminology

Grade 8

TAMS8.1 - Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media
a. Investigates the experiences and ideas present in all forms of presentational media
b. Analyzes the elements of drama present in theatrical experiences
c. Identifies and articulates dramatic structure used in various forms of theatre
d. Interprets meaning within various forms of theatrical experiences
e. Connects dramatic literature and theatre presentations to the human experience
f. Compares and contrasts various forms of theatre and other media

GRADE 7

TAMS7.1 - Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media
a. Identifies and compares elements of drama present in various forms of media
b. Outlines dramatic structure used in various forms of theatrical media
c. Compares common themes present in various forms of theatrical media
d. Creates a list of traits exhibited by archetypal characters
e. Analyzes the connections between theatre and real life
f. Compares different forms of media production

Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Connecting

TAHSFT.CN.2 - Examine the role of theatre in a societal, cultural, and historical context.
a. Identify and analyze plays and dramas from a variety of historical periods and cultures.
b. Explore the works of milestone playwrights and plays, and the relevance of historical theatre.
c. Recognize historical events that have influenced the role of theatre and how theatrical events have impacted cultural development.
d. Interpret cultural and historical research for use in a production.

Grade 7 - Creating

TA7.CR.1 - Organize, design, and refine theatrical work.
a. Identify and rehearse effective communication skills.
b. Compare and contrast character types and relationships by analyzing character motivations, objectives, and goals.
c. Compare the physical, emotional, vocal, and social dimensions of a character.
d. Investigate the role and responsibility of the cast and crew.
e. Identify and model ensemble skills in the rehearsal process.
f. Utilize staging and blocking choices to enhance the performance.
g. Compare, contrast, and design elements of technical theatre.
h. Utilize theatre vocabulary throughout the rehearsal process.

TA7.CR.2 - Develop scripts through theatrical techniques.
a. Create ideas for stories.
b. Analyze the theme and structure of a play.
c. Use the dramatic writing process to generate a script.
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.
a. Differentiate the physical, emotional, vocal, and social dimensions of a variety of characters.
b. Compare the relationships and interactions between characters by analyzing character motivation (objectives, obstacles, strategy, action, stakes, outcome).
c. Incorporate dramatic elements through improvisation.
d. Connect theatre vocabulary to the application of theatre performance.
e. Identify and demonstrate both ensemble and leadership skills in the rehearsal process.
f. Evaluate the effectiveness of artistic and technical elements used in a theatre production.
g. Design and create scenery, props, costumes, lighting, and sound.
h. Assume different roles and responsibilities in the rehearsal process.

TA8.CR.2 - Develop scripts through theatrical techniques.
a. Classify different points of view in a story.
b. Identify, analyze, and articulate the structure of a script.
c. Utilize improvisation techniques to generate script ideas.
d. Use the dramatic writing process to generate a script.

Grade 6 - Creating

TA6.CR.1 - Organize, design, and refine theatrical work.
a. Identify artistic choices, utilize theatre vocabulary, and demonstrate non-verbal communication skills in the rehearsal process.
b. Interpret a character’s motivation by understanding the relationship between their background and their behavior.
c. Identify the variety of relationships between characters.
d. Identify, define, and classify character traits.
e. Recognize and demonstrate the roles, responsibilities, and skills associated with collaborative performance.
f. Use resources to identify and create technical elements of theatre.

TA6.CR.2 - Develop scripts through theatrical techniques.
a. Identify the elements of a story.
b. Identify the theme and structure of a play.
c. Articulate creative ideas in oral and written forms.
d. Use the dramatic writing process to generate a script.
e. Demonstrate the conventions of dialogue and stage directions.

Grades 9-12 - ACTING LEVELS I-IV - Creating

TAHSA.CR.1 - Organize, design, and refine theatrical work.
a. Use script analysis in the development and presentation of formal and informal theatre performances.
b. Examine various theories of dramatic structure.
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.
a. Examine theatre practices regarding the development, structure, layout, and format of scripts.
b. Use improvisation, personal experiences, heritage, imagination, literature, and history to develop scripts.
c. Perform formal and informal monologues and scenes based on published and original scripts.

TH:Re8.1: Interpret intent and meaning in artistic work - Grade HS Proficient

TH:Re8.1.HSI.a - Analyze and compare artistic choices developed from personal experiences in multiple drama/theatre works.

TH:Re9.1: Apply criteria to evaluate artistic work - Grade HS Advanced

TH:Re9.1.HSIII.a - Research and synthesize cultural and historical information related to a drama/theatre work to support or evaluate artistic choices.

TH:Re9.1: 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.

TH:Re9.1: 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.

TH:Re8.1: Interpret intent and meaning in artistic work - Grade 6

TH:Re8.1.6.b - Identify cultural perspectives that may influence the evaluation of a drama/theatre work.

TH:Re7.1: Perceive and analyze artistic work - Grade HS Advanced

TH:Re7.1.HSIII.a - Use historical and cultural context to structure and justify personal responses to a drama/theatre work.

TH:Re7.1: Perceive and analyze artistic work - Grade HS Proficient

TH:Re7.1.HSI.a - Respond to what is seen, felt, and heard in a drama/theatre work to develop criteria for artistic choices.

TH:Cn11.2: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding - Grade HS Advanced

TH:Cn11.2.HSIII.b - Present and support an opinion about the social, cultural, and historical understandings of a drama/theatre work, based on critical research.

TH:Cn11.2: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding - Grade HS Accomplished

TH:Cn11.2.HSII.b - Explore how personal beliefs and biases can affect the interpretation of research data applied in drama/theatre work.

TH:Cn11.2: 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.

TH:Cn11.2: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding - Grade 7

TH:Cn11.2.7.a - Research and discuss how a playwright might have intended a drama/theatre work to be produced.

TH:Cn11.2: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding - Grade 6

TH:Cn11.2.6.b - Investigate the time period and place of a drama/theatre work to better understand performance and design choices.

TH:Cr3.1: Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade 8

TH:Cr3.1.8.a - Use repetition and analysis in order to revise devised or scripted drama/theatre work.

TH:Cr2.1: Organize and develop artistic ideas and work - Grade HS Advanced

TH:Cr2.1.HSIII.a - 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.

TH:Pr4.1: Select, analyze, and interpret artistic work for presentation - Grade 6

TH:Pr4.1.6.a - Identify the essential events in a story or script that make up the dramatic structure in a drama/theatre work.

TH:Cr2.1: Organize and develop artistic ideas and work - Grade 8

TH:Cr2.1.8.a - Articulate and apply critical analysis, background knowledge, research, and historical and cultural context to the development of original ideas for a drama/theatre work.

TH:Cr2.1: Organize and develop artistic ideas and work - Grade 7

TH:Cr2.1.7.a - Examine and justify original ideas and artistic choices in a drama/theatre work based on critical analysis, background knowledge, and historical and cultural context.

TH:Cr2.1: Organize and develop artistic ideas and work - Grade 6

TH:Cr2.1.6.a - Use critical analysis to improve, refine, and evolve original ideas and artistic choices in a devised or scripted drama/theatre work.

TH:Cr1.1: Generate and conceptualize artistic ideas and work - High School Proficient

TH:Cr1.1.HSI.c - Use script analysis to generate ideas about a character that is believable and authentic in a drama/theatre work.

TH:Cr1.1: Generate and conceptualize artistic ideas and work - Grade 8

TH:Cr1.1.8.c - Develop a scripted or improvised character by articulating the character’s inner thoughts, objectives, and motivations in a drama/theatre work.

TH:Cr1.1: Generate and conceptualize artistic ideas and work - Grade 7

TH:Cr1.1.7.c - Envision and describe a scripted or improvised character’s inner thoughts and objectives in a drama/theatre work.

TH:Cr1.1: Generate and conceptualize artistic ideas and work - Grade 6

TH:Cr1.1.6.c - Explore a scripted or improvised character by imagining the given circumstances in a drama/theatre work.

TH:Pr4.1: Select, analyze, and interpret artistic work for presentation - Grade HS Accomplished

TH:Pr4.1.HSII.b - Identify essential text information, research from various sources, and the director’s concept that influence character choices in a drama/theatre work.

TH:Pr4.1: Select, analyze, and interpret artistic work for presentation - Grade HS Proficient

TH:Pr4.1.HSI.a - Examine how character relationships assist in telling the story of a drama/theatre work.

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

B.A.1.1 - Interpret the plot structure and the thematic, technical, and dramaturgical elements within scenes from plays.

B.A.1.2 - Analyze informal or formal theatre productions in terms of the emotions or thoughts they evoke, characters, settings, and events.

Beginning High School Standards - Aesthetics

B.AE.1.1 - Understand the major technical elements, such as sound, lights, set, and costumes, and their interrelationships.

B.AE.1.2 - Explain how the major technical elements, such as sound, lights, set, and costumes, are used to enhance formal or informal productions.

Beginning High School Standards - Culture

B.CU.2.1 - Illustrate appropriate theatre etiquette as a member of an audience, as a performer, and as a technician.

B.CU.2.2 - Use acting conventions, such as stage presence, subtext, style, and ensemble work, to perform formal or informal works.

Intermediate High School Standards - Communication

I.C.1.1 - Use non-verbal expression to illustrate how human motivations are prompted by physical and emotional needs.

Proficient High School Standards - Communication

P.C.1.1 - Use non-verbal expression and physical self-awareness to communicate movement elements and characterization, including size, weight, and rate of movement.

P.C.2.2 - Interpret monologues through formal and informal presentations.

Advanced High School Standards - Communication

A.C.1.1 - Use non-verbal expression and physical self-awareness to communicate movement elements and characterization, including differentiation between multiple characters.

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

B.2.2 - explain how dramatic exploration helps develop awareness of different roles and identities people have in society (e.g., explain what they learned through role playing characters from different socio-economic groups)

Grades 9 & 10 - Reflecting, Responding and Analyzing - The Critical Analysis Process

B.1.2 - analyse a variety of drama works to compare and assess how they explore universal themes and issues (e.g., compare and contrast the handling of similar themes in dramatizations of folk tales, myths, legends, personal stories, and/or Aboriginal tales)

Grades 9 & 10 - Creating and Presenting - Presentation Techniques & Technologies

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

A.1.3 - use role play and characterization to explore personal and social issues (e.g., with a partner, create or assume a role that explores an issue such as bullying; create a scenario that reveals details about a character’s motivation)

Grade 11 - Foundations - Responsible Practices

C.3.2 - demonstrate an understanding of the tasks and responsibilities involved in producing drama works

Grade 11 - Foundations - Concepts and Terminology

C.1.1 - identify and describe the forms, elements, conventions, and techniques used in a variety of drama styles, and explain how they help achieve specific purposes and effects

Grade 11 - Reflecting, Responding and Analyzing - The Critical Analysis Process

B.1.2 - analyse drama works to determine how they communicate ideas about issues, culture, and society

Grade 12 - Reflecting, Responding and Analyzing - The Critical Analysis Process

B.1.1 - use the critical analysis process to reflect on and justify or revise decisions in creating drama works

B.1.2 - analyse a variety of contemporary and historical drama works to explain and evaluate how they communicate themes and dramatize issues

Grade 12 - Creating and Presenting - The Creative Process

A.1.1 - develop interpretations of drama texts from a variety of Western and non-Western dramatic traditions, past and present, as a basis for their own drama works

GRADES 6-8

1.0 Script Writing - Students will write scripts through improvising, drafting, and refining scripts based on personal experience and heritage, imagination, literature, and history.

GRADES 9-12

1.0 Script Writing - Students will write scripts through improvising, drafting, and refining scripts based on personal experience and heritage, imagination, literature, and history.

HS 117.315 LI - Creative Expression: performance

C.2.D - use physical, intellectual, emotional, and social awareness to portray believable characters and convey a story when applying acting concepts, skills, and techniques.

HS 117.315 LI - Historical and cultural relevance

C.4.B - relate historical and cultural influences on theatre.

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 117.317 LIII - Foundations: Inquiry and Understanding

C.1.D - analyze and evaluate dramatic structure and genre.

HS 117.317 LIII - Creative Expression: performance

C.2.C - analyze characters from various genres and styles, describing physical, intellectual, emotional, and social dimensions.