PD Course
Director's Toolbox 1: Teaching Students to Direct
Created by James Van Leishout
In this course, James Van Leishout explores why students should direct, and covers the first two tools in the director’s toolbox: self and the script. What background should every director have? Why should they learn to love research? What should happen in the first four reads of a script?
With every step along the way, there will be exercises and activities your student directors can take on before they step into the rehearsal process.
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1Lesson 1Introduction5:17 FREE PREVIEWThis lesson introduces the course and lays out the details for lessons 2-8.
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2Lesson 2Why Students Should Direct17:22 FREE PREVIEWThis lesson discusses why students should direct in more detail and introduces the tools of self and script.
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3Lesson 3The Tool of Self17:19This lesson examines a director's training by answering three questions. One, why a student director needs to be a student of their own craft? Two, why a student needs to be culturally literate, especially in theatre, as well as the arts, politics and history, and science and technology? Three, how to help the student director develop a love of research through a nimble mind and an insatiable curiosity?
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4Lesson 4The First Read23:10Lesson 4 covers the first read of the play, the gestalt and first impressions. Students read the play to garner a sense of the whole play. Students should record their first impressions in the script.
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5Lesson 5The Second Read27:15In the second read, students will identify the elements of the play, i.e., plot, character, theme, language, music and spectacle. Play structure will be discussed as part of the plot element.
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6Lesson 6The Third Read20:35The third read takes a closer look at the recurring themes, allusions, motifs and symbols, which lead to a unifying vision, metaphor or concept.
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7Lesson 7The Fourth Read15:25Lesson 07 covers the fourth read, which applies the proverbial Procrustean bed and creates a battle plan.
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8Lesson 8Recap5:57Lesson 08 reviews the course and looks at the next course (Director's Toolbox 2).
Standards Addressed
Perceive and analyze artistic work - Grade 8
Generate and conceptualize artistic ideas and work - High School Proficient
Select, analyze, and interpret artistic work for presentation - Grade HS Proficient
Select, analyze, and interpret artistic work for presentation - Grade HS Accomplished
Select, analyze, and interpret artistic work for presentation - Grade HS Advanced
Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding - Grade 6
Organize and develop artistic ideas and work - Grade 7
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:Cr2.1.8.b Share leadership and responsibilities to develop collaborative goals when preparing or devising drama/theatre work.
Interpret intent and meaning in artistic work - Grade HS Accomplished
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
Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding - Grade HS Proficient
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
8.TH:Re7 Perceive and analyze artistic work.
Prof.TH:Cr1 Generate and conceptualize artistic ideas and work
Prof.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
Acc.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
Adv.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
6.TH:Cn11.1 Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
7.TH:Cr2 Organize and develop artistic ideas and 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.
- 8.TH:Cr2.b Share leadership and responsibilities to develop collaborative goals when preparing or devising drama/theatre work.
Acc.TH:Re8 Interpret intent and meaning in artistic 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.
Prof.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.
Seventh Grade
- 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.8.1.2.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.8.1.2.b Students Can: Share leadership and responsibilities to develop collaborative goals when preparing or devising drama/theatre work.
- DT.8.2.3.a Students Can: Identify universal themes or common social issues and express them through a drama/theatre work.
- DT.8.3.1.a Students Can: Apply criteria to analyze artistic choices in a 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.H1.3.3.a Students Can: Implement fundamental theatre research methods to better understand the social and cultural background of a drama/theatre work.
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.H2.3.2.a Students Can: Develop detailed supporting evidence and criteria to reinforce artistic choices, when participating in or observing a drama/theatre work.
High School - Professional Pathway
- DT.H3.1.3.b Students Can: Justify the creative choices made in a devised or scripted drama/theatre work, based on a critical interpretation of specific data on ensemble, community.
- DT.H3.2.1.a Students Can: Apply reliable research of directors' styles to form unique choices for a directorial concept in a drama/theatre work.
- 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.
Language
- CCSS.ELA-LITERACY.CCRA.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- CCSS.ELA-LITERACY.CCRA.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- CCSS.ELA-LITERACY.CCRA.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
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.9-10.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
Language
- CCSS.ELA-LITERACY.L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- CCSS.ELA-LITERACY.L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- CCSS.ELA-LITERACY.L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
- CCSS.ELA-LITERACY.L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Critical Thinking & Reflection
- TH.68.C.2.1 Use group-generated criteria to critique others and help strengthen each other's performance.
- TH.912.C.1.4 Research and define the physical/visual elements necessary to create theatrical reality for a specific historical and/or geographical play.
- 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.2.6 Assess a peer's artistic choices in a production as a foundation for one's own artistic growth.
- TH.912.C.2.7 Accept feedback from others, analyze it for validity, and apply suggestions appropriately to future performances or designs.
- TH.912.C.2.8 Improve a performance or project using various self-assessment tools, coaching, feedback, and/or constructive criticism.
Innovation, Technology & the Future
Organizational Structure
- TH.68.O.1.3 Explain the impact of choices made by directors, designers, and actors on audience understanding.
- TH.68.O.2.2 Explain how a performance would change if depicted in a different location, time, or culture.
- TH.68.O.3.3 Discuss the collaborative nature of theatre and work together to create a scene or play, respecting group members' ideas and differences.
- 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.2.6 Deconstruct a play, using an established theory, to understand its dramatic structure.
Skills, Techniques & Processes
- TH.68.S.1.3 Describe criteria for the evaluation of dramatic texts, performances, direction, and production elements.
- TH.68.S.2.1 Discuss the value of collaboration in theatre and work together to create a theatrical production.
- 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.2.7 Create a prompt book to organize dramaturgy, blocking, and play analysis to demonstrate understanding of the production process and the job responsibilities of a director or stage manager.
- 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 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
Grades 9-12 - ACTING LEVELS I-IV - Responding
Grades 9-12 - ACTING LEVELS I-IV - Connecting
Grades 9-12 - ADVANCED DRAMA LEVELS I-IV -Creating
Grades 9-12 - ADVANCED DRAMA LEVELS I-IV -Performing
Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Creating
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 - 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
Seventh Grade Create
Eighth Grade Create
Beginning High School Create
Beginning High School Respond
Intermediate High School Respond
Beginning High School Standards - Communication
Beginning High School Standards - Analysis
Intermediate High School Standards - Analysis
MS 117.211 LI - Creative Expression: performance
MS 117.211 LI - Creative Expression: production
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 - Foundations: Inquiry and Understanding
MS 117.213 LIII - Creative Expression: production
MS 117.213 LIII - Historical and cultural relevance
MS 117.213 LIII - Critical evaluation and response
HS 117.315 LI - Foundations: Inquiry and Understanding
HS 117.315 LI - Historical and cultural relevance
HS 117.316 LII - Foundations: Inquiry and Understanding
HS 117.316 LII - Historical and cultural relevance
HS 117.317 LIII - Historical and cultural relevance
HS 117.318 LIV - Creative Expression: performance
HS 117.318 LIV - Historical and cultural relevance
Acting Drama 20
Theatre Studies Drama 30 (Early or Middle or Late drama)
Movement Drama 10
Playwriting - Drama 20
Directing - Drama 30
- 1 demonstrate understanding of the function of the director
- 2 demonstrate understanding of the terms directorial concept and artistic unity
- 3 recognize that a directorial concept should lead to artistic unity
- 4 demonstrate understanding of the relationship between the relevant research of a chosen play and the directorial concept
Improvisation/Acting Level III - Advanced
Junior Goal II Objectives
Junior Goal III Objectives
Junior Orientation
Junior Goal I Objectives
Theatre Studies Level II - Intermediate (Theatre History)
Theatre Studies Level III - Advanced (The script)
- 10 demonstrate understanding of the concept of dramatic convention
- 11 demonstrate understanding of plot structure
- 12 analyze a script to identify character, setting and plot
- 7 define the elements of script, dialogue, directions, characters and settings
- 8 demonstrate understanding of directions used in a script
Senior Goal I Objectives
Senior Goal II Objectives
Senior Goal III Objectives
GRADE 6 - ARTS - Exploring and creating
GRADE 8 - ARTS - Exploring and creating
GRADE 8 - ARTS - Reasoning and reflecting
GRADE 8 - ARTS - Communicating and documenting
GRADE 9 - DRAMA - Exploring and creating
- Create dramatic works both collaboratively and as an individual, using ideas inspired by imagination, inquiry, and purposeful play
- Explore relationships between identity, place, culture, society, and belonging through dramatic experiences
- Select and combine dramatic elements and principles to intentionally create a particular mood, effect, and meaning
- Take creative risks to experience and express thoughts, emotions, and meaning
GRADE 9 - DRAMA - Reasoning and reflecting
GRADE 9 - DRAMA - Communicating and documenting
GRADE 9 - DRAMA - Connecting and expanding
- Create personally meaningful bodies of artistic works that demonstrate an understanding and appreciation of social, cultural, environmental, and historical contexts
- Demonstrate increasingly sophisticated application and/or engagement of curricular content
- Demonstrate respect for themselves, others, and the audience
GRADE 10 - DRAMA - Explore and Create
- Create dramatic works with an intended audience in mind
- Develop a repertoire of dramatic skills and techniques through presentation or performance
- Explore and create dramatic works to express ideas and emotions
- Explore dramatic works through presentation or performance
- Improvise and take creative risks to express meaning
- Intentionally select and combine drama conventions
GRADE 10 - DRAMA - Reason and reflect
GRADE 10 - DRAMA - Communicate and document
GRADE 10 - DRAMA - Connect and expand
GRADE 11 - DRAMA - Explore and Create
- Create dramatic works for an intended audience
- Create, rehearse, and refine dramatic works through collaborative and individual presentation or performance
- Develop and refine performance skills in a variety of contexts
- Experiment with a range of materials, props, processes, and technologies to create and refine performances
- Explore and create dramatic works to express ideas, meaning, and emotions
- Improvise and take creative risks using imagination, exploration, and inquiry
- Purposefully select and combine dramatic elements and conventions
GRADE 11 - DRAMA - Reason and reflect
GRADE 11 - DRAMA - Communicate and document
GRADE 11 - DRAMA - Connect and expand
- Demonstrate awareness of self, others, and audience
- Demonstrate personal and social responsibility associated with creating, performing, and responding to dramatic works
- Explore the impacts of dramatic works on culture and society
- Explore the role of story and narrative in expressing First Peoples perspectives, values, and beliefs, including protocols related to ownership of First Peoples oral texts
- Make connections through drama with family and community on local, regional, and national scales
GRADE 12 - DRAMA - Explore and Create
- Create, rehearse, and refine dramatic works through collaborative and individual presentation or performance
- Develop and refine performance skills in a variety of contexts
- Develop dramatic works for an intended audience
- Explore and create dramatic works to express ideas, meaning, and emotions
- Improvise and take creative risks using imagination, exploration, and inquiry
- Intentionally select and combine dramatic elements and conventions
GRADE 12 - DRAMA - Reason and reflect
- Describe, analyze, and evaluate ways in which props, technologies, and environments are used in drama, using discipline-specific language
- Receive, provide, and apply constructive feedback to refine dramatic works
- Reflect on dramatic works and make connections with personal experiences
- Use self-reflection and awareness of audience to refine ideas
GRADE 12 - DRAMA - Communicate and document
GRADE 12 - DRAMA - Connect and expand
- Analyze the role of story and narrative in expressing First Peoples perspectives, values, and beliefs, including protocols related to ownership of First Peoples oral texts
- Demonstrate personal and social responsibility associated with creating, performing, and responding to dramatic works
- Demonstrate respect for self, others, and audience
Grade 6 - Exploring Forms and Cultural Contexts
Grade 7 - Creating and Presenting
Grade 8 - Reflecting, Responding and Analyzing
Grade 8 - Creating and Presenting
- B1.2 demonstrate an understanding of the elements of drama by selecting and manipulating multiple elements and conventions to create and enhance a variety of drama works and shared drama experiences
- B1.3 plan and shape the direction of the drama by negotiating ideas and perspectives with others, both in and out of role
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)
Grades 9 & 10 - Reflecting, Responding and Analyzing - Connections Beyond the Classroom
Grades 9 & 10 - Reflecting, Responding and Analyzing - The Critical Analysis Process
Grades 9 & 10 - Creating and Presenting - Presentation Techniques & Technologies
Grade 11 - Creating and Presenting - Elements and Conventions
Grade Eight
Theatre Arts II: Dramatic Literature And Theatre History
Theatre Arts III: Intermediate Acting & Playwriting
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