Friendly Shakespeare teaches a simple and effective method of script analysis for Shakespeare. It uses punctuation and keywords in the text to help students understand the characters' needs, make specific acting choices, and get them on their feet immediately.

This is not dry, sitting in a classroom discussion. It’s physicalizing the text, focusing on the character’s needs and tactics (something every drama student should know full well) and bringing Shakespeare to life.

At the end of the class you will be able to demystify Shakespeare's text and understand how to help your actors make clear, active and emotionally connected choices in Shakespeare's plays.

Course Summary

Standards Addressed

9 Modules
2 hours, 5 minutes
4 Credit Hours

shakespeare analysis

Course Outline

Lesson 1: Introduction 3:58
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Lesson 2: Warm-Ups 26:12
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Lesson 3: Barbs from the Bard 13:17
Lesson 4: The Givens 23:22
Lesson 5: Keywords 13:35
Lesson 6: Punctuation 19:34
Lesson 7: Physicalizing the Punctuation 13:46
Lesson 8: Bringing it All Together 6:23
Lesson 9: Unpacking the Experience 5:44

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Standards Addressed

National Core Arts Standards

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

TH:Cr2.1.HSI.a - Explore the function of history and culture in the development of a dramatic concept through a critical analysis of original ideas in a drama/theatre work.

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

TH:Cr3.1.HSIII.b - Synthesize ideas from research, script analysis, and context to create a performance that is believable, authentic, and relevant in a drama/theatre work.

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

TH:Cr3.1.HSII.b - Use research and script analysis to revise physical, vocal, and physiological choices impacting the believability and relevance of a drama/ theatre work.

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

TH:Cr3.1.HSI.b - Explore physical, vocal and physiological choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work.

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

TH:Cr3.1.8.b - Refine effective physical, vocal, and physiological traits of characters in an improvised or scripted drama/ theatre work.

TH:Cr3.1: Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade 7

TH:Cr3.1.7.a - Demonstrate focus and concentration in the rehearsal process to analyze and refine choices in a devised or scripted drama/theatre work.

TH:Cr3.1.7.b - Develop effective physical and vocal traits of characters in an improvised or scripted drama/theatre work

TH:Cr3.1: Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade 6

TH:Cr3.1.6.a - Articulate and examine choices to refine a devised or scripted drama/theatre work.

TH:Cr3.1.6.b - Identify effective physical and vocal traits of characters in an improvised 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.b - Experiment with various physical choices to communicate character 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:Cr2.1.7.b - Demonstrate mutual respect for self and others and their roles in preparing or devising drama/theatre work.

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 Advanced

TH:Cr1.1.HSIII.c - Integrate cultural and historical contexts with personal experiences to create a character that is believable and authentic, in a drama/theatre work.

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

TH:Cr1.1.HSII.c - Use personal experiences and knowledge to develop a character that is believable and authentic in a 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:Pr5.1: Develop and refine artistic techniques and work for presentation - Grade HS Proficient

TH:Pr5.1.HSI.a - Practice various acting techniques to expand skills in a rehearsal or drama/theatre performance.

TH:Pr6.1: Convey meaning through the presentation of artistic work - Grade 8

TH:Pr6.1.8.a - Perform a rehearsed drama/theatre work for an audience.

TH:Pr6.1: Convey meaning through the presentation of artistic work - Grade 7

TH:Pr6.1.7.a - Participate in rehearsals for a drama/theatre work that will be shared with an audience.

TH:Pr6.1: Convey meaning through the presentation of artistic work - Grade 6

TH:Pr6.1.6.a - Adapt a drama/theatre work and present it informally for an audience.

TH:Pr5.1: Develop and refine artistic techniques and work for presentation - Grade HS Advanced

TH:Pr5.1.HSIII.a - Use and justify a collection of acting exercises from reliable resources to prepare a believable and sustainable performance.

TH:Pr5.1: Develop and refine artistic techniques and work for presentation - Grade HS Accomplished

TH:Pr5.1.HSII.a - Refine a range of acting skills to build a believable and sustainable drama/theatre performance.

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:Pr5.1: Develop and refine artistic techniques and work for presentation - Grade 8

TH:Pr5.1.8.a - Use a variety of acting techniques to increase skills in a rehearsal or drama/theatre performance.

TH:Pr5.1: Develop and refine artistic techniques and work for presentation - Grade 7

TH:Pr5.1.7.a - Participate in a variety of acting exercises and techniques that can be applied in a rehearsal or drama/theatre performance.

TH:Pr5.1: Develop and refine artistic techniques and work for presentation - Grade 6

TH:Pr5.1.6.a - Recognize how acting exercises and techniques can be applied to a drama/theatre work.

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

TH:Pr4.1.HSIII.b - Apply a variety of researched acting techniques as an approach to character choices 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.

TH:Pr4.1.HSI.b - Shape character choices using given circumstances in a drama/theatre work.

TH:Pr4.1: Select, analyze, and interpret artistic work for presentation - Grade 8

TH:Pr4.1.8.a - Explore different pacing to better communicate the story in a drama/theatre work.

TH:Pr4.1.8.b - Use various character objectives and tactics in a drama/theatre work to overcome an obstacle.

TH:Pr4.1: Select, analyze, and interpret artistic work for presentation - Grade 7

TH:Pr4.1.7.a - Consider various staging choices to enhance the story in a drama/theatre work.

TH:Pr4.1.7.b - Use various character objectives in a drama/theatre work.

California VAPA Standards (2001)

GRADE EIGHT - 2.0 CREATIVE EXPRESSION

2.2 - Creation/Invention in Theatre - Perform character-based improvisations, pantomimes, or monologues, using voice, blocking, and gesture to enhance meaning.

GRADE EIGHT - 1.0 ARTISTIC PERCEPTION

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

GRADE SEVEN - 5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS

5.2 - Careers and Career-Related Skills - Demonstrate projection, vocal variety, diction, gesture, and confidence in an oral presentation.

GRADE SEVEN - 4.0 AESTHETIC VALUING

4.2 - Derivation of Meaning from Works of Theatre - Explain how cultural influences affect the content or meaning of works of theatre.

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 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

1.2 - Comprehension and Analysis of the Elements of Theatre - Document observations and perceptions of production elements, noting mood, pacing, and use of space through class discussion and reflective writing.

GRADE SIX - 2.0 CREATIVE EXPRESSION

2.2 - Creation/Invention in Theatre - Use effective vocal expression, gesture, facial expression, and timing to create character.

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.

3.3 - History of Theatre - Perform, design, or direct theatre pieces in specific theatrical styles, including classics by such playwrights as Sophocles, Shakespeare, Lope de Vega, Aphra Behn, Moliere, and Chekhov.

3.4 - History of Theatre - Compare and contrast specific styles and forms of world theatre. For example, differentiate between Elizabethan comedy and Restoration farce.

GRADES 9-12 ADVANCED - 2.0 CREATIVE EXPRESSION

2.1 - Development of Theatrical Skills - Make acting choices, using script analysis, character research, reflection, and revision to create characters from classical, contemporary, realistic, and nonrealistic dramatic texts.

GRADES 9-12 ADVANCED - 1.0 ARTISTIC PERCEPTION

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.

GRADE 9-12 PROFICIENT - 2.0 CREATIVE EXPRESSION

2.1 - Development of Theatrical Skills - Make acting choices, using script analysis, character research, reflection, and revision through the rehearsal process.

2.3 - Creation/Invention in Theatre - Design, produce, or perform scenes or plays from a variety of theatrical periods and styles, including Shakespearean and contemporary realism.

California VAPA Standards (2019)

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

Prof.TH:Cr2.a - Explore the function of history and culture in the development of a dramatic concept through a critical analysis of original ideas in drama/theatre works from western or non-western theatre traditions.

Adv.TH:Cr3 Refine and complete artistic work.

Adv.TH:Cr3.b - Synthesize ideas from research, script analysis, and context to create a performance that is believable, authentic, and relevant in a drama/theatre work.

Acc.TH:Cr3 Refine and complete artistic work.

Acc.TH:Cr3.b - Use research and script analysis to revise physical, vocal, and physiological choices impacting the believability and relevance of a drama/ theatre work.

Prof.TH:Cr3 Refine and complete artistic work.

Prof.TH:Cr3.b - Explore physical, vocal and physiological choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work.

8.TH:Cr3 Refine and complete artistic work.

8.TH:Cr3.b - Refine effective physical, vocal, and physiological traits of characters in an improvised or scripted drama/ theatre work.

7.TH:Cr3 Refine and complete artistic work.

7.TH:Cr3.a - Demonstrate focus and concentration in the rehearsal process to analyze and refine choices in a devised or scripted drama/theatre work.

7.TH:Cr3.b - Develop effective physical and vocal traits of characters in an improvised or scripted drama/theatre work.

6.TH:Cr3 Refine and complete artistic work.

6.TH:Cr3.a - Receive and incorporate feedback to refine a devised or scripted drama/theatre work.

6.TH:Cr3.b - Identify effective physical and vocal traits of characters in a 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.b - Experiment with various physical choices to communicate character 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.

7.TH:Cr2.b - Demonstrate mutual respect for self and others and their roles in preparing or devising drama/theatre work.

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.

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

Adv.TH:Cr1.b - Integrate cultural and historical contexts with personal experiences to create a character that is believable and authentic, in a drama/theatre work.

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

Acc.TH:Cr1.b - Use personal experiences and knowledge to develop a character that is believable and authentic in a 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.

Prof.TH:Pr5 Develop and refine artistic techniques and work for presentation.

Prof.TH:Pr5.a - Practice various acting techniques to expand skills in a rehearsal or drama/theatre performance.

8.TH:Pr6 Convey meaning through the presentation of artistic work.

8.TH:Pr6 - Perform a rehearsed, scripted scene from a drama/theatre work for an audience.

7.TH:Pr6 Convey meaning through the presentation of artistic work.

67TH:Pr6 - Create through improvisation a drama/theatre work that will be shared with an audience.

6.TH:Pr6 Convey meaning through the presentation of artistic work.

6.TH:Pr6 - Adapt a piece of literature and present it for an audience.

Adv.TH:Pr5 Develop and refine artistic techniques and work for presentation.

Adv.TH:Pr5.a - Use and justify a collection of acting exercises from reliable resources to prepare a believable and sustainable performance.

Acc.TH:Pr5 Develop and refine artistic techniques and work for presentation.

Acc.TH:Pr5.a - Refine a range of acting skills to build a believable and sustainable drama/theatre performance.

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.

8.TH:Pr5 Develop and refine artistic techniques and work for presentation.

8.TH:Pr5.a - Use a variety of acting techniques to increase skills in a rehearsal or drama/theatre performance.

7.TH:Pr5 Develop and refine artistic techniques and work for presentation.

7.TH:Pr5.a - Participate in a variety of acting exercises and techniques that can be applied in a rehearsal or drama/theatre performance.

6.TH:Pr5 Develop and refine artistic techniques and work for presentation.

6.TH:Pr5.a - Recognize how acting exercises and techniques can be applied to a drama/theatre work.

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

Adv.TH:Pr4.b - Apply a variety of researched acting techniques as an approach to character choices 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.

Prof.TH:Pr4.b - Shape character choices using given circumstances in a drama/theatre work.

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

8.TH:Pr4.a - Explore different pacing to better communicate the story in a drama/theatre work.

8.TH:Pr4.b - Use various character objectives and tactics in a drama/theatre work to overcome an obstacle.

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

7.TH:Pr4.a - Consider various staging choices to enhance the story in a drama/theatre work.

7.TH:Pr4.b - Use various character objectives in a drama/theatre work.

Georgia Performance Standards 2010 - Theatre Arts

Grade 9-12 - ADVANCED DRAMA IV

TAHSADIV.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

TAHSADIV.3 - Acting by developing, communicating, and sustaining roles within a variety of situations and environments
a. Examines the skills and tasks associated with acting on stage
b. Explores the development of an actor's skills and resources
c. Creates characters using the tools and resources of acting to a variety of formal and informal performances
d. Analyzes and applies observation skills for character creation
e. Applies knowledge of theatre production and management in an actual production

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.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
d. Compares major historical developments to significant shifts in theatre, and theatre literature
e. Critiques and utilizes the study and research of individuals in theatre literature through the 17th to the 21st centuries

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

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

TAMS6.3 - Acting by developing, communicating, and sustaining roles within a variety of situations and environments
a. Demonstrates effective verbal and non-verbal communication skills
b. Demonstrates the relationship between a character’s background and the character’s method of communication
c. Interprets motivation for a character’s behavior
d. Demonstrates appropriate interactions between characters
e. Explores the variety of relationships between characters

TAMS6.6 - Researching cultural and historical information to support artistic choices
a. Applies research skills to theatre scripts, roles, and experiences
b. Examines the relevance of cultural and historical context
c. Utilizes a multi-disciplinary approach to create original theatre
d. Synthesizes theatre styles and other media to create performances

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

TAHSADIII.3 - Acting by developing, communicating, and sustaining roles within a variety of situations and environments
a. Examines the skills and tasks associated with acting on stage
b. Explores the development of an actor's skills and resources
c. Creates characters using the tools and resources of acting to a variety of formal and informal performances
d. Analyzes and applies observation skills for character creation

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

TAHSADII.3 - Acting by developing, communicating, and sustaining roles within a variety of situations and environments
a. Examines the skills and tasks associated with acting on stage
b. Explores the development of an actor's skills and resources
c. Creates characters using the tools and resources of acting to a variety of formal and informal performances
d. Analyzes and applies observation skills for character creation

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

TAHSADI.3 - Acting by developing, communicating, and sustaining roles within a variety of situations and environments
a. Examines the skills and tasks associated with acting on stage
b. Explores the development of an actor's skills and resources
c. Creates characters using the tools and resources of acting to a variety of formal and informal performances

TAHSADI.8 - Examining the roles of theatre as a reflection of past and present civilizations
a. Explores the historical impact of theatre on the political process
b. Examines the impact of theatre on the quality of life in society
c. Researches and defends the role of theatre as an educational tool

Grade 9-12 - ACTING III

TAHSAIII.1 - Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media
a. Engages in script analysis and study as a means of actor preparation
b. Utilizes evidence provided by the script to support decisions in characterization
c. Uses script analysis in the development of presentation of formal and informal theatre performances

TAHSAIII.3 - Acting by developing, communicating, and sustaining roles within a variety of situations and environments
a. Examines the voice, body, and imagination as tools of the actor
b. Explores observation, research, cultural development, and personal experience as potential resources available to the actor
c. Implements the tools and resources of acting in the development and presentation of formal and informal monologues and scenes
d. Researches and assesses the development of skills for character creation and performance

TAHSAIII.8 - Examining the roles of theatre as a reflection of past and present civilizations
a. Examines theatrical performance conventions from a variety of historical periods
b. Explores cultural influences on acting, theatre, and human interaction
c. Applies appropriate historic and cultural data during the performance of a character in formal and informal theatrical pieces
d. Researches and applies the knowledge of historical movement and acting technique to character development
e. Assesses the application of historic and contemporary acting theories to a variety of classical and contemporary theatre literature

Grade 9-12 - ACTING II

TAHSAII.1 - Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media
a. Engages in script analysis and study as a means of actor preparation
b. Utilizes evidence provided by the script to support decisions in characterization
c. Uses script analysis in the development of presentation of formal and informal theatre performances

TAHSAII.3 - Acting by developing, communicating, and sustaining roles within a variety of situations and environments
a. Examines the voice, body, and imagination as tools of the actor
b. Explores observation, research, cultural development, and personal experience as potential resources available to the actor
c. Implements the tools and resources of acting in the development and presentation of formal and informal monologues and scenes
d. Researches and assesses the development of skills for character creation and performance

TAHSAII.8 - Examining the roles of theatre as a reflection of past and present civilizations
a. Examines theatrical performance conventions from a variety of historical periods
b. Explores cultural influences on acting, theatre, and human interaction
c. Applies appropriate historic and cultural data during the performance of a character in formal and informal theatrical pieces
d. Researches and applies historical movement and acting technique to character development

Grade 9-12 - ACTING I

TAHSAI.1 - Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media
a. Engages in script analysis and study as a means of actor preparation
b. Utilizes evidence provided by the script to support decisions in characterization
c. Uses script analysis in the development of presentation of formal and informal theatre performances

TAHSAI.3 - Acting by developing, communicating, and sustaining roles within a variety of situations and environments
a. Examines the voice, body, and imagination as tools of the actor
b. Explores observation, research, cultural development, and personal experience as potential resources available to the actor
c. Implements the tools and resources of acting in the development and presentation of formal and informal monologues and scenes

TAHSAI.6 - Researching cultural and historical information to support artistic choices
a. Explores the use of cultural and historical information in character development
b. Examines research methods used by professional actors and actresses
c. Implements meaningful research efforts in developing formal and informal theatre performances

TAHSAI.8 - Examining the roles of theatre as a reflection of past and present civilizations
a. Examines theatrical performance conventions from a variety of historical periods
b. Explores cultural influences on acting, theatre, and human interaction
c. Applies appropriate historic and cultural data during the performance of a character in formal and informal theatrical pieces

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

TAHSFTII.3 - Acting by developing, communicating, and sustaining roles within a variety of situations and environments
a. Investigates mental and emotional methods of actor for preparation
b. Demonstrates awareness of verbal elements of acting (e.g., voice, breathing)
c. Demonstrates non-verbal elements of acting (e.g., posture, facial expression, physical movement)
d. Acquires and incorporates sensory and emotional recall in character development
e. Constructs authentic characters through observation of human behavior
f. Demonstrates the goals, observations, actions, and tactics of characters
g. Differentiates between acting methods (e.g., Stanislavski, Uta Hagen)
h. Revises performance based on self-critique
i. Defends acting and character choices
j. Analyzes critiques of fellow classmates to create improved performance

TAHSFTII.8 - Examining the roles of theatre as a reflection of past and present civilizations
a. Analyzes plays and dramas that are representative of various historical periods
b. Identifies and analyzes plays and dramas that are culturally diverse
c. Recognizes historical events that have influenced the role of theatre
d. Recognizes theatrical events that have impacted cultural development
e. Analyzes and explains theatre conventions and traditions for different cultures and time periods
f. Analyzes and explains how universal themes in theatre transcend time and space
g. Explores the works of milestone playwrights
h. Analyzes milestone plays for dramatic elements that contribute to their lasting influence
i. Predicts which contemporary plays may endure

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

TAHSFTI.3 - Acting by developing, communicating, and sustaining roles within a variety of situations and environments
a. Investigates mental and emotional methods of actor preparation
b. Observes and incorporates details of common human activity
c. Demonstrates awareness of verbal elements of acting (e.g., voice, breathing)
d. Demonstrates non-verbal elements of acting (e.g., posture, facial expression, physical movement)

TAHSFTI.8 - Examining the roles of theatre as a reflection of past and present civilizations
a. Analyzes plays and dramas that are representative of historical periods
b. Identifies and analyzes plays and dramas that are culturally diverse
c. Recognizes historical events that have influenced the role of theatre
d. Recognizes theatrical events that have impacted cultural development

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

TAMS8.3 - Acting by developing, communicating, and sustaining roles within a variety of situations and environments
a. Analyzes character development within the theatrical contexts
b. Demonstrates the physical, emotional, vocal, and social dimensions of a character
c. Analyzes character motivation and behavior
d. Compares the relationships and interactions between characters

TAMS8.6 - Researching cultural and historical information to support artistic choices
a. Applies advanced research skills to obtain appropriate cultural and historical information
b. Analyzes the cultural and historical context in theatre production
c. Supports artistic choices with cultural and historical information
d. Examines how culture is defined through 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

TAMS7.3 - Acting by developing, communicating, and sustaining roles within a variety of situations and environments.
a. Identifies and demonstrates effective communication skills
b. Compares the physical, emotional, vocal, and social dimensions of a character
c. Analyzes the motivation for a character’s behavior
d. Demonstrates appropriate interactions between characters
e. Explores the variety of relationships between characters

TAMS7.6 - Researching cultural and historical information to support artistic choices
a. Utilizes advanced research skills to obtain appropriate cultural and historical information
b. Analyzes the cultural and historical context in theatre production
c. Supports artistic choices with cultural and historical information
d. Draws conclusions regarding cultural similarities and differences
e. Examines how a culture is defined through theatre and other media

Georgia Performance Standards 2017 - Theatre Arts

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

TAHSFT.PR.1 - Act by communicating and sustaining roles in formal and informal environments.
a. Observe and demonstrate aspects of verbal and non-verbal techniques in common human activity for performance (e.g. voice, breathing, posture, facial expression, physical movement).
b. Construct and interpret artistic choices in performance including the objectives, decisions, and actions of characters.
c. Explore various acting methods and techniques (e.g. Stanislavski, Uta Hagen, sense memory, emotional recall) for the purpose of character development.
d. Perform acting choices for an audience based on critiques.

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.

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

TAHSFT.CR.1 - Organize, design, and refine theatrical work.
a. Recognize and/or employ realistic and conventional speech patterns within dialogue or dramatic verse.
b. Incorporate dramatic elements through improvisation.
c. Recognize and interpret artistic choices in performance.

Grade 6 - Performing

TA6.PR.1 - Act by communicating and sustaining roles in formal and informal environments.
a. Demonstrate effective verbal and non-verbal communication skills (e.g. rate, pitch, volume, inflection, posture, facial expression, physical movement).
b. Execute character creation in a performance.
c. Demonstrate a variety of types of theatre performances.

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.

Grade 7 - Performing

TA7.PR.1 - Act by communicating and sustaining roles in formal and informal environments.
a. Execute effective verbal and non-verbal communication skills in performance (e.g. rate, pitch, volume, inflection, posture, facial expression, physical movement).
b. Participate in a variety of acting exercises and techniques that can be applied in a rehearsal or theatre performance.
c. Engage in various performance styles.

Grade 7 - Connecting

TA7.CN.2 - Examine the role of theatre in a societal, cultural, and historical context.
a. Examine theatre development throughout history.
b. Identify and analyze cultural influences on theatre.
c. Utilize multi-disciplinary research skills to obtain cultural and historical information to justify artistic choices (e.g. costuming, make-up, setting of a time period in relation to the play).
d. Draw conclusions about the influence of theatre on society.

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.

Grade 8 - Performing

TA8.PR.1 - Act by communicating and sustaining roles in formal and informal environments.
a. Demonstrate the physical, emotional, vocal, and social dimensions of a character in different types of theatre performances (e.g. rate, pitch, volume, inflection, posture, facial expression, motivation, physical movement).
b. Demonstrate appropriate ensemble skills throughout a performance.
c. Use appropriate listening and response skills during performances.

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.

Grade 8 - Connecting

TA8.CN.2 - Examine the role of theatre in a societal, cultural, and historical context.
a. Compare and contrast how theatre evolves through time.
b. Examine how culture is defined through theatre and other media.
c. Apply advanced research skills to obtain appropriate cultural and historical information to rationalize artistic choices (e.g. costuming, make-up, setting of a time period in relation to the play).
d. Discuss theatre’s role in reflecting the culture of a society.

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.

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

TAHSA.PR.1 - Act and direct by communicating and sustaining roles within a variety of situations and environments.
a. Examine and implement the voice, body, observation, and imagination as tools of the actor in presentations of formal and informal theatre.
b. Research and assess the development of acting skills for character creation and performance including historical movements, personal experience, and cultural influences.
c. Act by developing, communicating, and sustaining roles within a variety of situations and environments.
d. Identify and examine the responsibilities and tasks of an actor in relationship with directors, designers, and technical crew.
e. Use the skills and tools of a director to conduct rehearsals for performance.

Grades 9-12 - ADVANCED DRAMA LEVELS I-IV -Performing

TAHSAD.PR.1 - Act and direct by communicating and sustaining roles within a variety of situations and environments.
a. Examine and implement the skills and tasks associated with acting, incorporating voice, body, observation, and imagination to create characters for formal and informal performances.
b. Implement the duties of the stage manager, including communication and safety procedures, that will assist the director in all areas of production.
c. Develop a schedule and organizational plan to prepare a scene for performance, including a rehearsal schedule and a prompt script.
d. Conduct rehearsals and present a full theatrical presentation to a live audience.

Texas Essential Knowledge and Skills for Theatre Arts

MS 117.212 LII - Creative Expression: performance

B.2.E - apply knowledge of effective voice and diction techniques to express thoughts and feelings.

B.2.G - create improvised scenes that include setting, character, and plot.

MS 117.212 LII - Foundations: Inquiry and Understanding

B.1.B - develop and apply theatre preparation and warm-up techniques.

MS 117.213 LIII - Foundations: Inquiry and Understanding

B.1.C - create expressive movement and mime to define space and characters.

MS 117.213 LIII - Creative Expression: performance

B.2.B - portray characters through familiar movements and dialogue.

B.2.D - express thoughts and feelings using effective voice and diction.

HS 117.315 LI - Creative Expression: performance

C.2.C - employ effective voice and diction to express thoughts and feelings.

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 117.316 LII - Foundations: Inquiry and Understanding

C.1.A - develop and practice theatre warm-up techniques.

C.1.C - demonstrate effective voice and diction.

HS 117.316 LII - Creative Expression: performance

C.2.C - demonstrate effective voice and diction to express thoughts and feelings.

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

HS 117.315 LI - Foundations: Inquiry and Understanding

C.1.B - develop and practice theatre preparation and warm-up techniques.

C.1.D - develop and practice effective voice and diction to express thoughts and feelings.

C.1.E - analyze characters by describing attributes such as physical, intellectual, emotional, and social dimensions through reading scripts of published plays.

HS 117.317 LIII - Foundations: Inquiry and Understanding

C.1.A - apply theatre preparation and warm-up techniques effectively.

HS 117.317 LIII - Creative Expression: performance

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

C.2.D - experiment with improvisation and scripted scenes of various styles to portray believable characters.

HS 117.318 LIV - Foundations: Inquiry and Understanding

C.1.A - create and demonstrate theatre preparation and warm-up techniques.

HS 117.318 LIV - Creative Expression: performance

C.2.D - interpret scripted scenes of various styles to portray believable characters.

Alberta, Canada

Speech Drama 10

6 - perform exercises to relax and improve the movement of the articulators

12 - create specific vocal sound effects

Speech Drama 20

17 - identify script indicators of a character’s vocal quality

20 - apply movement and gesture to clarify and enhance spoken interpretation

Speech Drama 30

23 - use vocal variety in character development

Acting Drama 20

2 - create, select and sustain physical details of the character from scripted material

5 - demonstrate a character’s main objective within a scene

6 - demonstrate a character’s immediate or moment-to-moment objectives within a scene

9 - demonstrate the ability to pick up cues effectively

12 - analyze script for clues to create antecedent action

13 - create antecedent action for character

14 - identify and use operative words in a script

15 - analyze script for a character’s transitions

Acting Drama 30

20 - physicalize character through selected and economical movement and gesture

22 - display appropriate character relationships with all other characters in a scene

Theatre Studies Drama 30 (Early or Middle or Late drama)

4 - recognize dramatic structure of a play

Movement Drama 10

3 - recognize the necessity for physical warmups

4 - perform a physical warmup

10 - demonstrate focus, concentration and energy in all movement and gesture

15 - use basic locomotor movements (eg. walking, running, crawling) to explore space

16 - create and repeat patterns of movement

18 - appreciate that physical expression can enhance language

22 - translate words, images and emotions into movement

Improvisation/Acting Level III - Advanced

26 - pick up cues effectively

27 - identify and create a believable emotional build

30 - analyze text for meaning and character development

33 - critique the work of self and others through observation of specific details

Junior Goal II Objectives

become familiar with dramatic terminology and script format

gain awareness of how the integration of disciplines enriches dramatic communication

Junior Goal III Objectives

develop awareness of various conventions of theatre

develop the ability to analyze and assess the process and the art

Junior Orientation

demonstrate a willingness to take calculated and reasonable risks

listen effectively

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

communicate through use of voice and body

move in a variety of ways

respond to directions without breaking concentration-side coaching

speak, move, and generate ideas spontaneously

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

Movement Level I - Beginning

4 - recognize the need for and demonstrate warmup activities

8 - display increased freedom of movement

9 - travel through space in a variety of ways e.g., running, creeping and jumping

10 - use varying speed of movement

11 - use directions and pathways

13 - control focus and energy in movement and gesture

Movement Level II - Intermediate

23 - plan, repeat and combine movement patterns

24 - plan movement for audience visibility and spatial limitations

Movement Level III - Advanced

26 - use contrast in movement

28 - coordinate movement and movement patterns with other students

Speech Level I - Beginning

8 - understand volume, articulation, projection, rate, pause, phrasing, pitch and intonation

Speech Level II - Intermediate

10 - demonstrate effects of intonation, rate, pause and phrasing on the meaning of words

11 - use pitch to effect quality of voice production

13 - use voice to communicate mood and emotion

Speech Level III - Advanced

16 - use movement and gesture to clarify and enhance speech and character

18 - apply speech skills in a variety of speaking situations

Improvisation/Acting Level I - Beginning

2 - respond to directions without breaking concentration-side coaching

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

Improvisation/Acting Level II - Intermediate

18 - use voice variety to enhance a character

19 - discover how feelings affect a character

21 - sustain a character throughout an exercise or scene

23 - demonstrate understanding of character motivation

24 - recognize that relationships exist between characters in given situations

Junior Goal I Objectives

strengthen powers of concentration

explore and develop physical and vocal capabilities

develop the willingness to make a decision, act upon it and accept the results

Theatre Studies Level 1 - Beginning (performance analysis)

2 - identity specific criteria to assess a presentation

Senior Goal I Objectives

extend the ability to concentrate

extend physical and vocal capabilities

demonstrate the ability to recall and use sensory information

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

extend understanding of, acceptance of and empathy for others

demonstrate respect for others-their rights, ideas, abilities and differences

Senior Goal II Objectives

develop techniques that enhance vocal and physical communication

extend the ability to give form and expression to feelings, ideas and images

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

demonstrate understanding of integration of disciplines to enrich a theatrical presentation

Senior Goal III Objectives

broaden knowledge of theatre by viewing as great a variety of theatrical presentations as possible

demonstrate recognition of and respect for excellence in drama and theatre

develop an awareness of aesthetics in visual and performing arts

Orientation Drama 10

concentrate on the task at hand

make effective decisions or choices

demonstrate self-discipline, self-direction and a sense of responsibility

offer and accept constructive criticism with a desire to progress

Ontario, Canada

Grades 9 & 10 - Foundations - Responsible Practices

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 - Context and Influences

C.2.1 - identify ways in which dramatic expression and performance reflect communities and cultures, past and present (e.g., the prominence of socially and/or politically powerful characters in the drama of pre-industrial societies; the use of boy actors for female roles in Shakespearean theatre; the emphasis on religious themes in the drama of many cultures in different eras)

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

B.3.3 - identify connections between their learning in drama and possible employment opportunities in the broader educational and arts sectors (e.g., production and/or performance roles in community theatre, television/radio broadcasting, filmmaking)

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.3.1 - 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)

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.1.2 - select and use appropriate forms to present identified issues from a variety of perspectives (e.g., use a radio play, improvisation, or series of tableaux to present two opposing views about a political, social, or environmental issue)

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)