PD Course
From Audition to Curtain Call: Directing Youth Theatre
Created by Steven Stack
Directing youth theatre can be one of the most thrilling, rewarding, and exhausting jobs there is – because it’s not just about staging a play. It’s about creating an environment that fosters hard work, dedication, trust, and the willingness to take chances, to “play without fear.”
As a writer/teacher/director of youth theatre for over 15 years, I have developed tools and strategies that enable my students and me to focus on the process of creating theatre while fostering an environment that leads to creative freedom and a cohesive groups that doesn't act as individual “stars,” but as a community of one.
In this course, I will share with you these tips and strategies, along with the ways to implement them in your theatre environment.
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1Lesson 1Setting Up for Success6:19 FREE PREVIEWLearn the four basic pre rehearsal steps that will help you set yourself up for success.
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2Lesson 2The Five Keys9:00The five key concepts that are important to communicate to your actors. From memorizing lines, to dealing with stage fright, these ideas are vital.
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3Lesson 3All About Auditions13:41Basic types of auditions you can hold, things to say to the students before the audition starts, what to focus on during the audition, casting your show, and dealing with the aftermath of casting.
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4Lesson 4Check In / Check Out8:14Learn about these group sharing tools: check-ins and check-outs, that help actors feel connected, valued and part of a community.
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5Lesson 5The First Rehearsal12:08This module steps your through your first rehearsal including introductions, warm-ups, schedules, actor expectation, and setting up your rehearsal environment.
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6Lesson 6Rehearsal Games9:55Five games that will help your cast warm up, restore focus and energy, aid character development and have fun!
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7Lesson 7Blocking Your Show10:26Blocking: what it is, various methods, and how long it should take. You’ll even get a mock scene to practice what you’ve learned.
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8Lesson 8Character Bios9:57Learn what makes up a character bio and how they help your actors to see their characters as living, breathing, beings and not just characters on the page. This module will even give you a template to use.
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9Lesson 9How To Deal With The Things You Want NOT To Deal With10:17Issues arise in every production. Here you’ll learn how to deal with everything from actors not off book, to scheduling conflicts and actors dropping out of the show.
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10Lesson 10The Show and Curtain Call6:43You and your actors have done the work, built the connections, and now it’s time to show the audience this world that you have spent all your time creating.
Standards Addressed
Generate and conceptualize artistic ideas and work - Grade 6
Select, analyze, and interpret artistic work for presentation - Grade 6
Generate and conceptualize artistic ideas and work - Grade 7
Select, analyze, and interpret artistic work for presentation - Grade 7
Generate and conceptualize artistic ideas and work - Grade 8
Select, analyze, and interpret artistic work for presentation - Grade 8
Select, analyze, and interpret artistic work for presentation - Grade HS Proficient
Generate and conceptualize artistic ideas and work - High School Accomplished
Select, analyze, and interpret artistic work for presentation - Grade HS Accomplished
Organize and develop artistic ideas and work - Grade 6
Develop and refine artistic techniques and work for presentation - Grade 6
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.
Develop and refine artistic techniques and work for presentation - Grade 7
Interpret intent and meaning in artistic 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.
Develop and refine artistic techniques and work for presentation - Grade 8
Interpret intent and meaning in artistic work - Grade 8
Develop and refine artistic techniques and work for presentation - Grade HS Proficient
Interpret intent and meaning in artistic work - Grade HS Proficient
Organize and develop artistic ideas and work - Grade HS Accomplished
Develop and refine artistic techniques and work for presentation - Grade HS Accomplished
Interpret intent and meaning in artistic work - Grade HS Accomplished
- TH:Re8.1.HSII.a Develop detailed supporting evidence and criteria to reinforce artistic choices, when participating in or observing a drama/theatre work.
- TH:Re8.1.HSII.c Debate and distinguish multiple aesthetics, preferences, and beliefs through participation in and observation of drama/theatre work.
Organize and develop artistic ideas and work - Grade HS Advanced
Develop and refine artistic techniques and work for presentation - Grade HS Advanced
Interpret intent and meaning in artistic work - Grade HS Advanced
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade 6
Convey meaning through the presentation of artistic work - Grade 6
Apply criteria to evaluate artistic work - Grade 6
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade 7
Convey meaning through the presentation of artistic work - Grade 7
Apply criteria to evaluate artistic work - Grade 7
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade 8
Convey meaning through the presentation of artistic work - Grade 8
Apply criteria to evaluate artistic work - Grade 8
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade HS Proficient
Convey meaning through the presentation of artistic work - Grade HS Proficient
Apply criteria to evaluate artistic work - Grade HS Proficient
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade HS Accomplished
Convey meaning through the presentation of artistic work - Grade HS Accomplished
Apply criteria to evaluate artistic work - Grade HS Accomplished
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade HS Advanced
Convey meaning through the presentation of artistic work - Grade HS Advanced
6.TH:Cr1 Generate and conceptualize artistic ideas and work
6.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
7.TH:Cr1 Generate and conceptualize artistic ideas and work
7.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
8.TH:Cr1 Generate and conceptualize artistic ideas and work
8.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
Prof.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
Acc.TH:Cr1 Generate and conceptualize artistic ideas and work.
Acc.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
6.TH:Cr2 Organize and develop artistic ideas and work.
6.TH:Pr5 Develop and refine artistic techniques and work for presentation.
7.TH:Cr2 Organize and develop artistic ideas and work.
7.TH:Pr5 Develop and refine artistic techniques and work for presentation.
7.TH:Re8 Interpret intent and meaning in artistic 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.
8.TH:Pr5 Develop and refine artistic techniques and work for presentation.
8.TH:Re8 Interpret intent and meaning in artistic work.
Prof.TH:Pr5 Develop and refine artistic techniques and work for presentation.
Prof.TH:Re8 Interpret intent and meaning in artistic work.
Acc.TH:Cr2 Organize and develop artistic ideas and work.
Acc.TH:Pr5 Develop and refine artistic techniques and work for presentation.
Acc.TH:Re8 Interpret intent and meaning in artistic work.
Adv.TH:Cr2 Organize and develop artistic ideas and work.
Adv.TH:Pr5 Develop and refine artistic techniques and work for presentation.
Adv.TH:Re8 Interpret intent and meaning in artistic work.
6.TH:Cr3 Refine and complete artistic work.
6.TH:Pr6 Convey meaning through the presentation of artistic work.
6.TH:Re9 Apply criteria to evaluate artistic work.
7.TH:Cr3 Refine and complete artistic work.
7.TH:Pr6 Convey meaning through the presentation of artistic work.
7.TH:Re9 Apply criteria to evaluate artistic work.
8.TH:Cr3 Refine and complete artistic work.
8.TH:Pr6 Convey meaning through the presentation of artistic work.
8.TH:Re9 Apply criteria to evaluate artistic work.
Prof.TH:Cr3 Refine and complete artistic work.
Prof.TH:Pr6 Convey meaning through the presentation of artistic work.
Prof.TH:Re9 Apply criteria to evaluate artistic work.
Acc.TH:Cr3 Refine and complete artistic work.
Acc.TH:Pr6 Convey meaning through the presentation of artistic work.
Acc.TH:Re9 Apply criteria to evaluate artistic work.
Adv.TH:Cr3 Refine and complete artistic work.
Adv.TH:Pr6 Convey meaning through the presentation of artistic work.
Sixth Grade
- DT.6.1.1.a Students Can: Identify possible solutions to staging challenges in a drama/theatre work.
- DT.6.1.1.c Students Can: Explore a scripted or improvised character by imagining the given circumstances in a drama/theatre work.
- DT.6.1.2.a Students Can: Analyze to improve, refine, and evolve original ideas and artistic choices in a devised or scripted drama/theatre work.
- DT.6.1.2.b Students Can: Contribute ideas and accept and incorporate the ideas of others in preparing or devising a drama/theatre work.
- DT.6.1.4.a Students Can: Examine and articulate choices to refine a devised or scripted drama/theatre work.
- DT.6.1.4.b Students Can: Identify and employ effective physical and vocal traits of characters in an improvised or scripted drama/theatre work.
- DT.6.2.1.a Students Can: Identify the essential events in a story or script that make up the dramatic structure in a drama/theatre work.
- DT.6.2.1.b Students Can: Experiment with various physical and vocal choices to communicate character in a drama/theatre work.
- DT.6.2.2.a Students Can: Participate in a variety of acting exercises and techniques that can be applied in a rehearsal or drama/theatre performance.
- DT.6.2.3.a Students Can: Establish a relationship with the audience and the ensemble during a performance of a drama/theatre work.
- DT.6.2.4.a Students Can: Adapt a drama/theatre work and present it for an audience.
- DT.6.3.4.c Students Can: Identify a specific audience or purpose for a drama/theatre work.
Seventh Grade
- DT.7.1.1.a Students Can: Integrate multiple perspectives and solutions to staging challenges in a drama/theater work.
- DT.7.1.1.c Students Can: Envision and describe a scripted or improvised character's inner thoughts and objectives in a drama/theater work.
- DT.7.1.2.a Students Can: Examine and justify original ideas and artistic choices in a drama/theater work based on background knowledge, historical, and cultural context.
- DT.7.1.2.b Students Can: Demonstrate mutual respect for self and others and their roles in preparing or devising drama/theatre work.
- DT.7.1.4.a Students Can: Demonstrate focus and concentration in the rehearsal process to analyze and refine choices in a devised or scripted drama/theatre work.
- DT.7.1.4.b Students Can: Develop effective physical and vocal traits of characters in an improvised or scripted drama/theatre work.
- DT.7.2.1.a Students Can: Experiment various staging choices to enhance the story in a drama/theatre work.
- DT.7.2.1.b Students Can: Apply various character objectives in a drama/theatre work.
- DT.7.2.2.a Students Can: Recognize how acting exercises and techniques can be applied to a drama/theatre work.
- DT.7.2.4.a Students Can: Participate in rehearsals for a drama/theatre work that will be shared with an audience.
- DT.7.3.2.a Students Can: Identify the artistic choices made based on personal experience in a drama/theatre work.
- DT.7.3.4.c Students Can: Identify how the intended purpose of a drama/theatre work appeals to a specific audience.
Eighth Grade
- DT.8.1.1.a Students Can: Imagine and explore multiple perspectives and solutions to staging problems in a drama/theatre work.
- DT.8.1.1.c Students Can: Develop a scripted or improvised character by articulating the character's inner thoughts, objectives, and motivations in a drama/theatre work.
- DT.8.1.2.a Students Can: Articulate and apply background knowledge, research, historical, and cultural context to the development of original ideas for a drama/theatre work.
- DT.8.1.2.b Students Can: Share leadership and responsibilities to develop collaborative goals when preparing or devising drama/theatre work.
- DT.8.1.4.a Students Can: Use repetition and analysis in order to revise devised or scripted drama/theatre work.
- DT.8.1.4.b Students Can: Refine effective physical, vocal, and physiological traits of characters in an improvised or scripted drama/theatre work.
- DT.8.2.1.b Students Can: Apply and justify various character objectives and tactics in a drama/theatre work to overcome an obstacle.
- DT.8.2.2.a Students Can: Develop a variety of acting techniques to increase skills in a rehearsal or drama/theatre performance.
- DT.8.2.4.a Students Can: Perform/present a rehearsed/designed drama/theatre work for an audience.
- DT.8.3.2.a Students Can: Summarize and share artistic choices when participating in or observing a drama/theatre work.
- DT.8.3.4.c Students Can: Assess the impact of a drama/theatre work on a specific audience.
High School - Fundamental Pathway
- DT.H1.1.3.b Students Can: Explore how personal, cultural, global, and historic belief systems affect creative choices in a drama/theatre work.
- DT.H1.1.4.a Students Can: Practice and revise a devised or scripted drama/theatre work using theatrical staging conventions.
- DT.H1.1.4.b Students Can: Explore physical, vocal, and physiological choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work.
- DT.H1.2.1.a Students Can: Examine how character relationships assist in telling the story of a drama/theatre work.
- DT.H1.2.1.b Students Can: Shape artistic choices using given circumstances in a drama/theatre work.
- DT.H1.2.2.a Students Can: Practice various acting techniques to expand skills in a rehearsal or drama/theatre performance.
- DT.H1.2.4.a Students Can: Perform/present a scripted drama/theatre work for a specific audience.
- DT.H1.3.2.a Students Can: Analyze and compare artistic choices developed from personal experiences in multiple drama/theatre works.
- DT.H1.3.2.c Students Can: Justify personal aesthetics, preferences, and beliefs through participation in and observation of a drama/theatre work.
- DT.H1.3.4.c Students Can: Adapt a drama/theatre work to impact a specific audience.
High School - Advanced Pathway
- DT.H2.1.1.c Students Can: Develop a character that is believable and authentic in a drama/theatre work based on personal experiences and knowledge.
- DT.H2.1.2.b Students Can: Cooperate as a creative team to make interpretive choices for a drama/theatre work.
- DT.H2.1.3.a Students Can: Choose and interpret a drama/theatre work to connect and question beliefs.
- DT.H2.1.4.a Students Can: Analyze the dramatic concept and technical design elements of a devised or scripted drama/theatre work through the use of the rehearsal process.
- DT.H2.2.1.a Students Can: Analyze how unique choices shape believable and sustainable drama/theatre work.
- DT.H2.2.2.a Students Can: Refine a range of acting skills to build a believable and sustainable drama/theatre performance.
- DT.H2.2.4.a Students Can: Present a drama/theatre work using creative processes that shape the production for a specific audience.
- 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.
- DT.H2.3.2.c Students Can: Debate and distinguish multiple aesthetics, preferences, and beliefs through participation in and observation of drama/theatre work.
- DT.H2.3.4.c Students Can: Verify how a drama/theatre work communicates for a specific purpose and audience.
High School - Professional Pathway
- DT.H3.1.2.b Students Can: Collaborate as a creative team to discover artistic solutions and make interpretive choices in a devised or scripted drama/theatre work.
- DT.H3.1.3.a Students Can: Collaborate on a drama/theatre work that examines a critical global issue using multiple personal, community, and cultural perspectives.
- DT.H3.1.4.a Students Can: Refine, transform, and re-imagine a devised or scripted drama/theatre work using the rehearsal process to invent or re-imagine style, genre, form, and conventions.
- DT.H3.2.1.b Students Can: Formulate an approach to artistic choices in a drama/theatre work based on a variety of researched techniques.
- DT.H3.2.2.a Students Can: Perform and justify a collection of acting exercises from reliable resources to prepare a believable and sustainable performance.
- DT.H3.2.3.a Students Can: Effectively execute creative processes to tell stories in a devised or scripted drama/theatre work, to connect with audience, community, and ensemble.
- DT.H3.2.4.a Students Can: Present a drama/theatre production for a specific audience that employs research and analysis grounded in the creative perspectives of the playwright, director, designer, and dramaturg.
- DT.H3.3.1.a Students Can: Respond to what is seen, felt, and heard in a drama/theatre work to analyze artistic choices and justify meaningful feedback based on historical, cultural, and personal context.
- DT.H3.3.2.a Students Can: Revise personal work and interpret the work of others when participating in or observing a drama/theatre work using detailed supporting evidence and appropriate criteria.
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.
Critical Thinking & Reflection
- TH.68.C.1.2 Develop a character analysis to support artistic portrayal.
- TH.68.C.1.4 Create and present a design, production concept, or performance and defend artistic choices.
- TH.68.C.1.5 Describe how a theatrical activity can entertain or instruct an audience.
- 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.2.1 Explore and describe possible solutions to production or acting challenges and select the solution most likely to produce desired results.
- TH.912.C.2.2 Construct imaginative, complex scripts and revise them in collaboration with actors to convey story and meaning to an audience.
- 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.
Historical & Global Connections
Innovation, Technology & the Future
Organizational Structure
- TH.68.O.1.1 Compare different processes an actor uses to prepare for a performance.
- TH.68.O.1.3 Explain the impact of choices made by directors, designers, and actors on audience understanding.
- TH.68.O.2.1 Diagram the major parts of a play and their relationships to each other.
- TH.68.O.2.4 Perform a scene or pantomime to demonstrate understanding of blocking and stage movement.
- 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.1.3 Execute the responsibilities of director, designer, manager, technician, or performer by applying standard theatrical conventions.
- TH.912.O.1.4 Write an original script or a dramatic adaptation of a literary work to demonstrate knowledge of theatrical conventions.
- TH.912.O.2.2 Perform a scene or monologue in a non-traditional way that stays true to its dramatic structure and can be justified within the script.
- TH.912.O.3.1 Analyze the methods of communication among directors, designers, stage managers, technicians, and actors that establish the most effective support of the creative process.
- TH.912.O.3.7 Apply standard conventions of directing, stage management, and design to denote blocking and stage movement for production documentation.
Skills, Techniques & Processes
- TH.68.S.1.2 Invent a character with distinct behavior(s) based on observations of people in the real world and interact with others in a cast as the invented characters.
- TH.68.S.2.1 Discuss the value of collaboration in theatre and work together to create a theatrical production.
- TH.68.S.2.4 Memorize and present a character's lines from a monologue or scene.
- TH.68.S.3.1 Develop characterizations, using basic acting skills, appropriate for selected dramatizations.
- TH.68.S.3.2 Use the elements of dramatic form to stage a play.
- TH.68.S.3.3 Lead rehearsals of improvised and scripted scenes, communicating with cast and crew to create appropriate characterization and dramatic environments.
- TH.912.S.1.1 Describe the interactive effect of audience members and actors on performances.
- TH.912.S.1.6 Respond appropriately to directorial choices for improvised and scripted scenes.
- TH.912.S.1.7 Interpret dramatic texts, organize and conduct rehearsals, and justify directorial choices for formal and informal productions.
- 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.2.4 Sustain a character or follow technical cues in a production piece to show focus.
- TH.912.S.2.5 Perform memorized theatrical literature in contrasting pieces to show ability to apply principles and structure, focus on details of performance, and processing skills to establish successful interpretation, expression, and believability.
- TH.912.S.2.6 Transfer acting and technical skills and techniques from one piece of dramatic text to another.
- TH.912.S.2.8 Strengthen acting skills by engaging in theatre games and improvisations.
- TH.912.S.3.2 Exercise artistic discipline and collaboration to achieve ensemble in rehearsal and performance.
- TH.912.S.3.3 Develop acting skills and techniques in the rehearsal process.
- TH.912.S.3.5 Conduct a comparative analysis of acting methods and the teacher-artists who developed them as a foundational guide to acting.
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 6 - Performing
- TA6.PR.1 Act by communicating and sustaining roles in formal and informal environments.<br/>a. Demonstrate effective verbal and non-verbal communication skills (e.g. rate, pitch, volume, inflection, posture, facial expression, physical movement).<br/>b. Execute character creation in a performance.<br/>c. Demonstrate a variety of types of theatre performances.
- TA6.PR.2 Execute artistic and technical elements of theatre.<br/>a. Incorporate technical elements in performance.
Grade 7 - Creating
- TA7.CR.1 Organize, design, and refine theatrical work.<br/>a. Identify and rehearse effective communication skills.<br/>b. Compare and contrast character types and relationships by analyzing character motivations, objectives, and goals.<br/>c. Compare the physical, emotional, vocal, and social dimensions of a character.<br/>d. Investigate the role and responsibility of the cast and crew.<br/>e. Identify and model ensemble skills in the rehearsal process.<br/>f. Utilize staging and blocking choices to enhance the performance.<br/>g. Compare, contrast, and design elements of technical theatre.<br/>h. Utilize theatre vocabulary throughout the rehearsal process.
- TA7.CR.2 Develop scripts through theatrical techniques.<br/>a. Create ideas for stories.<br/>b. Analyze the theme and structure of a play.<br/>c. Use the dramatic writing process to generate a script.<br/>d. Utilize dramatic conventions in the scriptwriting process (e.g. stage directions, dialogue, scenes).
Grade 7 - Performing
- TA7.PR.1 Act by communicating and sustaining roles in formal and informal environments.<br/>a. Execute effective verbal and non-verbal communication skills in performance (e.g. rate, pitch, volume, inflection, posture, facial expression, physical movement).<br/>b. Participate in a variety of acting exercises and techniques that can be applied in a rehearsal or theatre performance.<br/>c. Engage in various performance styles.
- TA7.PR.2 Execute artistic and technical elements of theatre.<br/>a. Select a variety of technical elements that can be applied to a theatrical work.<br/>b. Incorporate artistic and technical elements into a theatre performance.
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.
Grade 8 - Performing
- TA8.PR.1 Act by communicating and sustaining roles in formal and informal environments.<br/>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).<br/>b. Demonstrate appropriate ensemble skills throughout a performance.<br/>c. Use appropriate listening and response skills during performances.
- TA8.PR.2 Execute artistic and technical elements of theatre.<br/>a. Incorporate artistic and technical elements into a theatre production.<br/>b. Resolve conflicts in technical applications.
Grades 9-12 - ACTING LEVELS I-IV - Creating
- TAHSA.CR.1 Organize, design, and refine theatrical work.<br/>a. Use script analysis in the development and presentation of formal and informal theatre performances.<br/>b. Examine various theories of dramatic structure.<br/>c. Engage in and apply meaningful cultural, literary, and historical research to create acting choices or directorial concepts.
- TAHSA.CR.2 Develop scripts through theatrical techniques.<br/>a. Examine theatre practices regarding the development, structure, layout, and format of scripts.<br/>b. Use improvisation, personal experiences, heritage, imagination, literature, and history to develop scripts.<br/>c. Perform formal and informal monologues and scenes based on published and original scripts.
Grades 9-12 - ACTING LEVELS I-IV - Responding
Grades 9-12 - ADVANCED DRAMA LEVELS I-IV -Creating
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.<br/>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.<br/>b. Implement the duties of the stage manager, including communication and safety procedures, that will assist the director in all areas of production.<br/>c. Develop a schedule and organizational plan to prepare a scene for performance, including a rehearsal schedule and a prompt script.<br/>d. Conduct rehearsals and present a full theatrical presentation to a live audience.
- TAHSAD.PR.2 Execute artistic and technical elements of theatre.<br/>a. Engage as a creative team in script analysis to plan and create technical elements of a theatre production.
Grades 9-12 - ADVANCED DRAMA LEVELS I-IV -Responding
Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Creating
- TAHSFT.CR.1 Organize, design, and refine theatrical work.<br/>a. Recognize and/or employ realistic and conventional speech patterns within dialogue or dramatic verse.<br/>b. Incorporate dramatic elements through improvisation.<br/>c. Recognize and interpret artistic choices in performance.
- TAHSFT.CR.2 Develop scripts through theatrical techniques.<br/>a. Differentiate between dramatic and traditional literary writing and utilize common steps of the playwriting process.<br/>b. Assess the need for script analysis, concept development, and directorial and technical concerns of a theatrical script.<br/>c. Construct and critique elements of dramatic structure, character, and dialogue.<br/>d. Create and perform scenes for audiences.
Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Performing
- TAHSFT.PR.1 Act by communicating and sustaining roles in formal and informal environments.<br/>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).<br/>b. Construct and interpret artistic choices in performance including the objectives, decisions, and actions of characters.<br/>c. Explore various acting methods and techniques (e.g. Stanislavski, Uta Hagen, sense memory, emotional recall) for the purpose of character development.<br/>d. Perform acting choices for an audience based on critiques.
- TAHSFT.PR.2 Execute artistic and technical elements of theatre.<br/>a. Identify and define the various collaborative roles and relationships of technical production personnel (e.g. sound, lighting, set, scenic, costume, dramaturge, makeup, marketing, business aspects) in relation to the directors and performers.<br/>b. Identify and apply the various aspects of directing, staging, performance spaces, and rehearsal management.<br/>c. Recognize and apply the basic elements and procedures involved in the construction of props, scenery, and platforms.<br/>d. Formulate effective theatrical designs in order to support the text and directorial concept.
Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Responding
- TAHSFT.RE.1 Engage actively and appropriately as an audience member.<br/>a. Articulate why the relationship between the audience and performers is critical to the success of the production and demonstrate appropriate audience behavior.<br/>b. State and support aesthetic judgments through experience in diverse styles and genres of theatre.
- TAHSFT.RE.2 Critique various aspects of theatre and other media using appropriate supporting evidence.<br/>a. Generate and use terminology for critiquing theatre presentations.<br/>b. Analyze performance and utilize various effective forms of criticism to respond to and/or improve performance.
Grades 9-12 - MUSICAL THEATRE LEVELS I-IV - Creating
Grades 9-12 - MUSICAL THEATRE LEVELS I-IV - Performing
- TAHSMT.PR.1 Act and direct by communicating and sustaining roles within a variety of situations and environments.<br/>a. Examine and implement the skills and tasks associated with acting, singing, and dancing, incorporating vocal and movement technique, observation, and imagination to create characters for formal and informal performances.<br/>b. Identify and examine the responsibilities and tasks of an actor in relation to directors, designers, choreographers, technical crew, and production staff.<br/>c. Use the skills and tools of a director to develop a presentation of formal and informal musical theatre performances.<br/>d. Conduct rehearsals to present a musical theatre performance for a live audience.
- TAHSMT.PR.2 Execute artistic and technical elements of theatre.<br/>a. Engage as a creative team in script analysis to plan and create technical elements of a theatre production, including sets, props, costumes, makeup, lighting, and sound.
Grades 9-12 - MUSICAL THEATRE LEVELS I-IV - Responding
Grades 9-12 - THEATRE HISTORY AND LITERATURE I AND II - Performing
Grades 9-12 - THEATRE MANAGEMENT - Creating
Sixth Grade Create
Sixth Grade Present
Seventh Grade Create
Seventh Grade Present
- 7.PR.1.1 Refine choices in devised or scripted performances based on objective feedback and criteria.
- 7.PR.1.2 Communicate character and story using physical and vocal control, observation, and concentration during theatrical performances.
- 7.PR.2.2 Compare the expectations of an audience in different venues.
- 7.PR.2.4 Compare the theatrical modifications needed by performers in different venues.
Seventh Grade Respond
Eighth Grade Create
- 8.CR.1.1 Improvise conflict and resolution scenarios for original scripts or devised theatre.
- 8.CR.1.2 Create original characters and situations using background knowledge and research.
- 8.CR.2.1 Adapt historical or current events applying background knowledge and research to develop character and situations for theatre.
Eighth Grade Present
Beginning High School Present
Beginning High School Respond
Intermediate High School Create
Intermediate High School Present
Intermediate High School Respond
Accomplished High School Present
- AC.PR.1.1 Integrate feedback to effectively address identified areas of improvement.
- AC.PR.2.1 Develop theatrical works for a specific audience, audition, or production.
- AC.PR.2.2 Design various procedures to encourage appropriate audience engagement.
- AC.PR.2.3 Implement technical designs to tailor theatrical works for a range of audiences, spaces, or budgets.
- AC.PR.2.4 Adapt blocking and stage directions for a variety of venues.
Accomplished High School Respond
- AC.RE.1.1 Analyze the impact of historical and cultural context on written and presented theatrical works.
- AC.RE.1.2 Describe how individual and collective experiences impact the interpretation of theatre works.
- AC.RE.2.1 Describe the influence of professional theatre and trends on personal preferences for theatrical works.
- AC.RE.2.2 Critique theatrical works citing specific areas of focus with effective suggestions for improvement.
Advanced High School Create
- AD.CR.1.1 Develop a variety of extended scenes or short plays through improvisation, applying acting and directorial techniques in anticipation of various audiences or theatrical settings.
- AD.CR.1.2 Create a variety of extended scenes or plays inspired by various time periods or cultures.
- AD.CR.1.3 Implement original technical designs reflecting various time periods or cultures incorporating available facilities, technology, and tools.
Advanced High School Present
- AD.PR.1.1 Implement justified choices made in response to feedback and specific criteria.
- AD.PR.1.2 Apply conventions of acting, directing, and technical theatre to refine theatrical works for presentation.
- AD.PR.2.1 Develop contrasting theatrical works for diverse genres, audiences, auditions, or productions.
- AD.PR.2.4 Adapt staging and direction for various stage configurations.
Advanced High School Respond
Beginning High School Standards - Culture
Intermediate High School Standards - Culture
Proficient High School Standards - Analysis
Advanced High School Standards - Communication
Advanced High School Standards - Aesthetics
Advanced High School Standards - Culture
MS 117.211 LI - Foundations: Inquiry and Understanding
MS 117.211 LI - Creative Expression: performance
- C.2.B imagine and clearly describe characters, their relationships, and their surroundings.
- C.2.C select movements and dialogue to appropriately portray an imaginative character drawn from personal experience, cultural heritage, literature, and history.
- C.2.E express emotions and ideas using interpretive movements and dialogue.
MS 117.211 LI - Creative Expression: production
MS 117.212 LII - Foundations: Inquiry and Understanding
MS 117.212 LII - Creative Expression: performance
- B.2.B define characters by what they do, what they say, and what others say about them.
- B.2.D create stories collaboratively and individually that have dramatic structure.
- 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 117.213 LIII - Foundations: Inquiry and Understanding
MS 117.213 LIII - Creative Expression: performance
HS 117.315 LI - Foundations: Inquiry and Understanding
- C.1.B develop and practice theatre preparation and warm-up techniques.
- C.1.C develop and practice stage movement techniques such as mime, pantomime, stage combat, Laban, Lecoq, or Viewpoints consistently to express thoughts, feelings, and actions non-verbally.
- 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.
- C.1.F demonstrate a working knowledge of the language of theatre such as stage terminology, elements of theatre, or theatrical conventions.
HS 117.315 LI - Creative Expression: performance
- C.2.A demonstrate safe use of the voice and body.
- 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.
- C.2.E employ physical techniques consistently to express thoughts, feelings, and actions non-verbally.
- C.2.F create, write, and refine original monologues, improvisations, scenes, or vignettes that reflect dramatic structure to convey meaning to the audience through live performance or media forms.
HS 117.315 LI - Creative Expression: production
- C.3.C perform a role such as actor, director, designer, technician, or editor in production decision making and collaborate with others in a production role to tell a story through live theatre or media performance.
- C.3.D demonstrate responsibility, artistic discipline, and creative problem solving by concentrating in one or more areas of theatre production such as acting, technical theatre, or theatre management.
HS 117.315 LI - Critical evaluation and response
- C.5.B recognize theatre as an art form and evaluate self as a creative being.
- C.5.C offer and receive constructive criticism of peer performances.
- C.5.D evaluate live theatre in written and oral form with precise and specific observations using appropriate evaluative theatre vocabulary such as intent, structure, effectiveness, and value.
HS 117.316 LII - Foundations: Inquiry and Understanding
HS 117.316 LII - Creative Expression: performance
- C.2.A model safe, appropriate techniques to allow for physical, vocal, and emotional expression.
- C.2.B explore creativity as it relates to self and ensemble.
- 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.
- C.2.E develop physical techniques consistently to express thoughts, feelings, and actions non-verbally.
- C.2.F create, write, devise, and refine original monologues, improvisations, scenes, or vignettes to convey meaning to the audience through live performance or media forms.
HS 117.316 LII - Creative Expression: production
HS 117.317 LIII - Foundations: Inquiry and Understanding
HS 117.317 LIII - Creative Expression: performance
HS 117.317 LIII - Creative Expression: production
- C.3.B analyze and evaluate dramatic texts as a basis for technical discussions, considering themes, settings, times, literary styles, genres, and characters.
- C.3.D perform a role such as actor, director, designer, technician, or editor in production decision making and collaborate with others to tell a story through live theatre or media performance.
- C.3.E perform the role of actor, director, or technician, demonstrating responsibility, artistic discipline, and creative problem solving.
HS 117.317 LIII - Critical evaluation and response
HS 117.318 LIV - Foundations: Inquiry and Understanding
HS 117.318 LIV - Creative Expression: performance
HS 117.318 LIV - Creative Expression: production
Speech Drama 10
Speech Drama 30
Acting Drama 20
- 1 analyze a script for explicit character clues
- 10 critique the work of self and others through observation of specific details
- 12 analyze script for clues to create antecedent action
- 13 create antecedent action for character
- 4 demonstrate understanding that a character’s behaviour is motivated by past, present and anticipated future experiences
- 7 demonstrate the ability to play a character from the character’s point of view
Acting Drama 30
Improvisation/Acting Level III - Advanced
Junior Goal II Objectives
- become familiar with disciplines that enhance dramatic process
- become familiar with dramatic terminology and script format
- develop belief in, identification with, and commitment to a role
- develop the body and voice as tools of communication
- explore specific techniques demanded by various dramatic forms
Junior Goal III Objectives
Junior Orientation
- communicate through use of voice and body
- demonstrate a willingness to take calculated and reasonable risks
- generate imaginative and creative solutions to problems
- listen effectively
- offer and accept constructive criticism, given specific guidelines, with a desire to improve
- respond to directions without breaking concentration-side coaching
- share ideas confidently with others
- show awareness of story sequence
- speak, move, and generate ideas spontaneously
- support positively the work of others
- work cooperatively and productively with all members of the class in pairs, small groups and large groups
Movement Level II - Intermediate
Speech Level I - Beginning
Speech Level II - Intermediate
Improvisation/Acting Level I - Beginning
- 1 use warm-up techniques for preparation of body, voice and mind
- 10 use essential story elements in spontaneous and planned scenes
- 12 make logical choices within the boundaries of situation and character
- 6 understand and apply the essential elements of a story: character, setting, conflict, climax and plot
- 7 use stage vocabulary: stage areas, body positions and crosses
- 8 demonstrate appropriate rehearsal behaviours and routines
- 9 communicate a clear beginning, middle and end in spontaneous and planned scenes
Improvisation/Acting Level II - Intermediate
- 13 recognize the techniques of offering, accepting, advancing and blocking
- 14 use varied stimuli for character development
- 15 use the body and body language to enhance characterization
- 17 select and use language appropriate to a given character and situation
- 18 use voice variety to enhance a character
- 19 discover how feelings affect a character
- 20 enter and exit in 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
Theatre Studies Level 1 - Beginning (performance analysis)
Technical Theatre - Levels I, II, III - Awareness
Senior Goal I Objectives
Senior Goal II Objectives
GRADE 6 - ARTS - Exploring and creating
- Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play
- Intentionally select and apply materials, movements, technologies, environments, tools, and techniques by combining and arranging artistic elements, processes, and principles in art making
GRADE 6 - ARTS - Reasoning and reflecting
- Develop and refine ideas, processes, and technical skills in a variety of art forms to improve the quality of artistic creations
- Research, describe, interpret and evaluate how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, techniques, and environments in the arts
GRADE 6 - ARTS - Communicating and documenting
GRADE 7 - ARTS - Exploring and creating
- Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play
- Intentionally select and apply materials, movements, technologies, environments, tools, and techniques by combining and arranging artistic elements, processes, and principles in art making
GRADE 7 - ARTS - Reasoning and reflecting
- Develop and refine ideas, processes, and technical skills in a variety of art forms to improve the quality of artistic creations
- Reflect on works of art and creative processes to understand artists’ intentions
- Research, describe, interpret and evaluate how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, techniques, and environments in the arts
GRADE 7 - ARTS - Communicating and documenting
GRADE 8 - ARTS - Exploring and creating
- Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play
- Intentionally select and apply materials, movements, technologies, environments, tools, and techniques by combining and arranging artistic elements, processes, and principles in art making
GRADE 8 - ARTS - Reasoning and reflecting
- Describe, interpret and evaluate how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, techniques, and environments to create and communicate ideas
- Develop, refine ideas, and critically appraise ideas, processes, and technical skills in a variety of art forms to improve the quality of artistic creations
- Respond to works of art using one’s knowledge of the world
GRADE 8 - ARTS - Communicating and documenting
- Adapt learned skills, understandings, and processes for use in new contexts and for different purposes and audiences
- Describe, interpret and respond to works of art
- Experience, document, choreograph, perform, and share creative works in a variety of ways
- Take creative risks to express feelings, ideas, and experiences
GRADE 9 - DRAMA - Exploring and creating
- Create dramatic works both collaboratively and as an individual, using ideas inspired by imagination, inquiry, and purposeful play
- 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
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
- Develop performance skills in a variety of contexts
- Experiment with a range of props, processes, and technologies
- 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 a repertoire of dramatic skills and techniques through 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
- Demonstrate awareness of self, others, and audience
- Describe, analyze, and respond to ways in which props, technologies, and environments are used in drama, using discipline-specific language
- Receive and apply constructive feedback to develop and refine ideas
- Reflect on dramatic works and make connections with personal experiences
GRADE 11 - DRAMA - Communicate and document
GRADE 11 - DRAMA - Connect and expand
GRADE 12 - DRAMA - Explore and Create
- Create, rehearse, and refine dramatic works through collaborative and individual presentation or performance
- Develop a repertoire of dramatic skills, vocabulary, and techniques through presentation or performance
- Develop and refine performance skills in a variety of contexts
- Develop dramatic works for an intended audience
- Experiment with a range of props, processes, and technologies to create and refine innovative dramatic works
- Explore and create dramatic works to express ideas, meaning, and emotions
- Improvise and take creative risks using imagination, exploration, and inquiry
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 - Connect and expand
Grade 6 - Creating and Presenting
Grade 7 - Reflecting, Responding and Analyzing
- B2.1 construct personal interpretations of drama works, connecting drama issues and themes to their own and others’ ideas, feelings, and experiences
- B2.2 analyse and describe, using drama terminology, how drama elements are used to communicate meaning in a variety of drama works and shared drama experiences
Grade 7 - Creating and Presenting
- B1.1 engage actively in drama exploration and role play, with a focus on examining multiple perspectives related to current issues, themes, and relationships from a wide variety of sources and diverse communities
- B1.2 demonstrate an understanding of the elements of drama by selecting and combining several elements and conventions to create dramatic effects
- B1.3 plan and shape the direction of the drama by working with others, both in and out of role, to generate ideas and explore multiple perspectives
Grade 8 - Creating and Presenting
- B1.1 engage actively in drama exploration and role play, with a focus on examining multiple perspectives and possible outcomes related to complex issues, themes, and relationships from a wide variety of sources and diverse communities
- B1.2 demonstrate an understanding of the elements of drama by selecting and 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 - 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 - 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)
- C.2.2 describe how drama is used for various purposes in a range of social contexts (e.g., to express or celebrate group or community sentiments or values in street theatre or parades; to mark important historical or religious anniversaries of a country or culture; to raise awareness of social, environmental, and political issues; to explore personal relationships or social arrangements)
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 - Connections Beyond the Classroom
- B.3.1 identify and describe skills, attitudes, and strategies they used in collaborative drama activities (e.g., brainstorming, active listening, and cooperative problem-solving skills; strategies for sharing responsibility through collaborative team roles)
- B.3.2 identify skills they have developed through drama activities and explain how they can be useful in work and other social contexts (e.g., explain in a journal how their brainstorming and negotiation skills support teamwork in a variety of contexts)
- 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 - Drama and Society
- B.2.1 identify different types of drama and explain their function in diverse communities and cultures from the past and present (e.g., the function of television, film, or video game dramas with predictable plot lines and stock or stereotypical characters in today’s society; the function of theatre in ancient Greece, liturgical drama in medieval Europe, Shakespearean drama in Elizabethan England, and/or “social problem” dramas today)
- 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)
- B.2.3 describe ways in which different types of dramatic exploration and drama presentations contribute to the school and broader community (e.g., list school productions, community theatre, professional theatre, street theatre, children’s theatre, or school-spirit assemblies they have attended, and describe how they and the audience benefited from the experience)
- B.2.4 identify ways in which dramatic exploration contributes to their understanding of diverse cultures and traditions (e.g., identify insights they gained through exploring the role of ritual in Greek theatre and/or Aboriginal ceremonies)
Grades 9 & 10 - Reflecting, Responding and Analyzing - The Critical Analysis Process
- B.1.1 use the critical analysis process before and during drama projects to identify and assess individual and peer roles and responsibilities in producing drama works (e.g., identify and assess the contribution of leadership and supporting roles, group dynamics, and cooperative problem solving to their process of creating drama works)
- 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)
- B.1.3 identify aesthetic and technical aspects of drama works and explain how they help achieve specific dramatic purposes (e.g., write theatre or film reviews assessing whether the lighting, sound, set design, and costumes of a drama are used effectively to illustrate the intended message)
Grades 9 & 10 - Creating and Presenting - Presentation Techniques & Technologies
- A.3.1 identify and use a variety of techniques to influence the audience in specific ways (e.g., have actors enter the performance space from the audience to increase audience connection to the drama; use blocking to focus audience attention on key characters or relationships between characters)
- A.3.2 use a variety of voice and movement techniques to support the creation of character or atmosphere during rehearsal (e.g., use voice and movement to suggest an airport, circus, or factory environment)
- A.3.3 use a variety of technological tools (e.g., light, sound, set design, props, models) to enhance the impact of drama works
Grades 9 & 10 - Creating and Presenting - Elements and Conventions
- A.2.1 select and combine the elements of drama to achieve a variety of purposes in ensemble presentations (e.g., use the elements of character, time, and place in a drama about making a difficult choice; use the elements of time and place to clarify the focus in a drama about a historical event)
- A.2.2 use a variety of conventions to create a distinct voice that reflects a particular global, social, or personal perspective (e.g., use voices in the head, role on the wall, and hot seating to create a complex character from another region or country)
Grades 9 & 10 - Creating and Presenting - The Creative Process
- A.1.1 develop interpretations of issues from contemporary or historical sources (e.g., photographs, videos, music, newspaper/magazine articles, an eyewitness account of a historical event) as the basis for drama
- 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)
Grade 11 - Reflecting, Responding and Analyzing - Connections Beyond the Classroom
Grade 11 - Reflecting, Responding and Analyzing - Drama and Society
Grade 11 - Reflecting, Responding and Analyzing - The Critical Analysis Process
Grade 11 - Creating and Presenting - Presentation Techniques & Technologies
Grade 11 - Creating and Presenting - Elements and Conventions
Grade 11 - Creating and Presenting - The Creative Process
Grade 12 - Foundations - Responsible Practices
Grade 12 - Reflecting, Responding and Analyzing - The Critical Analysis Process
Grade 12 - Creating and Presenting - Presentation Techniques & Technologies
Grade 12 - Creating and Presenting - Elements and Conventions
Grade 12 - Creating and Presenting - The Creative Process
Grade Six
Grade Six
- 6.12 The student will demonstrate how meaning is expressed both physically (through movement, gesture, and other forms of physical expression) and verbally (through vocal choices).
- 6.13 The student will identify techniques and skills for actor preparation, including memorization and warm ups for performance.
- 6.14 The student will demonstrate theatre as dramatized storytelling by preparing and presenting short scenes that include characters, setting, properties, conflict, and a progressive chain of events.
Grade Seven
Grade Seven
Grade Seven
- 7.12 The student will develop physical and vocal technique for theatre performance.
- 7.13 The student will explain techniques and skills for actor preparation, including concentration, discipline, preparation, and imagination for theatrical performance.
- 7.14 The student will research, analyze, rehearse, and present a scripted character in a memorized scene and/or monologue.
- 7.15 The student will identify functions, skills, and responsibilities of the creative team and production staff.
Grade Eight
Grade Eight
Grade Eight
Theatre Arts I: Introduction to Theatre
Theatre Arts I: Introduction to Theatre
Theatre Arts II: Dramatic Literature And Theatre History
Theatre Arts II: Dramatic Literature And Theatre History
Theatre Arts III: Intermediate Acting & Playwriting
Theatre Arts III: Intermediate Acting & Playwriting
- TIII.12 The student will integrate acting skills and techniques involving voice and movement.
- TIII.13 The student will demonstrate techniques for actor preparation.
- TIII.14 The student will apply skills and concepts for theatre performance.
- TIII.15 The student will identify leadership and production team roles for a variety of production types.
Theatre Arts IV: Advanced Acting And Directing
Theatre Arts IV: Advanced Acting And Directing
Theatre Arts IV: Advanced Acting And Directing
- TIV.12 The student will refine acting skills involving voice and movement to depict multidimensional characters.
- TIV.13 The student will refine personal acting technique.
- TIV.15 The student will demonstrate artistic leadership to develop an effective collaborative working relationship among cast and crew.
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