PD Course
Play Adaptation Project
Created by Lindsay Price
Adaptation is a fabulous classroom project: it requires students to analyze, adapt, modify, plan synthesize, devise. All the higher order thinking skills.
But you can’t just throw a narrator into a script and call it a day. You have to have a preparation process leading up to the writing process.
In this course you will learn practical exercises and a path to prepare your students to take on their own adaptation project. We’ll look at the guidelines to adaptation, things to think about when choosing a text, how to analyze the source material and writing that first draft.
So join me, Lindsay Price, in the Play Adaptation Project.
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0Lesson 0Introduction3:41 FREE PREVIEWThis module lays out the path for the course.
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1Lesson 1What is Adaptation?6:51 FREE PREVIEWThis lesson defines adaptation, as well as introduces 'hook' exercises to get students engaged in the project.
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2Lesson 2Adaptation Guidelines12:34This lesson looks at the guidelines for adaptation that students can follow when they start their own project, as well as exercises for students to practice applying these guidelines.
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3Lesson 3Choosing a Text5:27In this lesson we’re going to look at choosing a text - what goes into choosing a text for adaptation? Students will learn about copyright, the thesis for the adaptation, the why and discussing how changes will affect the original source material - meaning, is the original iconic.
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4Lesson 4Close Reading and Analysis6:20This lesson gets into the nitty gritty of adaptation; the analysis and close reading of the source material.
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5Lesson 5The First Draft9:47This lessons covers the next step of taking all this pre-work, all this analysis, and writing the first draft.
Standards Addressed
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
Select, analyze, and interpret artistic work for presentation - Grade 8
Perceive and analyze artistic work - Grade 8
Select, analyze, and interpret artistic work for presentation - Grade HS Proficient
Perceive and analyze artistic work - Grade HS Proficient
Organize and develop artistic ideas and work - Grade 6
Organize and develop artistic ideas and work - Grade 7
Convey meaning through the presentation of artistic work - Grade 6
Apply criteria to evaluate artistic work - Grade 6
Apply criteria to evaluate artistic work - Grade 7
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:Pr4 Select, analyze, and interpret artistic work for presentation.
8.TH:Re7 Perceive and analyze artistic work.
Prof.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
Prof.TH:Re7 Perceive and analyze artistic work.
6.TH:Cr2 Organize and develop artistic ideas and work.
7.TH:Cr2 Organize and develop artistic ideas and work.
6.TH:Pr6 Convey meaning through the presentation of artistic work.
6.TH:Re9 Apply criteria to evaluate artistic work.
7.TH:Re9 Apply criteria to evaluate artistic work.
Sixth Grade
- 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.6.2.1.a Students Can: Identify the essential events in a story or script that make up the dramatic structure in a drama/theatre work.
- DT.6.2.3.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.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.b Students Can: Demonstrate mutual respect for self and others and their roles in preparing or devising drama/theatre work.
- DT.7.2.1.b Students Can: Apply various character objectives 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
High School - Fundamental Pathway
- 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.H1.3.1.a Students Can: Respond to what is seen, felt, and heard in a drama/theatre work to develop criteria for artistic choices.
Language
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.
Language
Critical Thinking & Reflection
- TH.68.C.1.2 Develop a character analysis to support artistic portrayal.
- TH.68.C.1.5 Describe how a theatrical activity can entertain or instruct an audience.
- TH.68.C.2.1 Use group-generated criteria to critique others and help strengthen each other's performance.
- 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.2.6 Assess a peer's artistic choices in a production as a foundation for one's own artistic growth.
- TH.912.C.2.7 Accept feedback from others, analyze it for validity, and apply suggestions appropriately to future performances or designs.
- TH.912.C.2.8 Improve a performance or project using various self-assessment tools, coaching, feedback, and/or constructive criticism.
Innovation, Technology & the Future
Organizational Structure
- TH.68.O.1.3 Explain the impact of choices made by directors, designers, and actors on audience understanding.
- TH.68.O.2.1 Diagram the major parts of a play and their relationships to each other.
- 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.1.4 Write an original script or a dramatic adaptation of a literary work to demonstrate knowledge of theatrical conventions.
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.1.3 Describe criteria for the evaluation of dramatic texts, performances, direction, and production elements.
- TH.68.S.2.1 Discuss the value of collaboration in theatre and work together to create a theatrical production.
- TH.68.S.3.1 Develop characterizations, using basic acting skills, appropriate for selected dramatizations.
- TH.68.S.3.2 Use the elements of dramatic form to stage a play.
- TH.912.S.1.3 Develop criteria that may be applied to the selection and performance of theatrical work.
- TH.912.S.1.5 Write monologues, scenes, and/or short plays using principles and elements of writing found in dramatic literature.
- TH.912.S.1.8 Use research to extract clues in dramatic texts to create performances or technical elements, choosing those that are most interesting and that best convey dramatic intent.
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 - Responding
- TA6.RE.1 Engage actively and appropriately as an audience member.<br/>a. Identify the role of the audience in different environments.<br/>b. Analyze the relationship between an audience and a performer.<br/>c. Create guidelines for behaviors appropriate to a theatre experience.<br/>d. Model appropriate audience behaviors.
- TA6.RE.2 Critique various aspects of theatre and other media.<br/>a. Identify the purpose of a critique.<br/>b. Evaluate a theatre production using an assessment instrument.
Grade 7 - Creating
- TA7.CR.1 Organize, design, and refine theatrical work.<br/>a. Identify and rehearse effective communication skills.<br/>b. Compare and contrast character types and relationships by analyzing character motivations, objectives, and goals.<br/>c. Compare the physical, emotional, vocal, and social dimensions of a character.<br/>d. Investigate the role and responsibility of the cast and crew.<br/>e. Identify and model ensemble skills in the rehearsal process.<br/>f. Utilize staging and blocking choices to enhance the performance.<br/>g. Compare, contrast, and design elements of technical theatre.<br/>h. Utilize theatre vocabulary throughout the rehearsal process.
- TA7.CR.2 Develop scripts through theatrical techniques.<br/>a. Create ideas for stories.<br/>b. Analyze the theme and structure of a play.<br/>c. Use the dramatic writing process to generate a script.<br/>d. Utilize dramatic conventions in the scriptwriting process (e.g. stage directions, dialogue, scenes).
Grade 8 - Creating
- TA8.CR.1 Organize, design, and refine theatrical work.<br/>a. Differentiate the physical, emotional, vocal, and social dimensions of a variety of characters.<br/>b. Compare the relationships and interactions between characters by analyzing character motivation (objectives, obstacles, strategy, action, stakes, outcome).<br/>c. Incorporate dramatic elements through improvisation.<br/>d. Connect theatre vocabulary to the application of theatre performance.<br/>e. Identify and demonstrate both ensemble and leadership skills in the rehearsal process.<br/>f. Evaluate the effectiveness of artistic and technical elements used in a theatre production.<br/>g. Design and create scenery, props, costumes, lighting, and sound.<br/>h. Assume different roles and responsibilities in the rehearsal process.
- TA8.CR.2 Develop scripts through theatrical techniques.<br/>a. Classify different points of view in a story.<br/>b. Identify, analyze, and articulate the structure of a script.<br/>c. Utilize improvisation techniques to generate script ideas.<br/>d. Use the dramatic writing process to generate a script.
Grades 9-12 - ACTING LEVELS I-IV - Responding
Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Creating
Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Responding
Grades 9-12 - MUSICAL THEATRE LEVELS I-IV - Responding
Grades 9-12 - THEATRE HISTORY AND LITERATURE I AND II - Performing
Seventh Grade Create
Seventh Grade Present
Eighth Grade Present
Beginning High School Create
Beginning High School Present
Beginning High School Respond
Intermediate High School Create
Intermediate High School Present
Intermediate High School Respond
Advanced High School Create
Advanced High School Present
Beginning High School Standards - Communication
Intermediate High School Standards - Communication
Intermediate High School Standards - Analysis
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.D dramatize literary selections and imitate life experiences through dramatic play.
- C.2.F create environments, characters, and actions.
MS 117.211 LI - Creative Expression: production
MS 117.212 LII - Foundations: Inquiry and Understanding
MS 117.212 LII - Creative Expression: performance
MS 117.213 LIII - Foundations: Inquiry and Understanding
MS 117.213 LIII - Critical evaluation and response
HS 117.315 LI - Foundations: Inquiry and Understanding
HS 117.315 LI - Creative Expression: performance
HS 117.315 LI - Critical evaluation and response
HS 117.316 LII - Foundations: Inquiry and Understanding
HS 117.316 LII - Creative Expression: performance
HS 117.316 LII - Critical evaluation and response
HS 117.317 LIII - Creative Expression: performance
HS 117.317 LIII - Critical evaluation and response
HS 117.318 LIV - Creative Expression: performance
Theatre Studies Drama 30 (Early or Middle or Late drama)
Playwriting - Drama 20
- 1 demonstrate understanding of the basic structure of a play
- 13 give and accept constructive criticism
- 2 define and identify plot, character, thought and diction
- 3 demonstrate understanding of script format
- 4 generate and collect ideas that have dramatic possibilities
- 6 identify character types and their functions and attributes
- 9 define character objectives
Junior Goal II Objectives
Junior Goal III Objectives
Junior Orientation
- communicate through use of voice and body
- demonstrate a willingness to take calculated and reasonable risks
- focus concentration on one task at a time
- generate imaginative and creative solutions to problems
- investigate a variety of roles and situations
- listen effectively
- meet deadlines and follow through on individual and group commitments
- offer and accept constructive criticism, given specific guidelines, with a desire to improve
- 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
Improvisation/Acting Level I - Beginning
Improvisation/Acting Level II - Intermediate
Junior Goal I Objectives
- develop a sense of responsibility and commitment
- develop the ability to initiate, organize and present a project within a given set of guidelines
- develop the ability to interact effectively and constructively in a group process
- develop the ability to offer and accept constructive criticism
- develop the willingness to make a decision, act upon it and accept the results
- extend the ability to think imaginatively and creatively
- extend the ability to understand, accept and respect others- their rights, ideas, abilities and differences
- strengthen powers of concentration
Theatre Studies Level 1 - Beginning (performance analysis)
Theatre Studies Level III - Advanced (The script)
Senior Goal I Objectives
Senior Goal III Objectives
Orientation Drama 10
- concentrate on the task at hand
- demonstrate effective use and management of time
- demonstrate self-discipline, self-direction and a sense of responsibility
- listen to self and others
- make effective decisions or choices
- offer and accept constructive criticism with a desire to progress
- positively support the work of others
- share ideas confidently
- solve problems imaginatively and creatively
- work cooperatively and productively
GRADE 6 - ARTS - Exploring and creating
GRADE 7 - ARTS - Exploring and creating
GRADE 8 - ARTS - Reasoning and reflecting
GRADE 8 - ARTS - Communicating and documenting
GRADE 9 - DRAMA - Exploring and creating
GRADE 9 - DRAMA - Reasoning and reflecting
GRADE 9 - DRAMA - Connecting and expanding
GRADE 10 - DRAMA - Explore and Create
GRADE 10 - DRAMA - Reason and reflect
GRADE 10 - DRAMA - Communicate and document
GRADE 10 - DRAMA - Connect and expand
GRADE 11 - DRAMA - Reason and reflect
GRADE 11 - DRAMA - Connect and expand
GRADE 12 - DRAMA - Reason and reflect
GRADE 12 - DRAMA - Communicate and document
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
- B1.3 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 - Reflecting, Responding and Analyzing
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 - The Critical Analysis Process
Grades 9 & 10 - Creating and Presenting - Presentation Techniques & Technologies
Grades 9 & 10 - Creating and Presenting - Elements and Conventions
Grade 11 - Reflecting, Responding and Analyzing - Connections Beyond the Classroom
Grade 11 - Creating and Presenting - Elements and Conventions
Grade Six
Grade Seven
Grade Seven
Grade Seven
Theatre Arts I: Introduction to Theatre
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