PD Course
SEL Through the Lens of Theatre
Created by Christa Vogt
SEL stands for Social Emotional Learning. Theatre teachers know that Social Emotional Learning and its categories: Self-Awareness, Self-Management, Social Awareness, Relationship Skills and Responsible Decision Making, are innate in what we do.
The goal of this mini-course is to show you that you can take SEL in the way that your administration wants you to, using the language they want you to use, and apply it to lessons you already teach.
Instructor Christa Vogt will take you through the facets of SEL, and then take you step by step through an activity - to show you how you can apply SEL to each and every step.
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0Module 0Introduction10:44 FREE PREVIEWThis module introduces the concept of SEL and discusses the 5 key facets, and how they relate directly to learning in the drama classroom.
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1Module 1Defining Ensemble Activity12:11 FREE PREVIEWIn this module, the instructor walks through a simple classroom activity that she uses with her beginning acting class. The instructor will connect the steps of the activity to SEL components.
Standards Addressed
Develop and refine artistic techniques and work for presentation - Grade 6
Organize and develop artistic ideas and work - Grade 7
Develop and refine artistic techniques and work for presentation - Grade 7
Develop and refine artistic techniques and work for presentation - Grade 8
Develop and refine artistic techniques and work for presentation - Grade HS Proficient
Develop and refine artistic techniques and work for presentation - Grade HS Accomplished
Develop and refine artistic techniques and work for presentation - Grade HS Advanced
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.
8.TH:Pr5 Develop and refine artistic techniques and work for presentation.
Prof.TH:Pr5 Develop and refine artistic techniques and work for presentation.
Acc.TH:Pr5 Develop and refine artistic techniques and work for presentation.
Adv.TH:Pr5 Develop and refine artistic techniques and work for presentation.
Seventh Grade
High School - Fundamental Pathway
High School - Advanced Pathway
Reading: Informational Text
- CCSS.ELA-LITERACY.RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
- CCSS.ELA-LITERACY.RI.9-10.6 Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Critical Thinking & Reflection
- TH.912.C.1.5 Make and defend conscious choices in the creation of a character that will fulfill anticipated audience response.
- TH.912.C.2.5 Analyze the effect of rehearsal sessions and/or strategies on refining skills and techniques by keeping a performance or rehearsal journal/log.
- 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
Skills, Techniques & Processes
- TH.912.S.1.6 Respond appropriately to directorial choices for improvised and scripted scenes.
- TH.912.S.2.4 Sustain a character or follow technical cues in a production piece to show focus.
- 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.
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).
Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Creating
Beginning High School Create
Beginning High School Standards - Communication
- B.C.1.1 Use non-verbal expression to illustrate how human emotion affects the body and is conveyed through the body.
- B.C.1.2 Apply vocal elements of volume, pitch, rate, tone, articulation, and vocal expression.
- B.C.2.1 Use improvisation and acting skills, such as observation, concentration, and characterization in a variety of theatre exercises.
Beginning High School Standards - Culture
MS 117.213 LIII - Creative Expression: performance
HS 117.315 LI - Creative Expression: performance
HS 117.316 LII - Creative Expression: performance
HS 117.317 LIII - Foundations: Inquiry and Understanding
Speech Drama 10
Improvisation Drama 10
Movement Drama 10
- 10 demonstrate focus, concentration and energy in all movement and gesture
- 11 demonstrate the ability to move isolated body parts
- 12 demonstrate knowledge of elements of space
- 14 create physically shapes in space
- 15 use basic locomotor movements (eg. walking, running, crawling) to explore space
- 16 create and repeat patterns of movement
- 19 demonstrate qualities of energy
- 20 create appropriate personal physical warmup routines
- 21 demonstrate the ability to extend a movement
- 3 recognize the necessity for physical warmups
- 4 perform a physical warmup
Junior Orientation
- demonstrate a willingness to take calculated and reasonable risks
- demonstrate trust by becoming comfortable, physically and emotionally, with others
- focus concentration on one task at a time
- listen effectively
- move in a variety of ways
- recognize the purposes of and participate in warmup activities
- respond to directions without breaking concentration-side coaching
- share ideas confidently with others
- speak, move, and generate ideas spontaneously
- work cooperatively and productively with all members of the class in pairs, small groups and large groups
Movement Level I - Beginning
- 10 use varying speed of movement
- 11 use directions and pathways
- 13 control focus and energy in movement and gesture
- 14 create shapes with the body
- 2 demonstrate awareness of personal and shared space
- 4 recognize the need for and demonstrate warmup activities
- 5 move individual body parts
- 9 travel through space in a variety of ways e.g., running, creeping and jumping
Movement Level II - Intermediate
Movement Level III - Advanced
Speech Level I - Beginning
Speech Level III - Advanced
Improvisation/Acting Level I - Beginning
Improvisation/Acting Level II - Intermediate
Junior Goal I Objectives
Senior Goal I Objectives
- demonstrate a sense of responsibility and commitment, individually and to the group
- demonstrate the ability to considered decisions, act upon them and accept the results
- extend physical and vocal capabilities
- extend the ability to concentrate
- sharpen observations of people, situations and the environment
Senior Goal II Objectives
Orientation Drama 10
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 - 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 - 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 - 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 - Connect and expand
GRADE 11 - DRAMA - Explore and Create
GRADE 11 - DRAMA - Reason and reflect
GRADE 11 - DRAMA - Connect and expand
GRADE 12 - DRAMA - Explore and Create
GRADE 12 - DRAMA - Connect and expand
Grades 9 & 10 - Foundations - Responsible Practices
- 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 - 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)
Grades 9 & 10 - Reflecting, Responding and Analyzing - Drama and Society
Grades 9 & 10 - Creating and Presenting - Presentation Techniques & Technologies
Grades 9 & 10 - Creating and Presenting - The Creative Process
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