Strong Ensemble = Strong Play

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.9-10.3 - 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.

Writing

CCSS.ELA-LITERACY.W.9-10.3 - Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

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

TH:Cr2.1.HSI.b - Investigate the collaborative nature of the actor, director, playwright, and designers and explore their interdependent roles in a drama/theatre work.

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

TH:Cr2.1.HSIII.b - Collaborate as a creative team to discover artistic solutions and make interpretive choices in a devised or scripted drama/theatre work.

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

TH:Cr2.1.HSII.b - Cooperate as a creative team to make interpretive choices for a drama/theatre work.

TH:Cr2.1: Organize and develop artistic ideas and work - Grade 8

TH:Cr2.1.8.b - Share leadership and responsibilities to develop collaborative goals when preparing or devising drama/theatre work.

TH:Cr2.1: Organize and develop artistic ideas and work - Grade 7

TH:Cr2.1.7.a - Examine and justify original ideas and artistic choices in a drama/theatre work based on critical analysis, background knowledge, and historical and cultural context.

TH:Cr2.1.7.b - Demonstrate mutual respect for self and others and their roles in preparing or devising drama/theatre work.

TH:Cr2.1: Organize and develop artistic ideas and work - Grade 6

TH:Cr2.1.6.a - Use critical analysis to improve, refine, and evolve original ideas and artistic choices in a devised or scripted drama/theatre work.

TH:Cr2.1.6.b - Contribute ideas and accept and incorporate the ideas of others in preparing or devising drama/theatre work.

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

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

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

TH:Pr6.1.HSII.a - Present a drama/theatre work using creative processes that shape the production for a specific audience.

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

TH:Pr6.1.HSI.a - Perform a scripted drama/theatre work for a specific audience.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

TH:Pr4.1.HSI.a - Examine how character relationships assist in telling the story of a drama/theatre work.

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

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

GRADE EIGHT - 2.0 CREATIVE EXPRESSION

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

GRADE EIGHT - 1.0 ARTISTIC PERCEPTION

1.1 - Development of the Vocabulary of Theatre - Use the vocabulary of theatre, such as ensemble, proscenium, thrust, and arena staging, to describe theatrical experiences.

1.2 - Comprehension and Analysis of the Elements of Theatre - Identify and analyze recurring themes and patterns (e.g., loyalty, bravery, revenge, redemption) in a script to make production choices in design and direction.

GRADE SEVEN - 2.0 CREATIVE EXPRESSION

2.1 - Development of Theatrical Skills - Use improvisation in rehearsal to discover character and motivation.

2.3 - Creation/Invention in Theatre - Create characters, environments, and actions that exhibit tension and suspense.

GRADE 9-12 PROFICIENT - 1.0 ARTISTIC PERCEPTION

1.1 - Development of the Vocabulary of Theatre - Use the vocabulary of theatre, such as acting values, style, genre, design, and theme, to describe theatrical experiences

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

GRADES 9-12 ADVANCED - 3.0 HISTORICAL AND CULTURAL CONTEXT

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

GRADES 9-12 ADVANCED - 2.0 CREATIVE EXPRESSION

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

GRADES 9-12 ADVANCED - 1.0 ARTISTIC PERCEPTION

1.1 - Development of the Vocabulary of Theatre - Use the vocabulary of theatre, such as genre, style, acting values, theme, and design, to describe theatrical experiences.

GRADE 9-12 PROFICIENT - 2.0 CREATIVE EXPRESSION

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

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

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

Prof.TH:Cr2.b - Investigate the collaborative nature of the actor, director, playwright, and designers and their interdependent roles in a drama/theatre work.

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

Adv.TH:Cr2.b - Collaborate as a creative team to discover artistic solutions and make interpretive choices in a devised or scripted drama/theatre work.

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

Acc.TH:Cr2.b - Cooperate as a creative team to make interpretive choices for a drama/theatre work.

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

8.TH:Cr2.b - Share leadership and responsibilities to develop collaborative goals when preparing or devising drama/theatre work.

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

7.TH:Cr2.a - Examine and justify original ideas and artistic choices in a drama/theatre work based on critical analysis, personal experience, and historical and cultural context.

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

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

6.TH:Cr2.a - Use critical analysis to improve, refine, and evolve original ideas and artistic choices in a devised or scripted drama/theatre work.

6.TH:Cr2.b - Contribute ideas and accept and incorporate the ideas of others in preparing or devising drama/theatre work.

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

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

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

Acc.TH:Pr6 - Present a drama/theatre work using creative processes that shape the production for a specific audience.

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

Prof.TH:Pr6 - Perform a rehearsed, scripted short drama/theatre work for a specific audience.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Prof.TH:Pr4.a - Examine how character relationships assist in telling the story of a drama/theatre work.

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

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

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.2.1 - Explore and describe possible solutions to production or acting challenges and select the solution most likely to produce desired results.

Innovation, Technology & the Future

TH.912.F.1.1 - Synthesize research, analysis, and imagination to create believable characters and settings.

Skills, Techniques & Processes

TH.912.S.2.4 - Sustain a character or follow technical cues in a production piece to show focus.

Grade 9-12 - ADVANCED DRAMA IV

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

TAHSADIV.4 - Designing and executing artistic and technical elements of theatre
a. Engages in script analysis from the perspective of technical theatre collaborators
b. Plans and creates technical elements of a theatrical production
c. Collaborates with other members of a creative team to create and execute formal and informal theatrical performances
d. Engages in peer leadership experiences including design and technical direction

TAHSADIV.5 - Directing by conceptualizing, organizing, and conducting rehearsals for performance
a. Examines the structure of the rehearsal process
b. Creates a prompt script with blocking notation for a 2-3 character scene
c. Develops a rehearsal schedule to prepare a scene for performance
d. Collaborates on formal and information theatrical performances
e. Engages in peer leadership experiences in the direction of a short play

GRADE 6

TAMS6.2 - Developing scripts through improvisation and other theatrical methods
a. Identifies the elements of storytelling
b. Articulates creative ideas in oral and written forms
c. Demonstrates the conventions of dialogue
d. Identifies elements of drama and dramatic structure
e. Uses the writing process to generate a script

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

TAMS6.5 - Directing by conceptualizing, organizing, and conducting rehearsals for performance
a. Examines the skills and responsibilities of the director
b. Identifies directorial tasks and creates a production timeline
c. Delegates responsibilities for production tasks
d. Demonstrates leadership skills
e. Identifies behaviors which demonstrate collaborative skills

Grade 9-12 - ADVANCED DRAMA III

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

TAHSADIII.4 - Designing and executing artistic and technical elements of theatre
a. Engages in script analysis from the perspective of technical theatre collaborators
b. Plans and creates technical elements of a theatrical production
c. Collaborates with other members of a creative team to create and execute formal and informal theatrical performances

TAHSADIII.5 - Directing by conceptualizing, organizing, and conducting rehearsals for performance
a. Examines the structure of the rehearsal process
b. Creates a prompt script with blocking notation for a 2-3 character scene
c. Develops a rehearsal schedule to prepare a scene for performance
d. Collaborates on formal and information theatrical performances

Grade 9-12 - ADVANCED DRAMA II

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

TAHSADII.4 - Designing and executing artistic and technical elements of theatre
a. Engages in script analysis from the perspective of technical theatre collaborators
b. Plans and creates technical elements of a theatrical production
c. Collaborates with other members of a creative team to create and execute formal and informal theatrical performances

TAHSADII.5 - Directing by conceptualizing, organizing, and conducting rehearsals for performance
a. Examines the structure of the rehearsal process
b. Creates a prompt script with blocking notation for a 2-3 character scene
c. Develops a rehearsal schedule to prepare a scene for performance
d. Collaborates on formal and information theatrical performances

Grade 9-12 - ADVANCED DRAMA I

TAHSADI.2 - Developing scripts through improvisation and other theatrical methods.
a. Produces scripts based on personal experiences, heritage, imagination, literature, and history
b. Connects appropriate form and structure to script creation
c. Applies improvisational techniques and standard theatrical conventions to producing scripts

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

TAHSADI.4 - Designing and executing artistic and technical elements of theatre
a. Engages in script analysis from the perspective of technical theatre collaborators
b. Plans and creates technical elements of a theatrical production
c. Collaborates with other members of a creative team to create and execute formal and informal theatrical performances

TAHSADI.5 - Directing by conceptualizing, organizing, and conducting rehearsals for performance
a. Examines the structure of the rehearsal process
b. Creates a prompt script with blocking notation for a 2-3 character scene
c. Develops a rehearsal schedule to prepare a scene for performance
d. Collaborates on formal and information theatrical performances

Grade 9-12 - ACTING III

TAHSAIII.2 - Developing scripts through improvisation and other theatrical methods
a. Examines theatre practices regarding the development, structure, layout, and format of scripts
b. Uses improvisation, personal experiences, heritage, imagination, literature, and history to develop scripts
c. Performs formal and informal monologues and scenes based on published and original scripts

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

TAHSAIII.4 - Designing and executing artistic and technical elements of theatre
a. Examines the appropriate relationship between the actor, designers, and technical crew
b. Explores the effects of set design, costume, and lighting on an actor’s performance
c. Plans and creates technical elements of a theatrical production
d. Collaborates with other members of a creative team to create and execute formal and informal theatrical performances

TAHSAIII.5 - Directing by conceptualizing, organizing, and conducting rehearsals for performance
a. Identifies the responsibilities and tasks of an actor in the preparation and performance of theatrical pieces
b. Explores and articulates the appropriate relationship between actors and the director
c. Collaborates on the development and presentation of formal and informal theatrical performances

Grade 9-12 - ACTING II

TAHSAII.2 - Developing scripts through improvisation and other theatrical methods
a. Examines theatre practices regarding the development, structure, layout, and format of scripts
b. Uses improvisation, personal experiences, heritage, imagination, literature, and history to develop scripts
c. Performs formal and informal monologues and scenes based on published and original scripts

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

TAHSAII.4 - Designing and executing artistic and technical elements of theatre
a. Examines the appropriate relationship between the actor, designers, and technical crew
b. Explores the effects of set design, costume, and lighting on an actor’s performance
c. Plans and creates technical elements of a theatrical production
d. Collaborates with other members of a creative team to create and execute formal and informal theatrical performances

TAHSAII.5 - Directing by conceptualizing, organizing, and conducting rehearsals for performance
a. Identifies the responsibilities and tasks of an actor in the preparation and performance of theatrical pieces
b. Explores and articulates the appropriate relationship between actors and the director
c. Collaborates on the development and presentation of formal and informal theatrical performances

Grade 9-12 - ACTING I

TAHSAI.2 - Developing scripts through improvisation and other theatrical methods
a. Examines theatre practices regarding the development, structure, lay-out, and format of scripts
b. Uses improvisation, personal experiences, heritage, imagination, literature, and history to develop scripts
c. Performs formal and informal monologues and scenes based on published and original scripts

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

TAHSAI.4 - Designing and executing artistic and technical elements of theatre
a. Examines the appropriate relationship between the actor, designers, and technical crew
b. Explores the effects of set design, costume, and lighting on an actor’s performance
c. Plans and creates technical elements of a theatrical production
d. Collaborates with other members of a creative team to create and execute formal and informal theatrical performances

TAHSAI.5 - Directing by conceptualizing, organizing, and conducting rehearsals for performance
a. Identifies the responsibilities and tasks of an actor in the preparation and performance of a theatrical piece
b. Explores and articulates the appropriate relationship between actors and the director
c. Collaborates on the development and presentation of formal and informal theatrical performances

Grade 9-12 - FUNDAMENTALS OF THEATRE II

TAHSFTII.2 - Developing scripts through improvisation and other theatrical methods
a. Critiques elements of dramatic structure
b. Recognizes realistic and conventional speech patterns within dialogue or dramatic verse
c. Identifies and distinguishes between stock and dynamic characters
d. Lists the steps in the dramatic writing process
e. Differentiates between drama and traditional literary writing
f. Incorporates dramatic elements through improvisation
g. Constructs scenes based on the elements of dramatic structure
h. Compares and contrasts dialogue from various theatrical genres
i. Interprets the objectives, decisions, and actions of characters
j. Develops and critiques various scripts
k. Creates and performs scenes for authentic audiences

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

Grade 9-12 - FUNDAMENTALS OF THEATRE I

TAHSFTI.2 - Developing scripts through improvisation and other theatrical methods
a. Critiques elements of dramatic structure
b. Recognizes realistic and conventional speech patterns within dialogue or dramatic verse
c. Identifies and distinguishes between stock and dynamic characters
d. Lists the steps in the dramatic writing process
e. Differentiates between drama and traditional literary writing
f. Incorporates dramatic elements through improvisation

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

Grade 8

TAMS8.2 - Developing scripts through improvisation and other theatrical methods
a. Classifies different techniques of storytelling
b. Utilizes improvisation techniques to generate script ideas
c. Develops scripts by adapting appropriate ideas from personal experiences, literature and/or other forms of print media
d. Identifies and articulates the elements and structure of drama in the scriptwriting process
e. Incorporates the steps of the writing process into script writing process

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

TAMS8.5 - Directing by conceptualizing, organizing, and conducting rehearsals for performance
a. Assumes the role and responsibilities of the director
b. Collaborates with others to create a production timeline
c. Delegates and assigns responsibilities for completion of tasks
d. Identifies, assumes, and demonstrates leadership skills
e. Communicates concepts and ideas

GRADE 7

TAMS7.2 - Developing scripts through improvisation and other theatrical methods
a. Identifies different techniques of storytelling
b. Creates ideas for stories
c. Applies improvisation techniques to tell a story
d. Demonstrates storytelling in dialogue form
e. Utilizes the elements and structure of drama in the scriptwriting process

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

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

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

Grades 9-12 - MUSICAL THEATRE LEVELS I-IV - Performing

TAHSMT.PR.1 - Act and direct by communicating and sustaining roles within a variety of situations and environments.
a. Examine and implement the skills and tasks associated with acting, singing, and dancing, incorporating vocal and movement technique, observation, and imagination to create characters for formal and informal performances.
b. Identify and examine the responsibilities and tasks of an actor in relation to directors, designers, choreographers, technical crew, and production staff.
c. Use the skills and tools of a director to develop a presentation of formal and informal musical theatre performances.
d. Conduct rehearsals to present a musical theatre performance for a live audience.

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

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

Grade 6 - Performing

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

Grade 7 - Creating

TA7.CR.1 - Organize, design, and refine theatrical work.
a. Identify and rehearse effective communication skills.
b. Compare and contrast character types and relationships by analyzing character motivations, objectives, and goals.
c. Compare the physical, emotional, vocal, and social dimensions of a character.
d. Investigate the role and responsibility of the cast and crew.
e. Identify and model ensemble skills in the rehearsal process.
f. Utilize staging and blocking choices to enhance the performance.
g. Compare, contrast, and design elements of technical theatre.
h. Utilize theatre vocabulary throughout the rehearsal process.

TA7.CR.2 - Develop scripts through theatrical techniques.
a. Create ideas for stories.
b. Analyze the theme and structure of a play.
c. Use the dramatic writing process to generate a script.
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.
a. Execute effective verbal and non-verbal communication skills in performance (e.g. rate, pitch, volume, inflection, posture, facial expression, physical movement).
b. Participate in a variety of acting exercises and techniques that can be applied in a rehearsal or theatre performance.
c. Engage in various performance styles.

Grade 8 - Creating

TA8.CR.1 - Organize, design, and refine theatrical work.
a. Differentiate the physical, emotional, vocal, and social dimensions of a variety of characters.
b. Compare the relationships and interactions between characters by analyzing character motivation (objectives, obstacles, strategy, action, stakes, outcome).
c. Incorporate dramatic elements through improvisation.
d. Connect theatre vocabulary to the application of theatre performance.
e. Identify and demonstrate both ensemble and leadership skills in the rehearsal process.
f. Evaluate the effectiveness of artistic and technical elements used in a theatre production.
g. Design and create scenery, props, costumes, lighting, and sound.
h. Assume different roles and responsibilities in the rehearsal process.

TA8.CR.2 - Develop scripts through theatrical techniques.
a. Classify different points of view in a story.
b. Identify, analyze, and articulate the structure of a script.
c. Utilize improvisation techniques to generate script ideas.
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.
a. Demonstrate the physical, emotional, vocal, and social dimensions of a character in different types of theatre performances (e.g. rate, pitch, volume, inflection, posture, facial expression, motivation, physical movement).
b. Demonstrate appropriate ensemble skills throughout a performance.
c. Use appropriate listening and response skills during performances.

Grade 6 - Creating

TA6.CR.1 - Organize, design, and refine theatrical work.
a. Identify artistic choices, utilize theatre vocabulary, and demonstrate non-verbal communication skills in the rehearsal process.
b. Interpret a character’s motivation by understanding the relationship between their background and their behavior.
c. Identify the variety of relationships between characters.
d. Identify, define, and classify character traits.
e. Recognize and demonstrate the roles, responsibilities, and skills associated with collaborative performance.
f. Use resources to identify and create technical elements of theatre.

TA6.CR.2 - Develop scripts through theatrical techniques.
a. Identify the elements of a story.
b. Identify the theme and structure of a play.
c. Articulate creative ideas in oral and written forms.
d. Use the dramatic writing process to generate a script.
e. Demonstrate the conventions of dialogue and stage directions.

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

TAHSA.CR.1 - Organize, design, and refine theatrical work.
a. Use script analysis in the development and presentation of formal and informal theatre performances.
b. Examine various theories of dramatic structure.
c. Engage in and apply meaningful cultural, literary, and historical research to create acting choices or directorial concepts.

TAHSA.CR.2 - Develop scripts through theatrical techniques.
a. Examine theatre practices regarding the development, structure, layout, and format of scripts.
b. Use improvisation, personal experiences, heritage, imagination, literature, and history to develop scripts.
c. Perform formal and informal monologues and scenes based on published and original scripts.

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

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

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

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

Beginning High School Standards - Culture

B.CU.2.2 - Use acting conventions, such as stage presence, subtext, style, and ensemble work, to perform formal or informal works.

Intermediate High School Standards - Culture

I.CU.2.2 - Use production conventions, such as blocking or style, as given by directors or as indicated by playwrights.

Proficient High School Standards - Analysis

P.A.1.1 - Analyze full-length plays in terms of plot structure, pacing, given circumstances, and character development.

P.A.1.2 - Distinguish the evolution of written texts to theatrical performances.

Advanced High School Standards - Communication

A.C.2.2 - Interpret scripts through formal and informal presentations.

GRADES 6-8

2.0 Character Acting - Students will develop basic acting skills by portraying characters in improvised and scripted scenes.

7.0 Scene Comprehensions - Students will analyze, evaluate, and construct meanings from improvised and scripted scenes and from theatre, film, television, and electronic media productions

GRADES 9-12

2.0 Character Acting - Students will act by developing, communicating, and sustaining characters in improvisations and in informal or formal productions.

7.0 Scene Comprehensions - Students will analyze, critique, and construct meanings from informal and formal theatre, film, television, and electronic media productions.

MS 117.212 LII - Creative Expression: performance

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

HS 117.317 LIII - Creative Expression: performance

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

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

Acting Drama 20

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

3 - demonstrate understanding of and identity motivation and objectives (overall, main and immediate).

4 - demonstrate understanding that a character’s behaviour is motivated by past, present and anticipated future experiences

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

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

7 - demonstrate the ability to play a character from the character’s point of view

13 - create antecedent action for character

Acting Drama 30

19 - create a character’s life that extends beyond, but is consistent with, the script

20 - physicalize character through selected and economical movement and gesture

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

Movement Drama 10

1 - display the ability to be still

3 - recognize the necessity for physical warmups

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

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

16 - create and repeat patterns of movement

21 - demonstrate the ability to extend a movement

22 - translate words, images and emotions into movement

23 - demonstrate non-verbally the who, what, where, why and when of a story

24 - demonstrate understanding of mood, and communicate mood

Improvisation/Acting Level III - Advanced

27 - identify and create a believable emotional build

30 - analyze text for meaning and character development

Junior Goal II Objectives

develop belief in, identification with, and commitment to a role

become familiar with disciplines that enhance dramatic process

Junior Goal III Objectives

develop recognition of and respect for excellence in drama and theatre

Junior Orientation

demonstrate a willingness to take calculated and reasonable risks

share ideas confidently with others

listen effectively

work cooperatively and productively with all members of the class in pairs, small groups and large groups

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

Movement Level I - Beginning

2 - demonstrate awareness of personal and shared space

4 - recognize the need for and demonstrate warmup activities

7 - demonstrate awareness of his or her own body and its movement potential

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

12 - use levels

13 - control focus and energy in movement and gesture

Movement Level II - Intermediate

22 - use exaggerated movement and gesture

23 - plan, repeat and combine movement patterns

25 - communicate environment, character and situation nonverbally

Movement Level III - Advanced

26 - use contrast in movement

27 - create and sustain mood through movement

28 - coordinate movement and movement patterns with other students

Improvisation/Acting Level I - Beginning

1 - use warm-up techniques for preparation of body, voice and mind

4 - create experiences through imaging, visualizing and fantasizing

10 - use essential story elements in spontaneous and planned scenes

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

Improvisation/Acting Level II - Intermediate

15 - use the body and body language to enhance characterization

19 - discover how feelings affect a character

20 - enter and exit in character

21 - sustain a character throughout an exercise or scene

22 - create business appropriate to character and situation

23 - demonstrate understanding of character motivation

24 - recognize that relationships exist between characters in given situations

Junior Goal I Objectives

develop self-discipline

develop self-confidence

strengthen powers of concentration

extend the ability to think imaginatively and creatively

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

develop the ability to interact effectively and constructively in a group process

Theatre Studies Level II - Intermediate (Theatre History)

6 - show awareness of selected periods and playwrights

Senior Goal I Objectives

increase self-discipline

extend the ability to concentrate

extend the ability to control and express emotions

develop a sense of inquiry and commitment to learning

demonstrate the ability to contribute effectively and constructively to the group process

Senior Goal II Objectives

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

be capable of creating and expressing a believable character from scripted and non-scripted material

explore various approaches to analyzing a script for purposes of study and/or presentation

Orientation Drama 10

demonstrate willingness to challenge and extend oneself: physically, emotionally, intellectually and artistically

solve problems imaginatively and creatively

work with abstract concepts

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

Drama 10

demonstrate the unique ability of drama to unify a diverse group

demonstrate trust in self and others through class activities and individual and ensemble performances

defend choices made in problem solving

make reasoned choices with the boundaries of the dramatic situation

negotiate and compromise to solve group problems

choose appropriate physical and vocal expressions to enhance drama

choose appropriate vocal techniques to communicate a particular meaning

make movement choices to create a specific effect

apply vocal and physical techniques to create role and character

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)

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 - Drama and Society

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)

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.3.3 - 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.1.2 - 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)