DTA | Teaching Theatre with Divergent Students and Class Sizes in Mind

Have you ever wondered how in the world you can have a successful theatre classroom with so many variables that you have absolutely no control over? The two biggest ones being the size of your class and the students that you’re in charge of turning into some truly talented theatre geeks. This course by Steven Stack explores that wonderful and often ridiculous world of theatre classrooms while giving you the tools for you and your students to not only succeed but to flourish as well.

Lessons will include how to make any size class the Goldilocks class as in "just right", defining and working with all types of students you may encounter in your classroom, the seven must-haves of any theatre class, and the importance of structure in the theatre classroom by providing a guideline for setting up your day-to-day class time.

The course also provides tons of ideas, games and activities that you can use instantly in your classroom. So, if you’re a first-time theatre teacher or one just looking for new ideas, this is the course for you.

Course Summary

Standards Addressed

5 Modules
1 hours, 41 minutes
3 Credit Hours

classroom management

Course Outline

Lesson 1: Introduction 7:17

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Lesson 2: Seven Must-Haves for the Classroom 25:24

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Lesson 3: Class Size 36:26

Lesson 4: Types of Students 23:25

Lesson 5: Day-to-Day Theatre Class 8:44

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Standards Addressed

National Core Arts Standards

Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade 7

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

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.

Convey meaning through the presentation of artistic work - Grade 8

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

Common Core

Speaking and Listening

CCSS.ELA-LITERACY.CCRA.SL.1 - Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

CCSS.ELA-LITERACY.CCRA.SL.2 - Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Language

CCSS.ELA-LITERACY.CCRA.L.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.CCRA.L.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-LITERACY.CCRA.L.3 - Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Language

CCSS.ELA-LITERACY.L.9-10.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.L.9-10.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

California VAPA Standards (2019)

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

6.TH:Cr1.a - Identify possible solutions to staging challenges in a drama/theatre work.

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

7.TH:Cr1.a - Investigate multiple perspectives and solutions to staging challenges in a drama/theatre work.

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

8.TH:Cr1.a - Imagine and explore multiple perspectives and solutions to staging problems in a drama/ theatre work.

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

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

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.

7.TH:Cr3 Refine and complete artistic work.

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

7.TH: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.

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.

Florida Sunshine State Standards

Critical Thinking & Reflection

TH.912.C.1.2 - Create, refine, and sustain complex and believable characters for performance through the integration and application of artistic choices based on research, rehearsal, feedback, and refinement.

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.

Skills, Techniques & Processes

TH.912.S.1.1 - Describe the interactive effect of audience members and actors on performances.

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.1.7 - Interpret dramatic texts, organize and conduct rehearsals, and justify directorial choices for formal and informal productions.

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

Georgia Performance Standards 2017 - Theatre Arts

Grade 6 - Creating

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

Grade 6 - Responding

TA6.RE.1 - Engage actively and appropriately as an audience member.
a. Identify the role of the audience in different environments.
b. Analyze the relationship between an audience and a performer.
c. Create guidelines for behaviors appropriate to a theatre experience.
d. Model appropriate audience behaviors.

Grade 7 - Creating

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

Grade 7 - Performing

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

Grade 7 - Responding

TA7.RE.1 - Engage actively and appropriately as an audience member.
a. Assess the role and responsibility of the audience as an integral part of theatre performances.
b. Summarize the relationship between the audience and performers.
c. Predict how audience relationships will differ with venue and performance type.
d. Demonstrate appropriate audience behaviors.

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 8 - Responding

TA8.RE.1 - Engage actively and appropriately as an audience member.
a. Evaluate the role and responsibility of the audience as an integral part of media productions.
b. Articulate why the relationships between the audience and performers is critical to the success of theatre productions.
c. Examine the differing audience relationships (e.g. various venues, performance styles).
d. Demonstrate appropriate audience behaviors.

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

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 - ACTING LEVELS I-IV - Responding

TAHSA.RE.1 - Engage actively and appropriately as an audience member.
a. Examine and reflect on the relationship between actor and live audience in historical and contemporary performances.

North Carolina Essential Standards

Beginning High School Standards - Communication

B.C.2.1 - Use improvisation and acting skills, such as observation, concentration, and characterization in a variety of theatre exercises.

B.C.2.2 - Interpret various selections of dramatic literature through formal and informal presentations.

Intermediate High School Standards - Communication

I.C.2.2 - Interpret scenes through formal and informal presentations.

Proficient High School Standards - Communication

P.C.2.1 - Use improvisation and acting skills, such as observation, concentration, and characterization, to create extended scenes.

Proficient High School Standards - Analysis

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.

Advanced High School Standards - Culture

A.CU.2.2 - Integrate conventions and structures of theatre when creating formal or informal theatre productions.

Tennessee Theatre Curriculum Standards

Tennessee Theatre standards (2018) standards were built using the framework of the NCAS which is built on four key domains: Creating, Performing/Presenting/Producing, Connecting, and Responding. Within each of these domains are foundations and standards to support the development of curriculum, programs, and learning.
(source: Tennessee Department of Education, Tennessee Academic Standards for Fine Arts, Summer 2018)

Please refer to National Core Arts Standards to determine the standard that best suits your needs.