Working With Monologues For Rehearsal And Development

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.

CCSS.ELA-LITERACY.RL.9-10.4 - Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

CCSS.ELA-LITERACY.RL.9-10.5 - Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

CCSS.ELA-LITERACY.RL.9-10.6 - Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

CCSS.ELA-LITERACY.RL.9-10.9 - Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

TH:Cr3.1: Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade HS Accomplished

TH:Cr3.1.HSII.b - Use research and script analysis to revise physical, vocal, and physiological choices impacting the believability and relevance of a drama/ theatre work.

TH:Cr3.1: Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade HS Proficient

TH:Cr3.1.HSI.a - Practice and revise a devised or scripted drama/theatre work using theatrical staging conventions.

TH:Cr3.1.HSI.b - Explore physical, vocal and physiological choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work.

TH:Cr3.1: Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade 8

TH:Cr3.1.8.b - Refine effective physical, vocal, and physiological traits of characters in an improvised or scripted drama/ theatre work.

TH:Cr3.1: Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade 7

TH:Cr3.1.7.b - Develop effective physical and vocal traits of characters in an improvised or scripted drama/theatre work

TH:Cr3.1: Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade 6

TH:Cr3.1.6.a - Articulate and examine choices to refine a devised or scripted drama/theatre work.

TH:Cr3.1.6.b - Identify effective physical and vocal traits of characters in an improvised or scripted drama/theatre work.

TH:Pr4.1: Select, analyze, and interpret artistic work for presentation - Grade 6

TH:Pr4.1.6.a - Identify the essential events in a story or script that make up the dramatic structure in a drama/theatre work.

TH:Pr4.1.6.b - Experiment with various physical choices to communicate character in a 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: 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:Cr1.1: Generate and conceptualize artistic ideas and work - High School Accomplished

TH:Cr1.1.HSII.c - Use personal experiences and knowledge to develop a character that is believable and authentic in a drama/theatre work.

TH:Cr1.1: Generate and conceptualize artistic ideas and work - High School Proficient

TH:Cr1.1.HSI.c - Use script analysis to generate ideas about a character that is believable and authentic in a drama/theatre work.

TH:Cr1.1: Generate and conceptualize artistic ideas and work - Grade 8

TH:Cr1.1.8.c - Develop a scripted or improvised character by articulating the character’s inner thoughts, objectives, and motivations in a drama/theatre work.

TH:Cr1.1: Generate and conceptualize artistic ideas and work - Grade 7

TH:Cr1.1.7.c - Envision and describe a scripted or improvised character’s inner thoughts and objectives in a drama/theatre work.

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: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:Cr1.1: Generate and conceptualize artistic ideas and work - Grade 6

TH:Cr1.1.6.c - Explore a scripted or improvised character by imagining the given circumstances in a drama/theatre work.

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

TH:Pr4.1.HSI.b - Shape character choices using given circumstances in 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.

TH:Pr4.1.8.b - Use various character objectives and tactics in a drama/theatre work to overcome an obstacle.

TH:Pr4.1: Select, analyze, and interpret artistic work for presentation - Grade 7

TH:Pr4.1.7.a - Consider various staging choices to enhance the story in a drama/theatre work.

TH:Pr4.1.7.b - Use various character objectives 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

1.3 - Comprehension and Analysis of the Elements of Theatre - Analyze the use of figurative language and imagery in dramatic texts.

GRADE SEVEN - 5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS

5.2 - Careers and Career-Related Skills - Demonstrate projection, vocal variety, diction, gesture, and confidence in an oral presentation.

GRADE SIX - 2.0 CREATIVE EXPRESSION

2.2 - Creation/Invention in Theatre - Use effective vocal expression, gesture, facial expression, and timing to create character.

2.3 - Creation/Invention in Theatre - Write and perform scenes or one-act plays that include monologue, dialogue, action, and setting together with a range of character types.

GRADES 9-12 ADVANCED - 3.0 HISTORICAL AND CULTURAL CONTEXT

3.1 - Role and Cultural Significance of Theatre - Research and perform monologues in various historical and cultural contexts, using accurate and consistent physical mannerisms and dialect.

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.

2.2 - Creation/Invention in Theatre - Improvise or write dialogues and scenes, applying basic dramatic structure (exposition, complication, crises, climax, and resolution) and including complex characters with unique dialogue that motivates the action.

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.

2.2 - Creation/Invention in Theatre - Write dialogues and scenes, applying basic dramatic structure: exposition, complication, conflict, crises, climax, and resolution.

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.

Acc.TH:Cr3 Refine and complete artistic work.

Acc.TH:Cr3.b - Use research and script analysis to revise physical, vocal, and physiological choices impacting the believability and relevance of a drama/ theatre work.

Prof.TH:Cr3 Refine and complete artistic work.

Prof.TH:Cr3.a - Rehearse and revise a devised or scripted drama/theatre work using theatrical conventions.

Prof.TH:Cr3.b - Explore physical, vocal and physiological choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work.

8.TH:Cr3 Refine and complete artistic work.

8.TH:Cr3.b - Refine effective physical, vocal, and physiological traits of characters in an improvised or scripted drama/ theatre work.

7.TH:Cr3 Refine and complete artistic work.

7.TH:Cr3.b - Develop effective physical and vocal traits of characters in an improvised or scripted drama/theatre work.

6.TH:Cr3 Refine and complete artistic work.

6.TH:Cr3.a - Receive and incorporate feedback to refine a devised or scripted drama/theatre work.

6.TH:Cr3.b - Identify effective physical and vocal traits of characters in a drama/theatre work.

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

6.TH:Pr4.a - Identify the essential events in a story or script that make up the dramatic structure in a drama/theatre work.

6.TH:Pr4.b - Experiment with various physical choices to communicate character in a 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.

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.

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

Acc.TH:Cr1.b - Use personal experiences and knowledge to develop a character that is believable and authentic in a drama/theatre work.

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

Prof.TH:Cr1.b - Use script analysis to generate ideas about a character that is believable and authentic in a drama/theatre work.

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

8.TH:Cr1.b - Develop a scripted or improvised character by articulating the character’s inner thoughts, objectives, and motivations in a drama/theatre work.

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

7.TH:Cr1.b - Envision and describe a scripted or improvised character’s inner thoughts and objectives in a drama/theatre work.

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.

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.

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

6.TH:Cr1.b - Explore a scripted or improvised character by imagining the given circumstances in a drama/theatre work.

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

Prof.TH:Pr4.b - Shape character choices using given circumstances in 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.

8.TH:Pr4.b - Use various character objectives and tactics in a drama/theatre work to overcome an obstacle.

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

7.TH:Pr4.a - Consider various staging choices to enhance the story in a drama/theatre work.

7.TH:Pr4.b - Use various character objectives in a drama/theatre work.

Critical Thinking & Reflection

TH.912.C.1.3 - Justify a response to a theatrical experience through oral or written analysis, using correct theatre terminology.

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.1.6 - Respond to theatrical works by identifying and interpreting influences of historical, social, or cultural contexts.

TH.912.C.1.7 - Justify personal perceptions of a director's vision and/or playwright's intent.

TH.912.C.1.8 - Apply the components of aesthetics and criticism to a theatrical performance or design.

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.2.6 - Assess a peer's artistic choices in a production as a foundation for one's own artistic growth.

TH.912.C.2.8 - Improve a performance or project using various self-assessment tools, coaching, feedback, and/or constructive criticism.

Historical & Global Connections

TH.912.H.1.1 - Analyze how playwrights' work reflects the cultural and socio-political framework in which it was created.

TH.912.H.2.11 - Describe the significant works and major contributions of major playwrights, performers, designers, directors, and producers in American musical theatre.

TH.912.H.2.2 - Research and discuss the effects of personal experience, culture, and current events that shape individual response to theatrical works.

TH.912.H.2.3 - Weigh and discuss, based on analysis of dramatic texts, the importance of cultural protocols and historical accuracy for artistic impact.

TH.912.H.3.1 - Apply critical-thinking and problem-solving skills used in theatre collaboration to develop creative solutions to real-life issues.

TH.912.H.3.5 - Explain how the social interactions of daily life are manifested in theatre.

Innovation, Technology & the Future

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

Organizational Structure

TH.912.O.1.1 - Research and analyze a dramatic text by breaking it down into its basic, structural elements to support development of a directorial concept, characterization, and design.

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.3.7 - Apply standard conventions of directing, stage management, and design to denote blocking and stage movement for production documentation.

Skills, Techniques & Processes

TH.912.S.1.3 - Develop criteria that may be applied to the selection and performance of theatrical work.

TH.912.S.1.4 - Compare the artistic content as described by playwrights, actors, designers, and/or directors with the final artistic product and assess the success of the final artistic product using established criteria.

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.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.

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.2.8 - 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.3.7 - Demonstrate the audition process by researching and selecting monologues and presenting a memorized selection.

TH.912.S.3.9 - Research, analyze, and explain the processes that playwrights, directors, designers, and performers use when developing a work that conveys artistic intent.

Grade 9-12 - ADVANCED DRAMA IV

TAHSADIV.1 - Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media
a. Examines various theories of dramatic structure from Aristotle to present
b. Uses standards of literary dramatic analysis to study theatrical production
c. Constructs arguments that relate the theme/s of a theatre production to the enhancement of the human experience

TAHSADIV.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 standard theatrical conventions to producing scripts
d. Critiques and uses historical, textual, and improvisational studies

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

Grade 9-12 - MUSICAL THEATRE III

TAHSMTIII.1 - Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media
a. Identifies dramatic structure in a musical
b. Analyzes dramatic elements in a musical text or performance
c. Analyzes themes in a musical text or performance
d. Examines the function and relevance of characters in a musical
e. Examines the role of choreography in a performance
f. Determines the effectiveness of artistic choices in a performance

TAHSMTIII.2 - Developing scripts through improvisation and other theatrical methods
a. Explores a variety of musical techniques including recitative, aria, ballad, and other musical theatre conventions
b. Analyzes song lyrics as dramatic text to promote character development
c. Improvises using various musical techniques
d. Develops a character through improvisation
e. Creates original choreography for an existing song found in a musical
f. Designs an original scene for musical theatre

TAHSMTIII.3 - Acting by developing, communicating, and sustaining roles within a variety of situations and environments
a. Applies appropriate vocal technique for speaking and singing
b. Records blocking notation in a text for a performance
c. Analyzes and scores a text for musical performance
d. Contributes to the ensemble by exercising artistic discipline during rehearsal and performance
e. Demonstrates proficiency in vocal techniques: warm-ups to prepare the voice, diction, phrasing, pitch, articulation, breath control, vocal safety, injury-avoidance procedures, dialect, timing, and pacing
f. Demonstrates proficient physical techniques: warm-ups to prepare the body, relaxation techniques, centering, isolation of body parts, psychological gesture, neutral and character masks, and communicating meaning and characterization through body position and gesture.

Grade 9-12 - MUSICAL THEATRE II

TAHSMTII.1 - Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media
a. Identifies dramatic structure in a musical
b. Analyzes dramatic elements in a musical text or performance
c. Analyzes themes in a musical text or performance
d. Explains how text, music, and movement can be used to advance the plot of a musical
e. Examines the use of musical motifs to set mood and establish character
f. Analyzes vocal elements in a musical for performance

TAHSMTII.2 - Developing scripts through improvisation and other theatrical methods
a. Explores a variety of musical techniques including recitative, aria, ballad, and other musical theatre conventions
b. Analyzes song lyrics as dramatic text to promote character development
c. Improvises using various musical techniques
d. Modifies or adapts an existing song to a different context
e. Creates an outline for an original musical based on an original work or a story adaptation
f. Develops an original song based on existing material

TAHSMTII.3 - Acting by developing, communicating, and sustaining roles within a variety of situations and environments
a. Applies appropriate vocal technique for speaking and singing
b. Records blocking notation in a text for a performance
c. Analyzes and scores a text for musical performance
d. Creates and sustains character throughout a musical performance
e. Distinguishes between vocal ranges
f. Demonstrates vocal performance skills such as articulation, projection, volume, pitch, tone, and vocal placement

Grade 9-12 - MUSICAL THEATRE I

TAHSMTI.1 - Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media
a. Identifies dramatic structure in a musical
b. Analyzes dramatic elements in a musical text or performance
c. Analyzes themes and motifs in a musical text or performance

TAHSMTI.2 - Developing scripts through improvisation and other theatrical methods
a. Explores a variety of musical techniques including recitative, aria, ballad, and other musical theatre conventions
b. Analyzes song lyrics as dramatic text to promote character development
c. Improvises using various musical techniques

TAHSMTI.3 - Acting by developing, communicating, and sustaining roles within a variety of situations and environments
a. Applies appropriate vocal technique for speaking and singing
b. Records blocking notation in a text for a performance
c. Analyzes and scores a text for musical performance

Grade 9-12 - THEATRE LITERATURE II

TAHSTLII.2 - Developing scripts through improvisation and other theatrical methods
a. Compares and summarizes scripts from different times in history and from different cultures
b. Examines and outlines the steps involved in the creation of a dramatic work
c. Develops scripts using dramatic and/or literary improvisational techniques

TAHSTLII.3 - Acting by developing, communicating, and sustaining roles within a variety of situations and environments
a. Analyzes the character relationships
b. Compares and analyzes the character interaction and motivation
c. Examines the character role and significance to the meaning of the play

Grade 9-12 - THEATRE LITERATURE I

TAHSTLI.2 - Developing scripts through improvisation and other theatrical methods
a. Compares and summarizes scripts from different times in history and from different cultures
b. Examines and outlines the steps involved in the creation of a dramatic work
c. Develops scripts using dramatic and/or literary improvisational techniques

GRADE 6

TAMS6.1 - Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media
a. Identifies the elements, themes, and structure of drama
b. Identifies, describes, and classifies character traits
c. Interprets meaning within the context of a dramatic text
d. Explores the connections between theatre and real life
e. Compares and differentiates between various forms of media

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

Grade 9-12 - ADVANCED DRAMA III

TAHSADIII.1 - Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media
a. Examines various theories of dramatic structure from Aristotle to present
b. Uses standards of literary dramatic analysis to study theatrical production
c. Constructs arguments that relate the theme/s of a theatre production to the enhancement of the human experience

TAHSADIII.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 standard theatrical conventions to producing scripts
d. Critiques and uses historical, textual, and improvisational studies

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

Grade 9-12 - ADVANCED DRAMA II

TAHSADII.1 - Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media
a. Examines various theories of dramatic structure from Aristotle to present
b. Uses standards of literary dramatic analysis to study theatrical production
c. Constructs arguments that relate the theme/s of a theatre production to the enhancement of the human experience

TAHSADII.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 standard theatrical conventions to producing scripts

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

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

Grade 9-12 - ACTING III

TAHSAIII.1 - Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media
a. Engages in script analysis and study as a means of actor preparation
b. Utilizes evidence provided by the script to support decisions in characterization
c. Uses script analysis in the development of presentation of formal and informal theatre performances

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

Grade 9-12 - ACTING II

TAHSAII.1 - Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media
a. Engages in script analysis and study as a means of actor preparation
b. Utilizes evidence provided by the script to support decisions in characterization
c. Uses script analysis in the development of presentation of formal and informal theatre performances

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

Grade 9-12 - ACTING I

TAHSAI.1 - Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media
a. Engages in script analysis and study as a means of actor preparation
b. Utilizes evidence provided by the script to support decisions in characterization
c. Uses script analysis in the development of presentation of formal and informal theatre performances

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

Grade 9-12 - FUNDAMENTALS OF THEATRE II

TAHSFTII.1 - Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media
a. Critiques and analyzes elements of theatrical conventions
b. Generates and uses terminology and outline for critiquing theatre presentation
c. Cites evidence of how theatre reflects life through universal themes
d. Interprets text and subtext
e. Illustrates the process of script analysis in a variety of scripts

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

TAMS8.1 - Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media
a. Investigates the experiences and ideas present in all forms of presentational media
b. Analyzes the elements of drama present in theatrical experiences
c. Identifies and articulates dramatic structure used in various forms of theatre
d. Interprets meaning within various forms of theatrical experiences
e. Connects dramatic literature and theatre presentations to the human experience
f. Compares and contrasts various forms of theatre and other media

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

GRADE 7

TAMS7.1 - Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media
a. Identifies and compares elements of drama present in various forms of media
b. Outlines dramatic structure used in various forms of theatrical media
c. Compares common themes present in various forms of theatrical media
d. Creates a list of traits exhibited by archetypal characters
e. Analyzes the connections between theatre and real life
f. Compares different forms of media production

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 - Creating

TAHSMT.CR.1 - Organize, design, and refine theatrical work.
a. Analyze various theories of dramatic structure in a musical and explain how text, music, and movement can be used to advance the plot of a musical.
b. Engage in and apply meaningful cultural, literary, and historical research to support formal or informal theatrical performance.

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.

TAHSFT.CR.2 - Develop scripts through theatrical techniques.
a. Differentiate between dramatic and traditional literary writing and utilize common steps of the playwriting process.
b. Assess the need for script analysis, concept development, and directorial and technical concerns of a theatrical script.
c. Construct and critique elements of dramatic structure, character, and dialogue.
d. Create and perform scenes for audiences.

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 - ACTING LEVELS I-IV - Responding

TAHSA.RE.2 - Critique various aspects of theatre and other media using appropriate supporting evidence.
a. Develop and utilize meaningful, structured criteria for assessing the work of an actor.

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

TAHSAD.CR.1 - Organize, design, and refine theatrical work.
a. Examine various theories of dramatic structure.
b. Engage in and apply meaningful cultural, literary, and historical research to create acting choices or directorial concepts.

TAHSAD.CR.2 - Develop scripts through theatrical techniques.
a. Utilize theatrical conventions to produce scripts based on personal experiences, imagination, literature, and history.

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 - Communication

B.C.1.3 - Understand how to read and write scripts that communicate conflict, plot, and character.

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

Beginning High School Standards - Analysis

B.A.1.2 - Analyze informal or formal theatre productions in terms of the emotions or thoughts they evoke, characters, settings, and events.

Beginning High School Standards - Culture

B.CU.2.1 - Illustrate appropriate theatre etiquette as a member of an audience, as a performer, and as a technician.

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 - Analysis

I.A.1.2 - Evaluate the works of theatre artists for strengths, weaknesses, and suggestions for improvement.

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 - Communication

P.C.2.2 - Interpret monologues through formal and informal presentations.

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.

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.

HS 117.318 LIV - Creative Expression: production

C.3.C - demonstrate understanding of a director's responsibility to the author's intent, script, actors, designers, technicians, and audience.

MS 117.213 LIII - Creative Expression: production

B.3.C - explore the director's role as a unifying force, problem solver, interpreter of script, and collaborator.

HS 117.315 LI - Creative Expression: performance

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.

HS 117.315 LI - Critical evaluation and response

C.5.E - evaluate film, television, or other media in written or 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

C.1.D - analyze dramatic structure and genre.

HS 117.315 LI - Foundations: Inquiry and Understanding

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 117.317 LIII - Foundations: Inquiry and Understanding

C.1.D - analyze and evaluate dramatic structure and genre.

Speech Drama 10

3 - recognize the effect of good posture on voice

11 - demonstrate how phrasing and pausing, intonation, rate and rhythm affect meaning

14 - demonstrate effective narrative techniques

Speech Drama 20

17 - identify script indicators of a character’s vocal quality

18 - demonstrate that spoken interpretation is affected by characterization

20 - apply movement and gesture to clarify and enhance spoken interpretation

21 - apply previously learned speech skills to characterization and presentation

Speech Drama 30

22 - examine the effects of emotion, posture and age on vocal characterization

Improvisation Drama 10

5 - create experiences through imaging, visualizing and fantasizing

11 - apply the essential elements of a story: character, setting, conflict, climax and plot in planned and unplanned scenes

15 - initiate a dramatic situation in response to a given stimulus

16 - make logical choices spontaneously within the boundaries of situation and character

20 - critique the work of self and others through observation and expression of specific detail

27 - demonstrate economy in movement and speech by making appropriate selections

29 - demonstrate understanding of and apply the concept of status

30 - demonstrate understanding of and apply the concepts of a character’s objectives and motivation

Improvisation Drama 30

37 - demonstrate various ways of expressing emotions that are consistent with a character

38 - demonstrate various ways of creating and communicating mood

Acting Drama 20

1 - analyze a script for explicit character clues

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).

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

8 - demonstrate the ability to memorize required text

10 - critique the work of self and others through observation of specific details

11 - demonstrate understanding of antecedent action, acting beat, operative word, transitions, interior monologue

12 - analyze script for clues to create antecedent action

14 - identify and use operative words in a script

15 - analyze script for a character’s transitions

17 - create and use an interior monologue

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

Movement Drama 10

6 - recognize when to use specific breathing techniques

12 - demonstrate knowledge of elements of space

18 - appreciate that physical expression can enhance language

24 - demonstrate understanding of mood, and communicate mood

Playwriting - Drama 20

4 - generate and collect ideas that have dramatic possibilities

6 - identify character types and their functions and attributes

9 - define character objectives

10 - define conflict

Improvisation/Acting Level III - Advanced

29 - use improvisational skills and concepts in exploration of text

30 - analyze text for meaning and character development

33 - critique the work of self and others through observation of specific details

Junior Goal II Objectives

explore specific techniques demanded by various dramatic forms

become familiar with dramatic terminology and script format

become familiar with disciplines that enhance dramatic process

Junior Goal III Objectives

develop the ability to analyze and assess the process and the art

Junior Orientation

share ideas confidently with others

support positivity the work of others

offer and accept constructive criticism, given specific guidelines, with a desire to improve

recognize the purposes of and participate in warmup activities

Movement Level I - Beginning

13 - control focus and energy in movement and gesture

Speech Level I - Beginning

4 - use techniques of storytelling

Speech Level II - Intermediate

10 - demonstrate effects of intonation, rate, pause and phrasing on the meaning of words

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

6 - understand and apply the essential elements of a story: character, setting, conflict, climax and plot

11 - create a dramatic situation in response to varied stimuli: objects, pictures, music

Improvisation/Acting Level II - Intermediate

19 - discover how feelings affect a character

21 - sustain a character throughout an exercise or scene

23 - demonstrate understanding of character motivation

Junior Goal I Objectives

extend the ability to think imaginatively and creatively

develop the ability to offer and accept constructive criticism

Theatre Studies Level 1 - Beginning (performance analysis)

1 - demonstrate understanding of the need for analysis of the work of self and others

Theatre Studies Level III - Advanced (The script)

9 - read a script aloud

12 - analyze a script to identify character, setting and plot

Senior Goal I Objectives

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

demonstrate the ability to offer, accept, and reflect upon, constructive criticism

Senior Goal II Objectives

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

gain knowledge of disciplines that enhance dramatic process and product

Orientation Drama 10

positively support the work of others

work with abstract concepts

offer and accept constructive criticism with a desire to progress

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

use subtlety and nuance in expressive communication

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

concentrate on role while sustaining and developing situations

suspend disbelief to create drama

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 - 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 - 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)

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)