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Unit
in Middle School Curriculum
Unit Four: Intro to Scripted Scenes
Created by Lindsay Johnson
10 lessons
middle school friendly
Students will be introduced to the most basic of scripts: the contentless/open scene script. They will use their knowledge of character/relationships, setting, objective, and tactics to add content to a contentless scene. Students will also learn the basics of set design and blocking, and will begin using voice expression to communicate clearer characters. The unit culminates in a performance assessment in which students will work in pairs to add content to and perform a contentless scene.
Start here
The overview lays out the structure for the 9-lesson unit, including assessment tools, key vocabulary, and learning target focus.
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1Lesson 1Intro to ScriptsIn this introductory lesson, students will be able to define “script” and “dialogue.” They will begin to brainstorm characters/relationships, setting, and conflicts to add content to a contentless scene that they will work on for the rest of the unit. Students will use a variety of methods they’ve learned in the previous unit to communicate meaning: setting, pantomime, relationship clues, objectives, stakes, and tactics.
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2Lesson 2Contentless Scene BrainstormStudents will be able to brainstorm fitting characters, setting, and conflict for a contentless scene. Students will use a variety of methods they’ve learned in the previous unit to communicate meaning: setting, pantomime, relationship clues, objectives, stakes, and tactics.
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3Lesson 3Contentless Scene Content Peer ReviewIn this lesson, students will perform for peers and give and receive feedback on the Scene Details Rubric. Students will be using a variety of methods they’ve learned in the previous unit to communicate meaning in a contentless scene: setting, pantomime, relationship clues, objectives, stakes, and tactics.
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4Lesson 4Intro to Set and Stage NotesIn this lesson, students will learn the terminology needed to identify different parts of the stage and to create a set design that uses levels in an effective and appealing way. Students create a basic kitchen set design for a kitchen set design that applies their new knowledge of stage parts, levels and scenery.
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5Lesson 5Intro to BlockingIn this lesson, students will decide how best to include movement in their scene to help an audience understand what is happening in the scene. Students will complete a set design for their partner scene and add 3+ blocking notes to their scripts. Students will also take a Stage Directions Mini-Quiz to demonstrate their understanding of stage directions/basic blocking notes.
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6Lesson 6Open Body and Blocking ReviewIn this lesson, students will review the “open body” element of projection. Using this technique, students will make it easier for audiences to see and understand their actions in the scene.
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7Lesson 7Intro to Voice ExpressionIn this lesson, students will focus on how voice can be used to communicate character as well as to make the dialogue in the scene easily accessible to an audience. Students will give and receive feedback on their vocal clarity and expression in performance.
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8Lesson 8Final Scene RehearsalStudents will review the various techniques we’ve explored this unit (voice, movement, set design, projection, etc.) to convey meaning in a contentless scene. They will continue to work on their scenes and complete a Rehearsal Checklist.
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9Lesson 9Scene Performance AssessmentStudents will review the various techniques we’ve explored this unit (voice, movement, set design, projection, etc.) to convey meaning in a contentless scene. Students will perform their final partner scene for assessment in front of the class. They will also completed an audience feedback sheet where they give their peers feedback on Rubric skills.
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10Lesson 10Posters8 posters for the drama classroom, to support the objectives of the Introduction to Scripted Scenes unit.
Standards Addressed
Generate and conceptualize artistic ideas and work - Grade 6
Generate and conceptualize artistic ideas and work - Grade 7
Generate and conceptualize artistic ideas and work - Grade 8
Perceive and analyze artistic work - Grade 8
Perceive and analyze artistic work - Grade HS Proficient
Organize and develop artistic ideas and work - Grade 6
Develop and refine artistic techniques and work for presentation - Grade 6
Develop and refine artistic techniques and work for presentation - Grade 7
Organize and develop artistic ideas and work - Grade HS Accomplished
Organize and develop artistic ideas and work - Grade HS Advanced
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade 6
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade 7
Convey meaning through the presentation of artistic work - Grade 7
Convey meaning through the presentation of artistic work - Grade 8
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade HS Proficient
6.TH:Cr1 Generate and conceptualize artistic ideas and work
7.TH:Cr1 Generate and conceptualize artistic ideas and work
8.TH:Cr1 Generate and conceptualize artistic ideas and work
8.TH:Re7 Perceive and analyze artistic work.
Prof.TH:Re7 Perceive and analyze artistic work.
6.TH:Cr2 Organize and develop artistic ideas and work.
6.TH:Pr5 Develop and refine artistic techniques and work for presentation.
7.TH:Pr5 Develop and refine artistic techniques and work for presentation.
Acc.TH:Cr2 Organize and develop artistic ideas and work.
Adv.TH:Cr2 Organize and develop artistic ideas and work.
6.TH:Cr3 Refine and complete artistic work.
7.TH:Cr3 Refine and complete artistic work.
7.TH:Pr6 Convey meaning through the presentation of artistic work.
8.TH:Pr6 Convey meaning through the presentation of artistic work.
Prof.TH:Cr3 Refine and complete artistic work.
Sixth Grade
- DT.6.1.1.c Students Can: Explore a scripted or improvised character by imagining the given circumstances in a drama/theatre work.
- DT.6.1.2.b Students Can: Contribute ideas and accept and incorporate the ideas of others in preparing or devising a drama/theatre work.
- DT.6.1.4.a Students Can: Examine and articulate choices to refine a devised or scripted drama/theatre work.
- DT.6.1.4.b Students Can: Identify and employ effective physical and vocal traits of characters in an improvised or scripted drama/theatre work.
- DT.6.2.1.b Students Can: Experiment with various physical and vocal choices to communicate character in a drama/theatre work.
- DT.6.2.2.a Students Can: Participate in a variety of acting exercises and techniques that can be applied in a rehearsal or drama/theatre performance.
Seventh Grade
- DT.7.1.1.c Students Can: Envision and describe a scripted or improvised character's inner thoughts and objectives in a drama/theater work.
- DT.7.1.4.a Students Can: Demonstrate focus and concentration in the rehearsal process to analyze and refine choices in a devised or scripted drama/theatre work.
- DT.7.2.2.a Students Can: Recognize how acting exercises and techniques can be applied to a drama/theatre work.
- DT.7.2.4.a Students Can: Participate in rehearsals for a drama/theatre work that will be shared with an audience.
Eighth Grade
- DT.8.1.1.c Students Can: Develop a scripted or improvised character by articulating the character's inner thoughts, objectives, and motivations in a drama/theatre work.
- DT.8.2.4.a Students Can: Perform/present a rehearsed/designed drama/theatre work for an audience.
- DT.8.3.1.a Students Can: Apply criteria to analyze artistic choices in a drama/theatre work.
High School - Fundamental Pathway
- DT.H1.1.3.b Students Can: Explore how personal, cultural, global, and historic belief systems affect creative choices in a drama/theatre work.
- DT.H1.1.4.a Students Can: Practice and revise a devised or scripted drama/theatre work using theatrical staging conventions.
- DT.H1.3.1.a Students Can: Respond to what is seen, felt, and heard in a drama/theatre work to develop criteria for artistic choices.
High School - Advanced Pathway
High School - Professional Pathway
- DT.H3.1.2.b Students Can: Collaborate as a creative team to discover artistic solutions and make interpretive choices in a devised or scripted drama/theatre work.
- DT.H3.1.3.a Students Can: Collaborate on a drama/theatre work that examines a critical global issue using multiple personal, community, and cultural perspectives.
- DT.H3.3.1.a Students Can: Respond to what is seen, felt, and heard in a drama/theatre work to analyze artistic choices and justify meaningful feedback based on historical, cultural, and personal context.
Language
Critical Thinking & Reflection
- TH.68.C.1.2 Develop a character analysis to support artistic portrayal.
- TH.68.C.1.4 Create and present a design, production concept, or performance and defend artistic choices.
- TH.68.C.1.5 Describe how a theatrical activity can entertain or instruct an audience.
- TH.68.C.2.1 Use group-generated criteria to critique others and help strengthen each other's performance.
- TH.68.C.2.2 Keep a rehearsal journal to document individual performance progress.
- TH.68.C.2.3 Ask questions to understand a peer's artistic choices for a performance or design.
- TH.68.C.2.4 Defend personal responses to a theatre production.
- TH.68.C.3.1 Discuss how visual and aural design elements communicate environment, mood, and theme in a theatrical presentation.
- TH.68.C.3.3 Determine personal strengths and challenges, using evaluations and critiques to guide selection of material for a portfolio.
- TH.912.C.2.2 Construct imaginative, complex scripts and revise them in collaboration with actors to convey story and meaning to an audience.
- TH.912.C.2.6 Assess a peer's artistic choices in a production as a foundation for one's own artistic growth.
- TH.912.C.2.7 Accept feedback from others, analyze it for validity, and apply suggestions appropriately to future performances or designs.
- TH.912.C.2.8 Improve a performance or project using various self-assessment tools, coaching, feedback, and/or constructive criticism.
Historical & Global Connections
- TH.68.H.1.1 Explore potential differences when performing works set in a variety of historical and cultural contexts.
- TH.68.H.1.2 Analyze the impact of one's emotional and social experiences when responding to, or participating in, a play.
- TH.68.H.1.3 Identify significant contributions of playwrights, actors, and designers and describe their dramatic heritage.
- TH.68.H.1.5 Describe one's own personal responses to a theatrical work and show respect for the responses of others.
- TH.68.H.1.6 Discuss how a performer responds to different audiences.
- TH.68.H.2.4 Discuss the differences between presentational and representational theatre styles.
- TH.68.H.3.3 Use brainstorming as a method to discover multiple solutions for an acting or technical challenge.
- TH.68.H.3.4 Describe the importance of wellness and care for the actor's physical being as a performance instrument.
Innovation, Technology & the Future
- TH.68.F.1.1 Manipulate various design components to imagine the world of the character.
- TH.68.F.1.2 Use vocal, physical, and imaginative ideas, through improvisation, as a foundation to create new characters and to write dialogue.
- TH.68.F.1.3 Demonstrate creative risk-taking by incorporating personal experiences in an improvisation.
Organizational Structure
- TH.68.O.1.1 Compare different processes an actor uses to prepare for a performance.
- TH.68.O.1.2 Discuss how color, line, shape, and texture are used to show emotion in technical theatre elements.
- TH.68.O.1.3 Explain the impact of choices made by directors, designers, and actors on audience understanding.
- TH.68.O.1.4 Discuss how the whole of a theatre performance is greater than the sum of its parts.
- TH.68.O.2.2 Explain how a performance would change if depicted in a different location, time, or culture.
- TH.68.O.2.4 Perform a scene or pantomime to demonstrate understanding of blocking and stage movement.
- TH.68.O.3.3 Discuss the collaborative nature of theatre and work together to create a scene or play, respecting group members' ideas and differences.
- TH.912.O.1.1 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.1.4 Write an original script or a dramatic adaptation of a literary work to demonstrate knowledge of theatrical conventions.
- TH.912.O.3.1 Analyze the methods of communication among directors, designers, stage managers, technicians, and actors that establish the most effective support of the creative process.
Skills, Techniques & Processes
- TH.68.S.1.1 Describe the responsibilities of audience members, to the actors and each other, at live and recorded performances and demonstrate appropriate behavior.
- TH.68.S.1.2 Invent a character with distinct behavior(s) based on observations of people in the real world and interact with others in a cast as the invented characters.
- TH.68.S.1.3 Describe criteria for the evaluation of dramatic texts, performances, direction, and production elements.
- TH.68.S.1.4 Discuss the ways in which theatre experiences involve empathy and aesthetic distance.
- TH.68.S.2.1 Discuss the value of collaboration in theatre and work together to create a theatrical production.
- TH.68.S.2.2 Discuss and apply the theatrical production process to create a live performance.
- TH.68.S.2.4 Memorize and present a character's lines from a monologue or scene.
- TH.68.S.3.1 Develop characterizations, using basic acting skills, appropriate for selected dramatizations.
- TH.68.S.3.2 Use the elements of dramatic form to stage a play.
- TH.68.S.3.3 Lead rehearsals of improvised and scripted scenes, communicating with cast and crew to create appropriate characterization and dramatic environments.
- TH.912.S.1.3 Develop criteria that may be applied to the selection and performance of theatrical work.
- 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.2.4 Sustain a character or follow technical cues in a production piece to show focus.
- TH.912.S.2.8 Strengthen acting skills by engaging in theatre games and improvisations.
- TH.912.S.3.2 Exercise artistic discipline and collaboration to achieve ensemble in rehearsal and performance.
- TH.912.S.3.3 Develop acting skills and techniques in the rehearsal process.
Grade 6 - Creating
- TA6.CR.1 Organize, design, and refine theatrical work.<br/>a. Identify artistic choices, utilize theatre vocabulary, and demonstrate non-verbal communication skills in the rehearsal process.<br/>b. Interpret a character’s motivation by understanding the relationship between their background and their behavior.<br/>c. Identify the variety of relationships between characters.<br/>d. Identify, define, and classify character traits.<br/>e. Recognize and demonstrate the roles, responsibilities, and skills associated with collaborative performance.<br/>f. Use resources to identify and create technical elements of theatre.
- TA6.CR.2 Develop scripts through theatrical techniques.<br/>a. Identify the elements of a story.<br/>b. Identify the theme and structure of a play.<br/>c. Articulate creative ideas in oral and written forms.<br/>d. Use the dramatic writing process to generate a script.<br/>e. Demonstrate the conventions of dialogue and stage directions.
Grade 7 - Performing
- TA7.PR.1 Act by communicating and sustaining roles in formal and informal environments.<br/>a. Execute effective verbal and non-verbal communication skills in performance (e.g. rate, pitch, volume, inflection, posture, facial expression, physical movement).<br/>b. Participate in a variety of acting exercises and techniques that can be applied in a rehearsal or theatre performance.<br/>c. Engage in various performance styles.
- TA7.PR.2 Execute artistic and technical elements of theatre.<br/>a. Select a variety of technical elements that can be applied to a theatrical work.<br/>b. Incorporate artistic and technical elements into a theatre performance.
Grades 9-12 - ACTING LEVELS I-IV - Creating
Grades 9-12 - ACTING LEVELS I-IV - Responding
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.<br/>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.<br/>b. Implement the duties of the stage manager, including communication and safety procedures, that will assist the director in all areas of production.<br/>c. Develop a schedule and organizational plan to prepare a scene for performance, including a rehearsal schedule and a prompt script.<br/>d. Conduct rehearsals and present a full theatrical presentation to a live audience.
- TAHSAD.PR.2 Execute artistic and technical elements of theatre.<br/>a. Engage as a creative team in script analysis to plan and create technical elements of a theatre production.
Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Creating
- TAHSFT.CR.1 Organize, design, and refine theatrical work.<br/>a. Recognize and/or employ realistic and conventional speech patterns within dialogue or dramatic verse.<br/>b. Incorporate dramatic elements through improvisation.<br/>c. Recognize and interpret artistic choices in performance.
- TAHSFT.CR.2 Develop scripts through theatrical techniques.<br/>a. Differentiate between dramatic and traditional literary writing and utilize common steps of the playwriting process.<br/>b. Assess the need for script analysis, concept development, and directorial and technical concerns of a theatrical script.<br/>c. Construct and critique elements of dramatic structure, character, and dialogue.<br/>d. Create and perform scenes for audiences.
Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Performing
- TAHSFT.PR.1 Act by communicating and sustaining roles in formal and informal environments.<br/>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).<br/>b. Construct and interpret artistic choices in performance including the objectives, decisions, and actions of characters.<br/>c. Explore various acting methods and techniques (e.g. Stanislavski, Uta Hagen, sense memory, emotional recall) for the purpose of character development.<br/>d. Perform acting choices for an audience based on critiques.
- TAHSFT.PR.2 Execute artistic and technical elements of theatre.<br/>a. Identify and define the various collaborative roles and relationships of technical production personnel (e.g. sound, lighting, set, scenic, costume, dramaturge, makeup, marketing, business aspects) in relation to the directors and performers.<br/>b. Identify and apply the various aspects of directing, staging, performance spaces, and rehearsal management.<br/>c. Recognize and apply the basic elements and procedures involved in the construction of props, scenery, and platforms.<br/>d. Formulate effective theatrical designs in order to support the text and directorial concept.
Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Responding
Grades 9-12 - MUSICAL THEATRE LEVELS I-IV - Performing
Grades 9-12 - MUSICAL THEATRE LEVELS I-IV - Responding
Sixth Grade Connect
Sixth Grade Create
Sixth Grade Present
- 6.PR.1.1 Apply feedback to refine choices in devised or scripted theatrical works.
- 6.PR.1.2 Communicate ideas and feelings through physical and vocal choices during presentations.
- 6.PR.2.1 Develop stories or scripts for presentation.
- 6.PR.2.2 Identify the responsibilities of an audience in a live performance.
- 6.PR.2.3 Identify simple technical theatre elements that enhance productions in various spaces.
- 6.PR.2.4 Identify how a performer responds to an audience during a live performance.
Sixth Grade Respond
Seventh Grade Connect
Seventh Grade Create
- 7.CR.1.1 Improvise characters and situations for developing original scripts or devised theatre.
- 7.CR.1.2 Create original works using elements of dramatic structure.
- 7.CR.1.3 Create a variety of simple props and set pieces to support and enhance dramatic presentations.
- 7.CR.2.1 Adapt stories using a variety of theatrical styles or genres for theatre.
Seventh Grade Present
- 7.PR.1.1 Refine choices in devised or scripted performances based on objective feedback and criteria.
- 7.PR.1.2 Communicate character and story using physical and vocal control, observation, and concentration during theatrical performances.
- 7.PR.2.1 Apply dramatic styles to formal or informal performances.
- 7.PR.2.2 Compare the expectations of an audience in different venues.
- 7.PR.2.3 Present a variety of simple technical elements to reflect dramatic styles and choices in theatrical productions.
Seventh Grade Respond
Eighth Grade Create
Eighth Grade Present
- 8.PR.1.1 Apply critical elements of objective feedback and criteria for improvement in performance.
- 8.PR.1.2 Communicate various styles of character, conflict, and resolution through blocking as given by directors or indicated by playwrights.
- 8.PR.2.1 Develop various styles of literature into formal or informal presentations.
- 8.PR.2.2 Embody audience etiquette appropriately as a participant in productions.
- 8.PR.2.3 Employ technical elements in various theatrical presentations.
- 8.PR.2.4 Demonstrate performance etiquette during theatrical experiences.
Eighth Grade Respond
Beginning High School Create
Beginning High School Present
- B.PR.1.1 Refine theatrical works based on specific criteria.
- B.PR.1.2 Communicate characters, situations, and scenarios using body and voice while adhering to staging conventions.
- B.PR.2.1 Develop scripted or devised theatre for presentation.
- B.PR.2.2 Demonstrate appropriate theatre audience behavior with the understanding of the impact on performers and technicians.
- B.PR.2.4 Identify the responsibilities of a performer in a variety of theatrical venues.
Beginning High School Respond
Intermediate High School Create
Intermediate High School Present
Intermediate High School Respond
Accomplished High School Create
Accomplished High School Present
Advanced High School Create
Advanced High School Present
- AD.PR.1.1 Implement justified choices made in response to feedback and specific criteria.
- AD.PR.1.2 Apply conventions of acting, directing, and technical theatre to refine theatrical works for presentation.
- AD.PR.2.1 Develop contrasting theatrical works for diverse genres, audiences, auditions, or productions.
Beginning High School Standards - Communication
- B.C.1.1 Use non-verbal expression to illustrate how human emotion affects the body and is conveyed through the body.
- B.C.1.2 Apply vocal elements of volume, pitch, rate, tone, articulation, and vocal expression.
- B.C.2.1 Use improvisation and acting skills, such as observation, concentration, and characterization in a variety of theatre exercises.
- B.C.2.2 Interpret various selections of dramatic literature through formal and informal presentations.
Beginning High School Standards - Analysis
Beginning High School Standards - Culture
Intermediate High School Standards - Communication
- I.C.1.1 Use non-verbal expression to illustrate how human motivations are prompted by physical and emotional needs.
- I.C.1.2 Apply vocal elements of volume, pitch, rate, tone, articulation, and vocal expression appropriately to theatrical texts, such as monologues and scenes.
- I.C.2.1 Use improvisation and acting skills, such as observation, concentration, and characterization, to demonstrate given situations.
- I.C.2.2 Interpret scenes through formal and informal presentations.
Proficient High School Standards - Communication
- P.C.1.2 Apply vocal elements of volume, pitch, rate, tone, articulation, and vocal expression to develop characters.
- P.C.2.1 Use improvisation and acting skills, such as observation, concentration, and characterization, to create extended scenes.
- P.C.2.2 Interpret monologues through formal and informal presentations.
Advanced High School Standards - Communication
- A.C.1.1 Use non-verbal expression and physical self-awareness to communicate movement elements and characterization, including differentiation between multiple characters.
- A.C.1.3 Use constructive criticism to improve original works both written and read orally.
- A.C.2.1 Use improvisation and acting skills to perform for a formal audience using prompts provided by the audience.
- A.C.2.2 Interpret scripts through formal and informal presentations.
MS 117.211 LI - Foundations: Inquiry and Understanding
MS 117.211 LI - Creative Expression: performance
MS 117.212 LII - Creative Expression: performance
MS 117.213 LIII - Foundations: Inquiry and Understanding
MS 117.213 LIII - Creative Expression: performance
HS 117.315 LI - Foundations: Inquiry and Understanding
- C.1.B develop and practice theatre preparation and warm-up techniques.
- 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 117.315 LI - Creative Expression: performance
- C.2.A demonstrate safe use of the voice and body.
- C.2.C employ effective voice and diction to express thoughts and feelings.
- C.2.F create, write, and refine original monologues, improvisations, scenes, or vignettes that reflect dramatic structure to convey meaning to the audience through live performance or media forms.
HS 117.315 LI - Critical evaluation and response
HS 117.316 LII - Foundations: Inquiry and Understanding
HS 117.316 LII - Creative Expression: performance
HS 117.316 LII - Creative Expression: production
HS 117.317 LIII - Foundations: Inquiry and Understanding
HS 117.318 LIV - Foundations: Inquiry and Understanding
Speech Drama 10
Improvisation Drama 10
Acting Drama 20
Junior Goal II Objectives
Junior Orientation
- communicate through use of voice and body
- demonstrate a willingness to take calculated and reasonable risks
- demonstrate trust by becoming comfortable, physically and emotionally, with others
- focus concentration on one task at a time
- generate imaginative and creative solutions to problems
- listen effectively
- meet deadlines and follow through on individual and group commitments
- move in a variety of ways
- offer and accept constructive criticism, given specific guidelines, with a desire to improve
- recognize the purposes of and participate in warmup activities
- share ideas confidently with others
- show awareness of story sequence
- support positivity the work of others
- work cooperatively and productively with all members of the class in pairs, small groups and large groups
Speech Level I - Beginning
Speech Level II - Intermediate
Junior Goal I Objectives
- develop a sense of responsibility and commitment
- develop self-confidence
- develop self-discipline
- develop the ability to initiate, organize and present a project within a given set of guidelines
- develop the ability to interact effectively and constructively in a group process
- develop the ability to offer and accept constructive criticism
- develop the willingness to make a decision, act upon it and accept the results
- explore and develop physical and vocal capabilities
- extend the ability to think imaginatively and creatively
- extend the ability to understand, accept and respect others- their rights, ideas, abilities and differences
- strengthen powers of concentration
Theatre Studies Level III - Advanced (The script)
Senior Goal I Objectives
- apply imaginative and creative thought to problem-solving situations
- demonstrate a sense of responsibility and commitment, individually and to the group
- demonstrate the ability to considered decisions, act upon them and accept the results
- demonstrate the ability to contribute effectively and constructively to the group process
- demonstrate the ability to initiate, organize and present a project within a given set of guidelines
- demonstrate the ability to offer, accept, and reflect upon, constructive criticism
- extend physical and vocal capabilities
- extend the ability to concentrate
- extend understanding of, acceptance of and empathy for others
- increase self-confidence
- increase self-discipline
GRADE 6 - ARTS - Exploring and creating
GRADE 6 - ARTS - Reasoning and reflecting
GRADE 6 - ARTS - Communicating and documenting
GRADE 7 - ARTS - Exploring and creating
GRADE 7 - ARTS - Reasoning and reflecting
GRADE 7 - ARTS - Communicating and documenting
- Demonstrate increasingly sophisticated application and/or engagement of curricular content
- Experience, document, choreograph, perform, and share creative works in a variety of ways
- Express, feelings, ideas, and experiences through the arts
- Take creative risks to express feelings, ideas, and experiences
GRADE 8 - ARTS - Exploring and creating
GRADE 8 - ARTS - Reasoning and reflecting
- Describe, interpret and evaluate how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, techniques, and environments to create and communicate ideas
- Develop, refine ideas, and critically appraise ideas, processes, and technical skills in a variety of art forms to improve the quality of artistic creations
GRADE 8 - ARTS - Communicating and documenting
GRADE 9 - DRAMA - Exploring and creating
GRADE 9 - DRAMA - Reasoning and reflecting
GRADE 9 - DRAMA - Communicating and documenting
GRADE 10 - DRAMA - Explore and Create
GRADE 10 - DRAMA - Reason and reflect
GRADE 10 - DRAMA - Communicate and document
GRADE 11 - DRAMA - Explore and Create
GRADE 11 - DRAMA - Reason and reflect
GRADE 12 - DRAMA - Explore and Create
Grade 6 - Reflecting, Responding and Analyzing
Grade 6 - Creating and Presenting
- B1.2 demonstrate an understanding of the element of role by selectively using other elements to build belief in a role and establish its dramatic context
- B1.3 plan and shape the direction of the drama or role play by introducing new perspectives and ideas, both in and out of role
- B1.4 communicate feelings, thoughts, and ideas to a specific audience, using audio, visual, and/or technological aids to strengthen the impact on the viewer
Grade 7 - Reflecting, Responding and Analyzing
Grade 7 - Creating and Presenting
- B1.1 engage actively in drama exploration and role play, with a focus on examining multiple perspectives related to current issues, themes, and relationships from a wide variety of sources and diverse communities
- B1.2 demonstrate an understanding of the elements of drama by selecting and combining several elements and conventions to create dramatic effects
- B1.4 communicate feelings, thoughts, and abstract ideas through drama works, using audio, visual, and/or technological aids to heighten the dramatic experience
Grade 8 - Reflecting, Responding and Analyzing
- B2.2 evaluate, using drama terminology, how effectively drama works and shared drama experiences use the elements of drama to engage the audience and communicate a theme or message
- B2.3 identify and give examples of their strengths, interests, and areas for improvement as drama creators, performers, and audience members
Grade 8 - Creating and Presenting
- B1.2 demonstrate an understanding of the elements of drama by selecting and manipulating multiple elements and conventions to create and enhance a variety of drama works and shared drama experiences
- B1.4 communicate feelings, thoughts, and abstract ideas through drama works, using audio, visual, and/or technological aids for specific purposes and audiences
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 - Concepts and Terminology
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)
Grade 11 - Reflecting, Responding and Analyzing - Connections Beyond the Classroom
Grade 11 - Reflecting, Responding and Analyzing - The Critical Analysis Process
Grade 12 - Foundations - Responsible Practices
Grade Six
Grade Six
Grade Six
Grade Six
- 6.12 The student will demonstrate how meaning is expressed both physically (through movement, gesture, and other forms of physical expression) and verbally (through vocal choices).
- 6.13 The student will identify techniques and skills for actor preparation, including memorization and warm ups for performance.
- 6.14 The student will demonstrate theatre as dramatized storytelling by preparing and presenting short scenes that include characters, setting, properties, conflict, and a progressive chain of events.
- 6.15 The student will identify functions of a theatre director.
- 6.16 The student will develop technical theatre and production skills.
Grade Seven
Grade Seven
Grade Seven
Grade Seven
- 7.12 The student will develop physical and vocal technique for theatre performance.
- 7.13 The student will explain techniques and skills for actor preparation, including concentration, discipline, preparation, and imagination for theatrical performance.
- 7.14 The student will research, analyze, rehearse, and present a scripted character in a memorized scene and/or monologue.
- 7.15 The student will identify functions, skills, and responsibilities of the creative team and production staff.
- 7.16 The student will develop technical theatre and production skills
Grade Eight
Grade Eight
Grade Eight
Grade Eight
- 8.12 The student will develop physical and vocal technique for theatre performance.
- 8.13 The student will use character analysis techniques to research, develop, and present a scripted character.
- 8.14 The student will demonstrate the mental and physical discipline necessary for creating and maintaining an imagined reality during performance.
- 8.15 The student will fulfill the duties and responsibilities of a production staff member.
- 8.16 The student will develop technical theatre and production skills.
Theatre Arts I: Introduction to Theatre
Theatre Arts I: Introduction to Theatre
Theatre Arts II: Dramatic Literature And Theatre History
Theatre Arts III: Intermediate Acting & Playwriting
Theatre Arts III: Intermediate Acting & Playwriting
Theatre Arts IV: Advanced Acting And Directing
Technical Theatre
Technical Theatre
- TT.3 The student will analyze, interpret, and evaluate aspects of technical theatre.
- TT.4 The student will explain and justify personal preferences for theatre design using appropriate vocabulary.
- TT.5 The student will identify, describe, and apply collaboration and communication skills for technical theatre.
Technical Theatre
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