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Unit
Shakespeare Performance
Created by Anna Porter
11 lessons
Shakespeare
In this unit by Anna Porter, students are introduced to the works of Shakespeare and explore how to bring a character to life in a monologue performance. Students are also introduced to the tools to help them unlock meaning in Shakespeare’s text. Through this eleven lesson series, students will participate in class discussions, activities and performance. Assessment tools include informal assessment, submission of textual analysis work and a final performance.
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The overview covers the materials used in the unit, along with a detailed list of lessons and assessment tools.
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1Lesson 1Introduction to ShakespeareStudents will take a pre-quiz on some of Shakespeare’s plays, then find 5 things they did not already know about Shakespeare during a group discussion and presentation. This lesson includes a presentation for students to introduce Shakespeare and his time period.
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2Lesson 2Selecting MaterialStudents will select a monologue to use in this performance unit during the class period. They will also work in groups to create an entertaining and educational performance based off of a plot summary for one of Shakespeare’s plays.
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3Lesson 3Approaching the TextAs a class, students will explore context, the meaning of words, and imagery used to unlock meaning in a Shakespearean text. Students will use these tools to create a modern translation for their own text. Students are also introduced to resources and will become familiar with their story through doing the Actor’s Homework.
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4Lesson 4Paint with Words: Imagery and InsultsStudents will use insults and compliments to explore sound and imagery in Shakespeare’s texts. Students will also participate in a choral reading, then create a short scenario where they must use their voice and body to bring Shakespeare’s imagery to life to achieve a specific emotional response.
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5Lesson 5Finding Emotion and Action in the TextStudents will explore emotional outbursts, action words, and emotion words by doing a structured activity and textual analysis.
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6Lesson 6PunctuationStudents will dissect, analyze, and color code punctuation examples. Students will use physical movement that is tied to specific punctuation to help them explore how it can communicate meaning in the text. Students will then apply this and analyze their monologue by examining the punctuation.
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7Lesson 7Preparing a Character for Performance Part One - Tools, Objectives, TacticsStudents use their Actor’s Homework Sheet to create a personal word list to explore their character. They will also identify how they will use voice and body to bring their character to life. Finally, students review character objective and tactics in order to create an objective statement with three active tactics they will use with their monologue.
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8Lesson 8Preparing a Character for Performance Part Two - Laban's EffortsStudents explore and play with Laban’s Efforts, then select efforts to use in their monologue.
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9Lesson 9Performing a Monologue with Focus and Stage PicturesStudents will review how to use stage pictures that communicate character, story, and emotion to help them create appropriate blocking for their performance. Students will create an appropriate focus for their character to look at while performing their monologue.
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10Lesson 10Memorization Quiz and PreviewStudents will take a memorization quiz and perform for their peers. Students will also critique each other based on what they have worked on during this unit.
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11Lesson 11PerformanceStudents will demonstrate their understanding of textual analysis, painting with words and imagery, creating a character, and preparing a monologue by performing a Shakespearean monologue and reflecting on their experience.
Standards Addressed
Generate and conceptualize artistic ideas and work - Grade 6
Select, analyze, and interpret artistic work for presentation - Grade 6
Perceive and analyze artistic work - Grade 6
Generate and conceptualize artistic ideas and work - Grade 7
Select, analyze, and interpret artistic work for presentation - Grade 7
Select, analyze, and interpret artistic work for presentation - Grade 8
Perceive and analyze artistic work - Grade 8
Generate and conceptualize artistic ideas and work - High School Proficient
Select, analyze, and interpret artistic work for presentation - Grade HS Proficient
Generate and conceptualize artistic ideas and work - High School Accomplished
Generate and conceptualize artistic ideas and work - High School Advanced
Perceive and analyze artistic work - Grade HS Advanced
Develop and refine artistic techniques and work for presentation - Grade 6
Organize and develop artistic ideas and work - Grade 7
Develop and refine artistic techniques and work for presentation - Grade 7
Interpret intent and meaning in artistic work - Grade 8
Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding - Grade HS Proficient
Organize and develop artistic ideas and work - Grade HS Accomplished
Develop and refine artistic techniques and work for presentation - Grade HS Accomplished
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
Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding - 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
Convey meaning through the presentation of artistic work - Grade HS Proficient
Apply criteria to evaluate artistic work - Grade HS Proficient
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade HS Accomplished
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade HS Advanced
6.TH:Cr1 Generate and conceptualize artistic ideas and work
6.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
6.TH:Re7 Perceive and analyze artistic work.
7.TH:Cr1 Generate and conceptualize artistic ideas and work
7.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
8.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
8.TH:Re7 Perceive and analyze artistic work.
Prof.TH:Cr1 Generate and conceptualize artistic ideas and work
Prof.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
Acc.TH:Cr1 Generate and conceptualize artistic ideas and work.
Adv.TH:Cr1 Generate and conceptualize artistic ideas and work.
Adv.TH:Re7 Perceive and analyze artistic work.
6.TH:Pr5 Develop and refine artistic techniques and work for presentation.
7.TH:Cr2 Organize and develop artistic ideas and work.
7.TH:Pr5 Develop and refine artistic techniques and work for presentation.
8.TH:Re8 Interpret intent and meaning in artistic work.
Prof.TH:Cn11.1 Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Acc.TH:Cr2 Organize and develop artistic ideas and work.
Acc.TH:Pr5 Develop and refine artistic techniques and work for presentation.
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.
7.TH:Cn11.2 Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
8.TH:Pr6 Convey meaning through the presentation of artistic work.
Prof.TH:Cr3 Refine and complete artistic work.
Prof.TH:Pr6 Convey meaning through the presentation of artistic work.
Prof.TH:Re9 Apply criteria to evaluate artistic work.
Acc.TH:Cr3 Refine and complete artistic work.
Adv.TH:Cr3 Refine and complete artistic work.
Sixth Grade
- DT.6.1.1.a Students Can: Identify possible solutions to staging challenges in a drama/theatre work.
- DT.6.1.1.c Students Can: Explore a scripted or improvised character by imagining the given circumstances in a drama/theatre work.
- DT.6.1.4.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.a Students Can: Identify the essential events in a story or script that make up the dramatic structure in a 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.
- DT.6.3.1.a Students Can: Describe and record personal reactions to artistic choices in a drama/theatre work.
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.7.1.2.a Students Can: Examine and justify original ideas and artistic choices in a drama/theater work based on background knowledge, historical, and cultural context.
- DT.7.1.4.b Students Can: Develop effective physical and vocal traits of characters in an improvised or scripted drama/theatre work.
- DT.7.2.1.a Students Can: Experiment various staging choices to enhance the story in a drama/theatre work.
- DT.7.2.1.b Students Can: Apply various character objectives in a 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.
- DT.7.3.3.a Students Can: Research and analyze two different versions of the same drama/theatre story to determine differences and similarities in telling the story.
Eighth Grade
- DT.8.2.1.b Students Can: Apply and justify various character objectives and tactics in a drama/theatre work to overcome an obstacle.
- 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.
- DT.8.3.2.a Students Can: Summarize and share artistic choices when participating in or observing a drama/theatre work.
- DT.8.3.3.a Students Can: Research and discuss the playwright's intent for a drama/theatre work.
High School - Fundamental Pathway
- DT.H1.1.1.c Students Can: Generate ideas about a character that are believable and authentic using script analysis.
- 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.b Students Can: Explore physical, vocal, and physiological choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work.
- DT.H1.2.1.a Students Can: Examine how character relationships assist in telling the story of a drama/theatre work.
- DT.H1.2.4.a Students Can: Perform/present a scripted drama/theatre work for a specific audience.
High School - Advanced Pathway
- DT.H2.1.1.c Students Can: Develop a character that is believable and authentic in a drama/theatre work based on personal experiences and knowledge.
- DT.H2.1.2.b Students Can: Cooperate as a creative team to make interpretive choices for a drama/theatre work.
- DT.H2.1.3.a Students Can: Choose and interpret a drama/theatre work to connect and question beliefs.
- DT.H2.1.4.b Students Can: Revise physical, vocal, and physiological choices impacting the believability and relevance of a drama/theatre work by using research and script analysis.
- DT.H2.2.2.a Students Can: Refine a range of acting skills to build a believable and sustainable drama/theatre performance.
- DT.H2.3.1.a Students Can: Respond to what is seen, felt, and heard in a drama/theatre work to critique artistic choices and justify meaningful feedback based on historical, cultural, and personal context.
High School - Professional Pathway
- DT.H3.1.1.c Students Can: Integrate cultural and historical contexts with personal experiences to create a character that is believable and authentic in a drama/theatre work.
- 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.H3.1.4.b Students Can: Synthesize ideas from research, script analysis, and context to create a performance that is believable, authentic, and relevant in a drama/theatre work.
Speaking and Listening
- CCSS.ELA-LITERACY.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
- CCSS.ELA-LITERACY.CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
- CCSS.ELA-LITERACY.CCRA.SL.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
- CCSS.ELA-LITERACY.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Language
- CCSS.ELA-LITERACY.CCRA.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- CCSS.ELA-LITERACY.CCRA.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- CCSS.ELA-LITERACY.CCRA.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
- CCSS.ELA-LITERACY.CCRA.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
- CCSS.ELA-LITERACY.CCRA.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- CCSS.ELA-LITERACY.CCRA.L.6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
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).
Reading: Informational Text
- CCSS.ELA-LITERACY.RI.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.RI.9-10.2 Determine a central idea of a text and analyze 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.RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Language
- CCSS.ELA-LITERACY.L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- CCSS.ELA-LITERACY.L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- CCSS.ELA-LITERACY.L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
- CCSS.ELA-LITERACY.L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies.
- CCSS.ELA-LITERACY.L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- CCSS.ELA-LITERACY.L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Writing
- CCSS.ELA-LITERACY.W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
- CCSS.ELA-LITERACY.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
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.2.1 Use group-generated criteria to critique others and help strengthen each other's performance.
- TH.68.C.2.3 Ask questions to understand a peer's artistic choices for a performance or design.
- TH.912.C.1.2 Create, refine, and sustain complex and believable characters for performance through the integration and application of artistic choices based on research, rehearsal, feedback, and refinement.
- TH.912.C.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.2.1 Explore and describe possible solutions to production or acting challenges and select the solution most likely to produce desired results.
- 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.2.7 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.1.5 Describe one's own personal responses to a theatrical work and show respect for the responses of others.
- TH.68.H.3.3 Use brainstorming as a method to discover multiple solutions for an acting or technical challenge.
- TH.912.H.1.1 Analyze how playwrights' work reflects the cultural and socio-political framework in which it was created.
- TH.912.H.1.3 Present a design or perform in the style of a different historical or cultural context to gain appreciation of that time and culture.
- TH.912.H.1.4 Interpret a text through different social, cultural, and historical lenses to consider how perspective and context shape a work and its characters.
- TH.912.H.2.1 Research the correlations between theatrical forms and the social, cultural, historical, and political climates from which they emerged, to form an understanding of the influences that have shaped theatre.
Innovation, Technology & the Future
- 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.912.F.1.1 Synthesize research, analysis, and imagination to create believable characters and settings.
- TH.912.F.3.3 Exhibit independence, discipline, and commitment to the theatre process when working on assigned projects and productions.
Organizational Structure
- TH.68.O.1.1 Compare different processes an actor uses to prepare for a performance.
- TH.68.O.1.3 Explain the impact of choices made by directors, designers, and actors on audience understanding.
- TH.68.O.2.1 Diagram the major parts of a play and their relationships to each other.
- TH.68.O.2.4 Perform a scene or pantomime to demonstrate understanding of blocking and stage movement.
- 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.2.6 Deconstruct a play, using an established theory, to understand its dramatic structure.
- 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.1.2 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.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.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.2.5 Perform memorized theatrical literature in contrasting pieces to show ability to apply principles and structure, focus on details of performance, and processing skills to establish successful interpretation, expression, and believability.
- TH.912.S.2.6 Transfer acting and technical skills and techniques from one piece of dramatic text to another.
- 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 6 - Responding
- TA6.RE.1 Engage actively and appropriately as an audience member.<br/>a. Identify the role of the audience in different environments.<br/>b. Analyze the relationship between an audience and a performer.<br/>c. Create guidelines for behaviors appropriate to a theatre experience.<br/>d. Model appropriate audience behaviors.
- TA6.RE.2 Critique various aspects of theatre and other media.<br/>a. Identify the purpose of a critique.<br/>b. Evaluate a theatre production using an assessment instrument.
Grade 7 - Creating
- TA7.CR.1 Organize, design, and refine theatrical work.<br/>a. Identify and rehearse effective communication skills.<br/>b. Compare and contrast character types and relationships by analyzing character motivations, objectives, and goals.<br/>c. Compare the physical, emotional, vocal, and social dimensions of a character.<br/>d. Investigate the role and responsibility of the cast and crew.<br/>e. Identify and model ensemble skills in the rehearsal process.<br/>f. Utilize staging and blocking choices to enhance the performance.<br/>g. Compare, contrast, and design elements of technical theatre.<br/>h. Utilize theatre vocabulary throughout the rehearsal process.
- TA7.CR.2 Develop scripts through theatrical techniques.<br/>a. Create ideas for stories.<br/>b. Analyze the theme and structure of a play.<br/>c. Use the dramatic writing process to generate a script.<br/>d. Utilize dramatic conventions in the scriptwriting process (e.g. stage directions, dialogue, scenes).
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 - Connecting
- TAHSA.CN.1 Explore how theatre connects to life experience, careers, and other content.<br/>a. Examine multiple facets of the business of theatre.<br/>b. Examine the methods of pursuing various acting careers, including demonstrating audition etiquette and techniques.
- TAHSA.CN.2 Examine the role of theatre in a societal, cultural, and historical context.<br/>a. Examine and apply theatrical theories, performances, and conventions from a variety of theatrical literature, historical periods, and cultures.
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 - Responding
Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Connecting
- TAHSFT.CN.1 Explore how theatre connects to life experiences, careers, and other content.<br/>a. Examine how theatre reflects real life.<br/>b. Analyze how theatre employs aspects of other art forms and disciplines to effectively communicate with a live audience.<br/>c. Demonstrate awareness of the discipline, knowledge, skills, and education required for careers in theatre.<br/>d. Explore various careers in the theatre arts (e.g. performance, design, production, administrative, education, promotion).
- TAHSFT.CN.2 Examine the role of theatre in a societal, cultural, and historical context.<br/>a. Identify and analyze plays and dramas from a variety of historical periods and cultures.<br/>b. Explore the works of milestone playwrights and plays, and the relevance of historical theatre.<br/>c. Recognize historical events that have influenced the role of theatre and how theatrical events have impacted cultural development.<br/>d. Interpret cultural and historical research for use in a production.
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.<br/>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.<br/>b. Identify and examine the responsibilities and tasks of an actor in relation to directors, designers, choreographers, technical crew, and production staff.<br/>c. Use the skills and tools of a director to develop a presentation of formal and informal musical theatre performances.<br/>d. Conduct rehearsals to present a musical theatre performance for a live audience.
- TAHSMT.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, including sets, props, costumes, makeup, lighting, and sound.
Grades 9-12 - MUSICAL THEATRE LEVELS I-IV - Connecting
Grades 9-12 - THEATRE HISTORY AND LITERATURE I AND II - Creating
Grades 9-12 - THEATRE HISTORY AND LITERATURE I AND II - Performing
Grades 9-12 - THEATRE HISTORY AND LITERATURE I AND II - Connecting
Grades 9-12 - THEATRE MANAGEMENT - Creating
Sixth Grade Create
Seventh Grade Create
Seventh Grade Present
Eighth Grade Present
Beginning High School Create
Beginning High School Present
- 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 Connect
Intermediate High School Create
Intermediate High School Present
- I.PR.1.2 Apply staging conventions to formal and informal theatrical productions by employing vocal and physical acting techniques.
- I.PR.2.1 Develop scenes for formal or informal presentations.
- I.PR.2.2 Exhibit audience etiquette appropriate for a variety of theatrical spaces, styles, and genres.
- I.PR.2.4 Compare the effect various theatrical venues have upon performance.
Intermediate High School Respond
Accomplished High School Present
Advanced High School Create
Advanced High School Present
Advanced High School Respond
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.
Intermediate High School Standards - Analysis
Intermediate High School Standards - Culture
Proficient High School Standards - Communication
Advanced High School Standards - Communication
MS 117.211 LI - Foundations: Inquiry and Understanding
MS 117.211 LI - Creative Expression: performance
- C.2.A demonstrate safe use of the voice and body.
- C.2.B imagine and clearly describe characters, their relationships, and their surroundings.
- C.2.C select movements and dialogue to appropriately portray an imaginative character drawn from personal experience, cultural heritage, literature, and history.
- C.2.E express emotions and ideas using interpretive movements and dialogue.
MS 117.211 LI - Critical evaluation and response
MS 117.212 LII - Foundations: Inquiry and Understanding
MS 117.212 LII - Creative Expression: performance
- B.2.A demonstrate safe use of the voice and body.
- B.2.B define characters by what they do, what they say, and what others say about them.
- B.2.E apply knowledge of effective voice and diction techniques to express thoughts and feelings.
- B.2.G create improvised scenes that include setting, character, and plot.
MS 117.212 LII - Critical evaluation and response
MS 117.213 LIII - Foundations: Inquiry and Understanding
MS 117.213 LIII - Creative Expression: performance
MS 117.213 LIII - Historical and cultural relevance
MS 117.213 LIII - Critical evaluation and response
- B.5.A understand and demonstrate appropriate audience etiquette at various types of live performances.
- B.5.B develop a knowledge of the terminology and process of evaluation such as intent, structure, effectiveness, and value and apply this process to performances using appropriate theatre vocabulary.
HS 117.315 LI - Foundations: Inquiry and Understanding
- C.1.D develop and practice effective voice and diction to express thoughts and feelings.
- 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.
- C.1.I identify and practice memorization skills.
HS 117.315 LI - Creative Expression: performance
- C.2.C employ effective voice and diction to express thoughts and feelings.
- 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.
- C.2.E employ physical techniques consistently to express thoughts, feelings, and actions non-verbally.
HS 117.315 LI - Creative Expression: production
HS 117.315 LI - Historical and cultural relevance
- C.4.A portray theatre as a reflection of life in particular times, places, and cultures.
- C.4.B relate historical and cultural influences on theatre.
- C.4.C identify the impact of live theatre, film, television, and electronic media on contemporary society.
- C.4.D appreciate the cultural heritages of world drama and theatre and identify key figures, works, and trends in dramatic literature.
HS 117.315 LI - Critical evaluation and response
HS 117.316 LII - Foundations: Inquiry and Understanding
- C.1.A develop and practice theatre warm-up techniques.
- C.1.B develop and practice stage movement techniques consistently to express thoughts, feelings, and actions non-verbally.
- C.1.C demonstrate effective voice and diction.
- C.1.D analyze dramatic structure and genre.
- C.1.F relate the interdependence of all theatrical elements.
HS 117.316 LII - Creative Expression: performance
- C.2.A model safe, appropriate techniques to allow for physical, vocal, and emotional expression.
- C.2.B explore creativity as it relates to self and ensemble.
- C.2.C demonstrate effective voice and diction to express thoughts and feelings.
- C.2.E develop physical techniques consistently to express thoughts, feelings, and actions non-verbally.
HS 117.316 LII - Creative Expression: production
HS 117.316 LII - Historical and cultural relevance
HS 117.316 LII - Critical evaluation and response
HS 117.317 LIII - Foundations: Inquiry and Understanding
- C.1.A apply theatre preparation and warm-up techniques effectively.
- C.1.B experiment with stage movement.
- C.1.C distinguish the proper techniques such as diction, inflection, and projection in the use of voice.
- C.1.D analyze and evaluate dramatic structure and genre.
- C.1.G develop and practice memorization skills.
HS 117.317 LIII - Creative Expression: performance
HS 117.317 LIII - Creative Expression: production
- C.3.D perform a role such as actor, director, designer, technician, or editor in production decision making and collaborate with others to tell a story through live theatre or media performance.
- C.3.E perform the role of actor, director, or technician, demonstrating responsibility, artistic discipline, and creative problem solving.
HS 117.317 LIII - Historical and cultural relevance
HS 117.318 LIV - Foundations: Inquiry and Understanding
HS 117.318 LIV - Creative Expression: performance
- C.2.A model safe, appropriate techniques to allow for physical, vocal, and emotional expression.
- C.2.C analyze and interpret characters from various genres and styles, describing physical, intellectual, emotional, and social dimensions.
- C.2.D interpret scripted scenes of various styles to portray believable characters.
HS 117.318 LIV - Historical and cultural relevance
Speech Drama 10
Speech Drama 20
Improvisation Drama 10
- 1 use warmup techniques for preparation of body, voice and mind
- 10 demonstrate appropriate rehearsal methods
- 24 select and use vocal techniques appropriate to a character
- 26 use body language to add physical dimensions and depth to a character
- 3 maintain concentration during exercises
- 30 demonstrate understanding of and apply the concepts of a character’s objectives and motivation
- 31 demonstrate the ability to focus on, and achieve, the objective of a scene
- 32 sustain a character throughout a scene or exercise
- 9 use appropriate stage directions
Acting Drama 20
Acting Drama 30
Theatre Studies Drama 30 (Early or Middle or Late drama)
Movement Drama 10
Playwriting - Drama 20
Improvisation/Acting Level III - Advanced
Junior Goal II Objectives
Junior Goal III 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
- respond to directions without breaking concentration-side coaching
- share ideas confidently with others
- show awareness of story sequence
- speak, move, and generate ideas spontaneously
- support positively the work of others
- work cooperatively and productively with all members of the class in pairs, small groups and large groups
Movement Level I - Beginning
Movement Level II - Intermediate
Speech Level I - Beginning
Speech Level II - Intermediate
Speech Level III - Advanced
Improvisation/Acting Level I - Beginning
- 1 use warm-up techniques for preparation of body, voice and mind
- 6 understand and apply the essential elements of a story: character, setting, conflict, climax and plot
- 7 use stage vocabulary: stage areas, body positions and crosses
- 8 demonstrate appropriate rehearsal behaviours and routines
- 9 communicate a clear beginning, middle and end in spontaneous and planned scenes
Improvisation/Acting Level II - Intermediate
- 14 use varied stimuli for character development
- 15 use the body and body language to enhance characterization
- 17 select and use language appropriate to a given character and situation
- 18 use voice variety to enhance a character
- 19 discover how feelings affect a character
- 20 enter and exit in character
- 21 sustain a character throughout an exercise or scene
- 22 create business appropriate to character and situation
- 23 demonstrate understanding of character motivation
- 24 recognize that relationships exist between characters in given situations
Junior Goal I Objectives
- develop a positive self-image
- 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 explore meaning through abstract concepts
- extend the ability to explore, control and express emotions
- 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 1 - Beginning (performance analysis)
Theatre Studies Level II - Intermediate (Theatre History)
Theatre Studies Level III - Advanced (The script)
- 10 demonstrate understanding of the concept of dramatic convention
- 11 demonstrate understanding of plot structure
- 12 analyze a script to identify character, setting and plot
- 7 define the elements of script, dialogue, directions, characters and settings
- 8 demonstrate understanding of directions used in a script
- 9 read a script aloud
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
- develop a positive and realistic self-image
- extend physical and vocal capabilities
- extend the ability to concentrate
- increase self-confidence
- increase self-discipline
Senior Goal II Objectives
Senior Goal III Objectives
Orientation Drama 10
- concentrate on the task at hand
- demonstrate behaviour appropriate to given circumstances
- demonstrate effective use and management of time
- demonstrate self-discipline, self-direction and a sense of responsibility
- listen to self and others
- make effective decisions or choices
- offer and accept constructive criticism with a desire to progress
- positively support the work of others
- share ideas confidently
- solve problems imaginatively and creatively
- work cooperatively and productively
- work with abstract concepts
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
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
- Interpret works of art using knowledge and skills from various areas of learning
- Reflect on works of art and creative processes to understand artists motivations and meanings
- Respond to works of art using one’s knowledge of the world
GRADE 8 - ARTS - Communicating and documenting
GRADE 9 - DRAMA - Exploring and creating
- Create dramatic works both collaboratively and as an individual, using ideas inspired by imagination, inquiry, and purposeful play
- Demonstrate an understanding and appreciation of personal, social, cultural, historical, and environmental in relation to drama
- Explore relationships between identity, place, culture, society, and belonging through dramatic experiences
- Take creative risks to experience and express thoughts, emotions, and meaning
GRADE 9 - DRAMA - Reasoning and reflecting
GRADE 9 - DRAMA - Communicating and documenting
GRADE 9 - DRAMA - Connecting and expanding
GRADE 10 - DRAMA - Explore and Create
- Create dramatic works with an intended audience in mind
- Develop a repertoire of dramatic skills and techniques through presentation or performance
- Explore and create dramatic works to express ideas and emotions
- Explore dramatic works through presentation or performance
- Improvise and take creative risks to express meaning
GRADE 10 - DRAMA - Reason and reflect
- Apply feedback to develop and refine ideas
- Describe, analyze, and respond using drama-specific language
- Examine the influences of social, cultural, historical, environmental, and personal context on drama
- Reflect on dramatic experiences and how they relate to a specific place, time, and context
- Reflect on dramatic works and make connections with personal experiences
GRADE 10 - DRAMA - Connect and expand
GRADE 11 - DRAMA - Explore and Create
- Create dramatic works for an intended audience
- Create, rehearse, and refine dramatic works through collaborative and individual presentation or performance
- Develop a repertoire of dramatic skills and techniques through presentation or performance
- Develop and refine performance skills in a variety of contexts
- Explore and create dramatic works to express ideas, meaning, and emotions
- Improvise and take creative risks using imagination, exploration, and inquiry
GRADE 11 - DRAMA - Reason and reflect
GRADE 11 - DRAMA - Communicate and document
GRADE 11 - DRAMA - Connect and expand
GRADE 12 - DRAMA - Explore and Create
- Create, rehearse, and refine dramatic works through collaborative and individual presentation or performance
- Develop a repertoire of dramatic skills, vocabulary, and techniques through presentation or performance
- Develop and refine performance skills in a variety of contexts
- Develop dramatic works for an intended audience
- Explore and create dramatic works to express ideas, meaning, and emotions
- Improvise and take creative risks using imagination, exploration, and inquiry
GRADE 12 - DRAMA - Reason and reflect
GRADE 12 - DRAMA - Connect and expand
Grade 6 - Reflecting, Responding and Analyzing
- B2.1 express personal responses and preferences and make connections to themes and issues presented in their own and others’ drama works
- B2.2 identify a favourite scene and give reasons for their preference, using correct drama terminology to describe how the elements of drama contribute to its effectiveness
Grade 6 - Creating and Presenting
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
Grade 8 - Reflecting, Responding and Analyzing
Grades 9 & 10 - Foundations - Responsible Practices
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)
- C.2.2 describe how drama is used for various purposes in a range of social contexts (e.g., to express or celebrate group or community sentiments or values in street theatre or parades; to mark important historical or religious anniversaries of a country or culture; to raise awareness of social, environmental, and political issues; to explore personal relationships or social arrangements)
Grades 9 & 10 - Foundations - Concepts and Terminology
Grades 9 & 10 - Reflecting, Responding and Analyzing - Connections Beyond the Classroom
Grades 9 & 10 - Reflecting, Responding and Analyzing - Drama and Society
- B.2.1 identify different types of drama and explain their function in diverse communities and cultures from the past and present (e.g., the function of television, film, or video game dramas with predictable plot lines and stock or stereotypical characters in today’s society; the function of theatre in ancient Greece, liturgical drama in medieval Europe, Shakespearean drama in Elizabethan England, and/or “social problem” dramas today)
- B.2.4 identify ways in which dramatic exploration contributes to their understanding of diverse cultures and traditions (e.g., identify insights they gained through exploring the role of ritual in Greek theatre and/or Aboriginal ceremonies)
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)
Grade 11 - Reflecting, Responding and Analyzing - The Critical Analysis Process
Grade 11 - Creating and Presenting - Presentation Techniques & Technologies
Grade 11 - Creating and Presenting - Elements and Conventions
Grade 11 - Creating and Presenting - The Creative Process
Grade 12 - Foundations - Responsible Practices
Grade 12 - Reflecting, Responding and Analyzing - The Critical Analysis Process
Grade 12 - Creating and Presenting - Elements and Conventions
Grade 12 - Creating and Presenting - The Creative Process
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.
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.
Theatre Arts I: Introduction to Theatre
Theatre Arts I: Introduction to Theatre
Theatre Arts II: Dramatic Literature And Theatre History
Theatre Arts II: Dramatic Literature And Theatre History
Theatre Arts II: Dramatic Literature And Theatre History
Theatre Arts II: Dramatic Literature And Theatre History
Theatre Arts III: Intermediate Acting & Playwriting
Theatre Arts III: Intermediate Acting & Playwriting
Theatre Arts III: Intermediate Acting & Playwriting
- TIII.12 The student will integrate acting skills and techniques involving voice and movement.
- TIII.13 The student will demonstrate techniques for actor preparation.
- TIII.14 The student will apply skills and concepts for theatre performance.
- TIII.15 The student will identify leadership and production team roles for a variety of production types.
Theatre Arts IV: Advanced Acting And Directing
Theatre Arts IV: Advanced Acting And Directing
Theatre Arts IV: Advanced Acting And Directing
Theatre Arts IV: Advanced Acting And Directing
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