Unit
Agatha Rex and Ancient Greek Theatre
Created by Angel Borths
Help…It’s all Greek to me! Join Angel Borths in this unit that uses a modern adaptation of the Ancient Greek play Antigone to introduce Middle School students to Ancient Greek Theatre.
Have your students read Percy Jackson and want to find out more about Ancient Greece? Then, this unit is for you. This unit is designed for middle and high school students and will take you through the basics of classical Greek theatre and pairs it with a modern adaptation of the story of Antigone called Agatha Rex by Lindsay Price. Students will learn vocabulary, design, and basic theory surrounding classical Greek theatre. Students will also enjoy the mask building component of this unit, as they learn to disappear into the character of a mask, like the first actors did on a Greek stage thousands of years ago.
The unit culminates in a scene performance with masks.
Start here
The overview provides the objectives for the unit and outline for the lesson materials.
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1Lesson 1Introduction to Antigone and Agatha RexStudents will be able to summarize the plot of a story from Ancient Greek Theatre using a description of a classical Greek tragedy.
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2Lesson 2Ancient Greek Theatre Vocabulary Research ActivityStudents will be able to identify elements of Ancient Greek Theatre through a group research activity.
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3Lesson 3Parts of the Ancient Greek StageStudents will be able to identify the parts of an Ancient Greek Stage and explain the function of each element.
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4Lesson 4Aristotle's 6 Elements of DramaStudents will be able to identify Aristotle’s 6 Elements of Drama and analyze their application to modern theatre and media.
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5Lesson 5Skene Sketching & Vocabulary ActivityStudents will be able to use their knowledge of Greek theatre to predict matching definitions and terms.
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6Lesson 6Vocabulary QuizStudents will be able to complete a formal assessment of their knowledge of Ancient Greek Theatre.
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7Lesson 7Post-Reading Reflection & Mask ActivityStudents will be able to design and build a Greek Theatre mask in the traditional style for a character in Agatha Rex.
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8Lesson 8Mask Making & Skene Backdrop ActivityStudents will be able to design and build a Greek Theatre mask in the traditional style for a character in Agatha Rex. Students will be able to design and build a skene backdrop.
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9Lesson 9Scene RehearsalStudents will be able to stage and rehearse an adaptation of a classical greek play, using theatrical masks as a group.
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10Lesson 10Performance & ReflectionStudents will be able to perform an adaptation of a classical greek play, using theatrical masks as a group.
Standards Addressed
Generate and conceptualize artistic ideas and work - Grade 6
Select, analyze, and interpret artistic work for presentation - Grade 6
Synthesize and relate knowledge and personal experiences to make art - Grade 6
Generate and conceptualize artistic ideas and work - Grade 7
Select, analyze, and interpret artistic work for presentation - Grade 7
Generate and conceptualize artistic ideas and work - Grade 8
Generate and conceptualize artistic ideas and work - High School Proficient
Generate and conceptualize artistic ideas and work - High School Advanced
Perceive and analyze artistic work - Grade HS Advanced
Organize and develop artistic ideas and work - Grade 6
Develop and refine artistic techniques and work for presentation - Grade 6
Interpret intent and meaning in artistic work - Grade 6
Organize and develop artistic ideas and work - Grade 7
Interpret intent and meaning in artistic work - Grade 7
Organize and develop artistic ideas and work - Grade 8
Organize and develop artistic ideas and work - Grade HS Proficient
Interpret intent and meaning in artistic work - Grade HS Proficient
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
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
Apply criteria to evaluate artistic work - Grade 7
Convey meaning through the presentation of artistic work - Grade 8
Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding - Grade 8
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - 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
Apply criteria to evaluate artistic work - 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:Cn10 Synthesize and relate knowledge and personal experiences to make art.
7.TH:Cr1 Generate and conceptualize artistic ideas and work
7.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
8.TH:Cr1 Generate and conceptualize artistic ideas and work
Prof.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:Cr2 Organize and develop artistic ideas and work.
6.TH:Pr5 Develop and refine artistic techniques and work for presentation.
6.TH:Re8 Interpret intent and meaning in artistic work.
7.TH:Cr2 Organize and develop artistic ideas and work.
7.TH:Re8 Interpret intent and meaning in artistic work.
8.TH:Cr2 Organize and develop artistic ideas and work.
Prof.TH:Cr2 Organize and develop artistic ideas and work.
Prof.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.
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.
7.TH:Re9 Apply criteria to evaluate artistic work.
8.TH:Pr6 Convey meaning through the presentation of artistic work.
8.TH:Cn11.2 Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Prof.TH:Cr3 Refine and complete artistic work.
Prof.TH:Re9 Apply criteria to evaluate artistic work.
Acc.TH:Cr3 Refine and complete artistic work.
Adv.TH:Re9 Apply criteria to evaluate artistic work.
Sixth Grade
- DT.6.1.1.a Students Can: Identify possible solutions to staging challenges in a drama/theatre work.
- DT.6.1.2.a Students Can: Analyze to improve, refine, and evolve original ideas and artistic choices in a devised or scripted 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.6.1.3.a Students Can: Explain how the actions and motivations of characters in a drama/theatre work impact perspectives of self, community, or culture.
- 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.6.1.4.c Students Can: Explore a planned technical design during the rehearsal process for a devised 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.b Students Can: Articulate how technical elements are integrated into a drama/theatre work.
- DT.6.3.2.b Students Can: Identify cultural perspectives that may influence the evaluation of a drama/theatre work.
Seventh Grade
- DT.7.1.1.a Students Can: Integrate multiple perspectives and solutions to staging challenges 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.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.7.2.1.a Students Can: Experiment various staging choices to enhance the story in 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.7.3.2.b Students Can: Describe how cultural perspectives can influence the evaluation of drama/theatre work.
- DT.7.3.4.b Students Can: Examine the aesthetics of the production elements in a drama/theatre work.
Eighth Grade
- DT.8.1.1.a Students Can: Imagine and explore multiple perspectives and solutions to staging problems in a drama/theatre work.
- DT.8.1.2.a Students Can: Articulate and apply background knowledge, research, historical, and cultural context to the development of original ideas for a drama/theatre work.
- DT.8.1.3.b Students Can: Identify and use research and design choices in a drama/theatre work to enhance the work.
- DT.8.2.4.a Students Can: Perform/present a rehearsed/designed drama/theatre work for an audience.
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.H1.1.2.a Students Can: Explore the function of history and culture in the development of a dramatic concept through a critical analysis of original ideas in a drama/theatre work.
- DT.H1.1.3.a Students Can: Investigate how cultural perspectives, community ideas, and personal beliefs impact 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.H1.3.2.b Students Can: Identify and compare cultural perspectives and contexts that may influence the evaluation of a drama/theatre work.
- DT.H1.3.4.a Students Can: Examine a drama/theatre work using supporting evidence and criteria, while considering art forms, history, culture, and other disciplines.
High School - Advanced Pathway
- DT.H2.1.2.b Students Can: Cooperate as a creative team to make interpretive choices for a drama/theatre work.
- DT.H2.1.4.a Students Can: Analyze the dramatic concept and technical design elements of a devised or scripted drama/theatre work through the use of the rehearsal process.
- 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.a Students Can: Develop and synthesize original ideas in a drama/theatre work utilizing critical analysis, historical and cultural context, research, and Western or non-Western theatre traditions.
- DT.H3.3.4.a Students Can: Research and synthesize cultural and historical information related to a drama/theatre work to support or evaluate artistic choice.
- DT.H3.3.4.c Students Can: Compare and debate the connection between a drama/theatre work and contemporary issues that may impact audiences.
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.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).
- 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).
- CCSS.ELA-LITERACY.RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently.
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.9-10.4 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
Critical Thinking & Reflection
- TH.912.C.1.4 Research and define the physical/visual elements necessary to create theatrical reality for a specific historical and/or geographical play.
- 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.
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.1.2 Study, rehearse, and discuss a broad range of theatre works by diverse playwrights to enrich one's perspective of the world.
- 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.2.5 Apply knowledge of dramatic genres and historical periods to shape the work of performers, directors, and designers.
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.2.5 Explain how the contributions and methods of significant individuals from various cultures and historical periods have influenced the creative innovations of theatre, and apply one of their innovations to a theatrical piece in a new way.
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.1.7 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.2.5 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.2.8 Strengthen acting skills by engaging in theatre games and improvisations.
- TH.912.S.3.3 Develop acting skills and techniques in the rehearsal process.
Grade 6 - Performing
- TA6.PR.1 Act by communicating and sustaining roles in formal and informal environments.<br/>a. Demonstrate effective verbal and non-verbal communication skills (e.g. rate, pitch, volume, inflection, posture, facial expression, physical movement).<br/>b. Execute character creation in a performance.<br/>c. Demonstrate a variety of types of theatre performances.
- TA6.PR.2 Execute artistic and technical elements of theatre.<br/>a. Incorporate technical elements in performance.
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.
Grade 8 - Performing
- TA8.PR.1 Act by communicating and sustaining roles in formal and informal environments.<br/>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).<br/>b. Demonstrate appropriate ensemble skills throughout a performance.<br/>c. Use appropriate listening and response skills during performances.
- TA8.PR.2 Execute artistic and technical elements of theatre.<br/>a. Incorporate artistic and technical elements into a theatre production.<br/>b. Resolve conflicts in technical applications.
Grades 9-12 - ACTING LEVELS I-IV - Creating
Grades 9-12 - ACTING LEVELS I-IV - Connecting
Grades 9-12 - ADVANCED DRAMA LEVELS I-IV -Connecting
Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Creating
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 - 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
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 Create
Intermediate High School Present
Intermediate High School Respond
Accomplished High School Present
Accomplished High School Respond
Advanced High School Connect
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
Proficient High School Standards - Communication
Proficient High School Standards - Analysis
MS 117.211 LI - Foundations: Inquiry and Understanding
MS 117.211 LI - Creative Expression: performance
MS 117.211 LI - Critical evaluation and response
MS 117.212 LII - Foundations: Inquiry and Understanding
MS 117.212 LII - Creative Expression: performance
MS 117.212 LII - Historical and cultural relevance
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
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
HS 117.315 LI - Creative Expression: production
HS 117.315 LI - Historical and cultural relevance
HS 117.316 LII - Foundations: Inquiry and Understanding
HS 117.316 LII - Creative Expression: performance
HS 117.316 LII - Creative Expression: production
HS 117.316 LII - Historical and cultural relevance
HS 117.317 LIII - Foundations: Inquiry and Understanding
HS 117.317 LIII - Creative Expression: performance
HS 117.317 LIII - Creative Expression: production
HS 117.317 LIII - Historical and cultural relevance
HS 117.318 LIV - Foundations: Inquiry and Understanding
HS 117.318 LIV - Historical and cultural relevance
Technical Theatre/Design 10-20-30 - Costume
Speech Drama 10
Speech Drama 30
Improvisation Drama 10
- 10 demonstrate appropriate rehearsal methods
- 11 apply the essential elements of a story: character, setting, conflict, climax and plot in planned and unplanned scenes
- 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
- 32 sustain a character throughout a scene or exercise
- 9 use appropriate stage directions
Acting Drama 20
- 1 analyze a script for explicit character clues
- 10 critique the work of self and others through observation of specific details
- 2 create, select and sustain physical details of the character from scripted material
- 8 demonstrate the ability to memorize required text
- 9 demonstrate the ability to pick up cues effectively
Theatre Studies Drama 30 (Early or Middle or Late drama)
Movement Drama 10
Technical Theatre/Design 10-20-30 - Management - Set
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 awareness of the multidisciplinary nature of drama/theatre
- 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
- recognize that there is an historical and cultural aspect of drama/theatre
- 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
Movement Level I - Beginning
Movement Level III - Advanced
Speech Level I - Beginning
Speech Level II - Intermediate
Speech Level III - Advanced
Improvisation/Acting Level I - Beginning
Improvisation/Acting Level II - Intermediate
- 15 use the body and body language to enhance characterization
- 20 enter and exit in character
- 21 sustain a character throughout an exercise or scene
- 24 recognize that relationships exist between characters in given situations
- 25 demonstrate understanding of focus and the processes of sharing, giving and taking
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 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 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
Technical Theatre - Levels I, II, III - Awareness
Technical Theatre - Levels I, II, III - Readiness
Technical Theatre - Application
Senior Goal I Objectives
- apply imaginative and creative thought to problem-solving situations
- demonstrate a sense of inquiry and commitment, individually and to the group
- 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
- develop a positive and realistic self-image
- develop a sense of inquiry and commitment to learning
- 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
- display consideration and respect for self and others
- listen to self and others
- make effective decisions or choices
- positively support the work of others
- share ideas confidently
- solve problems imaginatively and creatively
- work cooperatively and productively
GRADE 6 - ARTS - Exploring and creating
- Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play
- Demonstrate an understanding and appreciation of personal, social, cultural, historical, and environmental contexts in relation to the arts
- Explore relationships between identity, place, culture, society, and belonging through the arts
GRADE 6 - ARTS - Reasoning and reflecting
- Interpret works of art using knowledge and skills from various areas of learning
- Reflect on works of art and creative processes to understand artists' intentions
- Research, describe, interpret and evaluate how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, techniques, and environments in the arts
GRADE 6 - ARTS - Communicating and documenting
GRADE 7 - ARTS - Exploring and creating
- Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play
- Demonstrate an understanding and appreciation of personal, social, cultural, historical, and environmental contexts in relation to the arts
- Explore relationships between identity, place, culture, society, and belonging through the arts
GRADE 7 - ARTS - Reasoning and reflecting
- Interpret works of art using knowledge and skills from various areas of learning
- Reflect on works of art and creative processes to understand artists’ intentions
- Research, describe, interpret and evaluate how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, techniques, and environments in the arts
GRADE 7 - ARTS - Communicating and documenting
GRADE 8 - ARTS - Exploring and creating
- Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play
- Demonstrate an understanding and appreciation of personal, social, cultural, historical, and environmental contexts in relation to the arts
- Explore relationships between identity, place, culture, society, and belonging through arts activities and experiences
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
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 - Connecting and expanding
GRADE 10 - DRAMA - Explore and Create
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
- 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 - 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 dramatic works for an intended audience
- Improvise and take creative risks using imagination, exploration, and inquiry
GRADE 12 - DRAMA - Reason and reflect
GRADE 12 - DRAMA - Connect and expand
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)
- 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
- C.1.1 identify the drama forms, elements, conventions, and techniques used in their own and others’ drama works, and explain how the various components are used, or can be used, to achieve specific effects, with a focus on ensemble drama works (e.g., how a comic drama form can be used to convey a serious message, how setting and time period can be used to sharpen the focus on a moral dilemma, how characters can be used to vary the mood within a drama)
- C.1.2 demonstrate an understanding of and use correct terminology to refer to the forms, elements, conventions, and techniques of drama, with a focus on ensemble drama works (e.g., chorus, protagonist, ingénue, supporting role, act, scene, climax, resolution, improvisation, mask, freeze-frame image)
- C.1.3 demonstrate an understanding of production roles, practices, and terminology when planning and presenting drama works (e.g., set design, costume design, lighting plot, light cue sheet, sound cue sheet, prompt book, set sketch, set model)
Grades 9 & 10 - Reflecting, Responding and Analyzing - 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 - Reflecting, Responding and Analyzing - The Critical Analysis Process
- B.1.1 use the critical analysis process before and during drama projects to identify and assess individual and peer roles and responsibilities in producing drama works (e.g., identify and assess the contribution of leadership and supporting roles, group dynamics, and cooperative problem solving to their process of creating drama works)
- B.1.2 analyse a variety of drama works to compare and assess how they explore universal themes and issues (e.g., compare and contrast the handling of similar themes in dramatizations of folk tales, myths, legends, personal stories, and/or Aboriginal tales)
Grades 9 & 10 - Creating and Presenting - Presentation Techniques & Technologies
Grade Six
Grade Six
Grade Seven
Grade Seven
Grade Eight
Grade Eight
Theatre Arts I: Introduction to Theatre
Theatre Arts I: Introduction to Theatre
Theatre Arts I: Introduction to Theatre
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