DTA | Anti-Realism
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Anti-Realism

Created by Wendy-Marie Martin

This unit gives students an overview of the anti-realism movement of the late 19th century and early 20th century and introduces them to some key theorists, playwrights, and theatre makers involved in this movement. Students will be introduced to the “isms” of symbolism, Dadaism, surrealism, expressionism, and absurdism along with various manifestos and theories as we track the characteristics of each “ism.”

In a culminating project, students will design an “ISMS’’ Theme Park, which they will share with the class at the end of the unit. Their project will feature each of the five “isms” in the form of rides, themed concessions areas, entertainment options, and in-park characters.

Standards Addressed

Overview
The overview gives an outline of the unit including time management/pacing, and assessment.
1: Historical and Cultural Contexts
This lesson looks at the historical and cultural context of the late 19th and early 20th centuries.
2: Symbolism
This lesson focuses on symbolism by investigating The Manifesto of Symbolism by Jean Moreas to help inspire students to write their own short manifestos.
Attachments
3: Dadaism
This lesson introduces the characteristics of Dadaism, through Ubu Roi, Dadaism manifestos, Voltaire, and Dada art. Students will learn how to write a Dada poem of their own.
Attachments
4: Surrealism
This lesson looks at Breton's Manifesto of Surrealism, Atraud's Theatre of Cruelty, and the game of Exquisite Corpse. Students will create their own short surrealist play.
5: Expressionism
This lesson investigates expressionist theatre and compare to the other movements discussed thus far. Using O'Neill's The Hairy Ape, students will conduct deep analysis on a scene.
Attachments
6: Absurdism
This lesson enters the last and final -ism for the unit, with a focus on five iconic absurdist playwrights: Beckett, Ionesco, Genet, Pinter, and Albee.
Attachments
7: Culminating Project
This project combines creativity with analytical thought as students connect ideas and concepts with their imagination in order to create a theme park that embodies all five of the “isms” we’ve covered: symbolism, Dadaism, surrealism, expressionism, and absurdism.
Attachments

Standards Addressed

National Core Arts Standards

Synthesize and relate knowledge and personal experiences to make art - Grade HS Proficient

TH:Cn10.1.HSI.a - Investigate how cultural perspectives, community ideas and personal beliefs impact a drama/theatre work.

Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding - Grade 6

TH:Cn11.1.6.a - Identify universal themes or common social issues and express them through a drama/theatre work.

Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding - Grade 6

TH:Cn11.2.6.b - Investigate the time period and place of a drama/theatre work to better understand performance and design choices.

Apply criteria to evaluate artistic work - Grade HS Proficient

TH:Re9.1.HSI.b - Consider the aesthetics of the production elements in a drama/theatre work.

Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding - Grade HS Advanced

TH:Cn11.2.HSIII.b - Present and support an opinion about the social, cultural, and historical understandings of a drama/theatre work, based on critical research.

Common Core

California VAPA Standards (2019)

Prof.TH:Cn10 Synthesize and relate knowledge and personal experiences to make art.

Prof.TH:Cn10 - Investigate how cultural contexts, community ideas, and personal beliefs impact a drama/theatre work.

6.TH:Cn11.1 Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

6.TH.Cn11.1.a - Identify universal themes or common social issues and express them through a drama/theatre work.

6.TH:Cn11.2 Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

6.TH:Cn11.2.b - Investigate the time period and place of a drama/theatre work to better understand performance and design choices.

Adv.TH:Cn11.2 Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Adv.TH:Cn11.2.b - Present and support an opinion about the social, cultural, and historical understandings of a drama/theatre work, based on critical research.

Georgia Performance Standards 2017 - Theatre Arts

Texas Essential Knowledge and Skills for Theatre Arts

MS 117.213 LIII - Foundations: Inquiry and Understanding

B.1.E - apply knowledge of theatrical vocabulary and terminology.

HS 117.317 LIII - Historical and cultural relevance

C.4.A - evaluate historical and cultural influences on theatre.

Alberta, Canada

Theatre Studies Drama 10 (Greek, Medieval or Elizabethan, and Canadian)

1 - recognize theatre has evolved as a traditional art form

2 - recognize innovations in the theatre

Ontario, Canada

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