Unit
Anti-Realism
Created by Wendy-Marie Martin
7 lessons
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.
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The overview gives an outline of the unit including time management/pacing, and assessment.
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1Lesson 1Historical and Cultural ContextsThis lesson looks at the historical and cultural context of the late 19th and early 20th centuries.
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2Lesson 2SymbolismThis lesson focuses on symbolism by investigating The Manifesto of Symbolism by Jean Moreas to help inspire students to write their own short manifestos.
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3Lesson 3DadaismThis 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.
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4Lesson 4SurrealismThis 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.
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5Lesson 5ExpressionismThis 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.
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6Lesson 6AbsurdismThis lesson enters the last and final -ism for the unit, with a focus on five iconic absurdist playwrights: Beckett, Ionesco, Genet, Pinter, and Albee.
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7Lesson 7Culminating ProjectThis 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.
Standards Addressed
Grade 6 - Connecting
- TA6.CN.1 Explore how theatre connects to life experience, careers, and other content.<br/>a. Identify similarities between theatre and other art forms.<br/>b. Draw conclusions about the relationships between theatre and life.<br/>c. Define tasks associated with a theatre production (e.g. director, stage manager, designer, technician, playwright, actor).
- TA6.CN.2 Examine the role of theatre in a societal, cultural, and historical context.<br/>a. Describe the origins of theatre.<br/>b. Identify and analyze ways in which theatre influences and reflects the culture of a society.<br/>c. Utilize a multi-disciplinary approach to research, create, and support artistic choices.<br/>d. Examine the relevance of cultural and historical context.
Grade 8 - Connecting
- TA8.CN.1 Explore how theatre connects to life experience, careers, and other content.<br/>a. Investigate and prove common themes and structure among theatre and other disciplines.<br/>b. Defend how theatre reflects life.<br/>c. Incorporate multi-disciplinary aspects into theatre performance.<br/>d. Identify and analyze professions associated with different forms of production (e.g. director, stage manager, designer, technician, playwright, actor).
- TA8.CN.2 Examine the role of theatre in a societal, cultural, and historical context.<br/>a. Compare and contrast how theatre evolves through time.<br/>b. Examine how culture is defined through theatre and other media.<br/>c. Apply advanced research skills to obtain appropriate cultural and historical information to rationalize artistic choices (e.g. costuming, make-up, setting of a time period in relation to the play).<br/>d. Discuss theatre’s role in reflecting the culture of a society.
Grades 9-12 - ACTING LEVELS I-IV - Creating
- TAHSA.CR.1 Organize, design, and refine theatrical work.<br/>a. Use script analysis in the development and presentation of formal and informal theatre performances.<br/>b. Examine various theories of dramatic structure.<br/>c. Engage in and apply meaningful cultural, literary, and historical research to create acting choices or directorial concepts.
- TAHSA.CR.2 Develop scripts through theatrical techniques.<br/>a. Examine theatre practices regarding the development, structure, layout, and format of scripts.<br/>b. Use improvisation, personal experiences, heritage, imagination, literature, and history to develop scripts.<br/>c. Perform formal and informal monologues and scenes based on published and original scripts.
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 - ADVANCED DRAMA LEVELS I-IV -Connecting
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 - Creating
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
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