Aristotle was a huge fan of the theatre. He philosophically believed in it and argued with other great thinkers at the time about the necessity and good results of theatrical pursuits. This makes him a great topic for a drama classroom unit.
Aristotle identified six elements that needed to be in a play for it to be worthy: plot, thought, character, diction, spectacle, and sound. This unit by Lea Marshall focuses on and offers exercises for each of Aristotle’s elements - from using fairy tales to examine plot, to re-imagining movie trailers to explore music.
The overview provides an introduction to the big ideas of the unit, as well as a detailed lesson-by-lesson timeline and map.
To introduce students to Aristotle and his connection to theatre.
To introduce students to Aristotle’s six elements.
To introduce the Aristotelian element of plot.
To continue applying the Aristotelian element of plot.
To introduce the Aristotelian element of Thought.
To continue applying the Aristotelian element of Thought.
To introduce the Aristotelian element of Character.
To introduce the Aristotelian element of Diction.
To introduce the Aristotelian element of Music.
To introduce the Aristotelian element of Spectacle.
To have students apply what they have learned.
This can be a standalone lesson, or an add-on to the unit. It introduces the concept of the 3 V's: VIEWERS are looking for a VICARIOUS, VULNERABLE, and/or VISCERAL experience.
TH:Re9.1.7.b - Consider the aesthetics of the production elements in a drama/theatre work.
TH:Re9.1.6.c - Identify a specific audience or purpose for a drama/theatre work.
6.TH.Re9.b - Identify a specific audience or purpose for a drama/theatre work.
TH.912.C.1.7 - Justify personal perceptions of a director's vision and/or playwright's intent.
TH.912.H.3.2 - Compare the applications of various art forms used in theatre production.
TH.912.S.2.8 - Strengthen acting skills by engaging in theatre games and improvisations.
B.C.1.3 - Understand how to read and write scripts that communicate conflict, plot, and character.
A.CU.1.1 - Interpret theatre arts from personal, cultural, and historical contexts.
C.1.E - identify theatrical vocabulary and terminology, including basic anatomy of theatre spaces.
C.1.F - identify the structure and form in examples of dramatic literature.
C.5.A - identify and apply audience etiquette at all performances.
C.5.C - identify production elements of theatre, film, television, and other media.
B.1.E - demonstrate knowledge of theatrical vocabulary and terminology.
B.5.A - understand and demonstrate appropriate audience etiquette at various types of performances.
B.5.B - evaluate the effectiveness of selected film and television performances.
B.5.C - demonstrate knowledge of production elements in theatre, film, television, and other media.
B.1.B - explore preparation and warm-up techniques.
B.1.F - explore and evaluate the structure and form of dramatic literature.
B.3.D - use technology in theatrical applications such as live theatre, video, and film.
C.1.D - analyze dramatic structure and genre.
C.1.F - relate the interdependence of all theatrical elements.
C.1.G - analyze and describe the interdependence of all theatrical elements.
C.2.E - create individually or devise collaboratively imaginative scripts and scenarios.
1 - use warm-up techniques for preparation of body, voice and mind
5 - create and tell a story spontaneously
7 - use stage vocabulary: stage areas, body positions and crosses
7 - define the elements of script, dialogue, directions, characters and settings
10 - demonstrate understanding of the concept of dramatic convention
Interpret works of art using knowledge and skills from various areas of learning
Describe, interpret and respond to works of art and explore artists’ intent
Demonstrate increasingly sophisticated application and/or engagement of curricular content
Reflect on works of art and creative processes to understand artists motivations and meanings
Improvise and take creative risks using imagination, exploration, and inquiry
Improvise and take creative risks using imagination, exploration, and inquiry
Reflect on aesthetic experiences and how they relate to a specific place, time, and context
use given criteria to assess and evaluate their work
demonstrate an awareness that drama has symbolic meaning
analyse the motivation, tension, and conflict of a character with reference to other characters
identify the values, attitudes, and beliefs of characters
use appropriate vocabulary to describe drama and theatre elements
define and use criteria to assess and evaluate the work of self and others
negotiate and compromise to solve group problems
analyse the motivations, objectives, obstacles, and actions of a character
demonstrate an appreciation for the necessity of structure in dramatic work
demonstrate how a central image contributes to a unified work
apply stage vocabulary and theatrical conventions to dramatic forms