Unit
in Drama One Curriculum
Drama One Final Project
Created by Karen Loftus
5 lessons
The final project will incorporate multiple areas that students have studied over the course of the year/semester: playwriting, acting, scenic design, and marketing. They are putting everything they’ve learned into a final package, including writing, rehearsing, and performing.
Start here
The overview lays out the structure of the unit, including objectives, materials list, lesson structure and assessment and time management tools.
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1Lesson 1Week 1: Brainstorming, Start WritingStudents will be given the expectations for the individual final project, starting with a playwriting assignment.
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2Lesson 2Week 2: Writing the PlayStudents are given time to write their own plays, and gain feedback from their peers.
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3Lesson 3Week 3: Technical ElementsStudents write a 2-3 paragraph essay about the overall design of their play. A checklist is included for both technical elements and design description.
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4Lesson 4Week 4: The MonologueStudents memorize the monologue that they wrote and included in their scripts, rehearse, and give peer feedback. A reflection is included.
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5Lesson 5Week 5: Final Submission and PerformanceStudents hand in all the elements of this project referring back to the included Final Project Assignment Sheet. An assignment sheet is provided to make sure they have everything in the correct order. They must connect this assignment sheet to their packet of submitted materials.
Standards Addressed
Generate and conceptualize artistic ideas and work - 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
Select, analyze, and interpret artistic work for presentation - Grade 8
Select, analyze, and interpret artistic work for presentation - Grade HS Proficient
Develop and refine artistic techniques and work for presentation - Grade 6
Develop and refine artistic techniques and work for presentation - Grade 8
Develop and refine artistic techniques and work for presentation - Grade HS Proficient
Develop and refine artistic techniques and work for presentation - Grade HS Accomplished
Develop and refine artistic techniques and work for presentation - 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
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade 8
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
- TH:Cr3.1.HSI.a Practice and revise a devised or scripted drama/theatre work using theatrical staging conventions.
- TH:Cr3.1.HSI.b Explore physical, vocal and physiological choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work.
- TH:Cr3.1.HSI.c Refine technical design choices to support the story and emotional impact of a devised or scripted drama/ theatre work.
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade HS Accomplished
Convey meaning through the presentation of artistic work - Grade HS Accomplished
6.TH:Cr1 Generate and conceptualize artistic ideas and work
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
8.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
Prof.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
6.TH:Pr5 Develop and refine artistic techniques and work for presentation.
8.TH:Pr5 Develop and refine artistic techniques and work for presentation.
Prof.TH:Pr5 Develop and refine artistic techniques and work for presentation.
Acc.TH:Pr5 Develop and refine artistic techniques and work for presentation.
Adv.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.
8.TH:Cr3 Refine and complete artistic work.
8.TH:Pr6 Convey meaning through the presentation of artistic work.
Prof.TH:Cr3 Refine and complete artistic work.
- Prof.TH:Cr3.a Rehearse and revise a devised or scripted drama/theatre work using theatrical conventions.
- Prof.TH:Cr3.b Explore physical, vocal and physiological choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work.
- Prof.TH:Cr3.c Refine design choices using technical theatre elements to support the story and emotional impact of a devised or scripted drama/theatre work.
Acc.TH:Cr3 Refine and complete artistic work.
Acc.TH:Pr6 Convey meaning through the presentation of 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.b Students Can: Identify possible solutions to design challenges 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.6.2.2.b Students Can: Articulate how technical elements are integrated into 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.7.1.1.b Students Can: Explain and present possible solutions to design challenges in a drama/theater work.
- DT.7.1.4.b Students Can: Develop effective physical and vocal traits of characters in an improvised or scripted drama/theatre work.
- DT.7.1.4.c Students Can: Implement planned technical design elements during the rehearsal process for 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.
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.8.1.1.b Students Can: Imagine and explore possible solutions to design challenges of a performance space in a drama/theatre work.
- DT.8.1.4.b Students Can: Refine effective physical, vocal, and physiological traits of characters in an improvised or scripted drama/theatre work.
- 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.8.2.2.a Students Can: Develop a variety of acting techniques to increase skills in a rehearsal or drama/theatre performance.
- DT.8.2.2.b Students Can: Implement a variety of technical elements to create a design for a rehearsal or drama/theater production.
- DT.8.2.4.a Students Can: Perform/present a rehearsed/designed drama/theatre work for an audience.
High School - Fundamental Pathway
- DT.H1.1.3.b Students Can: Explore how personal, cultural, global, and historic belief systems affect creative choices in a drama/theatre work.
- DT.H1.1.4.a Students Can: Practice and revise a devised or scripted drama/theatre work using theatrical staging conventions.
- 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.H1.1.4.c Students Can: Refine technical design choices to support the story and emotional impact of a devised or scripted drama/theatre work.
- DT.H1.2.1.b Students Can: Shape artistic choices using given circumstances in a drama/theatre work.
- DT.H1.2.2.a Students Can: Practice various acting techniques to expand skills in a rehearsal or drama/theatre performance.
- DT.H1.2.4.a Students Can: Perform/present a scripted drama/theatre work for a specific audience.
High School - Advanced Pathway
- DT.H2.1.4.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.H2.2.2.a Students Can: Refine a range of acting skills to build a believable and sustainable drama/theatre performance.
- DT.H2.2.2.b Students Can: Apply technical elements and research to create a design that communicates the concept of a drama/theatre production.
- DT.H2.2.4.a Students Can: Present a drama/theatre work using creative processes that shape the production for a specific audience.
High School - Professional Pathway
- DT.H3.2.2.b Students Can: Explain and justify the selection of technical elements used to build a design that communicates the concept of a drama/theatre production.
- DT.H3.2.3.a Students Can: Effectively execute creative processes to tell stories in a devised or scripted drama/theatre work, to connect with audience, community, and ensemble.
Speaking and Listening
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.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.
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.9-10.5 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.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- 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.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
- 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.
- CCSS.ELA-LITERACY.W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
- CCSS.ELA-LITERACY.W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Critical Thinking & Reflection
- 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.1.5 Make and defend conscious choices in the creation of a character that will fulfill anticipated audience response.
- 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.2.7 Accept feedback from others, analyze it for validity, and apply suggestions appropriately to future performances or designs.
Innovation, Technology & the Future
Organizational Structure
- TH.912.O.1.3 Execute the responsibilities of director, designer, manager, technician, or performer by applying standard theatrical conventions.
- TH.912.O.1.4 Write an original script or a dramatic adaptation of a literary work to demonstrate knowledge of theatrical conventions.
- 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.
- TH.912.O.3.3 Analyze and demonstrate how to use various media to impact theatrical productions.
- TH.912.O.3.6 Apply standard drafting conventions for scenic, lighting, and sound design to create production design documents.
Skills, Techniques & Processes
- TH.912.S.1.5 Write monologues, scenes, and/or short plays using principles and elements of writing found in dramatic literature.
- TH.912.S.2.1 Create one or more technical design documents for a theatrical production.
- TH.912.S.2.8 Strengthen acting skills by engaging in theatre games and improvisations.
- TH.912.S.2.9 Research and defend one's own artistic choices as a designer.
- TH.912.S.3.1 Articulate, based on research, the rationale for artistic choices in casting, staging, or technical design for a scene from original or scripted material.
- TH.912.S.3.3 Develop acting skills and techniques in the rehearsal process.
- TH.912.S.3.9 Research, analyze, and explain the processes that playwrights, directors, designers, and performers use when developing a work that conveys artistic intent.
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 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.
Grade 8 - Creating
- TA8.CR.1 Organize, design, and refine theatrical work.<br/>a. Differentiate the physical, emotional, vocal, and social dimensions of a variety of characters.<br/>b. Compare the relationships and interactions between characters by analyzing character motivation (objectives, obstacles, strategy, action, stakes, outcome).<br/>c. Incorporate dramatic elements through improvisation.<br/>d. Connect theatre vocabulary to the application of theatre performance.<br/>e. Identify and demonstrate both ensemble and leadership skills in the rehearsal process.<br/>f. Evaluate the effectiveness of artistic and technical elements used in a theatre production.<br/>g. Design and create scenery, props, costumes, lighting, and sound.<br/>h. Assume different roles and responsibilities in the rehearsal process.
- TA8.CR.2 Develop scripts through theatrical techniques.<br/>a. Classify different points of view in a story.<br/>b. Identify, analyze, and articulate the structure of a script.<br/>c. Utilize improvisation techniques to generate script ideas.<br/>d. Use the dramatic writing process to generate a script.
Grades 9-12 - ACTING LEVELS I-IV - Creating
Grades 9-12 - ADVANCED DRAMA LEVELS I-IV -Performing
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.
Beginning High School Create
- B.CR.1.1 Devise a variety of scenarios and scenes through improvised and scripted activities.
- B.CR.1.2 Create scenarios that communicate character, setting, plot, and conflict.
- B.CR.1.3 Incorporate introductory technical elements using available facilities, technology, and tools to enhance theatrical works.
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.2.3 Implement technical elements to support scripted or devised presentations.
- B.PR.2.4 Identify the responsibilities of a performer in a variety of theatrical venues.
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.2.2 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.
Accomplished High School Connect
Accomplished High School Create
- AC.CR.1.1 Improvise a variety of extended scenes or performance pieces reflecting specific situations, styles, or genres.
- AC.CR.1.2 Create a variety of scripted extended scenes or performance pieces reflecting specific situations, styles, or genres.
- AC.CR.1.3 Implement original technical designs reflecting specific situations, styles, or genres incorporating available facilities, technology, and tools.
Accomplished High School Present
Accomplished High School Respond
Advanced High School Create
- AD.CR.1.1 Develop a variety of extended scenes or short plays through improvisation, applying acting and directorial techniques in anticipation of various audiences or theatrical settings.
- AD.CR.1.3 Implement original technical designs reflecting various time periods or cultures incorporating available facilities, technology, and tools.
Advanced High School Present
- AD.PR.1.1 Implement justified choices made in response to feedback and specific criteria.
- AD.PR.1.2 Apply conventions of acting, directing, and technical theatre to refine theatrical works for presentation.
- AD.PR.2.3 Implement technical elements effectively from design through actualization to enhance theatrical works.
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.1.3 Understand how to read and write scripts that communicate conflict, plot, and character.
- B.C.2.1 Use improvisation and acting skills, such as observation, concentration, and characterization in a variety of theatre exercises.
Beginning High School Standards - Aesthetics
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.
Intermediate High School Standards - Aesthetics
Intermediate High School Standards - Culture
Proficient High School Standards - Communication
- P.C.1.1 Use non-verbal expression and physical self-awareness to communicate movement elements and characterization, including size, weight, and rate of movement.
- P.C.1.2 Apply vocal elements of volume, pitch, rate, tone, articulation, and vocal expression to develop characters.
- P.C.1.3 Create original works, such as monologues, scenes, or performance pieces.
- P.C.2.1 Use improvisation and acting skills, such as observation, concentration, and characterization, to create extended scenes.
- P.C.2.2 Interpret monologues through formal and informal presentations.
Proficient High School Standards - Aesthetics
Proficient High School Standards - Culture
Advanced High School Standards - Communication
- A.C.1.1 Use non-verbal expression and physical self-awareness to communicate movement elements and characterization, including differentiation between multiple characters.
- A.C.1.2 Use voice to create character dialects.
- A.C.1.3 Use constructive criticism to improve original works both written and read orally.
- A.C.2.1 Use improvisation and acting skills to perform for a formal audience using prompts provided by the audience.
Advanced High School Standards - Aesthetics
MS 117.211 LI - Foundations: Inquiry and Understanding
MS 117.211 LI - Creative Expression: performance
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.C select movements and dialogue to portray a character appropriately.
- B.2.E apply knowledge of effective voice and diction techniques to express thoughts and feelings.
MS 117.213 LIII - Foundations: Inquiry and Understanding
MS 117.213 LIII - Creative Expression: performance
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.G analyze and describe the interdependence of all theatrical elements.
- C.1.H define the roles of and appreciate the collaborative relationships between all artistic partners such as playwrights, composers, directors, actors, designers, technicians, and audience.
HS 117.315 LI - Creative Expression: performance
- C.2.A demonstrate safe use of the voice and body.
- C.2.C employ effective voice and diction to express thoughts and feelings.
- C.2.E employ physical techniques consistently to express thoughts, feelings, and actions non-verbally.
- C.2.F create, write, and refine original monologues, improvisations, scenes, or vignettes that reflect dramatic structure to convey meaning to the audience through live performance or media forms.
HS 117.315 LI - Creative Expression: production
HS 117.315 LI - Critical evaluation and response
HS 117.316 LII - Foundations: Inquiry and Understanding
HS 117.316 LII - Creative Expression: performance
- C.2.A model safe, appropriate techniques to allow for physical, vocal, and emotional expression.
- 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.
- C.2.F create, write, devise, and refine original monologues, improvisations, scenes, or vignettes to convey meaning to the audience through live performance or media forms.
HS 117.317 LIII - Foundations: Inquiry and Understanding
HS 117.317 LIII - Creative Expression: performance
HS 117.318 LIV - Foundations: Inquiry and Understanding
HS 117.318 LIV - Creative Expression: performance
Speech Drama 10
- 10 demonstrate safe and appropriate projection
- 11 demonstrate how phrasing and pausing, intonation, rate and rhythm affect meaning
- 2 apply effective breathing techniques
- 3 recognize the effect of good posture on voice
- 4 demonstrate knowledge of the parts of the body that are associated with voice production: vocal tracts, lungs, diaphragm, bronchi, trachea, larynx, uvula, pharynx, vocal folds
- 5 recognize how the jaw, lips, tongue, teeth and velum play an important role in articulation
- 7 demonstrate knowledge of the terms intonation, pitch, projection, rate, volume, rhythm, resonance, pausing and phrasing in speech activities
- 8 recognize the resonators’ contribution to vocal quality
- 9 use and practice levels of pitch
Speech Drama 20
Improvisation Drama 10
- 10 demonstrate appropriate rehearsal methods
- 13 communicate meaning without words
- 14 discover how various emotions affect one vocally and physically
- 16 make logical choices spontaneously within the boundaries of situation and character
- 19 demonstrate techniques for creating effective entrances and exits, consistent with character
- 2 demonstrate the ability to be still
- 24 select and use vocal techniques appropriate to a character
- 25 select and use language appropriate to character and situation
- 26 use body language to add physical dimensions and depth to a character
- 27 demonstrate economy in movement and speech by making appropriate selections
- 28 demonstrate how attitude, and change in attitude, affects a character
- 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
Movement Drama 10
Technical Theatre/Design 10-20-30 - Management - Business
Technical Theatre/Design 10-20-30 - Management - Properties
Technical Theatre/Design 10-20-30 - Management - Set
- 1 demonstrate understanding of the purpose of stage scenery
- 10 demonstrate understanding of and use ground plans
- 11 demonstrate understanding of proper placement of stage scenery: balancing, angling, masking, sight lines, backdrops, scrims
- 2 recognize the importance of illusion in set design
- 3 recognize the importance of artistic unity in set design
- 4 recognize and use theatre terminology related to the proscenium
- 6 recognize different types of stages: proscenium, thrust, arena, flexible
- 8 recognize different types of scenery: bare stage, curtain set, drop and wing set, box set, unit set, suggestive or selective set, flats, projections, scrims, cyclorama
- 9 demonstrate understanding of and use scale
Playwriting - Drama 20
Improvisation/Acting Level III - Advanced
Junior Goal II Objectives
- become familiar with disciplines that enhance dramatic process
- become familiar with dramatic terminology and script format
- develop belief in, identification with, and commitment to a role
- develop the ability to give form or expression to feelings, ideas and images
- develop the body and voice as tools of communication
- explore specific techniques demanded by various dramatic forms
- gain awareness of how the integration of disciplines enriches dramatic communication
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 the purposes of and participate in warmup activities
- share ideas confidently with others
- support positivity the work of others
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
Improvisation/Acting Level II - Intermediate
- 15 use the body and body language to enhance characterization
- 16 demonstrate economy in movement and speech
- 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
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 willingness to make a decision, act upon it and accept the results
- explore and develop physical and vocal capabilities
- extend the ability to explore, control and express emotions
- extend the ability to think imaginatively and creatively
- strengthen powers of concentration
Theatre Studies Level III - Advanced (The script)
Technical Theatre - Levels I, II, III - Awareness
- 1 recognize the basic terminology associated with the component being studied
- 2 demonstrate understanding of the basic functions of the component being studied.
- 3 show awareness of the importance of research
- 4 show awareness of available resources pertaining to the component being studied; e.g., supplies, libraries and theatre companies
- 5 demonstrate understanding of the various conventions of the components being studied
Technical Theatre - Levels I, II, III - Readiness
- 10 demonstrate understanding of and use appropriate methods and tools for designing the project; e.g., makeup charts, cue sheets, working drawing
- 11 arrange and sequence time, ideas, information, materials and/or personnel for achievement of the project
- 6 demonstrate understanding of the importance of planning and organization
- 7 select a project appropriate to the component being studied
- 8 demonstrate understanding of the use of colour, shape and texture to achieve a desired effect
- 9 use sketching to explore ideas for the project
Senior Goal I Objectives
- apply imaginative and creative thought to problem-solving situations
- demonstrate the ability to considered decisions, act upon them and accept the results
- 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
- extend the ability to control and express emotions
- increase self-confidence
- increase self-discipline
- sharpen observations of people, situations and the environment
Senior Goal II Objectives
- be capable of creating and expressing a believable character from scripted and non-scripted material
- develop techniques that enhance vocal and physical communication
- develop the ability to select appropriate physical and vocal expression for feelings, ideas and images
- extend the ability to give form and expression to feelings, ideas and images
Senior Goal III Objectives
Orientation Drama 10
- concentrate on the task at hand
- demonstrate effective use and management of time
- demonstrate self-discipline, self-direction and a sense of responsibility
- demonstrate willingness to challenge and extend oneself: physically, emotionally, intellectually and artistically
- listen to self and others
- make effective decisions or choices
- solve problems imaginatively and creatively
- work cooperatively and productively
- work with abstract concepts
GRADE 6 - ARTS - Exploring and creating
- Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play
- Intentionally select and apply materials, movements, technologies, environments, tools, and techniques by combining and arranging artistic elements, processes, and principles in art making
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
- Intentionally select and apply materials, movements, technologies, environments, tools, and techniques by combining and arranging artistic elements, processes, and principles in art making
GRADE 7 - ARTS - Reasoning and reflecting
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
- Intentionally select and apply materials, movements, technologies, environments, tools, and techniques by combining and arranging artistic elements, processes, and principles in art making
GRADE 8 - ARTS - Reasoning and reflecting
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
- Select and combine dramatic elements and principles to intentionally create a particular mood, effect, and meaning
- 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
- Develop performance skills in a variety of contexts
- Experiment with a range of props, processes, and technologies
- 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
- Intentionally select and combine drama conventions
GRADE 10 - DRAMA - Communicate and document
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
- Experiment with a range of materials, props, processes, and technologies to create and refine performances
- Explore and create dramatic works to express ideas, meaning, and emotions
- Purposefully select and combine dramatic elements and conventions
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 and refine performance skills in a variety of contexts
- Develop dramatic works for an intended audience
- Experiment with a range of props, processes, and technologies to create and refine innovative dramatic works
- Explore and create dramatic works to express ideas, meaning, and emotions
- Intentionally select and combine dramatic elements and conventions
GRADE 12 - DRAMA - Communicate and document
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 - Concepts and Terminology
- 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 - Creating and Presenting - Presentation Techniques & Technologies
Theatre Arts I: Introduction to Theatre
Theatre Arts I: Introduction to Theatre
Theatre Arts I: Introduction to Theatre
Theatre Arts I: Introduction to Theatre
- TI.12 The student will refine physical and vocal techniques for theatre performance
- TI.13 The student will demonstrate techniques for actor preparation.
- TI.14 The student will demonstrate theatrical direction, including blocking and staging a scene.
- TI.15 The student will understand roles and relationships for theatre production.
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