Unit
in Drama One Curriculum
Japanese Theatre
Created by Karen Loftus
4 lessons
This unit will enable students to identify, compare, and contrast three different styles of Japanese theatre: Noh, Bunraku, and Kabuki. There are three proposed projects in this unit: a research assignment where groups delve into further detail about one of the three styles; a performance project where students utilize what they’ve learned by enacting a scene from a Kyogen (comedic) play; and a Bunraku puppet play.
Start here
The overview lays out the structure of the unit, including objectives, materials list, lesson structure and assessment and time management tools.
-
1Lesson 1Noh TheatreIn this introductory lesson, students learn about Noh Theatre, discuss its primary elements, and then do an exercise that puts those elements into practice.
-
2Lesson 2BunrakuIn this introductory lesson, students learn about Bunraku theatre, discuss its primary elements, and then do an exercise that puts those elements into practice.
-
3Lesson 3KabukiIn this introductory lesson, students learn about Kabuki theatre, discuss its primary elements, and then do an exercise that puts those elements into practice.
-
4Lesson 4Unit Project - OptionsThere are 4 projects and written work that are provided as possible final assignments for this unit.
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
Select, analyze, and interpret artistic work for presentation - Grade 8
Organize and develop artistic ideas and work - Grade 7
Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding - Grade 7
Interpret intent and meaning in artistic work - Grade HS Advanced
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade 6
Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding - 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
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
Convey meaning through the presentation of artistic work - Grade HS Proficient
Apply criteria to evaluate artistic work - Grade HS Proficient
- TH:Re9.1.HSI.a Examine a drama/ theatre work using supporting evidence and criteria, while considering art forms, history, culture, and other disciplines.
- TH:Re9.1.HSI.c Formulate a deeper understanding and appreciation of a drama/ theatre work by considering its specific purpose or intended audience.
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:Pr4 Select, analyze, and interpret artistic work for presentation.
7.TH:Cr2 Organize and develop artistic ideas and work.
7.TH:Cn11.1 Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Adv.TH:Re8 Interpret intent and meaning in artistic work.
6.TH:Cr3 Refine and complete artistic work.
6.TH:Cn11.2 Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
7.TH:Cr3 Refine and complete artistic work.
7.TH:Pr6 Convey meaning through the presentation of 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:Pr6 Convey meaning through the presentation of artistic work.
Prof.TH:Re9 Apply criteria to evaluate artistic work.
- Prof.TH.Re9.a Examine a drama/ theatre work using supporting evidence and criteria, while considering art forms, history, culture, and other disciplines.
- Prof.TH.Re9.b Formulate a deeper understanding and appreciation of a drama/ theatre work by considering its specific purpose or intended audience.
Sixth Grade
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.b Students Can: Demonstrate mutual respect for self and others and their roles in preparing or devising drama/theatre work.
- 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.7.1.4.b Students Can: Develop effective physical and vocal traits of characters in an improvised 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.7.2.3.a Students Can: Incorporate music, dance, art, and/or media to heighten the connection between performer and audience 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.
Eighth Grade
- DT.8.1.3.b Students Can: Identify and use research and design choices in a drama/theatre work to enhance the work.
- DT.8.2.1.a Students Can: Explore different pacing to better communicate the story in a drama/theatre work.
- DT.8.2.4.a Students Can: Perform/present a rehearsed/designed drama/theatre work for an audience.
High School - Fundamental Pathway
High School - Professional Pathway
Language
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.9-10.3 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.9-10.6 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.
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.9-10.6 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.
Critical Thinking & Reflection
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.1.3 Present a design or perform in the style of a different historical or cultural context to gain appreciation of that time and culture.
Innovation, Technology & the Future
Organizational Structure
- TH.912.O.1.2 Compare the conventions of western theatre with eastern theatre practices.
- 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.
- TH.912.O.2.7 Brainstorm a variety of ways to deviate from western rules and conventions in theatre to influence audience and performer experiences.
- TH.912.O.3.2 Analyze a variety of theatre and staging configurations to understand their influence on the audience experience and response.
Skills, Techniques & Processes
- TH.912.S.1.1 Describe the interactive effect of audience members and actors on performances.
- 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.2.8 Strengthen acting skills by engaging in theatre games and improvisations.
- TH.912.S.3.2 Exercise artistic discipline and collaboration to achieve ensemble in rehearsal and performance.
- TH.912.S.3.3 Develop acting skills and techniques in the rehearsal process.
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 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 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 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 - 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 Connect
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.
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.2.1 Develop scenes for formal or informal presentations.
- I.PR.2.2 Exhibit audience etiquette appropriate for a variety of theatrical spaces, styles, and genres.
- I.PR.2.3 Implement technical elements to enhance theatrical works.
- I.PR.2.4 Compare the effect various theatrical venues have upon performance.
Accomplished High School Present
Advanced High School Connect
Advanced High School Present
Advanced High School Respond
Beginning High School Standards - Communication
Beginning High School Standards - Culture
- B.CU.1.1 Use theatre arts to explore concepts in world history and relate them to significant events, ideas, and movements from a global context.
- B.CU.2.1 Illustrate appropriate theatre etiquette as a member of an audience, as a performer, and as a technician.
- B.CU.2.2 Use acting conventions, such as stage presence, subtext, style, and ensemble work, to perform formal or informal works.
Intermediate High School Standards - Communication
Intermediate High School Standards - Aesthetics
Intermediate High School Standards - Culture
Proficient High School Standards - Communication
Advanced High School Standards - Culture
- A.CU.1.1 Interpret theatre arts from personal, cultural, and historical contexts.
- A.CU.1.2 Exemplify a variety of theatrical forms, such as puppetry, musical theatre, and pantomime, from Non-Western cultures and a variety of historical periods through the creation of theatrical works.
- A.CU.2.1 Design strategies to encourage appropriate audience etiquette.
MS 117.211 LI - Foundations: Inquiry and Understanding
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 - Critical evaluation and response
MS 117.213 LIII - Creative Expression: performance
MS 117.213 LIII - Creative Expression: production
MS 117.213 LIII - Historical and cultural relevance
MS 117.213 LIII - Critical evaluation and response
HS 117.315 LI - Foundations: Inquiry and Understanding
HS 117.315 LI - Historical and cultural relevance
HS 117.315 LI - Critical evaluation and response
HS 117.316 LII - Foundations: Inquiry and Understanding
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 - Historical and cultural relevance
HS 117.318 LIV - Foundations: Inquiry and Understanding
HS 117.318 LIV - Historical and cultural relevance
HS 117.318 LIV - Critical evaluation and response
Technical Theatre/Design 10-20-30 - Costume
Improvisation Drama 10
Acting Drama 20
Theatre Studies Drama 10 (Greek, Medieval or Elizabethan, and Canadian)
Movement Drama 10
Technical Theatre/Design 10-20-30 - Makeup
Technical Theatre/Design 10-20-30 - Management - Properties
Technical Theatre/Design 10-20-30 - Management - Sound
Improvisation/Acting Level III - Advanced
Junior Goal II Objectives
Junior Goal III Objectives
Junior Orientation
- demonstrate a willingness to take calculated and reasonable risks
- focus concentration on one task at a time
- listen effectively
- move in a variety of ways
- recognize that there is an historical and cultural aspect of drama/theatre
- share ideas confidently with others
- 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 II - Intermediate
Movement Level III - Advanced
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
- 22 create business appropriate to character and situation
- 23 demonstrate understanding of character motivation
- 24 recognize that relationships exist between characters in given situations
Junior Goal I Objectives
- develop a positive self-image
- 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 III - Advanced (The script)
Technical Theatre - Levels I, II, III - Readiness
Senior Goal I Objectives
Orientation Drama 10
- concentrate on the task at hand
- 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
- 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 - Reasoning and reflecting
GRADE 6 - ARTS - Communicating and documenting
- Adapt learned skills, understandings, and processes for use in new contexts and for different purposes and audiences
- Express, feelings, ideas, and experiences through the arts
- Interpret and communicate ideas using symbols and elements to express meaning through the arts
- Take creative risks to express feelings, ideas, and experiences
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
- 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
- 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
- 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
- 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
- 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 - Communicating and documenting
GRADE 9 - DRAMA - Connecting and expanding
GRADE 10 - DRAMA - Explore and Create
- 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 dramatic works through presentation or performance
- Improvise and take creative risks to express meaning
GRADE 10 - DRAMA - Reason and reflect
GRADE 10 - DRAMA - Connect and expand
GRADE 11 - DRAMA - Explore and Create
- 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
- 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 and refine performance skills in a variety of contexts
- Experiment with a range of props, processes, and technologies to create and refine innovative dramatic works
- Improvise and take creative risks using imagination, exploration, and inquiry
GRADE 12 - DRAMA - Reason and reflect
- Describe, analyze, and evaluate ways in which props, technologies, and environments are used in drama, using discipline-specific language
- Evaluate the social, cultural, historical, environmental, and personal contexts of dramatic works
- Reflect on aesthetic experiences and how they relate to a specific place, time, and context
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
Grades 9 & 10 - Reflecting, Responding and Analyzing - Drama and Society
Grades 9 & 10 - Creating and Presenting - Presentation Techniques & Technologies
Theatre Arts I: Introduction to Theatre
Theatre Arts I: Introduction to Theatre
Get instant access to this and everything else in the Drama Teacher Academy
