Unit
in Drama Two Curriculum
Performing Shakespeare
Created by Matt Webster
5 lessons
Shakespeare
In this unit, students are introduced to a series of lesson plans that explore non-traditional approaches to performing the works of William Shakespeare. By the end of the unit students will be exposed to a unique set of tools they can utilize as the foundations for analyzing, staging and performing a scene from Shakespeare’s canon. Students will then rehearse and perform a two-person Shakespearean scene.
Start here
The overview lays out the objectives, description, and lessons for the unit, including pre-knowledge requirements and review.
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1Lesson 1Shakespeare: Finding Emotion and Action in TextStudents will use textual analysis to explore how to uncover the clues that Shakespeare left in his text. They will apply this knowledge to a monologue.
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2Lesson 2Shakespeare: TableauxStudents interact with Shakespeare’s language out of context to create expressive tableaux that tell a simple unrelated story.
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3Lesson 3Acting Shakespeare StyleStudents will perform a modern scene the same way that Shakespearean actors performed text. They will also compare and contrast the experience to preparing a scene for class.
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4Lesson 4Shakespeare Setting and SoundscapeStudents work together to create and explore an obstacle-course setting and soundscape for one of Shakespeare’s plays.
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5Lesson 5Unit Project: Performing a Shakespearean SceneStudents analyze, rehearse, and perform Shakespearean scenes using the concepts introduced over the course of the unit.
Standards Addressed
Generate and conceptualize artistic ideas and work - Grade 6
Generate and conceptualize artistic ideas and work - Grade 7
Generate and conceptualize artistic ideas and work - High School Proficient
Select, analyze, and interpret artistic work for presentation - Grade HS Proficient
Generate and conceptualize artistic ideas and work - High School Advanced
Develop and refine artistic techniques and work for presentation - Grade 6
Develop and refine artistic techniques and work for presentation - Grade 7
Develop and refine artistic techniques and work for presentation - Grade 8
Develop and refine artistic techniques and work for presentation - Grade HS Proficient
Organize and develop artistic ideas and work - Grade HS Accomplished
Develop and refine artistic techniques and work for presentation - Grade HS Accomplished
Organize and develop artistic ideas and work - Grade HS Advanced
- TH:Cr2.1.HSIII.a Develop and synthesize original ideas in a drama/theatre work utilizing critical analysis, historical and cultural context, research, and western or non-western theatre traditions.
- TH:Cr2.1.HSIII.b Collaborate as a creative team to discover artistic solutions and make interpretive choices in a devised or scripted drama/theatre work.
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
Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding - Grade 7
6.TH:Cr1 Generate and conceptualize artistic ideas and work
7.TH:Cr1 Generate and conceptualize artistic ideas and work
Prof.TH:Cr1 Generate and conceptualize artistic ideas and work
Prof.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
Adv.TH:Cr1 Generate and conceptualize artistic ideas and work.
6.TH:Pr5 Develop and refine artistic techniques and work for presentation.
7.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:Cr2 Organize and develop artistic ideas and work.
- Acc.TH:Cr2.a Refine a dramatic concept to demonstrate a critical understanding of historical and cultural influences of original ideas applied to a drama/theatre in western or non-western theatre traditions.
- Acc.TH:Cr2.b Cooperate as a creative team to make interpretive choices for a drama/theatre work.
Acc.TH:Pr5 Develop and refine artistic techniques and work for presentation.
Adv.TH:Cr2 Organize and develop artistic ideas and work.
- Adv.TH:Cr2.a Develop and synthesize original ideas in a drama/theatre work utilizing critical analysis, historical and cultural context, research, and western or non-western theatre traditions.
- Adv.TH:Cr2.b Collaborate as a creative team to discover artistic solutions and make interpretive choices in a devised or scripted drama/theatre 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:Cn11.2 Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Sixth Grade
- DT.6.1.1.c Students Can: Explore a scripted or improvised character by imagining the given circumstances in a drama/theatre work.
- DT.6.1.3.b Students Can: Investigate the time period and place of a drama/theatre work to better understand performance and design choices.
- DT.6.2.2.a Students Can: Participate in a variety of acting exercises and techniques that can be applied in a rehearsal or drama/theatre performance.
Seventh Grade
- DT.7.1.1.c Students Can: Envision and describe a scripted or improvised character's inner thoughts and objectives in a drama/theater 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.7.2.2.a Students Can: Recognize how acting exercises and techniques can be applied to a drama/theatre work.
- DT.7.3.3.a Students Can: Research and analyze two different versions of the same drama/theatre story to determine differences and similarities in telling the story.
Eighth Grade
High School - Fundamental Pathway
- DT.H1.1.1.c Students Can: Generate ideas about a character that are believable and authentic using script analysis.
- DT.H1.2.1.a Students Can: Examine how character relationships assist in telling the story of a 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.
High School - Advanced Pathway
- DT.H2.1.2.b Students Can: Cooperate as a creative team to make interpretive choices for a drama/theatre work.
- DT.H2.1.3.a Students Can: Choose and interpret a drama/theatre work to connect and question beliefs.
- DT.H2.2.2.a Students Can: Refine a range of acting skills to build a believable and sustainable drama/theatre performance.
High School - Professional Pathway
- DT.H3.1.1.c Students Can: Integrate cultural and historical contexts with personal experiences to create a character that is believable and authentic in a drama/theatre work.
- DT.H3.1.2.a Students Can: Develop and synthesize original ideas in a drama/theatre work utilizing critical analysis, historical and cultural context, research, and Western or non-Western theatre traditions.
- DT.H3.1.2.b Students Can: Collaborate as a creative team to discover artistic solutions and make interpretive choices in a devised or scripted drama/theatre work.
- DT.H3.1.3.a Students Can: Collaborate on a drama/theatre work that examines a critical global issue using multiple personal, community, and cultural perspectives.
- DT.H3.3.4.a Students Can: Research and synthesize cultural and historical information related to a drama/theatre work to support or evaluate artistic choice.
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.
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.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of 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.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Critical Thinking & Reflection
- TH.68.C.1.2 Develop a character analysis to support artistic portrayal.
- 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.1.6 Respond to theatrical works by identifying and interpreting influences of historical, social, or cultural contexts.
- 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.2.2 Construct imaginative, complex scripts and revise them in collaboration with actors to convey story and meaning to an audience.
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.1.3 Present a design or perform in the style of a different historical or cultural context to gain appreciation of that time and culture.
- TH.912.H.2.5 Apply knowledge of dramatic genres and historical periods to shape the work of performers, directors, and designers.
Innovation, Technology & the Future
Organizational Structure
- TH.68.O.1.1 Compare different processes an actor uses to prepare for a performance.
- TH.68.O.2.2 Explain how a performance would change if depicted in a different location, time, or culture.
- 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.
Skills, Techniques & Processes
- TH.68.S.1.2 Invent a character with distinct behavior(s) based on observations of people in the real world and interact with others in a cast as the invented characters.
- TH.68.S.3.1 Develop characterizations, using basic acting skills, appropriate for selected dramatizations.
- TH.68.S.3.3 Lead rehearsals of improvised and scripted scenes, communicating with cast and crew to create appropriate characterization and dramatic environments.
- TH.912.S.1.7 Interpret dramatic texts, organize and conduct rehearsals, and justify directorial choices for formal and informal productions.
- TH.912.S.1.8 Use research to extract clues in dramatic texts to create performances or technical elements, choosing those that are most interesting and that best convey dramatic intent.
- TH.912.S.2.4 Sustain a character or follow technical cues in a production piece to show focus.
- TH.912.S.2.5 Perform memorized theatrical literature in contrasting pieces to show ability to apply principles and structure, focus on details of performance, and processing skills to establish successful interpretation, expression, and believability.
- TH.912.S.2.6 Transfer acting and technical skills and techniques from one piece of dramatic text to another.
- TH.912.S.2.8 Strengthen acting skills by engaging in theatre games and improvisations.
- TH.912.S.3.3 Develop acting skills and techniques in the rehearsal process.
Grades 9-12 - ACTING LEVELS I-IV - Creating
Grades 9-12 - ACTING LEVELS I-IV - Connecting
Grades 9-12 - ADVANCED DRAMA LEVELS I-IV -Creating
- TAHSAD.CR.1 Organize, design, and refine theatrical work.<br/>a. Examine various theories of dramatic structure.<br/>b. Engage in and apply meaningful cultural, literary, and historical research to create acting choices or directorial concepts.
- TAHSAD.CR.2 Develop scripts through theatrical techniques.<br/>a. Utilize theatrical conventions to produce scripts based on personal experiences, imagination, literature, and history.
Grades 9-12 - ADVANCED DRAMA LEVELS I-IV -Performing
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 - MUSICAL THEATRE LEVELS I-IV - Performing
- TAHSMT.PR.1 Act and direct by communicating and sustaining roles within a variety of situations and environments.<br/>a. Examine and implement the skills and tasks associated with acting, singing, and dancing, incorporating vocal and movement technique, observation, and imagination to create characters for formal and informal performances.<br/>b. Identify and examine the responsibilities and tasks of an actor in relation to directors, designers, choreographers, technical crew, and production staff.<br/>c. Use the skills and tools of a director to develop a presentation of formal and informal musical theatre performances.<br/>d. Conduct rehearsals to present a musical theatre performance for a live audience.
- TAHSMT.PR.2 Execute artistic and technical elements of theatre.<br/>a. Engage as a creative team in script analysis to plan and create technical elements of a theatre production, including sets, props, costumes, makeup, lighting, and sound.
Grades 9-12 - MUSICAL THEATRE LEVELS I-IV - Responding
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
Sixth Grade Create
Seventh Grade Create
Seventh Grade Present
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.2.3 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 Present
Intermediate High School Respond
Advanced High School Create
Advanced High School Present
Beginning High School Standards - Communication
Beginning High School Standards - Aesthetics
Beginning High School Standards - Culture
Intermediate High School Standards - Communication
Intermediate High School Standards - Analysis
Intermediate High School Standards - Aesthetics
Advanced High School Standards - Communication
MS 117.211 LI - Foundations: Inquiry and Understanding
MS 117.211 LI - Creative Expression: performance
- C.2.B imagine and clearly describe characters, their relationships, and their surroundings.
- C.2.C select movements and dialogue to appropriately portray an imaginative character drawn from personal experience, cultural heritage, literature, and history.
- C.2.F create environments, characters, and actions.
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 - Historical and cultural relevance
MS 117.213 LIII - Foundations: Inquiry and Understanding
MS 117.213 LIII - Creative Expression: performance
MS 117.213 LIII - Historical and cultural relevance
HS 117.315 LI - Foundations: Inquiry and Understanding
- C.1.B develop and practice theatre preparation and warm-up techniques.
- C.1.C develop and practice stage movement techniques such as mime, pantomime, stage combat, Laban, Lecoq, or Viewpoints consistently to express thoughts, feelings, and actions non-verbally.
- 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.
HS 117.315 LI - Creative Expression: performance
- C.2.C employ effective voice and diction to express thoughts and feelings.
- C.2.D use physical, intellectual, emotional, and social awareness to portray believable characters and convey a story when applying acting concepts, skills, and techniques.
- C.2.E employ physical techniques consistently to express thoughts, feelings, and actions non-verbally.
HS 117.315 LI - Historical and cultural relevance
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.B explore creativity as it relates to self and ensemble.
- 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.
HS 117.316 LII - Creative Expression: production
HS 117.317 LIII - Foundations: Inquiry and Understanding
HS 117.317 LIII - Creative Expression: production
- C.3.D perform a role such as actor, director, designer, technician, or editor in production decision making and collaborate with others to tell a story through live theatre or media performance.
- C.3.E perform the role of actor, director, or technician, demonstrating responsibility, artistic discipline, and creative problem solving.
HS 117.318 LIV - Foundations: Inquiry and Understanding
HS 117.318 LIV - Creative Expression: performance
- C.2.A model safe, appropriate techniques to allow for physical, vocal, and emotional expression.
- C.2.C analyze and interpret characters from various genres and styles, describing physical, intellectual, emotional, and social dimensions.
- C.2.D interpret scripted scenes of various styles to portray believable characters.
HS 117.318 LIV - Historical and cultural relevance
Acting Drama 20
- 1 analyze a script for explicit character clues
- 2 create, select and sustain physical details of the character from scripted material
- 3 demonstrate understanding of and identity motivation and objectives (overall, main and immediate).
- 4 demonstrate understanding that a character’s behaviour is motivated by past, present and anticipated future experiences
- 5 demonstrate a character’s main objective within a scene
- 6 demonstrate a character’s immediate or moment-to-moment objectives within a scene
- 7 demonstrate the ability to play a character from the character’s point of view
- 9 demonstrate the ability to pick up cues effectively
Theatre Studies Drama 10 (Greek, Medieval or Elizabethan, and Canadian)
Theatre Studies Drama 30 (Early or Middle or Late drama)
Technical Theatre/Design 10-20-30 - Management - Sound
Improvisation/Acting Level III - Advanced
Junior Goal II Objectives
Junior Goal III Objectives
Junior Orientation
- demonstrate awareness of the multidisciplinary nature of drama/theatre
- generate imaginative and creative solutions to problems
- listen effectively
- meet deadlines and follow through on individual and group commitments
- recognize that there is an historical and cultural aspect of drama/theatre
- recognize the purposes of and participate in warmup activities
- respond to directions without breaking concentration-side coaching
- share ideas confidently with others
- speak, move, and generate ideas spontaneously
- support positively the work of others
- work cooperatively and productively with all members of the class in pairs, small groups and large groups
Movement Level II - Intermediate
Speech Level II - Intermediate
Improvisation/Acting Level I - Beginning
Improvisation/Acting Level II - Intermediate
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 ability to interact effectively and constructively in a group process
- 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 meaning through abstract concepts
- extend the ability to think imaginatively and creatively
- strengthen powers of concentration
Theatre Studies Level III - Advanced (The script)
Senior Goal I Objectives
- apply imaginative and creative thought to problem-solving situations
- demonstrate a sense of inquiry and commitment, individually and to the group
- demonstrate the ability to contribute effectively and constructively to the group process
- develop a sense of inquiry and commitment to learning
- extend the ability to concentrate
- increase self-confidence
- increase self-discipline
Senior Goal II Objectives
Senior Goal III Objectives
Orientation Drama 10
- concentrate on the task at hand
- demonstrate behaviour appropriate to given circumstances
- demonstrate self-discipline, self-direction and a sense of responsibility
- 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 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
- Demonstrate an understanding and appreciation of personal, social, cultural, historical, and environmental contexts in relation to 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
GRADE 7 - ARTS - Exploring and creating
GRADE 7 - ARTS - Reasoning and reflecting
GRADE 7 - ARTS - Communicating and documenting
GRADE 8 - ARTS - Exploring and creating
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 - Reasoning and reflecting
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 and create dramatic works to express ideas and emotions
- 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 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
- Improvise and take creative risks using imagination, exploration, and inquiry
- 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
- Improvise and take creative risks using imagination, exploration, and inquiry
- Intentionally select and combine dramatic elements and conventions
GRADE 12 - DRAMA - Reason and reflect
GRADE 12 - DRAMA - Connect and expand
Grade 6 - Exploring Forms and Cultural Contexts
Grade 6 - Creating and Presenting
Grade 7 - Creating and Presenting
- B1.1 engage actively in drama exploration and role play, with a focus on examining multiple perspectives related to current issues, themes, and relationships from a wide variety of sources and diverse communities
- B1.2 demonstrate an understanding of the elements of drama by selecting and combining several elements and conventions to create dramatic effects
Grades 9 & 10 - Foundations - Responsible Practices
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
- C.1.1 identify the drama forms, elements, conventions, and techniques used in their own and others’ drama works, and explain how the various components are used, or can be used, to achieve specific effects, with a focus on ensemble drama works (e.g., how a comic drama form can be used to convey a serious message, how setting and time period can be used to sharpen the focus on a moral dilemma, how characters can be used to vary the mood within a drama)
- 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)
Grades 9 & 10 - Creating and Presenting - Presentation Techniques & Technologies
- A.3.1 identify and use a variety of techniques to influence the audience in specific ways (e.g., have actors enter the performance space from the audience to increase audience connection to the drama; use blocking to focus audience attention on key characters or relationships between characters)
- A.3.2 use a variety of voice and movement techniques to support the creation of character or atmosphere during rehearsal (e.g., use voice and movement to suggest an airport, circus, or factory environment)
- A.3.3 use a variety of technological tools (e.g., light, sound, set design, props, models) to enhance the impact of drama works
Grades 9 & 10 - Creating and Presenting - Elements and Conventions
Grade 11 - Reflecting, Responding and Analyzing - The Critical Analysis Process
Grade 11 - Creating and Presenting - Presentation Techniques & Technologies
Grade 11 - Creating and Presenting - Elements and Conventions
Grade 11 - Creating and Presenting - The Creative Process
Grade 12 - Foundations - Responsible Practices
Grade 12 - Creating and Presenting - The Creative Process
Grade Seven
Grade Seven
- 7.12 The student will develop physical and vocal technique for theatre performance.
- 7.13 The student will explain techniques and skills for actor preparation, including concentration, discipline, preparation, and imagination for theatrical performance.
- 7.14 The student will research, analyze, rehearse, and present a scripted character in a memorized scene and/or monologue.
Theatre Arts I: Introduction to Theatre
Theatre Arts II: Dramatic Literature And Theatre History
Theatre Arts II: Dramatic Literature And Theatre History
Theatre Arts II: Dramatic Literature And Theatre History
Theatre Arts II: Dramatic Literature And Theatre History
Theatre Arts III: Intermediate Acting & Playwriting
Theatre Arts III: Intermediate Acting & Playwriting
Theatre Arts III: Intermediate Acting & Playwriting
- TIII.12 The student will integrate acting skills and techniques involving voice and movement.
- TIII.13 The student will demonstrate techniques for actor preparation.
- TIII.14 The student will apply skills and concepts for theatre performance.
- TIII.15 The student will identify leadership and production team roles for a variety of production types.
Theatre Arts IV: Advanced Acting And Directing
Theatre Arts IV: Advanced Acting And Directing
Theatre Arts IV: Advanced Acting And Directing
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