Every drama program should have a playwriting unit. Playwriting applies creative thinking skills and, through feedback and revision, critical thinking skills. Playwriting also allows students to engage in self-expression. It is a powerful act to take one’s thoughts, give them to a character, and have them said aloud.
Playwriting can be a practical task-driven process that any student can accomplish, given the right parameters. This playwriting unit is broken into two parts. This unit is Part 1.
Part 1 is a standalone playwriting unit for beginning writers. Students go step by step through the elements of the playwriting process, which culminates in a short scene, monologue, and character profile. All the exercises can be done synchronously in your class sessions or small groups through breakout rooms.
The overview lays out the lessons within the unit, including time management and technology requirements.
Students write on their preconceived notions about playwriting, their expectations and fears, and identify actions: What does a playwright do?
In this lesson, students will explore different methods of gathering ideas.
In this lesson, students will analyze existing monologues, identify the criteria for a good monologue, and write their own monologues in the practice session.
In this lesson, students will write two-character, one-location, ten-line scenes to practice getting to the heart of effective and efficient scene writing.
Character is one of the backbone elements of a good play. In this lesson, students will work on a character profile.
Along with character, conflict is one of the backbone elements of a good play. In this lesson, students will work on a conflict profile.
The final project for Part 1 of this unit is for students to write examples of what has been explored so far in the following way:
• A two-person, one-location, one-page scene.
• Each character has a want, there is an obstacle to their want, and they apply tactics to get what they want.
• A separate (ie: not included in the scene) half-page monologue for one of the characters in the scene.
• A character profile for each of the characters.
The objective is for students to apply all the elements they’ve learned so far in dramatic writing.
TH:Re7.1.8.a - Apply criteria to the evaluation of artistic choices in a drama/theatre work.
TH:Cn10.1.8.a - Examine a community issue through multiple perspectives in a drama/theatre work.
TH:Cr3.1.6.a - Articulate and examine choices to refine a devised or scripted drama/theatre work.
7.TH:Cn10 - Incorporate multiple perspectives and diverse community ideas in a drama/theatre work.
8.TH:Re7 - Apply appropriate criteria to the evaluation of artistic choices in a drama/theatre work.
8.TH:Cn10 - Examine a community issue through multiple perspectives in a drama/theatre work.
Acc.TH:Cn10 - Choose and interpret a drama/theatre work to reflect or question personal beliefs.
6.TH.Re8.a - Explain how artists make choices based on personal experience in a drama/theatre work.
6.TH.Re8.b - Identify cultural contexts that may influence the evaluation of a drama/theatre work.
6.TH:Cr3.a - Receive and incorporate feedback to refine a devised or scripted drama/theatre work.
TH.912.C.1.7 - Justify personal perceptions of a director's vision and/or playwright's intent.
P.C.1.3 - Create original works, such as monologues, scenes, or performance pieces.
1 - demonstrate understanding of the basic structure of a play
11 - construct a conflict between two characters (protagonist and antagonist)
12 - construct a scene with two contrasting characters
13 - give and accept constructive criticism
3 - demonstrate understanding of script format
4 - generate and collect ideas that have dramatic possibilities
develop the ability to analyze and assess the process and the art
10 - demonstrate understanding of the concept of dramatic convention
11 - demonstrate understanding of plot structure
12 - analyze a script to identify character, setting and plot
7 - define the elements of script, dialogue, directions, characters and settings
demonstrate respect for others-their rights, ideas, abilities and differences
demonstrate the ability to considered decisions, act upon them and accept the results
demonstrate the ability to contribute effectively and constructively to the group process
demonstrate the ability to initiate, organize and present a project within a given set of guidelines
develop a sense of inquiry and commitment to learning
extend understanding of, acceptance of and empathy for others
Interpret and communicate ideas using symbols and elements to express meaning through the arts
Take creative risks to express feelings, ideas, and experiences
Take creative risks to experience and express thoughts, emotions, and meaning
Develop and refine ideas and technical skills to improve the quality of performance pieces
Compose, interpret, and expand ideas using symbolism, imagery, and elements
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
Compose, interpret, and expand ideas using symbolism and imagery
Express personal voice to respond to environmental and social issues
Develop a repertoire of dramatic skills and techniques through presentation or performance
Develop and refine performance skills in a variety of contexts
Improvise and take creative risks using imagination, exploration, and inquiry
Purposefully select and combine dramatic elements and conventions
Demonstrate awareness of self, others, and audience
Receive and apply constructive feedback to develop and refine ideas
Receive, provide, and apply constructive feedback to refine dramatic works