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 2.
You can continue the playwriting process from Part 1 by having students apply what they’ve learned through writing a five- to 10-page play. Or, if your students are familiar with the playwriting elements, perhaps they just do Part 2 of this unit. Students will write a first draft, revise, give and receive feedback, and read their work aloud. The unit assumes that either students have completed Part 1 or they already have a grounding in the playwriting form.
The overview lays out the lessons within the unit, including time management and technology requirements.
Students will receive the criteria for their play project and start work on their outline.
Students will outline and begin writing their first draft.
Students will discuss the question “What is theatricality?” in terms of what makes a play stageable. Students continue to work on their first draft.
Students will discuss and examine how to give and receive feedback. Then students will read their first draft aloud and receive feedback on it.
The first draft is due in this class. Students will have time to work and then submit.
Students are given time to work on their second draft. Students also review the Post-First Draft Questions to apply critical thinking skills to their draft.
Students are given time to work on their second draft. Students will receive an In-depth Character Profile sheet to help them apply critical thinking skills to their draft.
Students are given time to work on their second draft. Students also give and receive feedback on their draft.
This is the last class session students have to work on their plays.
In these last two sessions, students will focus on the performance aspect of playwriting. Students will practice in groups, present an online staged reading, and reflect on their experience with the unit.
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
Compose, interpret, and expand ideas using symbolism, imagery, and elements
Collaborate through reciprocal relationships during creative processes
Demonstrate respect for themselves, others, and the audience
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