This unit provides an introduction to the process of playwriting in a practical step-by-step framework. Playwriting can be a practical task-driven process that any student can accomplish, given the right parameters. This playwriting unit will give students the tools they need to write their first short play and gain the confidence they need to write further. The culminating project for this unit is a three- to five-page play or extended scene.
The overview lays out the outcome, objectives, and description of the unit as well as a breakdown of each of the 12 lessons in the unit.
In this first lesson, students discuss 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 monologue 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.
In this lesson, students will work on a character profile and apply character development details to a monologue or scene. Students will also receive the criteria for their culminating project and start work on their outlines.
In this lesson, students will work on a conflict profile and apply the details to a monologue. Student will also begin writing their first draft.
Students will answer the question “What is theatricality?” in terms of what makes a play stageable. Students will apply this concept to a stageability exercise.
The first draft is due in this class. The class will begin with a feedback exercise. Then students will read their draft aloud and receive feedback.
Students are given time to work on their second draft. Students also receive a Post-First Draft Questions sheet to apply critical thinking skills to their draft.
Students are given time to work on their second draft. They will read an excerpt of their play aloud and receive feedback. Students will also receive an In-depth Character Profile sheet to help them apply critical thinking skills to their draft.
In these last two lessons, students will focus on the performance aspect of playwriting. It’s important to include performance in the unit because the ultimate goal of all plays is to be performed (rather than read). Students have the opportunity to rehearse in groups, present to the class, and then reflect on their experience with the unit.
TH:Cn10.1.8.a - Examine a community issue through multiple perspectives in a drama/theatre work.
TH:Re7.1.8.a - Apply criteria to the evaluation of artistic choices 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:Cn10 - Examine a community issue through multiple perspectives in a drama/theatre work.
8.TH:Re7 - Apply appropriate criteria to the evaluation of artistic choices 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
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
Collaborate through reciprocal relationships during creative processes
Reflect on creative processes to make connections to personal learning and experiences
Create dramatic works with an intended audience in mind
Develop a repertoire of dramatic skills and techniques through presentation or performance
Experiment with a range of props, processes, and technologies
Explore and create dramatic works to express ideas and emotions
Compose, interpret, and expand ideas using symbolism and imagery
Express personal voice to respond to environmental and social issues