Unit
Screenplays 101: Basic Structure Unit
Created by Nicholas Pappas
5 lessons
screenplays
Screenplays 101 is divided into two separate units: Basic Structure and Basic Formatting.
It is highly recommended that you complete the Basic Structure unit before moving on to the Basic Formatting unit.
In this unit, we will focus on a basic history of screenplays, screenplay terminology, and the most common screenplay structure in film—the three-act structure. Theatre is important because it allows our young artists to be trained and learn about work ethic and discipline, and it creates community. But, we should also give our students opportunity and access to the cinematic arts. This is primarily a lecture-based unit with a lot of new information, with opportunities for students to apply knowledge including a final culminating project.
Start here
The overview lays out the lesson plan outline, materials provided, time management, and assessment overview for the unit.
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1Lesson 1What is a ScreenplayIn this lesson, students will be introduced to the origins of screenplay writing and be able to answer the question “What is a screenplay?”
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2Lesson 2Theatre vs Film from the Writer's Point of ViewIn this lesson, students will learn about the differences between screenplay writing for film and stage playwriting for theatre.
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3Lesson 3The Three-Act StructureIn this lesson, students will learn about the three-act structure and see this structure in action through a case study.
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4Lesson 4Goals, Obstacles, and TacticsIn this lesson, we look at the protagonist of the screenplay with a focus on their goals, obstacles, and tactics.
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5Lesson 5Culminating ProjectIn this lesson, students will demonstrate their learned knowledge on the craft of screenplay structure. This project is structured as a group project, but it could easily be an individual project if you have a small class or if you have students working online.
Standards Addressed
Generate and conceptualize artistic ideas and work - Grade 6
Select, analyze, and interpret artistic work for presentation - Grade 6
Perceive and analyze artistic work - Grade 6
Generate and conceptualize artistic ideas and work - Grade 7
Generate and conceptualize artistic ideas and work - Grade 8
Select, analyze, and interpret artistic work for presentation - Grade 8
Generate and conceptualize artistic ideas and work - High School Proficient
Select, analyze, and interpret artistic work for presentation - Grade HS Proficient
Perceive and analyze artistic work - Grade HS Proficient
Select, analyze, and interpret artistic work for presentation - Grade HS Accomplished
Perceive and analyze artistic work - Grade HS Accomplished
Generate and conceptualize artistic ideas and work - High School Advanced
Organize and develop artistic ideas and work - Grade 6
Organize and develop artistic ideas and work - Grade 7
Organize and develop artistic ideas and work - Grade 8
Organize and develop artistic ideas and work - Grade HS Advanced
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade 6
Apply criteria to evaluate artistic work - Grade 6
Apply criteria to evaluate artistic work - Grade 7
Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding - Grade 7
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade 8
Apply criteria to evaluate artistic work - Grade 8
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade HS Proficient
Apply criteria to evaluate artistic work - Grade HS Proficient
Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding - Grade HS Proficient
Apply criteria to evaluate artistic work - Grade HS Accomplished
6.TH:Cr1 Generate and conceptualize artistic ideas and work
6.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
6.TH:Re7 Perceive and analyze artistic work.
7.TH:Cr1 Generate and conceptualize artistic ideas and work
8.TH:Cr1 Generate and conceptualize artistic ideas and work
8.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
8.TH:Re7 Perceive and analyze artistic work.
Prof.TH:Cr1 Generate and conceptualize artistic ideas and work
Prof.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
Prof.TH:Re7 Perceive and analyze artistic work.
Acc.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
Acc.TH:Re7 Perceive and analyze artistic work.
Adv.TH:Cr1 Generate and conceptualize artistic ideas and work.
6.TH:Cr2 Organize and develop artistic ideas and work.
7.TH:Cr2 Organize and develop artistic ideas and work.
8.TH:Cr2 Organize and develop artistic ideas and work.
Acc.TH:Cr2 Organize and develop artistic ideas and work.
Adv.TH:Cr2 Organize and develop artistic ideas and work.
Adv.TH:Re8 Interpret intent and meaning in artistic work.
6.TH:Cr3 Refine and complete artistic work.
6.TH:Re9 Apply criteria to evaluate artistic work.
7.TH:Re9 Apply criteria to evaluate artistic work.
7.TH:Cn11.2 Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
8.TH:Cr3 Refine and complete artistic work.
8.TH:Re9 Apply criteria to evaluate artistic work.
Prof.TH:Cr3 Refine and complete artistic work.
Prof.TH:Re9 Apply criteria to evaluate artistic work.
Prof.TH:Cn11.2 Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Acc.TH:Re9 Apply criteria to evaluate artistic work.
Acc.TH:Cn11.2 Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Sixth Grade
- DT.6.1.1.a Students Can: Identify possible solutions to staging challenges in a drama/theatre work.
- DT.6.1.1.c Students Can: Explore a scripted or improvised character by imagining the given circumstances in a drama/theatre work.
- DT.6.1.2.b Students Can: Contribute ideas and accept and incorporate the ideas of others in preparing or devising a drama/theatre work.
- DT.6.1.4.a Students Can: Examine and articulate choices to refine a devised or scripted drama/theatre work.
- DT.6.2.1.a Students Can: Identify the essential events in a story or script that make up the dramatic structure in a drama/theatre work.
- DT.6.3.1.a Students Can: Describe and record personal reactions to artistic choices in a drama/theatre work.
- DT.6.3.4.a Students Can: Use supporting evidence and criteria to evaluate drama/theatre work.
- DT.6.3.4.c Students Can: Identify a specific audience or purpose for a drama/theatre work.
Seventh Grade
- DT.7.1.1.a Students Can: Integrate multiple perspectives and solutions to staging challenges in a drama/theater work.
- DT.7.1.1.c Students Can: Envision and describe a scripted or improvised character's inner thoughts and objectives in a drama/theater work.
- DT.7.1.2.a Students Can: Examine and justify original ideas and artistic choices in a drama/theater work based on background knowledge, historical, and cultural context.
- 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.
- DT.7.3.4.a Students Can: Explain preferences, using supporting evidence and criteria to evaluate drama/theatre work.
- DT.7.3.4.c Students Can: Identify how the intended purpose of a drama/theatre work appeals to a specific audience.
Eighth Grade
- DT.8.1.1.a Students Can: Imagine and explore multiple perspectives and solutions to staging problems in a drama/theatre work.
- DT.8.1.1.c Students Can: Develop a scripted or improvised character by articulating the character's inner thoughts, objectives, and motivations in a drama/theatre work.
- DT.8.1.2.a Students Can: Articulate and apply background knowledge, research, historical, and cultural context to the development of original ideas for a drama/theatre work.
- DT.8.1.4.a Students Can: Use repetition and analysis in order to revise devised or scripted drama/theatre work.
- DT.8.2.1.a Students Can: Explore different pacing to better communicate the story in a drama/theatre work.
- DT.8.2.1.b Students Can: Apply and justify various character objectives and tactics in a drama/theatre work to overcome an obstacle.
- DT.8.3.3.a Students Can: Research and discuss the playwright's intent for a drama/theatre work.
- DT.8.3.4.c Students Can: Assess the impact of a drama/theatre work on a specific audience.
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.H1.1.4.c Students Can: Refine technical design choices to support the story and emotional impact of a devised or scripted drama/theatre work.
- 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.H1.2.3.a Students Can: Apply creative processes to tell stories in a scripted drama/theatre work to connect with audience, community, and ensemble.
- DT.H1.3.1.a Students Can: Respond to what is seen, felt, and heard in a drama/theatre work to develop criteria for artistic choices.
High School - Advanced Pathway
- DT.H2.2.1.a Students Can: Analyze how unique choices shape believable and sustainable drama/theatre work.
- DT.H2.2.3.a Students Can: Execute creative processes to tell stories in a scripted drama/theatre work, to connect with audience, community, and ensemble.
- DT.H2.3.4.c Students Can: Verify how a drama/theatre work communicates for a specific purpose and audience.
High School - Professional Pathway
- DT.H3.1.1.a Students Can: Synthesize knowledge from a variety of dramatic forms, theatrical conventions and technologies to create the visual composition of 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.H3.2.3.a Students Can: Effectively execute creative processes to tell stories in a devised or scripted drama/theatre work, to connect with audience, community, and ensemble.
- DT.H3.3.1.a Students Can: Respond to what is seen, felt, and heard in a drama/theatre work to analyze artistic choices and justify meaningful feedback based on historical, cultural, and personal context.
- 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.
Critical Thinking & Reflection
- TH.68.C.1.2 Develop a character analysis to support artistic portrayal.
- TH.68.C.1.3 Determine the purpose(s), elements, meaning, and value of a theatrical work based on personal, cultural, or historical standards.
- TH.68.C.1.4 Create and present a design, production concept, or performance and defend artistic choices.
- TH.68.C.1.5 Describe how a theatrical activity can entertain or instruct an audience.
- TH.68.C.2.3 Ask questions to understand a peer's artistic choices for a performance or design.
- TH.68.C.2.4 Defend personal responses to a theatre production.
- 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.2.2 Construct imaginative, complex scripts and revise them in collaboration with actors to convey story and meaning to an audience.
- TH.912.C.2.6 Assess a peer's artistic choices in a production as a foundation for one's own artistic growth.
- TH.912.C.3.1 Explore commonalities between works of theatre and other performance media.
Historical & Global Connections
- TH.68.H.1.5 Describe one's own personal responses to a theatrical work and show respect for the responses of others.
- TH.68.H.3.1 Identify principles and techniques that are shared between the arts and other content areas.
- TH.68.H.3.3 Use brainstorming as a method to discover multiple solutions for an acting or technical challenge.
- TH.912.H.3.3 Apply knowledge of non-theatre content areas to enhance presentations of characters, environments, and actions in performance.
Innovation, Technology & the Future
- TH.68.F.1.2 Use vocal, physical, and imaginative ideas, through improvisation, as a foundation to create new characters and to write dialogue.
- TH.68.F.1.4 Survey an aspect of theatre to understand the ways in which technology has affected it over time.
- TH.68.F.3.1 Practice safe, legal, and responsible use of copyrighted, published plays to show respect for intellectual property and the playwright.
Organizational Structure
- TH.68.O.1.3 Explain the impact of choices made by directors, designers, and actors on audience understanding.
- TH.68.O.2.1 Diagram the major parts of a play and their relationships to each other.
- TH.68.O.3.1 Compare theatre and its elements and vocabulary to other art forms.
- TH.68.O.3.3 Discuss the collaborative nature of theatre and work together to create a scene or play, respecting group members' ideas and differences.
- TH.912.O.1.1 Research and analyze a dramatic text by breaking it down into its basic, structural elements to support development of a directorial concept, characterization, and design.
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.2.1 Discuss the value of collaboration in theatre and work together to create a theatrical production.
- TH.68.S.3.1 Develop characterizations, using basic acting skills, appropriate for selected dramatizations.
- TH.68.S.3.2 Use the elements of dramatic form to stage a play.
- TH.912.S.1.3 Develop criteria that may be applied to the selection and performance of theatrical work.
- TH.912.S.1.5 Write monologues, scenes, and/or short plays using principles and elements of writing found in dramatic literature.
- 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.3.9 Research, analyze, and explain the processes that playwrights, directors, designers, and performers use when developing a work that conveys artistic intent.
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 - Responding
Grade 7 - Creating
- TA7.CR.1 Organize, design, and refine theatrical work.<br/>a. Identify and rehearse effective communication skills.<br/>b. Compare and contrast character types and relationships by analyzing character motivations, objectives, and goals.<br/>c. Compare the physical, emotional, vocal, and social dimensions of a character.<br/>d. Investigate the role and responsibility of the cast and crew.<br/>e. Identify and model ensemble skills in the rehearsal process.<br/>f. Utilize staging and blocking choices to enhance the performance.<br/>g. Compare, contrast, and design elements of technical theatre.<br/>h. Utilize theatre vocabulary throughout the rehearsal process.
- TA7.CR.2 Develop scripts through theatrical techniques.<br/>a. Create ideas for stories.<br/>b. Analyze the theme and structure of a play.<br/>c. Use the dramatic writing process to generate a script.<br/>d. Utilize dramatic conventions in the scriptwriting process (e.g. stage directions, dialogue, scenes).
Grade 8 - Creating
- TA8.CR.1 Organize, design, and refine theatrical work.<br/>a. Differentiate the physical, emotional, vocal, and social dimensions of a variety of characters.<br/>b. Compare the relationships and interactions between characters by analyzing character motivation (objectives, obstacles, strategy, action, stakes, outcome).<br/>c. Incorporate dramatic elements through improvisation.<br/>d. Connect theatre vocabulary to the application of theatre performance.<br/>e. Identify and demonstrate both ensemble and leadership skills in the rehearsal process.<br/>f. Evaluate the effectiveness of artistic and technical elements used in a theatre production.<br/>g. Design and create scenery, props, costumes, lighting, and sound.<br/>h. Assume different roles and responsibilities in the rehearsal process.
- TA8.CR.2 Develop scripts through theatrical techniques.<br/>a. Classify different points of view in a story.<br/>b. Identify, analyze, and articulate the structure of a script.<br/>c. Utilize improvisation techniques to generate script ideas.<br/>d. Use the dramatic writing process to generate a script.
Grade 8 - Responding
- TA8.RE.1 Engage actively and appropriately as an audience member.<br/>a. Evaluate the role and responsibility of the audience as an integral part of media productions.<br/>b. Articulate why the relationships between the audience and performers is critical to the success of theatre productions.<br/>c. Examine the differing audience relationships (e.g. various venues, performance styles).<br/>d. Demonstrate appropriate audience behaviors.
- TA8.RE.2 Critique various aspects of theatre and other media.<br/>a. Recognize the role of dramatic criticism in media production.<br/>b. Utilize specific criteria to articulate dramatic criticism.<br/>c. Apply principles of dramatic criticism as both an audience member and participant.<br/>d. Implement appropriate changes based on dramatic criticism.
Grades 9-12 - ACTING LEVELS I-IV - Creating
- TAHSA.CR.1 Organize, design, and refine theatrical work.<br/>a. Use script analysis in the development and presentation of formal and informal theatre performances.<br/>b. Examine various theories of dramatic structure.<br/>c. Engage in and apply meaningful cultural, literary, and historical research to create acting choices or directorial concepts.
- TAHSA.CR.2 Develop scripts through theatrical techniques.<br/>a. Examine theatre practices regarding the development, structure, layout, and format of scripts.<br/>b. Use improvisation, personal experiences, heritage, imagination, literature, and history to develop scripts.<br/>c. Perform formal and informal monologues and scenes based on published and original scripts.
Grades 9-12 - ACTING LEVELS I-IV - Responding
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 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Creating
- TAHSFT.CR.1 Organize, design, and refine theatrical work.<br/>a. Recognize and/or employ realistic and conventional speech patterns within dialogue or dramatic verse.<br/>b. Incorporate dramatic elements through improvisation.<br/>c. Recognize and interpret artistic choices in performance.
- TAHSFT.CR.2 Develop scripts through theatrical techniques.<br/>a. Differentiate between dramatic and traditional literary writing and utilize common steps of the playwriting process.<br/>b. Assess the need for script analysis, concept development, and directorial and technical concerns of a theatrical script.<br/>c. Construct and critique elements of dramatic structure, character, and dialogue.<br/>d. Create and perform scenes for audiences.
Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Performing
- TAHSFT.PR.1 Act by communicating and sustaining roles in formal and informal environments.<br/>a. Observe and demonstrate aspects of verbal and non-verbal techniques in common human activity for performance (e.g. voice, breathing, posture, facial expression, physical movement).<br/>b. Construct and interpret artistic choices in performance including the objectives, decisions, and actions of characters.<br/>c. Explore various acting methods and techniques (e.g. Stanislavski, Uta Hagen, sense memory, emotional recall) for the purpose of character development.<br/>d. Perform acting choices for an audience based on critiques.
- TAHSFT.PR.2 Execute artistic and technical elements of theatre.<br/>a. Identify and define the various collaborative roles and relationships of technical production personnel (e.g. sound, lighting, set, scenic, costume, dramaturge, makeup, marketing, business aspects) in relation to the directors and performers.<br/>b. Identify and apply the various aspects of directing, staging, performance spaces, and rehearsal management.<br/>c. Recognize and apply the basic elements and procedures involved in the construction of props, scenery, and platforms.<br/>d. Formulate effective theatrical designs in order to support the text and directorial concept.
Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Responding
- TAHSFT.RE.1 Engage actively and appropriately as an audience member.<br/>a. Articulate why the relationship between the audience and performers is critical to the success of the production and demonstrate appropriate audience behavior.<br/>b. State and support aesthetic judgments through experience in diverse styles and genres of theatre.
- TAHSFT.RE.2 Critique various aspects of theatre and other media using appropriate supporting evidence.<br/>a. Generate and use terminology for critiquing theatre presentations.<br/>b. Analyze performance and utilize various effective forms of criticism to respond to and/or improve performance.
Grades 9-12 - MUSICAL THEATRE LEVELS I-IV - Responding
Grades 9-12 - THEATRE HISTORY AND LITERATURE I AND II - Performing
Grades 9-12 - THEATRE HISTORY AND LITERATURE I AND II - Responding
Grades 9-12 - THEATRE MANAGEMENT - Creating
Sixth Grade Connect
Sixth Grade Create
Sixth Grade Present
Sixth Grade Respond
Seventh Grade Create
Seventh Grade Present
Seventh Grade Respond
Eighth Grade Create
- 8.CR.1.1 Improvise conflict and resolution scenarios for original scripts or devised theatre.
- 8.CR.1.2 Create original characters and situations using background knowledge and research.
- 8.CR.2.1 Adapt historical or current events applying background knowledge and research to develop character and situations for theatre.
Eighth Grade Present
Beginning High School Connect
Beginning High School Present
Beginning High School Respond
Intermediate High School Present
Intermediate High School Respond
Advanced High School Connect
Advanced High School Create
Advanced High School Present
MS 117.211 LI - Foundations: Inquiry and Understanding
MS 117.211 LI - Creative Expression: performance
MS 117.211 LI - Creative Expression: production
MS 117.211 LI - Historical and cultural relevance
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 117.212 LII - Critical evaluation and response
MS 117.213 LIII - Foundations: Inquiry and Understanding
MS 117.213 LIII - Creative Expression: performance
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
- C.5.B recognize theatre as an art form and evaluate self as a creative being.
- C.5.C offer and receive constructive criticism of peer performances.
- C.5.D evaluate live theatre in written and oral form with precise and specific observations using appropriate evaluative theatre vocabulary such as intent, structure, effectiveness, and value.
- C.5.E evaluate film, television, or other media in written or oral form with precise and specific observations using appropriate evaluative theatre vocabulary such as intent, structure, effectiveness, and value.
HS 117.316 LII - Foundations: Inquiry and Understanding
HS 117.316 LII - Creative Expression: performance
HS 117.316 LII - Historical and cultural relevance
- C.4.C analyze and evaluate the impact of live theatre, film, television, and electronic media in contemporary society.
- C.4.F identify and appreciate the innovations and contributions of the United States to the performing arts such as theatre, melodrama, musical theatre, radio, film, television, technology, or electronic media.
HS 117.316 LII - Critical evaluation and response
HS 117.317 LIII - Foundations: Inquiry and Understanding
HS 117.317 LIII - Historical and cultural relevance
HS 117.317 LIII - Critical evaluation and response
- C.5.B recognize theatre as an art form and evaluate self as a creative being.
- C.5.E make judgments about selected career and avocational opportunities such as theatre education, arts administration, performance, design, management, and playwriting in theatre, film, television, and other media and analyze the training, skills, self-discipline, and artistic discipline needed to pursue such opportunities.
HS 117.318 LIV - Foundations: Inquiry and Understanding
HS 117.318 LIV - Creative Expression: performance
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
- 15 initiate a dramatic situation in response to a given stimulus
- 16 make logical choices spontaneously within the boundaries of situation and character
- 20 critique the work of self and others through observation and expression of specific detail
- 25 select and use language appropriate to character and situation
- 28 demonstrate how attitude, and change in attitude, affects a character
- 30 demonstrate understanding of and apply the concepts of a character’s objectives and motivation
Acting Drama 20
Theatre Studies Drama 20
Movement Drama 10
Technical Theatre/Design 10-20-30 - Management - Set
Playwriting - Drama 20
Directing - Drama 30
Improvisation/Acting Level III - Advanced
Junior Goal II Objectives
Junior Goal III Objectives
Junior Orientation
- generate imaginative and creative solutions to problems
- offer and accept constructive criticism, given specific guidelines, with a desire to improve
- show awareness of story sequence
- 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
Improvisation/Acting Level I - Beginning
Junior Goal I Objectives
Theatre Studies Level III - Advanced (The script)
Senior Goal I Objectives
Senior Goal II Objectives
Senior Goal III Objectives
Orientation Drama 10
GRADE 6 - ARTS - Exploring and creating
GRADE 6 - ARTS - Reasoning and reflecting
- Develop and refine ideas, processes, and technical skills in a variety of art forms to improve the quality of artistic creations
- Examine relationships between the arts and the wider world
- Interpret works of art using knowledge and skills from various areas of learning
- Reflect on works of art and creative processes to understand artists' intentions
GRADE 6 - ARTS - Communicating and documenting
GRADE 7 - ARTS - Reasoning and reflecting
- Develop and refine ideas, processes, and technical skills in a variety of art forms to improve the quality of artistic creations
- Interpret works of art using knowledge and skills from various areas of learning
- Reflect on works of art and creative processes to understand artists’ intentions
- Research, describe, interpret and evaluate how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, techniques, and environments in the arts
GRADE 7 - ARTS - Communicating and documenting
GRADE 8 - ARTS - Exploring and creating
GRADE 8 - ARTS - Reasoning and reflecting
- Develop, refine ideas, and critically appraise ideas, processes, and technical skills in a variety of art forms to improve the quality of artistic creations
- Interpret works of art using knowledge and skills from various areas of learning
- Reflect on works of art and creative processes to understand artists motivations and meanings
GRADE 8 - ARTS - Communicating and documenting
GRADE 9 - DRAMA - Reasoning and reflecting
GRADE 9 - DRAMA - Connecting and expanding
GRADE 10 - DRAMA - Explore and Create
GRADE 10 - DRAMA - Reason and reflect
GRADE 10 - DRAMA - Communicate and document
GRADE 11 - DRAMA - Communicate and document
GRADE 11 - DRAMA - Connect and expand
GRADE 12 - DRAMA - Explore and Create
GRADE 12 - DRAMA - Connect and expand
Grade 6 - Reflecting, Responding and Analyzing
- B2.1 express personal responses and preferences and make connections to themes and issues presented in their own and others’ drama works
- B2.2 identify a favourite scene and give reasons for their preference, using correct drama terminology to describe how the elements of drama contribute to its effectiveness
Grade 6 - Creating and Presenting
Grade 7 - Exploring Forms and Cultural Contexts
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
- B1.3 plan and shape the direction of the drama by working with others, both in and out of role, to generate ideas and explore multiple perspectives
Grade 8 - Exploring Forms and Cultural Contexts
Grade 8 - Creating and Presenting
- B1.1 engage actively in drama exploration and role play, with a focus on examining multiple perspectives and possible outcomes related to complex 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 manipulating multiple elements and conventions to create and enhance a variety of drama works and shared drama experiences
Grades 9 & 10 - Foundations - Concepts and Terminology
Grades 9 & 10 - Reflecting, Responding and Analyzing - Connections Beyond the Classroom
Grades 9 & 10 - Reflecting, Responding and Analyzing - Drama and Society
Grades 9 & 10 - Reflecting, Responding and Analyzing - The Critical Analysis Process
Grades 9 & 10 - Creating and Presenting - Presentation Techniques & Technologies
Grade 11 - Reflecting, Responding and Analyzing - Connections Beyond the Classroom
Grade 11 - Reflecting, Responding and Analyzing - The Critical Analysis Process
Grade 11 - Creating and Presenting - Elements and Conventions
Grade 12 - Reflecting, Responding and Analyzing - The Critical Analysis Process
Grade 12 - Creating and Presenting - The Creative Process
Grade Six
Grade Seven
Grade Seven
Grade Eight
Grade Eight
Theatre Arts I: Introduction to Theatre
Theatre Arts II: Dramatic Literature And Theatre History
Theatre Arts III: Intermediate Acting & Playwriting
Theatre Arts III: Intermediate Acting & Playwriting
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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