How does an actor analyze a script? Students start with character analysis (how do we learn about a character in a script? what are the facts/inferences about a character?) and then explore the ideas of “objective,” “obstacle,” “stakes,” and “tactics.”
The unit culminates with students applying learned script analysis techniques on an assigned scene. Please refer to the Pacing Guide for more details and ways to supplement with other DTA materials.
National Core Arts Standards
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 Accomplished
Speaking and Listening
CCSS.ELA-LITERACY.CCRA.SL.1 - Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.CCRA.SL.4 - Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
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.
CCSS.ELA-LITERACY.CCRA.L.4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
CCSS.ELA-LITERACY.CCRA.L.6 - Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
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).
Reading: Informational Text
CCSS.ELA-LITERACY.RI.9-10.4 - Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
California VAPA Standards (2019)
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
Acc.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
Florida Sunshine State Standards
Historical & Global Connections
Skills, Techniques & Processes
TH.912.S.2.3 - Demonstrate an understanding of a dramatic work by developing a character analysis for one or more of its major characters and show how the analysis clarifies the character's physical and emotional dimensions.
Georgia Performance Standards - Theatre Arts
Grade 6 - Creating
TA6.CR.1 - Organize, design, and refine theatrical work.
a. Identify artistic choices, utilize theatre vocabulary, and demonstrate non-verbal communication skills in the rehearsal process.
b. Interpret a character’s motivation by understanding the relationship between their background and their behavior.
c. Identify the variety of relationships between characters.
d. Identify, define, and classify character traits.
e. Recognize and demonstrate the roles, responsibilities, and skills associated with collaborative performance.
f. Use resources to identify and create technical elements of theatre.
Grade 7 - Performing
TA7.PR.1 - Act by communicating and sustaining roles in formal and informal environments.
a. Execute effective verbal and non-verbal communication skills in performance (e.g. rate, pitch, volume, inflection, posture, facial expression, physical movement).
b. Participate in a variety of acting exercises and techniques that can be applied in a rehearsal or theatre performance.
c. Engage in various performance styles.
Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Creating
TAHSFT.CR.2 - Develop scripts through theatrical techniques.
a. Differentiate between dramatic and traditional literary writing and utilize common steps of the playwriting process.
b. Assess the need for script analysis, concept development, and directorial and technical concerns of a theatrical script.
c. Construct and critique elements of dramatic structure, character, and dialogue.
d. Create and perform scenes for audiences.
North Carolina Essential Standards
Beginning High School Standards - Communication
Beginning High School Standards - Culture
Intermediate High School Standards - Communication
Intermediate High School Standards - Analysis
Proficient High School Standards - Analysis
Advanced High School Standards - Communication
Texas Essential Knowledge and Skills for Theatre Arts
MS 117.211 LI - Creative Expression: performance
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 - Critical evaluation and response
MS 117.213 LIII - Foundations: Inquiry and Understanding
MS 117.213 LIII - Critical evaluation and response
HS 117.315 LI - Foundations: Inquiry and Understanding
HS 117.316 LII - Foundations: Inquiry and Understanding
HS 117.317 LIII - Creative Expression: performance
Acting Drama 20
Theatre Studies Drama 30 (Early or Middle or Late drama)
Junior Goal II Objectives
Junior Goal III Objectives
Junior Goal I Objectives
Theatre Studies Level II - Intermediate (Theatre History)
Senior Goal I Objectives
Senior Goal II Objectives
British Columbia (2018)
GRADE 6 - ARTS - Exploring and creating
GRADE 6 - ARTS - Reasoning and reflecting
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 6 - ARTS - Communicating and documenting
GRADE 7 - ARTS - Exploring and creating
GRADE 7 - ARTS - Communicating and documenting
GRADE 8 - ARTS - Exploring and creating
GRADE 8 - ARTS - Reasoning and reflecting
Describe, interpret and evaluate how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, techniques, and environments to create and communicate ideas
GRADE 8 - ARTS - Communicating and documenting
GRADE 9 - DRAMA - Exploring and creating
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 - Connect and expand
GRADE 11 - DRAMA - Explore and Create
GRADE 11 - DRAMA - Reason and reflect
GRADE 11 - DRAMA - Connect and expand
GRADE 12 - DRAMA - Explore and Create
GRADE 12 - DRAMA - Reason and reflect
GRADE 12 - DRAMA - Connect and expand
Grades 9 & 10 - Foundations - Responsible Practices
C.3.3 - demonstrate an understanding of theatre and audience etiquette, in both classroom and formal performance contexts (e.g., as a performer: show willingness to take direction and behave appropriately towards other actors; as a viewer: demonstrate respect for performers and other audience members by paying attention, not interrupting or talking, and applauding when appropriate)
Grades 9 & 10 - Foundations - Concepts and Terminology
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 - Reflecting, Responding and Analyzing - Connections Beyond the Classroom
B.3.1 - identify and describe skills, attitudes, and strategies they used in collaborative drama activities (e.g., brainstorming, active listening, and cooperative problem-solving skills; strategies for sharing responsibility through collaborative team roles)