Unit
Tech Theatre Unit: Costuming When You Don't Sew
Created by Drama Teacher Academy
In this unit, students will take on the role of the costumer, which is different from a costume designer. It introduces costuming concepts in order to execute a costume. No complicated sewing is required, which is great if you don’t have the background, the access, or the resources to have a class of students create costumes.
Instead of making costumes from scratch, as a designer would, students will create costumes from stock, borrowed items, or low-cost finds. They will take finished products and adapt them into what they need to create the right atmosphere.
In order to help with their adaptations, students will try different distressing techniques and learn three SIMPLE stitches that they’ll be able to use over and over again. It’s a valuable tech theatre skill to teach students how to execute on costumes when you (and they) don’t sew!
Start here
The overview lays out the objectives and structure for the unit, include lesson pacing, materials required, and assessment strategy.
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1-3Lesson 1-3Part 1: Introduction to a Theatrical Role: CostumerA costume designer and a costumer are two different things. A costume designer creates pieces from the drawing board to the stage while a costumer pulls from already existing pieces to create fully realized characters. This means the approach is different. With costuming, there is no such thing as a perfect costume. But there are costumes that create the right atmosphere. In these lessons, students will be introduced to the role of the costumer.
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4Lesson 4Part 2: Lesson 1: Analyzing Your ShowIn this lesson, students start the costuming process for a specific play through analysis. Then they will be assigned (or choose) the character they will design for, as well as a specific costume. They will be given time to answer some analysis questions for this specific character and costume. Students complete these analysis questions in advance of the next lesson.
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5Lesson 5Part 2: Lesson 2: Inspiration CollageStudents will take what they’ve learned so far to create a digital Inspiration Collage as a way to help them visualize the costume they will create.
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6Lesson 6Part 2: Lesson 3: Measuring, and the Three StitchesStudents will learn how to set up the costume racks to prepare for costuming a show. Students will then learn how to take proper measurements by measuring each other. They will fill out a standard costume measurement form. Then, after instruction on how to do the three stitches that can help them to complete alterations, they will practice these stitches by creating a pincushion.
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7Lesson 7Part 2: Lesson 4: Costume WorkshopIn this lesson, students will learn some distressing techniques and complete a distressing activity. After this activity, students will start pulling items for their costume designs as indicated by their Inspiration Collages. Students will then prep for a design presentation and costume parade after a work period in the next class.
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8Lesson 8Part 2: Lesson 5: Design Presentations and Costume ParadeStudents will show their Inspiration Collages, their costumes, and their slide decks. They will explain why they made their choices and how it reflects their understanding of the character and the play. Students will do as much as possible to realize their costumes, given the resources available and the time they’ve had to work on the project, and describe what they would do to complete their costumes.
Standards Addressed
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 - Grade 8
Generate and conceptualize artistic ideas and work - High School Proficient
Generate and conceptualize artistic ideas and work - High School Accomplished
Generate and conceptualize artistic ideas and work - High School Advanced
Organize and develop artistic ideas and work - Grade 6
Develop and refine artistic techniques and work for presentation - Grade 6
Interpret intent and meaning in artistic work - Grade 6
Organize and develop artistic ideas and work - Grade 7
- TH:Cr2.1.7.a Examine and justify original ideas and artistic choices in a drama/theatre work based on critical analysis, background knowledge, and historical and cultural context.
- TH:Cr2.1.7.b Demonstrate mutual respect for self and others and their roles in preparing or devising drama/theatre work.
Develop and refine artistic techniques and work for presentation - Grade 7
Interpret intent and meaning in artistic work - Grade 7
Organize and develop artistic ideas and work - Grade 8
- TH:Cr2.1.8.a Articulate and apply critical analysis, background knowledge, research, and historical and cultural context to the development of original ideas for a drama/theatre work.
- TH:Cr2.1.8.b Share leadership and responsibilities to develop collaborative goals when preparing or devising drama/theatre work.
Develop and refine artistic techniques and work for presentation - Grade 8
Interpret intent and meaning in artistic work - Grade 8
Organize and develop artistic ideas and work - Grade HS Proficient
- TH:Cr2.1.HSI.a Explore the function of history and culture in the development of a dramatic concept through a critical analysis of original ideas in a drama/theatre work.
- TH:Cr2.1.HSI.b Investigate the collaborative nature of the actor, director, playwright, and designers and explore their interdependent roles in a drama/theatre work.
Develop and refine artistic techniques and work for presentation - Grade HS Proficient
Interpret intent and meaning in artistic work - Grade HS Proficient
Organize and develop artistic ideas and work - Grade HS Accomplished
Develop and refine artistic techniques and work for presentation - Grade HS Accomplished
Interpret intent and meaning in artistic work - Grade HS Accomplished
- TH:Re8.1.HSII.a Develop detailed supporting evidence and criteria to reinforce artistic choices, when participating in or observing a drama/theatre work.
- TH:Re8.1.HSII.b Apply concepts from a drama/theatre work for personal realization about cultural perspectives and understanding.
- TH:Re8.1.HSII.c Debate and distinguish multiple aesthetics, preferences, and beliefs through participation in and observation of drama/theatre work.
Organize and develop artistic ideas and work - Grade HS Advanced
Develop and refine artistic techniques and work for presentation - Grade HS Advanced
Interpret intent and meaning in artistic work - Grade HS Advanced
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade 6
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade 7
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade HS Proficient
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade HS Accomplished
- TH:Cr3.1.HSII.a Use the rehearsal process to analyze the dramatic concept and technical design elements of a devised or scripted drama/theatre work.
- TH:Cr3.1.HSII.c Re-imagine and revise technical design choices during the course of a rehearsal process to enhance the story and emotional impact of a devised or scripted drama/theatre work.
Convey meaning through the presentation of artistic work - Grade HS Accomplished
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade HS Advanced
Convey meaning through the presentation of artistic work - Grade HS Advanced
6.TH:Cr1 Generate and conceptualize artistic ideas and work
7.TH:Cr1 Generate and conceptualize artistic ideas and work
8.TH:Cr1 Generate and conceptualize artistic ideas and work
Prof.TH:Cr1 Generate and conceptualize artistic ideas and work
Acc.TH:Cr1 Generate and conceptualize artistic ideas and work.
Adv.TH:Cr1 Generate and conceptualize artistic ideas and work.
6.TH:Cr2 Organize and develop artistic ideas and work.
6.TH:Pr5 Develop and refine artistic techniques and work for presentation.
6.TH:Re8 Interpret intent and meaning in artistic work.
7.TH:Cr2 Organize and develop artistic ideas and work.
7.TH:Pr5 Develop and refine artistic techniques and work for presentation.
7.TH:Re8 Interpret intent and meaning in artistic work.
8.TH:Cr2 Organize and develop artistic ideas and work.
- 8.TH:Cr2.a Articulate and apply critical analysis, personal experience, research, and historical and cultural context to the development of original ideas for a drama/theatre work.
- 8.TH:Cr2.b Share leadership and responsibilities to develop collaborative goals when preparing or devising drama/theatre work.
8.TH:Pr5 Develop and refine artistic techniques and work for presentation.
8.TH:Re8 Interpret intent and meaning in artistic work.
Prof.TH:Cr2 Organize and develop artistic ideas and work.
- Prof.TH:Cr2.a Explore the function of history and culture in the development of a dramatic concept through a critical analysis of original ideas in drama/theatre works from western or non-western theatre traditions.
- Prof.TH:Cr2.b Investigate the collaborative nature of the actor, director, playwright, and designers and their interdependent roles in a drama/theatre work.
Prof.TH:Pr5 Develop and refine artistic techniques and work for presentation.
Prof.TH:Re8 Interpret intent and meaning in artistic work.
Acc.TH:Cr2 Organize and develop artistic ideas and work.
- Acc.TH:Cr2.a Refine a dramatic concept to demonstrate a critical understanding of historical and cultural influences of original ideas applied to a drama/theatre in western or non-western theatre traditions.
- Acc.TH:Cr2.b Cooperate as a creative team to make interpretive choices for a drama/theatre work.
Acc.TH:Pr5 Develop and refine artistic techniques and work for presentation.
Acc.TH:Re8 Interpret intent and meaning in artistic work.
- Acc.TH.Re8.a Develop detailed supporting evidence and criteria to reinforce artistic choices, when participating in or observing a drama/theatre work.
- Acc.TH.Re8.b Apply concepts from a drama/theatre work for personal realization about cultural contexts and understanding.
- Acc.TH.Re8.c Debate and distinguish multiple aesthetics, preferences, and beliefs through participation in and observation of drama/theatre work.
Adv.TH:Cr2 Organize and develop artistic ideas and work.
Adv.TH:Pr5 Develop and refine artistic techniques and work for presentation.
Adv.TH:Re8 Interpret intent and meaning in artistic work.
6.TH:Cr3 Refine and complete artistic work.
7.TH:Cr3 Refine and complete artistic work.
Prof.TH:Cr3 Refine and complete artistic work.
Acc.TH:Cr3 Refine and complete artistic work.
- Acc.TH:Cr3.a Use the rehearsal process to analyze the dramatic concept and design elements of a devised or scripted drama/theatre work.
- Acc.TH:Cr3.c Re-imagine and revise design choices using technical theatre elements during the course of a rehearsal process to enhance the story and emotional impact of a devised or scripted drama/theatre work.
Acc.TH:Pr6 Convey meaning through the presentation of artistic work.
Adv.TH:Cr3 Refine and complete artistic work.
Adv.TH:Pr6 Convey meaning through the presentation of artistic work.
Sixth Grade
- DT.6.1.1.b Students Can: Identify possible solutions to design challenges in a drama/theatre work.
- DT.6.1.2.a Students Can: Analyze to improve, refine, and evolve original ideas and artistic choices in a devised or scripted 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.6.1.4.c Students Can: Explore a planned technical design during the rehearsal process for a devised or scripted drama/theatre work.
- DT.6.2.2.b Students Can: Articulate how technical elements are integrated into a drama/theatre work.
- DT.6.3.2.b Students Can: Identify cultural perspectives that may influence the evaluation of a drama/theatre work.
- DT.6.3.2.c Students Can: Identify personal aesthetics, preferences, and beliefs through participation in or observation of drama/theatre work.
Seventh Grade
- DT.7.1.1.b Students Can: Explain and present possible solutions to design challenges 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.7.1.2.b Students Can: Demonstrate mutual respect for self and others and their roles in preparing or devising drama/theatre work.
- DT.7.1.4.c Students Can: Implement planned technical design elements during the rehearsal process for a devised or scripted drama/theatre work.
- DT.7.2.2.b Students Can: Choose a variety of technical elements that can be applied to a design in a drama/theatre work.
- DT.7.3.2.b Students Can: Describe how cultural perspectives can influence the evaluation of drama/theatre work.
- DT.7.3.2.c Students Can: Interpret how the use of personal aesthetics, preferences, and beliefs can be used to discuss drama/theatre work.
Eighth Grade
- DT.8.1.1.b Students Can: Imagine and explore possible solutions to design challenges of a performance space 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.8.1.2.b Students Can: Share leadership and responsibilities to develop collaborative goals when preparing or devising drama/theatre work.
- DT.8.1.3.b Students Can: Identify and use research and design choices in a drama/theatre work to enhance the work.
- DT.8.2.2.b Students Can: Implement a variety of technical elements to create a design for a rehearsal or drama/theater production.
- DT.8.3.2.b Students Can: Analyze how cultural perspectives influence the evaluation of a drama/theatre work.
- DT.8.3.2.c Students Can: Apply personal aesthetics, preferences, and beliefs to evaluate a drama/theatre work.
High School - Fundamental Pathway
- DT.H1.1.1.a Students Can: Apply basic research to construct ideas about the visual composition of a drama/theatre work.
- DT.H1.1.2.a Students Can: Explore the function of history and culture in the development of a dramatic concept through a critical analysis of original ideas in a drama/theatre work.
- DT.H1.1.2.b Students Can: Investigate the collaborative nature of the actor, director, playwright, and designers to explore their interdependent roles in a drama/theatre work.
- DT.H1.1.3.a Students Can: Investigate how cultural perspectives, community ideas, and personal beliefs impact a drama/theatre work.
- 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.H1.2.2.b Students Can: Use research and script analysis to discover the impact design has for a drama/theatre production.
- DT.H1.2.4.a Students Can: Perform/present a scripted drama/theatre work for a specific audience.
- DT.H1.3.2.b Students Can: Identify and compare cultural perspectives and contexts that may influence the evaluation of a drama/theatre work.
- DT.H1.3.2.c Students Can: Justify personal aesthetics, preferences, and beliefs through participation in and observation of a drama/theatre work.
- DT.H1.3.4.c Students Can: Adapt a drama/theatre work to impact a specific audience.
High School - Advanced Pathway
- DT.H2.1.1.a Students Can: Investigate historical and cultural conventions and their impact on the visual composition of a drama/theatre work.
- DT.H2.1.1.b Students Can: Understand and apply technology to design solutions for a drama/theatre work.
- DT.H2.1.2.a Students Can: Refine a dramatic concept to demonstrate a critical understanding of historical and cultural influences of original ideas applied to a drama/theatre work.
- DT.H2.1.2.b Students Can: Cooperate as a creative team to make interpretive choices for a drama/theatre work.
- DT.H2.1.3.a Students Can: Choose and interpret a drama/theatre work to connect and question beliefs.
- DT.H2.1.4.a Students Can: Analyze the dramatic concept and technical design elements of a devised or scripted drama/theatre work through the use of the rehearsal process.
- DT.H2.1.4.c Students Can: Re-imagine and revise technical design choices during the course of a rehearsal process to enhance the story and emotional impact of a devised or scripted drama/theatre work.
- DT.H2.2.2.b Students Can: Apply technical elements and research to create a design that communicates the concept of a drama/theatre production.
- DT.H2.2.4.a Students Can: Present a drama/theatre work using creative processes that shape the production for a specific audience.
- DT.H2.3.1.a Students Can: Respond to what is seen, felt, and heard in a drama/theatre work to critique artistic choices and justify meaningful feedback based on historical, cultural, and personal context.
- DT.H2.3.2.a Students Can: Develop detailed supporting evidence and criteria to reinforce artistic choices, when participating in or observing a drama/theatre work.
- DT.H2.3.2.b Students Can: Apply concepts from a drama/theatre work for personal realization about cultural perspectives and understanding.
- DT.H2.3.2.c Students Can: Debate and distinguish multiple aesthetics, preferences, and beliefs through participation in and observation of drama/theatre work.
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.b Students Can: Collaborate as a creative team to discover artistic solutions and make interpretive choices in a devised or scripted drama/theatre work.
- DT.H3.1.3.a Students Can: Collaborate on a drama/theatre work that examines a critical global issue using multiple personal, community, and cultural perspectives.
- DT.H3.1.4.c Students Can: Connect technical proficiencies to the rehearsal process to support the story and emotional impact of a devised or scripted drama/theatre work.
- DT.H3.2.2.b Students Can: Explain and justify the selection of technical elements used to build a design that communicates the concept of a drama/theatre production.
- 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.H3.2.4.a Students Can: Present a drama/theatre production for a specific audience that employs research and analysis grounded in the creative perspectives of the playwright, director, designer, and dramaturg.
- 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.H3.3.2.b Students Can: Shape personal responses to drama/theatre work by utilizing new understandings of cultures and contexts.
- DT.H3.3.2.c Students Can: Support and explain aesthetics, preferences and beliefs to create a context for critical research that informs artistic decisions in a drama/theatre work.
Reading: Literature
- CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- CCSS.ELA-LITERACY.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
- 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.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Critical Thinking & Reflection
- 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.912.C.1.4 Research and define the physical/visual elements necessary to create theatrical reality for a specific historical and/or geographical play.
- 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.1.6 Respond to theatrical works by identifying and interpreting influences of historical, social, or cultural contexts.
- TH.912.C.1.7 Justify personal perceptions of a director's vision and/or playwright's intent.
- TH.912.C.1.8 Apply the components of aesthetics and criticism to a theatrical performance or design.
- TH.912.C.2.1 Explore and describe possible solutions to production or acting challenges and select the solution most likely to produce desired results.
- 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.2.4 Collaborate with a team to outline several potential solutions to a design problem and rank them in order of likely success.
- 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.2.8 Improve a performance or project using various self-assessment tools, coaching, feedback, and/or constructive criticism.
Historical & Global Connections
- TH.68.H.1.2 Analyze the impact of one's emotional and social experiences when responding to, or participating in, a play.
- TH.912.H.1.3 Present a design or perform in the style of a different historical or cultural context to gain appreciation of that time and culture.
- TH.912.H.2.2 Research and discuss the effects of personal experience, culture, and current events that shape individual response to theatrical works.
- TH.912.H.2.5 Apply knowledge of dramatic genres and historical periods to shape the work of performers, directors, and designers.
- TH.912.H.2.7 Hypothesize how theatre may look in the future and defend that hypothesis, based on historical and social trends, to show understanding of their importance to the development of theatre.
Innovation, Technology & the Future
- TH.912.F.2.4 Apply the skills necessary to be an effective director, designer, stage manager, and/or technician in the mounting of a theatrical performance.
- TH.912.F.3.5 Monitor the tasks involved in the creative and design processes and analyze ways those processes might be applied in the workforce.
Organizational Structure
- 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.1.3 Execute the responsibilities of director, designer, manager, technician, or performer by applying standard theatrical conventions.
- TH.912.O.2.2 Perform a scene or monologue in a non-traditional way that stays true to its dramatic structure and can be justified within the script.
- TH.912.O.2.3 Create a non-traditional scenic or costume design of a classical play that visually connects it to another time period.
- TH.912.O.2.7 Brainstorm a variety of ways to deviate from western rules and conventions in theatre to influence audience and performer experiences.
- TH.912.O.3.1 Analyze the methods of communication among directors, designers, stage managers, technicians, and actors that establish the most effective support of the creative process.
- TH.912.O.3.5 Design technical elements to document the progression of a character, plot, or theme.
- TH.912.O.3.7 Apply standard conventions of directing, stage management, and design to denote blocking and stage movement for production documentation.
Skills, Techniques & Processes
- TH.68.S.2.1 Discuss the value of collaboration in theatre and work together to create a theatrical production.
- TH.912.S.1.4 Compare the artistic content as described by playwrights, actors, designers, and/or directors with the final artistic product and assess the success of the final artistic product using established criteria.
- TH.912.S.1.6 Respond appropriately to directorial choices for improvised and scripted scenes.
- TH.912.S.1.7 Interpret dramatic texts, organize and conduct rehearsals, and justify directorial choices for formal and informal productions.
- 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.2.4 Sustain a character or follow technical cues in a production piece to show focus.
- TH.912.S.2.5 Perform memorized theatrical literature in contrasting pieces to show ability to apply principles and structure, focus on details of performance, and processing skills to establish successful interpretation, expression, and believability.
- TH.912.S.2.9 Research and defend one's own artistic choices as a designer.
- TH.912.S.3.1 Articulate, based on research, the rationale for artistic choices in casting, staging, or technical design for a scene from original or scripted material.
- TH.912.S.3.2 Exercise artistic discipline and collaboration to achieve ensemble in rehearsal and performance.
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 - Performing
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.
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 -Performing
- TAHSAD.PR.1 Act and direct by communicating and sustaining roles within a variety of situations and environments.<br/>a. Examine and implement the skills and tasks associated with acting, incorporating voice, body, observation, and imagination to create characters for formal and informal performances.<br/>b. Implement the duties of the stage manager, including communication and safety procedures, that will assist the director in all areas of production.<br/>c. Develop a schedule and organizational plan to prepare a scene for performance, including a rehearsal schedule and a prompt script.<br/>d. Conduct rehearsals and present a full theatrical presentation to a live audience.
- TAHSAD.PR.2 Execute artistic and technical elements of theatre.<br/>a. Engage as a creative team in script analysis to plan and create technical elements of a theatre production.
Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Creating
Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Responding
Grades 9-12 - MUSICAL THEATRE LEVELS I-IV - Creating
Grades 9-12 - MUSICAL THEATRE LEVELS I-IV - Performing
- TAHSMT.PR.1 Act and direct by communicating and sustaining roles within a variety of situations and environments.<br/>a. Examine and implement the skills and tasks associated with acting, singing, and dancing, incorporating vocal and movement technique, observation, and imagination to create characters for formal and informal performances.<br/>b. Identify and examine the responsibilities and tasks of an actor in relation to directors, designers, choreographers, technical crew, and production staff.<br/>c. Use the skills and tools of a director to develop a presentation of formal and informal musical theatre performances.<br/>d. Conduct rehearsals to present a musical theatre performance for a live audience.
- TAHSMT.PR.2 Execute artistic and technical elements of theatre.<br/>a. Engage as a creative team in script analysis to plan and create technical elements of a theatre production, including sets, props, costumes, makeup, lighting, and sound.
Grades 9-12 - THEATRE HISTORY AND LITERATURE I AND II - Creating
Grades 9-12 - THEATRE MANAGEMENT - Creating
Sixth Grade Create
Sixth Grade Present
Seventh Grade Create
Seventh Grade Respond
Eighth Grade Create
Eighth Grade Respond
Beginning High School Create
Beginning High School Present
Beginning High School Respond
Intermediate High School Create
Intermediate High School Present
Intermediate High School Respond
Accomplished High School Create
Accomplished High School Present
- AC.PR.1.1 Integrate feedback to effectively address identified areas of improvement.
- AC.PR.2.1 Develop theatrical works for a specific audience, audition, or production.
- AC.PR.2.2 Design various procedures to encourage appropriate audience engagement.
- AC.PR.2.3 Implement technical designs to tailor theatrical works for a range of audiences, spaces, or budgets.
- AC.PR.2.4 Adapt blocking and stage directions for a variety of venues.
Accomplished High School Respond
- AC.RE.1.1 Analyze the impact of historical and cultural context on written and presented theatrical works.
- AC.RE.1.2 Describe how individual and collective experiences impact the interpretation of theatre works.
- AC.RE.2.1 Describe the influence of professional theatre and trends on personal preferences for theatrical works.
- AC.RE.2.2 Critique theatrical works citing specific areas of focus with effective suggestions for improvement.
Advanced High School Create
Advanced High School Present
Beginning High School Standards - Aesthetics
Intermediate High School Standards - Aesthetics
Advanced High School Standards - Aesthetics
MS 117.211 LI - Creative Expression: production
MS 117.212 LII - Creative Expression: performance
HS 117.315 LI - Foundations: Inquiry and Understanding
- C.1.E analyze characters by describing attributes such as physical, intellectual, emotional, and social dimensions through reading scripts of published plays.
- C.1.H define the roles of and appreciate the collaborative relationships between all artistic partners such as playwrights, composers, directors, actors, designers, technicians, and audience.
HS 117.315 LI - Critical evaluation and response
HS 117.316 LII - Foundations: Inquiry and Understanding
HS 117.316 LII - Creative Expression: performance
HS 117.316 LII - Creative Expression: production
- C.3.B read and analyze cultural, social, and political aspects of a script to determine technical elements.
- C.3.D perform a role such as actor, director, designer, technician, or editor in production decision making and collaborate with others to tell a story through live theatre or media performance.
HS 117.316 LII - Historical and cultural relevance
HS 117.317 LIII - Creative Expression: production
- C.3.B analyze and evaluate dramatic texts as a basis for technical discussions, considering themes, settings, times, literary styles, genres, and characters.
- C.3.D perform a role such as actor, director, designer, technician, or editor in production decision making and collaborate with others to tell a story through live theatre or media performance.
- C.3.E perform the role of actor, director, or technician, demonstrating responsibility, artistic discipline, and creative problem solving.
HS 117.317 LIII - Critical evaluation and response
HS 117.318 LIV - Creative Expression: performance
HS 117.318 LIV - Creative Expression: production
Technical Theatre/Design 10-20-30 - Costume
- 1 demonstrate understanding of the purpose of costume
- 2 recognize the importance of illusion in costume design
- 3 recognize the importance of artistic unity in costume design
- 4 demonstrate knowledge of appropriate safety procedures
- 5 demonstrate understanding of symbolism and psychological implications of colour, texture, line and shape
- 6 demonstrate understanding of the value of the sketch as a tool in creating and communicating ideas in costume design
- 7 demonstrate understanding of techniques of costume organization, care, maintenance, cleaning and storage
Improvisation Drama 10
Theatre Studies Drama 10 (Greek, Medieval or Elizabethan, and Canadian)
Theatre Studies Drama 20
Theatre Studies Drama 30 (Early or Middle or Late drama)
Technical Theatre/Design 10-20-30 - Management - Properties
Technical Theatre/Design 10-20-30 - Management - Set
Directing - Drama 30
- 10 apply compositional elements of stability, sequence and balance to reinforce emphasis within exercise.project
- 2 demonstrate understanding of the terms directorial concept and artistic unity
- 3 recognize that a directorial concept should lead to artistic unity
- 7 demonstrate understanding of the compositional methods of emphasis: body position, stage area plane, level, contrast, space, repetition
Improvisation/Acting Level III - Advanced
Junior Goal III Objectives
Junior Orientation
- demonstrate awareness of the multidisciplinary nature of drama/theatre
- offer and accept constructive criticism, given specific guidelines, with a desire to improve
- recognize that there is an historical and cultural aspect of drama/theatre
- support positively the work of others
- work cooperatively and productively with all members of the class in pairs, small groups and large groups
Junior Goal I Objectives
Theatre Studies Level II - Intermediate (Theatre History)
Technical Theatre - Levels I, II, III - Awareness
Technical Theatre - Application
Senior Goal I Objectives
- demonstrate a sense of inquiry and commitment, individually and to the group
- 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
Senior Goal II Objectives
- demonstrate understanding of integration of disciplines to enrich a theatrical presentation
- develop the ability to understand and apply the specific presentation techniques demanded by various dramatic forms
- participate in the theatrical style of realism as a basis for further exploration of theatrical styles
Senior Goal III Objectives
Orientation Drama 10
- demonstrate self-discipline, self-direction and a sense of responsibility
- display consideration and respect for self and others
- offer and accept constructive criticism with a desire to progress
- positively support the work of others
- recognize that values are expressed through the arts
- work cooperatively and productively
- work with abstract concepts
GRADE 6 - ARTS - Exploring and creating
- Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play
- Demonstrate an understanding and appreciation of personal, social, cultural, historical, and environmental contexts in relation to the arts
- Explore relationships between identity, place, culture, society, and belonging through the arts
- Intentionally select and apply materials, movements, technologies, environments, tools, and techniques by combining and arranging artistic elements, processes, and principles in art making
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
- 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 6 - ARTS - Communicating and documenting
GRADE 7 - ARTS - Exploring and creating
- Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play
- Demonstrate an understanding and appreciation of personal, social, cultural, historical, and environmental contexts in relation to the arts
- Explore relationships between identity, place, culture, society, and belonging through the arts
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
- 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
- Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play
- Demonstrate an understanding and appreciation of personal, social, cultural, historical, and environmental contexts in relation to the arts
- Intentionally select and apply materials, movements, technologies, environments, tools, and techniques by combining and arranging artistic elements, processes, and principles in art making
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
- Develop, refine ideas, and critically appraise ideas, processes, and technical skills in a variety of art forms to improve the quality of artistic creations
- Respond to works of art using one’s knowledge of the world
GRADE 8 - ARTS - Communicating and documenting
GRADE 9 - DRAMA - Exploring and creating
- Create dramatic works both collaboratively and as an individual, using ideas inspired by imagination, inquiry, and purposeful play
- Demonstrate an understanding and appreciation of personal, social, cultural, historical, and environmental in relation to drama
- Select and combine dramatic elements and principles to intentionally create a particular mood, effect, and meaning
- Take creative risks to experience and express thoughts, emotions, and meaning
GRADE 9 - DRAMA - Reasoning and reflecting
GRADE 9 - DRAMA - Connecting and expanding
GRADE 10 - DRAMA - Explore and Create
GRADE 10 - DRAMA - Reason and reflect
- Apply feedback to develop and refine ideas
- Describe, analyze, and respond using drama-specific language
- Examine the influences of social, cultural, historical, environmental, and personal context on drama
- Reflect on dramatic experiences and how they relate to a specific place, time, and context
- Reflect on dramatic works and make connections with personal experiences
GRADE 10 - DRAMA - Connect and expand
GRADE 11 - DRAMA - Explore and Create
- Create dramatic works for an intended audience
- Create, rehearse, and refine dramatic works through collaborative and individual presentation or performance
- Experiment with a range of materials, props, processes, and technologies to create and refine performances
- Explore and create dramatic works to express ideas, meaning, and emotions
- Purposefully select and combine dramatic elements and conventions
GRADE 11 - DRAMA - Reason and reflect
- Demonstrate awareness of self, others, and audience
- Describe, analyze, and respond to ways in which props, technologies, and environments are used in drama, using discipline-specific language
- Receive and apply constructive feedback to develop and refine ideas
- Reflect on aesthetic experiences and how they relate to a specific place, time, and context
- Reflect on dramatic works and make connections with personal experiences
GRADE 11 - DRAMA - Communicate and document
GRADE 11 - DRAMA - Connect and expand
GRADE 12 - DRAMA - Explore and Create
GRADE 12 - DRAMA - Reason and reflect
GRADE 12 - DRAMA - Connect and expand
Grade 6 - Creating and Presenting
Grade 7 - Creating and Presenting
Grade 8 - Creating and Presenting
- 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
- B1.3 plan and shape the direction of the drama by negotiating ideas and perspectives with others, both in and out of role
Grades 9 & 10 - Foundations - Responsible Practices
Grades 9 & 10 - Foundations - Concepts and Terminology
Grades 9 & 10 - Reflecting, Responding and Analyzing - The Critical Analysis Process
- B.1.1 use the critical analysis process before and during drama projects to identify and assess individual and peer roles and responsibilities in producing drama works (e.g., identify and assess the contribution of leadership and supporting roles, group dynamics, and cooperative problem solving to their process of creating drama works)
- B.1.3 identify aesthetic and technical aspects of drama works and explain how they help achieve specific dramatic purposes (e.g., write theatre or film reviews assessing whether the lighting, sound, set design, and costumes of a drama are used effectively to illustrate the intended message)
Grades 9 & 10 - Creating and Presenting - Presentation Techniques & Technologies
Grades 9 & 10 - Creating and Presenting - Elements and Conventions
Grade 11 - Foundations - Responsible Practices
Grade 11 - Reflecting, Responding and Analyzing - Drama and Society
Grade 11 - Reflecting, Responding and Analyzing - The Critical Analysis Process
Grade 11 - Creating and Presenting - Presentation Techniques & Technologies
Grade 11 - Creating and Presenting - The Creative Process
Grade 12 - Foundations - Responsible Practices
Grade 12 - Foundations - Concepts and Terminology
Grade Six
Grade Seven
Grade Eight
Theatre Arts I: Introduction to Theatre
Theatre Arts I: Introduction to Theatre
Theatre Arts II: Dramatic Literature And Theatre History
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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