Unit
The Autobiographical Monologue
Created by Gai Jones
4 lessons
monologue
All students have something to say and a story to tell. They can relate to their personal stories better than anyone else. All students have a lot of material which can be used as part of an original monologue.
In this unit, students will write an autobiographical monologue based on their personal expertise, memories, distinct point of view, sense of truth, and life experiences.
Through the process, students will be encouraged to explore past stories, objects, and images and other personal material.
Start here
The overview lays out the objectives for the course, including lesson outline, assessment, and time management suggestions.
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1Lesson 1Introduction and Warm-Up ExercisesIn this lesson, students will be introduced to the objective of the unit (to write an autobiographical monologue), reflect on their thoughts and fears when it comes to the writing process, and engage with exercises that introduce the concept of using personal connection and narrative to create characters.
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2Lesson 2Comic and Serious PerspectivesIn this lesson, students will experiment with thinking from a comic and a serious perspective, which might offer possibilities for their original monologue.
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3Lesson 3Brainstorming for an Autobiographical MonologueThis is a brainstorming-through-exercises lesson to give students the opportunity to explore possible personal inspirations for their autobiographical monologue.
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4Lesson 4Writing an Autobiographical MonologueIn this lesson, based on their brainstorm material, students will look at their memories, notes, and images, choose a subject, and write on the character for their monologue. They will then write a first draft of their monologue in a quick-write fashion. After a break, students will analyze what they’ve written, and write a second draft. The unit ends with a reflection or students reading their work aloud.
Standards Addressed
Generate and conceptualize artistic ideas and work - Grade 6
Select, analyze, and interpret artistic work for presentation - Grade 6
Generate and conceptualize artistic ideas and work - Grade 7
Select, analyze, and interpret artistic work for presentation - 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
Generate and conceptualize artistic ideas and work - High School Accomplished
Organize and develop artistic ideas and work - Grade 6
Organize and develop artistic ideas and work - Grade 7
Develop and refine artistic techniques and work for presentation - 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 8
Convey meaning through the presentation of artistic work - Grade 8
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade HS Proficient
Convey meaning through the presentation of artistic work - Grade HS Proficient
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade HS Accomplished
Convey meaning through the presentation of 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.
7.TH:Cr1 Generate and conceptualize artistic ideas and work
7.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
8.TH:Cr1 Generate and conceptualize artistic ideas and work
8.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
Prof.TH:Cr1 Generate and conceptualize artistic ideas and work
Prof.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
Acc.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.
Adv.TH:Pr5 Develop and refine artistic techniques and work for presentation.
6.TH:Cr3 Refine and complete artistic work.
7.TH:Cr3 Refine and complete artistic work.
8.TH:Cr3 Refine and complete artistic work.
8.TH:Pr6 Convey meaning through the presentation of artistic work.
Prof.TH:Cr3 Refine and complete artistic work.
Prof.TH:Pr6 Convey meaning through the presentation of artistic work.
Acc.TH:Cr3 Refine and complete artistic work.
Acc.TH:Pr6 Convey meaning through the presentation of artistic work.
Sixth Grade
- 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.a Students Can: Analyze to improve, refine, and evolve original ideas and artistic choices in a devised or scripted drama/theatre work.
- DT.6.1.4.a Students Can: Examine and articulate choices to refine a devised or scripted drama/theatre work.
- DT.6.1.4.b Students Can: Identify and employ effective physical and vocal traits of characters in an improvised 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.6.2.1.b Students Can: Experiment with various physical and vocal choices to communicate character in a drama/theatre work.
Seventh Grade
- 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.7.1.4.b Students Can: Develop effective physical and vocal traits of characters in an improvised or scripted drama/theatre work.
- DT.7.2.1.a Students Can: Experiment various staging choices to enhance the story in a drama/theatre work.
- DT.7.2.1.b Students Can: Apply various character objectives in a drama/theatre work.
Eighth Grade
- 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.8.1.4.b Students Can: Refine effective physical, vocal, and physiological traits of characters in an improvised 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.8.2.4.a Students Can: Perform/present a rehearsed/designed drama/theatre work for an 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.H1.1.3.b Students Can: Explore how personal, cultural, global, and historic belief systems affect creative choices in a drama/theatre work.
- DT.H1.1.4.a Students Can: Practice and revise a devised or scripted drama/theatre work using theatrical staging conventions.
- DT.H1.1.4.b Students Can: Explore physical, vocal, and physiological choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work.
- DT.H1.2.1.b Students Can: Shape artistic choices using given circumstances in a drama/theatre work.
- DT.H1.2.4.a Students Can: Perform/present a scripted drama/theatre work for a specific audience.
- 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.c Students Can: Develop a character that is believable and authentic in a drama/theatre work based on personal experiences and knowledge.
- DT.H2.1.4.b Students Can: Revise physical, vocal, and physiological choices impacting the believability and relevance of a drama/theatre work by using research and script analysis.
- DT.H2.2.4.a Students Can: Present a drama/theatre work using creative processes that shape the production for a specific audience.
High School - Professional Pathway
- DT.H3.2.1.b Students Can: Formulate an approach to artistic choices in a drama/theatre work based on a variety of researched techniques.
- DT.H3.2.2.a Students Can: Perform and justify a collection of acting exercises from reliable resources to prepare a believable and sustainable performance.
- 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.
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.9-10.4 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).
- CCSS.ELA-LITERACY.RL.9-10.5 Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
- 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.
- CCSS.ELA-LITERACY.RL.9-10.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
Critical Thinking & Reflection
- TH.68.C.1.2 Develop a character analysis to support artistic portrayal.
- TH.68.C.1.4 Create and present a design, production concept, or performance and defend artistic choices.
- TH.912.C.1.2 Create, refine, and sustain complex and believable characters for performance through the integration and application of artistic choices based on research, rehearsal, feedback, and refinement.
- TH.912.C.1.3 Justify a response to a theatrical experience through oral or written analysis, using correct theatre terminology.
- 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.2.5 Analyze the effect of rehearsal sessions and/or strategies on refining skills and techniques by keeping a performance or rehearsal journal/log.
- 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.912.H.1.1 Analyze how playwrights' work reflects the cultural and socio-political framework in which it was created.
- TH.912.H.2.11 Describe the significant works and major contributions of major playwrights, performers, designers, directors, and producers in American musical theatre.
- 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.2.3 Weigh and discuss, based on analysis of dramatic texts, the importance of cultural protocols and historical accuracy for artistic impact.
- TH.912.H.3.1 Apply critical-thinking and problem-solving skills used in theatre collaboration to develop creative solutions to real-life issues.
- TH.912.H.3.5 Explain how the social interactions of daily life are manifested in theatre.
Innovation, Technology & the Future
Organizational Structure
- TH.68.O.2.1 Diagram the major parts of a play and their relationships to each other.
- TH.68.O.2.4 Perform a scene or pantomime to demonstrate understanding of blocking and stage movement.
- 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.
- TH.912.O.1.3 Execute the responsibilities of director, designer, manager, technician, or performer by applying standard theatrical conventions.
- TH.912.O.1.4 Write an original script or a dramatic adaptation of a literary work to demonstrate knowledge of 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.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.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.2.4 Memorize and present a character's lines from a monologue or scene.
- 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.1.4 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.2.3 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.
- 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.2.8 Strengthen acting skills by engaging in theatre games and improvisations.
- TH.912.S.3.2 Exercise artistic discipline and collaboration to achieve ensemble in rehearsal and performance.
- TH.912.S.3.3 Develop acting skills and techniques in the rehearsal process.
- TH.912.S.3.5 Conduct a comparative analysis of acting methods and the teacher-artists who developed them as a foundational guide to acting.
- TH.912.S.3.7 Demonstrate the audition process by researching and selecting monologues and presenting a memorized selection.
- 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 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 -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 - MUSICAL THEATRE LEVELS I-IV - Creating
Grades 9-12 - THEATRE HISTORY AND LITERATURE I AND II - Performing
Grades 9-12 - THEATRE MANAGEMENT - Creating
Sixth Grade Create
Sixth Grade Present
Seventh Grade Create
Seventh Grade Present
Eighth Grade Create
Eighth Grade Present
Beginning High School Connect
Beginning High School Create
Beginning High School Present
- B.PR.1.1 Refine theatrical works based on specific criteria.
- B.PR.1.2 Communicate characters, situations, and scenarios using body and voice while adhering to staging conventions.
- B.PR.2.1 Develop scripted or devised theatre for presentation.
- B.PR.2.2 Demonstrate appropriate theatre audience behavior with the understanding of the impact on performers and technicians.
- B.PR.2.4 Identify the responsibilities of a performer in a variety of theatrical venues.
Beginning High School Respond
Intermediate High School Create
Intermediate High School Present
Intermediate High School Respond
Accomplished High School Present
- 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
Advanced High School Present
Beginning High School Standards - Communication
Beginning High School Standards - Analysis
Beginning High School Standards - Culture
Intermediate High School Standards - Analysis
Intermediate High School Standards - Culture
Proficient High School Standards - Communication
MS 117.213 LIII - Creative Expression: production
HS 117.315 LI - Foundations: Inquiry and Understanding
HS 117.315 LI - Creative Expression: performance
- C.2.D use physical, intellectual, emotional, and social awareness to portray believable characters and convey a story when applying acting concepts, skills, and techniques.
- C.2.E employ physical techniques consistently to express thoughts, feelings, and actions non-verbally.
- C.2.F create, write, and refine original monologues, improvisations, scenes, or vignettes that reflect dramatic structure to convey meaning to the audience through live performance or media forms.
HS 117.315 LI - Creative Expression: production
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
HS 117.317 LIII - Foundations: Inquiry and Understanding
HS 117.317 LIII - Creative Expression: performance
HS 117.318 LIV - Creative Expression: production
Speech Drama 10
Speech Drama 20
Improvisation Drama 10
- 11 apply the essential elements of a story: character, setting, conflict, climax and plot in planned and unplanned scenes
- 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
- 27 demonstrate economy in movement and speech by making appropriate selections
- 29 demonstrate understanding of and apply the concept of status
- 30 demonstrate understanding of and apply the concepts of a character’s objectives and motivation
- 5 create experiences through imaging, visualizing and fantasizing
Improvisation Drama 30
Acting Drama 20
- 1 analyze a script for explicit character clues
- 10 critique the work of self and others through observation of specific details
- 11 demonstrate understanding of antecedent action, acting beat, operative word, transitions, interior monologue
- 12 analyze script for clues to create antecedent action
- 14 identify and use operative words in a script
- 15 analyze script for a character’s transitions
- 17 create and use an interior monologue
- 2 create, select and sustain physical details of the character from scripted material
- 3 demonstrate understanding of and identity motivation and objectives (overall, main and immediate).
- 5 demonstrate a character’s main objective within a scene
- 6 demonstrate a character’s immediate or moment-to-moment objectives within a scene
- 7 demonstrate the ability to play a character from the character’s point of view
- 8 demonstrate the ability to memorize required text
Acting Drama 30
Movement Drama 10
Playwriting - Drama 20
Improvisation/Acting Level III - Advanced
Junior Goal II Objectives
Junior Goal III Objectives
Junior Orientation
Movement Level I - Beginning
Speech Level I - Beginning
Speech Level II - Intermediate
Improvisation/Acting Level I - Beginning
- 1 use warm-up techniques for preparation of body, voice and mind
- 11 create a dramatic situation in response to varied stimuli: objects, pictures, music
- 4 create experiences through imaging, visualizing and fantasizing
- 6 understand and apply the essential elements of a story: character, setting, conflict, climax and plot
Improvisation/Acting Level II - Intermediate
Junior Goal I Objectives
Theatre Studies Level 1 - Beginning (performance analysis)
Theatre Studies Level III - Advanced (The script)
Senior Goal I Objectives
Senior Goal II Objectives
GRADE 6 - ARTS - Exploring and creating
- 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
GRADE 6 - ARTS - Communicating and documenting
GRADE 7 - ARTS - Exploring and creating
- 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 7 - ARTS - Reasoning and reflecting
GRADE 7 - ARTS - Communicating and documenting
GRADE 8 - ARTS - Exploring and creating
GRADE 8 - ARTS - Reasoning and reflecting
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
- Explore relationships between identity, place, culture, society, and belonging through dramatic experiences
- Take creative risks to experience and express thoughts, emotions, and meaning
GRADE 9 - DRAMA - Reasoning and reflecting
GRADE 9 - DRAMA - Communicating and documenting
GRADE 9 - DRAMA - Connecting and expanding
GRADE 10 - DRAMA - Explore and Create
- Create dramatic works with an intended audience in mind
- Develop a repertoire of dramatic skills and techniques through presentation or performance
- Develop performance skills in a variety of contexts
- Explore and create dramatic works to express ideas and emotions
- Explore dramatic works through presentation or performance
- Improvise and take creative risks to express meaning
- Intentionally select and combine drama conventions
GRADE 10 - DRAMA - Reason and reflect
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
- Develop a repertoire of dramatic skills and techniques through presentation or performance
- Develop and refine performance skills in a variety of contexts
- 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
- Improvise and take creative risks using imagination, exploration, and inquiry
- Purposefully select and combine dramatic elements and conventions
GRADE 11 - DRAMA - Reason and reflect
GRADE 11 - DRAMA - Connect and expand
GRADE 12 - DRAMA - Explore and Create
- Develop a repertoire of dramatic skills, vocabulary, and techniques through presentation or performance
- Develop and refine performance skills in a variety of contexts
- Improvise and take creative risks using imagination, exploration, and inquiry
- Intentionally select and combine dramatic elements and conventions
GRADE 12 - DRAMA - Reason and reflect
GRADE 12 - DRAMA - Communicate and document
GRADE 12 - DRAMA - Connect and expand
Grade 6 - Creating and Presenting
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
Grades 9 & 10 - Foundations - Responsible Practices
- C.3.2 identify and apply the skills and attitudes needed to perform various tasks and responsibilities in producing drama works (e.g., use active listening and cooperative problem-solving skills; practise punctuality; use tact in suggesting changes and improvements; demonstrate willingness to accept criticism and build consensus)
- 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 - Context and Influences
Grades 9 & 10 - Foundations - Concepts and Terminology
- C.1.1 identify the drama forms, elements, conventions, and techniques used in their own and others’ drama works, and explain how the various components are used, or can be used, to achieve specific effects, with a focus on ensemble drama works (e.g., how a comic drama form can be used to convey a serious message, how setting and time period can be used to sharpen the focus on a moral dilemma, how characters can be used to vary the mood within a drama)
- 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)
- C.1.3 demonstrate an understanding of production roles, practices, and terminology when planning and presenting drama works (e.g., set design, costume design, lighting plot, light cue sheet, sound cue sheet, prompt book, set sketch, set model)
Grades 9 & 10 - Creating and Presenting - Presentation Techniques & Technologies
- A.3.1 identify and use a variety of techniques to influence the audience in specific ways (e.g., have actors enter the performance space from the audience to increase audience connection to the drama; use blocking to focus audience attention on key characters or relationships between characters)
- A.3.2 use a variety of voice and movement techniques to support the creation of character or atmosphere during rehearsal (e.g., use voice and movement to suggest an airport, circus, or factory environment)
Grades 9 & 10 - Creating and Presenting - Elements and Conventions
- A.2.1 select and combine the elements of drama to achieve a variety of purposes in ensemble presentations (e.g., use the elements of character, time, and place in a drama about making a difficult choice; use the elements of time and place to clarify the focus in a drama about a historical event)
- A.2.2 use a variety of conventions to create a distinct voice that reflects a particular global, social, or personal perspective (e.g., use voices in the head, role on the wall, and hot seating to create a complex character from another region or country)
Grades 9 & 10 - Creating and Presenting - The Creative Process
- A.1.1 develop interpretations of issues from contemporary or historical sources (e.g., photographs, videos, music, newspaper/magazine articles, an eyewitness account of a historical event) as the basis for drama
- A.1.2 select and use appropriate forms to present identified issues from a variety of perspectives (e.g., use a radio play, improvisation, or series of tableaux to present two opposing views about a political, social, or environmental issue)
- A.1.3 use role play and characterization to explore personal and social issues (e.g., with a partner, create or assume a role that explores an issue such as bullying; create a scenario that reveals details about a character’s motivation)
Grade 11 - Creating and Presenting - Presentation Techniques & Technologies
Grade 11 - Creating and Presenting - Elements and Conventions
Grade 11 - Creating and Presenting - The Creative Process
Grade 12 - Creating and Presenting - Presentation Techniques & Technologies
Grade 12 - Creating and Presenting - The Creative Process
Grade Six
- 6.12 The student will demonstrate how meaning is expressed both physically (through movement, gesture, and other forms of physical expression) and verbally (through vocal choices).
- 6.14 The student will demonstrate theatre as dramatized storytelling by preparing and presenting short scenes that include characters, setting, properties, conflict, and a progressive chain of events.
Grade Seven
Grade Seven
Grade Eight
Theatre Arts I: Introduction to Theatre
Theatre Arts I: Introduction to Theatre
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 III: Intermediate Acting & Playwriting
Theatre Arts IV: Advanced Acting And Directing
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