In the 21st century, we are living in a time of great change for criticism and the role of the critic. Previously, one negative review from the New York Times could close a Broadway show. Now the audience as critic is a topic of much debate. Are professional critics and informed opinions necessary? What is the power of the audience critic? What is the role of the critic and the role of criticism in today’s theatre?
This unit will take students through a brief history of the theatre critic from the 500 reviews that came out of Ibsen’s one-night performance of Ghosts in 1891, to the tumultuous landscape of social media criticism. Students will then apply what they’ve learned by writing on or theatricalizing the role of the critic in a culminating assignment.
The overview covers pre-knowledge questions, time management for the 5-lesson unit, and an outline for each lesson.
In this introduction lesson, students will begin with terminology, discussion about their own knowledge and views, and try out the role of the critic in a low-stakes exercise. Is it possible to give an informed opinion about a crumpled up piece of paper?
Students will continue to evaluate the role of the critic and the purpose of criticism. In this case study lesson, students will examine a 1891 production of Henrik Ibsen’s play Ghosts. The single-night performance resulted in 500 reviews, many of which were negative and caustic.
Students will continue to evaluate the role of the critic and the purpose of criticism. In this case study lesson, students will examine a single critic from a specific era. In 1918, at 24 years old, Dorothy Parker became the drama critic for Vanity Fair. This was a time period when there were upwards of 80 Broadway theatres and over a hundred shows opened each year. It was also a post-war era where audiences were looking for release, and the wit and tone of Dorothy Parker’s reviews were exactly what people were looking for. It also got her fired.
Students will continue to evaluate the role of the critic and the purpose of criticism. In this case study lesson, students will examine the power of the New York Times drama critic in the mid to late 20th century. While there were many outlets reviewing shows, there was an ongoing mythology that a review from the New York Times had the power to keep a show running or close it. Students will discuss and infer if this is true. They will also reflect on the role of the critic who has such power.
We have now made it to the 21st century. The 21st century is a time of great change for criticism and the role of the theatre critic. There is the tumultuous world of social media criticism with both pros and cons. People consistently choose online options over print. The audience has become the critic. What does that mean for the professional critic? Do we need professional informed opinions of art in the 21st century? Are audience reviews as valuable as critic reviews? Students are given a variety of culminating assignment options in order to apply what they have learned throughout the unit.
TH:Re7.1.6.a - Describe and record personal reactions to artistic choices in a drama/theatre work.
TH:Re7.1.8.a - Apply criteria to the evaluation of artistic choices in a drama/theatre work.
TH:Re8.1.8.c - Apply personal aesthetics, preferences, and beliefs to evaluate a drama/theatre work.
TH:Re9.1.6.a - Use supporting evidence and criteria to evaluate
TH:Re9.1.6.c - Identify a specific audience or purpose for a drama/theatre work.
TH:Re9.1.7.b - Consider the aesthetics of the production elements in a drama/theatre work.
6.TH:Re7 - Describe and record personal reactions to artistic choices in a drama/theatre work.
8.TH:Re7 - Apply appropriate criteria to the evaluation of artistic choices in a drama/theatre work.
8.TH.Re8.c - Apply personal aesthetics, preferences, and beliefs to evaluate a drama/theatre work.
6.TH.Re9.a - Use supporting evidence and criteria to evaluate drama/theatre work.
6.TH.Re9.b - Identify a specific audience or purpose for a drama/theatre work.
TH.912.C.1.7 - Justify personal perceptions of a director's vision and/or playwright's intent.
A.A.1.2 - Critique performances of written texts based on a set of given criteria.
Tennessee Theatre standards (2018) standards were built using the framework of the NCAS which is built on four key domains: Creating, Performing/Presenting/Producing, Connecting, and Responding. Within each of these domains are foundations and standards to support the development of curriculum, programs, and learning.
(source: Tennessee Department of Education, Tennessee Academic Standards for Fine Arts, Summer 2018)
Please refer to National Core Arts Standards to determine the standard that best suits your needs.
C.5.C - identify production elements of theatre, film, television, and other media.
B.1.E - demonstrate knowledge of theatrical vocabulary and terminology.
B.1.E - apply knowledge of theatrical vocabulary and terminology.
develop the willingness to make a decision, act upon it and accept the results
demonstrate the ability to assess critically the process and the art
Describe, interpret and respond to works of art and explore artists’ intent
Interpret works of art using knowledge and skills from various areas of learning
Reflect on works of art and creative processes to understand artists’ intentions
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
Document and respond to dramatic works and experiences in a variety of contexts
Explore the impacts of dramatic works on culture and society
Evaluate the social, cultural, historical, environmental, and personal contexts of dramatic works
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
Examine the impacts of dramatic works on culture and society