DTA | The Role of the Theatre Critic

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.

Unit Summary

Standards Addressed

critic

Overview

The overview covers pre-knowledge questions, time management for the 5-lesson unit, and an outline for each lesson.

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1: Introduction

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?

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2: Critic Case Study: "A Dirty Act Done Publicly"

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.

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3: Dorothy Parker

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.

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4: Critic Case Study: The New York Times

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.

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5: The 21st Century Critic: Culminating Assignment

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.

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Standards Addressed

National Core Arts Standards

Common Core

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.3 - Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

Language

CCSS.ELA-LITERACY.CCRA.L.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.CCRA.L.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Language

CCSS.ELA-LITERACY.L.9-10.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.L.9-10.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

California VAPA Standards (2019)

6.TH:Re7 Perceive and analyze artistic work.

6.TH:Re7 - Describe and record personal reactions to artistic choices in a drama/theatre work.

7.TH:Re7 Perceive and analyze artistic work.

7.TH:Re7 - Compare recorded personal and peer reactions to artistic choices in a drama/ theatre work.

8.TH:Re7 Perceive and analyze artistic work.

8.TH:Re7 - Apply appropriate criteria to the evaluation of artistic choices in a drama/theatre work.

Prof.TH:Re7 Perceive and analyze artistic work.

Prof.TH:Re7 - Respond to what is seen, felt, and heard in a drama/theatre work to develop criteria for artistic choices.

Acc.TH:Re7 Perceive and analyze artistic work.

Acc.TH:Re7 - Demonstrate an understanding of multiple interpretations of artistic criteria and how each might be used to influence future artistic choices of a drama/theatre work.

Adv.TH:Re7 Perceive and analyze artistic work.

Adv.TH:Re7 - Use historical and cultural context to structure and justify personal responses to a drama/theatre work.

6.TH:Re8 Interpret intent and meaning in artistic work.

6.TH.Re8.c - Identify personal aesthetics, preferences, and beliefs through participation in or observation of drama/ theatre work.

7.TH:Re8 Interpret intent and meaning in artistic work.

7.TH.Re8.c - Interpret how the use of personal aesthetics, preferences, and beliefs can be used to discuss drama/theatre work.

8.TH:Re8 Interpret intent and meaning in artistic work.

8.TH.Re8.a - Recognize and share artistic choices when participating in or observing a drama/theatre work.

8.TH.Re8.c - Apply personal aesthetics, preferences, and beliefs to evaluate a drama/theatre work.

Prof.TH:Re8 Interpret intent and meaning in artistic work.

Prof.TH.Re8.c - Understand how multiple aesthetics, preferences, and beliefs shape participation in and observation of a drama/theatre work.

6.TH:Re9 Apply criteria to evaluate artistic 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.

7.TH:Re9 Apply criteria to evaluate artistic work.

7.TH.Re9.b - Identify how the intended purpose of a drama/theatre work appeals to a specific audience.

7.TH.Re9.c - Analyze and evaluate the aesthetics of the technical theatre elements in a drama/theatre work.

8.TH:Re9 Apply criteria to evaluate artistic work.

8.TH.Re9.a - Respond to a drama/ theatre work using supporting evidence, personal aesthetics, and artistic criteri

Florida Sunshine State Standards

Critical Thinking & Reflection

TH.912.C.1.3 - Justify a response to a theatrical experience through oral or written analysis, using correct theatre terminology.

TH.912.C.1.6 - 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.

Skills, Techniques & Processes

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.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.

Georgia Performance Standards 2017 - Theatre Arts

Grade 6 - Responding

TA6.RE.2 - Critique various aspects of theatre and other media.
a. Identify the purpose of a critique.
b. Evaluate a theatre production using an assessment instrument.

Grade 7 - Responding

TA7.RE.2 - Critique various aspects of theatre and other media.
a. Identify the benefits of constructive dramatic criticism.
b. Apply performance rubrics to evaluate theatre and other media productions.

Grade 8 - Responding

TA8.RE.2 - Critique various aspects of theatre and other media.
a. Recognize the role of dramatic criticism in media production.
b. Utilize specific criteria to articulate dramatic criticism.
c. Apply principles of dramatic criticism as both an audience member and participant.
d. Implement appropriate changes based on dramatic criticism.

Grades 9-12 - ACTING LEVELS I-IV - Responding

TAHSA.RE.2 - Critique various aspects of theatre and other media using appropriate supporting evidence.
a. Develop and utilize meaningful, structured criteria for assessing the work of an actor.

Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Responding

TAHSFT.RE.2 - Critique various aspects of theatre and other media using appropriate supporting evidence.
a. Generate and use terminology for critiquing theatre presentations.
b. Analyze performance and utilize various effective forms of criticism to respond to and/or improve performance.

Grades 9-12 - MUSICAL THEATRE LEVELS I-IV - Responding

TAHSMT.RE.2 - Critique various aspects of theatre and other media using appropriate supporting evidence.
a. Utilize constructive criticism, appropriate musical theatre terminology, and study of existing performance styles to modify and improve performance choices.

Grades 9-12 - TECHNICAL THEATRE LEVELS I-IV - Responding

TAHSTT.RE.1 - Respond to technical elements of theatre using appropriate supporting evidence.
a. Revise projects, plans, and/or procedures after peer criticism to improve development of technical elements.
b. Identify and analyze the characteristics of different types of performance spaces and how they can influence production decisions (e.g. proscenium stage, studio/black box, thrust stage, classroom, arena, found space).
c. Evaluate design choices of professional designers.
d. Evaluate design and technical elements in a post mortem following the completion of a theatre production.

North Carolina Essential Standards

Intermediate High School Standards - Analysis

I.A.1.2 - Evaluate the works of theatre artists for strengths, weaknesses, and suggestions for improvement.

Advanced High School Standards - Analysis

A.A.1.2 - Critique performances of written texts based on a set of given criteria.

Tennessee Theatre Curriculum Standards

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.