In this unit, students will gain insight into the day to day responsibilities of a working artist. This unit aims to illuminate for students that creative expression is only one element in a sustainable arts career, and attempt to address the essential question: How does a playwright turn creative expression into a career? The culminating project for the unit is a playwright submissions packet for a theatre company.
This unit is delivered in hyperdoc format. What does that mean? A hyperdoc is an interactive tool that encourages digital learning. In this case, students are given a document on a subject, and there they can read articles, watch videos, do some independent research, and apply what they’ve learned. Because they’re working on their own, students are in charge of their own pacing.
Before you start the unit, ensure you read the Teacher Guide first. It will give you clear instructions on how to distribute the hyperdoc format and make it easy for you and your students.
The teacher guide outlines how to share the hyperdoc format of this unit with your students, with clear step by step directions. It is imperative that you download and read this guide before accessing any of the materials for the unit.
This hyperdoc unit is designed to have students independently discover how a playwright turns creative expression into a career. The unit is broken down into three sections with multiple activities, videos, and research tasks, and includes a culminating activity.
TH:Re7.1.8.a - Apply criteria to the evaluation of artistic choices in a drama/theatre work.
TH:Cn10.1.8.a - Examine a community issue through multiple perspectives in a drama/theatre work.
TH:Cr3.1.6.a - Articulate and examine choices to refine a devised or scripted drama/theatre work.
7.TH:Cn10 - Incorporate multiple perspectives and diverse community ideas in a drama/theatre work.
8.TH:Cn10 - Examine a community issue through multiple perspectives in a drama/theatre work.
8.TH:Re7 - Apply appropriate criteria to the evaluation of artistic choices in a drama/theatre work.
Acc.TH:Cn10 - Choose and interpret a drama/theatre work to reflect or question personal beliefs.
6.TH.Re8.a - Explain how artists make choices based on personal experience in a drama/theatre work.
6.TH.Re8.b - Identify cultural contexts that may influence the evaluation of a drama/theatre work.
6.TH:Cr3.a - Receive and incorporate feedback to refine a devised or scripted drama/theatre work.
TH.912.C.1.7 - Justify personal perceptions of a director's vision and/or playwright's intent.
P.C.1.3 - Create original works, such as monologues, scenes, or performance pieces.
1 - demonstrate understanding of the basic structure of a play
11 - construct a conflict between two characters (protagonist and antagonist)
12 - construct a scene with two contrasting characters
13 - give and accept constructive criticism
3 - demonstrate understanding of script format
4 - generate and collect ideas that have dramatic possibilities
develop the ability to analyze and assess the process and the art
10 - demonstrate understanding of the concept of dramatic convention
11 - demonstrate understanding of plot structure
12 - analyze a script to identify character, setting and plot
7 - define the elements of script, dialogue, directions, characters and settings
demonstrate respect for others-their rights, ideas, abilities and differences
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
develop a sense of inquiry and commitment to learning
extend understanding of, acceptance of and empathy for others
Describe, analyze, and respond using drama-specific language
Explore educational, personal, and professional opportunities in the performing arts
Explore educational, personal, and professional opportunities in the performing arts