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.

Unit Summary

Standards Addressed

playwriting hyperdoc

Teacher Guide

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.

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1: The Working Playwright

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.

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Standards Addressed

National Core Arts Standards

Generate and conceptualize artistic ideas and work - Grade 6

TH:Cr1.1.6.c - Explore a scripted or improvised character by imagining the given circumstances in a drama/theatre work.

Synthesize and relate knowledge and personal experiences to make art - Grade 7

TH:Cn10.1.7.a - Incorporate multiple perspectives and diverse community ideas in a drama/theatre work.

Generate and conceptualize artistic ideas and work - Grade 7

TH:Cr1.1.7.c - Envision and describe a scripted or improvised character’s inner thoughts and objectives in a drama/theatre work.

Generate and conceptualize artistic ideas and work - Grade 8

TH:Cr1.1.8.c - Develop a scripted or improvised character by articulating the character’s inner thoughts, objectives, and motivations in a drama/theatre work.

Perceive and analyze artistic work - Grade 8

TH:Re7.1.8.a - Apply criteria to the evaluation of artistic choices in a drama/theatre work.

Synthesize and relate knowledge and personal experiences to make art - Grade 8

TH:Cn10.1.8.a - Examine a community issue through multiple perspectives in a drama/theatre work.

Synthesize and relate knowledge and personal experiences to make art - Grade HS Proficient

TH:Cn10.1.HSI.a - Investigate how cultural perspectives, community ideas and personal beliefs impact a drama/theatre work.

Synthesize and relate knowledge and personal experiences to make art - Grade HS Accomplished

TH:Cn10.1.HSII.a - Choose and interpret a drama/theatre work to reflect or question personal beliefs.

Organize and develop artistic ideas and work - Grade 6

TH:Cr2.1.6.a - Use critical analysis to improve, refine, and evolve original ideas and artistic choices in a devised or scripted drama/theatre work.

Interpret intent and meaning in artistic work - Grade 6

TH:Re8.1.6.a - Explain how artists make choices based on personal experience in a drama/theatre work.

TH:Re8.1.6.b - Identify cultural perspectives that may influence the evaluation of a drama/theatre work.

TH:Re8.1.6.c - Identify personal aesthetics, preferences, and beliefs through participation in or observation of drama/ theatre work.

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.

Organize and develop artistic ideas and work - Grade HS Proficient

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.

Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade 6

TH:Cr3.1.6.a - Articulate and examine choices to refine a devised or scripted drama/theatre work.

Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade 8

TH:Cr3.1.8.a - Use repetition and analysis in order to revise devised or scripted drama/theatre work.

Apply criteria to evaluate artistic work - Grade HS Accomplished

TH:Re9.1.HSII.a - Analyze and assess a drama/theatre work by connecting it to art forms, history, culture, and other disciplines using supporting evidence and criteria.

California VAPA Standards (2019)

6.TH:Cr1 Generate and conceptualize artistic ideas and work

6.TH:Cr1.b - Explore a scripted or improvised character by imagining the given circumstances in a drama/theatre work.

7.TH:Cr1 Generate and conceptualize artistic ideas and work

7.TH:Cr1.b - Envision and describe a scripted or improvised character’s inner thoughts and objectives in a drama/theatre work.

7.TH:Cn10 Synthesize and relate knowledge and personal experiences to make art.

7.TH:Cn10 - Incorporate multiple perspectives and diverse community ideas in a drama/theatre work.

8.TH:Cr1 Generate and conceptualize artistic ideas and work

8.TH:Cr1.b - Develop a scripted or improvised character by articulating the character’s inner thoughts, objectives, and motivations in a drama/theatre work.

8.TH:Cn10 Synthesize and relate knowledge and personal experiences to make art.

8.TH:Cn10 - Examine a community issue through multiple perspectives 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:Cn10 Synthesize and relate knowledge and personal experiences to make art.

Prof.TH:Cn10 - Investigate how cultural contexts, community ideas, and personal beliefs impact a drama/theatre work.

Acc.TH:Cn10 Synthesize and relate knowledge and personal experiences to make art.

Acc.TH:Cn10 - Choose and interpret a drama/theatre work to reflect or question personal beliefs.

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

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

6.TH:Cr2 Organize and develop artistic ideas and work.

6.TH:Cr2.a - Use critical analysis to improve, refine, and evolve original ideas and artistic choices in a devised or scripted drama/theatre work.

7.TH:Cr2 Organize and develop artistic ideas and work.

7.TH:Cr2.a - Examine and justify original ideas and artistic choices in a drama/theatre work based on critical analysis, personal experience, and historical and cultural context.

Prof.TH:Cr2 Organize and develop artistic ideas and work.

Prof.TH:Cr2.b - Investigate the collaborative nature of the actor, director, playwright, and designers and their interdependent roles in a drama/theatre work.

6.TH:Cr3 Refine and complete artistic work.

6.TH:Cr3.a - Receive and incorporate feedback to refine a devised or scripted drama/theatre work.

8.TH:Cr3 Refine and complete artistic work.

8.TH:Cr3.a - Practice collaboration, analysis and reflection to refine a devised or scripted drama/theatre work.

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

Acc.TH.Re9.a - Analyze and assess a drama/theatre work by connecting it to art forms, history, culture, and other disciplines using supporting evidence and criteri

Georgia Performance Standards 2017 - Theatre Arts

Grade 6 - Creating

TA6.CR.1 - Organize, design, and refine theatrical work.
a. Identify artistic choices, utilize theatre vocabulary, and demonstrate non-verbal communication skills in the rehearsal process.
b. Interpret a character’s motivation by understanding the relationship between their background and their behavior.
c. Identify the variety of relationships between characters.
d. Identify, define, and classify character traits.
e. Recognize and demonstrate the roles, responsibilities, and skills associated with collaborative performance.
f. Use resources to identify and create technical elements of theatre.

TA6.CR.2 - Develop scripts through theatrical techniques.
a. Identify the elements of a story.
b. Identify the theme and structure of a play.
c. Articulate creative ideas in oral and written forms.
d. Use the dramatic writing process to generate a script.
e. Demonstrate the conventions of dialogue and stage directions.

Grade 7 - Creating

TA7.CR.1 - Organize, design, and refine theatrical work.
a. Identify and rehearse effective communication skills.
b. Compare and contrast character types and relationships by analyzing character motivations, objectives, and goals.
c. Compare the physical, emotional, vocal, and social dimensions of a character.
d. Investigate the role and responsibility of the cast and crew.
e. Identify and model ensemble skills in the rehearsal process.
f. Utilize staging and blocking choices to enhance the performance.
g. Compare, contrast, and design elements of technical theatre.
h. Utilize theatre vocabulary throughout the rehearsal process.

TA7.CR.2 - Develop scripts through theatrical techniques.
a. Create ideas for stories.
b. Analyze the theme and structure of a play.
c. Use the dramatic writing process to generate a script.
d. Utilize dramatic conventions in the scriptwriting process (e.g. stage directions, dialogue, scenes).

Grade 7 - Connecting

TA7.CN.1 - Explore how theatre connects to life experience, careers, and other content.
a. Compare and contrast theatre with other art forms.
b. Articulate relationships between theatre and life.
c. Utilize a multi-disciplinary approach to create original theatre.
d. Describe the careers and professional responsibilities associated with theatre production (e.g. director, stage manager, designer, technician, playwright, actor).

Grade 8 - Creating

TA8.CR.1 - Organize, design, and refine theatrical work.
a. Differentiate the physical, emotional, vocal, and social dimensions of a variety of characters.
b. Compare the relationships and interactions between characters by analyzing character motivation (objectives, obstacles, strategy, action, stakes, outcome).
c. Incorporate dramatic elements through improvisation.
d. Connect theatre vocabulary to the application of theatre performance.
e. Identify and demonstrate both ensemble and leadership skills in the rehearsal process.
f. Evaluate the effectiveness of artistic and technical elements used in a theatre production.
g. Design and create scenery, props, costumes, lighting, and sound.
h. Assume different roles and responsibilities in the rehearsal process.

TA8.CR.2 - Develop scripts through theatrical techniques.
a. Classify different points of view in a story.
b. Identify, analyze, and articulate the structure of a script.
c. Utilize improvisation techniques to generate script ideas.
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.
a. Use script analysis in the development and presentation of formal and informal theatre performances.
b. Examine various theories of dramatic structure.
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.
a. Examine theatre practices regarding the development, structure, layout, and format of scripts.
b. Use improvisation, personal experiences, heritage, imagination, literature, and history to develop scripts.
c. Perform formal and informal monologues and scenes based on published and original scripts.

Grades 9-12 - ADVANCED DRAMA LEVELS I-IV -Creating

TAHSAD.CR.2 - Develop scripts through theatrical techniques.
a. Utilize theatrical conventions to produce scripts based on personal experiences, imagination, literature, and history.

Alberta, Canada

Speech Drama 20

15 - demonstrate expressive reading of literature

17 - identify script indicators of a character’s vocal quality

Playwriting - Drama 20

1 - demonstrate understanding of the basic structure of a play

10 - define conflict

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

5 - write a scenario

7 - demonstrate understanding if and write exposition

8 - use effective diction

9 - define character objectives

Junior Goal II Objectives

become familiar with dramatic terminology and script format

Junior Goal III Objectives

develop the ability to analyze and assess the process and the art

Junior Orientation

demonstrate a willingness to take calculated and reasonable risks

show awareness of story sequence

Junior Goal I Objectives

develop the ability to offer and accept constructive criticism

develop the willingness to make a decision, act upon it and accept the results

extend the ability to explore, control and express emotions

extend the ability to think imaginatively and creatively

Theatre Studies Level III - Advanced (The script)

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

9 - read a script aloud

Senior Goal I Objectives

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

Senior Goal II Objectives

be capable of creating and expressing a believable character from scripted and non-scripted material

explore various approaches to analyzing a script for purposes of study and/or presentation

gain knowledge of disciplines that enhance dramatic process and product

Orientation Drama 10

concentrate on the task at hand

demonstrate effective use and management of time

demonstrate willingness to challenge and extend oneself: physically, emotionally, intellectually and artistically

positively support the work of others

share ideas confidently

Ontario, Canada

Grades 9 & 10 - Foundations - Context and Influences

C.2.1 - identify ways in which dramatic expression and performance reflect communities and cultures, past and present (e.g., the prominence of socially and/or politically powerful characters in the drama of pre-industrial societies; the use of boy actors for female roles in Shakespearean theatre; the emphasis on religious themes in the drama of many cultures in different eras)

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)

Grades 9 & 10 - Reflecting, Responding and Analyzing - Drama and Society

B.2.1 - identify different types of drama and explain their function in diverse communities and cultures from the past and present (e.g., the function of television, film, or video game dramas with predictable plot lines and stock or stereotypical characters in today’s society; the function of theatre in ancient Greece, liturgical drama in medieval Europe, Shakespearean drama in Elizabethan England, and/or “social problem” dramas today)

B.2.2 - explain how dramatic exploration helps develop awareness of different roles and identities people have in society (e.g., explain what they learned through role playing characters from different socio-economic groups)

B.2.4 - identify ways in which dramatic exploration contributes to their understanding of diverse cultures and traditions (e.g., identify insights they gained through exploring the role of ritual in Greek theatre and/or Aboriginal ceremonies)

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)