Unit
The Working Playwright *Hyperdoc
Created by Lindsay Price
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.
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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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1Lesson 1The Working PlaywrightThis 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.
Standards Addressed
Generate and conceptualize artistic ideas and work - Grade 6
Generate and conceptualize artistic ideas and work - Grade 7
Synthesize and relate knowledge and personal experiences to make art - Grade 7
Generate and conceptualize artistic ideas and work - Grade 8
Perceive and analyze artistic work - Grade 8
Synthesize and relate knowledge and personal experiences to make art - Grade 8
Synthesize and relate knowledge and personal experiences to make art - Grade HS Proficient
Synthesize and relate knowledge and personal experiences to make art - Grade HS Accomplished
Organize and develop artistic ideas and work - Grade 6
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
Organize and develop artistic ideas and work - Grade HS Proficient
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 8
Apply criteria to evaluate artistic work - Grade HS Accomplished
6.TH:Cr1 Generate and conceptualize artistic ideas and work
7.TH:Cr1 Generate and conceptualize artistic ideas and work
7.TH:Cn10 Synthesize and relate knowledge and personal experiences to make art.
8.TH:Cr1 Generate and conceptualize artistic ideas and work
8.TH:Re7 Perceive and analyze artistic work.
8.TH:Cn10 Synthesize and relate knowledge and personal experiences to make art.
Prof.TH:Cn10 Synthesize and relate knowledge and personal experiences to make art.
Acc.TH:Cn10 Synthesize and relate knowledge and personal experiences to make art.
6.TH:Cr2 Organize and develop artistic ideas and work.
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.
7.TH:Cr2 Organize and develop artistic ideas and work.
Prof.TH:Cr2 Organize and develop artistic ideas and work.
6.TH:Cr3 Refine and complete artistic work.
8.TH:Cr3 Refine and complete artistic work.
Acc.TH:Re9 Apply criteria to evaluate 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.6.3.2.a Students Can: Explain how artists make choices based on personal experience in a drama/theatre work.
- DT.6.3.2.b Students Can: Identify cultural perspectives that may influence the evaluation of a drama/theatre work.
- DT.6.3.2.c Students Can: Identify personal aesthetics, preferences, and beliefs through participation in or observation of 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.7.1.3.a Students Can: Consider incorporating multiple perspectives and diverse community ideas 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.8.1.3.a Students Can: Examine and analyze community issue through multiple perspectives in a drama/theatre work.
- DT.8.1.4.a Students Can: Use repetition and analysis in order to revise devised or scripted drama/theatre work.
- DT.8.3.1.a Students Can: Apply criteria to analyze artistic choices in a drama/theatre work.
High School - Fundamental Pathway
- DT.H1.1.2.b Students Can: Investigate the collaborative nature of the actor, director, playwright, and designers to explore their interdependent roles in a drama/theatre work.
- DT.H1.1.3.a Students Can: Investigate how cultural perspectives, community ideas, and personal beliefs impact a drama/theatre work.
High School - Advanced Pathway
Writing
- CCSS.ELA-LITERACY.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- CCSS.ELA-LITERACY.W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
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.68.C.2.1 Use group-generated criteria to critique others and help strengthen each other's performance.
- 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.1.7 Justify personal perceptions of a director's vision and/or playwright's intent.
- TH.912.C.2.2 Construct imaginative, complex scripts and revise them in collaboration with actors to convey story and meaning to an audience.
- TH.912.C.2.4 Collaborate with a team to outline several potential solutions to a design problem and rank them in order of likely success.
Innovation, Technology & the Future
Organizational Structure
- TH.68.O.1.3 Explain the impact of choices made by directors, designers, and actors on audience understanding.
- TH.912.O.1.3 Execute the responsibilities of director, designer, manager, technician, or performer by applying standard theatrical conventions.
- TH.912.O.3.1 Analyze the methods of communication among directors, designers, stage managers, technicians, and actors that establish the most effective support of the creative process.
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.1.3 Describe criteria for the evaluation of dramatic texts, performances, direction, and production elements.
- TH.68.S.3.1 Develop characterizations, using basic acting skills, appropriate for selected dramatizations.
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 - ACTING LEVELS I-IV - Connecting
Grades 9-12 - ADVANCED DRAMA LEVELS I-IV -Creating
Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Creating
Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Connecting
Grades 9-12 - MUSICAL THEATRE LEVELS I-IV - Performing
- TAHSMT.PR.1 Act and direct by communicating and sustaining roles within a variety of situations and environments.<br/>a. Examine and implement the skills and tasks associated with acting, singing, and dancing, incorporating vocal and movement technique, observation, and imagination to create characters for formal and informal performances.<br/>b. Identify and examine the responsibilities and tasks of an actor in relation to directors, designers, choreographers, technical crew, and production staff.<br/>c. Use the skills and tools of a director to develop a presentation of formal and informal musical theatre performances.<br/>d. Conduct rehearsals to present a musical theatre performance for a live audience.
- TAHSMT.PR.2 Execute artistic and technical elements of theatre.<br/>a. Engage as a creative team in script analysis to plan and create technical elements of a theatre production, including sets, props, costumes, makeup, lighting, and sound.
Grades 9-12 - THEATRE HISTORY AND LITERATURE I AND II - Responding
Grades 9-12 - THEATRE MANAGEMENT - Creating
Sixth Grade Create
Sixth Grade Present
Sixth Grade Respond
Seventh Grade Create
Eighth Grade Create
Beginning High School Create
Accomplished High School Create
Accomplished High School Respond
Proficient High School Standards - Communication
HS 117.315 LI - Foundations: Inquiry and Understanding
HS 117.315 LI - Creative Expression: performance
HS 117.316 LII - Creative Expression: performance
Speech Drama 20
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
Junior Goal III Objectives
Junior Orientation
Junior Goal I Objectives
Theatre Studies Level III - Advanced (The script)
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
GRADE 6 - ARTS - Reasoning and reflecting
- Develop and refine ideas, processes, and technical skills in a variety of art forms to improve the quality of artistic creations
- Reflect on works of art and creative processes to understand artists' intentions
- Research, describe, interpret and evaluate how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, techniques, and environments in the arts
GRADE 6 - ARTS - Communicating and documenting
GRADE 8 - ARTS - Reasoning and reflecting
- Describe, interpret and evaluate how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, techniques, and environments to create and communicate ideas
- Develop, refine ideas, and critically appraise ideas, processes, and technical skills in a variety of art forms to improve the quality of artistic creations
GRADE 8 - ARTS - Communicating and documenting
GRADE 9 - DRAMA - Exploring and creating
GRADE 9 - DRAMA - Connecting and expanding
GRADE 10 - DRAMA - Reason and reflect
GRADE 11 - DRAMA - Connect and expand
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
Grade 8 - Reflecting, Responding and Analyzing
Grades 9 & 10 - Foundations - Responsible Practices
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 - 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 - Reflecting, Responding and Analyzing - The Critical Analysis Process
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 - Foundations - Responsible Practices
Grade Six
Grade Six
Grade Six
Grade Six
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).
- 6.13 The student will identify techniques and skills for actor preparation, including memorization and warm ups for performance.
- 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 Seven
- 7.6 The student will explore historical and cultural aspects of theatrical works
- 7.7 The student will describe ways that theatre arts contribute to the community and society.
- 7.8 The student will identify appropriate resources for scripts and materials, with a focus on ethical and legal considerations.
Grade Seven
Grade Seven
- 7.12 The student will develop physical and vocal technique for theatre performance.
- 7.13 The student will explain techniques and skills for actor preparation, including concentration, discipline, preparation, and imagination for theatrical performance.
- 7.14 The student will research, analyze, rehearse, and present a scripted character in a memorized scene and/or monologue.
Grade Eight
Grade Eight
Grade Eight
Grade Eight
Grade Eight
Theatre Arts I: Introduction to Theatre
Theatre Arts I: Introduction to Theatre
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