Unit
in Theatre History Curriculum
Unit 5: Asian Theatre
Created by Drama Teacher Academy
7 lessons
theatre history
It’s important to step outside of Western Eurocentric Theatre. In this unit, we are going to focus on the Asian theatre forms that developed in China and Japan. Note: We acknowledge that a unit on Asian theatre that only covers the theatre origins of two countries does not represent Asia. To go beyond what is offered here please see the Diversity
Document.
Start here
The overview lays out the objective, pacing, lesson structure, and assessment strategy for the unit.
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1Lesson 1Set the Stage for Chinese OperaIn this lesson, students will be introduced to the sociopolitical and cultural background to set the stage for Chinese opera. Students will then complete a research project and present on a specific Chinese topic. It’s important, especially with a type of theatre that may be unknown to students, to first research the background.
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2Lesson 2Chinese OperaIn this lesson, students will be introduced to Chinese opera and apply their knowledge through a choice board of activities.
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3Lesson 3Set the Stage for Japanese TheatreIn this lesson, students will be introduced to the sociopolitical and cultural background to set the stage for Japanese theatre. Students will then do research and present on a specific topic. It’s important, especially with a type of theatre that may be unknown to students, to first research the background.
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4Lesson 4Noh DramaIn this lesson, students will be introduced to Noh drama, the design, the character types, and plays. They will explore walking and gesturing like a Noh actor and apply their knowledge by creating a scene of opposites.
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5Lesson 5KabukiIn this lesson, students will be introduced to Kabuki, the staging, the plays, the acting style, makeup, and the all-important climatic pose—the mie. They will apply their knowledge by creating their own mie and walking like a Kabuki actor. Finally, they’ll create a mini modern-Kabuki scene.
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6Lesson 6Bunraku, Discussion, and ReflectionIn this lesson, students will be introduced to the elements of Bunraku and, if you choose, discuss the theatre of the unit and complete a unit reflection.
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7Lesson 7Culminating ActivityDecide how students will demonstrate their knowledge of the unit. A variety of activities are provided. You can choose to have all your students do the same activity, or allow students to choose how they demonstrate their knowledge. Rubrics are provided for each activity.
Standards Addressed
Select, analyze, and interpret artistic work for presentation - Grade 6
Select, analyze, and interpret artistic work for presentation - Grade 7
Generate and conceptualize artistic ideas and work - High School Proficient
Generate and conceptualize artistic ideas and work - High School Accomplished
Generate and conceptualize artistic ideas and work - High School Advanced
Perceive and analyze artistic work - Grade HS Advanced
Interpret intent and meaning in artistic work - Grade 6
Interpret intent and meaning in artistic work - Grade 7
Interpret intent and meaning in artistic work - Grade 8
Organize and develop artistic ideas and work - Grade HS Proficient
Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding - Grade HS Proficient
Organize and develop artistic ideas and work - Grade HS Accomplished
Organize and develop artistic ideas and work - Grade HS Advanced
- TH:Cr2.1.HSIII.a Develop and synthesize original ideas in a drama/theatre work utilizing critical analysis, historical and cultural context, research, and western or non-western theatre traditions.
- TH:Cr2.1.HSIII.b Collaborate as a creative team to discover artistic solutions and make interpretive choices in a devised or scripted drama/theatre work.
Convey meaning through the presentation of artistic work - Grade 6
Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding - Grade 6
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade 7
Convey meaning through the presentation of artistic work - Grade 7
Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding - Grade 7
Convey meaning through the presentation of artistic work - Grade 8
Convey meaning through the presentation of artistic work - Grade HS Proficient
Apply criteria to evaluate artistic work - Grade HS Proficient
Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding - Grade HS Proficient
Apply criteria to evaluate artistic work - Grade HS Advanced
6.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
7.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
Prof.TH:Cr1 Generate and conceptualize artistic ideas and work
Acc.TH:Cr1 Generate and conceptualize artistic ideas and work.
Adv.TH:Cr1 Generate and conceptualize artistic ideas and work.
Adv.TH:Re7 Perceive and analyze artistic work.
6.TH:Re8 Interpret intent and meaning in artistic work.
7.TH:Re8 Interpret intent and meaning in artistic work.
8.TH:Re8 Interpret intent and meaning in artistic work.
Prof.TH:Cr2 Organize and develop artistic ideas and work.
Prof.TH:Cn11.1 Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Acc.TH:Cr2 Organize and develop artistic ideas and work.
- Acc.TH:Cr2.a Refine a dramatic concept to demonstrate a critical understanding of historical and cultural influences of original ideas applied to a drama/theatre in western or non-western theatre traditions.
- Acc.TH:Cr2.b Cooperate as a creative team to make interpretive choices for a drama/theatre work.
Adv.TH:Cr2 Organize and develop artistic ideas and work.
- Adv.TH:Cr2.a Develop and synthesize original ideas in a drama/theatre work utilizing critical analysis, historical and cultural context, research, and western or non-western theatre traditions.
- Adv.TH:Cr2.b Collaborate as a creative team to discover artistic solutions and make interpretive choices in a devised or scripted drama/theatre work.
6.TH:Pr6 Convey meaning through the presentation of artistic work.
6.TH:Cn11.2 Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
7.TH:Cr3 Refine and complete artistic work.
7.TH:Pr6 Convey meaning through the presentation of artistic work.
7.TH:Cn11.2 Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
8.TH:Pr6 Convey meaning through the presentation of artistic work.
Prof.TH:Pr6 Convey meaning through the presentation of artistic work.
Prof.TH:Re9 Apply criteria to evaluate artistic work.
Prof.TH:Cn11.2 Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Adv.TH:Re9 Apply criteria to evaluate artistic work.
Sixth Grade
- DT.6.1.3.b Students Can: Investigate the time period and place of a drama/theatre work to better understand performance and design choices.
- DT.6.2.1.b Students Can: Experiment with various physical and vocal choices to communicate character in a drama/theatre work.
- DT.6.2.3.a Students Can: Establish a relationship with the audience and the ensemble during a performance of a drama/theatre work.
- DT.6.2.4.a Students Can: Adapt a drama/theatre work and present it for an audience.
- DT.6.3.2.b Students Can: Identify cultural perspectives that may influence the evaluation of a drama/theatre work.
Seventh Grade
- DT.7.1.3.b Students Can: Examine research relevant to the drama/theatre work to better understand performance and design choices.
- DT.7.1.4.b Students Can: Develop effective physical and vocal traits of characters in an improvised or scripted drama/theatre work.
- DT.7.2.1.a Students Can: Experiment various staging choices to enhance the story in a drama/theatre work.
- DT.7.2.4.a Students Can: Participate in rehearsals for a drama/theatre work that will be shared with an audience.
- DT.7.3.2.b Students Can: Describe how cultural perspectives can influence the evaluation of drama/theatre work.
- DT.7.3.3.a Students Can: Research and analyze two different versions of the same drama/theatre story to determine differences and similarities in telling the story.
Eighth Grade
- DT.8.2.4.a Students Can: Perform/present a rehearsed/designed drama/theatre work for an audience.
- DT.8.3.2.b Students Can: Analyze how cultural perspectives influence the evaluation of a drama/theatre work.
- DT.8.3.3.a Students Can: Research and discuss the playwright's intent for a drama/theatre work.
High School - Fundamental Pathway
- DT.H1.1.1.c Students Can: Generate ideas about a character that are believable and authentic using script analysis.
- DT.H1.1.2.a Students Can: Explore the function of history and culture in the development of a dramatic concept through a critical analysis of original ideas in a drama/theatre work.
- DT.H1.1.3.b Students Can: Explore how personal, cultural, global, and historic belief systems affect creative choices in a drama/theatre work.
- DT.H1.2.4.a Students Can: Perform/present a scripted drama/theatre work for a specific audience.
- DT.H1.3.3.a Students Can: Implement fundamental theatre research methods to better understand the social and cultural background of a drama/theatre work.
- DT.H1.3.4.a Students Can: Examine a drama/theatre work using supporting evidence and criteria, while considering art forms, history, culture, and other disciplines.
High School - Advanced Pathway
- DT.H2.1.1.c Students Can: Develop a character that is believable and authentic in a drama/theatre work based on personal experiences and knowledge.
- DT.H2.1.2.b Students Can: Cooperate as a creative team to make interpretive choices for a drama/theatre work.
- DT.H2.1.3.a Students Can: Choose and interpret a drama/theatre work to connect and question beliefs.
- DT.H2.3.1.a Students Can: Respond to what is seen, felt, and heard in a drama/theatre work to critique artistic choices and justify meaningful feedback based on historical, cultural, and personal context.
High School - Professional Pathway
- DT.H3.1.1.c Students Can: Integrate cultural and historical contexts with personal experiences to create a character that is believable and authentic in a drama/theatre work.
- DT.H3.1.2.a Students Can: Develop and synthesize original ideas in a drama/theatre work utilizing critical analysis, historical and cultural context, research, and Western or non-Western theatre traditions.
- DT.H3.1.2.b Students Can: Collaborate as a creative team to discover artistic solutions and make interpretive choices in a devised or scripted drama/theatre work.
- DT.H3.1.3.a Students Can: Collaborate on a drama/theatre work that examines a critical global issue using multiple personal, community, and cultural perspectives.
- DT.H3.3.4.a Students Can: Research and synthesize cultural and historical information related to a drama/theatre work to support or evaluate artistic choice.
Language
Reading: Literature
Language
Critical Thinking & Reflection
- TH.68.C.1.2 Develop a character analysis to support artistic portrayal.
- TH.68.C.1.3 Determine the purpose(s), elements, meaning, and value of a theatrical work based on personal, cultural, or historical standards.
- TH.68.C.1.4 Create and present a design, production concept, or performance and defend artistic choices.
- 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.1.6 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.
- TH.912.C.2.2 Construct imaginative, complex scripts and revise them in collaboration with actors to convey story and meaning to an audience.
Historical & Global Connections
- TH.68.H.1.1 Explore potential differences when performing works set in a variety of historical and cultural contexts.
- TH.68.H.2.3 Analyze theatre history and dramatic literature in the context of societal and cultural history.
- TH.68.H.2.5 Compare decorum, environments, and manners from a variety of cultures and historical periods to discover and influence historical acting styles and design choices.
- TH.68.H.2.6 Describe historical and cultural influences leading to changes in theatre performance spaces and technology.
- TH.912.H.1.1 Analyze how playwrights' work reflects the cultural and socio-political framework in which it was created.
- TH.912.H.1.3 Present a design or perform in the style of a different historical or cultural context to gain appreciation of that time and culture.
- TH.912.H.1.4 Interpret a text through different social, cultural, and historical lenses to consider how perspective and context shape a work and its characters.
- TH.912.H.2.1 Research the correlations between theatrical forms and the social, cultural, historical, and political climates from which they emerged, to form an understanding of the influences that have shaped theatre.
Organizational Structure
- TH.68.O.2.2 Explain how a performance would change if depicted in a different location, time, or culture.
- TH.68.O.2.4 Perform a scene or pantomime to demonstrate understanding of blocking and stage movement.
- TH.912.O.1.4 Write an original script or a dramatic adaptation of a literary work to demonstrate knowledge of 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.2.4 Memorize and present a character's lines from a monologue or scene.
- TH.68.S.3.2 Use the elements of dramatic form to stage a play.
- TH.912.S.1.3 Develop criteria that may be applied to the selection and performance of theatrical work.
- TH.912.S.1.8 Use research to extract clues in dramatic texts to create performances or technical elements, choosing those that are most interesting and that best convey dramatic intent.
- TH.912.S.2.3 Demonstrate an understanding of a dramatic work by developing a character analysis for one or more of its major characters and show how the analysis clarifies the character's physical and emotional dimensions.
- TH.912.S.2.4 Sustain a character or follow technical cues in a production piece to show focus.
- TH.912.S.2.5 Perform memorized theatrical literature in contrasting pieces to show ability to apply principles and structure, focus on details of performance, and processing skills to establish successful interpretation, expression, and believability.
- TH.912.S.2.8 Strengthen acting skills by engaging in theatre games and improvisations.
- TH.912.S.3.2 Exercise artistic discipline and collaboration to achieve ensemble in rehearsal and performance.
- TH.912.S.3.3 Develop acting skills and techniques in the rehearsal process.
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 7 - Performing
- TA7.PR.1 Act by communicating and sustaining roles in formal and informal environments.<br/>a. Execute effective verbal and non-verbal communication skills in performance (e.g. rate, pitch, volume, inflection, posture, facial expression, physical movement).<br/>b. Participate in a variety of acting exercises and techniques that can be applied in a rehearsal or theatre performance.<br/>c. Engage in various performance styles.
- TA7.PR.2 Execute artistic and technical elements of theatre.<br/>a. Select a variety of technical elements that can be applied to a theatrical work.<br/>b. Incorporate artistic and technical elements into a theatre performance.
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
- TAHSA.RE.1 Engage actively and appropriately as an audience member.<br/>a. Examine and reflect on the relationship between actor and live audience in historical and contemporary performances.
- TAHSA.RE.2 Critique various aspects of theatre and other media using appropriate supporting evidence.<br/>a. Develop and utilize meaningful, structured criteria for assessing the work of an actor.
Grades 9-12 - ACTING LEVELS I-IV - Connecting
- TAHSA.CN.1 Explore how theatre connects to life experience, careers, and other content.<br/>a. Examine multiple facets of the business of theatre.<br/>b. Examine the methods of pursuing various acting careers, including demonstrating audition etiquette and techniques.
- TAHSA.CN.2 Examine the role of theatre in a societal, cultural, and historical context.<br/>a. Examine and apply theatrical theories, performances, and conventions from a variety of theatrical literature, historical periods, and cultures.
Grades 9-12 - ADVANCED DRAMA LEVELS I-IV -Creating
- TAHSAD.CR.1 Organize, design, and refine theatrical work.<br/>a. Examine various theories of dramatic structure.<br/>b. Engage in and apply meaningful cultural, literary, and historical research to create acting choices or directorial concepts.
- TAHSAD.CR.2 Develop scripts through theatrical techniques.<br/>a. Utilize theatrical conventions to produce scripts based on personal experiences, imagination, literature, and history.
Grades 9-12 - ADVANCED DRAMA LEVELS I-IV -Performing
Grades 9-12 - ADVANCED DRAMA LEVELS I-IV -Responding
Grades 9-12 - ADVANCED DRAMA LEVELS I-IV -Connecting
Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Creating
- TAHSFT.CR.1 Organize, design, and refine theatrical work.<br/>a. Recognize and/or employ realistic and conventional speech patterns within dialogue or dramatic verse.<br/>b. Incorporate dramatic elements through improvisation.<br/>c. Recognize and interpret artistic choices in performance.
- TAHSFT.CR.2 Develop scripts through theatrical techniques.<br/>a. Differentiate between dramatic and traditional literary writing and utilize common steps of the playwriting process.<br/>b. Assess the need for script analysis, concept development, and directorial and technical concerns of a theatrical script.<br/>c. Construct and critique elements of dramatic structure, character, and dialogue.<br/>d. Create and perform scenes for audiences.
Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Responding
- TAHSFT.RE.1 Engage actively and appropriately as an audience member.<br/>a. Articulate why the relationship between the audience and performers is critical to the success of the production and demonstrate appropriate audience behavior.<br/>b. State and support aesthetic judgments through experience in diverse styles and genres of theatre.
- TAHSFT.RE.2 Critique various aspects of theatre and other media using appropriate supporting evidence.<br/>a. Generate and use terminology for critiquing theatre presentations.<br/>b. Analyze performance and utilize various effective forms of criticism to respond to and/or improve performance.
Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Connecting
- TAHSFT.CN.1 Explore how theatre connects to life experiences, careers, and other content.<br/>a. Examine how theatre reflects real life.<br/>b. Analyze how theatre employs aspects of other art forms and disciplines to effectively communicate with a live audience.<br/>c. Demonstrate awareness of the discipline, knowledge, skills, and education required for careers in theatre.<br/>d. Explore various careers in the theatre arts (e.g. performance, design, production, administrative, education, promotion).
- TAHSFT.CN.2 Examine the role of theatre in a societal, cultural, and historical context.<br/>a. Identify and analyze plays and dramas from a variety of historical periods and cultures.<br/>b. Explore the works of milestone playwrights and plays, and the relevance of historical theatre.<br/>c. Recognize historical events that have influenced the role of theatre and how theatrical events have impacted cultural development.<br/>d. Interpret cultural and historical research for use in a production.
Grades 9-12 - MUSICAL THEATRE LEVELS I-IV - Creating
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 - MUSICAL THEATRE LEVELS I-IV - Responding
Grades 9-12 - MUSICAL THEATRE LEVELS I-IV - Connecting
Grades 9-12 - THEATRE HISTORY AND LITERATURE I AND II - Creating
Grades 9-12 - THEATRE HISTORY AND LITERATURE I AND II - Performing
Grades 9-12 - THEATRE HISTORY AND LITERATURE I AND II - Responding
Grades 9-12 - THEATRE HISTORY AND LITERATURE I AND II - Connecting
Grades 9-12 - THEATRE MANAGEMENT - Creating
Seventh Grade Connect
Seventh Grade Present
Seventh Grade Respond
Eighth Grade Respond
Beginning High School Connect
Beginning High School Create
- B.CR.1.1 Devise a variety of scenarios and scenes through improvised and scripted activities.
- B.CR.1.2 Create scenarios that communicate character, setting, plot, and conflict.
- B.CR.1.3 Incorporate introductory technical elements using available facilities, technology, and tools to enhance theatrical works.
- B.CR.2.1 Adapt theatrical works using personal experiences through a collaborative process.
Beginning High School Present
Beginning High School Respond
Intermediate High School Connect
Intermediate High School Create
Intermediate High School Present
Intermediate High School Respond
Accomplished High School Create
Accomplished High School Present
Advanced High School Connect
Advanced High School Create
Advanced High School Present
Advanced High School Respond
- AD.RE.1.1 Analyze aesthetics in various settings, production situations, time periods, or audiences in written and presented theatrical works.
- AD.RE.1.2 Evaluate the impact of theatrical works on intended audiences.
- AD.RE.2.1 Justify personal preferences for theatrical elements acknowledging the influence of history, society, culture, and professional theatre.
Beginning High School Standards - Communication
- B.C.1.1 Use non-verbal expression to illustrate how human emotion affects the body and is conveyed through the body.
- B.C.1.2 Apply vocal elements of volume, pitch, rate, tone, articulation, and vocal expression.
- B.C.1.3 Understand how to read and write scripts that communicate conflict, plot, and character.
- B.C.2.1 Use improvisation and acting skills, such as observation, concentration, and characterization in a variety of theatre exercises.
- B.C.2.2 Interpret various selections of dramatic literature through formal and informal presentations.
Beginning High School Standards - Aesthetics
Beginning High School Standards - Culture
Intermediate High School Standards - Communication
- I.C.1.1 Use non-verbal expression to illustrate how human motivations are prompted by physical and emotional needs.
- I.C.1.2 Apply vocal elements of volume, pitch, rate, tone, articulation, and vocal expression appropriately to theatrical texts, such as monologues and scenes.
- I.C.1.3 Produce scripts based on literature texts.
- I.C.2.1 Use improvisation and acting skills, such as observation, concentration, and characterization, to demonstrate given situations.
- I.C.2.2 Interpret scenes through formal and informal presentations.
Proficient High School Standards - Communication
- P.C.1.2 Apply vocal elements of volume, pitch, rate, tone, articulation, and vocal expression to develop characters.
- P.C.1.3 Create original works, such as monologues, scenes, or performance pieces.
- P.C.2.1 Use improvisation and acting skills, such as observation, concentration, and characterization, to create extended scenes.
- P.C.2.2 Interpret monologues through formal and informal presentations.
Advanced High School Standards - Communication
Advanced High School Standards - Culture
MS 117.211 LI - Foundations: Inquiry and Understanding
MS 117.211 LI - Creative Expression: performance
MS 117.212 LII - Foundations: Inquiry and Understanding
MS 117.212 LII - Creative Expression: performance
- B.2.A demonstrate safe use of the voice and body.
- B.2.C select movements and dialogue to portray a character appropriately.
- B.2.D create stories collaboratively and individually that have dramatic structure.
- B.2.E apply knowledge of effective voice and diction techniques to express thoughts and feelings.
- B.2.G create improvised scenes that include setting, character, and plot.
MS 117.212 LII - Historical and cultural relevance
MS 117.212 LII - Critical evaluation and response
MS 117.213 LIII - Foundations: Inquiry and Understanding
MS 117.213 LIII - Creative Expression: performance
- B.2.A demonstrate safe use of the voice and body.
- B.2.B portray characters through familiar movements and dialogue.
- B.2.C create characters, dialogue, and actions that reflect dramatic structure in improvised and scripted scenes, individually and collaboratively.
- B.2.D express thoughts and feelings using effective voice and diction.
MS 117.213 LIII - Historical and cultural relevance
MS 117.213 LIII - Critical evaluation and response
HS 117.315 LI - Foundations: Inquiry and Understanding
HS 117.315 LI - Creative Expression: performance
- C.2.A demonstrate safe use of the voice and body.
- C.2.E employ physical techniques consistently to express thoughts, feelings, and actions non-verbally.
- C.2.F create, write, and refine original monologues, improvisations, scenes, or vignettes that reflect dramatic structure to convey meaning to the audience through live performance or media forms.
HS 117.315 LI - Creative Expression: production
HS 117.315 LI - Historical and cultural relevance
- C.4.A portray theatre as a reflection of life in particular times, places, and cultures.
- C.4.B relate historical and cultural influences on theatre.
- C.4.C identify the impact of live theatre, film, television, and electronic media on contemporary society.
- C.4.D appreciate the cultural heritages of world drama and theatre and identify key figures, works, and trends in dramatic literature.
HS 117.316 LII - Foundations: Inquiry and Understanding
HS 117.316 LII - Creative Expression: performance
- C.2.B explore creativity as it relates to self and ensemble.
- C.2.C demonstrate effective voice and diction to express thoughts and feelings.
- C.2.F create, write, devise, and refine original monologues, improvisations, scenes, or vignettes to convey meaning to the audience through live performance or media forms.
HS 117.316 LII - Creative Expression: production
HS 117.316 LII - Historical and cultural relevance
HS 117.317 LIII - Foundations: Inquiry and Understanding
HS 117.317 LIII - Creative Expression: production
- C.3.D perform a role such as actor, director, designer, technician, or editor in production decision making and collaborate with others to tell a story through live theatre or media performance.
- C.3.E perform the role of actor, director, or technician, demonstrating responsibility, artistic discipline, and creative problem solving.
HS 117.317 LIII - Historical and cultural relevance
HS 117.318 LIV - Foundations: Inquiry and Understanding
HS 117.318 LIV - Creative Expression: performance
HS 117.318 LIV - Historical and cultural relevance
Technical Theatre/Design 10-20-30 - Costume
Improvisation Drama 10
Improvisation Drama 30
Acting Drama 20
Acting Drama 30
Theatre Studies Drama 10 (Greek, Medieval or Elizabethan, and Canadian)
Theatre Studies Drama 20
Movement Drama 10
Playwriting - Drama 20
Junior Goal II Objectives
Junior Goal III Objectives
Junior Orientation
- communicate through use of voice and body
- focus concentration on one task at a time
- listen effectively
- meet deadlines and follow through on individual and group commitments
- recognize that there is an historical and cultural aspect of drama/theatre
- share ideas confidently with others
- show awareness of story sequence
- speak, move, and generate ideas spontaneously
- support positively the work of others
- work cooperatively and productively with all members of the class in pairs, small groups and large groups
Theatre Studies Level II - Intermediate (Theatre History)
Senior Goal I Objectives
- demonstrate a sense of inquiry and commitment, individually and to the group
- demonstrate a sense of responsibility and commitment, individually and to the group
- 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
Senior Goal II Objectives
Orientation Drama 10
- demonstrate effective use and management of time
- demonstrate self-discipline, self-direction and a sense of responsibility
- display consideration and respect for self and others
- listen to self and others
- make effective decisions or choices
- positively support the work of others
- share ideas confidently
- work cooperatively and productively
- work with abstract concepts
GRADE 6 - ARTS - Exploring and creating
GRADE 6 - ARTS - Reasoning and reflecting
GRADE 7 - ARTS - Exploring and creating
GRADE 7 - ARTS - Reasoning and reflecting
GRADE 7 - ARTS - Communicating and documenting
GRADE 8 - ARTS - Reasoning and reflecting
GRADE 8 - ARTS - Communicating and documenting
GRADE 9 - DRAMA - Exploring and creating
GRADE 9 - DRAMA - Connecting and expanding
GRADE 10 - DRAMA - Explore and Create
GRADE 10 - DRAMA - Reason and reflect
GRADE 11 - DRAMA - Explore and Create
GRADE 11 - DRAMA - Reason and reflect
GRADE 11 - DRAMA - Communicate and document
GRADE 11 - DRAMA - Connect and expand
GRADE 12 - DRAMA - Explore and Create
GRADE 12 - DRAMA - Reason and reflect
GRADE 12 - DRAMA - Connect and expand
Grade 6 - Exploring Forms and Cultural Contexts
Grade 7 - Creating and Presenting
Grade 8 - Exploring Forms and Cultural Contexts
Grades 9 & 10 - Foundations - Responsible Practices
- C.3.2 identify and apply the skills and attitudes needed to perform various tasks and responsibilities in producing drama works (e.g., use active listening and cooperative problem-solving skills; practise punctuality; use tact in suggesting changes and improvements; demonstrate willingness to accept criticism and build consensus)
- C.3.3 demonstrate an understanding of theatre and audience etiquette, in both classroom and formal performance contexts (e.g., as a performer: show willingness to take direction and behave appropriately towards other actors; as a viewer: demonstrate respect for performers and other audience members by paying attention, not interrupting or talking, and applauding when appropriate)
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)
- C.2.2 describe how drama is used for various purposes in a range of social contexts (e.g., to express or celebrate group or community sentiments or values in street theatre or parades; to mark important historical or religious anniversaries of a country or culture; to raise awareness of social, environmental, and political issues; to explore personal relationships or social arrangements)
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.2.4 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
- B.1.2 analyse a variety of drama works to compare and assess how they explore universal themes and issues (e.g., compare and contrast the handling of similar themes in dramatizations of folk tales, myths, legends, personal stories, and/or Aboriginal tales)
- B.1.3 identify aesthetic and technical aspects of drama works and explain how they help achieve specific dramatic purposes (e.g., write theatre or film reviews assessing whether the lighting, sound, set design, and costumes of a drama are used effectively to illustrate the intended message)
Grades 9 & 10 - Creating and Presenting - Elements and Conventions
Grade 11 - Foundations - Concepts and Terminology
Grade 11 - Reflecting, Responding and Analyzing - Drama and Society
Grade 11 - Reflecting, Responding and Analyzing - The Critical Analysis Process
Grade 11 - Creating and Presenting - Elements and Conventions
Grade 11 - Creating and Presenting - The Creative Process
Grade 12 - Foundations - Responsible Practices
Grade 12 - Reflecting, Responding and Analyzing - The Critical Analysis Process
Grade 12 - Creating and Presenting - The Creative Process
Theatre Arts I: Introduction to Theatre
Theatre Arts I: Introduction to Theatre
Theatre Arts II: Dramatic Literature And Theatre History
Theatre Arts II: Dramatic Literature And Theatre History
Theatre Arts II: Dramatic Literature And Theatre History
Theatre Arts III: Intermediate Acting & Playwriting
Theatre Arts III: Intermediate Acting & Playwriting
Theatre Arts IV: Advanced Acting And Directing
Theatre Arts IV: Advanced Acting And Directing
Theatre Arts IV: Advanced Acting And Directing
Theatre Arts IV: Advanced Acting And Directing
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