Students will be introduced to the most basic of scripts: the contentless/open scene script. They will use their knowledge of character/relationships, setting, objective, and tactics to add content to a contentless scene. Students will also learn the basics of set design and blocking, and will begin
using voice expression to communicate clearer characters. The unit culminates in a performance assessment in which students will work in pairs to add content to and perform a contentless scene.
The overview lays out the structure for the 9-lesson unit, including assessment tools, key vocabulary, and learning target focus.
In this lesson, students will brainstorm characters/relationships, setting, and conflicts to add content to a contentless scene that they will work on for the rest of the unit. Students will use a variety of methods they’ve learned in the previous unit to communicate meaning: setting, pantomime, relationship clues, objectives, stakes, and tactics.
In this lesson, students will brainstorm characters/relationships, setting, and conflicts to add content to a contentless scene that they will work on for the rest of the unit. Students will use a variety of methods they’ve learned in the previous unit to communicate meaning: setting, pantomime, relationship clues, objectives, stakes, and tactics.
In this lesson, students will perform for peers and give and receive feedback on the Scene Details Rubric. Students will be using a variety of methods they’ve learned in the previous unit to communicate meaning in a contentless scene: setting, pantomime, relationship clues, objectives, stakes, and tactics.
In this lesson, students will learn the terminology needed to identify different parts of the stage and to create a set design that uses levels in an effective and appealing way. Students create a basic kitchen set design for a kitchen set design that applies their new knowledge of stage parts, levels and scenery.
In this lesson, students will decide how best to include movement in their scene to help an audience understand what is happening in the scene. Students will complete a set design for their partner scene and add 3+ blocking notes to their scripts. Students will also take a Stage Directions Mini-Quiz
to demonstrate their understanding of stage directions/basic blocking notes.
In this lesson, students will review the “open body” element of projection. Using this technique, students will make it easier for audiences to see and understand their actions in the scene.
In this lesson, students will focus on how voice can be used to communicate character as well as to make the dialogue in the scene easily accessible to an audience. Students will give and receive feedback on their vocal clarity and expression in performance.
Students will review the various techniques we’ve explored this unit (voice, movement, set design, projection, etc.) to convey meaning in a contentless scene. They will continue to work on their scenes and complete a Rehearsal Checklist.
Students will review the various techniques we’ve explored this unit (voice, movement, set design, projection, etc.) to convey meaning in a contentless scene. Students will perform their final partner scene for assessment in front of the class. They will also completed an audience feedback sheet where they give their peers feedback on Rubric skills.
8 posters for the drama classroom, to support the objectives of the Introduction to Scripted Scenes unit.
TH:Re7.1.8.a - Apply criteria to the evaluation of artistic choices in a drama/theatre work.
TH:Pr5.1.6.a - Recognize how acting exercises and techniques can be applied to a drama/theatre work.
TH:Cr3.1.6.a - Articulate and examine choices to refine a devised or scripted drama/theatre work.
TH:Pr6.1.8.a - Perform a rehearsed drama/theatre work for an audience.
8.TH:Re7 - Apply appropriate criteria to the evaluation of artistic choices in a drama/theatre work.
6.TH:Pr5.a - Recognize how acting exercises and techniques can be applied to a drama/theatre work.
Acc.TH:Cr2.b - Cooperate as a creative team to make interpretive choices for a drama/theatre work.
67TH:Pr6 - Create through improvisation a drama/theatre work that will be shared with an audience.
8.TH:Pr6 - Perform a rehearsed, scripted scene from a drama/theatre work for an audience.
B.C.1.2 - Apply vocal elements of volume, pitch, rate, tone, articulation, and vocal expression.
I.C.2.2 - Interpret scenes through formal and informal presentations.
P.C.2.2 - Interpret monologues through formal and informal presentations.
A.C.1.3 - Use constructive criticism to improve original works both written and read orally.
A.C.2.2 - Interpret scripts through formal and informal presentations.
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.
C.1.E - identify theatrical vocabulary and terminology, including basic anatomy of theatre spaces.
B.1.B - explore preparation and warm-up techniques.
B.1.E - apply knowledge of theatrical vocabulary and terminology.
B.2.A - demonstrate safe use of the voice and body.
B.2.B - portray characters through familiar movements and dialogue.
C.1.B - develop and practice theatre preparation and warm-up techniques.
C.2.A - demonstrate safe use of the voice and body.
C.2.C - employ effective voice and diction to express thoughts and feelings.
C.5.C - offer and receive constructive criticism of peer performances.
C.2.C - demonstrate effective voice and diction to express thoughts and feelings.
C.1.A - apply theatre preparation and warm-up techniques effectively.
1 - use warmup techniques for preparation of body, voice and mind
communicate through use of voice and body
demonstrate a willingness to take calculated and reasonable risks
demonstrate trust by becoming comfortable, physically and emotionally, with others
focus concentration on one task at a time
generate imaginative and creative solutions to problems
meet deadlines and follow through on individual and group commitments
offer and accept constructive criticism, given specific guidelines, with a desire to improve
recognize the purposes of and participate in warmup activities
share ideas confidently with others
show awareness of story sequence
develop a sense of responsibility and commitment
develop the ability to initiate, organize and present a project within a given set of guidelines
develop the ability to interact effectively and constructively in a group process
develop the ability to offer and accept constructive criticism
develop the willingness to make a decision, act upon it and accept the results
explore and develop physical and vocal capabilities
12 - analyze a script to identify character, setting and plot
apply imaginative and creative thought to problem-solving situations
demonstrate a sense of responsibility and commitment, individually and to the group
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
demonstrate the ability to offer, accept, and reflect upon, constructive criticism
extend physical and vocal capabilities
extend the ability to concentrate
extend understanding of, acceptance of and empathy for others
Demonstrate increasingly sophisticated application and/or engagement of curricular content
Experience, document and present creative works in a variety of ways
Express, feelings, ideas, and experiences through the arts
Take creative risks to express feelings, ideas, and experiences
Demonstrate increasingly sophisticated application and/or engagement of curricular content
Experience, document, choreograph, perform, and share creative works in a variety of ways
Express, feelings, ideas, and experiences through the arts
Take creative risks to express feelings, ideas, and experiences
Demonstrate increasingly sophisticated application and/or engagement of curricular content
Describe, interpret and respond to works of art
Experience, document, choreograph, perform, and share creative works in a variety of ways
Take creative risks to express feelings, ideas, and experiences