Students will explore the question “what is theatre?” and analyze it by comparing film and television productions. Each session comes with an journal prompt, a warm up game, and an exit slip for assessment. This is a great unit to start off a school year.
Feel free to customize it as much as you want, and refer to the Pacing Guide for more details and ways to supplement with other DTA materials. While you’re analyzing “what is theatre?” with your students, you can introduce classroom procedures and do icebreaker/trust games. You can also remind the kids that Theatre is Ensemble - all of the games they play help to build ensemble.
Students will explore the question “what is theatre?” and analyze it by comparing film and television productions.
Students discuss and identify a working definition for theatre.They create a “Theatre Is….” poster for the room and are introduced to the concept of a ‘dramatic moment.’
This session has students discuss the benefits of live theatre over film and apply the definition of the playwright, actor and director
CCSS.ELA-LITERACY.CCRA.L.6 - Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
5.2 - Careers and Career-Related Skills - Identify career options in the dramatic arts, such as cinematographer, stage manager, radio announcer, or dramaturg; and research the education, training, and work experience necessary in that field.
1.2 - Comprehension and Analysis of the Elements of Theatre - Identify dramatic elements within a script, such as foreshadowing, crisis, rising action, catharsis, and denouement, using the vocabulary of theatre.
5.3 - Careers and Career-Related Skills - Demonstrate an understanding of the professional standards of the actor, director, scriptwriter, and technical artist, such as the requirements for union membership.
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)
B.3.1 - identify and describe skills, attitudes, and strategies they used in collaborative drama activities (e.g., brainstorming, active listening, and cooperative problem-solving skills; strategies for sharing responsibility through collaborative team roles)
A.3.2 - use a variety of voice and movement techniques to support the creation of character or atmosphere during rehearsal (e.g., use voice and movement to suggest an airport, circus, or factory environment)