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Arts Education, Grade K, Theatre, 2006

1.) Identify body, mind, and voice as the three tools of classroom drama.

2.) Distinguish among personal space, partner space, and group space.

Examples:

- personal space--moving through space with self-control;

- partner space--participating in appropriate shoulder-to-shoulder reading;

- group space--moving through space, respecting the personal space of others

3.) Pantomime a variety of roles in real-life and make-believe through guided dramatic play.

Example: imitating movements of animals, people, and objects

4.) Identify appropriate audience behavior in a variety of settings.

Example: comparing behavior at a ballgame with behavior at a religious ceremony

5.) Identify the beginning, middle, and end of a story.

•  Identifying characters and setting in a story or theatrical performance
6.) Identify a variety of dramatic productions.

Examples: musical, movie, theatrical performance, circus, puppet show

•  Identifying technological tools used to create a dramatic production
Examples: cameras, computers, audio and video recorders

7.) Respond on cue, verbally and physically, to an oral reading.

Examples: patting chest and slapping legs for horse trotting, quacking like a duck, howling like a wolf

8.) Identify ways the arts enhance cultural celebrations.

Examples: songs, dances, decorations

9.) Identify theatre, music, dance, and visual arts as the four arts disciplines.

10.) Identify real and pretend stories.

Examples:

- real--Mike Venezia's Getting to know the World's Greatest Artist: Monet,

- pretend--The Three Little Pigs


Arts Education, Grade 1, Theatre, 2006

1.) Explain how the body, mind, and voice are used in classroom drama.

2.) Use personal space, partner space, and group space in an appropriate manner.

Examples:

- personal space--working individually in a space,

- partner space--working as part of a pair in an identified space,

- group space--moving through a space without physically coming in contact with one another

3.) Demonstrate ways that voice, space, and movement are used to create emotions, characters, or objects.

Examples:

- voice--using loud voices to suggest surprise,

- space--standing apart from a group to suggest sadness,

- speed--moving quickly to represent excitement

4.) Depict simple stories and situations through the use of puppetry.

5.) Portray individual characters from an oral reading in literature.

Example: Goldilocks in Goldilocks and the Three Bears

6.) Portray people from the community as characters in a dramatic activity.

Examples: fireman, police officer, teacher, mayor

7.) Retell the sequence of events in a story or theatrical performance.

•  Identifying characters and setting in a story or theatrical performance
•  Identifying reasons for liking or disliking a particular aspect of a story
8.) Relate a personal experience to an incident in a dramatic production.

Example: comparing personal joy upon going home from school to Dorothy's feelings upon going home from Oz

9.) Demonstrate behavior appropriate to specific types of performances.

Examples: cheering at a pep rally, listening attentively during a symphony performance

10.) Identify an occupation from each arts discipline.

Examples:

- dance--ballerina,

- music--music teacher,

- theatre--actor,

- visual arts--portrait painter

11.) Demonstrate ways the arts are used in cultural celebrations.

Examples: making masks for Mardi Gras, making rain sticks for a rain dance, making a piñata for a Cinco de Mayo celebration

12.) Identify the technology used to create a theatrical production.


Arts Education, Grade 2, Theatre, 2006

1.) Demonstrate ways to use the body and voice to communicate character actions, emotions, and sounds in a drama.

Examples:

- character actions--shrug, shudder;

- emotions--laughter, tears;

- sounds--fist pounding on table top, door slamming

•  Differentiating between verbal and nonverbal sounds
Examples:

- verbal--"Stop!,"

- nonverbal--"Grrr"

2.) Demonstrate locomotor and nonlocomotor movements that suggest specific images or ideas.

Examples:

- locomotor--walking across a space,

- nonlocomotor--standing tall like a tree

3.) Create classroom dramatizations based on personal experiences, imagination, literature, heritage, and history; including characters, settings, dialogues, and situations.

4.) Describe different elements in a dramatization.

Example: characters building suspense

•  Identifying characters, settings, problem, and solution in a drama
•  Describing character traits, including appearance, actions, and choices
•  Using appropriate theatre vocabulary
Examples: character, plot, setting, pantomime

5.) Communicate in an appropriate manner regarding aspects of a dramatization.

Examples:

- appropriate--"That costume was from the wrong time period."

- inappropriate--"That costume was ugly."

6.) 6. Identify common topics and ideas in stories from different cultures and historical periods.

Examples:

- good versus evil--The Lion King, The Wizard of Oz;

- finding your gift--The Indian Paintbrush, Just the Thing for Geraldine;

- beware of strangers--Little Red Riding Hood, Lon Po Po

7.) Identify diverse world cultures through various artistic representations.

Examples:

- European--British, Irish, and Scottish accents;

- Native American--blanket weaving;

- Mexican--Mexican Hat Dance, piñata

8.) Describe how the arts communicate ideas in different ways.

Example: differences in the portrayal of friendship in A Charlie Brown Christmas and in the visual print The Banjo Player

9.) Use simple technology to enhance a classroom dramatization.

Examples: tape recorders, digital cameras, computer programs


Arts Education, Grade 3, Theatre, 2006

1.) Use the primary tools of mind, body, and voice in an appropriate characterization for a simple classroom production.

2.) Identify the purpose of movement in a dramatic production.

•  Using high-, medium-, and low-level areas in space
Examples: leaping for joy, running in fear, kneeling to be knighted, slithering like a snake

•  Using body sculpture or the freeze technique to create a tableau by freezing the action of a scene
3.) Create ideas for alternate settings, characters, and endings for a dramatic production.

•  Staging classroom dramatizations in a variety of ways
  Examples: protean staging, Reader's Theatre

•  Demonstrating movement to explore thoughts, feelings, and roles from literature, life, and history
Examples: Native American rain and cloud dances, Russian wedding dance

•  Working cooperatively in a group setting to plan a dramatic production
4.) Dramatize universal subjects and ideas in stories from different cultures.

Examples:

- friendship--Charlotte's Web, The Secret Garden;

- greed--Why the Sky is Far Away, A Christmas Carol

•  Depicting characters from diverse historical periods and cultures
Examples: Johnny Appleseed, Pocohantas, Harriet Tubman

•  Explaining how theatre reflects life
5.) Identify an emotion evoked by performers during a production.

6.) Identify different elements in a theatrical performance.

•  Describing characters, their relationships, and their environments
•  Analyzing a classroom dramatization or theatre production to determine how movement, music, and visual elements are used to enhance mood
Examples: joy in finding gold at the end of the rainbow; fear when the big, bad wolf appears

•  Distinguishing between appropriate and inappropriate audience behavior
Examples:

- appropriate--applauding,

- inappropriate--booing in a noninteractive production

•  Explaining differences between audience space and performance space
7.) Evaluate the effectiveness of the theatrical elements of a performance using accurate, respectful, supportive, and constructive comments.

8.) Describe effects that sounds, movements, and visual images have on an audience.

9.) Identify various forms of dramatic media and ways in which they have evolved over time.

Examples: theatre, film, television, electronic media

10.) Identify ways in which the arts are used for personal pleasure and enrichment.

Examples: plays, art exhibits, concerts

11.) Illustrate concepts from other content areas through the use of dramatization.

Examples: acting out simple machines studied in science, depicting the migration of animals or people studied in science or social studies, illustrating Reader's Theatre from reading and English language arts classes


Arts Education, Grade 4, Theatre, 2006

1.) Demonstrate ways in which an actor communicates character and emotions.

Examples: body posture, movement, voice, facial expression

•  Explaining how music and sound are used to communicate emotion
Examples: pitch, tone, volume

•  Exhibiting concentration, recall, and memorization of sequencing to create a characterization
•  Combining physical shapes, levels, and facial expressions to depict emotions and moods of characters
2.) Improvise short scenes while working cooperatively in groups, including the use of role play.

3.) Describe the function in musical theatre of each arts discipline.

Examples:

- dance--movement, dance sequences;

- music--score, lyrics;

- theatre--acting, production;

- visual arts--scenic design

4.) Identify the elements of a scripted drama, including dialogue, character, plot, and setting.

•  Identifying conflict in a dramatic situation as it unfolds through dialogue
•  Analyzing the choice of setting and characters to determine authenticity
Example: Africa as the necessary setting for The Lion King

•  Demonstrating ways movement communicates characters and emotions
5.) Identify thoughts and feelings evoked by a performance.

Examples: Alice in Wonderland--imagining what it would be like to live in a wonderland, Annie--feeling triumph for Annie as she becomes part of a family

•  Connecting performances to personal feelings or experiences
•  Evaluating the effectiveness of artistic choices made in a production
•  Explaining the concepts of aesthetics and empathy
6.) Evaluate audience behavior of self and others to determine appropriateness.

7.) Evaluate the use of lighting, costumes, sound effects, makeup, props, and sets for effectiveness in a performance.

8.) Identify ways in which theatre reflects the social values and accomplishments of a culture.

•  Describing ways in which the arts play a role in everyday life
Examples: landscape design, advertising jingles, dances, movies

9.) Identify dramatic works written by and about Alabama and Alabamians.

Examples: Kathryn T. Windham's Julia Tutwiler, William Gibson's The Miracle Worker

10.) Recognize the various roles and responsibilities of those involved in staging a theatrical production.

Examples:

- playwright--writes the script,

- actor--interprets the part,

- director--instructs the actor

11.) Identify possible connections between theatre concepts and concepts from other content areas.

Example: explaining how student-created work in visual arts, music, and dance may be translated to theatre

12.) Use the computer to research and identify works in literature that have been translated into theatrical productions.

Examples: The Lion, the Witch, and the Wardrobe; Charlotte's Web; Peter Pan; The Polar Express; books from the "Harry Potter" series


Arts Education, Grade 5, Theatre, 2006

1.) Identify various roles and responsibilities necessary to effectively stage scenes or dramatic productions.

Examples: writers editing the script, researchers ensuring that costume choices reflect the time period portrayed, directors guiding practices, actors memorizing script parts, critics viewing and critiquing theatre performances, set designers selecting materials reflecting desired setting, audiences responding to production

2.) Select essential design elements to support a dramatic production.

Examples: lighting, costumes, makeup, props

•  Combining physical shapes, levels, and facial expressions to depict emotion and mood of characters
•  Combining physical qualities with vocal qualities, including projection and vocal variety
3.) Produce an original or published scene using an organized rehearsal plan.

Describing the importance of collaboration in a theatrical production, including scheduling, blocking, and set design

4.) Compare theatrical characteristics of pantomime, improvisation, and scripted drama.

5.) Analyze a dramatic performance to identify its intended personal emotional response.

Example: The Miracle Worker encouraging audience to persevere in spite of adversity

•  Using age-appropriate theatre vocabulary to accurately describe theatrical concepts
Examples: dialogue, pitch, tone, volume, set designer, theme, improvisation, script, tableau

6.) Compare ways in which ideas and emotions are expressed in theatre, dramatic media, dance, music, and visual arts.

Example: comparison of African-American displacement as seen through Jacob Lawrence's The Migration Series paintings, Jewish displacement as portrayed in the movie The Diary of Anne Frank, and displacement of Okies as depicted in selected scenes in the movie The Grapes of Wrath

7.) Describe how audience behavior affects a performance.

8.) Identify conflict in a drama, including man versus man, man versus self, man versus nature, man versus the supernatural, and man versus society.

•  Identifying the message, theme, and purpose in a drama
9.) Describe ways various cultures reflect their beliefs and traditions through theatre and storytelling.

Examples:

- Indonesian--Javanese puppet theatre,

- Native American--powwow

10.) Identify universal themes in literature.

Examples: love, hate, friendship, loyalty, family

•  Enacting a drama in such a way that its major scenes depict literary accuracy
•  Developing a one-act play around an event in United States history
Examples: Trail of Tears, Civil Rights Movement


Arts Education, Grade 6 - 12, Theatre: Level I, 2006

1.) Identify basic elements of theatrical training, including vocalization, kinesthetics, and emotional and intellectual processing.

•  Demonstrating ways an actor controls voice through pitch, rate, volume, pronunciation, and enunciation
•  Developing characters through various postures, gestures, and facial expressions
•  Identifying basic stage directions
Examples: upstage, downstage, stage left, stage right, wing

Example Image

•  Using high, medium, and low spatial levels to enhance the effectiveness of a scene
Examples:

- high--standing;

- medium--sitting;

- low--kneeling, crouching

•  Demonstrating a variety of actor positions or profiles
Examples: one fourth, one half, full, back

2.) Describe the acting process, including memorizing, determining, and enacting character objectives and motives; listening; and maintaining concentration.

•  Using the acting process to perform a monologue or dialogue
•  Using improvisation to discover character and motivation
•  Demonstrating understanding of text, subtext, and context through improvisation
•  Identifying the structural elements of plot in a script or production
Examples: exposition, complication, crisis, climax or resolution

3.) Identify basic components of staging a production, including set design, blocking, costumes, lighting, and sound.

•  Selecting sets, props, costumes, lighting, and sounds to support a drama
•  Producing a rehearsal notebook that includes a record of acting choices, directions, and blocking
•  Analyzing the technical parts of a theatre facility and their functions, including flats, platforms, backdrops, cyclorama, and drapery, to determine their roles in effectively staging a production
4.) Explain emotional responses to the whole as well as to the parts of a dramatic performance.

•  Discussing different goals and feelings of characters
•  Comparing character wants and needs to personal wants and needs
5.) Use appropriate theatre vocabulary, including blocking, character, scene, empathy, aesthetics, and enunciation, to describe theatrical experiences.

6.) Explain artistic choices made collaboratively by a group.

•  Choosing special effects to enhance a story
Examples: lighting, sound, technology

7.) Explain legal and ethical ramifications of using another's work in a production, including copyright and intellectual property rights issues.

8.) Compare various theatre styles from different time periods and cultures.

Examples: theatre in ancient Greece, Kabuki in Japan, commedia dell'arte in Italy

•  Designing masks, puppets, props, and sets in a variety of styles
Examples: Japanese shadow puppets, Noh masks

•  Describing the use of literary historical archetypes as dramatic characters
Examples: Greek hero, chivalrous knight in Arthurian legend, Shakespeare's tragic hero

9.) Identify ways the arts influence and are influenced by culture and politics.

Examples: music growing from protests of Vietnam war helping to change public opinion against the war, plays bringing attention to the plight of women who have been ignored and ruled by a male-dominated world

10.) Use theatre skills to communicate ideas from other curriculum areas.

Examples: establishing a Reader's Theatre for poetry readings, writing scripts of historical events, utilizing acting techniques to represent simple machines

11.) Identify job requirements for a variety of theatre and theatre-related careers.

Example: costume designer--responsible for reading script and planning costume design appropriate to period, character, and production concepts

12.) Identify various uses of technology, including the Internet, in theatrical design.

Examples: graphic design software, intelligent lighting


Arts Education, Grade 6 - 12, Theatre: Level II, 2006

1.) Demonstrate use of the body and voice as creative instruments.

Example: depicting old man with hunched shoulders, shaky hands, and trembling voice

•  Demonstrating staging techniques
Examples: stage positions, movement

•  Participating in a variety of subtext vocal exercises accompanied by physical reactions
Examples:

- "I didn't do that." (Subtext: How dare you ask!)

- "I didn't do that." (Subtext: I promise, not me.)

- "I didn't do that." (Subtext: I'm too sweet to do something like that.)

•  Demonstrating resonance, projection, and articulation through vocal exercises and personal vocal warm-ups
Example: vocal exercise or warm-up--"Articulate the consonants, clearly speak the words, round out the vowel sounds, and then you will be heard."

•  Performing scenarios for pantomime using characters involved in an initial incident, conflict, rising action, climax, or conclusion
Examples:

- initial incident--raking leaves,

- conflict--gust of wind blowing across leaves

•  Performing stage combat exercises
Example: techniques involving sword play, falling, and fighting

•  Demonstrating spontaneity through improvisation exercises
Example: creating a dialogue in which each actor's line begins with the next consecutive letter of the alphabet to tell a story

2.) Analyze scripts, including dialogue, action, and expository information, to explain and justify character motivation.

•  Depicting behaviors based on interactions, ethical choices, and decisions made by characters
•  Justifying artistic choices made when rewriting an original work
•  Creating an original work in a selected theatrical style
Examples: musical theatre, vaudeville, Greek chorus

3.) Utilize the components of playwriting to create short scenes.

Examples: plot structure, character types, themes, settings, dialogue

•  Illustrating language and action used to define characters
•  Interpreting metaphors, themes, and moods in scripts
•  Adapting student-written scenes for dramatic media
4.) Create scripts that reflect specific periods, events, or cultures.

•  Demonstrating how improvised dialog and scenes can be used to tell stories and develop characters based on a variety of sources
•  Identifying ways plays can represent the time periods in which they are set
Examples: costumes, lighting, set, speech patterns, dialogue

5.) Explain the functions of technical theatre.

Example: roles that scenery, props, lighting, sound, costumes, and makeup play in creating the environment for a play

•  Identifying roles of different members of the production staff
Examples:

- sound engineer--determining all sound reinforcement, sound effects, and music;

- light designer--designing all lighting requirements;

- stage manager--accepting responsibility for general operations;

- costume designer--designing all costuming needs;

- makeup artist--designing all makeup for characters

•  Developing sound effects to support a production
•  Designing a set for a given piece, including floor plan, set materials, props, lighting, costumes, and sound requirements
6.) Determine criteria necessary to review a theatrical production.

Examples: relationship of theme, plot, and conflict; dramatic elements; appropriate use of theatrical language; quality of acting

7.) Analyze selected texts to determine how they incorporate figurative language and imagery.

Examples: Thornton Wilder's Our Town, August Wilson's Fences, Tennessee Williams' A Streetcar Named Desire, Nilo Cruz's Anna in the Tropics

8.) Use various self-evaluation processes, including journaling, rubrics, and aesthetic responses, to evaluate personal choices and performances.

9.) Explain the impact of social and cultural events on theatre.

•  Describing ways American history has been reflected in the theatre
Examples: August Wilson's two plays in a ten-part series chronicling the African-American experience, Ma Rainey's Black Bottom and Fences

10.) Identify the major periods of theatre history.

Examples: Greek, medieval, Elizabethan, modern, contemporary

•  Identifying major writers of various historical periods
Examples:

- Sophocles--Early Greek,

- William Shakespeare--Elizabethan,

- Edward Albee--twentieth century

11.) Apply theatre skills to reflect concepts presented in other curriculum areas.

Examples:

- social studies--improvisations of historical events,

- English language arts--Reader's Theatre,

- science--movement exercises reflecting movement in simple machines

12.) Identify ways technology has impacted theatre, including American theatre.

Examples: projection screens, computer programs, lighting sequences, computer designs or graphics, surround sound

•  Describing the effect of modern media on live theatre
•  Describing the impact of computers and the Internet on the arts

Arts Education, Grade 6 - 12, Theatre: Level III, 2006

1.) Create characters, situations, and events based on personal experience, literature, historic events, or research to introduce tension and suspense in a theatrical production.

•  Demonstrating exercises for physical and vocal conditioning
•  Performing pantomimes or improvisations using voice, blocking, and gesturing to depict characters and tell a story
2.) Demonstrate an understanding of characterization and scene work through a group performance.

•  Analyzing a scene from a play read in class to adequately portray a character or action
•  Demonstrating understanding of subtext and emotion through vocal and physical work
•  Demonstrating a relationship to other characters in a scene through interaction with and reaction to other characters in the scene
•  Memorizing a scene
•  Performing a scene accurately, including actions designed during the rehearsal process
3.) Create a video that tells a story or depicts an overall theme, including the effective use of modern technology.

•  Using various artistic camera shots, framing techniques, and digital photography to enhance a video
•  Using a storyboard to plan a scene and develop plot, character, and theme
4.) Interpret directional goals in scenes and plays from a variety of playwrights.

•  Analyzing the form and structure of scripts and scenes to identify theme, plot, character functions, subtext, setting, and dialogue
•  Choosing the appropriate acting style for a scene or play
Examples: classical, high comedy, low comedy

5.) Describe the impact various components of technical theatre have on a dramatic production, including lighting, sound, scenery, props, costumes, makeup, and hairstyling.

•  Identifying how technical theatre elements can be effectively used to communicate mood, character, and location in a formal and informal scripted or improvised production
•  Using computer graphics or models for theatrical design
Examples: designing sets, preparing lighting plots

•  Comparing different performance spaces, including arena, proscenium, thrust, and informal venues such as sidewalks and classrooms
•  Comparing stage acting to acting before a camera
6.) Describe theatrical experiences using theatre vocabulary, including genre, style, acting values, themes, and designs.

7.) Critique theatre productions to determine the effectiveness of verbal and nonverbal interpretation, director's intent, audience response, and technical elements.

•  Identifying strengths and weaknesses of one's personal acting voice as well as the voices of other actors
Examples: articulation, volume, dialect, vocal quality, tone, resonance

•  Differentiating between positive and negative responses to criticism
Examples:

- positive--agreeing with the critic, probing for clarification, compromising;

- negative--being antagonistic, ignoring criticism

8.) Describe the impact of audience behavior on cast performances and the impact of cast performances on audience behavior.

•  Clarifying how production space impacts both the audience and cast members
9.) Describe the impact history and theatre have upon each other.

Example: medieval period impacting morality plays

•  Comparing dramatic texts to historic texts for accurate portrayal of cultural, social, and political ideas and events
•  Depicting cultural environments and historical periods through settings, props, costumes, and makeup
Examples: depiction of fifteenth- and sixteenth-century England by William Shakespeare, reflection of Japanese culture through Kabuki

•  Recognizing the influence of a historic event on the work of a playwright
Example: impact of the French Revolution on Victor Hugo's Les Miserables

10.) Identify major writers of theatre.

•  Comparing scripts of various major writers
Examples: Sophocles' Antigone, Anton Chekhov's The Cherry Orchard, David Auburn's Proof

11.) Identify ways in which theatre originating in different times and cultures can reflect the same theme.

Example: parent-child relationship as depicted in William Shakespeare's Romeo and Juliet and in the movie Steel Magnolias

12.) Compare the fundamental elements used to communicate in dance, music, theatre, dramatic media, and visual arts.

•  Defending theatre as a synthesis of all arts disciplines
Example: identifying the use of scenery, music, and dance in a production


Arts Education, Grade 6 - 12, Theatre: Level IV, 2006

1.) Apply basic dramatic structure, including exposition, complication, crisis, climax, and resolution, in the script writing process.

2.) Direct formal and informal productions by interpreting dramatic texts and organizing and conducting rehearsals.

•  Identifying various schools of thought for coaching and directing
Examples: Konstantin Stanislavski, Lee Strasberg, Viola Spolin, Sanford Meisner, Stella Adler

•  Communicating effectively to a small ensemble the directional choices for improvised or scripted scenes
•  Directing a selection of scenes or a one-act play, assuming all responsibilities of a director
Examples: choosing play, casting, blocking, designing sets

3.) Demonstrate rehearsal techniques, including pacing, polishing, and vocal and physical encoding, with technical proficiency.

4.) Create a multimedia production using advanced technologies.

Example: using a slide show or video clip within a play

•  Developing a director's notebook
•  Planning a rehearsal schedule
•  Staging production with blocking, casting, and technical designs
5.) Analyze classical, contemporary, realistic, and nonrealistic texts to determine character development.

•  Creating characters for a dramatization through script analysis and revision
•  Explaining choices for creation of a character's voice
Example: using high pitch for a child's voice

•  Explaining choices for the creation of a character's physical appearance based on social and psychological dimensions
Example: character skipping and whistling to portray carefree attitude

•  Improvising scenes based on dramatic texts to reveal complex characteristics of characters
6.) Analyze productions that reflect life situations to determine how they broaden the range of human understanding.

•  Identifying personal and universal meaning in a production
•  Relating motifs, symbols, and metaphor to personal experiences
•  Communicating the personal impact of theatrical experiences
Examples: empathy, catharsis, delight

7.) Identify requirements and responsibilities of a dramaturge.

•  Determining appropriate dialect, set, and costume design for the historical period of a play through research
8.) Compare a variety of genres of dramatic literature using complex evaluation and terminology.

•  Identifying the use of metaphor, subtext, and symbolic elements in various genres
9.) Analyze a dramatic work to determine its effectiveness regarding intent, structure, and quality.

10.) Describe the effect of historic events on works of great playwrights and screenwriters.

Example: Arthur Miller's The Crucible reflecting the Salem witch trials and paralleling the social intolerance of the Joseph McCarthy hearings

•  Identifying ways film, theatre, television, and electronic media influence values and behavior
Examples:

- film--relationship of Rebel Without a Cause to street racing and rebellious teenagers;

- theatre--relationship of All I Need to Know I Learned in Kindergarten to values and behaviors learned as a child;

- television--reflections of strong, caring, family values in 7th Heaven;

- electronic media--impact of video games and compact disk-read-only memory (CD-ROM)

•  Describing ways in which writers reflect and influence culture through their works
Examples: Lorraine Hansberry's A Raisin in the Sun and Harper Lee's To Kill a Mockingbird comparing the cultures of two groups, selected scenes from the movie Grand Canyon addressing the question of whether art influences society or society influences art

11.) Analyze a variety of theatrical styles to ascertain basic commonalities.

Example: comparing traditional and nontraditional theatre such as in a Shakespearian play to a Cirque du Soleil

•  Performing pieces from a variety of playwrights representing different schools of thought and specific theatre styles
Examples: William Shakespeare, Molière (Jean-Baptiste Poquelin), Anton Chekov

•  Comparing directing and acting styles from a variety of periods
Examples: Konstantin Stanislavsky from the nineteenth and early twentieth centuries, Edward Albee from the twentieth and twenty-first centuries, Viola Spolin from the twentieth century

12.) Identify career options in the dramatic arts.

Examples: cinematographer, dramaturge, stage manager

•  Identifying the education, training, and work experience needed to enter an arts field
•  Developing a portfolio for audition purposes
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