Courses of Study

Creating
Envision, Conceptualize
Arts Education (2017)
Grade(s): 4
Theatre
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
1) Articulate the visual details of imagined worlds and improvised stories that support the given circumstances in a drama/theatre work.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Envision, Conceptualize
Essential Questions:
EU: Theatre Artists rely on intuition, curiosity and critical inquiry.
EQ: What happens when Theatre artists use their imagination and/or learned theatre skills while engaging in creative exploration and inquiry?
Concepts & Vocabulary:
Research
Analysis
  • given circumstances
  • visual details
  • central conflict
  • theme
  • supportive
  • commentary
Voice
  • accent
  • inflection
Movement
  • pantomime
  • pose
Characterization
  • motivation
  • backstory
  • want/desire
Directing
Design Theatrical production
  • collaborate
  • playwright
  • actor
  • director
  • improvise
  • script
Skill Examples:
  • Define given circumstance, including character motivation, character's personal situation, events that impact the story and character, and the setting.
  • Identify the given circumstances of a dramatic/ theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the imagined worlds that support the given circumstances in a theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the improvised stories that support the given circumstances in a dramatic/ theatrical work.
  • Determine what technical elements are (e.g., lighting, props, costuming and makeup and, scenery).
  • Visualize and design technical elements that support the story and given circumstances in a dramatic/ theatrical work.
  • Explore how a character might move to support the story and given circumstances in a dramatic/ theatrical work (e.g., crawl to get under a fence, leap to get over a puddle, etc.).
  • Collaborate by asking questions in order to devise original ideas for characters by building backstories (e.g., How old are they? Where did they grow up? Did they have sibling? What do they desire most in the world? etc.).
  • Collaborate by asking questions in order to devise original ideas for plots (e.g., What is the central conflict? What is the theme? What do the characters want? What is the setting? etc.).
  • Make and discuss group decisions required to present a dramatic/ theatrical work to peers (e.g., Who is playing which parts? What are the given parameters? What story line should be used? etc.).
  • Identify responsibilities required to present a dramatic/ theatrical work to peers (e.g., Who is writing the piece? Who is acting which parts? Who is responsible for the other technical elements? etc.).
  • Rehearse an improvised or scripted theatrical work.
  • Revise and polish improvised or scripted dramatic/ theatrical work through rehearsal.
  • Use collaborative review to revise and polish improvised or scripted work. Use supportive and constructive commentary.
  • Develop physical exercise techniques for improvised or scripted dramatic/ theatrical work using age appropriate theater games (e.g., "Changing Characters," "Strike a Pose," etc.).
  • Develop vocal exercise techniques for an improvised or scripted dramatic/ theatrical work (e.g., "Boom Chicka Boom," "Pass the Word" etc.).
  • Collaborate to identify design problems that arise in rehearsal for a dramatic/ theatrical work.
  • Collaborate to identify technical problems that arise in rehearsal for a dramatic/ theatrical work.
Arts Education (2017)
Grade(s): 4
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Visualize and design technical elements that support the story and given circumstances in a drama/theatre work.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Envision, Conceptualize
Essential Questions:
EU: Theatre Artists rely on intuition, curiosity and critical inquiry.
EQ: What happens when Theatre artists use their imagination and/or learned theatre skills while engaging in creative exploration and inquiry?
Concepts & Vocabulary:
Research
Analysis
  • given circumstances
  • visual details
  • central conflict
  • theme
  • supportive
  • commentary
Voice
  • accent
  • inflection
Movement
  • pantomime
  • pose
Characterization
  • motivation
  • backstory
  • want/desire
Directing
Design Theatrical production
  • collaborate
  • playwright
  • actor
  • director
  • improvise
  • script
Skill Examples:
  • Define given circumstance, including character motivation, character's personal situation, events that impact the story and character, and the setting.
  • Identify the given circumstances of a dramatic/ theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the imagined worlds that support the given circumstances in a theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the improvised stories that support the given circumstances in a dramatic/ theatrical work.
  • Determine what technical elements are (e.g., lighting, props, costuming and makeup and, scenery).
  • Visualize and design technical elements that support the story and given circumstances in a dramatic/ theatrical work.
  • Explore how a character might move to support the story and given circumstances in a dramatic/ theatrical work (e.g., crawl to get under a fence, leap to get over a puddle, etc.).
  • Collaborate by asking questions in order to devise original ideas for characters by building backstories (e.g., How old are they? Where did they grow up? Did they have sibling? What do they desire most in the world? etc.).
  • Collaborate by asking questions in order to devise original ideas for plots (e.g., What is the central conflict? What is the theme? What do the characters want? What is the setting? etc.).
  • Make and discuss group decisions required to present a dramatic/ theatrical work to peers (e.g., Who is playing which parts? What are the given parameters? What story line should be used? etc.).
  • Identify responsibilities required to present a dramatic/ theatrical work to peers (e.g., Who is writing the piece? Who is acting which parts? Who is responsible for the other technical elements? etc.).
  • Rehearse an improvised or scripted theatrical work.
  • Revise and polish improvised or scripted dramatic/ theatrical work through rehearsal.
  • Use collaborative review to revise and polish improvised or scripted work. Use supportive and constructive commentary.
  • Develop physical exercise techniques for improvised or scripted dramatic/ theatrical work using age appropriate theater games (e.g., "Changing Characters," "Strike a Pose," etc.).
  • Develop vocal exercise techniques for an improvised or scripted dramatic/ theatrical work (e.g., "Boom Chicka Boom," "Pass the Word" etc.).
  • Collaborate to identify design problems that arise in rehearsal for a dramatic/ theatrical work.
  • Collaborate to identify technical problems that arise in rehearsal for a dramatic/ theatrical work.
Develop
Arts Education (2017)
Grade(s): 4
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Explore how a character might move to support the story and given circumstances in a drama/theatre work.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Develop
Essential Questions:
EU: Theatre artists work to discover different ways of communicating meaning.
EQ: How, when, and why do theatre artists' choices change?
Concepts & Vocabulary:
Research
Analysis
  • given circumstances
  • visual details
  • central conflict
  • theme
  • supportive
  • commentary
Voice
  • accent
  • inflection
Movement
  • pantomime
  • pose
Characterization
  • motivation
  • backstory
  • want/desire
Directing
Design Theatrical production
  • collaborate
  • playwright
  • actor
  • director
  • improvise
  • script
Skill Examples:
  • Define given circumstance, including character motivation, character's personal situation, events that impact the story and character, and the setting.
  • Identify the given circumstances of a dramatic/ theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the imagined worlds that support the given circumstances in a theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the improvised stories that support the given circumstances in a dramatic/ theatrical work.
  • Determine what technical elements are (e.g., lighting, props, costuming and makeup and, scenery).
  • Visualize and design technical elements that support the story and given circumstances in a dramatic/ theatrical work.
  • Explore how a character might move to support the story and given circumstances in a dramatic/ theatrical work (e.g., crawl to get under a fence, leap to get over a puddle, etc.).
  • Collaborate by asking questions in order to devise original ideas for characters by building backstories (e.g., How old are they? Where did they grow up? Did they have sibling? What do they desire most in the world? etc.).
  • Collaborate by asking questions in order to devise original ideas for plots (e.g., What is the central conflict? What is the theme? What do the characters want? What is the setting? etc.).
  • Make and discuss group decisions required to present a dramatic/ theatrical work to peers (e.g., Who is playing which parts? What are the given parameters? What story line should be used? etc.).
  • Identify responsibilities required to present a dramatic/ theatrical work to peers (e.g., Who is writing the piece? Who is acting which parts? Who is responsible for the other technical elements? etc.).
  • Rehearse an improvised or scripted theatrical work.
  • Revise and polish improvised or scripted dramatic/ theatrical work through rehearsal.
  • Use collaborative review to revise and polish improvised or scripted work. Use supportive and constructive commentary.
  • Develop physical exercise techniques for improvised or scripted dramatic/ theatrical work using age appropriate theater games (e.g., "Changing Characters," "Strike a Pose," etc.).
  • Develop vocal exercise techniques for an improvised or scripted dramatic/ theatrical work (e.g., "Boom Chicka Boom," "Pass the Word" etc.).
  • Collaborate to identify design problems that arise in rehearsal for a dramatic/ theatrical work.
  • Collaborate to identify technical problems that arise in rehearsal for a dramatic/ theatrical work.
Arts Education (2017)
Grade(s): 4
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Collaborate to devise original ideas for a drama/theatre work by asking questions about characters and plots.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Develop
Essential Questions:
EU: Theatre artists work to discover different ways of communicating meaning.
EQ: How, when, and why do theatre artists' choices change?
Concepts & Vocabulary:
Research
Analysis
  • given circumstances
  • visual details
  • central conflict
  • theme
  • supportive
  • commentary
Voice
  • accent
  • inflection
Movement
  • pantomime
  • pose
Characterization
  • motivation
  • backstory
  • want/desire
Directing
Design Theatrical production
  • collaborate
  • playwright
  • actor
  • director
  • improvise
  • script
Skill Examples:
  • Define given circumstance, including character motivation, character's personal situation, events that impact the story and character, and the setting.
  • Identify the given circumstances of a dramatic/ theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the imagined worlds that support the given circumstances in a theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the improvised stories that support the given circumstances in a dramatic/ theatrical work.
  • Determine what technical elements are (e.g., lighting, props, costuming and makeup and, scenery).
  • Visualize and design technical elements that support the story and given circumstances in a dramatic/ theatrical work.
  • Explore how a character might move to support the story and given circumstances in a dramatic/ theatrical work (e.g., crawl to get under a fence, leap to get over a puddle, etc.).
  • Collaborate by asking questions in order to devise original ideas for characters by building backstories (e.g., How old are they? Where did they grow up? Did they have sibling? What do they desire most in the world? etc.).
  • Collaborate by asking questions in order to devise original ideas for plots (e.g., What is the central conflict? What is the theme? What do the characters want? What is the setting? etc.).
  • Make and discuss group decisions required to present a dramatic/ theatrical work to peers (e.g., Who is playing which parts? What are the given parameters? What story line should be used? etc.).
  • Identify responsibilities required to present a dramatic/ theatrical work to peers (e.g., Who is writing the piece? Who is acting which parts? Who is responsible for the other technical elements? etc.).
  • Rehearse an improvised or scripted theatrical work.
  • Revise and polish improvised or scripted dramatic/ theatrical work through rehearsal.
  • Use collaborative review to revise and polish improvised or scripted work. Use supportive and constructive commentary.
  • Develop physical exercise techniques for improvised or scripted dramatic/ theatrical work using age appropriate theater games (e.g., "Changing Characters," "Strike a Pose," etc.).
  • Develop vocal exercise techniques for an improvised or scripted dramatic/ theatrical work (e.g., "Boom Chicka Boom," "Pass the Word" etc.).
  • Collaborate to identify design problems that arise in rehearsal for a dramatic/ theatrical work.
  • Collaborate to identify technical problems that arise in rehearsal for a dramatic/ theatrical work.
Arts Education (2017)
Grade(s): 4
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Make and discuss group decisions and identify responsibilities required to present a drama/theatre work to peers.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Develop
Essential Questions:
EU: Theatre artists work to discover different ways of communicating meaning.
EQ: How, when, and why do theatre artists' choices change?
Concepts & Vocabulary:
Research
Analysis
  • given circumstances
  • visual details
  • central conflict
  • theme
  • supportive
  • commentary
Voice
  • accent
  • inflection
Movement
  • pantomime
  • pose
Characterization
  • motivation
  • backstory
  • want/desire
Directing
Design Theatrical production
  • collaborate
  • playwright
  • actor
  • director
  • improvise
  • script
Skill Examples:
  • Define given circumstance, including character motivation, character's personal situation, events that impact the story and character, and the setting.
  • Identify the given circumstances of a dramatic/ theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the imagined worlds that support the given circumstances in a theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the improvised stories that support the given circumstances in a dramatic/ theatrical work.
  • Determine what technical elements are (e.g., lighting, props, costuming and makeup and, scenery).
  • Visualize and design technical elements that support the story and given circumstances in a dramatic/ theatrical work.
  • Explore how a character might move to support the story and given circumstances in a dramatic/ theatrical work (e.g., crawl to get under a fence, leap to get over a puddle, etc.).
  • Collaborate by asking questions in order to devise original ideas for characters by building backstories (e.g., How old are they? Where did they grow up? Did they have sibling? What do they desire most in the world? etc.).
  • Collaborate by asking questions in order to devise original ideas for plots (e.g., What is the central conflict? What is the theme? What do the characters want? What is the setting? etc.).
  • Make and discuss group decisions required to present a dramatic/ theatrical work to peers (e.g., Who is playing which parts? What are the given parameters? What story line should be used? etc.).
  • Identify responsibilities required to present a dramatic/ theatrical work to peers (e.g., Who is writing the piece? Who is acting which parts? Who is responsible for the other technical elements? etc.).
  • Rehearse an improvised or scripted theatrical work.
  • Revise and polish improvised or scripted dramatic/ theatrical work through rehearsal.
  • Use collaborative review to revise and polish improvised or scripted work. Use supportive and constructive commentary.
  • Develop physical exercise techniques for improvised or scripted dramatic/ theatrical work using age appropriate theater games (e.g., "Changing Characters," "Strike a Pose," etc.).
  • Develop vocal exercise techniques for an improvised or scripted dramatic/ theatrical work (e.g., "Boom Chicka Boom," "Pass the Word" etc.).
  • Collaborate to identify design problems that arise in rehearsal for a dramatic/ theatrical work.
  • Collaborate to identify technical problems that arise in rehearsal for a dramatic/ theatrical work.
Rehearse
Arts Education (2017)
Grade(s): 4
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Revise and improve an improvised or scripted drama/theatre work through repetition and collaborative review.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Rehearse
Essential Questions:
EU: Theatre artists refine their work and practice their craft through rehearsal.
EQ: How do theatre artists transform and edit their initial ideas?
Concepts & Vocabulary:
Research
Analysis
  • given circumstances
  • visual details
  • central conflict
  • theme
  • supportive
  • commentary
Voice
  • accent
  • inflection
Movement
  • pantomime
  • pose
Characterization
  • motivation
  • backstory
  • want/desire
Directing
Design Theatrical production
  • collaborate
  • playwright
  • actor
  • director
  • improvise
  • script
Skill Examples:
  • Define given circumstance, including character motivation, character's personal situation, events that impact the story and character, and the setting.
  • Identify the given circumstances of a dramatic/ theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the imagined worlds that support the given circumstances in a theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the improvised stories that support the given circumstances in a dramatic/ theatrical work.
  • Determine what technical elements are (e.g., lighting, props, costuming and makeup and, scenery).
  • Visualize and design technical elements that support the story and given circumstances in a dramatic/ theatrical work.
  • Explore how a character might move to support the story and given circumstances in a dramatic/ theatrical work (e.g., crawl to get under a fence, leap to get over a puddle, etc.).
  • Collaborate by asking questions in order to devise original ideas for characters by building backstories (e.g., How old are they? Where did they grow up? Did they have sibling? What do they desire most in the world? etc.).
  • Collaborate by asking questions in order to devise original ideas for plots (e.g., What is the central conflict? What is the theme? What do the characters want? What is the setting? etc.).
  • Make and discuss group decisions required to present a dramatic/ theatrical work to peers (e.g., Who is playing which parts? What are the given parameters? What story line should be used? etc.).
  • Identify responsibilities required to present a dramatic/ theatrical work to peers (e.g., Who is writing the piece? Who is acting which parts? Who is responsible for the other technical elements? etc.).
  • Rehearse an improvised or scripted theatrical work.
  • Revise and polish improvised or scripted dramatic/ theatrical work through rehearsal.
  • Use collaborative review to revise and polish improvised or scripted work. Use supportive and constructive commentary.
  • Develop physical exercise techniques for improvised or scripted dramatic/ theatrical work using age appropriate theater games (e.g., "Changing Characters," "Strike a Pose," etc.).
  • Develop vocal exercise techniques for an improvised or scripted dramatic/ theatrical work (e.g., "Boom Chicka Boom," "Pass the Word" etc.).
  • Collaborate to identify design problems that arise in rehearsal for a dramatic/ theatrical work.
  • Collaborate to identify technical problems that arise in rehearsal for a dramatic/ theatrical work.
Arts Education (2017)
Grade(s): 4
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
7) Develop physical and vocal exercise techniques for an improvised or scripted drama/theatre work.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Rehearse
Essential Questions:
EU: Theatre artists refine their work and practice their craft through rehearsal.
EQ: How do theatre artists transform and edit their initial ideas?
Concepts & Vocabulary:
Research
Analysis
  • given circumstances
  • visual details
  • central conflict
  • theme
  • supportive
  • commentary
Voice
  • accent
  • inflection
Movement
  • pantomime
  • pose
Characterization
  • motivation
  • backstory
  • want/desire
Directing
Design Theatrical production
  • collaborate
  • playwright
  • actor
  • director
  • improvise
  • script
Skill Examples:
  • Define given circumstance, including character motivation, character's personal situation, events that impact the story and character, and the setting.
  • Identify the given circumstances of a dramatic/ theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the imagined worlds that support the given circumstances in a theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the improvised stories that support the given circumstances in a dramatic/ theatrical work.
  • Determine what technical elements are (e.g., lighting, props, costuming and makeup and, scenery).
  • Visualize and design technical elements that support the story and given circumstances in a dramatic/ theatrical work.
  • Explore how a character might move to support the story and given circumstances in a dramatic/ theatrical work (e.g., crawl to get under a fence, leap to get over a puddle, etc.).
  • Collaborate by asking questions in order to devise original ideas for characters by building backstories (e.g., How old are they? Where did they grow up? Did they have sibling? What do they desire most in the world? etc.).
  • Collaborate by asking questions in order to devise original ideas for plots (e.g., What is the central conflict? What is the theme? What do the characters want? What is the setting? etc.).
  • Make and discuss group decisions required to present a dramatic/ theatrical work to peers (e.g., Who is playing which parts? What are the given parameters? What story line should be used? etc.).
  • Identify responsibilities required to present a dramatic/ theatrical work to peers (e.g., Who is writing the piece? Who is acting which parts? Who is responsible for the other technical elements? etc.).
  • Rehearse an improvised or scripted theatrical work.
  • Revise and polish improvised or scripted dramatic/ theatrical work through rehearsal.
  • Use collaborative review to revise and polish improvised or scripted work. Use supportive and constructive commentary.
  • Develop physical exercise techniques for improvised or scripted dramatic/ theatrical work using age appropriate theater games (e.g., "Changing Characters," "Strike a Pose," etc.).
  • Develop vocal exercise techniques for an improvised or scripted dramatic/ theatrical work (e.g., "Boom Chicka Boom," "Pass the Word" etc.).
  • Collaborate to identify design problems that arise in rehearsal for a dramatic/ theatrical work.
  • Collaborate to identify technical problems that arise in rehearsal for a dramatic/ theatrical work.
Arts Education (2017)
Grade(s): 4
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
8) Collaborate on identifying design and technical problems that arise in rehearsal for a drama/theatre work.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Rehearse
Essential Questions:
EU: Theatre artists refine their work and practice their craft through rehearsal.
EQ: How do theatre artists transform and edit their initial ideas?
Concepts & Vocabulary:
Research
Analysis
  • given circumstances
  • visual details
  • central conflict
  • theme
  • supportive
  • commentary
Voice
  • accent
  • inflection
Movement
  • pantomime
  • pose
Characterization
  • motivation
  • backstory
  • want/desire
Directing
Design Theatrical production
  • collaborate
  • playwright
  • actor
  • director
  • improvise
  • script
Skill Examples:
  • Define given circumstance, including character motivation, character's personal situation, events that impact the story and character, and the setting.
  • Identify the given circumstances of a dramatic/ theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the imagined worlds that support the given circumstances in a theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the improvised stories that support the given circumstances in a dramatic/ theatrical work.
  • Determine what technical elements are (e.g., lighting, props, costuming and makeup and, scenery).
  • Visualize and design technical elements that support the story and given circumstances in a dramatic/ theatrical work.
  • Explore how a character might move to support the story and given circumstances in a dramatic/ theatrical work (e.g., crawl to get under a fence, leap to get over a puddle, etc.).
  • Collaborate by asking questions in order to devise original ideas for characters by building backstories (e.g., How old are they? Where did they grow up? Did they have sibling? What do they desire most in the world? etc.).
  • Collaborate by asking questions in order to devise original ideas for plots (e.g., What is the central conflict? What is the theme? What do the characters want? What is the setting? etc.).
  • Make and discuss group decisions required to present a dramatic/ theatrical work to peers (e.g., Who is playing which parts? What are the given parameters? What story line should be used? etc.).
  • Identify responsibilities required to present a dramatic/ theatrical work to peers (e.g., Who is writing the piece? Who is acting which parts? Who is responsible for the other technical elements? etc.).
  • Rehearse an improvised or scripted theatrical work.
  • Revise and polish improvised or scripted dramatic/ theatrical work through rehearsal.
  • Use collaborative review to revise and polish improvised or scripted work. Use supportive and constructive commentary.
  • Develop physical exercise techniques for improvised or scripted dramatic/ theatrical work using age appropriate theater games (e.g., "Changing Characters," "Strike a Pose," etc.).
  • Develop vocal exercise techniques for an improvised or scripted dramatic/ theatrical work (e.g., "Boom Chicka Boom," "Pass the Word" etc.).
  • Collaborate to identify design problems that arise in rehearsal for a dramatic/ theatrical work.
  • Collaborate to identify technical problems that arise in rehearsal for a dramatic/ theatrical work.
Performing
Select
Arts Education (2017)
Grade(s): 4
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
9) Modify the dialogue and action to change the story in an original drama/theatre work.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Select
Essential Questions:
EU: Theatre artists make strong choices to effectively convey meaning.
EQ: Why are strong choices essential to interpreting a drama or theatre piece?
Concepts & Vocabulary:
Research
  • original work
Analysis
  • tone
Voice
Movement
  • at rest
  • posture
  • open movements
  • exaggerated movement
  • stage directions
Characterization
Directing
Design
Theatrical production
  • theater etiquette
Skill Examples:
  • Create an original dramatic/ theatrical work.
  • Modify the dialogue in the original work to change the story. (e.g., modify changing the character's motivations, goals, setting, or audience).
  • Modify the action in the original work to change the story (e.g., change the outcome, tone, theme, or conflict).
  • Make physical choices to develop a character in a dramatic/ theatrical work by using theater games such as "Who Wears This Hat?" Questions to consider: How do characters hold their faces when at rest? What is their posture? Are they open and expressive with their gestures or timid and small? How do they walk? Do they have an ailment or something embarrassing that affect the way they move? etc.
  • Practice theater exercises/ games that can be used in a group setting for a dramatic/ theatrical work. Teach stage directions with games such as "Minefield" and focus and ensemble building with games such as "Do You Love Your Neighbor?"
  • Propose the use of technical elements in a dramatic/ theatrical work (e.g., props, costumes and/or makeup, sets, etc.).
  • Share small-group dramatic/ theatrical work with peers as an audience. Audience should follow proper theater etiquette.
  • Reflect on the experience as actors and audience.
Arts Education (2017)
Grade(s): 4
Theatre
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
10) Make physical choices to develop a character in a drama/theatre work.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Select
Essential Questions:
EU: Theatre artists make strong choices to effectively convey meaning.
EQ: Why are strong choices essential to interpreting a drama or theatre piece?
Concepts & Vocabulary:
Research
  • original work
Analysis
  • tone
Voice
Movement
  • at rest
  • posture
  • open movements
  • exaggerated movement
  • stage directions
Characterization
Directing
Design
Theatrical production
  • theater etiquette
Skill Examples:
  • Create an original dramatic/ theatrical work.
  • Modify the dialogue in the original work to change the story. (e.g., modify changing the character's motivations, goals, setting, or audience).
  • Modify the action in the original work to change the story (e.g., change the outcome, tone, theme, or conflict).
  • Make physical choices to develop a character in a dramatic/ theatrical work by using theater games such as "Who Wears This Hat?" Questions to consider: How do characters hold their faces when at rest? What is their posture? Are they open and expressive with their gestures or timid and small? How do they walk? Do they have an ailment or something embarrassing that affect the way they move? etc.
  • Practice theater exercises/ games that can be used in a group setting for a dramatic/ theatrical work. Teach stage directions with games such as "Minefield" and focus and ensemble building with games such as "Do You Love Your Neighbor?"
  • Propose the use of technical elements in a dramatic/ theatrical work (e.g., props, costumes and/or makeup, sets, etc.).
  • Share small-group dramatic/ theatrical work with peers as an audience. Audience should follow proper theater etiquette.
  • Reflect on the experience as actors and audience.
Prepare
Arts Education (2017)
Grade(s): 4
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
11) Practice selected exercises that can be used in a group setting for drama/theatre work.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Prepare
Essential Questions:
EU: Theatre artists develop personal processes and skills for a performance or design.
EQ: What can I do to fully prepare a performance or technical design?
Concepts & Vocabulary:
Research
  • original work
Analysis
  • tone
Voice
Movement
  • at rest
  • posture
  • open movements
  • exaggerated movement
  • stage directions
Characterization
Directing
Design
Theatrical production
  • theater etiquette
Skill Examples:
  • Create an original dramatic/ theatrical work.
  • Modify the dialogue in the original work to change the story. (e.g., modify changing the character's motivations, goals, setting, or audience).
  • Modify the action in the original work to change the story (e.g., change the outcome, tone, theme, or conflict).
  • Make physical choices to develop a character in a dramatic/ theatrical work by using theater games such as "Who Wears This Hat?" Questions to consider: How do characters hold their faces when at rest? What is their posture? Are they open and expressive with their gestures or timid and small? How do they walk? Do they have an ailment or something embarrassing that affect the way they move? etc.
  • Practice theater exercises/ games that can be used in a group setting for a dramatic/ theatrical work. Teach stage directions with games such as "Minefield" and focus and ensemble building with games such as "Do You Love Your Neighbor?"
  • Propose the use of technical elements in a dramatic/ theatrical work (e.g., props, costumes and/or makeup, sets, etc.).
  • Share small-group dramatic/ theatrical work with peers as an audience. Audience should follow proper theater etiquette.
  • Reflect on the experience as actors and audience.
Arts Education (2017)
Grade(s): 4
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
12) Propose the use of technical elements in a drama/theatre work.

Example: Use masks in Commedia del' Arte activities.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Prepare
Essential Questions:
EU: Theatre artists develop personal processes and skills for a performance or design.
EQ: What can I do to fully prepare a performance or technical design?
Concepts & Vocabulary:
Research
  • original work
Analysis
  • tone
Voice
Movement
  • at rest
  • posture
  • open movements
  • exaggerated movement
  • stage directions
Characterization
Directing
Design
Theatrical production
  • theater etiquette
Skill Examples:
  • Create an original dramatic/ theatrical work.
  • Modify the dialogue in the original work to change the story. (e.g., modify changing the character's motivations, goals, setting, or audience).
  • Modify the action in the original work to change the story (e.g., change the outcome, tone, theme, or conflict).
  • Make physical choices to develop a character in a dramatic/ theatrical work by using theater games such as "Who Wears This Hat?" Questions to consider: How do characters hold their faces when at rest? What is their posture? Are they open and expressive with their gestures or timid and small? How do they walk? Do they have an ailment or something embarrassing that affect the way they move? etc.
  • Practice theater exercises/ games that can be used in a group setting for a dramatic/ theatrical work. Teach stage directions with games such as "Minefield" and focus and ensemble building with games such as "Do You Love Your Neighbor?"
  • Propose the use of technical elements in a dramatic/ theatrical work (e.g., props, costumes and/or makeup, sets, etc.).
  • Share small-group dramatic/ theatrical work with peers as an audience. Audience should follow proper theater etiquette.
  • Reflect on the experience as actors and audience.
Present
Arts Education (2017)
Grade(s): 4
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
13) Share small-group drama/theatre work, with peers as audience.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Present
Essential Questions:
EU: Theatre artists share and present stories, ideas, and envisioned worlds to explore the human experience.
EQ: What happens when theatre artists and audiences share a creative experience?
Concepts & Vocabulary:
Research
  • original work
Analysis
  • tone
Voice
Movement
  • at rest
  • posture
  • open movements
  • exaggerated movement
  • stage directions
Characterization
Directing
Design
Theatrical production
  • theater etiquette
Skill Examples:
  • Create an original dramatic/ theatrical work.
  • Modify the dialogue in the original work to change the story. (e.g., modify changing the character's motivations, goals, setting, or audience).
  • Modify the action in the original work to change the story (e.g., change the outcome, tone, theme, or conflict).
  • Make physical choices to develop a character in a dramatic/ theatrical work by using theater games such as "Who Wears This Hat?" Questions to consider: How do characters hold their faces when at rest? What is their posture? Are they open and expressive with their gestures or timid and small? How do they walk? Do they have an ailment or something embarrassing that affect the way they move? etc.
  • Practice theater exercises/ games that can be used in a group setting for a dramatic/ theatrical work. Teach stage directions with games such as "Minefield" and focus and ensemble building with games such as "Do You Love Your Neighbor?"
  • Propose the use of technical elements in a dramatic/ theatrical work (e.g., props, costumes and/or makeup, sets, etc.).
  • Share small-group dramatic/ theatrical work with peers as an audience. Audience should follow proper theater etiquette.
  • Reflect on the experience as actors and audience.
Responding
Reflect
Arts Education (2017)
Grade(s): 4
Theatre
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14) Identify artistic choices made in a drama/theatre work through participation and observation.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Reflect
Essential Questions:
EU: Theatre artists reflect to understand the impact of drama processes and theatre experiences.
EQ: How do theatre artists comprehend the essence of drama processes and theatre experiences?
Concepts & Vocabulary:
Research
Analysis
  • compare
  • contrast
  • mood
  • physiological changes
  • evaluate
Voice
Movement
Characterization
  • facial expressions
  • protagonist
  • antagonist
Directing
Design
Theatrical production
  • humor
  • comedy
  • tragedy
  • catharsis
Skill Examples:
  • Participate in a dramatic/ theatrical work to identify artistic choices.
  • Observe others in a dramatic/ theatrical work to identify artistic choices.
  • Compare and contrast multiple personal experiences when participating or observing a dramatic/ theatrical work. Be able to articulate these experiences and the share similarities and differences in experiences with peers.
  • Compare and contrast the qualities of characters in a dramatic/ theatrical work through physical characteristics such as hair and eye color, gestures, posture, facial expressions, clothing choices, age, etc.
  • Compare and contrast the qualities of characters through prop design choices including hand props and movable set pieces. Consider size, shape, function, color, etc., and how those traits build the theme and mood in the analysis.
  • Compare and contrast the qualities of characters through costume design qualities including how the costume reflects the needs of the character, the traits of the character, the time period and culture of the play, the changes in the character, etc.
  • Identify physiological changes connected to emotions in a dramatic/ theatrical work. Identify how the body responds to things like suspense, humor, tragedy, etc.
  • Explain how these responses produce a catharsis.
  • Develop a plan to evaluate dramatic/ theatrical work. Brainstorm and list elements of the plan.
  • Investigate how technical elements support a theme or idea in a dramatic/ theatrical work. Identify the theme or main idea and then choose the technical elements that support them. Explain how the technical elements support the theme.
  • Determine what an audience's perspective is for a dramatic/ theatrical work. Questions to consider: What aspects of the work are aesthetically pleasing to a particular audience? What traits of the protagonist would the audience favor? How would the audience feel about the theme of the work? etc.
  • Observe how a character's choices impact the audience's perspective for a dramatic/ theatrical work. Identify protagonists and antagonists and their choices. Determine how those choices influence the audience's perception of those characters and of the entire work.
Interpret
Arts Education (2017)
Grade(s): 4
Theatre
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15) Compare and contrast multiple personal experiences when participating in or observing a drama/theatre work.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Interpret
Essential Questions:
EU: Theatre artists' interpretations of drama/theatre work are influenced by personal experiences and aesthetics
EQ: How can the same work of art communicate different messages to different people?
Concepts & Vocabulary:
Research
Analysis
  • compare
  • contrast
  • mood
  • physiological changes
  • evaluate
Voice
Movement
Characterization
  • facial expressions
  • protagonist
  • antagonist
Directing
Design
Theatrical production
  • humor
  • comedy
  • tragedy
  • catharsis
Skill Examples:
  • Participate in a dramatic/ theatrical work to identify artistic choices.
  • Observe others in a dramatic/ theatrical work to identify artistic choices.
  • Compare and contrast multiple personal experiences when participating or observing a dramatic/ theatrical work. Be able to articulate these experiences and the share similarities and differences in experiences with peers.
  • Compare and contrast the qualities of characters in a dramatic/ theatrical work through physical characteristics such as hair and eye color, gestures, posture, facial expressions, clothing choices, age, etc.
  • Compare and contrast the qualities of characters through prop design choices including hand props and movable set pieces. Consider size, shape, function, color, etc., and how those traits build the theme and mood in the analysis.
  • Compare and contrast the qualities of characters through costume design qualities including how the costume reflects the needs of the character, the traits of the character, the time period and culture of the play, the changes in the character, etc.
  • Identify physiological changes connected to emotions in a dramatic/ theatrical work. Identify how the body responds to things like suspense, humor, tragedy, etc.
  • Explain how these responses produce a catharsis.
  • Develop a plan to evaluate dramatic/ theatrical work. Brainstorm and list elements of the plan.
  • Investigate how technical elements support a theme or idea in a dramatic/ theatrical work. Identify the theme or main idea and then choose the technical elements that support them. Explain how the technical elements support the theme.
  • Determine what an audience's perspective is for a dramatic/ theatrical work. Questions to consider: What aspects of the work are aesthetically pleasing to a particular audience? What traits of the protagonist would the audience favor? How would the audience feel about the theme of the work? etc.
  • Observe how a character's choices impact the audience's perspective for a dramatic/ theatrical work. Identify protagonists and antagonists and their choices. Determine how those choices influence the audience's perception of those characters and of the entire work.
Arts Education (2017)
Grade(s): 4
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
16) Compare and contrast the qualities of characters in a drama/theatre work through physical characteristics and prop or costume design choices that reflect cultural perspectives.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Interpret
Essential Questions:
EU: Theatre artists' interpretations of drama/theatre work are influenced by personal experiences and aesthetics
EQ: How can the same work of art communicate different messages to different people?
Concepts & Vocabulary:
Research
Analysis
  • compare
  • contrast
  • mood
  • physiological changes
  • evaluate
Voice
Movement
Characterization
  • facial expressions
  • protagonist
  • antagonist
Directing
Design
Theatrical production
  • humor
  • comedy
  • tragedy
  • catharsis
Skill Examples:
  • Participate in a dramatic/ theatrical work to identify artistic choices.
  • Observe others in a dramatic/ theatrical work to identify artistic choices.
  • Compare and contrast multiple personal experiences when participating or observing a dramatic/ theatrical work. Be able to articulate these experiences and the share similarities and differences in experiences with peers.
  • Compare and contrast the qualities of characters in a dramatic/ theatrical work through physical characteristics such as hair and eye color, gestures, posture, facial expressions, clothing choices, age, etc.
  • Compare and contrast the qualities of characters through prop design choices including hand props and movable set pieces. Consider size, shape, function, color, etc., and how those traits build the theme and mood in the analysis.
  • Compare and contrast the qualities of characters through costume design qualities including how the costume reflects the needs of the character, the traits of the character, the time period and culture of the play, the changes in the character, etc.
  • Identify physiological changes connected to emotions in a dramatic/ theatrical work. Identify how the body responds to things like suspense, humor, tragedy, etc.
  • Explain how these responses produce a catharsis.
  • Develop a plan to evaluate dramatic/ theatrical work. Brainstorm and list elements of the plan.
  • Investigate how technical elements support a theme or idea in a dramatic/ theatrical work. Identify the theme or main idea and then choose the technical elements that support them. Explain how the technical elements support the theme.
  • Determine what an audience's perspective is for a dramatic/ theatrical work. Questions to consider: What aspects of the work are aesthetically pleasing to a particular audience? What traits of the protagonist would the audience favor? How would the audience feel about the theme of the work? etc.
  • Observe how a character's choices impact the audience's perspective for a dramatic/ theatrical work. Identify protagonists and antagonists and their choices. Determine how those choices influence the audience's perception of those characters and of the entire work.
Arts Education (2017)
Grade(s): 4
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
17) Identify and discuss physiological changes connected to emotions in drama/ theatre work.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Interpret
Essential Questions:
EU: Theatre artists' interpretations of drama/theatre work are influenced by personal experiences and aesthetics
EQ: How can the same work of art communicate different messages to different people?
Concepts & Vocabulary:
Research
Analysis
  • compare
  • contrast
  • mood
  • physiological changes
  • evaluate
Voice
Movement
Characterization
  • facial expressions
  • protagonist
  • antagonist
Directing
Design
Theatrical production
  • humor
  • comedy
  • tragedy
  • catharsis
Skill Examples:
  • Participate in a dramatic/ theatrical work to identify artistic choices.
  • Observe others in a dramatic/ theatrical work to identify artistic choices.
  • Compare and contrast multiple personal experiences when participating or observing a dramatic/ theatrical work. Be able to articulate these experiences and the share similarities and differences in experiences with peers.
  • Compare and contrast the qualities of characters in a dramatic/ theatrical work through physical characteristics such as hair and eye color, gestures, posture, facial expressions, clothing choices, age, etc.
  • Compare and contrast the qualities of characters through prop design choices including hand props and movable set pieces. Consider size, shape, function, color, etc., and how those traits build the theme and mood in the analysis.
  • Compare and contrast the qualities of characters through costume design qualities including how the costume reflects the needs of the character, the traits of the character, the time period and culture of the play, the changes in the character, etc.
  • Identify physiological changes connected to emotions in a dramatic/ theatrical work. Identify how the body responds to things like suspense, humor, tragedy, etc.
  • Explain how these responses produce a catharsis.
  • Develop a plan to evaluate dramatic/ theatrical work. Brainstorm and list elements of the plan.
  • Investigate how technical elements support a theme or idea in a dramatic/ theatrical work. Identify the theme or main idea and then choose the technical elements that support them. Explain how the technical elements support the theme.
  • Determine what an audience's perspective is for a dramatic/ theatrical work. Questions to consider: What aspects of the work are aesthetically pleasing to a particular audience? What traits of the protagonist would the audience favor? How would the audience feel about the theme of the work? etc.
  • Observe how a character's choices impact the audience's perspective for a dramatic/ theatrical work. Identify protagonists and antagonists and their choices. Determine how those choices influence the audience's perception of those characters and of the entire work.
Evaluate
Arts Education (2017)
Grade(s): 4
Theatre
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18) Develop a plan to evaluate drama/theatre work.

Example: Before viewing a performance, brainstorm questions such as: What do I see? What do I hear? What do I feel? I have an opinion—would you like to hear it?

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Evaluate
Essential Questions:
EU: Theatre artists apply criteria to investigate, explore, and assess drama and theatre work.
EQ: How are the theatre artist's processes and the audience's perspectives impacted by analysis and synthesis?
Concepts & Vocabulary:
Research
Analysis
  • compare
  • contrast
  • mood
  • physiological changes
  • evaluate
Voice
Movement
Characterization
  • facial expressions
  • protagonist
  • antagonist
Directing
Design
Theatrical production
  • humor
  • comedy
  • tragedy
  • catharsis
Skill Examples:
  • Participate in a dramatic/ theatrical work to identify artistic choices.
  • Observe others in a dramatic/ theatrical work to identify artistic choices.
  • Compare and contrast multiple personal experiences when participating or observing a dramatic/ theatrical work. Be able to articulate these experiences and the share similarities and differences in experiences with peers.
  • Compare and contrast the qualities of characters in a dramatic/ theatrical work through physical characteristics such as hair and eye color, gestures, posture, facial expressions, clothing choices, age, etc.
  • Compare and contrast the qualities of characters through prop design choices including hand props and movable set pieces. Consider size, shape, function, color, etc., and how those traits build the theme and mood in the analysis.
  • Compare and contrast the qualities of characters through costume design qualities including how the costume reflects the needs of the character, the traits of the character, the time period and culture of the play, the changes in the character, etc.
  • Identify physiological changes connected to emotions in a dramatic/ theatrical work. Identify how the body responds to things like suspense, humor, tragedy, etc.
  • Explain how these responses produce a catharsis.
  • Develop a plan to evaluate dramatic/ theatrical work. Brainstorm and list elements of the plan.
  • Investigate how technical elements support a theme or idea in a dramatic/ theatrical work. Identify the theme or main idea and then choose the technical elements that support them. Explain how the technical elements support the theme.
  • Determine what an audience's perspective is for a dramatic/ theatrical work. Questions to consider: What aspects of the work are aesthetically pleasing to a particular audience? What traits of the protagonist would the audience favor? How would the audience feel about the theme of the work? etc.
  • Observe how a character's choices impact the audience's perspective for a dramatic/ theatrical work. Identify protagonists and antagonists and their choices. Determine how those choices influence the audience's perception of those characters and of the entire work.
Arts Education (2017)
Grade(s): 4
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
19) Investigate how technical elements may support a theme or idea in a drama/theatre work.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Evaluate
Essential Questions:
EU: Theatre artists apply criteria to investigate, explore, and assess drama and theatre work.
EQ: How are the theatre artist's processes and the audience's perspectives impacted by analysis and synthesis?
Concepts & Vocabulary:
Research
Analysis
  • compare
  • contrast
  • mood
  • physiological changes
  • evaluate
Voice
Movement
Characterization
  • facial expressions
  • protagonist
  • antagonist
Directing
Design
Theatrical production
  • humor
  • comedy
  • tragedy
  • catharsis
Skill Examples:
  • Participate in a dramatic/ theatrical work to identify artistic choices.
  • Observe others in a dramatic/ theatrical work to identify artistic choices.
  • Compare and contrast multiple personal experiences when participating or observing a dramatic/ theatrical work. Be able to articulate these experiences and the share similarities and differences in experiences with peers.
  • Compare and contrast the qualities of characters in a dramatic/ theatrical work through physical characteristics such as hair and eye color, gestures, posture, facial expressions, clothing choices, age, etc.
  • Compare and contrast the qualities of characters through prop design choices including hand props and movable set pieces. Consider size, shape, function, color, etc., and how those traits build the theme and mood in the analysis.
  • Compare and contrast the qualities of characters through costume design qualities including how the costume reflects the needs of the character, the traits of the character, the time period and culture of the play, the changes in the character, etc.
  • Identify physiological changes connected to emotions in a dramatic/ theatrical work. Identify how the body responds to things like suspense, humor, tragedy, etc.
  • Explain how these responses produce a catharsis.
  • Develop a plan to evaluate dramatic/ theatrical work. Brainstorm and list elements of the plan.
  • Investigate how technical elements support a theme or idea in a dramatic/ theatrical work. Identify the theme or main idea and then choose the technical elements that support them. Explain how the technical elements support the theme.
  • Determine what an audience's perspective is for a dramatic/ theatrical work. Questions to consider: What aspects of the work are aesthetically pleasing to a particular audience? What traits of the protagonist would the audience favor? How would the audience feel about the theme of the work? etc.
  • Observe how a character's choices impact the audience's perspective for a dramatic/ theatrical work. Identify protagonists and antagonists and their choices. Determine how those choices influence the audience's perception of those characters and of the entire work.
Arts Education (2017)
Grade(s): 4
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
20) Observe how a character's choices impact an audience's perspective in a drama/theatre work.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Evaluate
Essential Questions:
EU: Theatre artists apply criteria to investigate, explore, and assess drama and theatre work.
EQ: How are the theatre artist's processes and the audience's perspectives impacted by analysis and synthesis?
Concepts & Vocabulary:
Research
Analysis
  • compare
  • contrast
  • mood
  • physiological changes
  • evaluate
Voice
Movement
Characterization
  • facial expressions
  • protagonist
  • antagonist
Directing
Design
Theatrical production
  • humor
  • comedy
  • tragedy
  • catharsis
Skill Examples:
  • Participate in a dramatic/ theatrical work to identify artistic choices.
  • Observe others in a dramatic/ theatrical work to identify artistic choices.
  • Compare and contrast multiple personal experiences when participating or observing a dramatic/ theatrical work. Be able to articulate these experiences and the share similarities and differences in experiences with peers.
  • Compare and contrast the qualities of characters in a dramatic/ theatrical work through physical characteristics such as hair and eye color, gestures, posture, facial expressions, clothing choices, age, etc.
  • Compare and contrast the qualities of characters through prop design choices including hand props and movable set pieces. Consider size, shape, function, color, etc., and how those traits build the theme and mood in the analysis.
  • Compare and contrast the qualities of characters through costume design qualities including how the costume reflects the needs of the character, the traits of the character, the time period and culture of the play, the changes in the character, etc.
  • Identify physiological changes connected to emotions in a dramatic/ theatrical work. Identify how the body responds to things like suspense, humor, tragedy, etc.
  • Explain how these responses produce a catharsis.
  • Develop a plan to evaluate dramatic/ theatrical work. Brainstorm and list elements of the plan.
  • Investigate how technical elements support a theme or idea in a dramatic/ theatrical work. Identify the theme or main idea and then choose the technical elements that support them. Explain how the technical elements support the theme.
  • Determine what an audience's perspective is for a dramatic/ theatrical work. Questions to consider: What aspects of the work are aesthetically pleasing to a particular audience? What traits of the protagonist would the audience favor? How would the audience feel about the theme of the work? etc.
  • Observe how a character's choices impact the audience's perspective for a dramatic/ theatrical work. Identify protagonists and antagonists and their choices. Determine how those choices influence the audience's perception of those characters and of the entire work.
Connecting
Empathize
Arts Education (2017)
Grade(s): 4
Theatre
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21) Identify the ways a drama/theatre work reflects the perspectives of a community or culture.

Insight Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Process Components: Empathize
Essential Questions:
EU: Theatre artists allow awareness of interrelationships between self and others to influence and inform their work.
EQ: What happens when theatre artists foster understanding between self and others through critical awareness, social responsibility, and the exploration of empathy?
Concepts & Vocabulary:
Research
Analysis
  • content area
  • theater conventions
  • fourth wall
Voice
  • voice over
  • narration
Movement
Characterization
Directing
Design
  • media
Theatrical production
  • cartoon/ animation
  • advertisement
  • play
Skill Examples:
  • View one or more dramatic/ theatrical works that reflect the perspective of a particular community or culture in cartoons, advertisements, film, plays, etc.
  • Identify ways in which the piece reflects the perspective of a particular community or culture.
  • Identify community and social issues.
  • Identify student's perspective on the issues. Articulate perspective.
  • Use other content areas to inform student-created dramatic/ theatrical works in response to those issues. Students use at least one other content area (e.g., art, music for emphasis or emotion, literature for allusions or key phrases, history for story ideas and context, math for set design or story ideas, etc.) in their piece.
  • Research cross-cultural approaches to storytelling in dramatic/ theatrical works (e.g., ballads from the British Isles, hula, Chinese Shadow puppetry, Zajal, griot, etc.).
  • Identify the dramatic/ theatrical conventions of past historical periods. Define theatrical conventions and find examples in past historical periods (e.g. Renaissance, Restoration theater, miracle and morality play of the Middle Ages, realism, romanticism, etc.).
  • Identify the dramatic/ theatrical conventions of contemporary times (e.g., realism vs. highly stylized performances, breaking the fourth wall, political topics, narration, experimentation, use of multiple forms of media).
  • Compare and contrast the conventions of a past period with those of the present. It might be beneficial to use a Venn diagram or some other form of graphic organizer to organize similarities and differences.
Interrelate
Arts Education (2017)
Grade(s): 4
Theatre
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22) Respond to community and social issues and incorporate other content areas in drama/theatre work.

Insight Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Process Components: Interrelate
Essential Questions:
EU: Theatre artists understand and can communicate their creative process as they analyze the way the world may be understood.
EQ: What happens when theatre artists allow an understanding of themselves and the world to inform perceptions about theatre and the purpose of their work?
Concepts & Vocabulary:
Research
Analysis
  • content area
  • theater conventions
  • fourth wall
Voice
  • voice over
  • narration
Movement
Characterization
Directing
Design
  • media
Theatrical production
  • cartoon/ animation
  • advertisement
  • play
Skill Examples:
  • View one or more dramatic/ theatrical works that reflect the perspective of a particular community or culture in cartoons, advertisements, film, plays, etc.
  • Identify ways in which the piece reflects the perspective of a particular community or culture.
  • Identify community and social issues.
  • Identify student's perspective on the issues. Articulate perspective.
  • Use other content areas to inform student-created dramatic/ theatrical works in response to those issues. Students use at least one other content area (e.g., art, music for emphasis or emotion, literature for allusions or key phrases, history for story ideas and context, math for set design or story ideas, etc.) in their piece.
  • Research cross-cultural approaches to storytelling in dramatic/ theatrical works (e.g., ballads from the British Isles, hula, Chinese Shadow puppetry, Zajal, griot, etc.).
  • Identify the dramatic/ theatrical conventions of past historical periods. Define theatrical conventions and find examples in past historical periods (e.g. Renaissance, Restoration theater, miracle and morality play of the Middle Ages, realism, romanticism, etc.).
  • Identify the dramatic/ theatrical conventions of contemporary times (e.g., realism vs. highly stylized performances, breaking the fourth wall, political topics, narration, experimentation, use of multiple forms of media).
  • Compare and contrast the conventions of a past period with those of the present. It might be beneficial to use a Venn diagram or some other form of graphic organizer to organize similarities and differences.
Research
Arts Education (2017)
Grade(s): 4
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
23) Investigate cross-cultural approaches to storytelling in drama/theatre work.

Insight Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Process Components: Research
Essential Questions:
EU: Theatre artists critically inquire into the ways others have thought about and created drama processes and productions to inform their own work.
EQ: In what ways can research into theatre histories, theories, literature, and performances alter the way a drama process or production is understood?
Concepts & Vocabulary:
Research
Analysis
  • content area
  • theater conventions
  • fourth wall
Voice
  • voice over
  • narration
Movement
Characterization
Directing
Design
  • media
Theatrical production
  • cartoon/ animation
  • advertisement
  • play
Skill Examples:
  • View one or more dramatic/ theatrical works that reflect the perspective of a particular community or culture in cartoons, advertisements, film, plays, etc.
  • Identify ways in which the piece reflects the perspective of a particular community or culture.
  • Identify community and social issues.
  • Identify student's perspective on the issues. Articulate perspective.
  • Use other content areas to inform student-created dramatic/ theatrical works in response to those issues. Students use at least one other content area (e.g., art, music for emphasis or emotion, literature for allusions or key phrases, history for story ideas and context, math for set design or story ideas, etc.) in their piece.
  • Research cross-cultural approaches to storytelling in dramatic/ theatrical works (e.g., ballads from the British Isles, hula, Chinese Shadow puppetry, Zajal, griot, etc.).
  • Identify the dramatic/ theatrical conventions of past historical periods. Define theatrical conventions and find examples in past historical periods (e.g. Renaissance, Restoration theater, miracle and morality play of the Middle Ages, realism, romanticism, etc.).
  • Identify the dramatic/ theatrical conventions of contemporary times (e.g., realism vs. highly stylized performances, breaking the fourth wall, political topics, narration, experimentation, use of multiple forms of media).
  • Compare and contrast the conventions of a past period with those of the present. It might be beneficial to use a Venn diagram or some other form of graphic organizer to organize similarities and differences.
Arts Education (2017)
Grade(s): 4
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
24) Compare the drama/theatre conventions of a given time period with those of the present.

Insight Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Process Components: Research
Essential Questions:
EU: Theatre artists critically inquire into the ways others have thought about and created drama processes and productions to inform their own work.
EQ: In what ways can research into theatre histories, theories, literature, and performances alter the way a drama process or production is understood?
Concepts & Vocabulary:
Research
Analysis
  • content area
  • theater conventions
  • fourth wall
Voice
  • voice over
  • narration
Movement
Characterization
Directing
Design
  • media
Theatrical production
  • cartoon/ animation
  • advertisement
  • play
Skill Examples:
  • View one or more dramatic/ theatrical works that reflect the perspective of a particular community or culture in cartoons, advertisements, film, plays, etc.
  • Identify ways in which the piece reflects the perspective of a particular community or culture.
  • Identify community and social issues.
  • Identify student's perspective on the issues. Articulate perspective.
  • Use other content areas to inform student-created dramatic/ theatrical works in response to those issues. Students use at least one other content area (e.g., art, music for emphasis or emotion, literature for allusions or key phrases, history for story ideas and context, math for set design or story ideas, etc.) in their piece.
  • Research cross-cultural approaches to storytelling in dramatic/ theatrical works (e.g., ballads from the British Isles, hula, Chinese Shadow puppetry, Zajal, griot, etc.).
  • Identify the dramatic/ theatrical conventions of past historical periods. Define theatrical conventions and find examples in past historical periods (e.g. Renaissance, Restoration theater, miracle and morality play of the Middle Ages, realism, romanticism, etc.).
  • Identify the dramatic/ theatrical conventions of contemporary times (e.g., realism vs. highly stylized performances, breaking the fourth wall, political topics, narration, experimentation, use of multiple forms of media).
  • Compare and contrast the conventions of a past period with those of the present. It might be beneficial to use a Venn diagram or some other form of graphic organizer to organize similarities and differences.