Courses of Study

Creating
Envision, Conceptualize
Arts Education (2017)
Grade(s): 5
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Identify physical qualities that might reveal a character's inner traits in the imagined world of 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
  • purpose
Voice
  • projection
Movement
Characterization
  • build
  • inner thoughts/ internal dialogue
  • sensory recall
Directing
Design
  • shape
  • scale
Theatrical production
Skill Examples:
  • Identify physical qualities of a character such as height, weight, coloring, age, build, etc.
  • Make inferences as to what inner traits the physical qualities reveal about the character. Express the internal dialogue, stating what the character thinks and how he or she reacts to what is happening in a given situation. If the internal dialogue is stated, it can be spoken in the voice of the character.
  • Identify a given circumstance for a theatrical/dramatic work.
  • Propose design ideas that support the story, paying attention to shape, colors, and scale. For instance, a scary giant might require dark, tall, vertical pieces; whereas, a happy toddler might use pastel, smaller, rounder shapes.
  • Identify the given circumstances of a dramatic/ theatrical work.
  • Identify the character's inner thoughts.
  • Explain how the character's inner thoughts impact the story and the dramatic/ theatrical work. Consider how alternatives might arise with changes in the inner dialogue (e.g., a fish that gave up because it could not stand failure might not find its family like one that is determined that nothing is going to stop it).
  • Research interesting characters (e.g. Johnny Appleseed, Paul Bunyan, the "Unsinkable Molly Brown," Florence Nightingale, etc.) and their given circumstances (in preparation for #10).
  • Make inferences for character's inner thoughts based on the given circumstances.
  • Groups brainstorm ideas for a dramatic/ theatrical work based on their research, focusing on the message, purpose, and theme they want their story to tell.
  • Group divides and assigns responsibilities for playwriting, acting, directing, and technical design in order to put together a dramatic/ theatrical informal work.
  • Practice dramatic/ theatrical piece.
  • Use physical exploration for character development in an improvised or scripted dramatic/ theatrical work. Students should build on the research they did on their specific character to inspire their physical character development. Use sensory recall exercises to deepen the physicality of their characters.
  • Use vocal exploration of various pitches, rhythms, and tempos for character development in an improvised or scripted dramatic/ theatrical work. Improve projection through theater games, as well.
  • Create innovative solutions to design and technical problems that arise during the rehearsal process.
  • Revise and polish piece during rehearsals.
  • Perform piece for audience.
Arts Education (2017)
Grade(s): 5
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Propose design ideas 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
  • purpose
Voice
  • projection
Movement
Characterization
  • build
  • inner thoughts/ internal dialogue
  • sensory recall
Directing
Design
  • shape
  • scale
Theatrical production
Skill Examples:
  • Identify physical qualities of a character such as height, weight, coloring, age, build, etc.
  • Make inferences as to what inner traits the physical qualities reveal about the character. Express the internal dialogue, stating what the character thinks and how he or she reacts to what is happening in a given situation. If the internal dialogue is stated, it can be spoken in the voice of the character.
  • Identify a given circumstance for a theatrical/dramatic work.
  • Propose design ideas that support the story, paying attention to shape, colors, and scale. For instance, a scary giant might require dark, tall, vertical pieces; whereas, a happy toddler might use pastel, smaller, rounder shapes.
  • Identify the given circumstances of a dramatic/ theatrical work.
  • Identify the character's inner thoughts.
  • Explain how the character's inner thoughts impact the story and the dramatic/ theatrical work. Consider how alternatives might arise with changes in the inner dialogue (e.g., a fish that gave up because it could not stand failure might not find its family like one that is determined that nothing is going to stop it).
  • Research interesting characters (e.g. Johnny Appleseed, Paul Bunyan, the "Unsinkable Molly Brown," Florence Nightingale, etc.) and their given circumstances (in preparation for #10).
  • Make inferences for character's inner thoughts based on the given circumstances.
  • Groups brainstorm ideas for a dramatic/ theatrical work based on their research, focusing on the message, purpose, and theme they want their story to tell.
  • Group divides and assigns responsibilities for playwriting, acting, directing, and technical design in order to put together a dramatic/ theatrical informal work.
  • Practice dramatic/ theatrical piece.
  • Use physical exploration for character development in an improvised or scripted dramatic/ theatrical work. Students should build on the research they did on their specific character to inspire their physical character development. Use sensory recall exercises to deepen the physicality of their characters.
  • Use vocal exploration of various pitches, rhythms, and tempos for character development in an improvised or scripted dramatic/ theatrical work. Improve projection through theater games, as well.
  • Create innovative solutions to design and technical problems that arise during the rehearsal process.
  • Revise and polish piece during rehearsals.
  • Perform piece for audience.
Develop
Arts Education (2017)
Grade(s): 5
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Explore how a character's inner thoughts impact 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
  • purpose
Voice
  • projection
Movement
Characterization
  • build
  • inner thoughts/ internal dialogue
  • sensory recall
Directing
Design
  • shape
  • scale
Theatrical production
Skill Examples:
  • Identify physical qualities of a character such as height, weight, coloring, age, build, etc.
  • Make inferences as to what inner traits the physical qualities reveal about the character. Express the internal dialogue, stating what the character thinks and how he or she reacts to what is happening in a given situation. If the internal dialogue is stated, it can be spoken in the voice of the character.
  • Identify a given circumstance for a theatrical/dramatic work.
  • Propose design ideas that support the story, paying attention to shape, colors, and scale. For instance, a scary giant might require dark, tall, vertical pieces; whereas, a happy toddler might use pastel, smaller, rounder shapes.
  • Identify the given circumstances of a dramatic/ theatrical work.
  • Identify the character's inner thoughts.
  • Explain how the character's inner thoughts impact the story and the dramatic/ theatrical work. Consider how alternatives might arise with changes in the inner dialogue (e.g., a fish that gave up because it could not stand failure might not find its family like one that is determined that nothing is going to stop it).
  • Research interesting characters (e.g. Johnny Appleseed, Paul Bunyan, the "Unsinkable Molly Brown," Florence Nightingale, etc.) and their given circumstances (in preparation for #10).
  • Make inferences for character's inner thoughts based on the given circumstances.
  • Groups brainstorm ideas for a dramatic/ theatrical work based on their research, focusing on the message, purpose, and theme they want their story to tell.
  • Group divides and assigns responsibilities for playwriting, acting, directing, and technical design in order to put together a dramatic/ theatrical informal work.
  • Practice dramatic/ theatrical piece.
  • Use physical exploration for character development in an improvised or scripted dramatic/ theatrical work. Students should build on the research they did on their specific character to inspire their physical character development. Use sensory recall exercises to deepen the physicality of their characters.
  • Use vocal exploration of various pitches, rhythms, and tempos for character development in an improvised or scripted dramatic/ theatrical work. Improve projection through theater games, as well.
  • Create innovative solutions to design and technical problems that arise during the rehearsal process.
  • Revise and polish piece during rehearsals.
  • Perform piece for audience.
Arts Education (2017)
Grade(s): 5
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Devise original ideas for a drama/theatre work that reflect collective inquiry about characters and their given circumstances.

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
  • purpose
Voice
  • projection
Movement
Characterization
  • build
  • inner thoughts/ internal dialogue
  • sensory recall
Directing
Design
  • shape
  • scale
Theatrical production
Skill Examples:
  • Identify physical qualities of a character such as height, weight, coloring, age, build, etc.
  • Make inferences as to what inner traits the physical qualities reveal about the character. Express the internal dialogue, stating what the character thinks and how he or she reacts to what is happening in a given situation. If the internal dialogue is stated, it can be spoken in the voice of the character.
  • Identify a given circumstance for a theatrical/dramatic work.
  • Propose design ideas that support the story, paying attention to shape, colors, and scale. For instance, a scary giant might require dark, tall, vertical pieces; whereas, a happy toddler might use pastel, smaller, rounder shapes.
  • Identify the given circumstances of a dramatic/ theatrical work.
  • Identify the character's inner thoughts.
  • Explain how the character's inner thoughts impact the story and the dramatic/ theatrical work. Consider how alternatives might arise with changes in the inner dialogue (e.g., a fish that gave up because it could not stand failure might not find its family like one that is determined that nothing is going to stop it).
  • Research interesting characters (e.g. Johnny Appleseed, Paul Bunyan, the "Unsinkable Molly Brown," Florence Nightingale, etc.) and their given circumstances (in preparation for #10).
  • Make inferences for character's inner thoughts based on the given circumstances.
  • Groups brainstorm ideas for a dramatic/ theatrical work based on their research, focusing on the message, purpose, and theme they want their story to tell.
  • Group divides and assigns responsibilities for playwriting, acting, directing, and technical design in order to put together a dramatic/ theatrical informal work.
  • Practice dramatic/ theatrical piece.
  • Use physical exploration for character development in an improvised or scripted dramatic/ theatrical work. Students should build on the research they did on their specific character to inspire their physical character development. Use sensory recall exercises to deepen the physicality of their characters.
  • Use vocal exploration of various pitches, rhythms, and tempos for character development in an improvised or scripted dramatic/ theatrical work. Improve projection through theater games, as well.
  • Create innovative solutions to design and technical problems that arise during the rehearsal process.
  • Revise and polish piece during rehearsals.
  • Perform piece for audience.
Arts Education (2017)
Grade(s): 5
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Participate in defined responsibilities required to present a drama/theatre work informally to an audience.

Example: Assume roles like actor, director, playwright and stage manager.

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
  • purpose
Voice
  • projection
Movement
Characterization
  • build
  • inner thoughts/ internal dialogue
  • sensory recall
Directing
Design
  • shape
  • scale
Theatrical production
Skill Examples:
  • Identify physical qualities of a character such as height, weight, coloring, age, build, etc.
  • Make inferences as to what inner traits the physical qualities reveal about the character. Express the internal dialogue, stating what the character thinks and how he or she reacts to what is happening in a given situation. If the internal dialogue is stated, it can be spoken in the voice of the character.
  • Identify a given circumstance for a theatrical/dramatic work.
  • Propose design ideas that support the story, paying attention to shape, colors, and scale. For instance, a scary giant might require dark, tall, vertical pieces; whereas, a happy toddler might use pastel, smaller, rounder shapes.
  • Identify the given circumstances of a dramatic/ theatrical work.
  • Identify the character's inner thoughts.
  • Explain how the character's inner thoughts impact the story and the dramatic/ theatrical work. Consider how alternatives might arise with changes in the inner dialogue (e.g., a fish that gave up because it could not stand failure might not find its family like one that is determined that nothing is going to stop it).
  • Research interesting characters (e.g. Johnny Appleseed, Paul Bunyan, the "Unsinkable Molly Brown," Florence Nightingale, etc.) and their given circumstances (in preparation for #10).
  • Make inferences for character's inner thoughts based on the given circumstances.
  • Groups brainstorm ideas for a dramatic/ theatrical work based on their research, focusing on the message, purpose, and theme they want their story to tell.
  • Group divides and assigns responsibilities for playwriting, acting, directing, and technical design in order to put together a dramatic/ theatrical informal work.
  • Practice dramatic/ theatrical piece.
  • Use physical exploration for character development in an improvised or scripted dramatic/ theatrical work. Students should build on the research they did on their specific character to inspire their physical character development. Use sensory recall exercises to deepen the physicality of their characters.
  • Use vocal exploration of various pitches, rhythms, and tempos for character development in an improvised or scripted dramatic/ theatrical work. Improve projection through theater games, as well.
  • Create innovative solutions to design and technical problems that arise during the rehearsal process.
  • Revise and polish piece during rehearsals.
  • Perform piece for audience.
Rehearse
Arts Education (2017)
Grade(s): 5
Theatre
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
6) Revise and improve an improvised or scripted drama/theatre work through repetition and self-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
  • purpose
Voice
  • projection
Movement
Characterization
  • build
  • inner thoughts/ internal dialogue
  • sensory recall
Directing
Design
  • shape
  • scale
Theatrical production
Skill Examples:
  • Identify physical qualities of a character such as height, weight, coloring, age, build, etc.
  • Make inferences as to what inner traits the physical qualities reveal about the character. Express the internal dialogue, stating what the character thinks and how he or she reacts to what is happening in a given situation. If the internal dialogue is stated, it can be spoken in the voice of the character.
  • Identify a given circumstance for a theatrical/dramatic work.
  • Propose design ideas that support the story, paying attention to shape, colors, and scale. For instance, a scary giant might require dark, tall, vertical pieces; whereas, a happy toddler might use pastel, smaller, rounder shapes.
  • Identify the given circumstances of a dramatic/ theatrical work.
  • Identify the character's inner thoughts.
  • Explain how the character's inner thoughts impact the story and the dramatic/ theatrical work. Consider how alternatives might arise with changes in the inner dialogue (e.g., a fish that gave up because it could not stand failure might not find its family like one that is determined that nothing is going to stop it).
  • Research interesting characters (e.g. Johnny Appleseed, Paul Bunyan, the "Unsinkable Molly Brown," Florence Nightingale, etc.) and their given circumstances (in preparation for #10).
  • Make inferences for character's inner thoughts based on the given circumstances.
  • Groups brainstorm ideas for a dramatic/ theatrical work based on their research, focusing on the message, purpose, and theme they want their story to tell.
  • Group divides and assigns responsibilities for playwriting, acting, directing, and technical design in order to put together a dramatic/ theatrical informal work.
  • Practice dramatic/ theatrical piece.
  • Use physical exploration for character development in an improvised or scripted dramatic/ theatrical work. Students should build on the research they did on their specific character to inspire their physical character development. Use sensory recall exercises to deepen the physicality of their characters.
  • Use vocal exploration of various pitches, rhythms, and tempos for character development in an improvised or scripted dramatic/ theatrical work. Improve projection through theater games, as well.
  • Create innovative solutions to design and technical problems that arise during the rehearsal process.
  • Revise and polish piece during rehearsals.
  • Perform piece for audience.
Arts Education (2017)
Grade(s): 5
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
7) Use physical and vocal exploration for character development in 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
  • purpose
Voice
  • projection
Movement
Characterization
  • build
  • inner thoughts/ internal dialogue
  • sensory recall
Directing
Design
  • shape
  • scale
Theatrical production
Skill Examples:
  • Identify physical qualities of a character such as height, weight, coloring, age, build, etc.
  • Make inferences as to what inner traits the physical qualities reveal about the character. Express the internal dialogue, stating what the character thinks and how he or she reacts to what is happening in a given situation. If the internal dialogue is stated, it can be spoken in the voice of the character.
  • Identify a given circumstance for a theatrical/dramatic work.
  • Propose design ideas that support the story, paying attention to shape, colors, and scale. For instance, a scary giant might require dark, tall, vertical pieces; whereas, a happy toddler might use pastel, smaller, rounder shapes.
  • Identify the given circumstances of a dramatic/ theatrical work.
  • Identify the character's inner thoughts.
  • Explain how the character's inner thoughts impact the story and the dramatic/ theatrical work. Consider how alternatives might arise with changes in the inner dialogue (e.g., a fish that gave up because it could not stand failure might not find its family like one that is determined that nothing is going to stop it).
  • Research interesting characters (e.g. Johnny Appleseed, Paul Bunyan, the "Unsinkable Molly Brown," Florence Nightingale, etc.) and their given circumstances (in preparation for #10).
  • Make inferences for character's inner thoughts based on the given circumstances.
  • Groups brainstorm ideas for a dramatic/ theatrical work based on their research, focusing on the message, purpose, and theme they want their story to tell.
  • Group divides and assigns responsibilities for playwriting, acting, directing, and technical design in order to put together a dramatic/ theatrical informal work.
  • Practice dramatic/ theatrical piece.
  • Use physical exploration for character development in an improvised or scripted dramatic/ theatrical work. Students should build on the research they did on their specific character to inspire their physical character development. Use sensory recall exercises to deepen the physicality of their characters.
  • Use vocal exploration of various pitches, rhythms, and tempos for character development in an improvised or scripted dramatic/ theatrical work. Improve projection through theater games, as well.
  • Create innovative solutions to design and technical problems that arise during the rehearsal process.
  • Revise and polish piece during rehearsals.
  • Perform piece for audience.
Arts Education (2017)
Grade(s): 5
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
8) Create innovative solutions to 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
  • purpose
Voice
  • projection
Movement
Characterization
  • build
  • inner thoughts/ internal dialogue
  • sensory recall
Directing
Design
  • shape
  • scale
Theatrical production
Skill Examples:
  • Identify physical qualities of a character such as height, weight, coloring, age, build, etc.
  • Make inferences as to what inner traits the physical qualities reveal about the character. Express the internal dialogue, stating what the character thinks and how he or she reacts to what is happening in a given situation. If the internal dialogue is stated, it can be spoken in the voice of the character.
  • Identify a given circumstance for a theatrical/dramatic work.
  • Propose design ideas that support the story, paying attention to shape, colors, and scale. For instance, a scary giant might require dark, tall, vertical pieces; whereas, a happy toddler might use pastel, smaller, rounder shapes.
  • Identify the given circumstances of a dramatic/ theatrical work.
  • Identify the character's inner thoughts.
  • Explain how the character's inner thoughts impact the story and the dramatic/ theatrical work. Consider how alternatives might arise with changes in the inner dialogue (e.g., a fish that gave up because it could not stand failure might not find its family like one that is determined that nothing is going to stop it).
  • Research interesting characters (e.g. Johnny Appleseed, Paul Bunyan, the "Unsinkable Molly Brown," Florence Nightingale, etc.) and their given circumstances (in preparation for #10).
  • Make inferences for character's inner thoughts based on the given circumstances.
  • Groups brainstorm ideas for a dramatic/ theatrical work based on their research, focusing on the message, purpose, and theme they want their story to tell.
  • Group divides and assigns responsibilities for playwriting, acting, directing, and technical design in order to put together a dramatic/ theatrical informal work.
  • Practice dramatic/ theatrical piece.
  • Use physical exploration for character development in an improvised or scripted dramatic/ theatrical work. Students should build on the research they did on their specific character to inspire their physical character development. Use sensory recall exercises to deepen the physicality of their characters.
  • Use vocal exploration of various pitches, rhythms, and tempos for character development in an improvised or scripted dramatic/ theatrical work. Improve projection through theater games, as well.
  • Create innovative solutions to design and technical problems that arise during the rehearsal process.
  • Revise and polish piece during rehearsals.
  • Perform piece for audience.
Performing
Select
Arts Education (2017)
Grade(s): 5
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
9) Describe the underlying thoughts and emotions that create dialogue and action 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
Analysis
  • purpose
Voice
  • Inflection
Movement
  • sensory recall
  • visualization
  • personal space
Characterization
  • internal dialogue
Directing
Design
Theatrical production
  • active listening
Skill Examples:
  • Use nonsense dialogue or one-word sentences and other such activities to have pairs or small groups practice using a variety of inflections.
  • Identify the underlying thoughts and emotions involved in the dialogue.
  • Watch a dramatic/ theatrical work and enumerate the underlying thoughts and emotions of a character.
  • Use theater games (e.g., "Follow Your Nose" or "Sculptor") to enhance the physicality of a character through sensory recall and visualization.
  • Use theater games to enhance creativity, focus, improvisation, and ensemble building.
  • Incorporate skills from theater games into a student performance (e.g., a folk story or piece of literature).
  • Prepare and rehearse the piece, polishing and revising as the collaborators see fit.
  • Be able to explain or demonstrate how the vocal and physical skills they have practiced were used in the performance.
  • Determine skills needed for active listening (e.g., concentrating, responding to, and remembering).
  • Perform piece for an audience that practices active listening.
  • Students discuss and constructively evaluate the elements of the performance, drawing on what they remember from active listening.
Arts Education (2017)
Grade(s): 5
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
10) Use physical choices to create meaning 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
Analysis
  • purpose
Voice
  • Inflection
Movement
  • sensory recall
  • visualization
  • personal space
Characterization
  • internal dialogue
Directing
Design
Theatrical production
  • active listening
Skill Examples:
  • Use nonsense dialogue or one-word sentences and other such activities to have pairs or small groups practice using a variety of inflections.
  • Identify the underlying thoughts and emotions involved in the dialogue.
  • Watch a dramatic/ theatrical work and enumerate the underlying thoughts and emotions of a character.
  • Use theater games (e.g., "Follow Your Nose" or "Sculptor") to enhance the physicality of a character through sensory recall and visualization.
  • Use theater games to enhance creativity, focus, improvisation, and ensemble building.
  • Incorporate skills from theater games into a student performance (e.g., a folk story or piece of literature).
  • Prepare and rehearse the piece, polishing and revising as the collaborators see fit.
  • Be able to explain or demonstrate how the vocal and physical skills they have practiced were used in the performance.
  • Determine skills needed for active listening (e.g., concentrating, responding to, and remembering).
  • Perform piece for an audience that practices active listening.
  • Students discuss and constructively evaluate the elements of the performance, drawing on what they remember from active listening.
Prepare
Arts Education (2017)
Grade(s): 5
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
11) Choose acting exercises that can be applied to a 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
Analysis
  • purpose
Voice
  • Inflection
Movement
  • sensory recall
  • visualization
  • personal space
Characterization
  • internal dialogue
Directing
Design
Theatrical production
  • active listening
Skill Examples:
  • Use nonsense dialogue or one-word sentences and other such activities to have pairs or small groups practice using a variety of inflections.
  • Identify the underlying thoughts and emotions involved in the dialogue.
  • Watch a dramatic/ theatrical work and enumerate the underlying thoughts and emotions of a character.
  • Use theater games (e.g., "Follow Your Nose" or "Sculptor") to enhance the physicality of a character through sensory recall and visualization.
  • Use theater games to enhance creativity, focus, improvisation, and ensemble building.
  • Incorporate skills from theater games into a student performance (e.g., a folk story or piece of literature).
  • Prepare and rehearse the piece, polishing and revising as the collaborators see fit.
  • Be able to explain or demonstrate how the vocal and physical skills they have practiced were used in the performance.
  • Determine skills needed for active listening (e.g., concentrating, responding to, and remembering).
  • Perform piece for an audience that practices active listening.
  • Students discuss and constructively evaluate the elements of the performance, drawing on what they remember from active listening.
Arts Education (2017)
Grade(s): 5
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
12) Demonstrate the use of technical elements in a 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
Analysis
  • purpose
Voice
  • Inflection
Movement
  • sensory recall
  • visualization
  • personal space
Characterization
  • internal dialogue
Directing
Design
Theatrical production
  • active listening
Skill Examples:
  • Use nonsense dialogue or one-word sentences and other such activities to have pairs or small groups practice using a variety of inflections.
  • Identify the underlying thoughts and emotions involved in the dialogue.
  • Watch a dramatic/ theatrical work and enumerate the underlying thoughts and emotions of a character.
  • Use theater games (e.g., "Follow Your Nose" or "Sculptor") to enhance the physicality of a character through sensory recall and visualization.
  • Use theater games to enhance creativity, focus, improvisation, and ensemble building.
  • Incorporate skills from theater games into a student performance (e.g., a folk story or piece of literature).
  • Prepare and rehearse the piece, polishing and revising as the collaborators see fit.
  • Be able to explain or demonstrate how the vocal and physical skills they have practiced were used in the performance.
  • Determine skills needed for active listening (e.g., concentrating, responding to, and remembering).
  • Perform piece for an audience that practices active listening.
  • Students discuss and constructively evaluate the elements of the performance, drawing on what they remember from active listening.
Present
Arts Education (2017)
Grade(s): 5
Theatre
All Resources: 2
Learning Activities: 0
Lesson Plans: 2
Classroom Resources: 0
Unit Plans: 0
13) Present drama/theatre work informally to an 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
Analysis
  • purpose
Voice
  • Inflection
Movement
  • sensory recall
  • visualization
  • personal space
Characterization
  • internal dialogue
Directing
Design
Theatrical production
  • active listening
Skill Examples:
  • Use nonsense dialogue or one-word sentences and other such activities to have pairs or small groups practice using a variety of inflections.
  • Identify the underlying thoughts and emotions involved in the dialogue.
  • Watch a dramatic/ theatrical work and enumerate the underlying thoughts and emotions of a character.
  • Use theater games (e.g., "Follow Your Nose" or "Sculptor") to enhance the physicality of a character through sensory recall and visualization.
  • Use theater games to enhance creativity, focus, improvisation, and ensemble building.
  • Incorporate skills from theater games into a student performance (e.g., a folk story or piece of literature).
  • Prepare and rehearse the piece, polishing and revising as the collaborators see fit.
  • Be able to explain or demonstrate how the vocal and physical skills they have practiced were used in the performance.
  • Determine skills needed for active listening (e.g., concentrating, responding to, and remembering).
  • Perform piece for an audience that practices active listening.
  • Students discuss and constructively evaluate the elements of the performance, drawing on what they remember from active listening.
Responding
Reflect
Arts Education (2017)
Grade(s): 5
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
14) Explain personal reactions to 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
  • justify
  • evidence
  • academic language
Analysis
  • commonality
  • infer
Voice
  • breathing
  • intonation
Movement
  • posture
  • gesture
Characterization
Directing
Design
Theatrical production
Skill Examples:
  • Participate in or observe a dramatic/ theatrical work.
  • Reflect on artistic choices that reveal the purpose, mood, and theme of a dramatic/ theatrical piece.
  • Explain reactions to artistic choices made in the dramatic/ theatrical piece and justify response with evidence.
  • Participate in or observe a dramatic/ theatrical work which presents different cultures.
  • Respond to the differing cultures and explain personal responses to differences. Find commonalities amidst the differences.
  • Using theater games and observation, study the effects of emotions on posture.
  • Using theater game and observations, study the effects of emotions on gesture.
  • Using theater games and reflection, study the effects of emotions on breathing.
  • Using the theater games and reflection, study the effects of emotions on vocal intonation.
  • Transfer what has been learned through the study of emotion to study the effects of these skills on a dramatic/ theatrical work that a student has seen or in which the student has participated. Describe the effects of these skills on the piece.
  • Make or use a plan for evaluating a dramatic or theatrical work. Students should use accurate theater vocabulary to articulate the plan.
  • Watch or participate in a dramatic/ theatrical work.
  • Determine the theme of that dramatic/ theatrical work.
  • Implement the evaluation tool created in #11 in order to assess how the technical elements represent the theme of the work.
  • After watching or participating in a theatrical/dramatic. identify and enumerate what a character's given circumstances entail in the dramatic/ theatrical work. Include inferred inner thoughts of the character.
  • Identify various perspectives on the work (e.g., how the protagonist and antagonist might perceive the outcome; how a rich or poor, old or young person might differ in their perceptions of the piece).
  • Discuss how the character's given circumstances impact the audience's perspective.
Interpret
Arts Education (2017)
Grade(s): 5
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
15) Justify responses based on 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
  • justify
  • evidence
  • academic language
Analysis
  • commonality
  • infer
Voice
  • breathing
  • intonation
Movement
  • posture
  • gesture
Characterization
Directing
Design
Theatrical production
Skill Examples:
  • Participate in or observe a dramatic/ theatrical work.
  • Reflect on artistic choices that reveal the purpose, mood, and theme of a dramatic/ theatrical piece.
  • Explain reactions to artistic choices made in the dramatic/ theatrical piece and justify response with evidence.
  • Participate in or observe a dramatic/ theatrical work which presents different cultures.
  • Respond to the differing cultures and explain personal responses to differences. Find commonalities amidst the differences.
  • Using theater games and observation, study the effects of emotions on posture.
  • Using theater game and observations, study the effects of emotions on gesture.
  • Using theater games and reflection, study the effects of emotions on breathing.
  • Using the theater games and reflection, study the effects of emotions on vocal intonation.
  • Transfer what has been learned through the study of emotion to study the effects of these skills on a dramatic/ theatrical work that a student has seen or in which the student has participated. Describe the effects of these skills on the piece.
  • Make or use a plan for evaluating a dramatic or theatrical work. Students should use accurate theater vocabulary to articulate the plan.
  • Watch or participate in a dramatic/ theatrical work.
  • Determine the theme of that dramatic/ theatrical work.
  • Implement the evaluation tool created in #11 in order to assess how the technical elements represent the theme of the work.
  • After watching or participating in a theatrical/dramatic. identify and enumerate what a character's given circumstances entail in the dramatic/ theatrical work. Include inferred inner thoughts of the character.
  • Identify various perspectives on the work (e.g., how the protagonist and antagonist might perceive the outcome; how a rich or poor, old or young person might differ in their perceptions of the piece).
  • Discuss how the character's given circumstances impact the audience's perspective.
Arts Education (2017)
Grade(s): 5
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
16) Explain personal responses to characters based on cultural perspectives when participating in or observing 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
  • justify
  • evidence
  • academic language
Analysis
  • commonality
  • infer
Voice
  • breathing
  • intonation
Movement
  • posture
  • gesture
Characterization
Directing
Design
Theatrical production
Skill Examples:
  • Participate in or observe a dramatic/ theatrical work.
  • Reflect on artistic choices that reveal the purpose, mood, and theme of a dramatic/ theatrical piece.
  • Explain reactions to artistic choices made in the dramatic/ theatrical piece and justify response with evidence.
  • Participate in or observe a dramatic/ theatrical work which presents different cultures.
  • Respond to the differing cultures and explain personal responses to differences. Find commonalities amidst the differences.
  • Using theater games and observation, study the effects of emotions on posture.
  • Using theater game and observations, study the effects of emotions on gesture.
  • Using theater games and reflection, study the effects of emotions on breathing.
  • Using the theater games and reflection, study the effects of emotions on vocal intonation.
  • Transfer what has been learned through the study of emotion to study the effects of these skills on a dramatic/ theatrical work that a student has seen or in which the student has participated. Describe the effects of these skills on the piece.
  • Make or use a plan for evaluating a dramatic or theatrical work. Students should use accurate theater vocabulary to articulate the plan.
  • Watch or participate in a dramatic/ theatrical work.
  • Determine the theme of that dramatic/ theatrical work.
  • Implement the evaluation tool created in #11 in order to assess how the technical elements represent the theme of the work.
  • After watching or participating in a theatrical/dramatic. identify and enumerate what a character's given circumstances entail in the dramatic/ theatrical work. Include inferred inner thoughts of the character.
  • Identify various perspectives on the work (e.g., how the protagonist and antagonist might perceive the outcome; how a rich or poor, old or young person might differ in their perceptions of the piece).
  • Discuss how the character's given circumstances impact the audience's perspective.
Arts Education (2017)
Grade(s): 5
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
17) Investigate the effects of emotions on posture, gesture, breathing, and vocal intonation in 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
  • justify
  • evidence
  • academic language
Analysis
  • commonality
  • infer
Voice
  • breathing
  • intonation
Movement
  • posture
  • gesture
Characterization
Directing
Design
Theatrical production
Skill Examples:
  • Participate in or observe a dramatic/ theatrical work.
  • Reflect on artistic choices that reveal the purpose, mood, and theme of a dramatic/ theatrical piece.
  • Explain reactions to artistic choices made in the dramatic/ theatrical piece and justify response with evidence.
  • Participate in or observe a dramatic/ theatrical work which presents different cultures.
  • Respond to the differing cultures and explain personal responses to differences. Find commonalities amidst the differences.
  • Using theater games and observation, study the effects of emotions on posture.
  • Using theater game and observations, study the effects of emotions on gesture.
  • Using theater games and reflection, study the effects of emotions on breathing.
  • Using the theater games and reflection, study the effects of emotions on vocal intonation.
  • Transfer what has been learned through the study of emotion to study the effects of these skills on a dramatic/ theatrical work that a student has seen or in which the student has participated. Describe the effects of these skills on the piece.
  • Make or use a plan for evaluating a dramatic or theatrical work. Students should use accurate theater vocabulary to articulate the plan.
  • Watch or participate in a dramatic/ theatrical work.
  • Determine the theme of that dramatic/ theatrical work.
  • Implement the evaluation tool created in #11 in order to assess how the technical elements represent the theme of the work.
  • After watching or participating in a theatrical/dramatic. identify and enumerate what a character's given circumstances entail in the dramatic/ theatrical work. Include inferred inner thoughts of the character.
  • Identify various perspectives on the work (e.g., how the protagonist and antagonist might perceive the outcome; how a rich or poor, old or young person might differ in their perceptions of the piece).
  • Discuss how the character's given circumstances impact the audience's perspective.
Evaluate
Arts Education (2017)
Grade(s): 5
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
18) Implement a plan to evaluate drama/theatre work.

Example: Use rubrics to rate or score performances.

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
  • justify
  • evidence
  • academic language
Analysis
  • commonality
  • infer
Voice
  • breathing
  • intonation
Movement
  • posture
  • gesture
Characterization
Directing
Design
Theatrical production
Skill Examples:
  • Participate in or observe a dramatic/ theatrical work.
  • Reflect on artistic choices that reveal the purpose, mood, and theme of a dramatic/ theatrical piece.
  • Explain reactions to artistic choices made in the dramatic/ theatrical piece and justify response with evidence.
  • Participate in or observe a dramatic/ theatrical work which presents different cultures.
  • Respond to the differing cultures and explain personal responses to differences. Find commonalities amidst the differences.
  • Using theater games and observation, study the effects of emotions on posture.
  • Using theater game and observations, study the effects of emotions on gesture.
  • Using theater games and reflection, study the effects of emotions on breathing.
  • Using the theater games and reflection, study the effects of emotions on vocal intonation.
  • Transfer what has been learned through the study of emotion to study the effects of these skills on a dramatic/ theatrical work that a student has seen or in which the student has participated. Describe the effects of these skills on the piece.
  • Make or use a plan for evaluating a dramatic or theatrical work. Students should use accurate theater vocabulary to articulate the plan.
  • Watch or participate in a dramatic/ theatrical work.
  • Determine the theme of that dramatic/ theatrical work.
  • Implement the evaluation tool created in #11 in order to assess how the technical elements represent the theme of the work.
  • After watching or participating in a theatrical/dramatic. identify and enumerate what a character's given circumstances entail in the dramatic/ theatrical work. Include inferred inner thoughts of the character.
  • Identify various perspectives on the work (e.g., how the protagonist and antagonist might perceive the outcome; how a rich or poor, old or young person might differ in their perceptions of the piece).
  • Discuss how the character's given circumstances impact the audience's perspective.
Arts Education (2017)
Grade(s): 5
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
19) Assess how technical elements represent the theme of 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
  • justify
  • evidence
  • academic language
Analysis
  • commonality
  • infer
Voice
  • breathing
  • intonation
Movement
  • posture
  • gesture
Characterization
Directing
Design
Theatrical production
Skill Examples:
  • Participate in or observe a dramatic/ theatrical work.
  • Reflect on artistic choices that reveal the purpose, mood, and theme of a dramatic/ theatrical piece.
  • Explain reactions to artistic choices made in the dramatic/ theatrical piece and justify response with evidence.
  • Participate in or observe a dramatic/ theatrical work which presents different cultures.
  • Respond to the differing cultures and explain personal responses to differences. Find commonalities amidst the differences.
  • Using theater games and observation, study the effects of emotions on posture.
  • Using theater game and observations, study the effects of emotions on gesture.
  • Using theater games and reflection, study the effects of emotions on breathing.
  • Using the theater games and reflection, study the effects of emotions on vocal intonation.
  • Transfer what has been learned through the study of emotion to study the effects of these skills on a dramatic/ theatrical work that a student has seen or in which the student has participated. Describe the effects of these skills on the piece.
  • Make or use a plan for evaluating a dramatic or theatrical work. Students should use accurate theater vocabulary to articulate the plan.
  • Watch or participate in a dramatic/ theatrical work.
  • Determine the theme of that dramatic/ theatrical work.
  • Implement the evaluation tool created in #11 in order to assess how the technical elements represent the theme of the work.
  • After watching or participating in a theatrical/dramatic. identify and enumerate what a character's given circumstances entail in the dramatic/ theatrical work. Include inferred inner thoughts of the character.
  • Identify various perspectives on the work (e.g., how the protagonist and antagonist might perceive the outcome; how a rich or poor, old or young person might differ in their perceptions of the piece).
  • Discuss how the character's given circumstances impact the audience's perspective.
Arts Education (2017)
Grade(s): 5
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
20) Discuss how a character's circumstances 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
  • justify
  • evidence
  • academic language
Analysis
  • commonality
  • infer
Voice
  • breathing
  • intonation
Movement
  • posture
  • gesture
Characterization
Directing
Design
Theatrical production
Skill Examples:
  • Participate in or observe a dramatic/ theatrical work.
  • Reflect on artistic choices that reveal the purpose, mood, and theme of a dramatic/ theatrical piece.
  • Explain reactions to artistic choices made in the dramatic/ theatrical piece and justify response with evidence.
  • Participate in or observe a dramatic/ theatrical work which presents different cultures.
  • Respond to the differing cultures and explain personal responses to differences. Find commonalities amidst the differences.
  • Using theater games and observation, study the effects of emotions on posture.
  • Using theater game and observations, study the effects of emotions on gesture.
  • Using theater games and reflection, study the effects of emotions on breathing.
  • Using the theater games and reflection, study the effects of emotions on vocal intonation.
  • Transfer what has been learned through the study of emotion to study the effects of these skills on a dramatic/ theatrical work that a student has seen or in which the student has participated. Describe the effects of these skills on the piece.
  • Make or use a plan for evaluating a dramatic or theatrical work. Students should use accurate theater vocabulary to articulate the plan.
  • Watch or participate in a dramatic/ theatrical work.
  • Determine the theme of that dramatic/ theatrical work.
  • Implement the evaluation tool created in #11 in order to assess how the technical elements represent the theme of the work.
  • After watching or participating in a theatrical/dramatic. identify and enumerate what a character's given circumstances entail in the dramatic/ theatrical work. Include inferred inner thoughts of the character.
  • Identify various perspectives on the work (e.g., how the protagonist and antagonist might perceive the outcome; how a rich or poor, old or young person might differ in their perceptions of the piece).
  • Discuss how the character's given circumstances impact the audience's perspective.
Connecting
Empathize
Arts Education (2017)
Grade(s): 5
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
21) Explain how drama/theatre connects oneself to a community or culture.

Example: Discuss how a play about the coal mines of Walker County performed by Walker County students might help connect them to local history.

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
  • evidence
  • historical issues
  • global issues
  • legitimate sources
Analysis
  • social consciousness
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • animation
Skill Examples:
  • Students describe their community/ culture using evidence.
  • Students may view examples of socially conscious videos, commercials, poetry readings, animation, etc.
  • Students brainstorm ways that theater can connect them to their community/ culture and foster understanding and social responsibility.
  • Students do research on the historical, global, or social issues in dramatic/ theatrical pieces they have seen.
  • Students become familiar with legitimate historical research sources for theater terminology and conventions.
  • Research stories set in different cultures (e.g., Helen Keller [U.S.], Anne Frank [Germany], Aladdin [Middle East], Fisher King [England], Urashima Taro [Japan], Various Norse or Greek Myths, Aesop's fables [Greek], etc.).
  • Compare and contrast the stories and cultures from other places with those of the U.S., seeking commonalities among the differences.
Interrelate
Arts Education (2017)
Grade(s): 5
Theatre
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
22) Investigate historical, global, and social issues expressed in drama/theatre work.

Example: Read articles from a specific time period, then use articles to write and perform a "living newspaper" scenario.

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
  • evidence
  • historical issues
  • global issues
  • legitimate sources
Analysis
  • social consciousness
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • animation
Skill Examples:
  • Students describe their community/ culture using evidence.
  • Students may view examples of socially conscious videos, commercials, poetry readings, animation, etc.
  • Students brainstorm ways that theater can connect them to their community/ culture and foster understanding and social responsibility.
  • Students do research on the historical, global, or social issues in dramatic/ theatrical pieces they have seen.
  • Students become familiar with legitimate historical research sources for theater terminology and conventions.
  • Research stories set in different cultures (e.g., Helen Keller [U.S.], Anne Frank [Germany], Aladdin [Middle East], Fisher King [England], Urashima Taro [Japan], Various Norse or Greek Myths, Aesop's fables [Greek], etc.).
  • Compare and contrast the stories and cultures from other places with those of the U.S., seeking commonalities among the differences.
Research
Arts Education (2017)
Grade(s): 5
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
23) Analyze commonalities and differences between stories set in different cultures in preparation for a 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
  • evidence
  • historical issues
  • global issues
  • legitimate sources
Analysis
  • social consciousness
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • animation
Skill Examples:
  • Students describe their community/ culture using evidence.
  • Students may view examples of socially conscious videos, commercials, poetry readings, animation, etc.
  • Students brainstorm ways that theater can connect them to their community/ culture and foster understanding and social responsibility.
  • Students do research on the historical, global, or social issues in dramatic/ theatrical pieces they have seen.
  • Students become familiar with legitimate historical research sources for theater terminology and conventions.
  • Research stories set in different cultures (e.g., Helen Keller [U.S.], Anne Frank [Germany], Aladdin [Middle East], Fisher King [England], Urashima Taro [Japan], Various Norse or Greek Myths, Aesop's fables [Greek], etc.).
  • Compare and contrast the stories and cultures from other places with those of the U.S., seeking commonalities among the differences.
Arts Education (2017)
Grade(s): 5
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
24) Identify historical sources that explain drama/theatre terminology and conventions.

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
  • evidence
  • historical issues
  • global issues
  • legitimate sources
Analysis
  • social consciousness
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • animation
Skill Examples:
  • Students describe their community/ culture using evidence.
  • Students may view examples of socially conscious videos, commercials, poetry readings, animation, etc.
  • Students brainstorm ways that theater can connect them to their community/ culture and foster understanding and social responsibility.
  • Students do research on the historical, global, or social issues in dramatic/ theatrical pieces they have seen.
  • Students become familiar with legitimate historical research sources for theater terminology and conventions.
  • Research stories set in different cultures (e.g., Helen Keller [U.S.], Anne Frank [Germany], Aladdin [Middle East], Fisher King [England], Urashima Taro [Japan], Various Norse or Greek Myths, Aesop's fables [Greek], etc.).
  • Compare and contrast the stories and cultures from other places with those of the U.S., seeking commonalities among the differences.