Courses of Study

Creating
Envision, Conceptualize
Arts Education (2017)
Grade(s): 7
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Investigate multiple perspectives and solutions to staging challenges 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:
Vocal
Movement
Characterization

Skills Assessed
Exploring the Concepts:
  • Expression in improvisation and group collaboration with prompts demands personal reflection and group problem solving techniques.
  • Expression in improvisation and group collaboration with prompts demands personal reflection and group problem solving techniques.
  • Students develop problem-solving and critical thinking skills and use creative initiative in projecting and evaluating unique approaches to a specific task.
Skill Examples:
  • Use theatre as an exploration in the use of the 5 W's of improvisation (who, what, when, where, and why) through expression and group collaboration. Students will use prompts demanding personal reflection and group problem solving inspired by the influence of character, relationships, setting, and conflict. Students will discover how the 5 W's are revealed through the practice of improvisation. The students will perform a short improvisational scene.
Suggested Improv Resources:
  • Improvisation for the Theatre- Viola Spolin
  • Theatre Games for the Classroom: A Teacher's Handbook- Viola Spolin
  • Theatre Games for Rehearsal: A Director's Handbook- Viola Spolin
  • http://improvencyclopedia.org/games/
  • Teachers use concentration games to build focus. These activities are used to help children to develop a sustained focus of the mind, body and voice.
  • If it is within the group capability, teacher can introduce The Method and Stanislavski.
Suggested Concentration Games to Strengthen Young Actors:
Arts Education (2017)
Grade(s): 7
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Explain and present solutions to design challenges 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:
Vocal
Movement
Characterization

Skills Assessed
Exploring the Concepts:
  • Expression in improvisation and group collaboration with prompts demands personal reflection and group problem solving techniques.
  • Expression in improvisation and group collaboration with prompts demands personal reflection and group problem solving techniques.
  • Students develop problem-solving and critical thinking skills and use creative initiative in projecting and evaluating unique approaches to a specific task.
Skill Examples:
  • Use theatre as an exploration in the use of the 5 W's of improvisation (who, what, when, where, and why) through expression and group collaboration. Students will use prompts demanding personal reflection and group problem solving inspired by the influence of character, relationships, setting, and conflict. Students will discover how the 5 W's are revealed through the practice of improvisation. The students will perform a short improvisational scene.
Suggested Improv Resources:
  • Improvisation for the Theatre- Viola Spolin
  • Theatre Games for the Classroom: A Teacher's Handbook- Viola Spolin
  • Theatre Games for Rehearsal: A Director's Handbook- Viola Spolin
  • http://improvencyclopedia.org/games/
  • Teachers use concentration games to build focus. These activities are used to help children to develop a sustained focus of the mind, body and voice.
  • If it is within the group capability, teacher can introduce The Method and Stanislavski.
Suggested Concentration Games to Strengthen Young Actors:
Develop
Arts Education (2017)
Grade(s): 7
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Envision and describe a scripted or improvised character's inner thoughts and objectives 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:
Vocal
Movement
Characterization

Skills Assessed
Exploring the Concepts:
  • Expression in improvisation and group collaboration with prompts demands personal reflection and group problem solving techniques.
  • Expression in improvisation and group collaboration with prompts demands personal reflection and group problem solving techniques.
  • Students develop problem-solving and critical thinking skills and use creative initiative in projecting and evaluating unique approaches to a specific task.
Skill Examples:
  • Use theatre as an exploration in the use of the 5 W's of improvisation (who, what, when, where, and why) through expression and group collaboration. Students will use prompts demanding personal reflection and group problem solving inspired by the influence of character, relationships, setting, and conflict. Students will discover how the 5 W's are revealed through the practice of improvisation. The students will perform a short improvisational scene.
Suggested Improv Resources:
  • Improvisation for the Theatre- Viola Spolin
  • Theatre Games for the Classroom: A Teacher's Handbook- Viola Spolin
  • Theatre Games for Rehearsal: A Director's Handbook- Viola Spolin
  • http://improvencyclopedia.org/games/
  • Teachers use concentration games to build focus. These activities are used to help children to develop a sustained focus of the mind, body and voice.
  • If it is within the group capability, teacher can introduce The Method and Stanislavski.
Suggested Concentration Games to Strengthen Young Actors:
Arts Education (2017)
Grade(s): 7
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Examine and justify original ideas and artistic choices in a drama/theatre work based on critical analysis, background knowledge, and historical and cultural context.

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:
Vocal
Movement
Characterization

Skills Assessed
Exploring the Concepts:
  • Expression in improvisation and group collaboration with prompts demands personal reflection and group problem solving techniques.
  • Expression in improvisation and group collaboration with prompts demands personal reflection and group problem solving techniques.
  • Students develop problem-solving and critical thinking skills and use creative initiative in projecting and evaluating unique approaches to a specific task.
Skill Examples:
  • Use theatre as an exploration in the use of the 5 W's of improvisation (who, what, when, where, and why) through expression and group collaboration. Students will use prompts demanding personal reflection and group problem solving inspired by the influence of character, relationships, setting, and conflict. Students will discover how the 5 W's are revealed through the practice of improvisation. The students will perform a short improvisational scene.
Suggested Improv Resources:
  • Improvisation for the Theatre- Viola Spolin
  • Theatre Games for the Classroom: A Teacher's Handbook- Viola Spolin
  • Theatre Games for Rehearsal: A Director's Handbook- Viola Spolin
  • http://improvencyclopedia.org/games/
  • Teachers use concentration games to build focus. These activities are used to help children to develop a sustained focus of the mind, body and voice.
  • If it is within the group capability, teacher can introduce The Method and Stanislavski.
Suggested Concentration Games to Strengthen Young Actors:
Arts Education (2017)
Grade(s): 7
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Demonstrate mutual respect for self and others and their roles in preparing or devising 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:
Vocal
Movement
Characterization

Skills Assessed
Exploring the Concepts:
  • Expression in improvisation and group collaboration with prompts demands personal reflection and group problem solving techniques.
  • Expression in improvisation and group collaboration with prompts demands personal reflection and group problem solving techniques.
  • Students develop problem-solving and critical thinking skills and use creative initiative in projecting and evaluating unique approaches to a specific task.
Skill Examples:
  • Use theatre as an exploration in the use of the 5 W's of improvisation (who, what, when, where, and why) through expression and group collaboration. Students will use prompts demanding personal reflection and group problem solving inspired by the influence of character, relationships, setting, and conflict. Students will discover how the 5 W's are revealed through the practice of improvisation. The students will perform a short improvisational scene.
Suggested Improv Resources:
  • Improvisation for the Theatre- Viola Spolin
  • Theatre Games for the Classroom: A Teacher's Handbook- Viola Spolin
  • Theatre Games for Rehearsal: A Director's Handbook- Viola Spolin
  • http://improvencyclopedia.org/games/
  • Teachers use concentration games to build focus. These activities are used to help children to develop a sustained focus of the mind, body and voice.
  • If it is within the group capability, teacher can introduce The Method and Stanislavski.
Suggested Concentration Games to Strengthen Young Actors:
Rehearse
Arts Education (2017)
Grade(s): 7
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Demonstrate focus and concentration in the rehearsal process to analyze and refine choices in a devised 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:
Vocal
Movement
Characterization

Skills Assessed
Exploring the Concepts:
  • Expression in improvisation and group collaboration with prompts demands personal reflection and group problem solving techniques.
  • Expression in improvisation and group collaboration with prompts demands personal reflection and group problem solving techniques.
  • Students develop problem-solving and critical thinking skills and use creative initiative in projecting and evaluating unique approaches to a specific task.
Skill Examples:
  • Use theatre as an exploration in the use of the 5 W's of improvisation (who, what, when, where, and why) through expression and group collaboration. Students will use prompts demanding personal reflection and group problem solving inspired by the influence of character, relationships, setting, and conflict. Students will discover how the 5 W's are revealed through the practice of improvisation. The students will perform a short improvisational scene.
Suggested Improv Resources:
  • Improvisation for the Theatre- Viola Spolin
  • Theatre Games for the Classroom: A Teacher's Handbook- Viola Spolin
  • Theatre Games for Rehearsal: A Director's Handbook- Viola Spolin
  • http://improvencyclopedia.org/games/
  • Teachers use concentration games to build focus. These activities are used to help children to develop a sustained focus of the mind, body and voice.
  • If it is within the group capability, teacher can introduce The Method and Stanislavski.
Suggested Concentration Games to Strengthen Young Actors:
Arts Education (2017)
Grade(s): 7
Theatre
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
7) Develop effective physical and vocal traits of characters 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:
Vocal
Movement
Characterization

Skills Assessed
Exploring the Concepts:
  • Expression in improvisation and group collaboration with prompts demands personal reflection and group problem solving techniques.
  • Expression in improvisation and group collaboration with prompts demands personal reflection and group problem solving techniques.
  • Students develop problem-solving and critical thinking skills and use creative initiative in projecting and evaluating unique approaches to a specific task.
Skill Examples:
  • Use theatre as an exploration in the use of the 5 W's of improvisation (who, what, when, where, and why) through expression and group collaboration. Students will use prompts demanding personal reflection and group problem solving inspired by the influence of character, relationships, setting, and conflict. Students will discover how the 5 W's are revealed through the practice of improvisation. The students will perform a short improvisational scene.
Suggested Improv Resources:
  • Improvisation for the Theatre- Viola Spolin
  • Theatre Games for the Classroom: A Teacher's Handbook- Viola Spolin
  • Theatre Games for Rehearsal: A Director's Handbook- Viola Spolin
  • http://improvencyclopedia.org/games/
  • Teachers use concentration games to build focus. These activities are used to help children to develop a sustained focus of the mind, body and voice.
  • If it is within the group capability, teacher can introduce The Method and Stanislavski.
Suggested Concentration Games to Strengthen Young Actors:
Arts Education (2017)
Grade(s): 7
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
8) Consider multiple planned technical design elements during the rehearsal process for a devised 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:
Vocal
Movement
Characterization

Skills Assessed
Exploring the Concepts:
  • Expression in improvisation and group collaboration with prompts demands personal reflection and group problem solving techniques.
  • Expression in improvisation and group collaboration with prompts demands personal reflection and group problem solving techniques.
  • Students develop problem-solving and critical thinking skills and use creative initiative in projecting and evaluating unique approaches to a specific task.
Skill Examples:
  • Use theatre as an exploration in the use of the 5 W's of improvisation (who, what, when, where, and why) through expression and group collaboration. Students will use prompts demanding personal reflection and group problem solving inspired by the influence of character, relationships, setting, and conflict. Students will discover how the 5 W's are revealed through the practice of improvisation. The students will perform a short improvisational scene.
Suggested Improv Resources:
  • Improvisation for the Theatre- Viola Spolin
  • Theatre Games for the Classroom: A Teacher's Handbook- Viola Spolin
  • Theatre Games for Rehearsal: A Director's Handbook- Viola Spolin
  • http://improvencyclopedia.org/games/
  • Teachers use concentration games to build focus. These activities are used to help children to develop a sustained focus of the mind, body and voice.
  • If it is within the group capability, teacher can introduce The Method and Stanislavski.
Suggested Concentration Games to Strengthen Young Actors:
Performing
Select
Arts Education (2017)
Grade(s): 7
Theatre
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
9) Consider various staging choices to enhance the story 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
Vocal
Movement
Characterization
Directing
Design
Theatrical production

Skills Assessed
  • Students will use analysis skills through Contextual Reading, Characterization, and Dramaturgy
  • Students will incorporate design elements by using information in plays to inspire design choices.
  • Technology can be used to influence design and prepare students for career pathways.
  • Students will incorporate research by using historical facts and images for ideas and inspiration.
  • By utilizing cultural facts and images for ideas and inspiration, students expand ideas and make cross curricular connections in World History and English.
Skill Examples:
  • As a whole group, students will design the set, sound effects or costumes for the play A Christmas Carol. They will use historical images of that time period to create the visual aspects of the play. This can be done in conjunction with the English teacher as the play is a part of many 7th grade curricula. Students will participate in an online research project on the history of Technical Theatre. They will pick a time period and design a set, lighting, sound or costume design using only the tools available in that time period (Greek-Victorian preferred). After completing the research and designs, students will create a visual character board for the character that they are representing in a class play or assigned monologue.
  • Students will actively participate in the rehearsal process for their assigned piece and prepare for performance.
  • By studying each form of staging, students will create stage directions for one scene of a provided play. (Suggestion: Use the same play for all lessons and build on each activity throughout several week-long unit.) Students should choose thrust, proscenium, in the round, or experimental.
Resource:
Arts Education (2017)
Grade(s): 7
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
10) Discover various character objectives 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
Vocal
Movement
Characterization
Directing
Design
Theatrical production

Skills Assessed
  • Students will use analysis skills through Contextual Reading, Characterization, and Dramaturgy
  • Students will incorporate design elements by using information in plays to inspire design choices.
  • Technology can be used to influence design and prepare students for career pathways.
  • Students will incorporate research by using historical facts and images for ideas and inspiration.
  • By utilizing cultural facts and images for ideas and inspiration, students expand ideas and make cross curricular connections in World History and English.
Skill Examples:
  • As a whole group, students will design the set, sound effects or costumes for the play A Christmas Carol. They will use historical images of that time period to create the visual aspects of the play. This can be done in conjunction with the English teacher as the play is a part of many 7th grade curricula. Students will participate in an online research project on the history of Technical Theatre. They will pick a time period and design a set, lighting, sound or costume design using only the tools available in that time period (Greek-Victorian preferred). After completing the research and designs, students will create a visual character board for the character that they are representing in a class play or assigned monologue.
  • Students will actively participate in the rehearsal process for their assigned piece and prepare for performance.
  • By studying each form of staging, students will create stage directions for one scene of a provided play. (Suggestion: Use the same play for all lessons and build on each activity throughout several week-long unit.) Students should choose thrust, proscenium, in the round, or experimental.
Resource:
Prepare
Arts Education (2017)
Grade(s): 7
Theatre
All Resources: 2
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
11) Participate in a variety of acting exercises and techniques that can be applied in a rehearsal or drama/theatre performance.

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
Vocal
Movement
Characterization
Directing
Design
Theatrical production

Skills Assessed
  • Students will use analysis skills through Contextual Reading, Characterization, and Dramaturgy
  • Students will incorporate design elements by using information in plays to inspire design choices.
  • Technology can be used to influence design and prepare students for career pathways.
  • Students will incorporate research by using historical facts and images for ideas and inspiration.
  • By utilizing cultural facts and images for ideas and inspiration, students expand ideas and make cross curricular connections in World History and English.
Skill Examples:
  • As a whole group, students will design the set, sound effects or costumes for the play A Christmas Carol. They will use historical images of that time period to create the visual aspects of the play. This can be done in conjunction with the English teacher as the play is a part of many 7th grade curricula. Students will participate in an online research project on the history of Technical Theatre. They will pick a time period and design a set, lighting, sound or costume design using only the tools available in that time period (Greek-Victorian preferred). After completing the research and designs, students will create a visual character board for the character that they are representing in a class play or assigned monologue.
  • Students will actively participate in the rehearsal process for their assigned piece and prepare for performance.
  • By studying each form of staging, students will create stage directions for one scene of a provided play. (Suggestion: Use the same play for all lessons and build on each activity throughout several week-long unit.) Students should choose thrust, proscenium, in the round, or experimental.
Resource:
Arts Education (2017)
Grade(s): 7
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
12) Choose a variety of technical elements that can be applied to a design 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
Vocal
Movement
Characterization
Directing
Design
Theatrical production

Skills Assessed
  • Students will use analysis skills through Contextual Reading, Characterization, and Dramaturgy
  • Students will incorporate design elements by using information in plays to inspire design choices.
  • Technology can be used to influence design and prepare students for career pathways.
  • Students will incorporate research by using historical facts and images for ideas and inspiration.
  • By utilizing cultural facts and images for ideas and inspiration, students expand ideas and make cross curricular connections in World History and English.
Skill Examples:
  • As a whole group, students will design the set, sound effects or costumes for the play A Christmas Carol. They will use historical images of that time period to create the visual aspects of the play. This can be done in conjunction with the English teacher as the play is a part of many 7th grade curricula. Students will participate in an online research project on the history of Technical Theatre. They will pick a time period and design a set, lighting, sound or costume design using only the tools available in that time period (Greek-Victorian preferred). After completing the research and designs, students will create a visual character board for the character that they are representing in a class play or assigned monologue.
  • Students will actively participate in the rehearsal process for their assigned piece and prepare for performance.
  • By studying each form of staging, students will create stage directions for one scene of a provided play. (Suggestion: Use the same play for all lessons and build on each activity throughout several week-long unit.) Students should choose thrust, proscenium, in the round, or experimental.
Resource:
Present
Arts Education (2017)
Grade(s): 7
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
13) Participate in rehearsals for a drama/theatre work that will be shared with 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
Vocal
Movement
Characterization
Directing
Design
Theatrical production

Skills Assessed
  • Students will use analysis skills through Contextual Reading, Characterization, and Dramaturgy
  • Students will incorporate design elements by using information in plays to inspire design choices.
  • Technology can be used to influence design and prepare students for career pathways.
  • Students will incorporate research by using historical facts and images for ideas and inspiration.
  • By utilizing cultural facts and images for ideas and inspiration, students expand ideas and make cross curricular connections in World History and English.
Skill Examples:
  • As a whole group, students will design the set, sound effects or costumes for the play A Christmas Carol. They will use historical images of that time period to create the visual aspects of the play. This can be done in conjunction with the English teacher as the play is a part of many 7th grade curricula. Students will participate in an online research project on the history of Technical Theatre. They will pick a time period and design a set, lighting, sound or costume design using only the tools available in that time period (Greek-Victorian preferred). After completing the research and designs, students will create a visual character board for the character that they are representing in a class play or assigned monologue.
  • Students will actively participate in the rehearsal process for their assigned piece and prepare for performance.
  • By studying each form of staging, students will create stage directions for one scene of a provided play. (Suggestion: Use the same play for all lessons and build on each activity throughout several week-long unit.) Students should choose thrust, proscenium, in the round, or experimental.
Resource:
Responding
Reflect
Arts Education (2017)
Grade(s): 7
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
14) Compare recorded personal and peer reactions to artistic choices in a drama/ theatre work.

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
Vocal
Movement
Characterization
Directing
Design
Theatrical production

Skills Assessed
  • Make informed, critical evaluations of theatrical performances from an audience member and a participant point of view, and develop a framework for making informed theatrical choices.
  • Interpret constructive criticism and objective praise in order to improve upon one's work.
  • Use critical thinking skills in character analysis and performance.
  • Perceive and defend the quality of a theatrical work.
  • Evaluate elements of characterization.
Skill Examples:
  • Students will perform a scene with a partner. They will use their character analysis, play analysis, and period research to develop strong choices for their scene work. They will perform for the class. This lesson links back to previous in 7th grade.
  • Students will perform for each other. They will have an open oral critique of each performance. Students will openly discuss what worked for each scene and what was challenging. Students will learn how to critique in a positive way. Use the rubrics and suggested safe inviting classroom rules in the resources.
  • To explore cultural perspectives and personal beliefs, students will use Around the World in Eight Plays by Patrick Greene and Jason Pizzerello. It can be described as follows: Travel around the world and explore forgotten myths and unusual legends in eight fast-paced and hilarious tales! Guided by a band of roaming gypsies, the audience is transported from the ancient Far East, where a hero must kill a giant centipede to save a dragon king, to the Russian countryside, where a poor orphan must defeat three witches who stole his grandfather's eyes. Always quirky, and sometimes bizarre, these eight tales are filled with magic, mystery, and morals.
  • Students will use the above reference text and perform scenes, create costume and set designs, and create promotional materials. Students will be expected to rate each other's work and be able to use critical thinking to evaluate the processes.
Resources:
Interpret
Arts Education (2017)
Grade(s): 7
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
15) Identify the artistic choices made based on personal experience 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
Analysis
Vocal
Movement
Characterization
Directing
Design
Theatrical production

Skills Assessed
  • Make informed, critical evaluations of theatrical performances from an audience member and a participant point of view, and develop a framework for making informed theatrical choices.
  • Interpret constructive criticism and objective praise in order to improve upon one's work.
  • Use critical thinking skills in character analysis and performance.
  • Perceive and defend the quality of a theatrical work.
  • Evaluate elements of characterization.
Skill Examples:
  • Students will perform a scene with a partner. They will use their character analysis, play analysis, and period research to develop strong choices for their scene work. They will perform for the class. This lesson links back to previous in 7th grade.
  • Students will perform for each other. They will have an open oral critique of each performance. Students will openly discuss what worked for each scene and what was challenging. Students will learn how to critique in a positive way. Use the rubrics and suggested safe inviting classroom rules in the resources.
  • To explore cultural perspectives and personal beliefs, students will use Around the World in Eight Plays by Patrick Greene and Jason Pizzerello. It can be described as follows: Travel around the world and explore forgotten myths and unusual legends in eight fast-paced and hilarious tales! Guided by a band of roaming gypsies, the audience is transported from the ancient Far East, where a hero must kill a giant centipede to save a dragon king, to the Russian countryside, where a poor orphan must defeat three witches who stole his grandfather's eyes. Always quirky, and sometimes bizarre, these eight tales are filled with magic, mystery, and morals.
  • Students will use the above reference text and perform scenes, create costume and set designs, and create promotional materials. Students will be expected to rate each other's work and be able to use critical thinking to evaluate the processes.
Resources:
Arts Education (2017)
Grade(s): 7
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
16) Describe how cultural perspectives can influence the evaluation of 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
Vocal
Movement
Characterization
Directing
Design
Theatrical production

Skills Assessed
  • Make informed, critical evaluations of theatrical performances from an audience member and a participant point of view, and develop a framework for making informed theatrical choices.
  • Interpret constructive criticism and objective praise in order to improve upon one's work.
  • Use critical thinking skills in character analysis and performance.
  • Perceive and defend the quality of a theatrical work.
  • Evaluate elements of characterization.
Skill Examples:
  • Students will perform a scene with a partner. They will use their character analysis, play analysis, and period research to develop strong choices for their scene work. They will perform for the class. This lesson links back to previous in 7th grade.
  • Students will perform for each other. They will have an open oral critique of each performance. Students will openly discuss what worked for each scene and what was challenging. Students will learn how to critique in a positive way. Use the rubrics and suggested safe inviting classroom rules in the resources.
  • To explore cultural perspectives and personal beliefs, students will use Around the World in Eight Plays by Patrick Greene and Jason Pizzerello. It can be described as follows: Travel around the world and explore forgotten myths and unusual legends in eight fast-paced and hilarious tales! Guided by a band of roaming gypsies, the audience is transported from the ancient Far East, where a hero must kill a giant centipede to save a dragon king, to the Russian countryside, where a poor orphan must defeat three witches who stole his grandfather's eyes. Always quirky, and sometimes bizarre, these eight tales are filled with magic, mystery, and morals.
  • Students will use the above reference text and perform scenes, create costume and set designs, and create promotional materials. Students will be expected to rate each other's work and be able to use critical thinking to evaluate the processes.
Resources:
Arts Education (2017)
Grade(s): 7
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
17) Interpret and discuss how the use of personal aesthetics, preferences, and beliefs can be used 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
Vocal
Movement
Characterization
Directing
Design
Theatrical production

Skills Assessed
  • Make informed, critical evaluations of theatrical performances from an audience member and a participant point of view, and develop a framework for making informed theatrical choices.
  • Interpret constructive criticism and objective praise in order to improve upon one's work.
  • Use critical thinking skills in character analysis and performance.
  • Perceive and defend the quality of a theatrical work.
  • Evaluate elements of characterization.
Skill Examples:
  • Students will perform a scene with a partner. They will use their character analysis, play analysis, and period research to develop strong choices for their scene work. They will perform for the class. This lesson links back to previous in 7th grade.
  • Students will perform for each other. They will have an open oral critique of each performance. Students will openly discuss what worked for each scene and what was challenging. Students will learn how to critique in a positive way. Use the rubrics and suggested safe inviting classroom rules in the resources.
  • To explore cultural perspectives and personal beliefs, students will use Around the World in Eight Plays by Patrick Greene and Jason Pizzerello. It can be described as follows: Travel around the world and explore forgotten myths and unusual legends in eight fast-paced and hilarious tales! Guided by a band of roaming gypsies, the audience is transported from the ancient Far East, where a hero must kill a giant centipede to save a dragon king, to the Russian countryside, where a poor orphan must defeat three witches who stole his grandfather's eyes. Always quirky, and sometimes bizarre, these eight tales are filled with magic, mystery, and morals.
  • Students will use the above reference text and perform scenes, create costume and set designs, and create promotional materials. Students will be expected to rate each other's work and be able to use critical thinking to evaluate the processes.
Resources:
Evaluate
Arts Education (2017)
Grade(s): 7
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
18) Explain preferences, using supporting evidence and predetermined criteria to evaluate 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
Vocal
Movement
Characterization
Directing
Design
Theatrical production

Skills Assessed
  • Make informed, critical evaluations of theatrical performances from an audience member and a participant point of view, and develop a framework for making informed theatrical choices.
  • Interpret constructive criticism and objective praise in order to improve upon one's work.
  • Use critical thinking skills in character analysis and performance.
  • Perceive and defend the quality of a theatrical work.
  • Evaluate elements of characterization.
Skill Examples:
  • Students will perform a scene with a partner. They will use their character analysis, play analysis, and period research to develop strong choices for their scene work. They will perform for the class. This lesson links back to previous in 7th grade.
  • Students will perform for each other. They will have an open oral critique of each performance. Students will openly discuss what worked for each scene and what was challenging. Students will learn how to critique in a positive way. Use the rubrics and suggested safe inviting classroom rules in the resources.
  • To explore cultural perspectives and personal beliefs, students will use Around the World in Eight Plays by Patrick Greene and Jason Pizzerello. It can be described as follows: Travel around the world and explore forgotten myths and unusual legends in eight fast-paced and hilarious tales! Guided by a band of roaming gypsies, the audience is transported from the ancient Far East, where a hero must kill a giant centipede to save a dragon king, to the Russian countryside, where a poor orphan must defeat three witches who stole his grandfather's eyes. Always quirky, and sometimes bizarre, these eight tales are filled with magic, mystery, and morals.
  • Students will use the above reference text and perform scenes, create costume and set designs, and create promotional materials. Students will be expected to rate each other's work and be able to use critical thinking to evaluate the processes.
Resources:
Arts Education (2017)
Grade(s): 7
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
19) Identify the aesthetics of the production elements in a drama/theatre work.

Example: Recall size, shape, and color choices made by the scenic designer of a production.

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
Vocal
Movement
Characterization
Directing
Design
Theatrical production

Skills Assessed
  • Make informed, critical evaluations of theatrical performances from an audience member and a participant point of view, and develop a framework for making informed theatrical choices.
  • Interpret constructive criticism and objective praise in order to improve upon one's work.
  • Use critical thinking skills in character analysis and performance.
  • Perceive and defend the quality of a theatrical work.
  • Evaluate elements of characterization.
Skill Examples:
  • Students will perform a scene with a partner. They will use their character analysis, play analysis, and period research to develop strong choices for their scene work. They will perform for the class. This lesson links back to previous in 7th grade.
  • Students will perform for each other. They will have an open oral critique of each performance. Students will openly discuss what worked for each scene and what was challenging. Students will learn how to critique in a positive way. Use the rubrics and suggested safe inviting classroom rules in the resources.
  • To explore cultural perspectives and personal beliefs, students will use Around the World in Eight Plays by Patrick Greene and Jason Pizzerello. It can be described as follows: Travel around the world and explore forgotten myths and unusual legends in eight fast-paced and hilarious tales! Guided by a band of roaming gypsies, the audience is transported from the ancient Far East, where a hero must kill a giant centipede to save a dragon king, to the Russian countryside, where a poor orphan must defeat three witches who stole his grandfather's eyes. Always quirky, and sometimes bizarre, these eight tales are filled with magic, mystery, and morals.
  • Students will use the above reference text and perform scenes, create costume and set designs, and create promotional materials. Students will be expected to rate each other's work and be able to use critical thinking to evaluate the processes.
Resources:
Arts Education (2017)
Grade(s): 7
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
20) Identify how the intended purpose of a drama/theatre work appeals to a specific audience.

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
Vocal
Movement
Characterization
Directing
Design
Theatrical production

Skills Assessed
  • Make informed, critical evaluations of theatrical performances from an audience member and a participant point of view, and develop a framework for making informed theatrical choices.
  • Interpret constructive criticism and objective praise in order to improve upon one's work.
  • Use critical thinking skills in character analysis and performance.
  • Perceive and defend the quality of a theatrical work.
  • Evaluate elements of characterization.
Skill Examples:
  • Students will perform a scene with a partner. They will use their character analysis, play analysis, and period research to develop strong choices for their scene work. They will perform for the class. This lesson links back to previous in 7th grade.
  • Students will perform for each other. They will have an open oral critique of each performance. Students will openly discuss what worked for each scene and what was challenging. Students will learn how to critique in a positive way. Use the rubrics and suggested safe inviting classroom rules in the resources.
  • To explore cultural perspectives and personal beliefs, students will use Around the World in Eight Plays by Patrick Greene and Jason Pizzerello. It can be described as follows: Travel around the world and explore forgotten myths and unusual legends in eight fast-paced and hilarious tales! Guided by a band of roaming gypsies, the audience is transported from the ancient Far East, where a hero must kill a giant centipede to save a dragon king, to the Russian countryside, where a poor orphan must defeat three witches who stole his grandfather's eyes. Always quirky, and sometimes bizarre, these eight tales are filled with magic, mystery, and morals.
  • Students will use the above reference text and perform scenes, create costume and set designs, and create promotional materials. Students will be expected to rate each other's work and be able to use critical thinking to evaluate the processes.
Resources:
Connecting
Empathize
Arts Education (2017)
Grade(s): 7
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
21) Examine a community issue through multiple perspectives in a drama/theatre work.

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:
Skills Assessed
Research
  • Through theatre history research, a student can articulate connections between past theatre practices and their contemporary counterparts.
  • The relationship between historical elements of theatre and contemporary theatre practice can inform and influence a production concept.

Analysis
  • Students will use the knowledge of the relationships between historical elements of theatre and contemporary theatre practice can inform and influence a production concept.
Skill Examples:
  • 7th Grade should continue what was started in the 6th grade. More in-depth study of stock characters, emotions, and gestures through Commedia.
Resources for Research and Analysis Using History to Compare
  • Students will demonstrate their understanding of the historical practice of commedia dell 'arte by preparing a short presentation to include:
  • Aspects of commedia dell 'arte: lazzi, scenarios, plot, specific stances and mannerisms of commedia dell 'arte characters. Character examples with their identified commedia dell 'arte counterparts: straight (young lovers); exaggerated (masters (Pantalone, Dottore, Capitano) and servants (Harlequin, Pulcinello, Brighella) Basic beginning, middle, end storyline of scene. Students will then apply the stock characters and scenarios to their favorite TV show or a well-known nursery rhyme. Students will complete both a written script and oral performance.
Adding Music, Art, Dance, And Media (Taken from the State of Colorado Link Below)
  • This unit explores multiple cultures of dance as origins for unique styles of movement. Across the unit students will experience multiple styles of dance, analyze movement concepts and gestures within cultural styles, and associate styles of dance with the historical context from which they originate. The unit culminates in students creating a piece of work that could be performed at a cultural festival as a depiction of that culture's traditional dance form. In addition, students will respond to the work of their peers through written reflection.
  • https://www.cde.state.co.us/standardsandinstruction/danhs-researchinghistorymakingadanceextended-pdf
Interrelate
Arts Education (2017)
Grade(s): 7
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
22) Incorporate music, dance, art, and/or media to strengthen the meaning and conflict in a drama/theatre work with a particular cultural, global, or historical context.

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:
Skills Assessed
Research
  • Through theatre history research, a student can articulate connections between past theatre practices and their contemporary counterparts.
  • The relationship between historical elements of theatre and contemporary theatre practice can inform and influence a production concept.

Analysis
  • Students will use the knowledge of the relationships between historical elements of theatre and contemporary theatre practice can inform and influence a production concept.
Skill Examples:
  • 7th Grade should continue what was started in the 6th grade. More in-depth study of stock characters, emotions, and gestures through Commedia.
Resources for Research and Analysis Using History to Compare
  • Students will demonstrate their understanding of the historical practice of commedia dell 'arte by preparing a short presentation to include:
  • Aspects of commedia dell 'arte: lazzi, scenarios, plot, specific stances and mannerisms of commedia dell 'arte characters. Character examples with their identified commedia dell 'arte counterparts: straight (young lovers); exaggerated (masters (Pantalone, Dottore, Capitano) and servants (Harlequin, Pulcinello, Brighella) Basic beginning, middle, end storyline of scene. Students will then apply the stock characters and scenarios to their favorite TV show or a well-known nursery rhyme. Students will complete both a written script and oral performance.
Adding Music, Art, Dance, And Media (Taken from the State of Colorado Link Below)
  • This unit explores multiple cultures of dance as origins for unique styles of movement. Across the unit students will experience multiple styles of dance, analyze movement concepts and gestures within cultural styles, and associate styles of dance with the historical context from which they originate. The unit culminates in students creating a piece of work that could be performed at a cultural festival as a depiction of that culture's traditional dance form. In addition, students will respond to the work of their peers through written reflection.
  • https://www.cde.state.co.us/standardsandinstruction/danhs-researchinghistorymakingadanceextended-pdf
Research
Arts Education (2017)
Grade(s): 7
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
23) Research and discuss how a playwright might have intended a drama/theatre work to be produced.

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:
Skills Assessed
Research
  • Through theatre history research, a student can articulate connections between past theatre practices and their contemporary counterparts.
  • The relationship between historical elements of theatre and contemporary theatre practice can inform and influence a production concept.

Analysis
  • Students will use the knowledge of the relationships between historical elements of theatre and contemporary theatre practice can inform and influence a production concept.
Skill Examples:
  • 7th Grade should continue what was started in the 6th grade. More in-depth study of stock characters, emotions, and gestures through Commedia.
Resources for Research and Analysis Using History to Compare
  • Students will demonstrate their understanding of the historical practice of commedia dell 'arte by preparing a short presentation to include:
  • Aspects of commedia dell 'arte: lazzi, scenarios, plot, specific stances and mannerisms of commedia dell 'arte characters. Character examples with their identified commedia dell 'arte counterparts: straight (young lovers); exaggerated (masters (Pantalone, Dottore, Capitano) and servants (Harlequin, Pulcinello, Brighella) Basic beginning, middle, end storyline of scene. Students will then apply the stock characters and scenarios to their favorite TV show or a well-known nursery rhyme. Students will complete both a written script and oral performance.
Adding Music, Art, Dance, And Media (Taken from the State of Colorado Link Below)
  • This unit explores multiple cultures of dance as origins for unique styles of movement. Across the unit students will experience multiple styles of dance, analyze movement concepts and gestures within cultural styles, and associate styles of dance with the historical context from which they originate. The unit culminates in students creating a piece of work that could be performed at a cultural festival as a depiction of that culture's traditional dance form. In addition, students will respond to the work of their peers through written reflection.
  • https://www.cde.state.co.us/standardsandinstruction/danhs-researchinghistorymakingadanceextended-pdf
Arts Education (2017)
Grade(s): 7
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
24) Examine artifacts from a time period and geographic location to better understand performance and design choices in 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:
Skills Assessed
Research
  • Through theatre history research, a student can articulate connections between past theatre practices and their contemporary counterparts.
  • The relationship between historical elements of theatre and contemporary theatre practice can inform and influence a production concept.

Analysis
  • Students will use the knowledge of the relationships between historical elements of theatre and contemporary theatre practice can inform and influence a production concept.
Skill Examples:
  • 7th Grade should continue what was started in the 6th grade. More in-depth study of stock characters, emotions, and gestures through Commedia.
Resources for Research and Analysis Using History to Compare
  • Students will demonstrate their understanding of the historical practice of commedia dell 'arte by preparing a short presentation to include:
  • Aspects of commedia dell 'arte: lazzi, scenarios, plot, specific stances and mannerisms of commedia dell 'arte characters. Character examples with their identified commedia dell 'arte counterparts: straight (young lovers); exaggerated (masters (Pantalone, Dottore, Capitano) and servants (Harlequin, Pulcinello, Brighella) Basic beginning, middle, end storyline of scene. Students will then apply the stock characters and scenarios to their favorite TV show or a well-known nursery rhyme. Students will complete both a written script and oral performance.
Adding Music, Art, Dance, And Media (Taken from the State of Colorado Link Below)
  • This unit explores multiple cultures of dance as origins for unique styles of movement. Across the unit students will experience multiple styles of dance, analyze movement concepts and gestures within cultural styles, and associate styles of dance with the historical context from which they originate. The unit culminates in students creating a piece of work that could be performed at a cultural festival as a depiction of that culture's traditional dance form. In addition, students will respond to the work of their peers through written reflection.
  • https://www.cde.state.co.us/standardsandinstruction/danhs-researchinghistorymakingadanceextended-pdf