Courses of Study

Creating
Envision, Conceptualize
Arts Education (2017)
Grade(s): 8
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Imagine and explore multiple perspectives and solutions to staging problems 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:
Design
Theatrical production

Skills Assessed
  • Determine staging requirements and technical requirements.
  • Arrange the performance space, and theoretically coordinate the technical design of the production.
  • Research the cultural and historical background of a specific play to inform the ground plan.
Skill Examples:
  • Each student is a Theatre Technician and/or Designer, who is applying for an Internship at a local theatre company. Present evidence of your previous understanding of the art form in a group portfolio that will highlight your comprehensive knowledge of stage norms, collaboration and/or design/ production process in order to highlight your comprehensive knowledge and ability within the realm of technical theatre. (This project is comprehensive and could take a full quarter or semester of instructional practice and work). This assignment will be completed on a long-term basis.
Resources for Technical Production and Building a Tech Crew
Arts Education (2017)
Grade(s): 8
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Explore solutions to design challenges of a performance space 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:
Design
Theatrical production

Skills Assessed
  • Determine staging requirements and technical requirements.
  • Arrange the performance space, and theoretically coordinate the technical design of the production.
  • Research the cultural and historical background of a specific play to inform the ground plan.
Skill Examples:
  • Each student is a Theatre Technician and/or Designer, who is applying for an Internship at a local theatre company. Present evidence of your previous understanding of the art form in a group portfolio that will highlight your comprehensive knowledge of stage norms, collaboration and/or design/ production process in order to highlight your comprehensive knowledge and ability within the realm of technical theatre. (This project is comprehensive and could take a full quarter or semester of instructional practice and work). This assignment will be completed on a long-term basis.
Resources for Technical Production and Building a Tech Crew
Develop
Arts Education (2017)
Grade(s): 8
Theatre
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Develop a scripted or improvised character by articulating the character's inner thoughts, objectives, and motivations 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:
Design
Theatrical production

Skills Assessed
  • Determine staging requirements and technical requirements.
  • Arrange the performance space, and theoretically coordinate the technical design of the production.
  • Research the cultural and historical background of a specific play to inform the ground plan.
Skill Examples:
  • Each student is a Theatre Technician and/or Designer, who is applying for an Internship at a local theatre company. Present evidence of your previous understanding of the art form in a group portfolio that will highlight your comprehensive knowledge of stage norms, collaboration and/or design/ production process in order to highlight your comprehensive knowledge and ability within the realm of technical theatre. (This project is comprehensive and could take a full quarter or semester of instructional practice and work). This assignment will be completed on a long-term basis.
Resources for Technical Production and Building a Tech Crew
Arts Education (2017)
Grade(s): 8
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Articulate and apply critical analysis, background knowledge, research, and historical and cultural context to the development of original ideas for a drama/theatre work.

Example: Write short scene adaptations of ancient Greek plays.

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:
Design
Theatrical production

Skills Assessed
  • Determine staging requirements and technical requirements.
  • Arrange the performance space, and theoretically coordinate the technical design of the production.
  • Research the cultural and historical background of a specific play to inform the ground plan.
Skill Examples:
  • Each student is a Theatre Technician and/or Designer, who is applying for an Internship at a local theatre company. Present evidence of your previous understanding of the art form in a group portfolio that will highlight your comprehensive knowledge of stage norms, collaboration and/or design/ production process in order to highlight your comprehensive knowledge and ability within the realm of technical theatre. (This project is comprehensive and could take a full quarter or semester of instructional practice and work). This assignment will be completed on a long-term basis.
Resources for Technical Production and Building a Tech Crew
Arts Education (2017)
Grade(s): 8
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Share leadership and responsibilities to develop collaborative goals when 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:
Design
Theatrical production

Skills Assessed
  • Determine staging requirements and technical requirements.
  • Arrange the performance space, and theoretically coordinate the technical design of the production.
  • Research the cultural and historical background of a specific play to inform the ground plan.
Skill Examples:
  • Each student is a Theatre Technician and/or Designer, who is applying for an Internship at a local theatre company. Present evidence of your previous understanding of the art form in a group portfolio that will highlight your comprehensive knowledge of stage norms, collaboration and/or design/ production process in order to highlight your comprehensive knowledge and ability within the realm of technical theatre. (This project is comprehensive and could take a full quarter or semester of instructional practice and work). This assignment will be completed on a long-term basis.
Resources for Technical Production and Building a Tech Crew
Rehearse
Arts Education (2017)
Grade(s): 8
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Use repetition and analysis in order to revise 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:
Design
Theatrical production

Skills Assessed
  • Determine staging requirements and technical requirements.
  • Arrange the performance space, and theoretically coordinate the technical design of the production.
  • Research the cultural and historical background of a specific play to inform the ground plan.
Skill Examples:
  • Each student is a Theatre Technician and/or Designer, who is applying for an Internship at a local theatre company. Present evidence of your previous understanding of the art form in a group portfolio that will highlight your comprehensive knowledge of stage norms, collaboration and/or design/ production process in order to highlight your comprehensive knowledge and ability within the realm of technical theatre. (This project is comprehensive and could take a full quarter or semester of instructional practice and work). This assignment will be completed on a long-term basis.
Resources for Technical Production and Building a Tech Crew
Arts Education (2017)
Grade(s): 8
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
7) Refine 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:
Design
Theatrical production

Skills Assessed
  • Determine staging requirements and technical requirements.
  • Arrange the performance space, and theoretically coordinate the technical design of the production.
  • Research the cultural and historical background of a specific play to inform the ground plan.
Skill Examples:
  • Each student is a Theatre Technician and/or Designer, who is applying for an Internship at a local theatre company. Present evidence of your previous understanding of the art form in a group portfolio that will highlight your comprehensive knowledge of stage norms, collaboration and/or design/ production process in order to highlight your comprehensive knowledge and ability within the realm of technical theatre. (This project is comprehensive and could take a full quarter or semester of instructional practice and work). This assignment will be completed on a long-term basis.
Resources for Technical Production and Building a Tech Crew
Arts Education (2017)
Grade(s): 8
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
8) Implement and refine a planned technical design using simple technology during the rehearsal process for 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:
Design
Theatrical production

Skills Assessed
  • Determine staging requirements and technical requirements.
  • Arrange the performance space, and theoretically coordinate the technical design of the production.
  • Research the cultural and historical background of a specific play to inform the ground plan.
Skill Examples:
  • Each student is a Theatre Technician and/or Designer, who is applying for an Internship at a local theatre company. Present evidence of your previous understanding of the art form in a group portfolio that will highlight your comprehensive knowledge of stage norms, collaboration and/or design/ production process in order to highlight your comprehensive knowledge and ability within the realm of technical theatre. (This project is comprehensive and could take a full quarter or semester of instructional practice and work). This assignment will be completed on a long-term basis.
Resources for Technical Production and Building a Tech Crew
Performing
Select
Arts Education (2017)
Grade(s): 8
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
9) Explore different rhythms to communicate the story effectively in a drama/theatre work.

Example: Experiment with rate of speech, tempo of dialogue between characters, levels of physical intensity

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:
Vocal
Movement
Characterization

Skills Assessed
  • In introductory playwriting, the student improvises, writes, and rewrites monologues, scenes, and vignettes to convey predetermined intent and meaning. The use of props and costumes is encouraged as the students are expanding knowledge and moving towards the proficient stage of high school classes.
Skill Examples:
  • The students will demonstrate their ability to create a character from a prop by performing a scene with different clothing props that represent a variety of different characters. Glasses, shoes, necktie, etc. Show students clips from BIg, Twilight Zone DEad Man's Shoes, and Steve Urkel/Stephan transformation. Students should be able to make the connection between adding a piece of clothing to change the character. They can relate it to almost as a "Superman" like transformation. This lesson is based on the lesson linked below:
  • http://www.kamplays.com/uploads/1/1/0/4/11040740/a_characters_shoes.pdf
  • Students will write several scenes based on the character choices inspired by the different types of props and clothing. As in all performances, there is both teacher and peer critique and an actor's reflection tool.
Arts Education (2017)
Grade(s): 8
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
10) Use various character objectives and tactics 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:
Vocal
Movement
Characterization

Skills Assessed
  • In introductory playwriting, the student improvises, writes, and rewrites monologues, scenes, and vignettes to convey predetermined intent and meaning. The use of props and costumes is encouraged as the students are expanding knowledge and moving towards the proficient stage of high school classes.
Skill Examples:
  • The students will demonstrate their ability to create a character from a prop by performing a scene with different clothing props that represent a variety of different characters. Glasses, shoes, necktie, etc. Show students clips from BIg, Twilight Zone DEad Man's Shoes, and Steve Urkel/Stephan transformation. Students should be able to make the connection between adding a piece of clothing to change the character. They can relate it to almost as a "Superman" like transformation. This lesson is based on the lesson linked below:
  • http://www.kamplays.com/uploads/1/1/0/4/11040740/a_characters_shoes.pdf
  • Students will write several scenes based on the character choices inspired by the different types of props and clothing. As in all performances, there is both teacher and peer critique and an actor's reflection tool.
Prepare
Arts Education (2017)
Grade(s): 8
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
11) Use a variety of acting techniques to increase skills 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:
Vocal
Movement
Characterization

Skills Assessed
  • In introductory playwriting, the student improvises, writes, and rewrites monologues, scenes, and vignettes to convey predetermined intent and meaning. The use of props and costumes is encouraged as the students are expanding knowledge and moving towards the proficient stage of high school classes.
Skill Examples:
  • The students will demonstrate their ability to create a character from a prop by performing a scene with different clothing props that represent a variety of different characters. Glasses, shoes, necktie, etc. Show students clips from BIg, Twilight Zone DEad Man's Shoes, and Steve Urkel/Stephan transformation. Students should be able to make the connection between adding a piece of clothing to change the character. They can relate it to almost as a "Superman" like transformation. This lesson is based on the lesson linked below:
  • http://www.kamplays.com/uploads/1/1/0/4/11040740/a_characters_shoes.pdf
  • Students will write several scenes based on the character choices inspired by the different types of props and clothing. As in all performances, there is both teacher and peer critique and an actor's reflection tool.
Arts Education (2017)
Grade(s): 8
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
12) Use a variety of technical elements to create a design for a rehearsal or drama/theatre production.

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:
Vocal
Movement
Characterization

Skills Assessed
  • In introductory playwriting, the student improvises, writes, and rewrites monologues, scenes, and vignettes to convey predetermined intent and meaning. The use of props and costumes is encouraged as the students are expanding knowledge and moving towards the proficient stage of high school classes.
Skill Examples:
  • The students will demonstrate their ability to create a character from a prop by performing a scene with different clothing props that represent a variety of different characters. Glasses, shoes, necktie, etc. Show students clips from BIg, Twilight Zone DEad Man's Shoes, and Steve Urkel/Stephan transformation. Students should be able to make the connection between adding a piece of clothing to change the character. They can relate it to almost as a "Superman" like transformation. This lesson is based on the lesson linked below:
  • http://www.kamplays.com/uploads/1/1/0/4/11040740/a_characters_shoes.pdf
  • Students will write several scenes based on the character choices inspired by the different types of props and clothing. As in all performances, there is both teacher and peer critique and an actor's reflection tool.
Present
Arts Education (2017)
Grade(s): 8
Theatre
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
13) Rehearse and perform a formal drama/theatre work for 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:
Vocal
Movement
Characterization

Skills Assessed
  • In introductory playwriting, the student improvises, writes, and rewrites monologues, scenes, and vignettes to convey predetermined intent and meaning. The use of props and costumes is encouraged as the students are expanding knowledge and moving towards the proficient stage of high school classes.
Skill Examples:
  • The students will demonstrate their ability to create a character from a prop by performing a scene with different clothing props that represent a variety of different characters. Glasses, shoes, necktie, etc. Show students clips from BIg, Twilight Zone DEad Man's Shoes, and Steve Urkel/Stephan transformation. Students should be able to make the connection between adding a piece of clothing to change the character. They can relate it to almost as a "Superman" like transformation. This lesson is based on the lesson linked below:
  • http://www.kamplays.com/uploads/1/1/0/4/11040740/a_characters_shoes.pdf
  • Students will write several scenes based on the character choices inspired by the different types of props and clothing. As in all performances, there is both teacher and peer critique and an actor's reflection tool.
Responding
Reflect
Arts Education (2017)
Grade(s): 8
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
14) Apply predetermined criteria to the evaluation of 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
Design
Theatrical production

Skills Assessed
  • Students interpret the intent of the playwright that is to be communicated to the audience, read the director's specifications, and correlate research and study to present a theatrical production.
Skill Examples:
  • Hypothetically, each student has been selected to be stage manager of the school's production of The Sound of Music. Each student creates a project proposal, including long- and short-term goals, that correlates to research and preparatory study with production timelines. (The teacher will provide stock timelines to assist in 8th grade instruction.)
  • Students should begin reading the script to determine the play's essential technical components and theatrical conventions and to establish the playwright's intent. The teacher should add the element of the director's intent for the students. Highlighting directorial choices and how a technician handles each choice should be a section in the final product. The students read the director's specifications. In accordance with plans, she/he prioritizes tasks, assigns and schedules crews, evaluates work in progress and work completed, makes constructive suggestions when improvements are necessary, and revises when the work in progress is off target.
  • These can be hypothetically or in accordance with a concurrent running show at the school. This is a 3-4-week project and should be completed in a Stage Manager's binder.
Interpret
Arts Education (2017)
Grade(s): 8
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
15) Recognize and share artistic choices when participating in or observing a drama/theatre work.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Interpret
Essential Questions:
EU: Theatre artists' interpretations of drama/theatre work are influenced by personal experiences and aesthetics
EQ: How can the same work of art communicate different messages to different people?
Concepts & Vocabulary:
Research
Analysis
Design
Theatrical production

Skills Assessed
  • Students interpret the intent of the playwright that is to be communicated to the audience, read the director's specifications, and correlate research and study to present a theatrical production.
Skill Examples:
  • Hypothetically, each student has been selected to be stage manager of the school's production of The Sound of Music. Each student creates a project proposal, including long- and short-term goals, that correlates to research and preparatory study with production timelines. (The teacher will provide stock timelines to assist in 8th grade instruction.)
  • Students should begin reading the script to determine the play's essential technical components and theatrical conventions and to establish the playwright's intent. The teacher should add the element of the director's intent for the students. Highlighting directorial choices and how a technician handles each choice should be a section in the final product. The students read the director's specifications. In accordance with plans, she/he prioritizes tasks, assigns and schedules crews, evaluates work in progress and work completed, makes constructive suggestions when improvements are necessary, and revises when the work in progress is off target.
  • These can be hypothetically or in accordance with a concurrent running show at the school. This is a 3-4-week project and should be completed in a Stage Manager's binder.
Arts Education (2017)
Grade(s): 8
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
16) Analyze how cultural perspectives influence the evaluation of 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
Design
Theatrical production

Skills Assessed
  • Students interpret the intent of the playwright that is to be communicated to the audience, read the director's specifications, and correlate research and study to present a theatrical production.
Skill Examples:
  • Hypothetically, each student has been selected to be stage manager of the school's production of The Sound of Music. Each student creates a project proposal, including long- and short-term goals, that correlates to research and preparatory study with production timelines. (The teacher will provide stock timelines to assist in 8th grade instruction.)
  • Students should begin reading the script to determine the play's essential technical components and theatrical conventions and to establish the playwright's intent. The teacher should add the element of the director's intent for the students. Highlighting directorial choices and how a technician handles each choice should be a section in the final product. The students read the director's specifications. In accordance with plans, she/he prioritizes tasks, assigns and schedules crews, evaluates work in progress and work completed, makes constructive suggestions when improvements are necessary, and revises when the work in progress is off target.
  • These can be hypothetically or in accordance with a concurrent running show at the school. This is a 3-4-week project and should be completed in a Stage Manager's binder.
Arts Education (2017)
Grade(s): 8
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
17) Apply personal aesthetics, preferences, and beliefs to evaluate 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
Design
Theatrical production

Skills Assessed
  • Students interpret the intent of the playwright that is to be communicated to the audience, read the director's specifications, and correlate research and study to present a theatrical production.
Skill Examples:
  • Hypothetically, each student has been selected to be stage manager of the school's production of The Sound of Music. Each student creates a project proposal, including long- and short-term goals, that correlates to research and preparatory study with production timelines. (The teacher will provide stock timelines to assist in 8th grade instruction.)
  • Students should begin reading the script to determine the play's essential technical components and theatrical conventions and to establish the playwright's intent. The teacher should add the element of the director's intent for the students. Highlighting directorial choices and how a technician handles each choice should be a section in the final product. The students read the director's specifications. In accordance with plans, she/he prioritizes tasks, assigns and schedules crews, evaluates work in progress and work completed, makes constructive suggestions when improvements are necessary, and revises when the work in progress is off target.
  • These can be hypothetically or in accordance with a concurrent running show at the school. This is a 3-4-week project and should be completed in a Stage Manager's binder.
Evaluate
Arts Education (2017)
Grade(s): 8
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
18) Respond to a drama/theatre work using supporting evidence, personal aesthetics, and artistic criteria.

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
Design
Theatrical production

Skills Assessed
  • Students interpret the intent of the playwright that is to be communicated to the audience, read the director's specifications, and correlate research and study to present a theatrical production.
Skill Examples:
  • Hypothetically, each student has been selected to be stage manager of the school's production of The Sound of Music. Each student creates a project proposal, including long- and short-term goals, that correlates to research and preparatory study with production timelines. (The teacher will provide stock timelines to assist in 8th grade instruction.)
  • Students should begin reading the script to determine the play's essential technical components and theatrical conventions and to establish the playwright's intent. The teacher should add the element of the director's intent for the students. Highlighting directorial choices and how a technician handles each choice should be a section in the final product. The students read the director's specifications. In accordance with plans, she/he prioritizes tasks, assigns and schedules crews, evaluates work in progress and work completed, makes constructive suggestions when improvements are necessary, and revises when the work in progress is off target.
  • These can be hypothetically or in accordance with a concurrent running show at the school. This is a 3-4-week project and should be completed in a Stage Manager's binder.
Arts Education (2017)
Grade(s): 8
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
19) Apply the knowledge of production elements used in a drama/theatre to assess aesthetic choices.

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
Design
Theatrical production

Skills Assessed
  • Students interpret the intent of the playwright that is to be communicated to the audience, read the director's specifications, and correlate research and study to present a theatrical production.
Skill Examples:
  • Hypothetically, each student has been selected to be stage manager of the school's production of The Sound of Music. Each student creates a project proposal, including long- and short-term goals, that correlates to research and preparatory study with production timelines. (The teacher will provide stock timelines to assist in 8th grade instruction.)
  • Students should begin reading the script to determine the play's essential technical components and theatrical conventions and to establish the playwright's intent. The teacher should add the element of the director's intent for the students. Highlighting directorial choices and how a technician handles each choice should be a section in the final product. The students read the director's specifications. In accordance with plans, she/he prioritizes tasks, assigns and schedules crews, evaluates work in progress and work completed, makes constructive suggestions when improvements are necessary, and revises when the work in progress is off target.
  • These can be hypothetically or in accordance with a concurrent running show at the school. This is a 3-4-week project and should be completed in a Stage Manager's binder.
Arts Education (2017)
Grade(s): 8
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
20) Assess the impact of a drama/theatre work on 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
Design
Theatrical production

Skills Assessed
  • Students interpret the intent of the playwright that is to be communicated to the audience, read the director's specifications, and correlate research and study to present a theatrical production.
Skill Examples:
  • Hypothetically, each student has been selected to be stage manager of the school's production of The Sound of Music. Each student creates a project proposal, including long- and short-term goals, that correlates to research and preparatory study with production timelines. (The teacher will provide stock timelines to assist in 8th grade instruction.)
  • Students should begin reading the script to determine the play's essential technical components and theatrical conventions and to establish the playwright's intent. The teacher should add the element of the director's intent for the students. Highlighting directorial choices and how a technician handles each choice should be a section in the final product. The students read the director's specifications. In accordance with plans, she/he prioritizes tasks, assigns and schedules crews, evaluates work in progress and work completed, makes constructive suggestions when improvements are necessary, and revises when the work in progress is off target.
  • These can be hypothetically or in accordance with a concurrent running show at the school. This is a 3-4-week project and should be completed in a Stage Manager's binder.
Connecting
Empathize
Arts Education (2017)
Grade(s): 8
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
21) Incorporate multiple perspectives and diverse community ideas 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:
Research
Analysis
Vocal
Movement
Characterization

Skills Assessed
  • Dramaturgy is the study of dramatic composition and the representation of the main elements of drama on the stage. It is essential for students to use research to explore the world a play to connect to the characters on any level.
Skill Examples:
  • Using selected articles from the daily newspaper, small groups of students create dramatizations. Prior to developing their dramatizations, the class generates the following criteria for a successful performance and writes them on a chart as a reminder: Have an exposition, climax, and resolution. Make it interesting. Use 2-3 characters. It should be 3-5 minutes long. Use two of these: lights, scenery, sound, properties, costume, and/or makeup. Afterwards, be able to explain how the drama was different from the newspaper article and why.
  • Students are able to empathize with the people in the story thereby creating connections to characters and real life.
Using Research and Script Analysis to Connect to Characters and Time Periods
  • Script Analysis the breaking down of a script to gain a better understanding of what the story is about, the themes, the story points, the characters.
  • Dramatic Structure: Introduction, Rising action, Climax, Falling action, Dénouement, resolution, or catastrophe
  • Steps:
    • Read script: again and again [and again and again].
    • Make notes, answering these questions:
      1. Setting- Where does the story take place?
      2. Time- When does it take place?
      3. Plot- What is the story about?
      4. Theme- What message is being sent?
      5. History-What background information is given?
      6. What problem is trying to be solved?
      7. What can the audience most connect to?
      8. What is the outcome?
      9. Protagonist- Who pushed the story along?
      10. Antagonist- Who tries to stop the efforts of the protagonist?
    • Time Periods: When? Where? Dress? Environment?
  • After using research to distinguish time period, props and costumes are gathered or drawn and labeled on a storyboard for use or presentation.
  • Interrelate
    Arts Education (2017)
    Grade(s): 8
    Theatre
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Classroom Resources: 0
    Unit Plans: 0
    22) Apply different forms of drama/theatre work to examine contemporary social, cultural, or global issues.

    Examples: Use Readers Theatre to explore human trafficking; use children's theatre to examine bullying with younger students; use Commedia del' arte to explore stereotypes.

    Insight Unpacked Content
    Artistic Process: Connecting
    Anchor Standards:
    Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
    Process Components: Interrelate
    Essential Questions:
    EU: Theatre artists understand and can communicate their creative process as they analyze the way the world may be understood.
    EQ: What happens when theatre artists allow an understanding of themselves and the world to inform perceptions about theatre and the purpose of their work?
    Concepts & Vocabulary:
    Research
    Analysis
    Vocal
    Movement
    Characterization

    Skills Assessed
    • Dramaturgy is the study of dramatic composition and the representation of the main elements of drama on the stage. It is essential for students to use research to explore the world a play to connect to the characters on any level.
    Skill Examples:
    • Using selected articles from the daily newspaper, small groups of students create dramatizations. Prior to developing their dramatizations, the class generates the following criteria for a successful performance and writes them on a chart as a reminder: Have an exposition, climax, and resolution. Make it interesting. Use 2-3 characters. It should be 3-5 minutes long. Use two of these: lights, scenery, sound, properties, costume, and/or makeup. Afterwards, be able to explain how the drama was different from the newspaper article and why.
    • Students are able to empathize with the people in the story thereby creating connections to characters and real life.
    Using Research and Script Analysis to Connect to Characters and Time Periods
    • Script Analysis the breaking down of a script to gain a better understanding of what the story is about, the themes, the story points, the characters.
    • Dramatic Structure: Introduction, Rising action, Climax, Falling action, Dénouement, resolution, or catastrophe
    • Steps:
      • Read script: again and again [and again and again].
      • Make notes, answering these questions:
        1. Setting- Where does the story take place?
        2. Time- When does it take place?
        3. Plot- What is the story about?
        4. Theme- What message is being sent?
        5. History-What background information is given?
        6. What problem is trying to be solved?
        7. What can the audience most connect to?
        8. What is the outcome?
        9. Protagonist- Who pushed the story along?
        10. Antagonist- Who tries to stop the efforts of the protagonist?
      • Time Periods: When? Where? Dress? Environment?
  • After using research to distinguish time period, props and costumes are gathered or drawn and labeled on a storyboard for use or presentation.
  • Research
    Arts Education (2017)
    Grade(s): 8
    Theatre
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Classroom Resources: 0
    Unit Plans: 0
    23) Research the story elements of a staged drama/theatre work and compare them to another production of the same work.

    Insight Unpacked Content
    Artistic Process: Connecting
    Anchor Standards:
    Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
    Process Components: Research
    Essential Questions:
    EU: Theatre artists critically inquire into the ways others have thought about and created drama processes and productions to inform their own work.
    EQ: In what ways can research into theatre histories, theories, literature, and performances alter the way a drama process or production is understood?
    Concepts & Vocabulary:
    Research
    Analysis
    Vocal
    Movement
    Characterization

    Skills Assessed
    • Dramaturgy is the study of dramatic composition and the representation of the main elements of drama on the stage. It is essential for students to use research to explore the world a play to connect to the characters on any level.
    Skill Examples:
    • Using selected articles from the daily newspaper, small groups of students create dramatizations. Prior to developing their dramatizations, the class generates the following criteria for a successful performance and writes them on a chart as a reminder: Have an exposition, climax, and resolution. Make it interesting. Use 2-3 characters. It should be 3-5 minutes long. Use two of these: lights, scenery, sound, properties, costume, and/or makeup. Afterwards, be able to explain how the drama was different from the newspaper article and why.
    • Students are able to empathize with the people in the story thereby creating connections to characters and real life.
    Using Research and Script Analysis to Connect to Characters and Time Periods
    • Script Analysis the breaking down of a script to gain a better understanding of what the story is about, the themes, the story points, the characters.
    • Dramatic Structure: Introduction, Rising action, Climax, Falling action, Dénouement, resolution, or catastrophe
    • Steps:
      • Read script: again and again [and again and again].
      • Make notes, answering these questions:
        1. Setting- Where does the story take place?
        2. Time- When does it take place?
        3. Plot- What is the story about?
        4. Theme- What message is being sent?
        5. History-What background information is given?
        6. What problem is trying to be solved?
        7. What can the audience most connect to?
        8. What is the outcome?
        9. Protagonist- Who pushed the story along?
        10. Antagonist- Who tries to stop the efforts of the protagonist?
      • Time Periods: When? Where? Dress? Environment?
  • After using research to distinguish time period, props and costumes are gathered or drawn and labeled on a storyboard for use or presentation.
  • Arts Education (2017)
    Grade(s): 8
    Theatre
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Classroom Resources: 0
    Unit Plans: 0
    24) Identify and use artifacts from a time period and place to develop 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:
    Research
    Analysis
    Vocal
    Movement
    Characterization

    Skills Assessed
    • Dramaturgy is the study of dramatic composition and the representation of the main elements of drama on the stage. It is essential for students to use research to explore the world a play to connect to the characters on any level.
    Skill Examples:
    • Using selected articles from the daily newspaper, small groups of students create dramatizations. Prior to developing their dramatizations, the class generates the following criteria for a successful performance and writes them on a chart as a reminder: Have an exposition, climax, and resolution. Make it interesting. Use 2-3 characters. It should be 3-5 minutes long. Use two of these: lights, scenery, sound, properties, costume, and/or makeup. Afterwards, be able to explain how the drama was different from the newspaper article and why.
    • Students are able to empathize with the people in the story thereby creating connections to characters and real life.
    Using Research and Script Analysis to Connect to Characters and Time Periods
    • Script Analysis the breaking down of a script to gain a better understanding of what the story is about, the themes, the story points, the characters.
    • Dramatic Structure: Introduction, Rising action, Climax, Falling action, Dénouement, resolution, or catastrophe
    • Steps:
      • Read script: again and again [and again and again].
      • Make notes, answering these questions:
        1. Setting- Where does the story take place?
        2. Time- When does it take place?
        3. Plot- What is the story about?
        4. Theme- What message is being sent?
        5. History-What background information is given?
        6. What problem is trying to be solved?
        7. What can the audience most connect to?
        8. What is the outcome?
        9. Protagonist- Who pushed the story along?
        10. Antagonist- Who tries to stop the efforts of the protagonist?
      • Time Periods: When? Where? Dress? Environment?
  • After using research to distinguish time period, props and costumes are gathered or drawn and labeled on a storyboard for use or presentation.