Courses of Study

Creating
Envision, Conceptualize
Arts Education (2017)
Grade(s): K
Theatre
All Resources: 2
Learning Activities: 0
Lesson Plans: 2
Classroom Resources: 0
Unit Plans: 0
1) Transition between imagination and reality, and use words and gestures to invent and inhabit an imaginary "elsewhere" in dramatic play or a guided drama experience.
Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Envision, Conceptualize
Essential Questions:
EU: Theatre Artists rely on intuition, curiosity and critical inquiry.
EQ: What happens when Theatre artists use their imagination and/or learned theatre skills while engaging in creative exploration and inquiry?
Concepts & Vocabulary:
Research
  • Videos
Analysis
  • Real
  • Imaginary
Voice
Movement
  • Puppetry
Characterization
  • Gesture
Directing
Design
  • Sets
  • Props
Theatrical production
  • Rehearse
Skill Examples:
  • Use "make believe games" and create ideas for roles, imaginary worlds, and stories.
  • Define props and costumes and explain how they are used in a given theatrical work.
  • Use a costume chest to play improvised scenes with collaborating class members.
  • Use puppets to help build an understanding of characterization and improvise a short scene.
  • Use recyclable materials (such as toilet paper rolls) to create props (such as a telescope) for a particular scene.
  • Use the props created to improvise a short scene with partners. Each partner should be encouraged to express an original idea during the improvisation.
  • Watch a children's theatre piece and ask and answer questions.
Arts Education (2017)
Grade(s): K
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Use non-representational materials to create props, puppets, and costume pieces for dramatic play or a guided drama experience.
Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Envision, Conceptualize
Essential Questions:
EU: Theatre Artists rely on intuition, curiosity and critical inquiry.
EQ: What happens when Theatre artists use their imagination and/or learned theatre skills while engaging in creative exploration and inquiry?
Concepts & Vocabulary:
Research
  • Videos
Analysis
  • Real
  • Imaginary
Voice
Movement
  • Puppetry
Characterization
  • Gesture
Directing
Design
  • Sets
  • Props
Theatrical production
  • Rehearse
Skill Examples:
  • Use "make believe games" and create ideas for roles, imaginary worlds, and stories.
  • Define props and costumes and explain how they are used in a given theatrical work.
  • Use a costume chest to play improvised scenes with collaborating class members.
  • Use puppets to help build an understanding of characterization and improvise a short scene.
  • Use recyclable materials (such as toilet paper rolls) to create props (such as a telescope) for a particular scene.
  • Use the props created to improvise a short scene with partners. Each partner should be encouraged to express an original idea during the improvisation.
  • Watch a children's theatre piece and ask and answer questions.
Develop
Arts Education (2017)
Grade(s): K
Theatre
All Resources: 6
Learning Activities: 1
Lesson Plans: 5
Classroom Resources: 0
Unit Plans: 0
3) Participate in dramatic play or a guided drama experience alone and with peers.
Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Develop
Essential Questions:
EU: Theatre artists work to discover different ways of communicating meaning.
EQ: How, when, and why do theatre artists' choices change?
Concepts & Vocabulary:
Research
  • Videos
Analysis
  • Real
  • Imaginary
Voice
Movement
  • Puppetry
Characterization
  • Gesture
Directing
Design
  • Sets
  • Props
Theatrical production
  • Rehearse
Skill Examples:
  • Use "make believe games" and create ideas for roles, imaginary worlds, and stories.
  • Define props and costumes and explain how they are used in a given theatrical work.
  • Use a costume chest to play improvised scenes with collaborating class members.
  • Use puppets to help build an understanding of characterization and improvise a short scene.
  • Use recyclable materials (such as toilet paper rolls) to create props (such as a telescope) for a particular scene.
  • Use the props created to improvise a short scene with partners. Each partner should be encouraged to express an original idea during the improvisation.
  • Watch a children's theatre piece and ask and answer questions.
Arts Education (2017)
Grade(s): K
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Express original ideas in dramatic play or a guided drama experience.
Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Develop
Essential Questions:
EU: Theatre artists work to discover different ways of communicating meaning.
EQ: How, when, and why do theatre artists' choices change?
Concepts & Vocabulary:
Research
  • Videos
Analysis
  • Real
  • Imaginary
Voice
Movement
  • Puppetry
Characterization
  • Gesture
Directing
Design
  • Sets
  • Props
Theatrical production
  • Rehearse
Skill Examples:
  • Use "make believe games" and create ideas for roles, imaginary worlds, and stories.
  • Define props and costumes and explain how they are used in a given theatrical work.
  • Use a costume chest to play improvised scenes with collaborating class members.
  • Use puppets to help build an understanding of characterization and improvise a short scene.
  • Use recyclable materials (such as toilet paper rolls) to create props (such as a telescope) for a particular scene.
  • Use the props created to improvise a short scene with partners. Each partner should be encouraged to express an original idea during the improvisation.
  • Watch a children's theatre piece and ask and answer questions.
Rehearse
Arts Education (2017)
Grade(s): K
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Ask and answer questions in dramatic play or a guided drama experience.
Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Rehearse
Essential Questions:
EU: Theatre artists refine their work and practice their craft through rehearsal.
EQ: How do theatre artists transform and edit their initial ideas?
Concepts & Vocabulary:
Research
  • Videos
Analysis
  • Real
  • Imaginary
Voice
Movement
  • Puppetry
Characterization
  • Gesture
Directing
Design
  • Sets
  • Props
Theatrical production
  • Rehearse
Skill Examples:
  • Use "make believe games" and create ideas for roles, imaginary worlds, and stories.
  • Define props and costumes and explain how they are used in a given theatrical work.
  • Use a costume chest to play improvised scenes with collaborating class members.
  • Use puppets to help build an understanding of characterization and improvise a short scene.
  • Use recyclable materials (such as toilet paper rolls) to create props (such as a telescope) for a particular scene.
  • Use the props created to improvise a short scene with partners. Each partner should be encouraged to express an original idea during the improvisation.
  • Watch a children's theatre piece and ask and answer questions.
Performing
Select
Arts Education (2017)
Grade(s): K
Theatre
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Identify characters and setting in dramatic play or a guided drama experience.
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
  • Videos
Analysis
  • Real
  • Imaginary
Voice
Movement
  • Puppetry
Characterization
  • Gesture
Directing
Design
  • Sets
  • Props
Theatrical production
  • Rehearse
Skill Examples:
  • Brainstorm ideas for artistic works for presentations by examining the characters who students find most relatable.
  • Compare characters seen in a chosen artistic work to a certain animal. Ask what animal that character resembles. Students should be able to articulate this characterization to the best of their ability.
  • Identify the setting for a chosen artistic work (coloring sheets, games, matching, etc.).
  • Identify the characters for a chosen artistic work (coloring sheets, games, matching costume to character, etc.).
  • Discuss the importance of speaking loudly and clearly when performing.
  • Refine artistic techniques by experimenting with color choices, costume choices, and lighting choices in a chosen artistic work.
  • Explore and articulate information about characters for a chosen artistic work, focusing on the importance of voice and sound.
  • Collaborate to determine how characters should speak in the artistic work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
  • Participate in vocal exploration (perhaps by using vocal exercises and theater games) in improvised or scripted dramatic/ theatrical work.
  • Use learned vocal and sound techniques to perform a chosen work.
  • View a performance and articulate the differences between participating as an artist and participating as an audience member. (The teacher should ask questions such as: As an artist, how do you think the audience should act? As an audience member, what do you want from the artist?)
  • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
  • Make design choices to support a improvised or scripted work.
  • Make technical choices to support a improvised or scripted work.
Arts Education (2017)
Grade(s): K
Theatre
All Resources: 3
Learning Activities: 0
Lesson Plans: 3
Classroom Resources: 0
Unit Plans: 0
7) Identify voice and sound as fundamentals of dramatic play and guided drama experiences.
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
  • Videos
Analysis
  • Real
  • Imaginary
Voice
Movement
  • Puppetry
Characterization
  • Gesture
Directing
Design
  • Sets
  • Props
Theatrical production
  • Rehearse
Skill Examples:
  • Brainstorm ideas for artistic works for presentations by examining the characters who students find most relatable.
  • Compare characters seen in a chosen artistic work to a certain animal. Ask what animal that character resembles. Students should be able to articulate this characterization to the best of their ability.
  • Identify the setting for a chosen artistic work (coloring sheets, games, matching, etc.).
  • Identify the characters for a chosen artistic work (coloring sheets, games, matching costume to character, etc.).
  • Discuss the importance of speaking loudly and clearly when performing.
  • Refine artistic techniques by experimenting with color choices, costume choices, and lighting choices in a chosen artistic work.
  • Explore and articulate information about characters for a chosen artistic work, focusing on the importance of voice and sound.
  • Collaborate to determine how characters should speak in the artistic work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
  • Participate in vocal exploration (perhaps by using vocal exercises and theater games) in improvised or scripted dramatic/ theatrical work.
  • Use learned vocal and sound techniques to perform a chosen work.
  • View a performance and articulate the differences between participating as an artist and participating as an audience member. (The teacher should ask questions such as: As an artist, how do you think the audience should act? As an audience member, what do you want from the artist?)
  • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
  • Make design choices to support a improvised or scripted work.
  • Make technical choices to support a improvised or scripted work.
Prepare
Arts Education (2017)
Grade(s): K
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
8) Explore and experiment with various technical elements in dramatic play or a guided drama experience.
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
  • Videos
Analysis
  • Real
  • Imaginary
Voice
Movement
  • Puppetry
Characterization
  • Gesture
Directing
Design
  • Sets
  • Props
Theatrical production
  • Rehearse
Skill Examples:
  • Brainstorm ideas for artistic works for presentations by examining the characters who students find most relatable.
  • Compare characters seen in a chosen artistic work to a certain animal. Ask what animal that character resembles. Students should be able to articulate this characterization to the best of their ability.
  • Identify the setting for a chosen artistic work (coloring sheets, games, matching, etc.).
  • Identify the characters for a chosen artistic work (coloring sheets, games, matching costume to character, etc.).
  • Discuss the importance of speaking loudly and clearly when performing.
  • Refine artistic techniques by experimenting with color choices, costume choices, and lighting choices in a chosen artistic work.
  • Explore and articulate information about characters for a chosen artistic work, focusing on the importance of voice and sound.
  • Collaborate to determine how characters should speak in the artistic work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
  • Participate in vocal exploration (perhaps by using vocal exercises and theater games) in improvised or scripted dramatic/ theatrical work.
  • Use learned vocal and sound techniques to perform a chosen work.
  • View a performance and articulate the differences between participating as an artist and participating as an audience member. (The teacher should ask questions such as: As an artist, how do you think the audience should act? As an audience member, what do you want from the artist?)
  • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
  • Make design choices to support a improvised or scripted work.
  • Make technical choices to support a improvised or scripted work.
Present
Arts Education (2017)
Grade(s): K
Theatre
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
9) Use voice and sound in dramatic play or a guided drama experience.
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
  • Videos
Analysis
  • Real
  • Imaginary
Voice
Movement
  • Puppetry
Characterization
  • Gesture
Directing
Design
  • Sets
  • Props
Theatrical production
  • Rehearse
Skill Examples:
  • Brainstorm ideas for artistic works for presentations by examining the characters who students find most relatable.
  • Compare characters seen in a chosen artistic work to a certain animal. Ask what animal that character resembles. Students should be able to articulate this characterization to the best of their ability.
  • Identify the setting for a chosen artistic work (coloring sheets, games, matching, etc.).
  • Identify the characters for a chosen artistic work (coloring sheets, games, matching costume to character, etc.).
  • Discuss the importance of speaking loudly and clearly when performing.
  • Refine artistic techniques by experimenting with color choices, costume choices, and lighting choices in a chosen artistic work.
  • Explore and articulate information about characters for a chosen artistic work, focusing on the importance of voice and sound.
  • Collaborate to determine how characters should speak in the artistic work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
  • Participate in vocal exploration (perhaps by using vocal exercises and theater games) in improvised or scripted dramatic/ theatrical work.
  • Use learned vocal and sound techniques to perform a chosen work.
  • View a performance and articulate the differences between participating as an artist and participating as an audience member. (The teacher should ask questions such as: As an artist, how do you think the audience should act? As an audience member, what do you want from the artist?)
  • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
  • Make design choices to support a improvised or scripted work.
  • Make technical choices to support a improvised or scripted work.
Responding
Reflect
Arts Education (2017)
Grade(s): K
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
10) Recall and/or express an emotional response in dramatic play or a guided drama experience.
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
  • observation
  • perspective (cultural, audience)
  • entertainment
Voice
Movement
Characterization
  • emotions
Directing
Design
Theatrical production
  • applaud
  • attentive
Skill Examples:
  • Articulate the feelings brought forth by viewing a dramatic play/ dramatic experience.
  • Collaborate to determine what feature of the scene caused that emotional response. As students collaborate, they should choose a color that expressed an emotion felt in the scene. How could this color strengthen the emotional response?
  • View multiple scenes/ dramas and articulate personal preference in a dramatic play/ drama experience/ age-appropriate play. Students should be able to articulate which artistic work they relate to the most.
  • Identify at least one personal experience when participating in or observing a dramatic/ theatrical work.
  • Identify the most relatable characters in an artistic work and describe how that one character may be more relatable than another. (You may ask students, "Which character is the most like you?")
  • Describe the setting and characters of a dramatic play.
  • Collaborate to identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
Interpret
Arts Education (2017)
Grade(s): K
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
11) Explore and identify preferences in dramatic play, a guided drama experience, or an age-appropriate theatre performance.
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
  • observation
  • perspective (cultural, audience)
  • entertainment
Voice
Movement
Characterization
  • emotions
Directing
Design
Theatrical production
  • applaud
  • attentive
Skill Examples:
  • Articulate the feelings brought forth by viewing a dramatic play/ dramatic experience.
  • Collaborate to determine what feature of the scene caused that emotional response. As students collaborate, they should choose a color that expressed an emotion felt in the scene. How could this color strengthen the emotional response?
  • View multiple scenes/ dramas and articulate personal preference in a dramatic play/ drama experience/ age-appropriate play. Students should be able to articulate which artistic work they relate to the most.
  • Identify at least one personal experience when participating in or observing a dramatic/ theatrical work.
  • Identify the most relatable characters in an artistic work and describe how that one character may be more relatable than another. (You may ask students, "Which character is the most like you?")
  • Describe the setting and characters of a dramatic play.
  • Collaborate to identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
Arts Education (2017)
Grade(s): K
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
12) Name and describe characters and settings in dramatic play or a guided drama experience.
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
  • observation
  • perspective (cultural, audience)
  • entertainment
Voice
Movement
Characterization
  • emotions
Directing
Design
Theatrical production
  • applaud
  • attentive
Skill Examples:
  • Articulate the feelings brought forth by viewing a dramatic play/ dramatic experience.
  • Collaborate to determine what feature of the scene caused that emotional response. As students collaborate, they should choose a color that expressed an emotion felt in the scene. How could this color strengthen the emotional response?
  • View multiple scenes/ dramas and articulate personal preference in a dramatic play/ drama experience/ age-appropriate play. Students should be able to articulate which artistic work they relate to the most.
  • Identify at least one personal experience when participating in or observing a dramatic/ theatrical work.
  • Identify the most relatable characters in an artistic work and describe how that one character may be more relatable than another. (You may ask students, "Which character is the most like you?")
  • Describe the setting and characters of a dramatic play.
  • Collaborate to identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
Evaluate
Arts Education (2017)
Grade(s): K
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
13) Actively engage and make choices independently and with others in dramatic play or a guided drama experience.
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
  • observation
  • perspective (cultural, audience)
  • entertainment
Voice
Movement
Characterization
  • emotions
Directing
Design
Theatrical production
  • applaud
  • attentive
Skill Examples:
  • Articulate the feelings brought forth by viewing a dramatic play/ dramatic experience.
  • Collaborate to determine what feature of the scene caused that emotional response. As students collaborate, they should choose a color that expressed an emotion felt in the scene. How could this color strengthen the emotional response?
  • View multiple scenes/ dramas and articulate personal preference in a dramatic play/ drama experience/ age-appropriate play. Students should be able to articulate which artistic work they relate to the most.
  • Identify at least one personal experience when participating in or observing a dramatic/ theatrical work.
  • Identify the most relatable characters in an artistic work and describe how that one character may be more relatable than another. (You may ask students, "Which character is the most like you?")
  • Describe the setting and characters of a dramatic play.
  • Collaborate to identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
Connecting
Empathize
Arts Education (2017)
Grade(s): K
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
14) Identify similarities between a story and personal experience in dramatic play or a guided drama experience.
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
  • adaptation
  • depiction
Analysis
  • personal experience
  • community
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • commercial
  • skit
Skill Examples:
  • Identify personal experiences and knowledge that pertain to community and culture.
  • Connect personal experiences and knowledge to character development in a dramatic/ theatrical work (e.g., a commercial, a video, a skit, etc.).
  • Identify connections to other content areas in a dramatic/ theatrical work (e.g., art in set or prop design, science in making machines, literature in Reader's Theater, history in plot and costuming, etc.).
  • Explore two different versions of a classic fairytale and identify the differences and similarities.
  • Discuss other stories (probably other fairytales) that are similar or different.
Interrelate
Arts Education (2017)
Grade(s): K
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
15) Identify similarities between characters and oneself in dramatic play or a guided drama experience.
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
  • adaptation
  • depiction
Analysis
  • personal experience
  • community
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • commercial
  • skit
Skill Examples:
  • Identify personal experiences and knowledge that pertain to community and culture.
  • Connect personal experiences and knowledge to character development in a dramatic/ theatrical work (e.g., a commercial, a video, a skit, etc.).
  • Identify connections to other content areas in a dramatic/ theatrical work (e.g., art in set or prop design, science in making machines, literature in Reader's Theater, history in plot and costuming, etc.).
  • Explore two different versions of a classic fairytale and identify the differences and similarities.
  • Discuss other stories (probably other fairytales) that are similar or different.
Research
Arts Education (2017)
Grade(s): K
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
16) Identify stories that are similar to or different from one another in dramatic play or a guided drama experience.
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
  • adaptation
  • depiction
Analysis
  • personal experience
  • community
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • commercial
  • skit
Skill Examples:
  • Identify personal experiences and knowledge that pertain to community and culture.
  • Connect personal experiences and knowledge to character development in a dramatic/ theatrical work (e.g., a commercial, a video, a skit, etc.).
  • Identify connections to other content areas in a dramatic/ theatrical work (e.g., art in set or prop design, science in making machines, literature in Reader's Theater, history in plot and costuming, etc.).
  • Explore two different versions of a classic fairytale and identify the differences and similarities.
  • Discuss other stories (probably other fairytales) that are similar or different.
Creating
Envision, Conceptualize
Arts Education (2017)
Grade(s): 1
Theatre
All Resources: 3
Learning Activities: 0
Lesson Plans: 3
Classroom Resources: 0
Unit Plans: 0
1) Propose potential choices characters could make in a guided drama experience.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Envision, Conceptualize
Essential Questions:
EU: Theatre Artists rely on intuition, curiosity and critical inquiry.
EQ: What happens when Theatre artists use their imagination and/or learned theatre skills while engaging in creative exploration and inquiry?
Concepts & Vocabulary:
Research
Analysis
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • skit
Skill Examples:
  • Identify choices characters could make in a given situation (choose your own adventure story).
  • Articulate the best choice a character can make and explain why.
  • Collaborate to choose costumes for characters in a selected theatrical work. (Have students divide into groups to design a costume, and let the best costume win.)
  • Identify ways to communicate that do not require talking. Why do we use our hands when we talk? Should your characters do the same?
  • Collaborate and participate in improvisation games to determine how facial expressions and physical movements effect characterization.
  • Collaborate to create an improvised skit. (This can be done with the use of costumes and props.)
  • Identify the differences between characters in multiple dramatic/ theatrical works.
  • View a dramatic piece performed in multiple ways and discuss the differences.
  • Design a prop or costume for a potential scene and compare designs.
Arts Education (2017)
Grade(s): 1
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Collaborate with peers to conceptualize costumes and props in a guided drama experience.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Envision, Conceptualize
Essential Questions:
EU: Theatre Artists rely on intuition, curiosity and critical inquiry.
EQ: What happens when Theatre artists use their imagination and/or learned theatre skills while engaging in creative exploration and inquiry?
Concepts & Vocabulary:
Research
Analysis
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • skit
Skill Examples:
  • Identify choices characters could make in a given situation (choose your own adventure story).
  • Articulate the best choice a character can make and explain why.
  • Collaborate to choose costumes for characters in a selected theatrical work. (Have students divide into groups to design a costume, and let the best costume win.)
  • Identify ways to communicate that do not require talking. Why do we use our hands when we talk? Should your characters do the same?
  • Collaborate and participate in improvisation games to determine how facial expressions and physical movements effect characterization.
  • Collaborate to create an improvised skit. (This can be done with the use of costumes and props.)
  • Identify the differences between characters in multiple dramatic/ theatrical works.
  • View a dramatic piece performed in multiple ways and discuss the differences.
  • Design a prop or costume for a potential scene and compare designs.
Develop
Arts Education (2017)
Grade(s): 1
Theatre
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Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Identify ways in which gestures and movement may be used to create or retell a story in guided drama experiences.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Develop
Essential Questions:
EU: Theatre artists work to discover different ways of communicating meaning.
EQ: How, when, and why do theatre artists' choices change?
Concepts & Vocabulary:
Research
Analysis
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • skit
Skill Examples:
  • Identify choices characters could make in a given situation (choose your own adventure story).
  • Articulate the best choice a character can make and explain why.
  • Collaborate to choose costumes for characters in a selected theatrical work. (Have students divide into groups to design a costume, and let the best costume win.)
  • Identify ways to communicate that do not require talking. Why do we use our hands when we talk? Should your characters do the same?
  • Collaborate and participate in improvisation games to determine how facial expressions and physical movements effect characterization.
  • Collaborate to create an improvised skit. (This can be done with the use of costumes and props.)
  • Identify the differences between characters in multiple dramatic/ theatrical works.
  • View a dramatic piece performed in multiple ways and discuss the differences.
  • Design a prop or costume for a potential scene and compare designs.
Arts Education (2017)
Grade(s): 1
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Improvise dialogue alone and with peers in a guided drama experience.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Develop
Essential Questions:
EU: Theatre artists work to discover different ways of communicating meaning.
EQ: How, when, and why do theatre artists' choices change?
Concepts & Vocabulary:
Research
Analysis
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • skit
Skill Examples:
  • Identify choices characters could make in a given situation (choose your own adventure story).
  • Articulate the best choice a character can make and explain why.
  • Collaborate to choose costumes for characters in a selected theatrical work. (Have students divide into groups to design a costume, and let the best costume win.)
  • Identify ways to communicate that do not require talking. Why do we use our hands when we talk? Should your characters do the same?
  • Collaborate and participate in improvisation games to determine how facial expressions and physical movements effect characterization.
  • Collaborate to create an improvised skit. (This can be done with the use of costumes and props.)
  • Identify the differences between characters in multiple dramatic/ theatrical works.
  • View a dramatic piece performed in multiple ways and discuss the differences.
  • Design a prop or costume for a potential scene and compare designs.
Arts Education (2017)
Grade(s): 1
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Contribute ideas as a group in a guided drama experience.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Develop
Essential Questions:
EU: Theatre artists work to discover different ways of communicating meaning.
EQ: How, when, and why do theatre artists' choices change?
Concepts & Vocabulary:
Research
Analysis
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • skit
Skill Examples:
  • Identify choices characters could make in a given situation (choose your own adventure story).
  • Articulate the best choice a character can make and explain why.
  • Collaborate to choose costumes for characters in a selected theatrical work. (Have students divide into groups to design a costume, and let the best costume win.)
  • Identify ways to communicate that do not require talking. Why do we use our hands when we talk? Should your characters do the same?
  • Collaborate and participate in improvisation games to determine how facial expressions and physical movements effect characterization.
  • Collaborate to create an improvised skit. (This can be done with the use of costumes and props.)
  • Identify the differences between characters in multiple dramatic/ theatrical works.
  • View a dramatic piece performed in multiple ways and discuss the differences.
  • Design a prop or costume for a potential scene and compare designs.
Rehearse
Arts Education (2017)
Grade(s): 1
Theatre
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Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Contribute to the adaptation of the plot in a guided drama experience.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Rehearse
Essential Questions:
EU: Theatre artists refine their work and practice their craft through rehearsal.
EQ: How do theatre artists transform and edit their initial ideas?
Concepts & Vocabulary:
Research
Analysis
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • skit
Skill Examples:
  • Identify choices characters could make in a given situation (choose your own adventure story).
  • Articulate the best choice a character can make and explain why.
  • Collaborate to choose costumes for characters in a selected theatrical work. (Have students divide into groups to design a costume, and let the best costume win.)
  • Identify ways to communicate that do not require talking. Why do we use our hands when we talk? Should your characters do the same?
  • Collaborate and participate in improvisation games to determine how facial expressions and physical movements effect characterization.
  • Collaborate to create an improvised skit. (This can be done with the use of costumes and props.)
  • Identify the differences between characters in multiple dramatic/ theatrical works.
  • View a dramatic piece performed in multiple ways and discuss the differences.
  • Design a prop or costume for a potential scene and compare designs.
Arts Education (2017)
Grade(s): 1
Theatre
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
7) Identify similarities and differences in sounds and movements during a guided drama experience.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Rehearse
Essential Questions:
EU: Theatre artists refine their work and practice their craft through rehearsal.
EQ: How do theatre artists transform and edit their initial ideas?
Concepts & Vocabulary:
Research
Analysis
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • skit
Skill Examples:
  • Identify choices characters could make in a given situation (choose your own adventure story).
  • Articulate the best choice a character can make and explain why.
  • Collaborate to choose costumes for characters in a selected theatrical work. (Have students divide into groups to design a costume, and let the best costume win.)
  • Identify ways to communicate that do not require talking. Why do we use our hands when we talk? Should your characters do the same?
  • Collaborate and participate in improvisation games to determine how facial expressions and physical movements effect characterization.
  • Collaborate to create an improvised skit. (This can be done with the use of costumes and props.)
  • Identify the differences between characters in multiple dramatic/ theatrical works.
  • View a dramatic piece performed in multiple ways and discuss the differences.
  • Design a prop or costume for a potential scene and compare designs.
Arts Education (2017)
Grade(s): 1
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
8) Collaborate to imagine multiple representations of a single object in a guided drama experience.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Rehearse
Essential Questions:
EU: Theatre artists refine their work and practice their craft through rehearsal.
EQ: How do theatre artists transform and edit their initial ideas?
Concepts & Vocabulary:
Research
Analysis
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • skit
Skill Examples:
  • Identify choices characters could make in a given situation (choose your own adventure story).
  • Articulate the best choice a character can make and explain why.
  • Collaborate to choose costumes for characters in a selected theatrical work. (Have students divide into groups to design a costume, and let the best costume win.)
  • Identify ways to communicate that do not require talking. Why do we use our hands when we talk? Should your characters do the same?
  • Collaborate and participate in improvisation games to determine how facial expressions and physical movements effect characterization.
  • Collaborate to create an improvised skit. (This can be done with the use of costumes and props.)
  • Identify the differences between characters in multiple dramatic/ theatrical works.
  • View a dramatic piece performed in multiple ways and discuss the differences.
  • Design a prop or costume for a potential scene and compare designs.
Performing
Select
Arts Education (2017)
Grade(s): 1
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
9) Describe a story's character actions and dialogue in a guided drama experience.

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
Voice
  • dialogue
Movement
  • stance
Characterization
Directing
Design
  • costume
Theatrical production
  • narrative
    Skill Examples:
    • Recall and describe a character's actions in a chosen narrative.
    • Recall and describe a character's dialogue (the way he or she speaks) in a chosen narrative.
    • Determine through mime and improvisation games different gestures, facial expressions, and movements that communicate character traits and emotions.
    • Determine a character's personality and emotions by using pictures of the character's expression and stance.
    • Determine a character's personality and emotions based on the way that character moves/ walks.
    • Articulate the importance of physical movement to the creation of a character in a guided drama experience.
    • Use a card game/ worksheet to match a character to his/ her costume.
    Arts Education (2017)
    Grade(s): 1
    Theatre
    All Resources: 1
    Learning Activities: 0
    Lesson Plans: 1
    Classroom Resources: 0
    Unit Plans: 0
    10) Use body, face, gestures, and voice to communicate character traits and emotions in a story through a guided drama experience.

    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
    Voice
    • dialogue
    Movement
    • stance
    Characterization
    Directing
    Design
    • costume
    Theatrical production
    • narrative
      Skill Examples:
      • Recall and describe a character's actions in a chosen narrative.
      • Recall and describe a character's dialogue (the way he or she speaks) in a chosen narrative.
      • Determine through mime and improvisation games different gestures, facial expressions, and movements that communicate character traits and emotions.
      • Determine a character's personality and emotions by using pictures of the character's expression and stance.
      • Determine a character's personality and emotions based on the way that character moves/ walks.
      • Articulate the importance of physical movement to the creation of a character in a guided drama experience.
      • Use a card game/ worksheet to match a character to his/ her costume.
      Prepare
      Arts Education (2017)
      Grade(s): 1
      Theatre
      All Resources: 1
      Learning Activities: 0
      Lesson Plans: 1
      Classroom Resources: 0
      Unit Plans: 0
      11) Identify and understand that physical movement is fundamental to guided drama experiences.

      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
      Voice
      • dialogue
      Movement
      • stance
      Characterization
      Directing
      Design
      • costume
      Theatrical production
      • narrative
        Skill Examples:
        • Recall and describe a character's actions in a chosen narrative.
        • Recall and describe a character's dialogue (the way he or she speaks) in a chosen narrative.
        • Determine through mime and improvisation games different gestures, facial expressions, and movements that communicate character traits and emotions.
        • Determine a character's personality and emotions by using pictures of the character's expression and stance.
        • Determine a character's personality and emotions based on the way that character moves/ walks.
        • Articulate the importance of physical movement to the creation of a character in a guided drama experience.
        • Use a card game/ worksheet to match a character to his/ her costume.
        Arts Education (2017)
        Grade(s): 1
        Theatre
        All Resources: 0
        Learning Activities: 0
        Lesson Plans: 0
        Classroom Resources: 0
        Unit Plans: 0
        12) Identify and use technical elements that are essential in a guided drama experience.

        Examples: costumes, props, lights, sound effects

        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
        Voice
        • dialogue
        Movement
        • stance
        Characterization
        Directing
        Design
        • costume
        Theatrical production
        • narrative
          Skill Examples:
          • Recall and describe a character's actions in a chosen narrative.
          • Recall and describe a character's dialogue (the way he or she speaks) in a chosen narrative.
          • Determine through mime and improvisation games different gestures, facial expressions, and movements that communicate character traits and emotions.
          • Determine a character's personality and emotions by using pictures of the character's expression and stance.
          • Determine a character's personality and emotions based on the way that character moves/ walks.
          • Articulate the importance of physical movement to the creation of a character in a guided drama experience.
          • Use a card game/ worksheet to match a character to his/ her costume.
          Present
          Arts Education (2017)
          Grade(s): 1
          Theatre
          All Resources: 1
          Learning Activities: 0
          Lesson Plans: 1
          Classroom Resources: 0
          Unit Plans: 0
          13) Use movement and gestures to communicate emotions in a guided drama experience.

          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
          Voice
          • dialogue
          Movement
          • stance
          Characterization
          Directing
          Design
          • costume
          Theatrical production
          • narrative
            Skill Examples:
            • Recall and describe a character's actions in a chosen narrative.
            • Recall and describe a character's dialogue (the way he or she speaks) in a chosen narrative.
            • Determine through mime and improvisation games different gestures, facial expressions, and movements that communicate character traits and emotions.
            • Determine a character's personality and emotions by using pictures of the character's expression and stance.
            • Determine a character's personality and emotions based on the way that character moves/ walks.
            • Articulate the importance of physical movement to the creation of a character in a guided drama experience.
            • Use a card game/ worksheet to match a character to his/ her costume.
            Responding
            Reflect
            Arts Education (2017)
            Grade(s): 1
            Theatre
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            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            14) Demonstrate relevant audience etiquette in response to a performance.

            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
            Voice
            • enunciation
            Movement
            Characterization
            • motivation
            Directing
            Design
            Theatrical production
            Skill Examples:
            • Have the students develop a list of rules for audience behavior and discuss the reason for each rule.
            • Make observations that explain why artistic choices were made in a guided drama experience (e.g., being able to explain how movement, props, and other technical elements affect mood).
            • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
            • Describe emotions caused by viewing an age-appropriate theatre performance. Explain how these emotions reveal a personal preference (favorite show, favorite scene, favorite character, etc.).
            • Identify the motivations behind character actions.
            • Use pictures to describe how a character's emotions and actions may differ from personal emotions and actions.
            • Collaborate using an improvisation game to build on other's ideas.
            • Identify props and costumes that would best suit a certain character and/or play.
            • Use props and costumes to build a scene and character in an improvisation game.
            • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
            • Make connections between oneself and the character's emotions in a dramatic/ theatrical work (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
            • Using a characterization chart, compare and contrast the actions of characters in a guided drama experience.
            Arts Education (2017)
            Grade(s): 1
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            15) Recall and compare choices made in a guided drama experience.

            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
            Voice
            • enunciation
            Movement
            Characterization
            • motivation
            Directing
            Design
            Theatrical production
            Skill Examples:
            • Have the students develop a list of rules for audience behavior and discuss the reason for each rule.
            • Make observations that explain why artistic choices were made in a guided drama experience (e.g., being able to explain how movement, props, and other technical elements affect mood).
            • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
            • Describe emotions caused by viewing an age-appropriate theatre performance. Explain how these emotions reveal a personal preference (favorite show, favorite scene, favorite character, etc.).
            • Identify the motivations behind character actions.
            • Use pictures to describe how a character's emotions and actions may differ from personal emotions and actions.
            • Collaborate using an improvisation game to build on other's ideas.
            • Identify props and costumes that would best suit a certain character and/or play.
            • Use props and costumes to build a scene and character in an improvisation game.
            • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
            • Make connections between oneself and the character's emotions in a dramatic/ theatrical work (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
            • Using a characterization chart, compare and contrast the actions of characters in a guided drama experience.
            Interpret
            Arts Education (2017)
            Grade(s): 1
            Theatre
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            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            16) Explain preferences and emotions in a guided drama experience or age-appropriate theatre performance.

            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
            Voice
            • enunciation
            Movement
            Characterization
            • motivation
            Directing
            Design
            Theatrical production
            Skill Examples:
            • Have the students develop a list of rules for audience behavior and discuss the reason for each rule.
            • Make observations that explain why artistic choices were made in a guided drama experience (e.g., being able to explain how movement, props, and other technical elements affect mood).
            • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
            • Describe emotions caused by viewing an age-appropriate theatre performance. Explain how these emotions reveal a personal preference (favorite show, favorite scene, favorite character, etc.).
            • Identify the motivations behind character actions.
            • Use pictures to describe how a character's emotions and actions may differ from personal emotions and actions.
            • Collaborate using an improvisation game to build on other's ideas.
            • Identify props and costumes that would best suit a certain character and/or play.
            • Use props and costumes to build a scene and character in an improvisation game.
            • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
            • Make connections between oneself and the character's emotions in a dramatic/ theatrical work (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
            • Using a characterization chart, compare and contrast the actions of characters in a guided drama experience.
            Arts Education (2017)
            Grade(s): 1
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            17) Identify causes of character actions in a guided drama experience.

            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
            Voice
            • enunciation
            Movement
            Characterization
            • motivation
            Directing
            Design
            Theatrical production
            Skill Examples:
            • Have the students develop a list of rules for audience behavior and discuss the reason for each rule.
            • Make observations that explain why artistic choices were made in a guided drama experience (e.g., being able to explain how movement, props, and other technical elements affect mood).
            • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
            • Describe emotions caused by viewing an age-appropriate theatre performance. Explain how these emotions reveal a personal preference (favorite show, favorite scene, favorite character, etc.).
            • Identify the motivations behind character actions.
            • Use pictures to describe how a character's emotions and actions may differ from personal emotions and actions.
            • Collaborate using an improvisation game to build on other's ideas.
            • Identify props and costumes that would best suit a certain character and/or play.
            • Use props and costumes to build a scene and character in an improvisation game.
            • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
            • Make connections between oneself and the character's emotions in a dramatic/ theatrical work (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
            • Using a characterization chart, compare and contrast the actions of characters in a guided drama experience.
            Arts Education (2017)
            Grade(s): 1
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            18) Explain or use text and pictures to describe how personal emotions and choices compare to the emotions and choices of characters in a guided drama experience.

            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
            Voice
            • enunciation
            Movement
            Characterization
            • motivation
            Directing
            Design
            Theatrical production
            Skill Examples:
            • Have the students develop a list of rules for audience behavior and discuss the reason for each rule.
            • Make observations that explain why artistic choices were made in a guided drama experience (e.g., being able to explain how movement, props, and other technical elements affect mood).
            • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
            • Describe emotions caused by viewing an age-appropriate theatre performance. Explain how these emotions reveal a personal preference (favorite show, favorite scene, favorite character, etc.).
            • Identify the motivations behind character actions.
            • Use pictures to describe how a character's emotions and actions may differ from personal emotions and actions.
            • Collaborate using an improvisation game to build on other's ideas.
            • Identify props and costumes that would best suit a certain character and/or play.
            • Use props and costumes to build a scene and character in an improvisation game.
            • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
            • Make connections between oneself and the character's emotions in a dramatic/ theatrical work (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
            • Using a characterization chart, compare and contrast the actions of characters in a guided drama experience.
            Evaluate
            Arts Education (2017)
            Grade(s): 1
            Theatre
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            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            19) Collaborate to build on others' ideas in a guided drama experience.

            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
            Voice
            • enunciation
            Movement
            Characterization
            • motivation
            Directing
            Design
            Theatrical production
            Skill Examples:
            • Have the students develop a list of rules for audience behavior and discuss the reason for each rule.
            • Make observations that explain why artistic choices were made in a guided drama experience (e.g., being able to explain how movement, props, and other technical elements affect mood).
            • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
            • Describe emotions caused by viewing an age-appropriate theatre performance. Explain how these emotions reveal a personal preference (favorite show, favorite scene, favorite character, etc.).
            • Identify the motivations behind character actions.
            • Use pictures to describe how a character's emotions and actions may differ from personal emotions and actions.
            • Collaborate using an improvisation game to build on other's ideas.
            • Identify props and costumes that would best suit a certain character and/or play.
            • Use props and costumes to build a scene and character in an improvisation game.
            • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
            • Make connections between oneself and the character's emotions in a dramatic/ theatrical work (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
            • Using a characterization chart, compare and contrast the actions of characters in a guided drama experience.
            Arts Education (2017)
            Grade(s): 1
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            20) Identify props and costumes that might be used in a guided drama experience.

            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
            Voice
            • enunciation
            Movement
            Characterization
            • motivation
            Directing
            Design
            Theatrical production
            Skill Examples:
            • Have the students develop a list of rules for audience behavior and discuss the reason for each rule.
            • Make observations that explain why artistic choices were made in a guided drama experience (e.g., being able to explain how movement, props, and other technical elements affect mood).
            • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
            • Describe emotions caused by viewing an age-appropriate theatre performance. Explain how these emotions reveal a personal preference (favorite show, favorite scene, favorite character, etc.).
            • Identify the motivations behind character actions.
            • Use pictures to describe how a character's emotions and actions may differ from personal emotions and actions.
            • Collaborate using an improvisation game to build on other's ideas.
            • Identify props and costumes that would best suit a certain character and/or play.
            • Use props and costumes to build a scene and character in an improvisation game.
            • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
            • Make connections between oneself and the character's emotions in a dramatic/ theatrical work (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
            • Using a characterization chart, compare and contrast the actions of characters in a guided drama experience.
            Arts Education (2017)
            Grade(s): 1
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            21) Compare and contrast the actions of characters in a guided drama experience.

            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
            Voice
            • enunciation
            Movement
            Characterization
            • motivation
            Directing
            Design
            Theatrical production
            Skill Examples:
            • Have the students develop a list of rules for audience behavior and discuss the reason for each rule.
            • Make observations that explain why artistic choices were made in a guided drama experience (e.g., being able to explain how movement, props, and other technical elements affect mood).
            • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
            • Describe emotions caused by viewing an age-appropriate theatre performance. Explain how these emotions reveal a personal preference (favorite show, favorite scene, favorite character, etc.).
            • Identify the motivations behind character actions.
            • Use pictures to describe how a character's emotions and actions may differ from personal emotions and actions.
            • Collaborate using an improvisation game to build on other's ideas.
            • Identify props and costumes that would best suit a certain character and/or play.
            • Use props and costumes to build a scene and character in an improvisation game.
            • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
            • Make connections between oneself and the character's emotions in a dramatic/ theatrical work (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
            • Using a characterization chart, compare and contrast the actions of characters in a guided drama experience.
            Connecting
            Empathize
            Arts Education (2017)
            Grade(s): 1
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            22) Identify character emotions in a guided drama experience and relate it to personal experience.

            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
            Voice
            Movement
            Characterization
            • emotion
              • Directing
                Design
                Theatrical production
            Skill Examples:
            • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
            • Make connections between oneself and the character's emotions in a dramatic/ theatrical work (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
            • Design backgrounds and costumes for a chosen artistic work using techniques that have been gained from art class.
            • View a theatrical work from another culture (such as kabuki theatre from Japan).
            • Read or familiarize oneself with a story from one's own community.
            • Read or familiarize oneself with a fairytale such as "Rapunzel."
            • Collaborate on the creation of a short scene from the fairytale.
            Interrelate
            Arts Education (2017)
            Grade(s): 1
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            23) Apply skills and knowledge from different art forms, content areas, and cultures in a guided drama experience.

            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
            Voice
            Movement
            Characterization
            • emotion
              • Directing
                Design
                Theatrical production
            Skill Examples:
            • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
            • Make connections between oneself and the character's emotions in a dramatic/ theatrical work (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
            • Design backgrounds and costumes for a chosen artistic work using techniques that have been gained from art class.
            • View a theatrical work from another culture (such as kabuki theatre from Japan).
            • Read or familiarize oneself with a story from one's own community.
            • Read or familiarize oneself with a fairytale such as "Rapunzel."
            • Collaborate on the creation of a short scene from the fairytale.
            Research
            Arts Education (2017)
            Grade(s): 1
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            24) Identify similarities and differences in stories from one's own community in a guided drama experience.

            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
            Voice
            Movement
            Characterization
            • emotion
              • Directing
                Design
                Theatrical production
            Skill Examples:
            • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
            • Make connections between oneself and the character's emotions in a dramatic/ theatrical work (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
            • Design backgrounds and costumes for a chosen artistic work using techniques that have been gained from art class.
            • View a theatrical work from another culture (such as kabuki theatre from Japan).
            • Read or familiarize oneself with a story from one's own community.
            • Read or familiarize oneself with a fairytale such as "Rapunzel."
            • Collaborate on the creation of a short scene from the fairytale.
            Arts Education (2017)
            Grade(s): 1
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            25) Collaborate on the creation of a short scene based on a fictional literary source in a guided drama experience.

            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
            Voice
            Movement
            Characterization
            • emotion
              • Directing
                Design
                Theatrical production
            Skill Examples:
            • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
            • Make connections between oneself and the character's emotions in a dramatic/ theatrical work (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
            • Design backgrounds and costumes for a chosen artistic work using techniques that have been gained from art class.
            • View a theatrical work from another culture (such as kabuki theatre from Japan).
            • Read or familiarize oneself with a story from one's own community.
            • Read or familiarize oneself with a fairytale such as "Rapunzel."
            • Collaborate on the creation of a short scene from the fairytale.
            Creating
            Envision, Conceptualize
            Arts Education (2017)
            Grade(s): 2
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            1) Propose potential new details to plot and story in a guided drama experience.

            Insight Unpacked Content
            Artistic Process: Creating
            Anchor Standards:
            Anchor Standard 1: Generate and conceptualize artistic ideas and work.
            Process Components: Envision, Conceptualize
            Essential Questions:
            EU: Theatre Artists rely on intuition, curiosity and critical inquiry.
            EQ: What happens when Theatre artists use their imagination and/or learned theatre skills while engaging in creative exploration and inquiry?
            Concepts & Vocabulary:
            Research
            Analysis
            Voice
            • articulation
            • projection
            • meaningful dialogue
            Movement
            Characterization
            Directing
            Design
            Theatrical production
            Skill Examples:
            • Familiarize oneself with a short story, song, or fairytale.
            • Brainstorm potential new details to the plot of the story, song, or fairytale.
            • Explore and articulate ideas for setting and scenery for an improvised dramatic/ theatrical work.
            • Collaborate to determine how characters might speak or the sounds the characters might make in a dramatic/ theatrical work based on the story, song, or fairytale with the changes made to the details. Use vocal warm-ups and tongue twisters to create new sounds and help with articulation, respectively.
            • Once voices are determined, collaborate to determine how characters might speak in the dramatic/ theatrical work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
            • Determine what makes dialogue meaningful (does it reveal a purpose or a character motivation). Analyze a short, age-appropriate script, deleting any unnecessary dialogue.
            • Collaborate with peers to create an improvisation with meaningful dialogue.
            • Collaborate with a group to create a class story (the story game). Things such as meaningful dialogue should be taken into consideration.
            • Chose an animal to impersonate. How can the sound made by that animal contribute to the voice of one's character?
            Arts Education (2017)
            Grade(s): 2
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            2) Collaborate with peers to conceptualize scenery in a guided drama experience.

            Insight Unpacked Content
            Artistic Process: Creating
            Anchor Standards:
            Anchor Standard 1: Generate and conceptualize artistic ideas and work.
            Process Components: Envision, Conceptualize
            Essential Questions:
            EU: Theatre Artists rely on intuition, curiosity and critical inquiry.
            EQ: What happens when Theatre artists use their imagination and/or learned theatre skills while engaging in creative exploration and inquiry?
            Concepts & Vocabulary:
            Research
            Analysis
            Voice
            • articulation
            • projection
            • meaningful dialogue
            Movement
            Characterization
            Directing
            Design
            Theatrical production
            Skill Examples:
            • Familiarize oneself with a short story, song, or fairytale.
            • Brainstorm potential new details to the plot of the story, song, or fairytale.
            • Explore and articulate ideas for setting and scenery for an improvised dramatic/ theatrical work.
            • Collaborate to determine how characters might speak or the sounds the characters might make in a dramatic/ theatrical work based on the story, song, or fairytale with the changes made to the details. Use vocal warm-ups and tongue twisters to create new sounds and help with articulation, respectively.
            • Once voices are determined, collaborate to determine how characters might speak in the dramatic/ theatrical work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
            • Determine what makes dialogue meaningful (does it reveal a purpose or a character motivation). Analyze a short, age-appropriate script, deleting any unnecessary dialogue.
            • Collaborate with peers to create an improvisation with meaningful dialogue.
            • Collaborate with a group to create a class story (the story game). Things such as meaningful dialogue should be taken into consideration.
            • Chose an animal to impersonate. How can the sound made by that animal contribute to the voice of one's character?
            Develop
            Arts Education (2017)
            Grade(s): 2
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            3) Identify ways in which voice and sounds may be used to create or retell a story in guided drama experiences.

            Insight Unpacked Content
            Artistic Process: Creating
            Anchor Standards:
            Anchor Standard 2: Organize and develop artistic ideas and work.
            Process Components: Develop
            Essential Questions:
            EU: Theatre artists work to discover different ways of communicating meaning.
            EQ: How, when, and why do theatre artists' choices change?
            Concepts & Vocabulary:
            Research
            Analysis
            Voice
            • articulation
            • projection
            • meaningful dialogue
            Movement
            Characterization
            Directing
            Design
            Theatrical production
            Skill Examples:
            • Familiarize oneself with a short story, song, or fairytale.
            • Brainstorm potential new details to the plot of the story, song, or fairytale.
            • Explore and articulate ideas for setting and scenery for an improvised dramatic/ theatrical work.
            • Collaborate to determine how characters might speak or the sounds the characters might make in a dramatic/ theatrical work based on the story, song, or fairytale with the changes made to the details. Use vocal warm-ups and tongue twisters to create new sounds and help with articulation, respectively.
            • Once voices are determined, collaborate to determine how characters might speak in the dramatic/ theatrical work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
            • Determine what makes dialogue meaningful (does it reveal a purpose or a character motivation). Analyze a short, age-appropriate script, deleting any unnecessary dialogue.
            • Collaborate with peers to create an improvisation with meaningful dialogue.
            • Collaborate with a group to create a class story (the story game). Things such as meaningful dialogue should be taken into consideration.
            • Chose an animal to impersonate. How can the sound made by that animal contribute to the voice of one's character?
            Arts Education (2017)
            Grade(s): 2
            Theatre
            All Resources: 1
            Learning Activities: 0
            Lesson Plans: 1
            Classroom Resources: 0
            Unit Plans: 0
            4) Collaborate with peers to devise meaningful dialogue in a guided drama experience.

            Insight Unpacked Content
            Artistic Process: Creating
            Anchor Standards:
            Anchor Standard 2: Organize and develop artistic ideas and work.
            Process Components: Develop
            Essential Questions:
            EU: Theatre artists work to discover different ways of communicating meaning.
            EQ: How, when, and why do theatre artists' choices change?
            Concepts & Vocabulary:
            Research
            Analysis
            Voice
            • articulation
            • projection
            • meaningful dialogue
            Movement
            Characterization
            Directing
            Design
            Theatrical production
            Skill Examples:
            • Familiarize oneself with a short story, song, or fairytale.
            • Brainstorm potential new details to the plot of the story, song, or fairytale.
            • Explore and articulate ideas for setting and scenery for an improvised dramatic/ theatrical work.
            • Collaborate to determine how characters might speak or the sounds the characters might make in a dramatic/ theatrical work based on the story, song, or fairytale with the changes made to the details. Use vocal warm-ups and tongue twisters to create new sounds and help with articulation, respectively.
            • Once voices are determined, collaborate to determine how characters might speak in the dramatic/ theatrical work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
            • Determine what makes dialogue meaningful (does it reveal a purpose or a character motivation). Analyze a short, age-appropriate script, deleting any unnecessary dialogue.
            • Collaborate with peers to create an improvisation with meaningful dialogue.
            • Collaborate with a group to create a class story (the story game). Things such as meaningful dialogue should be taken into consideration.
            • Chose an animal to impersonate. How can the sound made by that animal contribute to the voice of one's character?
            Arts Education (2017)
            Grade(s): 2
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            5) Contribute ideas in order to make decisions as a group to advance a story in a guided drama experience.

            Insight Unpacked Content
            Artistic Process: Creating
            Anchor Standards:
            Anchor Standard 2: Organize and develop artistic ideas and work.
            Process Components: Develop
            Essential Questions:
            EU: Theatre artists work to discover different ways of communicating meaning.
            EQ: How, when, and why do theatre artists' choices change?
            Concepts & Vocabulary:
            Research
            Analysis
            Voice
            • articulation
            • projection
            • meaningful dialogue
            Movement
            Characterization
            Directing
            Design
            Theatrical production
            Skill Examples:
            • Familiarize oneself with a short story, song, or fairytale.
            • Brainstorm potential new details to the plot of the story, song, or fairytale.
            • Explore and articulate ideas for setting and scenery for an improvised dramatic/ theatrical work.
            • Collaborate to determine how characters might speak or the sounds the characters might make in a dramatic/ theatrical work based on the story, song, or fairytale with the changes made to the details. Use vocal warm-ups and tongue twisters to create new sounds and help with articulation, respectively.
            • Once voices are determined, collaborate to determine how characters might speak in the dramatic/ theatrical work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
            • Determine what makes dialogue meaningful (does it reveal a purpose or a character motivation). Analyze a short, age-appropriate script, deleting any unnecessary dialogue.
            • Collaborate with peers to create an improvisation with meaningful dialogue.
            • Collaborate with a group to create a class story (the story game). Things such as meaningful dialogue should be taken into consideration.
            • Chose an animal to impersonate. How can the sound made by that animal contribute to the voice of one's character?
            Rehearse
            Arts Education (2017)
            Grade(s): 2
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            6) Contribute to the adaptation of dialogue in a guided drama experience.

            Insight Unpacked Content
            Artistic Process: Creating
            Anchor Standards:
            Anchor Standard 3: Refine and complete artistic work.
            Process Components: Rehearse
            Essential Questions:
            EU: Theatre artists refine their work and practice their craft through rehearsal.
            EQ: How do theatre artists transform and edit their initial ideas?
            Concepts & Vocabulary:
            Research
            Analysis
            Voice
            • articulation
            • projection
            • meaningful dialogue
            Movement
            Characterization
            Directing
            Design
            Theatrical production
            Skill Examples:
            • Familiarize oneself with a short story, song, or fairytale.
            • Brainstorm potential new details to the plot of the story, song, or fairytale.
            • Explore and articulate ideas for setting and scenery for an improvised dramatic/ theatrical work.
            • Collaborate to determine how characters might speak or the sounds the characters might make in a dramatic/ theatrical work based on the story, song, or fairytale with the changes made to the details. Use vocal warm-ups and tongue twisters to create new sounds and help with articulation, respectively.
            • Once voices are determined, collaborate to determine how characters might speak in the dramatic/ theatrical work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
            • Determine what makes dialogue meaningful (does it reveal a purpose or a character motivation). Analyze a short, age-appropriate script, deleting any unnecessary dialogue.
            • Collaborate with peers to create an improvisation with meaningful dialogue.
            • Collaborate with a group to create a class story (the story game). Things such as meaningful dialogue should be taken into consideration.
            • Chose an animal to impersonate. How can the sound made by that animal contribute to the voice of one's character?
            Arts Education (2017)
            Grade(s): 2
            Theatre
            All Resources: 2
            Learning Activities: 0
            Lesson Plans: 2
            Classroom Resources: 0
            Unit Plans: 0
            7) Use and adapt sounds and movements in a guided drama experience.

            Insight Unpacked Content
            Artistic Process: Creating
            Anchor Standards:
            Anchor Standard 3: Refine and complete artistic work.
            Process Components: Rehearse
            Essential Questions:
            EU: Theatre artists refine their work and practice their craft through rehearsal.
            EQ: How do theatre artists transform and edit their initial ideas?
            Concepts & Vocabulary:
            Research
            Analysis
            Voice
            • articulation
            • projection
            • meaningful dialogue
            Movement
            Characterization
            Directing
            Design
            Theatrical production
            Skill Examples:
            • Familiarize oneself with a short story, song, or fairytale.
            • Brainstorm potential new details to the plot of the story, song, or fairytale.
            • Explore and articulate ideas for setting and scenery for an improvised dramatic/ theatrical work.
            • Collaborate to determine how characters might speak or the sounds the characters might make in a dramatic/ theatrical work based on the story, song, or fairytale with the changes made to the details. Use vocal warm-ups and tongue twisters to create new sounds and help with articulation, respectively.
            • Once voices are determined, collaborate to determine how characters might speak in the dramatic/ theatrical work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
            • Determine what makes dialogue meaningful (does it reveal a purpose or a character motivation). Analyze a short, age-appropriate script, deleting any unnecessary dialogue.
            • Collaborate with peers to create an improvisation with meaningful dialogue.
            • Collaborate with a group to create a class story (the story game). Things such as meaningful dialogue should be taken into consideration.
            • Chose an animal to impersonate. How can the sound made by that animal contribute to the voice of one's character?
            Arts Education (2017)
            Grade(s): 2
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            8) Individually generate multiple representations of a single object in a guided drama experience.

            Example: Imagine and pantomime various uses of a pencil -- fishing rod, ice pick, or toothbrush.

            Insight Unpacked Content
            Artistic Process: Creating
            Anchor Standards:
            Anchor Standard 3: Refine and complete artistic work.
            Process Components: Rehearse
            Essential Questions:
            EU: Theatre artists refine their work and practice their craft through rehearsal.
            EQ: How do theatre artists transform and edit their initial ideas?
            Concepts & Vocabulary:
            Research
            Analysis
            Voice
            • articulation
            • projection
            • meaningful dialogue
            Movement
            Characterization
            Directing
            Design
            Theatrical production
            Skill Examples:
            • Familiarize oneself with a short story, song, or fairytale.
            • Brainstorm potential new details to the plot of the story, song, or fairytale.
            • Explore and articulate ideas for setting and scenery for an improvised dramatic/ theatrical work.
            • Collaborate to determine how characters might speak or the sounds the characters might make in a dramatic/ theatrical work based on the story, song, or fairytale with the changes made to the details. Use vocal warm-ups and tongue twisters to create new sounds and help with articulation, respectively.
            • Once voices are determined, collaborate to determine how characters might speak in the dramatic/ theatrical work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
            • Determine what makes dialogue meaningful (does it reveal a purpose or a character motivation). Analyze a short, age-appropriate script, deleting any unnecessary dialogue.
            • Collaborate with peers to create an improvisation with meaningful dialogue.
            • Collaborate with a group to create a class story (the story game). Things such as meaningful dialogue should be taken into consideration.
            • Chose an animal to impersonate. How can the sound made by that animal contribute to the voice of one's character?
            Performing
            Select
            Arts Education (2017)
            Grade(s): 2
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            9) Interpret story elements in a guided drama experience.

            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
            Voice
            • inflection
              • pitch
              • volume
              • tone
              Movement
              • posture
              • gesture
              Characterization
              Directing
              Design
              Theatrical production
            Skill Examples:
            • Identify parts (see Freytag's pyramid) or other formats for dramatic plot structure and be able to identify story elements in dialogue or short scenes.
            • Play the "Key Word" game. The teacher will assign a word, such as "no," and the student will have them say that word in as many ways possible, using different inflections and emotions. Eventually, the students should build up to doing this exercise with different assigned lines in a script.
            • Investigate how movement is incorporated into a dramatic/ theatrical work through posture, facial expression, and gesture.
            • Investigate how voice is incorporated into a dramatic/ theatrical work through pitch, volume, and tone.
            • Identify different parts of the theatre (fly system, proscenium, spotlight, etc.) and be able to articulate their purpose and explain how they work.
            • Compare/ contrast the technical elements of a chosen performance.
            • Identify technical elements that are used in a dramatic/ theatrical work including scenery, costumes &/or makeup, props, etc.
            • Discuss a chosen drama with a group, noting technical elements and vocal techniques implemented by the performers.
            Arts Education (2017)
            Grade(s): 2
            Theatre
            All Resources: 1
            Learning Activities: 0
            Lesson Plans: 1
            Classroom Resources: 0
            Unit Plans: 0
            10) Alter voice and body to expand and articulate nuances of a character in a guided drama experience.

            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
            Voice
            • inflection
              • pitch
              • volume
              • tone
              Movement
              • posture
              • gesture
              Characterization
              Directing
              Design
              Theatrical production
            Skill Examples:
            • Identify parts (see Freytag's pyramid) or other formats for dramatic plot structure and be able to identify story elements in dialogue or short scenes.
            • Play the "Key Word" game. The teacher will assign a word, such as "no," and the student will have them say that word in as many ways possible, using different inflections and emotions. Eventually, the students should build up to doing this exercise with different assigned lines in a script.
            • Investigate how movement is incorporated into a dramatic/ theatrical work through posture, facial expression, and gesture.
            • Investigate how voice is incorporated into a dramatic/ theatrical work through pitch, volume, and tone.
            • Identify different parts of the theatre (fly system, proscenium, spotlight, etc.) and be able to articulate their purpose and explain how they work.
            • Compare/ contrast the technical elements of a chosen performance.
            • Identify technical elements that are used in a dramatic/ theatrical work including scenery, costumes &/or makeup, props, etc.
            • Discuss a chosen drama with a group, noting technical elements and vocal techniques implemented by the performers.
            Prepare
            Arts Education (2017)
            Grade(s): 2
            Theatre
            All Resources: 1
            Learning Activities: 0
            Lesson Plans: 1
            Classroom Resources: 0
            Unit Plans: 0
            11) Demonstrate the relationship between the body, voice, and mind in a guided drama experience.

            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
            Voice
            • inflection
              • pitch
              • volume
              • tone
              Movement
              • posture
              • gesture
              Characterization
              Directing
              Design
              Theatrical production
            Skill Examples:
            • Identify parts (see Freytag's pyramid) or other formats for dramatic plot structure and be able to identify story elements in dialogue or short scenes.
            • Play the "Key Word" game. The teacher will assign a word, such as "no," and the student will have them say that word in as many ways possible, using different inflections and emotions. Eventually, the students should build up to doing this exercise with different assigned lines in a script.
            • Investigate how movement is incorporated into a dramatic/ theatrical work through posture, facial expression, and gesture.
            • Investigate how voice is incorporated into a dramatic/ theatrical work through pitch, volume, and tone.
            • Identify different parts of the theatre (fly system, proscenium, spotlight, etc.) and be able to articulate their purpose and explain how they work.
            • Compare/ contrast the technical elements of a chosen performance.
            • Identify technical elements that are used in a dramatic/ theatrical work including scenery, costumes &/or makeup, props, etc.
            • Discuss a chosen drama with a group, noting technical elements and vocal techniques implemented by the performers.
            Arts Education (2017)
            Grade(s): 2
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            12) Explore technical elements in a guided drama experience.

            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
            Voice
            • inflection
              • pitch
              • volume
              • tone
              Movement
              • posture
              • gesture
              Characterization
              Directing
              Design
              Theatrical production
            Skill Examples:
            • Identify parts (see Freytag's pyramid) or other formats for dramatic plot structure and be able to identify story elements in dialogue or short scenes.
            • Play the "Key Word" game. The teacher will assign a word, such as "no," and the student will have them say that word in as many ways possible, using different inflections and emotions. Eventually, the students should build up to doing this exercise with different assigned lines in a script.
            • Investigate how movement is incorporated into a dramatic/ theatrical work through posture, facial expression, and gesture.
            • Investigate how voice is incorporated into a dramatic/ theatrical work through pitch, volume, and tone.
            • Identify different parts of the theatre (fly system, proscenium, spotlight, etc.) and be able to articulate their purpose and explain how they work.
            • Compare/ contrast the technical elements of a chosen performance.
            • Identify technical elements that are used in a dramatic/ theatrical work including scenery, costumes &/or makeup, props, etc.
            • Discuss a chosen drama with a group, noting technical elements and vocal techniques implemented by the performers.
            Present
            Arts Education (2017)
            Grade(s): 2
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            13) Contribute to group guided drama experiences and informally share with peers.

            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
            Voice
            • inflection
              • pitch
              • volume
              • tone
              Movement
              • posture
              • gesture
              Characterization
              Directing
              Design
              Theatrical production
            Skill Examples:
            • Identify parts (see Freytag's pyramid) or other formats for dramatic plot structure and be able to identify story elements in dialogue or short scenes.
            • Play the "Key Word" game. The teacher will assign a word, such as "no," and the student will have them say that word in as many ways possible, using different inflections and emotions. Eventually, the students should build up to doing this exercise with different assigned lines in a script.
            • Investigate how movement is incorporated into a dramatic/ theatrical work through posture, facial expression, and gesture.
            • Investigate how voice is incorporated into a dramatic/ theatrical work through pitch, volume, and tone.
            • Identify different parts of the theatre (fly system, proscenium, spotlight, etc.) and be able to articulate their purpose and explain how they work.
            • Compare/ contrast the technical elements of a chosen performance.
            • Identify technical elements that are used in a dramatic/ theatrical work including scenery, costumes &/or makeup, props, etc.
            • Discuss a chosen drama with a group, noting technical elements and vocal techniques implemented by the performers.
            Responding
            Reflect
            Arts Education (2017)
            Grade(s): 2
            Theatre
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            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            14) Recognize when artistic choices are made in a guided drama experience.

            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
            • cause and effect
            • personal preferences
            Voice
            Movement
            Characterization
            Directing
            Design
            Theatrical production
            Skill Examples:
            • Point out the artistic and technical choices made during a chosen piece (movement, props, and other technical elements).
            • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
            • Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
            • Explain one's own personal preferences in regard to theatre, and analyze how that preference might color one's judgment of a theatrical work.
            • Explain how a theatre performance affects one's emotions.
            • Identify cause and effect in a chosen drama or story.
            • Discuss and compare the feelings a scene might bring forth. Are those feelings the same as the feelings of the characters? How might alternative feelings affect the scene?
            • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
            • Make connections between oneself and the character's emotions in a dramatic/ theatrical work and be able to explain how those connections are made (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
            • Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
            • Analyze the props and costumes from multiple drama/theatrical works. Be able to explain how they contribute to the story or characters in the work.
            Interpret
            Arts Education (2017)
            Grade(s): 2
            Theatre
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            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            15) Explain how personal preferences and emotions affect an observer's response in a guided drama experience or age-appropriate theatre performance.

            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
            • cause and effect
            • personal preferences
            Voice
            Movement
            Characterization
            Directing
            Design
            Theatrical production
            Skill Examples:
            • Point out the artistic and technical choices made during a chosen piece (movement, props, and other technical elements).
            • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
            • Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
            • Explain one's own personal preferences in regard to theatre, and analyze how that preference might color one's judgment of a theatrical work.
            • Explain how a theatre performance affects one's emotions.
            • Identify cause and effect in a chosen drama or story.
            • Discuss and compare the feelings a scene might bring forth. Are those feelings the same as the feelings of the characters? How might alternative feelings affect the scene?
            • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
            • Make connections between oneself and the character's emotions in a dramatic/ theatrical work and be able to explain how those connections are made (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
            • Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
            • Analyze the props and costumes from multiple drama/theatrical works. Be able to explain how they contribute to the story or characters in the work.
            Arts Education (2017)
            Grade(s): 2
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            16) Identify causes and consequences of character actions in a guided drama experience.

            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
            • cause and effect
            • personal preferences
            Voice
            Movement
            Characterization
            Directing
            Design
            Theatrical production
            Skill Examples:
            • Point out the artistic and technical choices made during a chosen piece (movement, props, and other technical elements).
            • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
            • Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
            • Explain one's own personal preferences in regard to theatre, and analyze how that preference might color one's judgment of a theatrical work.
            • Explain how a theatre performance affects one's emotions.
            • Identify cause and effect in a chosen drama or story.
            • Discuss and compare the feelings a scene might bring forth. Are those feelings the same as the feelings of the characters? How might alternative feelings affect the scene?
            • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
            • Make connections between oneself and the character's emotions in a dramatic/ theatrical work and be able to explain how those connections are made (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
            • Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
            • Analyze the props and costumes from multiple drama/theatrical works. Be able to explain how they contribute to the story or characters in the work.
            Arts Education (2017)
            Grade(s): 2
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            17) Explain or use text and pictures to describe how others' emotions and choices may compare to the emotions and choices of characters in a guided drama experience.

            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
            • cause and effect
            • personal preferences
            Voice
            Movement
            Characterization
            Directing
            Design
            Theatrical production
            Skill Examples:
            • Point out the artistic and technical choices made during a chosen piece (movement, props, and other technical elements).
            • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
            • Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
            • Explain one's own personal preferences in regard to theatre, and analyze how that preference might color one's judgment of a theatrical work.
            • Explain how a theatre performance affects one's emotions.
            • Identify cause and effect in a chosen drama or story.
            • Discuss and compare the feelings a scene might bring forth. Are those feelings the same as the feelings of the characters? How might alternative feelings affect the scene?
            • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
            • Make connections between oneself and the character's emotions in a dramatic/ theatrical work and be able to explain how those connections are made (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
            • Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
            • Analyze the props and costumes from multiple drama/theatrical works. Be able to explain how they contribute to the story or characters in the work.
            Evaluate
            Arts Education (2017)
            Grade(s): 2
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            18) Collaborate on a scene in a guided drama experience.

            Example: Improvise an alternative ending to "Goldilocks and the Three Bears."

            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
            • cause and effect
            • personal preferences
            Voice
            Movement
            Characterization
            Directing
            Design
            Theatrical production
            Skill Examples:
            • Point out the artistic and technical choices made during a chosen piece (movement, props, and other technical elements).
            • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
            • Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
            • Explain one's own personal preferences in regard to theatre, and analyze how that preference might color one's judgment of a theatrical work.
            • Explain how a theatre performance affects one's emotions.
            • Identify cause and effect in a chosen drama or story.
            • Discuss and compare the feelings a scene might bring forth. Are those feelings the same as the feelings of the characters? How might alternative feelings affect the scene?
            • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
            • Make connections between oneself and the character's emotions in a dramatic/ theatrical work and be able to explain how those connections are made (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
            • Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
            • Analyze the props and costumes from multiple drama/theatrical works. Be able to explain how they contribute to the story or characters in the work.
            Arts Education (2017)
            Grade(s): 2
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            19) Use a prop or costume in a guided drama experience to enhance characters, settings, or events.

            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
            • cause and effect
            • personal preferences
            Voice
            Movement
            Characterization
            Directing
            Design
            Theatrical production
            Skill Examples:
            • Point out the artistic and technical choices made during a chosen piece (movement, props, and other technical elements).
            • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
            • Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
            • Explain one's own personal preferences in regard to theatre, and analyze how that preference might color one's judgment of a theatrical work.
            • Explain how a theatre performance affects one's emotions.
            • Identify cause and effect in a chosen drama or story.
            • Discuss and compare the feelings a scene might bring forth. Are those feelings the same as the feelings of the characters? How might alternative feelings affect the scene?
            • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
            • Make connections between oneself and the character's emotions in a dramatic/ theatrical work and be able to explain how those connections are made (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
            • Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
            • Analyze the props and costumes from multiple drama/theatrical works. Be able to explain how they contribute to the story or characters in the work.
            Arts Education (2017)
            Grade(s): 2
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            20) Describe how characters respond to challenges in a guided drama experience.

            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
            • cause and effect
            • personal preferences
            Voice
            Movement
            Characterization
            Directing
            Design
            Theatrical production
            Skill Examples:
            • Point out the artistic and technical choices made during a chosen piece (movement, props, and other technical elements).
            • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
            • Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
            • Explain one's own personal preferences in regard to theatre, and analyze how that preference might color one's judgment of a theatrical work.
            • Explain how a theatre performance affects one's emotions.
            • Identify cause and effect in a chosen drama or story.
            • Discuss and compare the feelings a scene might bring forth. Are those feelings the same as the feelings of the characters? How might alternative feelings affect the scene?
            • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
            • Make connections between oneself and the character's emotions in a dramatic/ theatrical work and be able to explain how those connections are made (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
            • Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
            • Analyze the props and costumes from multiple drama/theatrical works. Be able to explain how they contribute to the story or characters in the work.
            Connecting
            Empathize
            Arts Education (2017)
            Grade(s): 2
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            21) Relate character experiences to personal experiences in a guided drama experience.

            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
            • community
            • society
            • social issues
            • culture
            Analysis
            Voice
            Movement
            Characterization
            Directing
            Design
            • improvisation
            Theatrical production
            Skill Examples:
            • Identify personal experiences and knowledge that relate to character experiences in a dramatic work.
            • Connect personal experiences and knowledge to experiences of characters in a dramatic/ theatrical work (e.g., a commercial, a video, a skit, etc.).
            • Identify connections to community in a dramatic/ theatrical work.
            • Identify connections to social issues in a dramatic/ theatrical work.
            • Perform problem-solving activities with students to prepare them for character roles.
            • Familiarize oneself with a classic story such as Cinderella then explore versions of the tale as told by different cultures.
            • Note the differences and similarities between the fairytales of different cultures, such as German, Japanese, and Dutch fairytales.
            • Collaborate to improvise a short scene based on a non-fiction literary source.
            Interrelate
            Arts Education (2017)
            Grade(s): 2
            Theatre
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            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            22) Determine problem-solving techniques from different art forms and content areas to apply in a guided drama experience.

            Example: Use mathematical skills to tell the story, "The Three Little Pigs."

            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
            • community
            • society
            • social issues
            • culture
            Analysis
            Voice
            Movement
            Characterization
            Directing
            Design
            • improvisation
            Theatrical production
            Skill Examples:
            • Identify personal experiences and knowledge that relate to character experiences in a dramatic work.
            • Connect personal experiences and knowledge to experiences of characters in a dramatic/ theatrical work (e.g., a commercial, a video, a skit, etc.).
            • Identify connections to community in a dramatic/ theatrical work.
            • Identify connections to social issues in a dramatic/ theatrical work.
            • Perform problem-solving activities with students to prepare them for character roles.
            • Familiarize oneself with a classic story such as Cinderella then explore versions of the tale as told by different cultures.
            • Note the differences and similarities between the fairytales of different cultures, such as German, Japanese, and Dutch fairytales.
            • Collaborate to improvise a short scene based on a non-fiction literary source.
            Research
            Arts Education (2017)
            Grade(s): 2
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            23) Identify similarities and differences in stories from multiple cultures in a guided drama experience.

            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
            • community
            • society
            • social issues
            • culture
            Analysis
            Voice
            Movement
            Characterization
            Directing
            Design
            • improvisation
            Theatrical production
            Skill Examples:
            • Identify personal experiences and knowledge that relate to character experiences in a dramatic work.
            • Connect personal experiences and knowledge to experiences of characters in a dramatic/ theatrical work (e.g., a commercial, a video, a skit, etc.).
            • Identify connections to community in a dramatic/ theatrical work.
            • Identify connections to social issues in a dramatic/ theatrical work.
            • Perform problem-solving activities with students to prepare them for character roles.
            • Familiarize oneself with a classic story such as Cinderella then explore versions of the tale as told by different cultures.
            • Note the differences and similarities between the fairytales of different cultures, such as German, Japanese, and Dutch fairytales.
            • Collaborate to improvise a short scene based on a non-fiction literary source.
            Arts Education (2017)
            Grade(s): 2
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            24) Collaborate on the creation of a short scene based on a non-fiction literary source in a guided drama experience.

            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
            • community
            • society
            • social issues
            • culture
            Analysis
            Voice
            Movement
            Characterization
            Directing
            Design
            • improvisation
            Theatrical production
            Skill Examples:
            • Identify personal experiences and knowledge that relate to character experiences in a dramatic work.
            • Connect personal experiences and knowledge to experiences of characters in a dramatic/ theatrical work (e.g., a commercial, a video, a skit, etc.).
            • Identify connections to community in a dramatic/ theatrical work.
            • Identify connections to social issues in a dramatic/ theatrical work.
            • Perform problem-solving activities with students to prepare them for character roles.
            • Familiarize oneself with a classic story such as Cinderella then explore versions of the tale as told by different cultures.
            • Note the differences and similarities between the fairytales of different cultures, such as German, Japanese, and Dutch fairytales.
            • Collaborate to improvise a short scene based on a non-fiction literary source.
            Creating
            Envision, Conceptualize
            Arts Education (2017)
            Grade(s): 3
            Theatre
            All Resources: 2
            Learning Activities: 0
            Lesson Plans: 2
            Classroom Resources: 0
            Unit Plans: 0
            1) Create roles, imagined worlds, and improvised stories in a drama/theatre work.

            Insight Unpacked Content
            Artistic Process: Creating
            Anchor Standards:
            Anchor Standard 1: Generate and conceptualize artistic ideas and work.
            Process Components: Envision, Conceptualize
            Essential Questions:
            EU: Theatre Artists rely on intuition, curiosity and critical inquiry.
            EQ: What happens when Theatre artists use their imagination and/or learned theatre skills while engaging in creative exploration and inquiry?
            Concepts & Vocabulary:
            Research
            • 6 journalistic questions: (who, what, when, where, why)
            • peers

            Analysis
            • levels
            • setting
            • real
            • imaginary
            • constructive criticism
            Voice
            • speed
            • pitch
            • volume
            Movement
            • improvise
            • gesture
            • tableau
            Characterization
            • motivation
            Directing
            Design
            • sets
            • props
            Theatrical production
            • collaborate
            • polish
            • rehearse
            Skill Examples:
            • Brainstorm ideas for roles, imaginary worlds, and stories.
            • Explore and articulate ideas for costumes for an improvised dramatic/ theatrical work.
            • Explore and articulate ideas for props for an improvised dramatic/ theatrical work.
            • Explore and articulate ideas for sets for an improvised dramatic/ theatrical work.
            • Explore and articulate ideas for setting for an improvised dramatic/ theatrical work.
            • Explore and articulate characters for an improvised dramatic/ theatrical work.
            • Collaborate to determine how characters might move in the dramatic/ theatrical work. Use high, medium, and low levels made by crouching, crawling, leaping, stretching to reach something high, etc.
            • Collaborate to determine how characters might speak in the dramatic/ theatrical work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
            • Determine what the given circumstances are of a character in a dramatic/ theatrical work which include the elements that affect a character: his personal situation, the setting, events that are related to the character or historical period, and the character's motivation.
            • Use different methods (i.e., improvisational theater games, research) to devise original ideas for dramatic/ theatrical work.
            • Compare ideas with peers.
            • Make choices with peers that will improve and deepen the group's dramatic/ theatrical work through the use of constructive criticism.
            • Collaborate with the group to fit within the parameters of the dramatic/ theatrical work. Staging choices may vary (i.e., Reader's Theater use of tableau, etc.).
            • Collaborate with peers to polish the group work to fit the parameters of the work.
            • Participate in vocal exploration (perhaps by using vocal exercises and theater games) in improvised or scripted dramatic/ theatrical work.
            • Make design choices to support a improvised or scripted work.
            • Make technical choices to support a improvised or scripted work.
            • Practice and refine or polish the design and technical choices for a devised or scripted dramatic/ theatrical work.
            Arts Education (2017)
            Grade(s): 3
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            2) Explore and articulate ideas for costumes, props, and sets for the environment and characters in a drama/theatre work.

            Insight Unpacked Content
            Artistic Process: Creating
            Anchor Standards:
            Anchor Standard 1: Generate and conceptualize artistic ideas and work.
            Process Components: Envision, Conceptualize
            Essential Questions:
            EU: Theatre Artists rely on intuition, curiosity and critical inquiry.
            EQ: What happens when Theatre artists use their imagination and/or learned theatre skills while engaging in creative exploration and inquiry?
            Concepts & Vocabulary:
            Research
            • 6 journalistic questions: (who, what, when, where, why)
            • peers

            Analysis
            • levels
            • setting
            • real
            • imaginary
            • constructive criticism
            Voice
            • speed
            • pitch
            • volume
            Movement
            • improvise
            • gesture
            • tableau
            Characterization
            • motivation
            Directing
            Design
            • sets
            • props
            Theatrical production
            • collaborate
            • polish
            • rehearse
            Skill Examples:
            • Brainstorm ideas for roles, imaginary worlds, and stories.
            • Explore and articulate ideas for costumes for an improvised dramatic/ theatrical work.
            • Explore and articulate ideas for props for an improvised dramatic/ theatrical work.
            • Explore and articulate ideas for sets for an improvised dramatic/ theatrical work.
            • Explore and articulate ideas for setting for an improvised dramatic/ theatrical work.
            • Explore and articulate characters for an improvised dramatic/ theatrical work.
            • Collaborate to determine how characters might move in the dramatic/ theatrical work. Use high, medium, and low levels made by crouching, crawling, leaping, stretching to reach something high, etc.
            • Collaborate to determine how characters might speak in the dramatic/ theatrical work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
            • Determine what the given circumstances are of a character in a dramatic/ theatrical work which include the elements that affect a character: his personal situation, the setting, events that are related to the character or historical period, and the character's motivation.
            • Use different methods (i.e., improvisational theater games, research) to devise original ideas for dramatic/ theatrical work.
            • Compare ideas with peers.
            • Make choices with peers that will improve and deepen the group's dramatic/ theatrical work through the use of constructive criticism.
            • Collaborate with the group to fit within the parameters of the dramatic/ theatrical work. Staging choices may vary (i.e., Reader's Theater use of tableau, etc.).
            • Collaborate with peers to polish the group work to fit the parameters of the work.
            • Participate in vocal exploration (perhaps by using vocal exercises and theater games) in improvised or scripted dramatic/ theatrical work.
            • Make design choices to support a improvised or scripted work.
            • Make technical choices to support a improvised or scripted work.
            • Practice and refine or polish the design and technical choices for a devised or scripted dramatic/ theatrical work.
            Develop
            Arts Education (2017)
            Grade(s): 3
            Theatre
            All Resources: 1
            Learning Activities: 0
            Lesson Plans: 1
            Classroom Resources: 0
            Unit Plans: 0
            3) Collaborate to determine how characters might move and speak to support the story and given circumstances in drama/theatre work.

            Insight Unpacked Content
            Artistic Process: Creating
            Anchor Standards:
            Anchor Standard 2: Organize and develop artistic ideas and work.
            Process Components: Develop
            Essential Questions:
            EU: Theatre artists work to discover different ways of communicating meaning.
            EQ: How, when, and why do theatre artists' choices change?
            Concepts & Vocabulary:
            Research
            • 6 journalistic questions: (who, what, when, where, why)
            • peers

            Analysis
            • levels
            • setting
            • real
            • imaginary
            • constructive criticism
            Voice
            • speed
            • pitch
            • volume
            Movement
            • improvise
            • gesture
            • tableau
            Characterization
            • motivation
            Directing
            Design
            • sets
            • props
            Theatrical production
            • collaborate
            • polish
            • rehearse
            Skill Examples:
            • Brainstorm ideas for roles, imaginary worlds, and stories.
            • Explore and articulate ideas for costumes for an improvised dramatic/ theatrical work.
            • Explore and articulate ideas for props for an improvised dramatic/ theatrical work.
            • Explore and articulate ideas for sets for an improvised dramatic/ theatrical work.
            • Explore and articulate ideas for setting for an improvised dramatic/ theatrical work.
            • Explore and articulate characters for an improvised dramatic/ theatrical work.
            • Collaborate to determine how characters might move in the dramatic/ theatrical work. Use high, medium, and low levels made by crouching, crawling, leaping, stretching to reach something high, etc.
            • Collaborate to determine how characters might speak in the dramatic/ theatrical work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
            • Determine what the given circumstances are of a character in a dramatic/ theatrical work which include the elements that affect a character: his personal situation, the setting, events that are related to the character or historical period, and the character's motivation.
            • Use different methods (i.e., improvisational theater games, research) to devise original ideas for dramatic/ theatrical work.
            • Compare ideas with peers.
            • Make choices with peers that will improve and deepen the group's dramatic/ theatrical work through the use of constructive criticism.
            • Collaborate with the group to fit within the parameters of the dramatic/ theatrical work. Staging choices may vary (i.e., Reader's Theater use of tableau, etc.).
            • Collaborate with peers to polish the group work to fit the parameters of the work.
            • Participate in vocal exploration (perhaps by using vocal exercises and theater games) in improvised or scripted dramatic/ theatrical work.
            • Make design choices to support a improvised or scripted work.
            • Make technical choices to support a improvised or scripted work.
            • Practice and refine or polish the design and technical choices for a devised or scripted dramatic/ theatrical work.
            Arts Education (2017)
            Grade(s): 3
            Theatre
            All Resources: 1
            Learning Activities: 1
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            4) Participate in methods of investigation to devise original ideas for a drama/theatre work.

            Example: Interview a grandparent to create a monologue from the perspective of someone born in another time period.

            Insight Unpacked Content
            Artistic Process: Creating
            Anchor Standards:
            Anchor Standard 2: Organize and develop artistic ideas and work.
            Process Components: Develop
            Essential Questions:
            EU: Theatre artists work to discover different ways of communicating meaning.
            EQ: How, when, and why do theatre artists' choices change?
            Concepts & Vocabulary:
            Research
            • 6 journalistic questions: (who, what, when, where, why)
            • peers

            Analysis
            • levels
            • setting
            • real
            • imaginary
            • constructive criticism
            Voice
            • speed
            • pitch
            • volume
            Movement
            • improvise
            • gesture
            • tableau
            Characterization
            • motivation
            Directing
            Design
            • sets
            • props
            Theatrical production
            • collaborate
            • polish
            • rehearse
            Skill Examples:
            • Brainstorm ideas for roles, imaginary worlds, and stories.
            • Explore and articulate ideas for costumes for an improvised dramatic/ theatrical work.
            • Explore and articulate ideas for props for an improvised dramatic/ theatrical work.
            • Explore and articulate ideas for sets for an improvised dramatic/ theatrical work.
            • Explore and articulate ideas for setting for an improvised dramatic/ theatrical work.
            • Explore and articulate characters for an improvised dramatic/ theatrical work.
            • Collaborate to determine how characters might move in the dramatic/ theatrical work. Use high, medium, and low levels made by crouching, crawling, leaping, stretching to reach something high, etc.
            • Collaborate to determine how characters might speak in the dramatic/ theatrical work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
            • Determine what the given circumstances are of a character in a dramatic/ theatrical work which include the elements that affect a character: his personal situation, the setting, events that are related to the character or historical period, and the character's motivation.
            • Use different methods (i.e., improvisational theater games, research) to devise original ideas for dramatic/ theatrical work.
            • Compare ideas with peers.
            • Make choices with peers that will improve and deepen the group's dramatic/ theatrical work through the use of constructive criticism.
            • Collaborate with the group to fit within the parameters of the dramatic/ theatrical work. Staging choices may vary (i.e., Reader's Theater use of tableau, etc.).
            • Collaborate with peers to polish the group work to fit the parameters of the work.
            • Participate in vocal exploration (perhaps by using vocal exercises and theater games) in improvised or scripted dramatic/ theatrical work.
            • Make design choices to support a improvised or scripted work.
            • Make technical choices to support a improvised or scripted work.
            • Practice and refine or polish the design and technical choices for a devised or scripted dramatic/ theatrical work.
            Arts Education (2017)
            Grade(s): 3
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            5) Compare ideas with peers and make selections that will enhance and deepen group drama/theatre work.

            Insight Unpacked Content
            Artistic Process: Creating
            Anchor Standards:
            Anchor Standard 2: Organize and develop artistic ideas and work.
            Process Components: Develop
            Essential Questions:
            EU: Theatre artists work to discover different ways of communicating meaning.
            EQ: How, when, and why do theatre artists' choices change?
            Concepts & Vocabulary:
            Research
            • 6 journalistic questions: (who, what, when, where, why)
            • peers

            Analysis
            • levels
            • setting
            • real
            • imaginary
            • constructive criticism
            Voice
            • speed
            • pitch
            • volume
            Movement
            • improvise
            • gesture
            • tableau
            Characterization
            • motivation
            Directing
            Design
            • sets
            • props
            Theatrical production
            • collaborate
            • polish
            • rehearse
            Skill Examples:
            • Brainstorm ideas for roles, imaginary worlds, and stories.
            • Explore and articulate ideas for costumes for an improvised dramatic/ theatrical work.
            • Explore and articulate ideas for props for an improvised dramatic/ theatrical work.
            • Explore and articulate ideas for sets for an improvised dramatic/ theatrical work.
            • Explore and articulate ideas for setting for an improvised dramatic/ theatrical work.
            • Explore and articulate characters for an improvised dramatic/ theatrical work.
            • Collaborate to determine how characters might move in the dramatic/ theatrical work. Use high, medium, and low levels made by crouching, crawling, leaping, stretching to reach something high, etc.
            • Collaborate to determine how characters might speak in the dramatic/ theatrical work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
            • Determine what the given circumstances are of a character in a dramatic/ theatrical work which include the elements that affect a character: his personal situation, the setting, events that are related to the character or historical period, and the character's motivation.
            • Use different methods (i.e., improvisational theater games, research) to devise original ideas for dramatic/ theatrical work.
            • Compare ideas with peers.
            • Make choices with peers that will improve and deepen the group's dramatic/ theatrical work through the use of constructive criticism.
            • Collaborate with the group to fit within the parameters of the dramatic/ theatrical work. Staging choices may vary (i.e., Reader's Theater use of tableau, etc.).
            • Collaborate with peers to polish the group work to fit the parameters of the work.
            • Participate in vocal exploration (perhaps by using vocal exercises and theater games) in improvised or scripted dramatic/ theatrical work.
            • Make design choices to support a improvised or scripted work.
            • Make technical choices to support a improvised or scripted work.
            • Practice and refine or polish the design and technical choices for a devised or scripted dramatic/ theatrical work.
            Rehearse
            Arts Education (2017)
            Grade(s): 3
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            6) Collaborate with peers to revise, refine, and adapt ideas to fit the given parameters of a drama/theatre work.

            Insight Unpacked Content
            Artistic Process: Creating
            Anchor Standards:
            Anchor Standard 3: Refine and complete artistic work.
            Process Components: Rehearse
            Essential Questions:
            EU: Theatre artists refine their work and practice their craft through rehearsal.
            EQ: How do theatre artists transform and edit their initial ideas?
            Concepts & Vocabulary:
            Research
            • 6 journalistic questions: (who, what, when, where, why)
            • peers

            Analysis
            • levels
            • setting
            • real
            • imaginary
            • constructive criticism
            Voice
            • speed
            • pitch
            • volume
            Movement
            • improvise
            • gesture
            • tableau
            Characterization
            • motivation
            Directing
            Design
            • sets
            • props
            Theatrical production
            • collaborate
            • polish
            • rehearse
            Skill Examples:
            • Brainstorm ideas for roles, imaginary worlds, and stories.
            • Explore and articulate ideas for costumes for an improvised dramatic/ theatrical work.
            • Explore and articulate ideas for props for an improvised dramatic/ theatrical work.
            • Explore and articulate ideas for sets for an improvised dramatic/ theatrical work.
            • Explore and articulate ideas for setting for an improvised dramatic/ theatrical work.
            • Explore and articulate characters for an improvised dramatic/ theatrical work.
            • Collaborate to determine how characters might move in the dramatic/ theatrical work. Use high, medium, and low levels made by crouching, crawling, leaping, stretching to reach something high, etc.
            • Collaborate to determine how characters might speak in the dramatic/ theatrical work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
            • Determine what the given circumstances are of a character in a dramatic/ theatrical work which include the elements that affect a character: his personal situation, the setting, events that are related to the character or historical period, and the character's motivation.
            • Use different methods (i.e., improvisational theater games, research) to devise original ideas for dramatic/ theatrical work.
            • Compare ideas with peers.
            • Make choices with peers that will improve and deepen the group's dramatic/ theatrical work through the use of constructive criticism.
            • Collaborate with the group to fit within the parameters of the dramatic/ theatrical work. Staging choices may vary (i.e., Reader's Theater use of tableau, etc.).
            • Collaborate with peers to polish the group work to fit the parameters of the work.
            • Participate in vocal exploration (perhaps by using vocal exercises and theater games) in improvised or scripted dramatic/ theatrical work.
            • Make design choices to support a improvised or scripted work.
            • Make technical choices to support a improvised or scripted work.
            • Practice and refine or polish the design and technical choices for a devised or scripted dramatic/ theatrical work.
            Arts Education (2017)
            Grade(s): 3
            Theatre
            All Resources: 1
            Learning Activities: 0
            Lesson Plans: 1
            Classroom Resources: 0
            Unit Plans: 0
            7) Participate in and contribute to physical and vocal exploration in an improvised or scripted drama/theatre work.

            Insight Unpacked Content
            Artistic Process: Creating
            Anchor Standards:
            Anchor Standard 3: Refine and complete artistic work.
            Process Components: Rehearse
            Essential Questions:
            EU: Theatre artists refine their work and practice their craft through rehearsal.
            EQ: How do theatre artists transform and edit their initial ideas?
            Concepts & Vocabulary:
            Research
            • 6 journalistic questions: (who, what, when, where, why)
            • peers

            Analysis
            • levels
            • setting
            • real
            • imaginary
            • constructive criticism
            Voice
            • speed
            • pitch
            • volume
            Movement
            • improvise
            • gesture
            • tableau
            Characterization
            • motivation
            Directing
            Design
            • sets
            • props
            Theatrical production
            • collaborate
            • polish
            • rehearse
            Skill Examples:
            • Brainstorm ideas for roles, imaginary worlds, and stories.
            • Explore and articulate ideas for costumes for an improvised dramatic/ theatrical work.
            • Explore and articulate ideas for props for an improvised dramatic/ theatrical work.
            • Explore and articulate ideas for sets for an improvised dramatic/ theatrical work.
            • Explore and articulate ideas for setting for an improvised dramatic/ theatrical work.
            • Explore and articulate characters for an improvised dramatic/ theatrical work.
            • Collaborate to determine how characters might move in the dramatic/ theatrical work. Use high, medium, and low levels made by crouching, crawling, leaping, stretching to reach something high, etc.
            • Collaborate to determine how characters might speak in the dramatic/ theatrical work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
            • Determine what the given circumstances are of a character in a dramatic/ theatrical work which include the elements that affect a character: his personal situation, the setting, events that are related to the character or historical period, and the character's motivation.
            • Use different methods (i.e., improvisational theater games, research) to devise original ideas for dramatic/ theatrical work.
            • Compare ideas with peers.
            • Make choices with peers that will improve and deepen the group's dramatic/ theatrical work through the use of constructive criticism.
            • Collaborate with the group to fit within the parameters of the dramatic/ theatrical work. Staging choices may vary (i.e., Reader's Theater use of tableau, etc.).
            • Collaborate with peers to polish the group work to fit the parameters of the work.
            • Participate in vocal exploration (perhaps by using vocal exercises and theater games) in improvised or scripted dramatic/ theatrical work.
            • Make design choices to support a improvised or scripted work.
            • Make technical choices to support a improvised or scripted work.
            • Practice and refine or polish the design and technical choices for a devised or scripted dramatic/ theatrical work.
            Arts Education (2017)
            Grade(s): 3
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            8) Practice and refine design and technical choices to support 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:
            Research
            • 6 journalistic questions: (who, what, when, where, why)
            • peers

            Analysis
            • levels
            • setting
            • real
            • imaginary
            • constructive criticism
            Voice
            • speed
            • pitch
            • volume
            Movement
            • improvise
            • gesture
            • tableau
            Characterization
            • motivation
            Directing
            Design
            • sets
            • props
            Theatrical production
            • collaborate
            • polish
            • rehearse
            Skill Examples:
            • Brainstorm ideas for roles, imaginary worlds, and stories.
            • Explore and articulate ideas for costumes for an improvised dramatic/ theatrical work.
            • Explore and articulate ideas for props for an improvised dramatic/ theatrical work.
            • Explore and articulate ideas for sets for an improvised dramatic/ theatrical work.
            • Explore and articulate ideas for setting for an improvised dramatic/ theatrical work.
            • Explore and articulate characters for an improvised dramatic/ theatrical work.
            • Collaborate to determine how characters might move in the dramatic/ theatrical work. Use high, medium, and low levels made by crouching, crawling, leaping, stretching to reach something high, etc.
            • Collaborate to determine how characters might speak in the dramatic/ theatrical work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
            • Determine what the given circumstances are of a character in a dramatic/ theatrical work which include the elements that affect a character: his personal situation, the setting, events that are related to the character or historical period, and the character's motivation.
            • Use different methods (i.e., improvisational theater games, research) to devise original ideas for dramatic/ theatrical work.
            • Compare ideas with peers.
            • Make choices with peers that will improve and deepen the group's dramatic/ theatrical work through the use of constructive criticism.
            • Collaborate with the group to fit within the parameters of the dramatic/ theatrical work. Staging choices may vary (i.e., Reader's Theater use of tableau, etc.).
            • Collaborate with peers to polish the group work to fit the parameters of the work.
            • Participate in vocal exploration (perhaps by using vocal exercises and theater games) in improvised or scripted dramatic/ theatrical work.
            • Make design choices to support a improvised or scripted work.
            • Make technical choices to support a improvised or scripted work.
            • Practice and refine or polish the design and technical choices for a devised or scripted dramatic/ theatrical work.
            Performing
            Select
            Arts Education (2017)
            Grade(s): 3
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            9) Apply the elements of dramatic structure to a story and create 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
            • reflection
            Analysis
            • plot
            • dialogue
            • exposition
            • conflict
            • rising action
            • climax
            • falling action
            • resolution
            Voice
            • pitch
            • volume
            • tone
            • relaxation
            • breathing
            • articulation
            Movement
            • posture
            • facial expression
            • gestures
            Characterization
            Directing
            Design
            • scenery
            • costumes
            • makeup
            • props
            Theatrical production
            • concentration
            • recall
            • technical elements
            Skill Examples:
            • Identify parts (see Freytag's pyramid) or other formats for dramatic plot structure and be able to identify examples of conflict in dialogue or short scenes.
            • Apply and use the elements of dramatic structure to create a dramatic/ theatrical work by mapping out a scene around some central conflict.
            • Investigate how movement is incorporated into a dramatic/ theatrical work through posture, facial expression, and gesture.
            • Investigate how voice is incorporated into a dramatic/ theatrical work through pitch, volume, and tone.
            • Participate in various physical exercises that can be used in a group setting for dramatic/ theatrical work to enhance expressiveness of movement and working as part of a group.
            • Participate in various vocal exercises that can be used in a group setting for dramatic/ theatrical work to work on relaxation, breathing, and articulation.
            • Participate in emotional/ mental exercises that can be used in a group setting for dramatic/ theatrical work, especially exercises that enhance concentration and recall.
            • Identify technical elements that are used in a dramatic/ theatrical work including scenery, costumes &/or makeup, props, etc.
            • Practice dramatic/ theatrical work individually.
            • Share reflections of the work individually.
            • Practice dramatic/ theatrical work in small groups.
            • Share reflections of the work in small groups.
            • Determine how sharing reflections enhances or harms the creative experience.
            Arts Education (2017)
            Grade(s): 3
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            10) Investigate how movement and voice are incorporated into 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
            • reflection
            Analysis
            • plot
            • dialogue
            • exposition
            • conflict
            • rising action
            • climax
            • falling action
            • resolution
            Voice
            • pitch
            • volume
            • tone
            • relaxation
            • breathing
            • articulation
            Movement
            • posture
            • facial expression
            • gestures
            Characterization
            Directing
            Design
            • scenery
            • costumes
            • makeup
            • props
            Theatrical production
            • concentration
            • recall
            • technical elements
            Skill Examples:
            • Identify parts (see Freytag's pyramid) or other formats for dramatic plot structure and be able to identify examples of conflict in dialogue or short scenes.
            • Apply and use the elements of dramatic structure to create a dramatic/ theatrical work by mapping out a scene around some central conflict.
            • Investigate how movement is incorporated into a dramatic/ theatrical work through posture, facial expression, and gesture.
            • Investigate how voice is incorporated into a dramatic/ theatrical work through pitch, volume, and tone.
            • Participate in various physical exercises that can be used in a group setting for dramatic/ theatrical work to enhance expressiveness of movement and working as part of a group.
            • Participate in various vocal exercises that can be used in a group setting for dramatic/ theatrical work to work on relaxation, breathing, and articulation.
            • Participate in emotional/ mental exercises that can be used in a group setting for dramatic/ theatrical work, especially exercises that enhance concentration and recall.
            • Identify technical elements that are used in a dramatic/ theatrical work including scenery, costumes &/or makeup, props, etc.
            • Practice dramatic/ theatrical work individually.
            • Share reflections of the work individually.
            • Practice dramatic/ theatrical work in small groups.
            • Share reflections of the work in small groups.
            • Determine how sharing reflections enhances or harms the creative experience.
            Prepare
            Arts Education (2017)
            Grade(s): 3
            Theatre
            All Resources: 3
            Learning Activities: 0
            Lesson Plans: 3
            Classroom Resources: 0
            Unit Plans: 0
            11) Participate in a variety of physical, vocal, and emotional/mental exercises that can be used in a group setting for drama/theatre work.

            Insight Unpacked Content
            Artistic Process: Performing
            Anchor Standards:
            Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
            Process Components: Prepare
            Essential Questions:
            EU: Theatre artists develop personal processes and skills for a performance or design.
            EQ: What can I do to fully prepare a performance or technical design?
            Concepts & Vocabulary:
            Research
            • reflection
            Analysis
            • plot
            • dialogue
            • exposition
            • conflict
            • rising action
            • climax
            • falling action
            • resolution
            Voice
            • pitch
            • volume
            • tone
            • relaxation
            • breathing
            • articulation
            Movement
            • posture
            • facial expression
            • gestures
            Characterization
            Directing
            Design
            • scenery
            • costumes
            • makeup
            • props
            Theatrical production
            • concentration
            • recall
            • technical elements
            Skill Examples:
            • Identify parts (see Freytag's pyramid) or other formats for dramatic plot structure and be able to identify examples of conflict in dialogue or short scenes.
            • Apply and use the elements of dramatic structure to create a dramatic/ theatrical work by mapping out a scene around some central conflict.
            • Investigate how movement is incorporated into a dramatic/ theatrical work through posture, facial expression, and gesture.
            • Investigate how voice is incorporated into a dramatic/ theatrical work through pitch, volume, and tone.
            • Participate in various physical exercises that can be used in a group setting for dramatic/ theatrical work to enhance expressiveness of movement and working as part of a group.
            • Participate in various vocal exercises that can be used in a group setting for dramatic/ theatrical work to work on relaxation, breathing, and articulation.
            • Participate in emotional/ mental exercises that can be used in a group setting for dramatic/ theatrical work, especially exercises that enhance concentration and recall.
            • Identify technical elements that are used in a dramatic/ theatrical work including scenery, costumes &/or makeup, props, etc.
            • Practice dramatic/ theatrical work individually.
            • Share reflections of the work individually.
            • Practice dramatic/ theatrical work in small groups.
            • Share reflections of the work in small groups.
            • Determine how sharing reflections enhances or harms the creative experience.
            Arts Education (2017)
            Grade(s): 3
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            12) Identify the basic technical elements that can be used in drama/theatre work.

            Example: Identify costume and scenery needs for a small scene in class.

            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
            • reflection
            Analysis
            • plot
            • dialogue
            • exposition
            • conflict
            • rising action
            • climax
            • falling action
            • resolution
            Voice
            • pitch
            • volume
            • tone
            • relaxation
            • breathing
            • articulation
            Movement
            • posture
            • facial expression
            • gestures
            Characterization
            Directing
            Design
            • scenery
            • costumes
            • makeup
            • props
            Theatrical production
            • concentration
            • recall
            • technical elements
            Skill Examples:
            • Identify parts (see Freytag's pyramid) or other formats for dramatic plot structure and be able to identify examples of conflict in dialogue or short scenes.
            • Apply and use the elements of dramatic structure to create a dramatic/ theatrical work by mapping out a scene around some central conflict.
            • Investigate how movement is incorporated into a dramatic/ theatrical work through posture, facial expression, and gesture.
            • Investigate how voice is incorporated into a dramatic/ theatrical work through pitch, volume, and tone.
            • Participate in various physical exercises that can be used in a group setting for dramatic/ theatrical work to enhance expressiveness of movement and working as part of a group.
            • Participate in various vocal exercises that can be used in a group setting for dramatic/ theatrical work to work on relaxation, breathing, and articulation.
            • Participate in emotional/ mental exercises that can be used in a group setting for dramatic/ theatrical work, especially exercises that enhance concentration and recall.
            • Identify technical elements that are used in a dramatic/ theatrical work including scenery, costumes &/or makeup, props, etc.
            • Practice dramatic/ theatrical work individually.
            • Share reflections of the work individually.
            • Practice dramatic/ theatrical work in small groups.
            • Share reflections of the work in small groups.
            • Determine how sharing reflections enhances or harms the creative experience.
            Present
            Arts Education (2017)
            Grade(s): 3
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            13) Practice drama/theatre work and share reflections individually and in small groups.

            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
            • reflection
            Analysis
            • plot
            • dialogue
            • exposition
            • conflict
            • rising action
            • climax
            • falling action
            • resolution
            Voice
            • pitch
            • volume
            • tone
            • relaxation
            • breathing
            • articulation
            Movement
            • posture
            • facial expression
            • gestures
            Characterization
            Directing
            Design
            • scenery
            • costumes
            • makeup
            • props
            Theatrical production
            • concentration
            • recall
            • technical elements
            Skill Examples:
            • Identify parts (see Freytag's pyramid) or other formats for dramatic plot structure and be able to identify examples of conflict in dialogue or short scenes.
            • Apply and use the elements of dramatic structure to create a dramatic/ theatrical work by mapping out a scene around some central conflict.
            • Investigate how movement is incorporated into a dramatic/ theatrical work through posture, facial expression, and gesture.
            • Investigate how voice is incorporated into a dramatic/ theatrical work through pitch, volume, and tone.
            • Participate in various physical exercises that can be used in a group setting for dramatic/ theatrical work to enhance expressiveness of movement and working as part of a group.
            • Participate in various vocal exercises that can be used in a group setting for dramatic/ theatrical work to work on relaxation, breathing, and articulation.
            • Participate in emotional/ mental exercises that can be used in a group setting for dramatic/ theatrical work, especially exercises that enhance concentration and recall.
            • Identify technical elements that are used in a dramatic/ theatrical work including scenery, costumes &/or makeup, props, etc.
            • Practice dramatic/ theatrical work individually.
            • Share reflections of the work individually.
            • Practice dramatic/ theatrical work in small groups.
            • Share reflections of the work in small groups.
            • Determine how sharing reflections enhances or harms the creative experience.
            Responding
            Reflect
            Arts Education (2017)
            Grade(s): 3
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            14) Make observations explaining why artistic choices are made 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
            • observation
            • perspective (cultural, audience)
            • content
            • tone
            Voice
            Movement
            Characterization
            • emotions
            • memory
            Directing
            Design
            Theatrical production
            • mood
            • applaud
            • attentive
            Skill Examples:
            • Make observations that explain why artistic choices were made in a dramatic/ theatrical work (e.g., being able to explain how movement, props, and other technical elements affect mood).
            • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
            • Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
            • Explain meaning of cultural perspectives.
            • Practice identifying various cultural perspectives. Folktales from Africa, Native Americans, Japan, etc. and cultural figures such as Harriet Tubman, Mulan, etc., provide some good source material.
            • Consider multiple ways to develop a character using physical characteristics that reflect appropriate cultural perspectives (e.g., a warrior might walk with straight posture, a Chinese lady might make small, shuffling steps, etc.).
            • Consider multiple ways to develop a character using prop or costume design choices that reflect appropriate cultural perspectives (e.g., an old man may use a cane, a Japanese woman may carry a fan, a woman of African descent might wear a headscarf, etc.).
            • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
            • Make connections between oneself and the character's emotions in a dramatic/ theatrical work and be able to explain how those connections are made (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
            • Recognize how audiences evaluate dramatic/ theatrical works (e.g., content, tone, technical elements, theme, etc.).
            • Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
            • Identify what technical elements are (e.g., scenery, lighting, makeup and costume design, and props).
            • Identify and articulate technical elements found in multiple dramatic/ theatrical works.
            • Analyze the technical elements from multiple drama/ theatrical works. Be able to explain how they contribute to the story or characters in the work.
            • Explain what audience perspective is. Be able to articulate what your audience cares about, what might offend them, what they need and want, etc.
            • Evaluate and analyze problems and situations that arise in a dramatic/ theatrical work from an audience perspective. Explain how a work might be perceived from various perspectives (i.e., a sweet, old grandmother; a sad unloved, poor boy; a class clown, etc.) and how the work might need to change to work for those various audiences.
            Interpret
            Arts Education (2017)
            Grade(s): 3
            Theatre
            All Resources: 1
            Learning Activities: 1
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            15) Identify multiple personal experiences when participating in or observing a drama/theatre work.

            Insight Unpacked Content
            Artistic Process: Responding
            Anchor Standards:
            Anchor Standard 8: Interpret intent and meaning in artistic work.
            Process Components: Interpret
            Essential Questions:
            EU: Theatre artists' interpretations of drama/theatre work are influenced by personal experiences and aesthetics
            EQ: How can the same work of art communicate different messages to different people?
            Concepts & Vocabulary:
            Research
            Analysis
            • observation
            • perspective (cultural, audience)
            • content
            • tone
            Voice
            Movement
            Characterization
            • emotions
            • memory
            Directing
            Design
            Theatrical production
            • mood
            • applaud
            • attentive
            Skill Examples:
            • Make observations that explain why artistic choices were made in a dramatic/ theatrical work (e.g., being able to explain how movement, props, and other technical elements affect mood).
            • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
            • Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
            • Explain meaning of cultural perspectives.
            • Practice identifying various cultural perspectives. Folktales from Africa, Native Americans, Japan, etc. and cultural figures such as Harriet Tubman, Mulan, etc., provide some good source material.
            • Consider multiple ways to develop a character using physical characteristics that reflect appropriate cultural perspectives (e.g., a warrior might walk with straight posture, a Chinese lady might make small, shuffling steps, etc.).
            • Consider multiple ways to develop a character using prop or costume design choices that reflect appropriate cultural perspectives (e.g., an old man may use a cane, a Japanese woman may carry a fan, a woman of African descent might wear a headscarf, etc.).
            • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
            • Make connections between oneself and the character's emotions in a dramatic/ theatrical work and be able to explain how those connections are made (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
            • Recognize how audiences evaluate dramatic/ theatrical works (e.g., content, tone, technical elements, theme, etc.).
            • Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
            • Identify what technical elements are (e.g., scenery, lighting, makeup and costume design, and props).
            • Identify and articulate technical elements found in multiple dramatic/ theatrical works.
            • Analyze the technical elements from multiple drama/ theatrical works. Be able to explain how they contribute to the story or characters in the work.
            • Explain what audience perspective is. Be able to articulate what your audience cares about, what might offend them, what they need and want, etc.
            • Evaluate and analyze problems and situations that arise in a dramatic/ theatrical work from an audience perspective. Explain how a work might be perceived from various perspectives (i.e., a sweet, old grandmother; a sad unloved, poor boy; a class clown, etc.) and how the work might need to change to work for those various audiences.
            Arts Education (2017)
            Grade(s): 3
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            16) Consider multiple ways to develop a character using physical characteristics and prop or costume design choices that reflect appropriate cultural perspectives 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
            • observation
            • perspective (cultural, audience)
            • content
            • tone
            Voice
            Movement
            Characterization
            • emotions
            • memory
            Directing
            Design
            Theatrical production
            • mood
            • applaud
            • attentive
            Skill Examples:
            • Make observations that explain why artistic choices were made in a dramatic/ theatrical work (e.g., being able to explain how movement, props, and other technical elements affect mood).
            • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
            • Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
            • Explain meaning of cultural perspectives.
            • Practice identifying various cultural perspectives. Folktales from Africa, Native Americans, Japan, etc. and cultural figures such as Harriet Tubman, Mulan, etc., provide some good source material.
            • Consider multiple ways to develop a character using physical characteristics that reflect appropriate cultural perspectives (e.g., a warrior might walk with straight posture, a Chinese lady might make small, shuffling steps, etc.).
            • Consider multiple ways to develop a character using prop or costume design choices that reflect appropriate cultural perspectives (e.g., an old man may use a cane, a Japanese woman may carry a fan, a woman of African descent might wear a headscarf, etc.).
            • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
            • Make connections between oneself and the character's emotions in a dramatic/ theatrical work and be able to explain how those connections are made (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
            • Recognize how audiences evaluate dramatic/ theatrical works (e.g., content, tone, technical elements, theme, etc.).
            • Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
            • Identify what technical elements are (e.g., scenery, lighting, makeup and costume design, and props).
            • Identify and articulate technical elements found in multiple dramatic/ theatrical works.
            • Analyze the technical elements from multiple drama/ theatrical works. Be able to explain how they contribute to the story or characters in the work.
            • Explain what audience perspective is. Be able to articulate what your audience cares about, what might offend them, what they need and want, etc.
            • Evaluate and analyze problems and situations that arise in a dramatic/ theatrical work from an audience perspective. Explain how a work might be perceived from various perspectives (i.e., a sweet, old grandmother; a sad unloved, poor boy; a class clown, etc.) and how the work might need to change to work for those various audiences.
            Arts Education (2017)
            Grade(s): 3
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            17) Examine how connections are made between oneself and a character's emotions in drama/theatre work.

            Insight Unpacked Content
            Artistic Process: Responding
            Anchor Standards:
            Anchor Standard 8: Interpret intent and meaning in artistic work.
            Process Components: Interpret
            Essential Questions:
            EU: Theatre artists' interpretations of drama/theatre work are influenced by personal experiences and aesthetics
            EQ: How can the same work of art communicate different messages to different people?
            Concepts & Vocabulary:
            Research
            Analysis
            • observation
            • perspective (cultural, audience)
            • content
            • tone
            Voice
            Movement
            Characterization
            • emotions
            • memory
            Directing
            Design
            Theatrical production
            • mood
            • applaud
            • attentive
            Skill Examples:
            • Make observations that explain why artistic choices were made in a dramatic/ theatrical work (e.g., being able to explain how movement, props, and other technical elements affect mood).
            • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
            • Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
            • Explain meaning of cultural perspectives.
            • Practice identifying various cultural perspectives. Folktales from Africa, Native Americans, Japan, etc. and cultural figures such as Harriet Tubman, Mulan, etc., provide some good source material.
            • Consider multiple ways to develop a character using physical characteristics that reflect appropriate cultural perspectives (e.g., a warrior might walk with straight posture, a Chinese lady might make small, shuffling steps, etc.).
            • Consider multiple ways to develop a character using prop or costume design choices that reflect appropriate cultural perspectives (e.g., an old man may use a cane, a Japanese woman may carry a fan, a woman of African descent might wear a headscarf, etc.).
            • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
            • Make connections between oneself and the character's emotions in a dramatic/ theatrical work and be able to explain how those connections are made (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
            • Recognize how audiences evaluate dramatic/ theatrical works (e.g., content, tone, technical elements, theme, etc.).
            • Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
            • Identify what technical elements are (e.g., scenery, lighting, makeup and costume design, and props).
            • Identify and articulate technical elements found in multiple dramatic/ theatrical works.
            • Analyze the technical elements from multiple drama/ theatrical works. Be able to explain how they contribute to the story or characters in the work.
            • Explain what audience perspective is. Be able to articulate what your audience cares about, what might offend them, what they need and want, etc.
            • Evaluate and analyze problems and situations that arise in a dramatic/ theatrical work from an audience perspective. Explain how a work might be perceived from various perspectives (i.e., a sweet, old grandmother; a sad unloved, poor boy; a class clown, etc.) and how the work might need to change to work for those various audiences.
            Evaluate
            Arts Education (2017)
            Grade(s): 3
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            18) Recognize how and why audiences 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
            • observation
            • perspective (cultural, audience)
            • content
            • tone
            Voice
            Movement
            Characterization
            • emotions
            • memory
            Directing
            Design
            Theatrical production
            • mood
            • applaud
            • attentive
            Skill Examples:
            • Make observations that explain why artistic choices were made in a dramatic/ theatrical work (e.g., being able to explain how movement, props, and other technical elements affect mood).
            • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
            • Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
            • Explain meaning of cultural perspectives.
            • Practice identifying various cultural perspectives. Folktales from Africa, Native Americans, Japan, etc. and cultural figures such as Harriet Tubman, Mulan, etc., provide some good source material.
            • Consider multiple ways to develop a character using physical characteristics that reflect appropriate cultural perspectives (e.g., a warrior might walk with straight posture, a Chinese lady might make small, shuffling steps, etc.).
            • Consider multiple ways to develop a character using prop or costume design choices that reflect appropriate cultural perspectives (e.g., an old man may use a cane, a Japanese woman may carry a fan, a woman of African descent might wear a headscarf, etc.).
            • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
            • Make connections between oneself and the character's emotions in a dramatic/ theatrical work and be able to explain how those connections are made (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
            • Recognize how audiences evaluate dramatic/ theatrical works (e.g., content, tone, technical elements, theme, etc.).
            • Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
            • Identify what technical elements are (e.g., scenery, lighting, makeup and costume design, and props).
            • Identify and articulate technical elements found in multiple dramatic/ theatrical works.
            • Analyze the technical elements from multiple drama/ theatrical works. Be able to explain how they contribute to the story or characters in the work.
            • Explain what audience perspective is. Be able to articulate what your audience cares about, what might offend them, what they need and want, etc.
            • Evaluate and analyze problems and situations that arise in a dramatic/ theatrical work from an audience perspective. Explain how a work might be perceived from various perspectives (i.e., a sweet, old grandmother; a sad unloved, poor boy; a class clown, etc.) and how the work might need to change to work for those various audiences.
            Arts Education (2017)
            Grade(s): 3
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            19) Consider and analyze technical elements from multiple drama/theatre works.

            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
            • observation
            • perspective (cultural, audience)
            • content
            • tone
            Voice
            Movement
            Characterization
            • emotions
            • memory
            Directing
            Design
            Theatrical production
            • mood
            • applaud
            • attentive
            Skill Examples:
            • Make observations that explain why artistic choices were made in a dramatic/ theatrical work (e.g., being able to explain how movement, props, and other technical elements affect mood).
            • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
            • Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
            • Explain meaning of cultural perspectives.
            • Practice identifying various cultural perspectives. Folktales from Africa, Native Americans, Japan, etc. and cultural figures such as Harriet Tubman, Mulan, etc., provide some good source material.
            • Consider multiple ways to develop a character using physical characteristics that reflect appropriate cultural perspectives (e.g., a warrior might walk with straight posture, a Chinese lady might make small, shuffling steps, etc.).
            • Consider multiple ways to develop a character using prop or costume design choices that reflect appropriate cultural perspectives (e.g., an old man may use a cane, a Japanese woman may carry a fan, a woman of African descent might wear a headscarf, etc.).
            • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
            • Make connections between oneself and the character's emotions in a dramatic/ theatrical work and be able to explain how those connections are made (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
            • Recognize how audiences evaluate dramatic/ theatrical works (e.g., content, tone, technical elements, theme, etc.).
            • Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
            • Identify what technical elements are (e.g., scenery, lighting, makeup and costume design, and props).
            • Identify and articulate technical elements found in multiple dramatic/ theatrical works.
            • Analyze the technical elements from multiple drama/ theatrical works. Be able to explain how they contribute to the story or characters in the work.
            • Explain what audience perspective is. Be able to articulate what your audience cares about, what might offend them, what they need and want, etc.
            • Evaluate and analyze problems and situations that arise in a dramatic/ theatrical work from an audience perspective. Explain how a work might be perceived from various perspectives (i.e., a sweet, old grandmother; a sad unloved, poor boy; a class clown, etc.) and how the work might need to change to work for those various audiences.
            Arts Education (2017)
            Grade(s): 3
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            20) Evaluate and analyze problems and situations in a drama/theatre work from an audience perspective.

            Example: Student audiences give peer assessment of student performances.

            Insight Unpacked Content
            Artistic Process: Responding
            Anchor Standards:
            Anchor Standard 9: Apply criteria to evaluate artistic work.
            Process Components: Evaluate
            Essential Questions:
            EU: Theatre artists apply criteria to investigate, explore, and assess drama and theatre work.
            EQ: How are the theatre artist's processes and the audience's perspectives impacted by analysis and synthesis?
            Concepts & Vocabulary:
            Research
            Analysis
            • observation
            • perspective (cultural, audience)
            • content
            • tone
            Voice
            Movement
            Characterization
            • emotions
            • memory
            Directing
            Design
            Theatrical production
            • mood
            • applaud
            • attentive
            Skill Examples:
            • Make observations that explain why artistic choices were made in a dramatic/ theatrical work (e.g., being able to explain how movement, props, and other technical elements affect mood).
            • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
            • Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
            • Explain meaning of cultural perspectives.
            • Practice identifying various cultural perspectives. Folktales from Africa, Native Americans, Japan, etc. and cultural figures such as Harriet Tubman, Mulan, etc., provide some good source material.
            • Consider multiple ways to develop a character using physical characteristics that reflect appropriate cultural perspectives (e.g., a warrior might walk with straight posture, a Chinese lady might make small, shuffling steps, etc.).
            • Consider multiple ways to develop a character using prop or costume design choices that reflect appropriate cultural perspectives (e.g., an old man may use a cane, a Japanese woman may carry a fan, a woman of African descent might wear a headscarf, etc.).
            • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
            • Make connections between oneself and the character's emotions in a dramatic/ theatrical work and be able to explain how those connections are made (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
            • Recognize how audiences evaluate dramatic/ theatrical works (e.g., content, tone, technical elements, theme, etc.).
            • Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
            • Identify what technical elements are (e.g., scenery, lighting, makeup and costume design, and props).
            • Identify and articulate technical elements found in multiple dramatic/ theatrical works.
            • Analyze the technical elements from multiple drama/ theatrical works. Be able to explain how they contribute to the story or characters in the work.
            • Explain what audience perspective is. Be able to articulate what your audience cares about, what might offend them, what they need and want, etc.
            • Evaluate and analyze problems and situations that arise in a dramatic/ theatrical work from an audience perspective. Explain how a work might be perceived from various perspectives (i.e., a sweet, old grandmother; a sad unloved, poor boy; a class clown, etc.) and how the work might need to change to work for those various audiences.
            Connecting
            Empathize
            Arts Education (2017)
            Grade(s): 3
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            21) Use personal experiences and knowledge to make connections to community and culture 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
            • adaptation
            • depiction
            Analysis
            • personal experience
            • community
            • culture
            • social issues
            Voice
            Movement
            Characterization
            Directing
            Design
            Theatrical production
            • commercial
            • skit
            Skill Examples:
            • Identify personal experiences and knowledge that pertain to community and culture.
            • Connect personal experiences and knowledge to community and culture in a dramatic/ theatrical work (e.g., a commercial, a video, a skit, etc.).
            • Identify connections to community in a dramatic/ theatrical work.
            • Identify connections to social issues in a dramatic/ theatrical work.
            • Identify connections to other content areas in a dramatic/ theatrical work (e.g., art in set or prop design, science in making machines, literature in Reader's Theater, history in plot and costuming, etc.).
            • Read or familiarize oneself with a particular story (e.g., "Jack and the Beanstalk", paying close attention to characterization and plot.
            • Explore how the story is adapted and presented historically in different art forms, genres, or dramatic/ theatrical conventions (e.g., the original Cornish version of" Jack and the Beanstalk" from the 1700s, wood engravings of the tale, and other illustrations through the centuries and decades, scenes in film from Abbott and Costello to Disney to the scene in the musical Into the Woods).
            • Explain how the plot and the depictions of the main characters have changed through the years. Suggest reasons why stories might have changed.
            Interrelate
            Arts Education (2017)
            Grade(s): 3
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            22) Identify connections to community, social issues, and other content areas in drama/theatre work.

            Insight Unpacked Content
            Artistic Process: Connecting
            Anchor Standards:
            Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
            Process Components: Interrelate
            Essential Questions:
            EU: Theatre artists understand and can communicate their creative process as they analyze the way the world may be understood.
            EQ: What happens when theatre artists allow an understanding of themselves and the world to inform perceptions about theatre and the purpose of their work?
            Concepts & Vocabulary:
            Research
            • adaptation
            • depiction
            Analysis
            • personal experience
            • community
            • culture
            • social issues
            Voice
            Movement
            Characterization
            Directing
            Design
            Theatrical production
            • commercial
            • skit
            Skill Examples:
            • Identify personal experiences and knowledge that pertain to community and culture.
            • Connect personal experiences and knowledge to community and culture in a dramatic/ theatrical work (e.g., a commercial, a video, a skit, etc.).
            • Identify connections to community in a dramatic/ theatrical work.
            • Identify connections to social issues in a dramatic/ theatrical work.
            • Identify connections to other content areas in a dramatic/ theatrical work (e.g., art in set or prop design, science in making machines, literature in Reader's Theater, history in plot and costuming, etc.).
            • Read or familiarize oneself with a particular story (e.g., "Jack and the Beanstalk", paying close attention to characterization and plot.
            • Explore how the story is adapted and presented historically in different art forms, genres, or dramatic/ theatrical conventions (e.g., the original Cornish version of" Jack and the Beanstalk" from the 1700s, wood engravings of the tale, and other illustrations through the centuries and decades, scenes in film from Abbott and Costello to Disney to the scene in the musical Into the Woods).
            • Explain how the plot and the depictions of the main characters have changed through the years. Suggest reasons why stories might have changed.
            Research
            Arts Education (2017)
            Grade(s): 3
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            23) Explore how stories are adapted from literature to 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
            • adaptation
            • depiction
            Analysis
            • personal experience
            • community
            • culture
            • social issues
            Voice
            Movement
            Characterization
            Directing
            Design
            Theatrical production
            • commercial
            • skit
            Skill Examples:
            • Identify personal experiences and knowledge that pertain to community and culture.
            • Connect personal experiences and knowledge to community and culture in a dramatic/ theatrical work (e.g., a commercial, a video, a skit, etc.).
            • Identify connections to community in a dramatic/ theatrical work.
            • Identify connections to social issues in a dramatic/ theatrical work.
            • Identify connections to other content areas in a dramatic/ theatrical work (e.g., art in set or prop design, science in making machines, literature in Reader's Theater, history in plot and costuming, etc.).
            • Read or familiarize oneself with a particular story (e.g., "Jack and the Beanstalk", paying close attention to characterization and plot.
            • Explore how the story is adapted and presented historically in different art forms, genres, or dramatic/ theatrical conventions (e.g., the original Cornish version of" Jack and the Beanstalk" from the 1700s, wood engravings of the tale, and other illustrations through the centuries and decades, scenes in film from Abbott and Costello to Disney to the scene in the musical Into the Woods).
            • Explain how the plot and the depictions of the main characters have changed through the years. Suggest reasons why stories might have changed.
            Arts Education (2017)
            Grade(s): 3
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            24) Examine how artists have historically presented the same stories using different art forms, genres, or drama/theatre conventions.

            Insight Unpacked Content
            Artistic Process: Connecting
            Anchor Standards:
            Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
            Process Components: Research
            Essential Questions:
            EU: Theatre artists critically inquire into the ways others have thought about and created drama processes and productions to inform their own work.
            EQ: In what ways can research into theatre histories, theories, literature, and performances alter the way a drama process or production is understood?
            Concepts & Vocabulary:
            Research
            • adaptation
            • depiction
            Analysis
            • personal experience
            • community
            • culture
            • social issues
            Voice
            Movement
            Characterization
            Directing
            Design
            Theatrical production
            • commercial
            • skit
            Skill Examples:
            • Identify personal experiences and knowledge that pertain to community and culture.
            • Connect personal experiences and knowledge to community and culture in a dramatic/ theatrical work (e.g., a commercial, a video, a skit, etc.).
            • Identify connections to community in a dramatic/ theatrical work.
            • Identify connections to social issues in a dramatic/ theatrical work.
            • Identify connections to other content areas in a dramatic/ theatrical work (e.g., art in set or prop design, science in making machines, literature in Reader's Theater, history in plot and costuming, etc.).
            • Read or familiarize oneself with a particular story (e.g., "Jack and the Beanstalk", paying close attention to characterization and plot.
            • Explore how the story is adapted and presented historically in different art forms, genres, or dramatic/ theatrical conventions (e.g., the original Cornish version of" Jack and the Beanstalk" from the 1700s, wood engravings of the tale, and other illustrations through the centuries and decades, scenes in film from Abbott and Costello to Disney to the scene in the musical Into the Woods).
            • Explain how the plot and the depictions of the main characters have changed through the years. Suggest reasons why stories might have changed.
            Creating
            Envision, Conceptualize
            Arts Education (2017)
            Grade(s): 4
            Theatre
            All Resources: 1
            Learning Activities: 0
            Lesson Plans: 1
            Classroom Resources: 0
            Unit Plans: 0
            1) Articulate the visual details of imagined worlds and improvised stories that support the given circumstances in a drama/theatre work.

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

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

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

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

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

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

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

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

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

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

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

            Example: Use masks in Commedia del' Arte activities.

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

            Insight Unpacked Content
            Artistic Process: Performing
            Anchor Standards:
            Anchor Standard 6: Convey meaning through the presentation of artistic work.
            Process Components: Present
            Essential Questions:
            EU: Theatre artists share and present stories, ideas, and envisioned worlds to explore the human experience.
            EQ: What happens when theatre artists and audiences share a creative experience?
            Concepts & Vocabulary:
            Research
            • original work
            Analysis
            • tone
            Voice
            Movement
            • at rest
            • posture
            • open movements
            • exaggerated movement
            • stage directions
            Characterization
            Directing
            Design
            Theatrical production
            • theater etiquette
            Skill Examples:
            • Create an original dramatic/ theatrical work.
            • Modify the dialogue in the original work to change the story. (e.g., modify changing the character's motivations, goals, setting, or audience).
            • Modify the action in the original work to change the story (e.g., change the outcome, tone, theme, or conflict).
            • Make physical choices to develop a character in a dramatic/ theatrical work by using theater games such as "Who Wears This Hat?" Questions to consider: How do characters hold their faces when at rest? What is their posture? Are they open and expressive with their gestures or timid and small? How do they walk? Do they have an ailment or something embarrassing that affect the way they move? etc.
            • Practice theater exercises/ games that can be used in a group setting for a dramatic/ theatrical work. Teach stage directions with games such as "Minefield" and focus and ensemble building with games such as "Do You Love Your Neighbor?"
            • Propose the use of technical elements in a dramatic/ theatrical work (e.g., props, costumes and/or makeup, sets, etc.).
            • Share small-group dramatic/ theatrical work with peers as an audience. Audience should follow proper theater etiquette.
            • Reflect on the experience as actors and audience.
            Responding
            Reflect
            Arts Education (2017)
            Grade(s): 4
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            14) Identify artistic choices made in a drama/theatre work through participation and observation.

            Insight Unpacked Content
            Artistic Process: Responding
            Anchor Standards:
            Anchor Standard 7: Perceive and analyze artistic work.
            Process Components: Reflect
            Essential Questions:
            EU: Theatre artists reflect to understand the impact of drama processes and theatre experiences.
            EQ: How do theatre artists comprehend the essence of drama processes and theatre experiences?
            Concepts & Vocabulary:
            Research
            Analysis
            • compare
            • contrast
            • mood
            • physiological changes
            • evaluate
            Voice
            Movement
            Characterization
            • facial expressions
            • protagonist
            • antagonist
            Directing
            Design
            Theatrical production
            • humor
            • comedy
            • tragedy
            • catharsis
            Skill Examples:
            • Participate in a dramatic/ theatrical work to identify artistic choices.
            • Observe others in a dramatic/ theatrical work to identify artistic choices.
            • Compare and contrast multiple personal experiences when participating or observing a dramatic/ theatrical work. Be able to articulate these experiences and the share similarities and differences in experiences with peers.
            • Compare and contrast the qualities of characters in a dramatic/ theatrical work through physical characteristics such as hair and eye color, gestures, posture, facial expressions, clothing choices, age, etc.
            • Compare and contrast the qualities of characters through prop design choices including hand props and movable set pieces. Consider size, shape, function, color, etc., and how those traits build the theme and mood in the analysis.
            • Compare and contrast the qualities of characters through costume design qualities including how the costume reflects the needs of the character, the traits of the character, the time period and culture of the play, the changes in the character, etc.
            • Identify physiological changes connected to emotions in a dramatic/ theatrical work. Identify how the body responds to things like suspense, humor, tragedy, etc.
            • Explain how these responses produce a catharsis.
            • Develop a plan to evaluate dramatic/ theatrical work. Brainstorm and list elements of the plan.
            • Investigate how technical elements support a theme or idea in a dramatic/ theatrical work. Identify the theme or main idea and then choose the technical elements that support them. Explain how the technical elements support the theme.
            • Determine what an audience's perspective is for a dramatic/ theatrical work. Questions to consider: What aspects of the work are aesthetically pleasing to a particular audience? What traits of the protagonist would the audience favor? How would the audience feel about the theme of the work? etc.
            • Observe how a character's choices impact the audience's perspective for a dramatic/ theatrical work. Identify protagonists and antagonists and their choices. Determine how those choices influence the audience's perception of those characters and of the entire work.
            Interpret
            Arts Education (2017)
            Grade(s): 4
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            15) Compare and contrast multiple personal experiences when participating in or observing a drama/theatre work.

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

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

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

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

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

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

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

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

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

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

            Insight Unpacked Content
            Artistic Process: Connecting
            Anchor Standards:
            Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
            Process Components: Research
            Essential Questions:
            EU: Theatre artists critically inquire into the ways others have thought about and created drama processes and productions to inform their own work.
            EQ: In what ways can research into theatre histories, theories, literature, and performances alter the way a drama process or production is understood?
            Concepts & Vocabulary:
            Research
            Analysis
            • content area
            • theater conventions
            • fourth wall
            Voice
            • voice over
            • narration
            Movement
            Characterization
            Directing
            Design
            • media
            Theatrical production
            • cartoon/ animation
            • advertisement
            • play
            Skill Examples:
            • View one or more dramatic/ theatrical works that reflect the perspective of a particular community or culture in cartoons, advertisements, film, plays, etc.
            • Identify ways in which the piece reflects the perspective of a particular community or culture.
            • Identify community and social issues.
            • Identify student's perspective on the issues. Articulate perspective.
            • Use other content areas to inform student-created dramatic/ theatrical works in response to those issues. Students use at least one other content area (e.g., art, music for emphasis or emotion, literature for allusions or key phrases, history for story ideas and context, math for set design or story ideas, etc.) in their piece.
            • Research cross-cultural approaches to storytelling in dramatic/ theatrical works (e.g., ballads from the British Isles, hula, Chinese Shadow puppetry, Zajal, griot, etc.).
            • Identify the dramatic/ theatrical conventions of past historical periods. Define theatrical conventions and find examples in past historical periods (e.g. Renaissance, Restoration theater, miracle and morality play of the Middle Ages, realism, romanticism, etc.).
            • Identify the dramatic/ theatrical conventions of contemporary times (e.g., realism vs. highly stylized performances, breaking the fourth wall, political topics, narration, experimentation, use of multiple forms of media).
            • Compare and contrast the conventions of a past period with those of the present. It might be beneficial to use a Venn diagram or some other form of graphic organizer to organize similarities and differences.
            Creating
            Envision, Conceptualize
            Arts Education (2017)
            Grade(s): 5
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            1) Identify physical qualities that might reveal a character's inner traits in the imagined world of a drama/theatre work.

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

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

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

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

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

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

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

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

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

            Insight Unpacked Content
            Artistic Process: Performing
            Anchor Standards:
            Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
            Process Components: Select
            Essential Questions:
            EU: Theatre artists make strong choices to effectively convey meaning.
            EQ: Why are strong choices essential to interpreting a drama or theatre piece?
            Concepts & Vocabulary:
            Research
            Analysis
            • purpose
            Voice
            • Inflection
            Movement
            • sensory recall
            • visualization
            • personal space
            Characterization
            • internal dialogue
            Directing
            Design
            Theatrical production
            • active listening
            Skill Examples:
            • Use nonsense dialogue or one-word sentences and other such activities to have pairs or small groups practice using a variety of inflections.
            • Identify the underlying thoughts and emotions involved in the dialogue.
            • Watch a dramatic/ theatrical work and enumerate the underlying thoughts and emotions of a character.
            • Use theater games (e.g., "Follow Your Nose" or "Sculptor") to enhance the physicality of a character through sensory recall and visualization.
            • Use theater games to enhance creativity, focus, improvisation, and ensemble building.
            • Incorporate skills from theater games into a student performance (e.g., a folk story or piece of literature).
            • Prepare and rehearse the piece, polishing and revising as the collaborators see fit.
            • Be able to explain or demonstrate how the vocal and physical skills they have practiced were used in the performance.
            • Determine skills needed for active listening (e.g., concentrating, responding to, and remembering).
            • Perform piece for an audience that practices active listening.
            • Students discuss and constructively evaluate the elements of the performance, drawing on what they remember from active listening.
            Arts Education (2017)
            Grade(s): 5
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            10) Use physical choices to create meaning in a drama/theatre work.

            Insight Unpacked Content
            Artistic Process: Performing
            Anchor Standards:
            Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
            Process Components: Select
            Essential Questions:
            EU: Theatre artists make strong choices to effectively convey meaning.
            EQ: Why are strong choices essential to interpreting a drama or theatre piece?
            Concepts & Vocabulary:
            Research
            Analysis
            • purpose
            Voice
            • Inflection
            Movement
            • sensory recall
            • visualization
            • personal space
            Characterization
            • internal dialogue
            Directing
            Design
            Theatrical production
            • active listening
            Skill Examples:
            • Use nonsense dialogue or one-word sentences and other such activities to have pairs or small groups practice using a variety of inflections.
            • Identify the underlying thoughts and emotions involved in the dialogue.
            • Watch a dramatic/ theatrical work and enumerate the underlying thoughts and emotions of a character.
            • Use theater games (e.g., "Follow Your Nose" or "Sculptor") to enhance the physicality of a character through sensory recall and visualization.
            • Use theater games to enhance creativity, focus, improvisation, and ensemble building.
            • Incorporate skills from theater games into a student performance (e.g., a folk story or piece of literature).
            • Prepare and rehearse the piece, polishing and revising as the collaborators see fit.
            • Be able to explain or demonstrate how the vocal and physical skills they have practiced were used in the performance.
            • Determine skills needed for active listening (e.g., concentrating, responding to, and remembering).
            • Perform piece for an audience that practices active listening.
            • Students discuss and constructively evaluate the elements of the performance, drawing on what they remember from active listening.
            Prepare
            Arts Education (2017)
            Grade(s): 5
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            11) Choose acting exercises that can be applied to a drama/theatre work.

            Insight Unpacked Content
            Artistic Process: Performing
            Anchor Standards:
            Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
            Process Components: Prepare
            Essential Questions:
            EU: Theatre artists develop personal processes and skills for a performance or design.
            EQ: What can I do to fully prepare a performance or technical design?
            Concepts & Vocabulary:
            Research
            Analysis
            • purpose
            Voice
            • Inflection
            Movement
            • sensory recall
            • visualization
            • personal space
            Characterization
            • internal dialogue
            Directing
            Design
            Theatrical production
            • active listening
            Skill Examples:
            • Use nonsense dialogue or one-word sentences and other such activities to have pairs or small groups practice using a variety of inflections.
            • Identify the underlying thoughts and emotions involved in the dialogue.
            • Watch a dramatic/ theatrical work and enumerate the underlying thoughts and emotions of a character.
            • Use theater games (e.g., "Follow Your Nose" or "Sculptor") to enhance the physicality of a character through sensory recall and visualization.
            • Use theater games to enhance creativity, focus, improvisation, and ensemble building.
            • Incorporate skills from theater games into a student performance (e.g., a folk story or piece of literature).
            • Prepare and rehearse the piece, polishing and revising as the collaborators see fit.
            • Be able to explain or demonstrate how the vocal and physical skills they have practiced were used in the performance.
            • Determine skills needed for active listening (e.g., concentrating, responding to, and remembering).
            • Perform piece for an audience that practices active listening.
            • Students discuss and constructively evaluate the elements of the performance, drawing on what they remember from active listening.
            Arts Education (2017)
            Grade(s): 5
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            12) Demonstrate the use of technical elements in a drama/theatre work.

            Insight Unpacked Content
            Artistic Process: Performing
            Anchor Standards:
            Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
            Process Components: Prepare
            Essential Questions:
            EU: Theatre artists develop personal processes and skills for a performance or design.
            EQ: What can I do to fully prepare a performance or technical design?
            Concepts & Vocabulary:
            Research
            Analysis
            • purpose
            Voice
            • Inflection
            Movement
            • sensory recall
            • visualization
            • personal space
            Characterization
            • internal dialogue
            Directing
            Design
            Theatrical production
            • active listening
            Skill Examples:
            • Use nonsense dialogue or one-word sentences and other such activities to have pairs or small groups practice using a variety of inflections.
            • Identify the underlying thoughts and emotions involved in the dialogue.
            • Watch a dramatic/ theatrical work and enumerate the underlying thoughts and emotions of a character.
            • Use theater games (e.g., "Follow Your Nose" or "Sculptor") to enhance the physicality of a character through sensory recall and visualization.
            • Use theater games to enhance creativity, focus, improvisation, and ensemble building.
            • Incorporate skills from theater games into a student performance (e.g., a folk story or piece of literature).
            • Prepare and rehearse the piece, polishing and revising as the collaborators see fit.
            • Be able to explain or demonstrate how the vocal and physical skills they have practiced were used in the performance.
            • Determine skills needed for active listening (e.g., concentrating, responding to, and remembering).
            • Perform piece for an audience that practices active listening.
            • Students discuss and constructively evaluate the elements of the performance, drawing on what they remember from active listening.
            Present
            Arts Education (2017)
            Grade(s): 5
            Theatre
            All Resources: 2
            Learning Activities: 0
            Lesson Plans: 2
            Classroom Resources: 0
            Unit Plans: 0
            13) Present drama/theatre work informally to an audience.

            Insight Unpacked Content
            Artistic Process: Performing
            Anchor Standards:
            Anchor Standard 6: Convey meaning through the presentation of artistic work.
            Process Components: Present
            Essential Questions:
            EU: Theatre artists share and present stories, ideas, and envisioned worlds to explore the human experience.
            EQ: What happens when theatre artists and audiences share a creative experience?
            Concepts & Vocabulary:
            Research
            Analysis
            • purpose
            Voice
            • Inflection
            Movement
            • sensory recall
            • visualization
            • personal space
            Characterization
            • internal dialogue
            Directing
            Design
            Theatrical production
            • active listening
            Skill Examples:
            • Use nonsense dialogue or one-word sentences and other such activities to have pairs or small groups practice using a variety of inflections.
            • Identify the underlying thoughts and emotions involved in the dialogue.
            • Watch a dramatic/ theatrical work and enumerate the underlying thoughts and emotions of a character.
            • Use theater games (e.g., "Follow Your Nose" or "Sculptor") to enhance the physicality of a character through sensory recall and visualization.
            • Use theater games to enhance creativity, focus, improvisation, and ensemble building.
            • Incorporate skills from theater games into a student performance (e.g., a folk story or piece of literature).
            • Prepare and rehearse the piece, polishing and revising as the collaborators see fit.
            • Be able to explain or demonstrate how the vocal and physical skills they have practiced were used in the performance.
            • Determine skills needed for active listening (e.g., concentrating, responding to, and remembering).
            • Perform piece for an audience that practices active listening.
            • Students discuss and constructively evaluate the elements of the performance, drawing on what they remember from active listening.
            Responding
            Reflect
            Arts Education (2017)
            Grade(s): 5
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            14) Explain personal reactions to artistic choices made in a drama/theatre work through participation and observation.

            Insight Unpacked Content
            Artistic Process: Responding
            Anchor Standards:
            Anchor Standard 7: Perceive and analyze artistic work.
            Process Components: Reflect
            Essential Questions:
            EU: Theatre artists reflect to understand the impact of drama processes and theatre experiences.
            EQ: How do theatre artists comprehend the essence of drama processes and theatre experiences?
            Concepts & Vocabulary:
            Research
            • justify
            • evidence
            • academic language
            Analysis
            • commonality
            • infer
            Voice
            • breathing
            • intonation
            Movement
            • posture
            • gesture
            Characterization
            Directing
            Design
            Theatrical production
            Skill Examples:
            • Participate in or observe a dramatic/ theatrical work.
            • Reflect on artistic choices that reveal the purpose, mood, and theme of a dramatic/ theatrical piece.
            • Explain reactions to artistic choices made in the dramatic/ theatrical piece and justify response with evidence.
            • Participate in or observe a dramatic/ theatrical work which presents different cultures.
            • Respond to the differing cultures and explain personal responses to differences. Find commonalities amidst the differences.
            • Using theater games and observation, study the effects of emotions on posture.
            • Using theater game and observations, study the effects of emotions on gesture.
            • Using theater games and reflection, study the effects of emotions on breathing.
            • Using the theater games and reflection, study the effects of emotions on vocal intonation.
            • Transfer what has been learned through the study of emotion to study the effects of these skills on a dramatic/ theatrical work that a student has seen or in which the student has participated. Describe the effects of these skills on the piece.
            • Make or use a plan for evaluating a dramatic or theatrical work. Students should use accurate theater vocabulary to articulate the plan.
            • Watch or participate in a dramatic/ theatrical work.
            • Determine the theme of that dramatic/ theatrical work.
            • Implement the evaluation tool created in #11 in order to assess how the technical elements represent the theme of the work.
            • After watching or participating in a theatrical/dramatic. identify and enumerate what a character's given circumstances entail in the dramatic/ theatrical work. Include inferred inner thoughts of the character.
            • Identify various perspectives on the work (e.g., how the protagonist and antagonist might perceive the outcome; how a rich or poor, old or young person might differ in their perceptions of the piece).
            • Discuss how the character's given circumstances impact the audience's perspective.
            Interpret
            Arts Education (2017)
            Grade(s): 5
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            15) Justify responses based on personal experiences when participating in or observing a drama/theatre work.

            Insight Unpacked Content
            Artistic Process: Responding
            Anchor Standards:
            Anchor Standard 8: Interpret intent and meaning in artistic work.
            Process Components: Interpret
            Essential Questions:
            EU: Theatre artists' interpretations of drama/theatre work are influenced by personal experiences and aesthetics
            EQ: How can the same work of art communicate different messages to different people?
            Concepts & Vocabulary:
            Research
            • justify
            • evidence
            • academic language
            Analysis
            • commonality
            • infer
            Voice
            • breathing
            • intonation
            Movement
            • posture
            • gesture
            Characterization
            Directing
            Design
            Theatrical production
            Skill Examples:
            • Participate in or observe a dramatic/ theatrical work.
            • Reflect on artistic choices that reveal the purpose, mood, and theme of a dramatic/ theatrical piece.
            • Explain reactions to artistic choices made in the dramatic/ theatrical piece and justify response with evidence.
            • Participate in or observe a dramatic/ theatrical work which presents different cultures.
            • Respond to the differing cultures and explain personal responses to differences. Find commonalities amidst the differences.
            • Using theater games and observation, study the effects of emotions on posture.
            • Using theater game and observations, study the effects of emotions on gesture.
            • Using theater games and reflection, study the effects of emotions on breathing.
            • Using the theater games and reflection, study the effects of emotions on vocal intonation.
            • Transfer what has been learned through the study of emotion to study the effects of these skills on a dramatic/ theatrical work that a student has seen or in which the student has participated. Describe the effects of these skills on the piece.
            • Make or use a plan for evaluating a dramatic or theatrical work. Students should use accurate theater vocabulary to articulate the plan.
            • Watch or participate in a dramatic/ theatrical work.
            • Determine the theme of that dramatic/ theatrical work.
            • Implement the evaluation tool created in #11 in order to assess how the technical elements represent the theme of the work.
            • After watching or participating in a theatrical/dramatic. identify and enumerate what a character's given circumstances entail in the dramatic/ theatrical work. Include inferred inner thoughts of the character.
            • Identify various perspectives on the work (e.g., how the protagonist and antagonist might perceive the outcome; how a rich or poor, old or young person might differ in their perceptions of the piece).
            • Discuss how the character's given circumstances impact the audience's perspective.
            Arts Education (2017)
            Grade(s): 5
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            16) Explain personal responses to characters based on cultural perspectives when participating in or observing drama/theatre work.

            Insight Unpacked Content
            Artistic Process: Responding
            Anchor Standards:
            Anchor Standard 8: Interpret intent and meaning in artistic work.
            Process Components: Interpret
            Essential Questions:
            EU: Theatre artists' interpretations of drama/theatre work are influenced by personal experiences and aesthetics
            EQ: How can the same work of art communicate different messages to different people?
            Concepts & Vocabulary:
            Research
            • justify
            • evidence
            • academic language
            Analysis
            • commonality
            • infer
            Voice
            • breathing
            • intonation
            Movement
            • posture
            • gesture
            Characterization
            Directing
            Design
            Theatrical production
            Skill Examples:
            • Participate in or observe a dramatic/ theatrical work.
            • Reflect on artistic choices that reveal the purpose, mood, and theme of a dramatic/ theatrical piece.
            • Explain reactions to artistic choices made in the dramatic/ theatrical piece and justify response with evidence.
            • Participate in or observe a dramatic/ theatrical work which presents different cultures.
            • Respond to the differing cultures and explain personal responses to differences. Find commonalities amidst the differences.
            • Using theater games and observation, study the effects of emotions on posture.
            • Using theater game and observations, study the effects of emotions on gesture.
            • Using theater games and reflection, study the effects of emotions on breathing.
            • Using the theater games and reflection, study the effects of emotions on vocal intonation.
            • Transfer what has been learned through the study of emotion to study the effects of these skills on a dramatic/ theatrical work that a student has seen or in which the student has participated. Describe the effects of these skills on the piece.
            • Make or use a plan for evaluating a dramatic or theatrical work. Students should use accurate theater vocabulary to articulate the plan.
            • Watch or participate in a dramatic/ theatrical work.
            • Determine the theme of that dramatic/ theatrical work.
            • Implement the evaluation tool created in #11 in order to assess how the technical elements represent the theme of the work.
            • After watching or participating in a theatrical/dramatic. identify and enumerate what a character's given circumstances entail in the dramatic/ theatrical work. Include inferred inner thoughts of the character.
            • Identify various perspectives on the work (e.g., how the protagonist and antagonist might perceive the outcome; how a rich or poor, old or young person might differ in their perceptions of the piece).
            • Discuss how the character's given circumstances impact the audience's perspective.
            Arts Education (2017)
            Grade(s): 5
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            17) Investigate the effects of emotions on posture, gesture, breathing, and vocal intonation in a drama/theatre work.

            Insight Unpacked Content
            Artistic Process: Responding
            Anchor Standards:
            Anchor Standard 8: Interpret intent and meaning in artistic work.
            Process Components: Interpret
            Essential Questions:
            EU: Theatre artists' interpretations of drama/theatre work are influenced by personal experiences and aesthetics
            EQ: How can the same work of art communicate different messages to different people?
            Concepts & Vocabulary:
            Research
            • justify
            • evidence
            • academic language
            Analysis
            • commonality
            • infer
            Voice
            • breathing
            • intonation
            Movement
            • posture
            • gesture
            Characterization
            Directing
            Design
            Theatrical production
            Skill Examples:
            • Participate in or observe a dramatic/ theatrical work.
            • Reflect on artistic choices that reveal the purpose, mood, and theme of a dramatic/ theatrical piece.
            • Explain reactions to artistic choices made in the dramatic/ theatrical piece and justify response with evidence.
            • Participate in or observe a dramatic/ theatrical work which presents different cultures.
            • Respond to the differing cultures and explain personal responses to differences. Find commonalities amidst the differences.
            • Using theater games and observation, study the effects of emotions on posture.
            • Using theater game and observations, study the effects of emotions on gesture.
            • Using theater games and reflection, study the effects of emotions on breathing.
            • Using the theater games and reflection, study the effects of emotions on vocal intonation.
            • Transfer what has been learned through the study of emotion to study the effects of these skills on a dramatic/ theatrical work that a student has seen or in which the student has participated. Describe the effects of these skills on the piece.
            • Make or use a plan for evaluating a dramatic or theatrical work. Students should use accurate theater vocabulary to articulate the plan.
            • Watch or participate in a dramatic/ theatrical work.
            • Determine the theme of that dramatic/ theatrical work.
            • Implement the evaluation tool created in #11 in order to assess how the technical elements represent the theme of the work.
            • After watching or participating in a theatrical/dramatic. identify and enumerate what a character's given circumstances entail in the dramatic/ theatrical work. Include inferred inner thoughts of the character.
            • Identify various perspectives on the work (e.g., how the protagonist and antagonist might perceive the outcome; how a rich or poor, old or young person might differ in their perceptions of the piece).
            • Discuss how the character's given circumstances impact the audience's perspective.
            Evaluate
            Arts Education (2017)
            Grade(s): 5
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            18) Implement a plan to evaluate drama/theatre work.

            Example: Use rubrics to rate or score performances.

            Insight Unpacked Content
            Artistic Process: Responding
            Anchor Standards:
            Anchor Standard 9: Apply criteria to evaluate artistic work.
            Process Components: Evaluate
            Essential Questions:
            EU: Theatre artists apply criteria to investigate, explore, and assess drama and theatre work.
            EQ: How are the theatre artist's processes and the audience's perspectives impacted by analysis and synthesis?
            Concepts & Vocabulary:
            Research
            • justify
            • evidence
            • academic language
            Analysis
            • commonality
            • infer
            Voice
            • breathing
            • intonation
            Movement
            • posture
            • gesture
            Characterization
            Directing
            Design
            Theatrical production
            Skill Examples:
            • Participate in or observe a dramatic/ theatrical work.
            • Reflect on artistic choices that reveal the purpose, mood, and theme of a dramatic/ theatrical piece.
            • Explain reactions to artistic choices made in the dramatic/ theatrical piece and justify response with evidence.
            • Participate in or observe a dramatic/ theatrical work which presents different cultures.
            • Respond to the differing cultures and explain personal responses to differences. Find commonalities amidst the differences.
            • Using theater games and observation, study the effects of emotions on posture.
            • Using theater game and observations, study the effects of emotions on gesture.
            • Using theater games and reflection, study the effects of emotions on breathing.
            • Using the theater games and reflection, study the effects of emotions on vocal intonation.
            • Transfer what has been learned through the study of emotion to study the effects of these skills on a dramatic/ theatrical work that a student has seen or in which the student has participated. Describe the effects of these skills on the piece.
            • Make or use a plan for evaluating a dramatic or theatrical work. Students should use accurate theater vocabulary to articulate the plan.
            • Watch or participate in a dramatic/ theatrical work.
            • Determine the theme of that dramatic/ theatrical work.
            • Implement the evaluation tool created in #11 in order to assess how the technical elements represent the theme of the work.
            • After watching or participating in a theatrical/dramatic. identify and enumerate what a character's given circumstances entail in the dramatic/ theatrical work. Include inferred inner thoughts of the character.
            • Identify various perspectives on the work (e.g., how the protagonist and antagonist might perceive the outcome; how a rich or poor, old or young person might differ in their perceptions of the piece).
            • Discuss how the character's given circumstances impact the audience's perspective.
            Arts Education (2017)
            Grade(s): 5
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            19) Assess how technical elements represent the theme of a drama/theatre work.

            Insight Unpacked Content
            Artistic Process: Responding
            Anchor Standards:
            Anchor Standard 9: Apply criteria to evaluate artistic work.
            Process Components: Evaluate
            Essential Questions:
            EU: Theatre artists apply criteria to investigate, explore, and assess drama and theatre work.
            EQ: How are the theatre artist's processes and the audience's perspectives impacted by analysis and synthesis?
            Concepts & Vocabulary:
            Research
            • justify
            • evidence
            • academic language
            Analysis
            • commonality
            • infer
            Voice
            • breathing
            • intonation
            Movement
            • posture
            • gesture
            Characterization
            Directing
            Design
            Theatrical production
            Skill Examples:
            • Participate in or observe a dramatic/ theatrical work.
            • Reflect on artistic choices that reveal the purpose, mood, and theme of a dramatic/ theatrical piece.
            • Explain reactions to artistic choices made in the dramatic/ theatrical piece and justify response with evidence.
            • Participate in or observe a dramatic/ theatrical work which presents different cultures.
            • Respond to the differing cultures and explain personal responses to differences. Find commonalities amidst the differences.
            • Using theater games and observation, study the effects of emotions on posture.
            • Using theater game and observations, study the effects of emotions on gesture.
            • Using theater games and reflection, study the effects of emotions on breathing.
            • Using the theater games and reflection, study the effects of emotions on vocal intonation.
            • Transfer what has been learned through the study of emotion to study the effects of these skills on a dramatic/ theatrical work that a student has seen or in which the student has participated. Describe the effects of these skills on the piece.
            • Make or use a plan for evaluating a dramatic or theatrical work. Students should use accurate theater vocabulary to articulate the plan.
            • Watch or participate in a dramatic/ theatrical work.
            • Determine the theme of that dramatic/ theatrical work.
            • Implement the evaluation tool created in #11 in order to assess how the technical elements represent the theme of the work.
            • After watching or participating in a theatrical/dramatic. identify and enumerate what a character's given circumstances entail in the dramatic/ theatrical work. Include inferred inner thoughts of the character.
            • Identify various perspectives on the work (e.g., how the protagonist and antagonist might perceive the outcome; how a rich or poor, old or young person might differ in their perceptions of the piece).
            • Discuss how the character's given circumstances impact the audience's perspective.
            Arts Education (2017)
            Grade(s): 5
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            20) Discuss how a character's circumstances impact an audience's perspective in a drama/theatre work.

            Insight Unpacked Content
            Artistic Process: Responding
            Anchor Standards:
            Anchor Standard 9: Apply criteria to evaluate artistic work.
            Process Components: Evaluate
            Essential Questions:
            EU: Theatre artists apply criteria to investigate, explore, and assess drama and theatre work.
            EQ: How are the theatre artist's processes and the audience's perspectives impacted by analysis and synthesis?
            Concepts & Vocabulary:
            Research
            • justify
            • evidence
            • academic language
            Analysis
            • commonality
            • infer
            Voice
            • breathing
            • intonation
            Movement
            • posture
            • gesture
            Characterization
            Directing
            Design
            Theatrical production
            Skill Examples:
            • Participate in or observe a dramatic/ theatrical work.
            • Reflect on artistic choices that reveal the purpose, mood, and theme of a dramatic/ theatrical piece.
            • Explain reactions to artistic choices made in the dramatic/ theatrical piece and justify response with evidence.
            • Participate in or observe a dramatic/ theatrical work which presents different cultures.
            • Respond to the differing cultures and explain personal responses to differences. Find commonalities amidst the differences.
            • Using theater games and observation, study the effects of emotions on posture.
            • Using theater game and observations, study the effects of emotions on gesture.
            • Using theater games and reflection, study the effects of emotions on breathing.
            • Using the theater games and reflection, study the effects of emotions on vocal intonation.
            • Transfer what has been learned through the study of emotion to study the effects of these skills on a dramatic/ theatrical work that a student has seen or in which the student has participated. Describe the effects of these skills on the piece.
            • Make or use a plan for evaluating a dramatic or theatrical work. Students should use accurate theater vocabulary to articulate the plan.
            • Watch or participate in a dramatic/ theatrical work.
            • Determine the theme of that dramatic/ theatrical work.
            • Implement the evaluation tool created in #11 in order to assess how the technical elements represent the theme of the work.
            • After watching or participating in a theatrical/dramatic. identify and enumerate what a character's given circumstances entail in the dramatic/ theatrical work. Include inferred inner thoughts of the character.
            • Identify various perspectives on the work (e.g., how the protagonist and antagonist might perceive the outcome; how a rich or poor, old or young person might differ in their perceptions of the piece).
            • Discuss how the character's given circumstances impact the audience's perspective.
            Connecting
            Empathize
            Arts Education (2017)
            Grade(s): 5
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            21) Explain how drama/theatre connects oneself to a community or culture.

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

            Insight Unpacked Content
            Artistic Process: Connecting
            Anchor Standards:
            Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
            Process Components: Empathize
            Essential Questions:
            EU: Theatre artists allow awareness of interrelationships between self and others to influence and inform their work.
            EQ: What happens when theatre artists foster understanding between self and others through critical awareness, social responsibility, and the exploration of empathy?
            Concepts & Vocabulary:
            Research
            • evidence
            • historical issues
            • global issues
            • legitimate sources
            Analysis
            • social consciousness
            Voice
            Movement
            Characterization
            Directing
            Design
            Theatrical production
            • animation
            Skill Examples:
            • Students describe their community/ culture using evidence.
            • Students may view examples of socially conscious videos, commercials, poetry readings, animation, etc.
            • Students brainstorm ways that theater can connect them to their community/ culture and foster understanding and social responsibility.
            • Students do research on the historical, global, or social issues in dramatic/ theatrical pieces they have seen.
            • Students become familiar with legitimate historical research sources for theater terminology and conventions.
            • Research stories set in different cultures (e.g., Helen Keller [U.S.], Anne Frank [Germany], Aladdin [Middle East], Fisher King [England], Urashima Taro [Japan], Various Norse or Greek Myths, Aesop's fables [Greek], etc.).
            • Compare and contrast the stories and cultures from other places with those of the U.S., seeking commonalities among the differences.
            Interrelate
            Arts Education (2017)
            Grade(s): 5
            Theatre
            All Resources: 1
            Learning Activities: 0
            Lesson Plans: 1
            Classroom Resources: 0
            Unit Plans: 0
            22) Investigate historical, global, and social issues expressed in drama/theatre work.

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

            Insight Unpacked Content
            Artistic Process: Connecting
            Anchor Standards:
            Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
            Process Components: Interrelate
            Essential Questions:
            EU: Theatre artists understand and can communicate their creative process as they analyze the way the world may be understood.
            EQ: What happens when theatre artists allow an understanding of themselves and the world to inform perceptions about theatre and the purpose of their work?
            Concepts & Vocabulary:
            Research
            • evidence
            • historical issues
            • global issues
            • legitimate sources
            Analysis
            • social consciousness
            Voice
            Movement
            Characterization
            Directing
            Design
            Theatrical production
            • animation
            Skill Examples:
            • Students describe their community/ culture using evidence.
            • Students may view examples of socially conscious videos, commercials, poetry readings, animation, etc.
            • Students brainstorm ways that theater can connect them to their community/ culture and foster understanding and social responsibility.
            • Students do research on the historical, global, or social issues in dramatic/ theatrical pieces they have seen.
            • Students become familiar with legitimate historical research sources for theater terminology and conventions.
            • Research stories set in different cultures (e.g., Helen Keller [U.S.], Anne Frank [Germany], Aladdin [Middle East], Fisher King [England], Urashima Taro [Japan], Various Norse or Greek Myths, Aesop's fables [Greek], etc.).
            • Compare and contrast the stories and cultures from other places with those of the U.S., seeking commonalities among the differences.
            Research
            Arts Education (2017)
            Grade(s): 5
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            23) Analyze commonalities and differences between stories set in different cultures in preparation for a drama/theatre work.

            Insight Unpacked Content
            Artistic Process: Connecting
            Anchor Standards:
            Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
            Process Components: Research
            Essential Questions:
            EU: Theatre artists critically inquire into the ways others have thought about and created drama processes and productions to inform their own work.
            EQ: In what ways can research into theatre histories, theories, literature, and performances alter the way a drama process or production is understood?
            Concepts & Vocabulary:
            Research
            • evidence
            • historical issues
            • global issues
            • legitimate sources
            Analysis
            • social consciousness
            Voice
            Movement
            Characterization
            Directing
            Design
            Theatrical production
            • animation
            Skill Examples:
            • Students describe their community/ culture using evidence.
            • Students may view examples of socially conscious videos, commercials, poetry readings, animation, etc.
            • Students brainstorm ways that theater can connect them to their community/ culture and foster understanding and social responsibility.
            • Students do research on the historical, global, or social issues in dramatic/ theatrical pieces they have seen.
            • Students become familiar with legitimate historical research sources for theater terminology and conventions.
            • Research stories set in different cultures (e.g., Helen Keller [U.S.], Anne Frank [Germany], Aladdin [Middle East], Fisher King [England], Urashima Taro [Japan], Various Norse or Greek Myths, Aesop's fables [Greek], etc.).
            • Compare and contrast the stories and cultures from other places with those of the U.S., seeking commonalities among the differences.
            Arts Education (2017)
            Grade(s): 5
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            24) Identify historical sources that explain drama/theatre terminology and conventions.

            Insight Unpacked Content
            Artistic Process: Connecting
            Anchor Standards:
            Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
            Process Components: Research
            Essential Questions:
            EU: Theatre artists critically inquire into the ways others have thought about and created drama processes and productions to inform their own work.
            EQ: In what ways can research into theatre histories, theories, literature, and performances alter the way a drama process or production is understood?
            Concepts & Vocabulary:
            Research
            • evidence
            • historical issues
            • global issues
            • legitimate sources
            Analysis
            • social consciousness
            Voice
            Movement
            Characterization
            Directing
            Design
            Theatrical production
            • animation
            Skill Examples:
            • Students describe their community/ culture using evidence.
            • Students may view examples of socially conscious videos, commercials, poetry readings, animation, etc.
            • Students brainstorm ways that theater can connect them to their community/ culture and foster understanding and social responsibility.
            • Students do research on the historical, global, or social issues in dramatic/ theatrical pieces they have seen.
            • Students become familiar with legitimate historical research sources for theater terminology and conventions.
            • Research stories set in different cultures (e.g., Helen Keller [U.S.], Anne Frank [Germany], Aladdin [Middle East], Fisher King [England], Urashima Taro [Japan], Various Norse or Greek Myths, Aesop's fables [Greek], etc.).
            • Compare and contrast the stories and cultures from other places with those of the U.S., seeking commonalities among the differences.
            Creating
            Envision, Conceptualize
            Arts Education (2017)
            Grade(s): 6
            Theatre
            All Resources: 1
            Learning Activities: 1
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            1) Identify possible 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
            • Sixth graders work collaboratively to plan a dramatization, take part in its production, and discuss the results. They project movement and improvise dialogue in dramas. No prop, sets, or costumes used at this point.
            • The focus for this age group is to expand body awareness and sensory perceptions. Students incorporate their life experiences into dramatic play by creating environments, analyzing characters, and inventing actions to depict chosen life experiences.
            Skill Examples:
            Ways to Explore Imagination: Ways to Create Body Movement with Storytelling:
            • Students can incorporate group storytelling with using the concept of a living pop-up book. Students work in groups of three to five to write an original story and are prepared to act it out with the use of the concept of the Pop Up Book. See the link below:
            • http://www.bbbpress.com/2015/01/drama-game-pop-up-book/
            Way to Explore Artistic Choices:
            • For the idea to create their own understanding and opinion of artistic choices, students view live and recorded presentations, identifying dramatic elements such as plot, dialogue, movement, set, costume, and props. Students demonstrate, describe, and illustrate, with examples from the performance(s), a variety of ways a specific character communicates with the audience. Students should be able to articulate these opinions in oral and written form. Below is a great link to comparing acting choices in theatre vs. film. This is a great starting point:
            • https://www.theatrefolk.com/blog/stage-vs-screen-a-comparison-of-acting-techniques/
            Arts Education (2017)
            Grade(s): 6
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            2) Identify 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
            • Sixth graders work collaboratively to plan a dramatization, take part in its production, and discuss the results. They project movement and improvise dialogue in dramas. No prop, sets, or costumes used at this point.
            • The focus for this age group is to expand body awareness and sensory perceptions. Students incorporate their life experiences into dramatic play by creating environments, analyzing characters, and inventing actions to depict chosen life experiences.
            Skill Examples:
            Ways to Explore Imagination: Ways to Create Body Movement with Storytelling:
            • Students can incorporate group storytelling with using the concept of a living pop-up book. Students work in groups of three to five to write an original story and are prepared to act it out with the use of the concept of the Pop Up Book. See the link below:
            • http://www.bbbpress.com/2015/01/drama-game-pop-up-book/
            Way to Explore Artistic Choices:
            • For the idea to create their own understanding and opinion of artistic choices, students view live and recorded presentations, identifying dramatic elements such as plot, dialogue, movement, set, costume, and props. Students demonstrate, describe, and illustrate, with examples from the performance(s), a variety of ways a specific character communicates with the audience. Students should be able to articulate these opinions in oral and written form. Below is a great link to comparing acting choices in theatre vs. film. This is a great starting point:
            • https://www.theatrefolk.com/blog/stage-vs-screen-a-comparison-of-acting-techniques/
            Develop
            Arts Education (2017)
            Grade(s): 6
            Theatre
            All Resources: 2
            Learning Activities: 2
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            3) Explore a scripted or improvised character by imagining the given circumstances in a drama/theatre work.

            Insight Unpacked Content
            Artistic Process: Creating
            Anchor Standards:
            Anchor Standard 2: Organize and develop artistic ideas and work.
            Process Components: Develop
            Essential Questions:
            EU: Theatre artists work to discover different ways of communicating meaning.
            EQ: How, when, and why do theatre artists' choices change?
            Concepts & Vocabulary:
            Vocal
            Movement
            Characterization

            Skills Assessed
            • Sixth graders work collaboratively to plan a dramatization, take part in its production, and discuss the results. They project movement and improvise dialogue in dramas. No prop, sets, or costumes used at this point.
            • The focus for this age group is to expand body awareness and sensory perceptions. Students incorporate their life experiences into dramatic play by creating environments, analyzing characters, and inventing actions to depict chosen life experiences.
            Skill Examples:
            Ways to Explore Imagination: Ways to Create Body Movement with Storytelling:
            • Students can incorporate group storytelling with using the concept of a living pop-up book. Students work in groups of three to five to write an original story and are prepared to act it out with the use of the concept of the Pop Up Book. See the link below:
            • http://www.bbbpress.com/2015/01/drama-game-pop-up-book/
            Way to Explore Artistic Choices:
            • For the idea to create their own understanding and opinion of artistic choices, students view live and recorded presentations, identifying dramatic elements such as plot, dialogue, movement, set, costume, and props. Students demonstrate, describe, and illustrate, with examples from the performance(s), a variety of ways a specific character communicates with the audience. Students should be able to articulate these opinions in oral and written form. Below is a great link to comparing acting choices in theatre vs. film. This is a great starting point:
            • https://www.theatrefolk.com/blog/stage-vs-screen-a-comparison-of-acting-techniques/
            Arts Education (2017)
            Grade(s): 6
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            4) Use critical analysis to improve, refine, and evolve original ideas and artistic choices in a devised or scripted 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
            • Sixth graders work collaboratively to plan a dramatization, take part in its production, and discuss the results. They project movement and improvise dialogue in dramas. No prop, sets, or costumes used at this point.
            • The focus for this age group is to expand body awareness and sensory perceptions. Students incorporate their life experiences into dramatic play by creating environments, analyzing characters, and inventing actions to depict chosen life experiences.
            Skill Examples:
            Ways to Explore Imagination: Ways to Create Body Movement with Storytelling:
            • Students can incorporate group storytelling with using the concept of a living pop-up book. Students work in groups of three to five to write an original story and are prepared to act it out with the use of the concept of the Pop Up Book. See the link below:
            • http://www.bbbpress.com/2015/01/drama-game-pop-up-book/
            Way to Explore Artistic Choices:
            • For the idea to create their own understanding and opinion of artistic choices, students view live and recorded presentations, identifying dramatic elements such as plot, dialogue, movement, set, costume, and props. Students demonstrate, describe, and illustrate, with examples from the performance(s), a variety of ways a specific character communicates with the audience. Students should be able to articulate these opinions in oral and written form. Below is a great link to comparing acting choices in theatre vs. film. This is a great starting point:
            • https://www.theatrefolk.com/blog/stage-vs-screen-a-comparison-of-acting-techniques/
            Arts Education (2017)
            Grade(s): 6
            Theatre
            All Resources: 1
            Learning Activities: 1
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            5) Contribute ideas and accept and incorporate the ideas of others 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
            • Sixth graders work collaboratively to plan a dramatization, take part in its production, and discuss the results. They project movement and improvise dialogue in dramas. No prop, sets, or costumes used at this point.
            • The focus for this age group is to expand body awareness and sensory perceptions. Students incorporate their life experiences into dramatic play by creating environments, analyzing characters, and inventing actions to depict chosen life experiences.
            Skill Examples:
            Ways to Explore Imagination: Ways to Create Body Movement with Storytelling:
            • Students can incorporate group storytelling with using the concept of a living pop-up book. Students work in groups of three to five to write an original story and are prepared to act it out with the use of the concept of the Pop Up Book. See the link below:
            • http://www.bbbpress.com/2015/01/drama-game-pop-up-book/
            Way to Explore Artistic Choices:
            • For the idea to create their own understanding and opinion of artistic choices, students view live and recorded presentations, identifying dramatic elements such as plot, dialogue, movement, set, costume, and props. Students demonstrate, describe, and illustrate, with examples from the performance(s), a variety of ways a specific character communicates with the audience. Students should be able to articulate these opinions in oral and written form. Below is a great link to comparing acting choices in theatre vs. film. This is a great starting point:
            • https://www.theatrefolk.com/blog/stage-vs-screen-a-comparison-of-acting-techniques/
            Rehearse
            Arts Education (2017)
            Grade(s): 6
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            6) Articulate and examine choices to refine 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
            • Sixth graders work collaboratively to plan a dramatization, take part in its production, and discuss the results. They project movement and improvise dialogue in dramas. No prop, sets, or costumes used at this point.
            • The focus for this age group is to expand body awareness and sensory perceptions. Students incorporate their life experiences into dramatic play by creating environments, analyzing characters, and inventing actions to depict chosen life experiences.
            Skill Examples:
            Ways to Explore Imagination: Ways to Create Body Movement with Storytelling:
            • Students can incorporate group storytelling with using the concept of a living pop-up book. Students work in groups of three to five to write an original story and are prepared to act it out with the use of the concept of the Pop Up Book. See the link below:
            • http://www.bbbpress.com/2015/01/drama-game-pop-up-book/
            Way to Explore Artistic Choices:
            • For the idea to create their own understanding and opinion of artistic choices, students view live and recorded presentations, identifying dramatic elements such as plot, dialogue, movement, set, costume, and props. Students demonstrate, describe, and illustrate, with examples from the performance(s), a variety of ways a specific character communicates with the audience. Students should be able to articulate these opinions in oral and written form. Below is a great link to comparing acting choices in theatre vs. film. This is a great starting point:
            • https://www.theatrefolk.com/blog/stage-vs-screen-a-comparison-of-acting-techniques/
            Arts Education (2017)
            Grade(s): 6
            Theatre
            All Resources: 2
            Learning Activities: 2
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            7) Identify 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
            • Sixth graders work collaboratively to plan a dramatization, take part in its production, and discuss the results. They project movement and improvise dialogue in dramas. No prop, sets, or costumes used at this point.
            • The focus for this age group is to expand body awareness and sensory perceptions. Students incorporate their life experiences into dramatic play by creating environments, analyzing characters, and inventing actions to depict chosen life experiences.
            Skill Examples:
            Ways to Explore Imagination: Ways to Create Body Movement with Storytelling:
            • Students can incorporate group storytelling with using the concept of a living pop-up book. Students work in groups of three to five to write an original story and are prepared to act it out with the use of the concept of the Pop Up Book. See the link below:
            • http://www.bbbpress.com/2015/01/drama-game-pop-up-book/
            Way to Explore Artistic Choices:
            • For the idea to create their own understanding and opinion of artistic choices, students view live and recorded presentations, identifying dramatic elements such as plot, dialogue, movement, set, costume, and props. Students demonstrate, describe, and illustrate, with examples from the performance(s), a variety of ways a specific character communicates with the audience. Students should be able to articulate these opinions in oral and written form. Below is a great link to comparing acting choices in theatre vs. film. This is a great starting point:
            • https://www.theatrefolk.com/blog/stage-vs-screen-a-comparison-of-acting-techniques/
            Arts Education (2017)
            Grade(s): 6
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            8) Explore a planned technical design 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
            • Sixth graders work collaboratively to plan a dramatization, take part in its production, and discuss the results. They project movement and improvise dialogue in dramas. No prop, sets, or costumes used at this point.
            • The focus for this age group is to expand body awareness and sensory perceptions. Students incorporate their life experiences into dramatic play by creating environments, analyzing characters, and inventing actions to depict chosen life experiences.
            Skill Examples:
            Ways to Explore Imagination: Ways to Create Body Movement with Storytelling:
            • Students can incorporate group storytelling with using the concept of a living pop-up book. Students work in groups of three to five to write an original story and are prepared to act it out with the use of the concept of the Pop Up Book. See the link below:
            • http://www.bbbpress.com/2015/01/drama-game-pop-up-book/
            Way to Explore Artistic Choices:
            • For the idea to create their own understanding and opinion of artistic choices, students view live and recorded presentations, identifying dramatic elements such as plot, dialogue, movement, set, costume, and props. Students demonstrate, describe, and illustrate, with examples from the performance(s), a variety of ways a specific character communicates with the audience. Students should be able to articulate these opinions in oral and written form. Below is a great link to comparing acting choices in theatre vs. film. This is a great starting point:
            • https://www.theatrefolk.com/blog/stage-vs-screen-a-comparison-of-acting-techniques/
            Performing
            Select
            Arts Education (2017)
            Grade(s): 6
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            9) Identify the essential events in a story or script that make up the dramatic structure 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
            Directing
            Design
            Theatrical production

            Skills Assessed
            • The student improvises, writes, and rewrites monologues, scenes, and vignettes to convey predetermined intent and meaning. Student directors are accountable for small group presentations of a scene or vignette. The director is responsible for incorporating all aspects of a production into a unified whole.
            • This explores the concepts of production and design by taking the basics and forming a full production.
            Skill Examples:
            Personal Processes and Interpreting a Piece
            • Given a prompt, a small group of students improvise a scene to be staged within a designated time period. After the improvisation, students discuss ways to better communicate the group's interpretation.
            • Students then transform the improvisation into a written script that includes stage movements, sound and visual effects, and other details.
            • Students select a director, actors, and technicians; rehearse; and present the scene. After viewing a recording of their scene, students re-evaluate their effectiveness in achieving their intent, make revisions, and present their scene before the class, which then participates in the evaluative response.
            • This activity allows students to explore all aspects of the performance and has them evaluate themselves on camera to make changes and artistic choices.
            Resources for Age Appropriate Plays for Improv Starters Reflections and Shared Experiences
            • By utilizing multiple groups, students will be allowed to be both performer and audience member. The students should keep an Actor's Notebook and have several prompts from the teacher being critical of the interactions between an audience and performer.
            Resources for Journaling and Self Reflection
            Arts Education (2017)
            Grade(s): 6
            Theatre
            All Resources: 3
            Learning Activities: 2
            Lesson Plans: 1
            Classroom Resources: 0
            Unit Plans: 0
            10) Experiment with various physical choices to communicate character in a drama/theatre work.

            Insight Unpacked Content
            Artistic Process: Performing
            Anchor Standards:
            Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
            Process Components: Select
            Essential Questions:
            EU: Theatre artists make strong choices to effectively convey meaning.
            EQ: Why are strong choices essential to interpreting a drama or theatre piece?
            Concepts & Vocabulary:
            Vocal
            Movement
            Characterization
            Directing
            Design
            Theatrical production

            Skills Assessed
            • The student improvises, writes, and rewrites monologues, scenes, and vignettes to convey predetermined intent and meaning. Student directors are accountable for small group presentations of a scene or vignette. The director is responsible for incorporating all aspects of a production into a unified whole.
            • This explores the concepts of production and design by taking the basics and forming a full production.
            Skill Examples:
            Personal Processes and Interpreting a Piece
            • Given a prompt, a small group of students improvise a scene to be staged within a designated time period. After the improvisation, students discuss ways to better communicate the group's interpretation.
            • Students then transform the improvisation into a written script that includes stage movements, sound and visual effects, and other details.
            • Students select a director, actors, and technicians; rehearse; and present the scene. After viewing a recording of their scene, students re-evaluate their effectiveness in achieving their intent, make revisions, and present their scene before the class, which then participates in the evaluative response.
            • This activity allows students to explore all aspects of the performance and has them evaluate themselves on camera to make changes and artistic choices.
            Resources for Age Appropriate Plays for Improv Starters Reflections and Shared Experiences
            • By utilizing multiple groups, students will be allowed to be both performer and audience member. The students should keep an Actor's Notebook and have several prompts from the teacher being critical of the interactions between an audience and performer.
            Resources for Journaling and Self Reflection
            Prepare
            Arts Education (2017)
            Grade(s): 6
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            11) Recognize how acting exercises and techniques can be applied to a drama/theatre work.

            Insight Unpacked Content
            Artistic Process: Performing
            Anchor Standards:
            Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
            Process Components: Prepare
            Essential Questions:
            EU: Theatre artists develop personal processes and skills for a performance or design.
            EQ: What can I do to fully prepare a performance or technical design?
            Concepts & Vocabulary:
            Vocal
            Movement
            Characterization
            Directing
            Design
            Theatrical production

            Skills Assessed
            • The student improvises, writes, and rewrites monologues, scenes, and vignettes to convey predetermined intent and meaning. Student directors are accountable for small group presentations of a scene or vignette. The director is responsible for incorporating all aspects of a production into a unified whole.
            • This explores the concepts of production and design by taking the basics and forming a full production.
            Skill Examples:
            Personal Processes and Interpreting a Piece
            • Given a prompt, a small group of students improvise a scene to be staged within a designated time period. After the improvisation, students discuss ways to better communicate the group's interpretation.
            • Students then transform the improvisation into a written script that includes stage movements, sound and visual effects, and other details.
            • Students select a director, actors, and technicians; rehearse; and present the scene. After viewing a recording of their scene, students re-evaluate their effectiveness in achieving their intent, make revisions, and present their scene before the class, which then participates in the evaluative response.
            • This activity allows students to explore all aspects of the performance and has them evaluate themselves on camera to make changes and artistic choices.
            Resources for Age Appropriate Plays for Improv Starters Reflections and Shared Experiences
            • By utilizing multiple groups, students will be allowed to be both performer and audience member. The students should keep an Actor's Notebook and have several prompts from the teacher being critical of the interactions between an audience and performer.
            Resources for Journaling and Self Reflection
            Arts Education (2017)
            Grade(s): 6
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            12) Articulate how technical elements are integrated into 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:
            Vocal
            Movement
            Characterization
            Directing
            Design
            Theatrical production

            Skills Assessed
            • The student improvises, writes, and rewrites monologues, scenes, and vignettes to convey predetermined intent and meaning. Student directors are accountable for small group presentations of a scene or vignette. The director is responsible for incorporating all aspects of a production into a unified whole.
            • This explores the concepts of production and design by taking the basics and forming a full production.
            Skill Examples:
            Personal Processes and Interpreting a Piece
            • Given a prompt, a small group of students improvise a scene to be staged within a designated time period. After the improvisation, students discuss ways to better communicate the group's interpretation.
            • Students then transform the improvisation into a written script that includes stage movements, sound and visual effects, and other details.
            • Students select a director, actors, and technicians; rehearse; and present the scene. After viewing a recording of their scene, students re-evaluate their effectiveness in achieving their intent, make revisions, and present their scene before the class, which then participates in the evaluative response.
            • This activity allows students to explore all aspects of the performance and has them evaluate themselves on camera to make changes and artistic choices.
            Resources for Age Appropriate Plays for Improv Starters Reflections and Shared Experiences
            • By utilizing multiple groups, students will be allowed to be both performer and audience member. The students should keep an Actor's Notebook and have several prompts from the teacher being critical of the interactions between an audience and performer.
            Resources for Journaling and Self Reflection
            Present
            Arts Education (2017)
            Grade(s): 6
            Theatre
            All Resources: 1
            Learning Activities: 1
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            13) Adapt a drama/theatre work and present it informally 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
            Directing
            Design
            Theatrical production

            Skills Assessed
            • The student improvises, writes, and rewrites monologues, scenes, and vignettes to convey predetermined intent and meaning. Student directors are accountable for small group presentations of a scene or vignette. The director is responsible for incorporating all aspects of a production into a unified whole.
            • This explores the concepts of production and design by taking the basics and forming a full production.
            Skill Examples:
            Personal Processes and Interpreting a Piece
            • Given a prompt, a small group of students improvise a scene to be staged within a designated time period. After the improvisation, students discuss ways to better communicate the group's interpretation.
            • Students then transform the improvisation into a written script that includes stage movements, sound and visual effects, and other details.
            • Students select a director, actors, and technicians; rehearse; and present the scene. After viewing a recording of their scene, students re-evaluate their effectiveness in achieving their intent, make revisions, and present their scene before the class, which then participates in the evaluative response.
            • This activity allows students to explore all aspects of the performance and has them evaluate themselves on camera to make changes and artistic choices.
            Resources for Age Appropriate Plays for Improv Starters Reflections and Shared Experiences
            • By utilizing multiple groups, students will be allowed to be both performer and audience member. The students should keep an Actor's Notebook and have several prompts from the teacher being critical of the interactions between an audience and performer.
            Resources for Journaling and Self Reflection
            Responding
            Reflect
            Arts Education (2017)
            Grade(s): 6
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            14) Describe and record personal reactions to artistic choices in a drama/theatre work.

            Examples: written critique, student journal, blog

            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 6th 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 Number the Stars based on the book by Lois Lowry. Adapted by Dr. Douglas W. Larche, with educational and editorial assistance from Susan Elliott Larche.
            • It can be described as follows: During the German occupation of Denmark in World War II, the Nazis closed down Jewish-owned businesses and began to round up the Jews for relocation to concentration camps for the Final Solution. Danish freedom fighters of all ages risked everything in daring, hurried attempts to rescue the entire Jewish population. In this stirring new play, young Annemarie and Kirsti Johansen face soldiers, interrogations, fierce dogs, personal danger, the loss of loved ones and their own fears as they try to help their friend Ellen Rosen escape across the ocean to Sweden and safely. Courage, faith, ingenuity and even their fledgling acting skills eventually win the day.
            • 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): 6
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            15) Explain how artists make choices 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 6th 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 Number the Stars based on the book by Lois Lowry. Adapted by Dr. Douglas W. Larche, with educational and editorial assistance from Susan Elliott Larche.
            • It can be described as follows: During the German occupation of Denmark in World War II, the Nazis closed down Jewish-owned businesses and began to round up the Jews for relocation to concentration camps for the Final Solution. Danish freedom fighters of all ages risked everything in daring, hurried attempts to rescue the entire Jewish population. In this stirring new play, young Annemarie and Kirsti Johansen face soldiers, interrogations, fierce dogs, personal danger, the loss of loved ones and their own fears as they try to help their friend Ellen Rosen escape across the ocean to Sweden and safely. Courage, faith, ingenuity and even their fledgling acting skills eventually win the day.
            • 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): 6
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            16) Identify significant cultural perspectives that may 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
            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 6th 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 Number the Stars based on the book by Lois Lowry. Adapted by Dr. Douglas W. Larche, with educational and editorial assistance from Susan Elliott Larche.
            • It can be described as follows: During the German occupation of Denmark in World War II, the Nazis closed down Jewish-owned businesses and began to round up the Jews for relocation to concentration camps for the Final Solution. Danish freedom fighters of all ages risked everything in daring, hurried attempts to rescue the entire Jewish population. In this stirring new play, young Annemarie and Kirsti Johansen face soldiers, interrogations, fierce dogs, personal danger, the loss of loved ones and their own fears as they try to help their friend Ellen Rosen escape across the ocean to Sweden and safely. Courage, faith, ingenuity and even their fledgling acting skills eventually win the day.
            • 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): 6
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            17) Identify personal aesthetics, preferences, and beliefs through participation in or observation 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 6th 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 Number the Stars based on the book by Lois Lowry. Adapted by Dr. Douglas W. Larche, with educational and editorial assistance from Susan Elliott Larche.
            • It can be described as follows: During the German occupation of Denmark in World War II, the Nazis closed down Jewish-owned businesses and began to round up the Jews for relocation to concentration camps for the Final Solution. Danish freedom fighters of all ages risked everything in daring, hurried attempts to rescue the entire Jewish population. In this stirring new play, young Annemarie and Kirsti Johansen face soldiers, interrogations, fierce dogs, personal danger, the loss of loved ones and their own fears as they try to help their friend Ellen Rosen escape across the ocean to Sweden and safely. Courage, faith, ingenuity and even their fledgling acting skills eventually win the day.
            • 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): 6
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            18) Use supporting evidence and predetermined criteria to evaluate drama/theatre work.

            Examples: performance rubric, oral critique, peer assessment

            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 6th 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 Number the Stars based on the book by Lois Lowry. Adapted by Dr. Douglas W. Larche, with educational and editorial assistance from Susan Elliott Larche.
            • It can be described as follows: During the German occupation of Denmark in World War II, the Nazis closed down Jewish-owned businesses and began to round up the Jews for relocation to concentration camps for the Final Solution. Danish freedom fighters of all ages risked everything in daring, hurried attempts to rescue the entire Jewish population. In this stirring new play, young Annemarie and Kirsti Johansen face soldiers, interrogations, fierce dogs, personal danger, the loss of loved ones and their own fears as they try to help their friend Ellen Rosen escape across the ocean to Sweden and safely. Courage, faith, ingenuity and even their fledgling acting skills eventually win the day.
            • 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): 6
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            19) Explore the production elements used in a drama/theatre work 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
            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 6th 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 Number the Stars based on the book by Lois Lowry. Adapted by Dr. Douglas W. Larche, with educational and editorial assistance from Susan Elliott Larche.
            • It can be described as follows: During the German occupation of Denmark in World War II, the Nazis closed down Jewish-owned businesses and began to round up the Jews for relocation to concentration camps for the Final Solution. Danish freedom fighters of all ages risked everything in daring, hurried attempts to rescue the entire Jewish population. In this stirring new play, young Annemarie and Kirsti Johansen face soldiers, interrogations, fierce dogs, personal danger, the loss of loved ones and their own fears as they try to help their friend Ellen Rosen escape across the ocean to Sweden and safely. Courage, faith, ingenuity and even their fledgling acting skills eventually win the day.
            • 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): 6
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            20) Identify a specific audience or purpose for a drama/theatre work.

            Insight Unpacked Content
            Artistic Process: Responding
            Anchor Standards:
            Anchor Standard 9: Apply criteria to evaluate artistic work.
            Process Components: Evaluate
            Essential Questions:
            EU: Theatre artists apply criteria to investigate, explore, and assess drama and theatre work.
            EQ: How are the theatre artist's processes and the audience's perspectives impacted by analysis and synthesis?
            Concepts & Vocabulary:
            Research
            Analysis
            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 6th 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 Number the Stars based on the book by Lois Lowry. Adapted by Dr. Douglas W. Larche, with educational and editorial assistance from Susan Elliott Larche.
            • It can be described as follows: During the German occupation of Denmark in World War II, the Nazis closed down Jewish-owned businesses and began to round up the Jews for relocation to concentration camps for the Final Solution. Danish freedom fighters of all ages risked everything in daring, hurried attempts to rescue the entire Jewish population. In this stirring new play, young Annemarie and Kirsti Johansen face soldiers, interrogations, fierce dogs, personal danger, the loss of loved ones and their own fears as they try to help their friend Ellen Rosen escape across the ocean to Sweden and safely. Courage, faith, ingenuity and even their fledgling acting skills eventually win the day.
            • 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): 6
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            21) Explain how the actions and motivations of characters in a drama/theatre work impact perspectives of a community or culture.

            Insight Unpacked Content
            Artistic Process: Connecting
            Anchor Standards:
            Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
            Process Components: Empathize
            Essential Questions:
            EU: Theatre artists allow awareness of interrelationships between self and others to influence and inform their work.
            EQ: What happens when theatre artists foster understanding between self and others through critical awareness, social responsibility, and the exploration of empathy?
            Concepts & Vocabulary:
            Skills Assessed
            Research
            • Through theatre history research, a student can articulate connections between past theatre practices and their contemporary counterparts.

            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:
            • Students explore dramatizations and scenes from a variety of historical periods and cultures.
            • Specific examples of theatrical productions stimulate understanding of the impact of society on theatre, and theatre's impact on society.
            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.
            Interrelate
            Arts Education (2017)
            Grade(s): 6
            Theatre
            All Resources: 1
            Learning Activities: 1
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            22) Identify universal themes or common social issues and express them through 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: 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.

            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:
            • Students explore dramatizations and scenes from a variety of historical periods and cultures.
            • Specific examples of theatrical productions stimulate understanding of the impact of society on theatre, and theatre's impact on society.
            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.
            Research
            Arts Education (2017)
            Grade(s): 6
            Theatre
            All Resources: 1
            Learning Activities: 1
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            23) Research and analyze two different versions of the same drama/theatre story to determine differences and similarities in the visual and aural world of each version.

            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.

            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:
            • Students explore dramatizations and scenes from a variety of historical periods and cultures.
            • Specific examples of theatrical productions stimulate understanding of the impact of society on theatre, and theatre's impact on society.
            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.
            Arts Education (2017)
            Grade(s): 6
            Theatre
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            24) Investigate the time period and place of a drama/theatre work to better understand performance and design choices.

            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.

            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:
            • Students explore dramatizations and scenes from a variety of historical periods and cultures.
            • Specific examples of theatrical productions stimulate understanding of the impact of society on theatre, and theatre's impact on society.
            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.
            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
            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.
          • Creating
            Envision, Conceptualize
            Arts Education (2017)
            Grade(s): 9 - 12
            Theatre: Proficient
            All Resources: 3
            Learning Activities: 2
            Lesson Plans: 1
            Classroom Resources: 0
            Unit Plans: 0
            1) Apply basic research to construct ideas about the visual composition of a drama/theatre work.

            Insight Unpacked Content
            Artistic Process: Creating
            Anchor Standards:
            Anchor Standard 1: Generate and conceptualize artistic ideas and work.
            Process Components: Envision, Conceptualize
            Essential Questions:
            EU: Theatre Artists rely on intuition, curiosity and critical inquiry.
            EQ: What happens when Theatre artists use their imagination and/or learned theatre skills while engaging in creative exploration and inquiry?
            Concepts & Vocabulary:
            Analysis
            • Contextual Reading
            • Characterization
            • Dramaturgy
            Design
            • Using information in plays to inspire design choices.
            • Using technology to influence design and prepare students for career pathways.
            Research
            • Using historical facts and images for ideas and inspiration
            • Using cultural facts and images for ideas and inspiration.

            Theatrical Hierarchy and how it works in the classroom.
            Skill Examples:
            • Students will design the set, sound effects or costumes for the play To Kill A Mockingbird. They will use historical images of that time period to create the visual aspects of the play.
            • Students will participate in a lecture 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.
            • Students will create a visual character board for the character that they are representing in a class play or assigned monologue.
            • Students will write a scene. They will break into roles of Director, Actors, Designers and Writer.
            • Students will use their written scenes in rehearsal. Designers will use provided supplies to create a set for their scene.
            • Students will memorize lines, make character choices, perform for the director for notes and finish creating their set.
            Arts Education (2017)
            Grade(s): 9 - 12
            Theatre: Proficient
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            2) Explore the impact of technology on design choices 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:
            Analysis
            • Contextual Reading
            • Characterization
            • Dramaturgy
            Design
            • Using information in plays to inspire design choices.
            • Using technology to influence design and prepare students for career pathways.
            Research
            • Using historical facts and images for ideas and inspiration
            • Using cultural facts and images for ideas and inspiration.

            Theatrical Hierarchy and how it works in the classroom.
            Skill Examples:
            • Students will design the set, sound effects or costumes for the play To Kill A Mockingbird. They will use historical images of that time period to create the visual aspects of the play.
            • Students will participate in a lecture 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.
            • Students will create a visual character board for the character that they are representing in a class play or assigned monologue.
            • Students will write a scene. They will break into roles of Director, Actors, Designers and Writer.
            • Students will use their written scenes in rehearsal. Designers will use provided supplies to create a set for their scene.
            • Students will memorize lines, make character choices, perform for the director for notes and finish creating their set.
            Develop
            Arts Education (2017)
            Grade(s): 9 - 12
            Theatre: Proficient
            All Resources: 3
            Learning Activities: 2
            Lesson Plans: 1
            Classroom Resources: 0
            Unit Plans: 0
            3) Use script analysis to generate ideas that represent a character who is believable and authentic 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:
            Analysis
            • Contextual Reading
            • Characterization
            • Dramaturgy
            Design
            • Using information in plays to inspire design choices.
            • Using technology to influence design and prepare students for career pathways.
            Research
            • Using historical facts and images for ideas and inspiration
            • Using cultural facts and images for ideas and inspiration.

            Theatrical Hierarchy and how it works in the classroom.
            Skill Examples:
            • Students will design the set, sound effects or costumes for the play To Kill A Mockingbird. They will use historical images of that time period to create the visual aspects of the play.
            • Students will participate in a lecture 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.
            • Students will create a visual character board for the character that they are representing in a class play or assigned monologue.
            • Students will write a scene. They will break into roles of Director, Actors, Designers and Writer.
            • Students will use their written scenes in rehearsal. Designers will use provided supplies to create a set for their scene.
            • Students will memorize lines, make character choices, perform for the director for notes and finish creating their set.
            Arts Education (2017)
            Grade(s): 9 - 12
            Theatre: Proficient
            All Resources: 2
            Learning Activities: 0
            Lesson Plans: 2
            Classroom Resources: 0
            Unit Plans: 0
            4) Explore the function of history and culture in the development of a dramatic concept through a critical analysis of original ideas in a drama/theatre work.

            Example: Hamilton

            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:
            Analysis
            • Contextual Reading
            • Characterization
            • Dramaturgy
            Design
            • Using information in plays to inspire design choices.
            • Using technology to influence design and prepare students for career pathways.
            Research
            • Using historical facts and images for ideas and inspiration
            • Using cultural facts and images for ideas and inspiration.

            Theatrical Hierarchy and how it works in the classroom.
            Skill Examples:
            • Students will design the set, sound effects or costumes for the play To Kill A Mockingbird. They will use historical images of that time period to create the visual aspects of the play.
            • Students will participate in a lecture 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.
            • Students will create a visual character board for the character that they are representing in a class play or assigned monologue.
            • Students will write a scene. They will break into roles of Director, Actors, Designers and Writer.
            • Students will use their written scenes in rehearsal. Designers will use provided supplies to create a set for their scene.
            • Students will memorize lines, make character choices, perform for the director for notes and finish creating their set.
            Arts Education (2017)
            Grade(s): 9 - 12
            Theatre: Proficient
            All Resources: 3
            Learning Activities: 2
            Lesson Plans: 1
            Classroom Resources: 0
            Unit Plans: 0
            6) Practice and revise a devised or scripted drama/theatre work using theatrical staging conventions.

            Example: Identify and use basic stage areas and stage directions in rehearsal: upstage, downstage, stage right, stage left, cross, enter, exit, stage balance, composition, and picturization.

            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:
            Analysis
            • Contextual Reading
            • Characterization
            • Dramaturgy
            Design
            • Using information in plays to inspire design choices.
            • Using technology to influence design and prepare students for career pathways.
            Research
            • Using historical facts and images for ideas and inspiration
            • Using cultural facts and images for ideas and inspiration.

            Theatrical Hierarchy and how it works in the classroom.
            Skill Examples:
            • Students will design the set, sound effects or costumes for the play To Kill A Mockingbird. They will use historical images of that time period to create the visual aspects of the play.
            • Students will participate in a lecture 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.
            • Students will create a visual character board for the character that they are representing in a class play or assigned monologue.
            • Students will write a scene. They will break into roles of Director, Actors, Designers and Writer.
            • Students will use their written scenes in rehearsal. Designers will use provided supplies to create a set for their scene.
            • Students will memorize lines, make character choices, perform for the director for notes and finish creating their set.
            Rehearse
            Arts Education (2017)
            Grade(s): 9 - 12
            Theatre: Proficient
            All Resources: 1
            Learning Activities: 1
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            5) Investigate the collaborative nature of the actor, director, playwright, and designers and explore their interdependent roles 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:
            Analysis
            • Contextual Reading
            • Characterization
            • Dramaturgy
            Design
            • Using information in plays to inspire design choices.
            • Using technology to influence design and prepare students for career pathways.
            Research
            • Using historical facts and images for ideas and inspiration
            • Using cultural facts and images for ideas and inspiration.

            Theatrical Hierarchy and how it works in the classroom.
            Skill Examples:
            • Students will design the set, sound effects or costumes for the play To Kill A Mockingbird. They will use historical images of that time period to create the visual aspects of the play.
            • Students will participate in a lecture 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.
            • Students will create a visual character board for the character that they are representing in a class play or assigned monologue.
            • Students will write a scene. They will break into roles of Director, Actors, Designers and Writer.
            • Students will use their written scenes in rehearsal. Designers will use provided supplies to create a set for their scene.
            • Students will memorize lines, make character choices, perform for the director for notes and finish creating their set.
            Arts Education (2017)
            Grade(s): 9 - 12
            Theatre: Proficient
            All Resources: 1
            Learning Activities: 0
            Lesson Plans: 1
            Classroom Resources: 0
            Unit Plans: 0
            7) Explore physical, vocal, and emotional choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work.

            Insight Unpacked Content
            Artistic Process: Creating
            Anchor Standards:
            Anchor Standard 3: Refine and complete artistic work.
            Process Components: Rehearse
            Essential Questions:
            EU: Theatre artists refine their work and practice their craft through rehearsal.
            EQ: How do theatre artists transform and edit their initial ideas?
            Concepts & Vocabulary:
            Analysis
            • Contextual Reading
            • Characterization
            • Dramaturgy
            Design
            • Using information in plays to inspire design choices.
            • Using technology to influence design and prepare students for career pathways.
            Research
            • Using historical facts and images for ideas and inspiration
            • Using cultural facts and images for ideas and inspiration.

            Theatrical Hierarchy and how it works in the classroom.
            Skill Examples:
            • Students will design the set, sound effects or costumes for the play To Kill A Mockingbird. They will use historical images of that time period to create the visual aspects of the play.
            • Students will participate in a lecture 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.
            • Students will create a visual character board for the character that they are representing in a class play or assigned monologue.
            • Students will write a scene. They will break into roles of Director, Actors, Designers and Writer.
            • Students will use their written scenes in rehearsal. Designers will use provided supplies to create a set for their scene.
            • Students will memorize lines, make character choices, perform for the director for notes and finish creating their set.
            Arts Education (2017)
            Grade(s): 9 - 12
            Theatre: Proficient
            All Resources: 1
            Learning Activities: 1
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            8) Create and refine the technical design choices to support the story and emotional impact of devised or scripted drama/theatre works.

            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:
            Analysis
            • Contextual Reading
            • Characterization
            • Dramaturgy
            Design
            • Using information in plays to inspire design choices.
            • Using technology to influence design and prepare students for career pathways.
            Research
            • Using historical facts and images for ideas and inspiration
            • Using cultural facts and images for ideas and inspiration.

            Theatrical Hierarchy and how it works in the classroom.
            Skill Examples:
            • Students will design the set, sound effects or costumes for the play To Kill A Mockingbird. They will use historical images of that time period to create the visual aspects of the play.
            • Students will participate in a lecture 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.
            • Students will create a visual character board for the character that they are representing in a class play or assigned monologue.
            • Students will write a scene. They will break into roles of Director, Actors, Designers and Writer.
            • Students will use their written scenes in rehearsal. Designers will use provided supplies to create a set for their scene.
            • Students will memorize lines, make character choices, perform for the director for notes and finish creating their set.
            Performing
            Select
            Arts Education (2017)
            Grade(s): 9 - 12
            Theatre: Proficient
            All Resources: 1
            Learning Activities: 0
            Lesson Plans: 1
            Classroom Resources: 0
            Unit Plans: 0
            9) Examine how character relationships assist in telling the story of 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
            • motivation
            • origin
            Analysis
            • rising actions
            • climax
            • protagonist vs antagonist
            Vocal
            • Alexander Technique
            • diction
            • consonants
            • vowels
            Movement
            • motivated movement
            • blocking
            Characterization
            Design
            Theatrical production
            Skill Examples:
            • Students will discuss in a classroom setting the differences in dealing with friends, family, fellow workers, employees or a boss: how you speak, listen and react differently in each of those relationships.
            • Students will have improvisational scenes using those roles as starting points in the scenes.
            • Students will study Viola Spolin techniques in class and use those techniques in classroom scene work.
            • Students will research scenic painting and how it can enhance scene aesthetic for their various plays and performances.
            • Students will create Living Newspapers for their classroom audience, using modern articles, various roles for each student and rehearsal to refine the final performance.
            Arts Education (2017)
            Grade(s): 9 - 12
            Theatre: Proficient
            All Resources: 5
            Learning Activities: 4
            Lesson Plans: 1
            Classroom Resources: 0
            Unit Plans: 0
            10) Shape character choices in response to given circumstances 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
            • motivation
            • origin
            Analysis
            • rising actions
            • climax
            • protagonist vs antagonist
            Vocal
            • Alexander Technique
            • diction
            • consonants
            • vowels
            Movement
            • motivated movement
            • blocking
            Characterization
            Design
            Theatrical production
            Skill Examples:
            • Students will discuss in a classroom setting the differences in dealing with friends, family, fellow workers, employees or a boss: how you speak, listen and react differently in each of those relationships.
            • Students will have improvisational scenes using those roles as starting points in the scenes.
            • Students will study Viola Spolin techniques in class and use those techniques in classroom scene work.
            • Students will research scenic painting and how it can enhance scene aesthetic for their various plays and performances.
            • Students will create Living Newspapers for their classroom audience, using modern articles, various roles for each student and rehearsal to refine the final performance.
            Prepare
            Arts Education (2017)
            Grade(s): 9 - 12
            Theatre: Proficient
            All Resources: 6
            Learning Activities: 5
            Lesson Plans: 1
            Classroom Resources: 0
            Unit Plans: 0
            11) Explore various acting techniques to expand skills in a rehearsal or drama/theatre performance.

            Examples: Laban effort shapes to enhance movement, Stanislavski method for character development, Alexander technique for breath and body control

            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
            • motivation
            • origin
            Analysis
            • rising actions
            • climax
            • protagonist vs antagonist
            Vocal
            • Alexander Technique
            • diction
            • consonants
            • vowels
            Movement
            • motivated movement
            • blocking
            Characterization
            Design
            Theatrical production
            Skill Examples:
            • Students will discuss in a classroom setting the differences in dealing with friends, family, fellow workers, employees or a boss: how you speak, listen and react differently in each of those relationships.
            • Students will have improvisational scenes using those roles as starting points in the scenes.
            • Students will study Viola Spolin techniques in class and use those techniques in classroom scene work.
            • Students will research scenic painting and how it can enhance scene aesthetic for their various plays and performances.
            • Students will create Living Newspapers for their classroom audience, using modern articles, various roles for each student and rehearsal to refine the final performance.
            Arts Education (2017)
            Grade(s): 9 - 12
            Theatre: Proficient
            All Resources: 2
            Learning Activities: 2
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            12) Use researched technical elements to increase the impact of design for a 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:
            Research
            • motivation
            • origin
            Analysis
            • rising actions
            • climax
            • protagonist vs antagonist
            Vocal
            • Alexander Technique
            • diction
            • consonants
            • vowels
            Movement
            • motivated movement
            • blocking
            Characterization
            Design
            Theatrical production
            Skill Examples:
            • Students will discuss in a classroom setting the differences in dealing with friends, family, fellow workers, employees or a boss: how you speak, listen and react differently in each of those relationships.
            • Students will have improvisational scenes using those roles as starting points in the scenes.
            • Students will study Viola Spolin techniques in class and use those techniques in classroom scene work.
            • Students will research scenic painting and how it can enhance scene aesthetic for their various plays and performances.
            • Students will create Living Newspapers for their classroom audience, using modern articles, various roles for each student and rehearsal to refine the final performance.
            Present
            Arts Education (2017)
            Grade(s): 9 - 12
            Theatre: Proficient
            All Resources: 1
            Learning Activities: 1
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            13) Perform a scripted drama/theatre work for a specific audience.

            Example: Perform a children's theatre piece for students in grades K-2 in their school system.

            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
            • motivation
            • origin
            Analysis
            • rising actions
            • climax
            • protagonist vs antagonist
            Vocal
            • Alexander Technique
            • diction
            • consonants
            • vowels
            Movement
            • motivated movement
            • blocking
            Characterization
            Design
            Theatrical production
            Skill Examples:
            • Students will discuss in a classroom setting the differences in dealing with friends, family, fellow workers, employees or a boss: how you speak, listen and react differently in each of those relationships.
            • Students will have improvisational scenes using those roles as starting points in the scenes.
            • Students will study Viola Spolin techniques in class and use those techniques in classroom scene work.
            • Students will research scenic painting and how it can enhance scene aesthetic for their various plays and performances.
            • Students will create Living Newspapers for their classroom audience, using modern articles, various roles for each student and rehearsal to refine the final performance.
            Responding
            Reflect
            Arts Education (2017)
            Grade(s): 9 - 12
            Theatre: Proficient
            All Resources: 1
            Learning Activities: 1
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            14) Respond to what is seen, felt, and heard in a drama/theatre work in order to make artistic choices.

            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
            • Original Play Critiques
            • Live Theatre
            Analysis
            • Reflection
            • Written Critiques
            Vocal
            • Open forum discussion
            • Constructive Feedback
            • Alexander Technique
            • Tone
            • Volume
            • Enunciation
            Movement
            Characterization
            • Believability
            • Stanislavski
            • Blocking
            • Business on stage
            Directing
            • Choices
            • Balanced stages
            • Picturization
            Design
            • Lighting
              • gels
              • LEDs
              • stage plots
              • cues
            • Costume
              • characterization
              • Sewing
              • patterns
              • costume plots
            • Sound
              • stage plot
              • sound cues
              • special effects
            • Makeup
              • Stage makeup
              • Use of shadow
              • corrective makeup
              • Cleaning procedures
            Theatrical production
            • Stage management
            Skill Examples:
            • Students will watch a play or a filmed play if live theatre is not available (for prime examples, network with high schools, local community and college theatre programs, or traveling professional theatre companies).
            • Students will have an open discussion of their opinions about the play. They will begin by answering the questions: 1. What did I see? 2. What did I feel?
            • Review online original critiques of the previously viewed play. Discuss the value and weight these reviews receive on a daily basis in the world of theatre. Taking into consideration the critiques and earlier open discussion, students will write their own critiques in which they justify their perspectives and beliefs concerning the play.
            Interpret
            Arts Education (2017)
            Grade(s): 9 - 12
            Theatre: Proficient
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            15) Analyze and compare artistic choices in several drama/theatre works based on criteria developed from one's own experiences.

            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
            • Original Play Critiques
            • Live Theatre
            Analysis
            • Reflection
            • Written Critiques
            Vocal
            • Open forum discussion
            • Constructive Feedback
            • Alexander Technique
            • Tone
            • Volume
            • Enunciation
            Movement
            Characterization
            • Believability
            • Stanislavski
            • Blocking
            • Business on stage
            Directing
            • Choices
            • Balanced stages
            • Picturization
            Design
            • Lighting
              • gels
              • LEDs
              • stage plots
              • cues
            • Costume
              • characterization
              • Sewing
              • patterns
              • costume plots
            • Sound
              • stage plot
              • sound cues
              • special effects
            • Makeup
              • Stage makeup
              • Use of shadow
              • corrective makeup
              • Cleaning procedures
            Theatrical production
            • Stage management
            Skill Examples:
            • Students will watch a play or a filmed play if live theatre is not available (for prime examples, network with high schools, local community and college theatre programs, or traveling professional theatre companies).
            • Students will have an open discussion of their opinions about the play. They will begin by answering the questions: 1. What did I see? 2. What did I feel?
            • Review online original critiques of the previously viewed play. Discuss the value and weight these reviews receive on a daily basis in the world of theatre. Taking into consideration the critiques and earlier open discussion, students will write their own critiques in which they justify their perspectives and beliefs concerning the play.
            Arts Education (2017)
            Grade(s): 9 - 12
            Theatre: Proficient
            All Resources: 1
            Learning Activities: 0
            Lesson Plans: 1
            Classroom Resources: 0
            Unit Plans: 0
            16) Identify and compare cultural perspectives and contexts that may 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
            • Original Play Critiques
            • Live Theatre
            Analysis
            • Reflection
            • Written Critiques
            Vocal
            • Open forum discussion
            • Constructive Feedback
            • Alexander Technique
            • Tone
            • Volume
            • Enunciation
            Movement
            Characterization
            • Believability
            • Stanislavski
            • Blocking
            • Business on stage
            Directing
            • Choices
            • Balanced stages
            • Picturization
            Design
            • Lighting
              • gels
              • LEDs
              • stage plots
              • cues
            • Costume
              • characterization
              • Sewing
              • patterns
              • costume plots
            • Sound
              • stage plot
              • sound cues
              • special effects
            • Makeup
              • Stage makeup
              • Use of shadow
              • corrective makeup
              • Cleaning procedures
            Theatrical production
            • Stage management
            Skill Examples:
            • Students will watch a play or a filmed play if live theatre is not available (for prime examples, network with high schools, local community and college theatre programs, or traveling professional theatre companies).
            • Students will have an open discussion of their opinions about the play. They will begin by answering the questions: 1. What did I see? 2. What did I feel?
            • Review online original critiques of the previously viewed play. Discuss the value and weight these reviews receive on a daily basis in the world of theatre. Taking into consideration the critiques and earlier open discussion, students will write their own critiques in which they justify their perspectives and beliefs concerning the play.
            Arts Education (2017)
            Grade(s): 9 - 12
            Theatre: Proficient
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            17) Justify personal aesthetics, preferences, and beliefs through participation in and observation 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
            • Original Play Critiques
            • Live Theatre
            Analysis
            • Reflection
            • Written Critiques
            Vocal
            • Open forum discussion
            • Constructive Feedback
            • Alexander Technique
            • Tone
            • Volume
            • Enunciation
            Movement
            Characterization
            • Believability
            • Stanislavski
            • Blocking
            • Business on stage
            Directing
            • Choices
            • Balanced stages
            • Picturization
            Design
            • Lighting
              • gels
              • LEDs
              • stage plots
              • cues
            • Costume
              • characterization
              • Sewing
              • patterns
              • costume plots
            • Sound
              • stage plot
              • sound cues
              • special effects
            • Makeup
              • Stage makeup
              • Use of shadow
              • corrective makeup
              • Cleaning procedures
            Theatrical production
            • Stage management
            Skill Examples:
            • Students will watch a play or a filmed play if live theatre is not available (for prime examples, network with high schools, local community and college theatre programs, or traveling professional theatre companies).
            • Students will have an open discussion of their opinions about the play. They will begin by answering the questions: 1. What did I see? 2. What did I feel?
            • Review online original critiques of the previously viewed play. Discuss the value and weight these reviews receive on a daily basis in the world of theatre. Taking into consideration the critiques and earlier open discussion, students will write their own critiques in which they justify their perspectives and beliefs concerning the play.
            Evaluate
            Arts Education (2017)
            Grade(s): 9 - 12
            Theatre: Proficient
            All Resources: 1
            Learning Activities: 0
            Lesson Plans: 1
            Classroom Resources: 0
            Unit Plans: 0
            18) Examine a drama/ theatre work using supporting evidence and criteria, while considering art forms, history, culture, and other disciplines.

            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
            • Original Play Critiques
            • Live Theatre
            Analysis
            • Reflection
            • Written Critiques
            Vocal
            • Open forum discussion
            • Constructive Feedback
            • Alexander Technique
            • Tone
            • Volume
            • Enunciation
            Movement
            Characterization
            • Believability
            • Stanislavski
            • Blocking
            • Business on stage
            Directing
            • Choices
            • Balanced stages
            • Picturization
            Design
            • Lighting
              • gels
              • LEDs
              • stage plots
              • cues
            • Costume
              • characterization
              • Sewing
              • patterns
              • costume plots
            • Sound
              • stage plot
              • sound cues
              • special effects
            • Makeup
              • Stage makeup
              • Use of shadow
              • corrective makeup
              • Cleaning procedures
            Theatrical production
            • Stage management
            Skill Examples:
            • Students will watch a play or a filmed play if live theatre is not available (for prime examples, network with high schools, local community and college theatre programs, or traveling professional theatre companies).
            • Students will have an open discussion of their opinions about the play. They will begin by answering the questions: 1. What did I see? 2. What did I feel?
            • Review online original critiques of the previously viewed play. Discuss the value and weight these reviews receive on a daily basis in the world of theatre. Taking into consideration the critiques and earlier open discussion, students will write their own critiques in which they justify their perspectives and beliefs concerning the play.
            Arts Education (2017)
            Grade(s): 9 - 12
            Theatre: Proficient
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            19) Consider the aesthetics of the production elements in a drama/theatre work.

            Insight Unpacked Content
            Artistic Process: Responding
            Anchor Standards:
            Anchor Standard 9: Apply criteria to evaluate artistic work.
            Process Components: Evaluate
            Essential Questions:
            EU: Theatre artists apply criteria to investigate, explore, and assess drama and theatre work.
            EQ: How are the theatre artist's processes and the audience's perspectives impacted by analysis and synthesis?
            Concepts & Vocabulary:
            Research
            • Original Play Critiques
            • Live Theatre
            Analysis
            • Reflection
            • Written Critiques
            Vocal
            • Open forum discussion
            • Constructive Feedback
            • Alexander Technique
            • Tone
            • Volume
            • Enunciation
            Movement
            Characterization
            • Believability
            • Stanislavski
            • Blocking
            • Business on stage
            Directing
            • Choices
            • Balanced stages
            • Picturization
            Design
            • Lighting
              • gels
              • LEDs
              • stage plots
              • cues
            • Costume
              • characterization
              • Sewing
              • patterns
              • costume plots
            • Sound
              • stage plot
              • sound cues
              • special effects
            • Makeup
              • Stage makeup
              • Use of shadow
              • corrective makeup
              • Cleaning procedures
            Theatrical production
            • Stage management
            Skill Examples:
            • Students will watch a play or a filmed play if live theatre is not available (for prime examples, network with high schools, local community and college theatre programs, or traveling professional theatre companies).
            • Students will have an open discussion of their opinions about the play. They will begin by answering the questions: 1. What did I see? 2. What did I feel?
            • Review online original critiques of the previously viewed play. Discuss the value and weight these reviews receive on a daily basis in the world of theatre. Taking into consideration the critiques and earlier open discussion, students will write their own critiques in which they justify their perspectives and beliefs concerning the play.
            Arts Education (2017)
            Grade(s): 9 - 12
            Theatre: Proficient
            All Resources: 0
            Learning Activities: 0
            Lesson Plans: 0
            Classroom Resources: 0
            Unit Plans: 0
            20) Classify and explore a drama/ theatre work by considering its specific purpose or intended 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
            • Original Play Critiques
            • Live Theatre
            Analysis
            • Reflection
            • Written Critiques
            Vocal
            • Open forum discussion
            • Constructive Feedback
            • Alexander Technique
            • Tone
            • Volume
            • Enunciation
            Movement
            Characterization
            • Believability
            • Stanislavski
            • Blocking
            • Business on stage
            Directing
            • Choices
            • Balanced stages
            • Picturization
            Design
            • Lighting
              • gels
              • LEDs
              • stage plots
              • cues
            • Costume
              • characterization
              • Sewing
              • patterns
              • costume plots
            • Sound
              • stage plot
              • sound cues
              • special effects
            • Makeup
              • Stage makeup
              • Use of shadow
              • corrective makeup
              • Cleaning procedures
            Theatrical production
            • Stage management
            Skill Examples:
            • Students will watch a play or a filmed play if live theatre is not available (for prime examples, network with high schools, local community and college theatre programs, or traveling professional theatre companies).
            • Students will have an open discussion of their opinions about the play. They will begin by answering the questions: 1. What did I see? 2. What did I feel?
            • Review online original critiques of the previously viewed play. Discuss the value and weight these reviews receive on a daily basis in the world of theatre. Taking into consideration the critiques and earlier open discussion, students will write their own critiques in which they justify their perspectives and beliefs concerning the play.
            Connecting
            Empathize
            Arts Education (2017)
            Grade(s): 9 - 12
            Theatre: Proficient
            All Resources: 2
            Learning Activities: 0
            Lesson Plans: 2
            Classroom Resources: 0
            Unit Plans: 0
            21) Examine how cultural perspectives, community ideas, and personal beliefs impact 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
            • Period styles of acting
            • Presentational acting
            Analysis
            • script reading
            • characterization
            • motivation
            Vocal
            • projection
            • diaphragmatic breathing
            • posture
            Movement
            • period movement
            • motivated movement
            • adapting the body to the show
            Characterization
            • Focus
            • objectives
            • Outside in Acting
            • pantomime
            Design
            • Designing for the
            • period production
            • Building technique
            • Shop safety
            Theatrical production
            • 5Ws
            • Dramatic Structure
            • Dialogue
            • Nonverbal
            • Communication
            • Concept unification
            Skill Examples:
            • The students will study morality plays and write a short play for class. They will use modern day moral dilemmas to recreate the morality plays of rebirth of theatre.
            • Students will read a one act play of a specific time period and discuss how their personal perspectives impact their response to the play.
            • Students will be divided into groups and will be assigned different genres to create a short scene. Students will do a gallery walk to watch each group's performance. They will then respond to each scene asking the following questions: 1. How did I feel? 2. What did I see? 3. I have an opinion would you like to hear it? Students can then respond to critique in a constructive way.
            • Students will break into groups of two and write a short play. They will then research the process of how they can copyright it. They will sell their plays to the class, who will represent a publishing company. The play that is chosen will be "published." The class will then fill out a contract that they develop through research in order to perform the play. They will have a reader's theatre performance of the show. The students will create and perform the characters.
            Interrelate
            Arts Education (2017)
            Grade(s): 9 - 12
            Theatre: Proficient
            All Resources: 2
            Learning Activities: 0