Courses of Study

Creating
Envision, Conceptualize
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Investigate historical and cultural conventions and their impact on 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:
Research
  • Author research
  • previous productions of the specific play
Analysis
  • Text breakdown
  • Expositions
  • Public Solitude
  • Biomechanic
Vocal
  • Lessac
  • Laban
  • Accents
Movement
  • Method of Physical Action
  • Warm ups
  • Laban
Characterization
  • emotional memory
  • sense memory
  • substitution
  • affective memory
  • given circumstances
  • ensemble work
Design
  • lighting
  • innovation/evolution of technical theatre
  • technical crews and their jobs
Theatrical production
  • World of the play
  • Production concept
  • Copyrights and the right of the playwright
Skill Examples:
  • Students will pick one of 10 plays that represent plays from across multiple genres. They will begin the design process using research about prior productions of our play. They will work together to present their design for the play. Their research will be a large part of their grade.
  • Students will study lighting in class. They will have lecture and discussion about the evolution of lighting in theatre. They will also discuss how lighting has allowed them to accomplish more with less instruments. Additionally, the students will "invent" their own lighting instrument that will fix the issues that they are currently experiencing as designers and technicians.
  • The students will begin studying the acting technique of Stanislavski and The Method. They will demonstrate their new knowledge in their monologues for class.
  • Students will work together to create a performance of Edgar Lee Master's Spoon River Anthology. They will work together to find pieces for every student in the class that work within the intent of the assignment. Students will create strong characters based off the short monologues in the play. Students will pair and critique each other during the process. Students can perform for other classes or film themselves for a final review after the performance.
  • Students will create costumes, lighting, sound and a set design for their performance of Edgar Lee Master's Spoon River Anthology.
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Accomplished
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
2) Interpret and apply technology to design solutions for 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
  • Author research
  • previous productions of the specific play
Analysis
  • Text breakdown
  • Expositions
  • Public Solitude
  • Biomechanic
Vocal
  • Lessac
  • Laban
  • Accents
Movement
  • Method of Physical Action
  • Warm ups
  • Laban
Characterization
  • emotional memory
  • sense memory
  • substitution
  • affective memory
  • given circumstances
  • ensemble work
Design
  • lighting
  • innovation/evolution of technical theatre
  • technical crews and their jobs
Theatrical production
  • World of the play
  • Production concept
  • Copyrights and the right of the playwright
Skill Examples:
  • Students will pick one of 10 plays that represent plays from across multiple genres. They will begin the design process using research about prior productions of our play. They will work together to present their design for the play. Their research will be a large part of their grade.
  • Students will study lighting in class. They will have lecture and discussion about the evolution of lighting in theatre. They will also discuss how lighting has allowed them to accomplish more with less instruments. Additionally, the students will "invent" their own lighting instrument that will fix the issues that they are currently experiencing as designers and technicians.
  • The students will begin studying the acting technique of Stanislavski and The Method. They will demonstrate their new knowledge in their monologues for class.
  • Students will work together to create a performance of Edgar Lee Master's Spoon River Anthology. They will work together to find pieces for every student in the class that work within the intent of the assignment. Students will create strong characters based off the short monologues in the play. Students will pair and critique each other during the process. Students can perform for other classes or film themselves for a final review after the performance.
  • Students will create costumes, lighting, sound and a set design for their performance of Edgar Lee Master's Spoon River Anthology.
Develop
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Accomplished
All Resources: 4
Learning Activities: 1
Lesson Plans: 3
Classroom Resources: 0
Unit Plans: 0
3) Use personal experiences and knowledge to develop 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:
Research
  • Author research
  • previous productions of the specific play
Analysis
  • Text breakdown
  • Expositions
  • Public Solitude
  • Biomechanic
Vocal
  • Lessac
  • Laban
  • Accents
Movement
  • Method of Physical Action
  • Warm ups
  • Laban
Characterization
  • emotional memory
  • sense memory
  • substitution
  • affective memory
  • given circumstances
  • ensemble work
Design
  • lighting
  • innovation/evolution of technical theatre
  • technical crews and their jobs
Theatrical production
  • World of the play
  • Production concept
  • Copyrights and the right of the playwright
Skill Examples:
  • Students will pick one of 10 plays that represent plays from across multiple genres. They will begin the design process using research about prior productions of our play. They will work together to present their design for the play. Their research will be a large part of their grade.
  • Students will study lighting in class. They will have lecture and discussion about the evolution of lighting in theatre. They will also discuss how lighting has allowed them to accomplish more with less instruments. Additionally, the students will "invent" their own lighting instrument that will fix the issues that they are currently experiencing as designers and technicians.
  • The students will begin studying the acting technique of Stanislavski and The Method. They will demonstrate their new knowledge in their monologues for class.
  • Students will work together to create a performance of Edgar Lee Master's Spoon River Anthology. They will work together to find pieces for every student in the class that work within the intent of the assignment. Students will create strong characters based off the short monologues in the play. Students will pair and critique each other during the process. Students can perform for other classes or film themselves for a final review after the performance.
  • Students will create costumes, lighting, sound and a set design for their performance of Edgar Lee Master's Spoon River Anthology.
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Refine a dramatic concept to demonstrate a critical understanding of historical and cultural influences of original ideas applied to 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
  • Author research
  • previous productions of the specific play
Analysis
  • Text breakdown
  • Expositions
  • Public Solitude
  • Biomechanic
Vocal
  • Lessac
  • Laban
  • Accents
Movement
  • Method of Physical Action
  • Warm ups
  • Laban
Characterization
  • emotional memory
  • sense memory
  • substitution
  • affective memory
  • given circumstances
  • ensemble work
Design
  • lighting
  • innovation/evolution of technical theatre
  • technical crews and their jobs
Theatrical production
  • World of the play
  • Production concept
  • Copyrights and the right of the playwright
Skill Examples:
  • Students will pick one of 10 plays that represent plays from across multiple genres. They will begin the design process using research about prior productions of our play. They will work together to present their design for the play. Their research will be a large part of their grade.
  • Students will study lighting in class. They will have lecture and discussion about the evolution of lighting in theatre. They will also discuss how lighting has allowed them to accomplish more with less instruments. Additionally, the students will "invent" their own lighting instrument that will fix the issues that they are currently experiencing as designers and technicians.
  • The students will begin studying the acting technique of Stanislavski and The Method. They will demonstrate their new knowledge in their monologues for class.
  • Students will work together to create a performance of Edgar Lee Master's Spoon River Anthology. They will work together to find pieces for every student in the class that work within the intent of the assignment. Students will create strong characters based off the short monologues in the play. Students will pair and critique each other during the process. Students can perform for other classes or film themselves for a final review after the performance.
  • Students will create costumes, lighting, sound and a set design for their performance of Edgar Lee Master's Spoon River Anthology.
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Accomplished
All Resources: 3
Learning Activities: 3
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Collaborate as a creative team to make interpretive choices for 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
  • Author research
  • previous productions of the specific play
Analysis
  • Text breakdown
  • Expositions
  • Public Solitude
  • Biomechanic
Vocal
  • Lessac
  • Laban
  • Accents
Movement
  • Method of Physical Action
  • Warm ups
  • Laban
Characterization
  • emotional memory
  • sense memory
  • substitution
  • affective memory
  • given circumstances
  • ensemble work
Design
  • lighting
  • innovation/evolution of technical theatre
  • technical crews and their jobs
Theatrical production
  • World of the play
  • Production concept
  • Copyrights and the right of the playwright
Skill Examples:
  • Students will pick one of 10 plays that represent plays from across multiple genres. They will begin the design process using research about prior productions of our play. They will work together to present their design for the play. Their research will be a large part of their grade.
  • Students will study lighting in class. They will have lecture and discussion about the evolution of lighting in theatre. They will also discuss how lighting has allowed them to accomplish more with less instruments. Additionally, the students will "invent" their own lighting instrument that will fix the issues that they are currently experiencing as designers and technicians.
  • The students will begin studying the acting technique of Stanislavski and The Method. They will demonstrate their new knowledge in their monologues for class.
  • Students will work together to create a performance of Edgar Lee Master's Spoon River Anthology. They will work together to find pieces for every student in the class that work within the intent of the assignment. Students will create strong characters based off the short monologues in the play. Students will pair and critique each other during the process. Students can perform for other classes or film themselves for a final review after the performance.
  • Students will create costumes, lighting, sound and a set design for their performance of Edgar Lee Master's Spoon River Anthology.
Rehearse
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Use the rehearsal process to analyze the dramatic concept and technical design elements of 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
  • Author research
  • previous productions of the specific play
Analysis
  • Text breakdown
  • Expositions
  • Public Solitude
  • Biomechanic
Vocal
  • Lessac
  • Laban
  • Accents
Movement
  • Method of Physical Action
  • Warm ups
  • Laban
Characterization
  • emotional memory
  • sense memory
  • substitution
  • affective memory
  • given circumstances
  • ensemble work
Design
  • lighting
  • innovation/evolution of technical theatre
  • technical crews and their jobs
Theatrical production
  • World of the play
  • Production concept
  • Copyrights and the right of the playwright
Skill Examples:
  • Students will pick one of 10 plays that represent plays from across multiple genres. They will begin the design process using research about prior productions of our play. They will work together to present their design for the play. Their research will be a large part of their grade.
  • Students will study lighting in class. They will have lecture and discussion about the evolution of lighting in theatre. They will also discuss how lighting has allowed them to accomplish more with less instruments. Additionally, the students will "invent" their own lighting instrument that will fix the issues that they are currently experiencing as designers and technicians.
  • The students will begin studying the acting technique of Stanislavski and The Method. They will demonstrate their new knowledge in their monologues for class.
  • Students will work together to create a performance of Edgar Lee Master's Spoon River Anthology. They will work together to find pieces for every student in the class that work within the intent of the assignment. Students will create strong characters based off the short monologues in the play. Students will pair and critique each other during the process. Students can perform for other classes or film themselves for a final review after the performance.
  • Students will create costumes, lighting, sound and a set design for their performance of Edgar Lee Master's Spoon River Anthology.
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Accomplished
All Resources: 2
Learning Activities: 0
Lesson Plans: 2
Classroom Resources: 0
Unit Plans: 0
7) Use research and script analysis to revise physical and vocal choices impacting the believability and relevance 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
  • Author research
  • previous productions of the specific play
Analysis
  • Text breakdown
  • Expositions
  • Public Solitude
  • Biomechanic
Vocal
  • Lessac
  • Laban
  • Accents
Movement
  • Method of Physical Action
  • Warm ups
  • Laban
Characterization
  • emotional memory
  • sense memory
  • substitution
  • affective memory
  • given circumstances
  • ensemble work
Design
  • lighting
  • innovation/evolution of technical theatre
  • technical crews and their jobs
Theatrical production
  • World of the play
  • Production concept
  • Copyrights and the right of the playwright
Skill Examples:
  • Students will pick one of 10 plays that represent plays from across multiple genres. They will begin the design process using research about prior productions of our play. They will work together to present their design for the play. Their research will be a large part of their grade.
  • Students will study lighting in class. They will have lecture and discussion about the evolution of lighting in theatre. They will also discuss how lighting has allowed them to accomplish more with less instruments. Additionally, the students will "invent" their own lighting instrument that will fix the issues that they are currently experiencing as designers and technicians.
  • The students will begin studying the acting technique of Stanislavski and The Method. They will demonstrate their new knowledge in their monologues for class.
  • Students will work together to create a performance of Edgar Lee Master's Spoon River Anthology. They will work together to find pieces for every student in the class that work within the intent of the assignment. Students will create strong characters based off the short monologues in the play. Students will pair and critique each other during the process. Students can perform for other classes or film themselves for a final review after the performance.
  • Students will create costumes, lighting, sound and a set design for their performance of Edgar Lee Master's Spoon River Anthology.
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
8) Re-imagine and revise technical design choices during the course of a rehearsal process to enhance the story and emotional impact of 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
  • Author research
  • previous productions of the specific play
Analysis
  • Text breakdown
  • Expositions
  • Public Solitude
  • Biomechanic
Vocal
  • Lessac
  • Laban
  • Accents
Movement
  • Method of Physical Action
  • Warm ups
  • Laban
Characterization
  • emotional memory
  • sense memory
  • substitution
  • affective memory
  • given circumstances
  • ensemble work
Design
  • lighting
  • innovation/evolution of technical theatre
  • technical crews and their jobs
Theatrical production
  • World of the play
  • Production concept
  • Copyrights and the right of the playwright
Skill Examples:
  • Students will pick one of 10 plays that represent plays from across multiple genres. They will begin the design process using research about prior productions of our play. They will work together to present their design for the play. Their research will be a large part of their grade.
  • Students will study lighting in class. They will have lecture and discussion about the evolution of lighting in theatre. They will also discuss how lighting has allowed them to accomplish more with less instruments. Additionally, the students will "invent" their own lighting instrument that will fix the issues that they are currently experiencing as designers and technicians.
  • The students will begin studying the acting technique of Stanislavski and The Method. They will demonstrate their new knowledge in their monologues for class.
  • Students will work together to create a performance of Edgar Lee Master's Spoon River Anthology. They will work together to find pieces for every student in the class that work within the intent of the assignment. Students will create strong characters based off the short monologues in the play. Students will pair and critique each other during the process. Students can perform for other classes or film themselves for a final review after the performance.
  • Students will create costumes, lighting, sound and a set design for their performance of Edgar Lee Master's Spoon River Anthology.
Performing
Select
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Accomplished
All Resources: 2
Learning Activities: 0
Lesson Plans: 2
Classroom Resources: 0
Unit Plans: 0
9) Discover how unique choices shape believable and sustainable 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
  • vocal warm up
  • healthy practices
  • dramaturgical
Analysis
  • protagonist
  • Initial action
  • Conflict
  • Climax
  • playwright intent
  • historical context
  • French scenes
  • Beat and Actions
Vocal
  • Refining accents
  • working on the American accent
Movement
  • Self-awareness

Characterization
  • Obstacles
  • Tactics
  • Creating a full Character not a caricature
Directing
  • Pre-rehearsal work of the director
  • making directing choices based on the text
  • blocking using text analysis
Design
  • Using text for design choices
Theatrical production
Skill Examples:
  • The students will watch numerous actors perform the same monologue from a play. They will discuss the differences and similarities. Students will also discuss what they would do for that same monologue. Students will then pair up and find a monologue. Each student will make their character choices and perform the monologue. The class will then critique how each monologue had success and challenges.
  • Students will begin discussing dramaturgical principles. They will do a play analysis on a one act play. Students will decide how they would direct the play using their play analysis as a starting point.
  • Students will learn about French Scenes and Beat and Actions. They will pair up and find a scene from a play. They will use French Scenes and Beats and Actions to refine their choices in the scene. Students will perform their scenes for each other for oral and written critique.
  • Students will find a play. They will read and analyze the play. They will pick an aspect of the technical production to design. Students will use research, inspiration and design technique to create a new design for their play.
  • Students will perform a one act play that is either written by the students or published. They will rehearse and perform the play during class. They will perform the play during class for an audience of their peers.
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
10) Identify essential text information, research from various sources, and the director's concept that influence character choices 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
  • vocal warm up
  • healthy practices
  • dramaturgical
Analysis
  • protagonist
  • Initial action
  • Conflict
  • Climax
  • playwright intent
  • historical context
  • French scenes
  • Beat and Actions
Vocal
  • Refining accents
  • working on the American accent
Movement
  • Self-awareness

Characterization
  • Obstacles
  • Tactics
  • Creating a full Character not a caricature
Directing
  • Pre-rehearsal work of the director
  • making directing choices based on the text
  • blocking using text analysis
Design
  • Using text for design choices
Theatrical production
Skill Examples:
  • The students will watch numerous actors perform the same monologue from a play. They will discuss the differences and similarities. Students will also discuss what they would do for that same monologue. Students will then pair up and find a monologue. Each student will make their character choices and perform the monologue. The class will then critique how each monologue had success and challenges.
  • Students will begin discussing dramaturgical principles. They will do a play analysis on a one act play. Students will decide how they would direct the play using their play analysis as a starting point.
  • Students will learn about French Scenes and Beat and Actions. They will pair up and find a scene from a play. They will use French Scenes and Beats and Actions to refine their choices in the scene. Students will perform their scenes for each other for oral and written critique.
  • Students will find a play. They will read and analyze the play. They will pick an aspect of the technical production to design. Students will use research, inspiration and design technique to create a new design for their play.
  • Students will perform a one act play that is either written by the students or published. They will rehearse and perform the play during class. They will perform the play during class for an audience of their peers.
Prepare
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Accomplished
All Resources: 2
Learning Activities: 0
Lesson Plans: 2
Classroom Resources: 0
Unit Plans: 0
11) Refine a range of acting skills to build a believable and sustainable 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
  • vocal warm up
  • healthy practices
  • dramaturgical
Analysis
  • protagonist
  • Initial action
  • Conflict
  • Climax
  • playwright intent
  • historical context
  • French scenes
  • Beat and Actions
Vocal
  • Refining accents
  • working on the American accent
Movement
  • Self-awareness

Characterization
  • Obstacles
  • Tactics
  • Creating a full Character not a caricature
Directing
  • Pre-rehearsal work of the director
  • making directing choices based on the text
  • blocking using text analysis
Design
  • Using text for design choices
Theatrical production
Skill Examples:
  • The students will watch numerous actors perform the same monologue from a play. They will discuss the differences and similarities. Students will also discuss what they would do for that same monologue. Students will then pair up and find a monologue. Each student will make their character choices and perform the monologue. The class will then critique how each monologue had success and challenges.
  • Students will begin discussing dramaturgical principles. They will do a play analysis on a one act play. Students will decide how they would direct the play using their play analysis as a starting point.
  • Students will learn about French Scenes and Beat and Actions. They will pair up and find a scene from a play. They will use French Scenes and Beats and Actions to refine their choices in the scene. Students will perform their scenes for each other for oral and written critique.
  • Students will find a play. They will read and analyze the play. They will pick an aspect of the technical production to design. Students will use research, inspiration and design technique to create a new design for their play.
  • Students will perform a one act play that is either written by the students or published. They will rehearse and perform the play during class. They will perform the play during class for an audience of their peers.
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
12) Apply technical elements and research to create a design that communicates the concept of 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
  • vocal warm up
  • healthy practices
  • dramaturgical
Analysis
  • protagonist
  • Initial action
  • Conflict
  • Climax
  • playwright intent
  • historical context
  • French scenes
  • Beat and Actions
Vocal
  • Refining accents
  • working on the American accent
Movement
  • Self-awareness

Characterization
  • Obstacles
  • Tactics
  • Creating a full Character not a caricature
Directing
  • Pre-rehearsal work of the director
  • making directing choices based on the text
  • blocking using text analysis
Design
  • Using text for design choices
Theatrical production
Skill Examples:
  • The students will watch numerous actors perform the same monologue from a play. They will discuss the differences and similarities. Students will also discuss what they would do for that same monologue. Students will then pair up and find a monologue. Each student will make their character choices and perform the monologue. The class will then critique how each monologue had success and challenges.
  • Students will begin discussing dramaturgical principles. They will do a play analysis on a one act play. Students will decide how they would direct the play using their play analysis as a starting point.
  • Students will learn about French Scenes and Beat and Actions. They will pair up and find a scene from a play. They will use French Scenes and Beats and Actions to refine their choices in the scene. Students will perform their scenes for each other for oral and written critique.
  • Students will find a play. They will read and analyze the play. They will pick an aspect of the technical production to design. Students will use research, inspiration and design technique to create a new design for their play.
  • Students will perform a one act play that is either written by the students or published. They will rehearse and perform the play during class. They will perform the play during class for an audience of their peers.
Present
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Accomplished
All Resources: 2
Learning Activities: 0
Lesson Plans: 2
Classroom Resources: 0
Unit Plans: 0
13) Present a drama/theatre work using creative processes that shape the production for a specific 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
  • vocal warm up
  • healthy practices
  • dramaturgical
Analysis
  • protagonist
  • Initial action
  • Conflict
  • Climax
  • playwright intent
  • historical context
  • French scenes
  • Beat and Actions
Vocal
  • Refining accents
  • working on the American accent
Movement
  • Self-awareness

Characterization
  • Obstacles
  • Tactics
  • Creating a full Character not a caricature
Directing
  • Pre-rehearsal work of the director
  • making directing choices based on the text
  • blocking using text analysis
Design
  • Using text for design choices
Theatrical production
Skill Examples:
  • The students will watch numerous actors perform the same monologue from a play. They will discuss the differences and similarities. Students will also discuss what they would do for that same monologue. Students will then pair up and find a monologue. Each student will make their character choices and perform the monologue. The class will then critique how each monologue had success and challenges.
  • Students will begin discussing dramaturgical principles. They will do a play analysis on a one act play. Students will decide how they would direct the play using their play analysis as a starting point.
  • Students will learn about French Scenes and Beat and Actions. They will pair up and find a scene from a play. They will use French Scenes and Beats and Actions to refine their choices in the scene. Students will perform their scenes for each other for oral and written critique.
  • Students will find a play. They will read and analyze the play. They will pick an aspect of the technical production to design. Students will use research, inspiration and design technique to create a new design for their play.
  • Students will perform a one act play that is either written by the students or published. They will rehearse and perform the play during class. They will perform the play during class for an audience of their peers.
Responding
Reflect
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
14) Research historical and cultural context to structure and justify personal responses to a drama/theatre work.

Example: Engage in dramaturgical research prior to seeing To Kill a Mockingbird in order to connect more effectively to the play and its historical and racial context.

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
  • Understanding the play
Analysis
  • What defines a good performance?
  • What is a positive critique?
  • Performing iambic pentameter
  • Vocal
    • Linklater
    • Vowel Tree
    • freeing the natural voice
    Movement
    • Shakespearean movement
    • Characterization's impact on movement
    Design
    • scenic painting from historical impact to techniques
    Theatrical production
    • modernizing historical plays
    • performing in historical plays
    • The impact of language on the actor
    Skill Examples:
    • Students will watch a live performance or film of a classic play that they study in their English classes. They will use their literary and theatrical knowledge to write a critique in class. They will cover multiple aspects of performance: design, acting technique and directing choices as well as their personal response to the play.
    • 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.
    • 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.
    • Students will pick a Shakespearean monologue to perform. They will use historical information, personal experiences, and cultural norms of the time to create and perform the monologue.
    • Students will study theatre during the Elizabethan period. They will discuss Shakespeare and his contemporaries' technique of critiquing political policies in plays. Students and teacher will discuss modern examples of writers referencing current issues in their plays and films. Examples: The West Wing, 13 Reasons Why, Avengers were all created to comment on current popular cultural issues.
    Interpret
    Arts Education (2017)
    Grade(s): 9 - 12
    Theatre: Accomplished
    All Resources: 1
    Learning Activities: 1
    Lesson Plans: 0
    Classroom Resources: 0
    Unit Plans: 0
    15) Develop detailed supporting evidence and criteria to reinforce 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
    • Understanding the play
    Analysis
  • What defines a good performance?
  • What is a positive critique?
  • Performing iambic pentameter
  • Vocal
    • Linklater
    • Vowel Tree
    • freeing the natural voice
    Movement
    • Shakespearean movement
    • Characterization's impact on movement
    Design
    • scenic painting from historical impact to techniques
    Theatrical production
    • modernizing historical plays
    • performing in historical plays
    • The impact of language on the actor
    Skill Examples:
    • Students will watch a live performance or film of a classic play that they study in their English classes. They will use their literary and theatrical knowledge to write a critique in class. They will cover multiple aspects of performance: design, acting technique and directing choices as well as their personal response to the play.
    • 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.
    • 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.
    • Students will pick a Shakespearean monologue to perform. They will use historical information, personal experiences, and cultural norms of the time to create and perform the monologue.
    • Students will study theatre during the Elizabethan period. They will discuss Shakespeare and his contemporaries' technique of critiquing political policies in plays. Students and teacher will discuss modern examples of writers referencing current issues in their plays and films. Examples: The West Wing, 13 Reasons Why, Avengers were all created to comment on current popular cultural issues.
    Arts Education (2017)
    Grade(s): 9 - 12
    Theatre: Accomplished
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Classroom Resources: 0
    Unit Plans: 0
    16) Apply concepts from a drama/theatre work for personal realization about cultural perspectives and understanding.

    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
    • Understanding the play
    Analysis
  • What defines a good performance?
  • What is a positive critique?
  • Performing iambic pentameter
  • Vocal
    • Linklater
    • Vowel Tree
    • freeing the natural voice
    Movement
    • Shakespearean movement
    • Characterization's impact on movement
    Design
    • scenic painting from historical impact to techniques
    Theatrical production
    • modernizing historical plays
    • performing in historical plays
    • The impact of language on the actor
    Skill Examples:
    • Students will watch a live performance or film of a classic play that they study in their English classes. They will use their literary and theatrical knowledge to write a critique in class. They will cover multiple aspects of performance: design, acting technique and directing choices as well as their personal response to the play.
    • 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.
    • 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.
    • Students will pick a Shakespearean monologue to perform. They will use historical information, personal experiences, and cultural norms of the time to create and perform the monologue.
    • Students will study theatre during the Elizabethan period. They will discuss Shakespeare and his contemporaries' technique of critiquing political policies in plays. Students and teacher will discuss modern examples of writers referencing current issues in their plays and films. Examples: The West Wing, 13 Reasons Why, Avengers were all created to comment on current popular cultural issues.
    Arts Education (2017)
    Grade(s): 9 - 12
    Theatre: Accomplished
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Classroom Resources: 0
    Unit Plans: 0
    17) Debate and distinguish multiple aesthetics, preferences, and beliefs through participation in and 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
    • Understanding the play
    Analysis
  • What defines a good performance?
  • What is a positive critique?
  • Performing iambic pentameter
  • Vocal
    • Linklater
    • Vowel Tree
    • freeing the natural voice
    Movement
    • Shakespearean movement
    • Characterization's impact on movement
    Design
    • scenic painting from historical impact to techniques
    Theatrical production
    • modernizing historical plays
    • performing in historical plays
    • The impact of language on the actor
    Skill Examples:
    • Students will watch a live performance or film of a classic play that they study in their English classes. They will use their literary and theatrical knowledge to write a critique in class. They will cover multiple aspects of performance: design, acting technique and directing choices as well as their personal response to the play.
    • 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.
    • 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.
    • Students will pick a Shakespearean monologue to perform. They will use historical information, personal experiences, and cultural norms of the time to create and perform the monologue.
    • Students will study theatre during the Elizabethan period. They will discuss Shakespeare and his contemporaries' technique of critiquing political policies in plays. Students and teacher will discuss modern examples of writers referencing current issues in their plays and films. Examples: The West Wing, 13 Reasons Why, Avengers were all created to comment on current popular cultural issues.
    Evaluate
    Arts Education (2017)
    Grade(s): 9 - 12
    Theatre: Accomplished
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Classroom Resources: 0
    Unit Plans: 0
    18) Research and synthesize cultural and historical information related to a drama/theatre work to support or evaluate artistic 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
    • Understanding the play
    Analysis
  • What defines a good performance?
  • What is a positive critique?
  • Performing iambic pentameter
  • Vocal
    • Linklater
    • Vowel Tree
    • freeing the natural voice
    Movement
    • Shakespearean movement
    • Characterization's impact on movement
    Design
    • scenic painting from historical impact to techniques
    Theatrical production
    • modernizing historical plays
    • performing in historical plays
    • The impact of language on the actor
    Skill Examples:
    • Students will watch a live performance or film of a classic play that they study in their English classes. They will use their literary and theatrical knowledge to write a critique in class. They will cover multiple aspects of performance: design, acting technique and directing choices as well as their personal response to the play.
    • 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.
    • 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.
    • Students will pick a Shakespearean monologue to perform. They will use historical information, personal experiences, and cultural norms of the time to create and perform the monologue.
    • Students will study theatre during the Elizabethan period. They will discuss Shakespeare and his contemporaries' technique of critiquing political policies in plays. Students and teacher will discuss modern examples of writers referencing current issues in their plays and films. Examples: The West Wing, 13 Reasons Why, Avengers were all created to comment on current popular cultural issues.
    Arts Education (2017)
    Grade(s): 9 - 12
    Theatre: Accomplished
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Classroom Resources: 0
    Unit Plans: 0
    19) Construct meaning in a drama/theatre work, considering personal aesthetics and knowledge of production elements while respecting others' interpretations.

    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
    • Understanding the play
    Analysis
  • What defines a good performance?
  • What is a positive critique?
  • Performing iambic pentameter
  • Vocal
    • Linklater
    • Vowel Tree
    • freeing the natural voice
    Movement
    • Shakespearean movement
    • Characterization's impact on movement
    Design
    • scenic painting from historical impact to techniques
    Theatrical production
    • modernizing historical plays
    • performing in historical plays
    • The impact of language on the actor
    Skill Examples:
    • Students will watch a live performance or film of a classic play that they study in their English classes. They will use their literary and theatrical knowledge to write a critique in class. They will cover multiple aspects of performance: design, acting technique and directing choices as well as their personal response to the play.
    • 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.
    • 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.
    • Students will pick a Shakespearean monologue to perform. They will use historical information, personal experiences, and cultural norms of the time to create and perform the monologue.
    • Students will study theatre during the Elizabethan period. They will discuss Shakespeare and his contemporaries' technique of critiquing political policies in plays. Students and teacher will discuss modern examples of writers referencing current issues in their plays and films. Examples: The West Wing, 13 Reasons Why, Avengers were all created to comment on current popular cultural issues.
    Arts Education (2017)
    Grade(s): 9 - 12
    Theatre: Accomplished
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Classroom Resources: 0
    Unit Plans: 0
    20) Analyze how a drama/theatre work communicates for a specific purpose and 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
    • Understanding the play
    Analysis
  • What defines a good performance?
  • What is a positive critique?
  • Performing iambic pentameter
  • Vocal
    • Linklater
    • Vowel Tree
    • freeing the natural voice
    Movement
    • Shakespearean movement
    • Characterization's impact on movement
    Design
    • scenic painting from historical impact to techniques
    Theatrical production
    • modernizing historical plays
    • performing in historical plays
    • The impact of language on the actor
    Skill Examples:
    • Students will watch a live performance or film of a classic play that they study in their English classes. They will use their literary and theatrical knowledge to write a critique in class. They will cover multiple aspects of performance: design, acting technique and directing choices as well as their personal response to the play.
    • 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.
    • 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.
    • Students will pick a Shakespearean monologue to perform. They will use historical information, personal experiences, and cultural norms of the time to create and perform the monologue.
    • Students will study theatre during the Elizabethan period. They will discuss Shakespeare and his contemporaries' technique of critiquing political policies in plays. Students and teacher will discuss modern examples of writers referencing current issues in their plays and films. Examples: The West Wing, 13 Reasons Why, Avengers were all created to comment on current popular cultural issues.
    Connecting
    Empathize
    Arts Education (2017)
    Grade(s): 9 - 12
    Theatre: Accomplished
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Classroom Resources: 0
    Unit Plans: 0
    21) Choose and interpret a drama/theatre work to reflect or question personal beliefs.

    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
    • using historical information to create plays
    • using history and articles to create characters and technical theatre spots
    Analysis
    • How does oral storytelling transition to playwriting
    • How does the traditional folktale/ fairytale translate to a modern audience
    Vocal
    • IPA
    • scoring the script
    Movement
    • dance for the actor
    • Yoga for the actor
    Characterization
    • the responsibility of representing characters in history or historical events
    • Strasburg
    • Uta Hagan
    Design
    • Abstract design for historical plays
    • Costume design and production
    • Sound production
    Theatrical production
    • Serving the production
    • Accurately representing another culture
    • celebration of culture rather than appropriation of a culture
    Skill Examples:
    • Students will study African Culture. They will learn how to do African Dancing, Drumming and Storytelling. Students will study the differences and similarities of their culture and traditional African culture. Students will perform a play based on what they have learned about another culture.
    • Students will learn about the folk tales or oral history of their city or town. They will write a play based on their town's history. Students will rehearse and perform their play for families and their community.
    • Students will study the play Hairspray. They will study the time period, cultural issues and impact that the play has had on their perception. Students will write an article (review or summary) about what they have learned in their study of the play.
    Interrelate
    Arts Education (2017)
    Grade(s): 9 - 12
    Theatre: Accomplished
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Classroom Resources: 0
    Unit Plans: 0
    22) Develop a drama/theatre work that identifies and questions cultural, global, or historic belief systems.

    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
    • using historical information to create plays
    • using history and articles to create characters and technical theatre spots
    Analysis
    • How does oral storytelling transition to playwriting
    • How does the traditional folktale/ fairytale translate to a modern audience
    Vocal
    • IPA
    • scoring the script
    Movement
    • dance for the actor
    • Yoga for the actor
    Characterization
    • the responsibility of representing characters in history or historical events
    • Strasburg
    • Uta Hagan
    Design
    • Abstract design for historical plays
    • Costume design and production
    • Sound production
    Theatrical production
    • Serving the production
    • Accurately representing another culture
    • celebration of culture rather than appropriation of a culture
    Skill Examples:
    • Students will study African Culture. They will learn how to do African Dancing, Drumming and Storytelling. Students will study the differences and similarities of their culture and traditional African culture. Students will perform a play based on what they have learned about another culture.
    • Students will learn about the folk tales or oral history of their city or town. They will write a play based on their town's history. Students will rehearse and perform their play for families and their community.
    • Students will study the play Hairspray. They will study the time period, cultural issues and impact that the play has had on their perception. Students will write an article (review or summary) about what they have learned in their study of the play.
    Research
    Arts Education (2017)
    Grade(s): 9 - 12
    Theatre: Accomplished
    All Resources: 1
    Learning Activities: 0
    Lesson Plans: 1
    Classroom Resources: 0
    Unit Plans: 0
    23) Formulate creative choices for a devised or scripted drama/theatre work based on theatre research about a selected topic.

    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
    • using historical information to create plays
    • using history and articles to create characters and technical theatre spots
    Analysis
    • How does oral storytelling transition to playwriting
    • How does the traditional folktale/ fairytale translate to a modern audience
    Vocal
    • IPA
    • scoring the script
    Movement
    • dance for the actor
    • Yoga for the actor
    Characterization
    • the responsibility of representing characters in history or historical events
    • Strasburg
    • Uta Hagan
    Design
    • Abstract design for historical plays
    • Costume design and production
    • Sound production
    Theatrical production
    • Serving the production
    • Accurately representing another culture
    • celebration of culture rather than appropriation of a culture
    Skill Examples:
    • Students will study African Culture. They will learn how to do African Dancing, Drumming and Storytelling. Students will study the differences and similarities of their culture and traditional African culture. Students will perform a play based on what they have learned about another culture.
    • Students will learn about the folk tales or oral history of their city or town. They will write a play based on their town's history. Students will rehearse and perform their play for families and their community.
    • Students will study the play Hairspray. They will study the time period, cultural issues and impact that the play has had on their perception. Students will write an article (review or summary) about what they have learned in their study of the play.
    Arts Education (2017)
    Grade(s): 9 - 12
    Theatre: Accomplished
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Classroom Resources: 0
    Unit Plans: 0
    24) Explore how personal beliefs and biases can affect the interpretation of research data applied 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
    • using historical information to create plays
    • using history and articles to create characters and technical theatre spots
    Analysis
    • How does oral storytelling transition to playwriting
    • How does the traditional folktale/ fairytale translate to a modern audience
    Vocal
    • IPA
    • scoring the script
    Movement
    • dance for the actor
    • Yoga for the actor
    Characterization
    • the responsibility of representing characters in history or historical events
    • Strasburg
    • Uta Hagan
    Design
    • Abstract design for historical plays
    • Costume design and production
    • Sound production
    Theatrical production
    • Serving the production
    • Accurately representing another culture
    • celebration of culture rather than appropriation of a culture
    Skill Examples:
    • Students will study African Culture. They will learn how to do African Dancing, Drumming and Storytelling. Students will study the differences and similarities of their culture and traditional African culture. Students will perform a play based on what they have learned about another culture.
    • Students will learn about the folk tales or oral history of their city or town. They will write a play based on their town's history. Students will rehearse and perform their play for families and their community.
    • Students will study the play Hairspray. They will study the time period, cultural issues and impact that the play has had on their perception. Students will write an article (review or summary) about what they have learned in their study of the play.