Courses of Study

Creating
Envision, Conceptualize
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Advanced
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
1) Synthesize knowledge from a variety of dramatic forms, theatrical conventions, and technologies to create 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
  • synthesizing research to adapt to the play or theater space
  • Using research to support design choices in the production meetings
Analysis
  • 9 questions
  • 7 steps to heaven
Vocal
  • Students lead warm ups
  • Students analyze the accent or vocal needs themselves
Movement
  • How does the body denote character and emotion
Characterization
  • Uta Hagen's 9 steps to creating character
  • Action Verbs for character work
  • Animal Work
Directing
  • Creating the ensemble
  • warm up exercises for your actors
  • table reads
  • walking the grid
Design
  • Unified vision
  • Scale Design
  • Transitioning from page to stage
Theatrical production
  • production concept
  • style
  • subtext
Skill Examples:
  • Students will work together to design a play for performance. They will use their knowledge in lighting, sound design, scenic design and costuming to create visuals that work as a unified vision for the production.
  • Students will design a soundscape of a play. They will create drafts, plots, cue sheets, sound effects, pre- and post-show music and wireless microphone schedules for the chosen play. They will pitch their design and work to the class, and one design will be chosen as the best design of the class.
  • Students will study the technique of Uta Hagen. They will use her acting technique to refine their rehearsal work. They will use her 9 Questions format to create strong characters for performance in class scenes or a play.
  • Students will study I Never Saw Another Butterfly. They will research the Holocaust and characters of the play. Students will use historical research and cultural contexts to rehearse and perform the play.
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Advanced
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
2) Create a complete design for a drama/theatre work that incorporates elements of theatrical technology.

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
  • synthesizing research to adapt to the play or theater space
  • Using research to support design choices in the production meetings
Analysis
  • 9 questions
  • 7 steps to heaven
Vocal
  • Students lead warm ups
  • Students analyze the accent or vocal needs themselves
Movement
  • How does the body denote character and emotion
Characterization
  • Uta Hagen's 9 steps to creating character
  • Action Verbs for character work
  • Animal Work
Directing
  • Creating the ensemble
  • warm up exercises for your actors
  • table reads
  • walking the grid
Design
  • Unified vision
  • Scale Design
  • Transitioning from page to stage
Theatrical production
  • production concept
  • style
  • subtext
Skill Examples:
  • Students will work together to design a play for performance. They will use their knowledge in lighting, sound design, scenic design and costuming to create visuals that work as a unified vision for the production.
  • Students will design a soundscape of a play. They will create drafts, plots, cue sheets, sound effects, pre- and post-show music and wireless microphone schedules for the chosen play. They will pitch their design and work to the class, and one design will be chosen as the best design of the class.
  • Students will study the technique of Uta Hagen. They will use her acting technique to refine their rehearsal work. They will use her 9 Questions format to create strong characters for performance in class scenes or a play.
  • Students will study I Never Saw Another Butterfly. They will research the Holocaust and characters of the play. Students will use historical research and cultural contexts to rehearse and perform the play.
Develop
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Advanced
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
3) Integrate cultural and historical contexts with personal experiences to create a character that 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
  • synthesizing research to adapt to the play or theater space
  • Using research to support design choices in the production meetings
Analysis
  • 9 questions
  • 7 steps to heaven
Vocal
  • Students lead warm ups
  • Students analyze the accent or vocal needs themselves
Movement
  • How does the body denote character and emotion
Characterization
  • Uta Hagen's 9 steps to creating character
  • Action Verbs for character work
  • Animal Work
Directing
  • Creating the ensemble
  • warm up exercises for your actors
  • table reads
  • walking the grid
Design
  • Unified vision
  • Scale Design
  • Transitioning from page to stage
Theatrical production
  • production concept
  • style
  • subtext
Skill Examples:
  • Students will work together to design a play for performance. They will use their knowledge in lighting, sound design, scenic design and costuming to create visuals that work as a unified vision for the production.
  • Students will design a soundscape of a play. They will create drafts, plots, cue sheets, sound effects, pre- and post-show music and wireless microphone schedules for the chosen play. They will pitch their design and work to the class, and one design will be chosen as the best design of the class.
  • Students will study the technique of Uta Hagen. They will use her acting technique to refine their rehearsal work. They will use her 9 Questions format to create strong characters for performance in class scenes or a play.
  • Students will study I Never Saw Another Butterfly. They will research the Holocaust and characters of the play. Students will use historical research and cultural contexts to rehearse and perform the play.
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Advanced
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
4) Develop and synthesize original ideas in a drama/theatre work utilizing critical analysis, historical and cultural context, research, and Western or non-Western theatre traditions.

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
  • synthesizing research to adapt to the play or theater space
  • Using research to support design choices in the production meetings
Analysis
  • 9 questions
  • 7 steps to heaven
Vocal
  • Students lead warm ups
  • Students analyze the accent or vocal needs themselves
Movement
  • How does the body denote character and emotion
Characterization
  • Uta Hagen's 9 steps to creating character
  • Action Verbs for character work
  • Animal Work
Directing
  • Creating the ensemble
  • warm up exercises for your actors
  • table reads
  • walking the grid
Design
  • Unified vision
  • Scale Design
  • Transitioning from page to stage
Theatrical production
  • production concept
  • style
  • subtext
Skill Examples:
  • Students will work together to design a play for performance. They will use their knowledge in lighting, sound design, scenic design and costuming to create visuals that work as a unified vision for the production.
  • Students will design a soundscape of a play. They will create drafts, plots, cue sheets, sound effects, pre- and post-show music and wireless microphone schedules for the chosen play. They will pitch their design and work to the class, and one design will be chosen as the best design of the class.
  • Students will study the technique of Uta Hagen. They will use her acting technique to refine their rehearsal work. They will use her 9 Questions format to create strong characters for performance in class scenes or a play.
  • Students will study I Never Saw Another Butterfly. They will research the Holocaust and characters of the play. Students will use historical research and cultural contexts to rehearse and perform the play.
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Advanced
All Resources: 2
Learning Activities: 0
Lesson Plans: 2
Classroom Resources: 0
Unit Plans: 0
5) Collaborate as a creative team to discover artistic solutions and make interpretive 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:
Research
  • synthesizing research to adapt to the play or theater space
  • Using research to support design choices in the production meetings
Analysis
  • 9 questions
  • 7 steps to heaven
Vocal
  • Students lead warm ups
  • Students analyze the accent or vocal needs themselves
Movement
  • How does the body denote character and emotion
Characterization
  • Uta Hagen's 9 steps to creating character
  • Action Verbs for character work
  • Animal Work
Directing
  • Creating the ensemble
  • warm up exercises for your actors
  • table reads
  • walking the grid
Design
  • Unified vision
  • Scale Design
  • Transitioning from page to stage
Theatrical production
  • production concept
  • style
  • subtext
Skill Examples:
  • Students will work together to design a play for performance. They will use their knowledge in lighting, sound design, scenic design and costuming to create visuals that work as a unified vision for the production.
  • Students will design a soundscape of a play. They will create drafts, plots, cue sheets, sound effects, pre- and post-show music and wireless microphone schedules for the chosen play. They will pitch their design and work to the class, and one design will be chosen as the best design of the class.
  • Students will study the technique of Uta Hagen. They will use her acting technique to refine their rehearsal work. They will use her 9 Questions format to create strong characters for performance in class scenes or a play.
  • Students will study I Never Saw Another Butterfly. They will research the Holocaust and characters of the play. Students will use historical research and cultural contexts to rehearse and perform the play.
Rehearse
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Refine, transform, and re-imagine a devised or scripted drama/theatre work using the rehearsal process to invent or re-imagine style, genre, form, and conventions.

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
  • synthesizing research to adapt to the play or theater space
  • Using research to support design choices in the production meetings
Analysis
  • 9 questions
  • 7 steps to heaven
Vocal
  • Students lead warm ups
  • Students analyze the accent or vocal needs themselves
Movement
  • How does the body denote character and emotion
Characterization
  • Uta Hagen's 9 steps to creating character
  • Action Verbs for character work
  • Animal Work
Directing
  • Creating the ensemble
  • warm up exercises for your actors
  • table reads
  • walking the grid
Design
  • Unified vision
  • Scale Design
  • Transitioning from page to stage
Theatrical production
  • production concept
  • style
  • subtext
Skill Examples:
  • Students will work together to design a play for performance. They will use their knowledge in lighting, sound design, scenic design and costuming to create visuals that work as a unified vision for the production.
  • Students will design a soundscape of a play. They will create drafts, plots, cue sheets, sound effects, pre- and post-show music and wireless microphone schedules for the chosen play. They will pitch their design and work to the class, and one design will be chosen as the best design of the class.
  • Students will study the technique of Uta Hagen. They will use her acting technique to refine their rehearsal work. They will use her 9 Questions format to create strong characters for performance in class scenes or a play.
  • Students will study I Never Saw Another Butterfly. They will research the Holocaust and characters of the play. Students will use historical research and cultural contexts to rehearse and perform the play.
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Advanced
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
7) Synthesize ideas from research, script analysis, and context to create a performance that is believable, authentic, and relevant in 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
  • synthesizing research to adapt to the play or theater space
  • Using research to support design choices in the production meetings
Analysis
  • 9 questions
  • 7 steps to heaven
Vocal
  • Students lead warm ups
  • Students analyze the accent or vocal needs themselves
Movement
  • How does the body denote character and emotion
Characterization
  • Uta Hagen's 9 steps to creating character
  • Action Verbs for character work
  • Animal Work
Directing
  • Creating the ensemble
  • warm up exercises for your actors
  • table reads
  • walking the grid
Design
  • Unified vision
  • Scale Design
  • Transitioning from page to stage
Theatrical production
  • production concept
  • style
  • subtext
Skill Examples:
  • Students will work together to design a play for performance. They will use their knowledge in lighting, sound design, scenic design and costuming to create visuals that work as a unified vision for the production.
  • Students will design a soundscape of a play. They will create drafts, plots, cue sheets, sound effects, pre- and post-show music and wireless microphone schedules for the chosen play. They will pitch their design and work to the class, and one design will be chosen as the best design of the class.
  • Students will study the technique of Uta Hagen. They will use her acting technique to refine their rehearsal work. They will use her 9 Questions format to create strong characters for performance in class scenes or a play.
  • Students will study I Never Saw Another Butterfly. They will research the Holocaust and characters of the play. Students will use historical research and cultural contexts to rehearse and perform the play.
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
8) Apply a high level of technical proficiency to the rehearsal process to support 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
  • synthesizing research to adapt to the play or theater space
  • Using research to support design choices in the production meetings
Analysis
  • 9 questions
  • 7 steps to heaven
Vocal
  • Students lead warm ups
  • Students analyze the accent or vocal needs themselves
Movement
  • How does the body denote character and emotion
Characterization
  • Uta Hagen's 9 steps to creating character
  • Action Verbs for character work
  • Animal Work
Directing
  • Creating the ensemble
  • warm up exercises for your actors
  • table reads
  • walking the grid
Design
  • Unified vision
  • Scale Design
  • Transitioning from page to stage
Theatrical production
  • production concept
  • style
  • subtext
Skill Examples:
  • Students will work together to design a play for performance. They will use their knowledge in lighting, sound design, scenic design and costuming to create visuals that work as a unified vision for the production.
  • Students will design a soundscape of a play. They will create drafts, plots, cue sheets, sound effects, pre- and post-show music and wireless microphone schedules for the chosen play. They will pitch their design and work to the class, and one design will be chosen as the best design of the class.
  • Students will study the technique of Uta Hagen. They will use her acting technique to refine their rehearsal work. They will use her 9 Questions format to create strong characters for performance in class scenes or a play.
  • Students will study I Never Saw Another Butterfly. They will research the Holocaust and characters of the play. Students will use historical research and cultural contexts to rehearse and perform the play.
Performing
Select
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Advanced
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
9) Apply reliable research of directors' styles to form unique choices for a directorial concept 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
  • using information from research and the text to guide the production
Analysis
  • Picturization
  • Dramaturgical analysis for directing
Vocal
  • comedic timing
  • realistic vocal work
Movement
  • Using Viewpoints to use movement to create character
  • Using technique to create specific movement motivated by text, and character
Characterization
  • By learning multiple acting techniques
Design
  • How does the audience, theatre space and or style of the play influence design
Theatrical production
  • Theatrical genres have a profound impact on the entire production and the success of the production
Skill Examples:
  • Students will learn directing technique through lecture and classroom exercises. Students will identify the spectrum of an evolutionary director versus a director that is totally planned.
  • Students will study Viewpoints in class. Use exercises in class to show different benefits of the process. Students will use these techniques for scene work. They will have a class performance and will have oral critique and written critique.
  • Students will, after studying Viewpoints, Strasburg, Stanislavski, Uta Hagen, use these techniques for a class play. They will audition, rehearse and perform their play.
  • Students will create a children's play. They will write, rehearse and perform this show for the students in grades 3-5 in other schools.
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
10) Apply a variety of researched acting techniques as an approach to 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
  • using information from research and the text to guide the production
Analysis
  • Picturization
  • Dramaturgical analysis for directing
Vocal
  • comedic timing
  • realistic vocal work
Movement
  • Using Viewpoints to use movement to create character
  • Using technique to create specific movement motivated by text, and character
Characterization
  • By learning multiple acting techniques
Design
  • How does the audience, theatre space and or style of the play influence design
Theatrical production
  • Theatrical genres have a profound impact on the entire production and the success of the production
Skill Examples:
  • Students will learn directing technique through lecture and classroom exercises. Students will identify the spectrum of an evolutionary director versus a director that is totally planned.
  • Students will study Viewpoints in class. Use exercises in class to show different benefits of the process. Students will use these techniques for scene work. They will have a class performance and will have oral critique and written critique.
  • Students will, after studying Viewpoints, Strasburg, Stanislavski, Uta Hagen, use these techniques for a class play. They will audition, rehearse and perform their play.
  • Students will create a children's play. They will write, rehearse and perform this show for the students in grades 3-5 in other schools.
Prepare
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Advanced
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
11) Collect and use a variety of acting exercises from reliable resources to prepare a believable and sustainable 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
  • using information from research and the text to guide the production
Analysis
  • Picturization
  • Dramaturgical analysis for directing
Vocal
  • comedic timing
  • realistic vocal work
Movement
  • Using Viewpoints to use movement to create character
  • Using technique to create specific movement motivated by text, and character
Characterization
  • By learning multiple acting techniques
Design
  • How does the audience, theatre space and or style of the play influence design
Theatrical production
  • Theatrical genres have a profound impact on the entire production and the success of the production
Skill Examples:
  • Students will learn directing technique through lecture and classroom exercises. Students will identify the spectrum of an evolutionary director versus a director that is totally planned.
  • Students will study Viewpoints in class. Use exercises in class to show different benefits of the process. Students will use these techniques for scene work. They will have a class performance and will have oral critique and written critique.
  • Students will, after studying Viewpoints, Strasburg, Stanislavski, Uta Hagen, use these techniques for a class play. They will audition, rehearse and perform their play.
  • Students will create a children's play. They will write, rehearse and perform this show for the students in grades 3-5 in other schools.
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
12) Explain and justify the selection of technical elements used to build a design that communicates the concept of a drama/theatre production.

Insight Unpacked Content
Present
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
13) Present a drama/theatre production for a specific audience that employs research and analysis grounded in the creative perspectives of the playwright, director, designer, and dramaturge.

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
  • using information from research and the text to guide the production
Analysis
  • Picturization
  • Dramaturgical analysis for directing
Vocal
  • comedic timing
  • realistic vocal work
Movement
  • Using Viewpoints to use movement to create character
  • Using technique to create specific movement motivated by text, and character
Characterization
  • By learning multiple acting techniques
Design
  • How does the audience, theatre space and or style of the play influence design
Theatrical production
  • Theatrical genres have a profound impact on the entire production and the success of the production
Skill Examples:
  • Students will learn directing technique through lecture and classroom exercises. Students will identify the spectrum of an evolutionary director versus a director that is totally planned.
  • Students will study Viewpoints in class. Use exercises in class to show different benefits of the process. Students will use these techniques for scene work. They will have a class performance and will have oral critique and written critique.
  • Students will, after studying Viewpoints, Strasburg, Stanislavski, Uta Hagen, use these techniques for a class play. They will audition, rehearse and perform their play.
  • Students will create a children's play. They will write, rehearse and perform this show for the students in grades 3-5 in other schools.
Responding
Reflect
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
14) Demonstrate an understanding of multiple interpretations of artistic criteria and how each might be used to influence future artistic choices of 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
  • How does a Director's point of view impact the play?
Analysis
  • Using critique to analyze personal performances
  • being able to recognize a quality performance
  • Using analytical ability to discuss positives and negatives of performances
Design
  • aesthetic critique
  • application of design principles on productions
Theatrical production
  • Defining the needs of producing a play
  • critically assessing their success in their productions
  • Developing the ability to compare and contrast productions
Skill Examples:
  • Students will create a theatre blog in which they go see live theatre in the area. Students will write Theatre Reviews for each play that they see and post their critique. Students will use their interpretive skills to acknowledge and write about different directorial choices and design differences.
  • Students will pair up to peer critique monologues and scenes for competition. Students will create their own rubric for the exercise. They will watch each piece and write a critique. They will also work to help each other grow in their scenes and monologues. They will do a final performance for the class and do an oral critique.
  • Students will film a performance of one of their class plays. They will create an anonymous survey where they critique their work. They will read the critique and discuss the comments in class.
Interpret
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Advanced
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
15) Use detailed supporting evidence and appropriate criteria to revise personal work and interpret the work of others 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
  • How does a Director's point of view impact the play?
Analysis
  • Using critique to analyze personal performances
  • being able to recognize a quality performance
  • Using analytical ability to discuss positives and negatives of performances
Design
  • aesthetic critique
  • application of design principles on productions
Theatrical production
  • Defining the needs of producing a play
  • critically assessing their success in their productions
  • Developing the ability to compare and contrast productions
Skill Examples:
  • Students will create a theatre blog in which they go see live theatre in the area. Students will write Theatre Reviews for each play that they see and post their critique. Students will use their interpretive skills to acknowledge and write about different directorial choices and design differences.
  • Students will pair up to peer critique monologues and scenes for competition. Students will create their own rubric for the exercise. They will watch each piece and write a critique. They will also work to help each other grow in their scenes and monologues. They will do a final performance for the class and do an oral critique.
  • Students will film a performance of one of their class plays. They will create an anonymous survey where they critique their work. They will read the critique and discuss the comments in class.
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
16) Use understanding of cultures and contexts to shape personal responses to 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
  • How does a Director's point of view impact the play?
Analysis
  • Using critique to analyze personal performances
  • being able to recognize a quality performance
  • Using analytical ability to discuss positives and negatives of performances
Design
  • aesthetic critique
  • application of design principles on productions
Theatrical production
  • Defining the needs of producing a play
  • critically assessing their success in their productions
  • Developing the ability to compare and contrast productions
Skill Examples:
  • Students will create a theatre blog in which they go see live theatre in the area. Students will write Theatre Reviews for each play that they see and post their critique. Students will use their interpretive skills to acknowledge and write about different directorial choices and design differences.
  • Students will pair up to peer critique monologues and scenes for competition. Students will create their own rubric for the exercise. They will watch each piece and write a critique. They will also work to help each other grow in their scenes and monologues. They will do a final performance for the class and do an oral critique.
  • Students will film a performance of one of their class plays. They will create an anonymous survey where they critique their work. They will read the critique and discuss the comments in class.
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
17) Support and explain aesthetics, preferences, and beliefs to create a context for critical research that informs artistic decisions 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
  • How does a Director's point of view impact the play?
Analysis
  • Using critique to analyze personal performances
  • being able to recognize a quality performance
  • Using analytical ability to discuss positives and negatives of performances
Design
  • aesthetic critique
  • application of design principles on productions
Theatrical production
  • Defining the needs of producing a play
  • critically assessing their success in their productions
  • Developing the ability to compare and contrast productions
Skill Examples:
  • Students will create a theatre blog in which they go see live theatre in the area. Students will write Theatre Reviews for each play that they see and post their critique. Students will use their interpretive skills to acknowledge and write about different directorial choices and design differences.
  • Students will pair up to peer critique monologues and scenes for competition. Students will create their own rubric for the exercise. They will watch each piece and write a critique. They will also work to help each other grow in their scenes and monologues. They will do a final performance for the class and do an oral critique.
  • Students will film a performance of one of their class plays. They will create an anonymous survey where they critique their work. They will read the critique and discuss the comments in class.
Evaluate
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
18) Analyze and assess a drama/theatre work by connecting it to art forms, history, culture, and other disciplines, using supporting evidence and 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
  • How does a Director's point of view impact the play?
Analysis
  • Using critique to analyze personal performances
  • being able to recognize a quality performance
  • Using analytical ability to discuss positives and negatives of performances
Design
  • aesthetic critique
  • application of design principles on productions
Theatrical production
  • Defining the needs of producing a play
  • critically assessing their success in their productions
  • Developing the ability to compare and contrast productions
Skill Examples:
  • Students will create a theatre blog in which they go see live theatre in the area. Students will write Theatre Reviews for each play that they see and post their critique. Students will use their interpretive skills to acknowledge and write about different directorial choices and design differences.
  • Students will pair up to peer critique monologues and scenes for competition. Students will create their own rubric for the exercise. They will watch each piece and write a critique. They will also work to help each other grow in their scenes and monologues. They will do a final performance for the class and do an oral critique.
  • Students will film a performance of one of their class plays. They will create an anonymous survey where they critique their work. They will read the critique and discuss the comments in class.
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
19) Analyze and evaluate varied aesthetic interpretations of production elements for the same 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
  • How does a Director's point of view impact the play?
Analysis
  • Using critique to analyze personal performances
  • being able to recognize a quality performance
  • Using analytical ability to discuss positives and negatives of performances
Design
  • aesthetic critique
  • application of design principles on productions
Theatrical production
  • Defining the needs of producing a play
  • critically assessing their success in their productions
  • Developing the ability to compare and contrast productions
Skill Examples:
  • Students will create a theatre blog in which they go see live theatre in the area. Students will write Theatre Reviews for each play that they see and post their critique. Students will use their interpretive skills to acknowledge and write about different directorial choices and design differences.
  • Students will pair up to peer critique monologues and scenes for competition. Students will create their own rubric for the exercise. They will watch each piece and write a critique. They will also work to help each other grow in their scenes and monologues. They will do a final performance for the class and do an oral critique.
  • Students will film a performance of one of their class plays. They will create an anonymous survey where they critique their work. They will read the critique and discuss the comments in class.
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
20) Synthesize and debate the connection between a drama/theatre work and contemporary issues that may impact audiences.

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
  • How does a Director's point of view impact the play?
Analysis
  • Using critique to analyze personal performances
  • being able to recognize a quality performance
  • Using analytical ability to discuss positives and negatives of performances
Design
  • aesthetic critique
  • application of design principles on productions
Theatrical production
  • Defining the needs of producing a play
  • critically assessing their success in their productions
  • Developing the ability to compare and contrast productions
Skill Examples:
  • Students will create a theatre blog in which they go see live theatre in the area. Students will write Theatre Reviews for each play that they see and post their critique. Students will use their interpretive skills to acknowledge and write about different directorial choices and design differences.
  • Students will pair up to peer critique monologues and scenes for competition. Students will create their own rubric for the exercise. They will watch each piece and write a critique. They will also work to help each other grow in their scenes and monologues. They will do a final performance for the class and do an oral critique.
  • Students will film a performance of one of their class plays. They will create an anonymous survey where they critique their work. They will read the critique and discuss the comments in class.
Connecting
Empathize
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
21) Collaborate on a drama/theatre work that examines a critical global issue using multiple personal, community, and cultural perspectives.

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
  • learning about other cultures and creating an appreciation
Analysis
  • Developing skills to integrate other cultures into the performance experience
  • Examining the impact of other cultures on theatrical performances
Vocal
  • Integrating foreign language into the performance vernacular
Movement
  • Enhancing movement knowledge of different cultures
  • Learning stylized movement required by other cultures
Characterization
  • characterization versus caricature
  • Respectful representation of other cultures
Design
  • using other cultures to influence design
  • researching other cultural standards for designs
Theatrical production
  • Integrating various cultures into productions for a focus on diversity
  • Using the vehicle of theatre to encourage acceptance and celebration of other cultures
Skill Examples:
  • Students will read the one act play Tales of Trickery. They will study the Balinese culture. Students will do table work, character work and focus on the movement of the culture to create a show for their school and/or feeder school.
  • Students will read the play A Doll's House in class. They will do a play analysis and discuss the impact of feminism on theatre. We will also read These Shining Lives. They will compare and contrast the feminine role in the plays.
  • Students will use their knowledge of their community and school to pick their shows for their theatre season. They will be divided into groups. Each group will find 2-5 shows that address issues of their world and community. They will take into consideration the possible cost and ticket sales for each production. Each group will sell their season, and the class as a whole will vote on their favorite season.
Interrelate
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
22) Integrate conventions and knowledge from different art forms and other disciplines to develop a cross-cultural 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
  • learning about other cultures and creating an appreciation
Analysis
  • Developing skills to integrate other cultures into the performance experience
  • Examining the impact of other cultures on theatrical performances
Vocal
  • Integrating foreign language into the performance vernacular
Movement
  • Enhancing movement knowledge of different cultures
  • Learning stylized movement required by other cultures
Characterization
  • characterization versus caricature
  • Respectful representation of other cultures
Design
  • using other cultures to influence design
  • researching other cultural standards for designs
Theatrical production
  • Integrating various cultures into productions for a focus on diversity
  • Using the vehicle of theatre to encourage acceptance and celebration of other cultures
Skill Examples:
  • Students will read the one act play Tales of Trickery. They will study the Balinese culture. Students will do table work, character work and focus on the movement of the culture to create a show for their school and/or feeder school.
  • Students will read the play A Doll's House in class. They will do a play analysis and discuss the impact of feminism on theatre. We will also read These Shining Lives. They will compare and contrast the feminine role in the plays.
  • Students will use their knowledge of their community and school to pick their shows for their theatre season. They will be divided into groups. Each group will find 2-5 shows that address issues of their world and community. They will take into consideration the possible cost and ticket sales for each production. Each group will sell their season, and the class as a whole will vote on their favorite season.
Research
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
23) Justify the creative choices made in a devised or scripted drama/theatre work, based on a critical interpretation of specific data from theatre research.

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
  • learning about other cultures and creating an appreciation
Analysis
  • Developing skills to integrate other cultures into the performance experience
  • Examining the impact of other cultures on theatrical performances
Vocal
  • Integrating foreign language into the performance vernacular
Movement
  • Enhancing movement knowledge of different cultures
  • Learning stylized movement required by other cultures
Characterization
  • characterization versus caricature
  • Respectful representation of other cultures
Design
  • using other cultures to influence design
  • researching other cultural standards for designs
Theatrical production
  • Integrating various cultures into productions for a focus on diversity
  • Using the vehicle of theatre to encourage acceptance and celebration of other cultures
Skill Examples:
  • Students will read the one act play Tales of Trickery. They will study the Balinese culture. Students will do table work, character work and focus on the movement of the culture to create a show for their school and/or feeder school.
  • Students will read the play A Doll's House in class. They will do a play analysis and discuss the impact of feminism on theatre. We will also read These Shining Lives. They will compare and contrast the feminine role in the plays.
  • Students will use their knowledge of their community and school to pick their shows for their theatre season. They will be divided into groups. Each group will find 2-5 shows that address issues of their world and community. They will take into consideration the possible cost and ticket sales for each production. Each group will sell their season, and the class as a whole will vote on their favorite season.
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
24) Present and support an opinion about the social, cultural, and historical understanding of a drama/theatre work, based on critical research.

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
  • learning about other cultures and creating an appreciation
Analysis
  • Developing skills to integrate other cultures into the performance experience
  • Examining the impact of other cultures on theatrical performances
Vocal
  • Integrating foreign language into the performance vernacular
Movement
  • Enhancing movement knowledge of different cultures
  • Learning stylized movement required by other cultures
Characterization
  • characterization versus caricature
  • Respectful representation of other cultures
Design
  • using other cultures to influence design
  • researching other cultural standards for designs
Theatrical production
  • Integrating various cultures into productions for a focus on diversity
  • Using the vehicle of theatre to encourage acceptance and celebration of other cultures
Skill Examples:
  • Students will read the one act play Tales of Trickery. They will study the Balinese culture. Students will do table work, character work and focus on the movement of the culture to create a show for their school and/or feeder school.
  • Students will read the play A Doll's House in class. They will do a play analysis and discuss the impact of feminism on theatre. We will also read These Shining Lives. They will compare and contrast the feminine role in the plays.
  • Students will use their knowledge of their community and school to pick their shows for their theatre season. They will be divided into groups. Each group will find 2-5 shows that address issues of their world and community. They will take into consideration the possible cost and ticket sales for each production. Each group will sell their season, and the class as a whole will vote on their favorite season.