Courses of Study

Creating
Envision, Conceptualize
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Proficient
All Resources: 3
Learning Activities: 2
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
1) Apply basic research to construct ideas about the visual composition of a drama/theatre work.

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

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

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

Theatrical Hierarchy and how it works in the classroom.
Skill Examples:
  • Students will design the set, sound effects or costumes for the play To Kill A Mockingbird. They will use historical images of that time period to create the visual aspects of the play.
  • Students will participate in a lecture on the history of Technical Theatre. They will pick a time period and design a set, lighting, sound or costume design using only the tools available in that time period.
  • Students will create a visual character board for the character that they are representing in a class play or assigned monologue.
  • Students will write a scene. They will break into roles of Director, Actors, Designers and Writer.
  • Students will use their written scenes in rehearsal. Designers will use provided supplies to create a set for their scene.
  • Students will memorize lines, make character choices, perform for the director for notes and finish creating their set.
Develop
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Proficient
All Resources: 3
Learning Activities: 2
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
3) Use script analysis to generate ideas that represent a character who is believable and authentic in a drama/theatre work.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Develop
Essential Questions:
EU: Theatre artists work to discover different ways of communicating meaning.
EQ: How, when, and why do theatre artists' choices change?
Concepts & Vocabulary:
Analysis
  • Contextual Reading
  • Characterization
  • Dramaturgy
Design
  • Using information in plays to inspire design choices.
  • Using technology to influence design and prepare students for career pathways.
Research
  • Using historical facts and images for ideas and inspiration
  • Using cultural facts and images for ideas and inspiration.

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

Example: Hamilton

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Develop
Essential Questions:
EU: Theatre artists work to discover different ways of communicating meaning.
EQ: How, when, and why do theatre artists' choices change?
Concepts & Vocabulary:
Analysis
  • Contextual Reading
  • Characterization
  • Dramaturgy
Design
  • Using information in plays to inspire design choices.
  • Using technology to influence design and prepare students for career pathways.
Research
  • Using historical facts and images for ideas and inspiration
  • Using cultural facts and images for ideas and inspiration.

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

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

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Develop
Essential Questions:
EU: Theatre artists work to discover different ways of communicating meaning.
EQ: How, when, and why do theatre artists' choices change?
Concepts & Vocabulary:
Analysis
  • Contextual Reading
  • Characterization
  • Dramaturgy
Design
  • Using information in plays to inspire design choices.
  • Using technology to influence design and prepare students for career pathways.
Research
  • Using historical facts and images for ideas and inspiration
  • Using cultural facts and images for ideas and inspiration.

Theatrical Hierarchy and how it works in the classroom.
Skill Examples:
  • Students will design the set, sound effects or costumes for the play To Kill A Mockingbird. They will use historical images of that time period to create the visual aspects of the play.
  • Students will participate in a lecture on the history of Technical Theatre. They will pick a time period and design a set, lighting, sound or costume design using only the tools available in that time period.
  • Students will create a visual character board for the character that they are representing in a class play or assigned monologue.
  • Students will write a scene. They will break into roles of Director, Actors, Designers and Writer.
  • Students will use their written scenes in rehearsal. Designers will use provided supplies to create a set for their scene.
  • Students will memorize lines, make character choices, perform for the director for notes and finish creating their set.
Rehearse
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Proficient
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Investigate the collaborative nature of the actor, director, playwright, and designers and explore their interdependent roles in a drama/theatre work.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Develop
Essential Questions:
EU: Theatre artists work to discover different ways of communicating meaning.
EQ: How, when, and why do theatre artists' choices change?
Concepts & Vocabulary:
Analysis
  • Contextual Reading
  • Characterization
  • Dramaturgy
Design
  • Using information in plays to inspire design choices.
  • Using technology to influence design and prepare students for career pathways.
Research
  • Using historical facts and images for ideas and inspiration
  • Using cultural facts and images for ideas and inspiration.

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

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

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

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

Theatrical Hierarchy and how it works in the classroom.
Skill Examples:
  • Students will design the set, sound effects or costumes for the play To Kill A Mockingbird. They will use historical images of that time period to create the visual aspects of the play.
  • Students will participate in a lecture on the history of Technical Theatre. They will pick a time period and design a set, lighting, sound or costume design using only the tools available in that time period.
  • Students will create a visual character board for the character that they are representing in a class play or assigned monologue.
  • Students will write a scene. They will break into roles of Director, Actors, Designers and Writer.
  • Students will use their written scenes in rehearsal. Designers will use provided supplies to create a set for their scene.
  • Students will memorize lines, make character choices, perform for the director for notes and finish creating their set.
Performing
Select
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Proficient
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
9) Examine how character relationships assist in telling the story of a drama/theatre work.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Select
Essential Questions:
EU: Theatre artists make strong choices to effectively convey meaning.
EQ: Why are strong choices essential to interpreting a drama or theatre piece?
Concepts & Vocabulary:
Research
  • motivation
  • origin
Analysis
  • rising actions
  • climax
  • protagonist vs antagonist
Vocal
  • Alexander Technique
  • diction
  • consonants
  • vowels
Movement
  • motivated movement
  • blocking
Characterization
Design
Theatrical production
Skill Examples:
  • Students will discuss in a classroom setting the differences in dealing with friends, family, fellow workers, employees or a boss: how you speak, listen and react differently in each of those relationships.
  • Students will have improvisational scenes using those roles as starting points in the scenes.
  • Students will study Viola Spolin techniques in class and use those techniques in classroom scene work.
  • Students will research scenic painting and how it can enhance scene aesthetic for their various plays and performances.
  • Students will create Living Newspapers for their classroom audience, using modern articles, various roles for each student and rehearsal to refine the final performance.
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Proficient
All Resources: 5
Learning Activities: 4
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
10) Shape character choices in response to given circumstances in a drama/theatre work.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Select
Essential Questions:
EU: Theatre artists make strong choices to effectively convey meaning.
EQ: Why are strong choices essential to interpreting a drama or theatre piece?
Concepts & Vocabulary:
Research
  • motivation
  • origin
Analysis
  • rising actions
  • climax
  • protagonist vs antagonist
Vocal
  • Alexander Technique
  • diction
  • consonants
  • vowels
Movement
  • motivated movement
  • blocking
Characterization
Design
Theatrical production
Skill Examples:
  • Students will discuss in a classroom setting the differences in dealing with friends, family, fellow workers, employees or a boss: how you speak, listen and react differently in each of those relationships.
  • Students will have improvisational scenes using those roles as starting points in the scenes.
  • Students will study Viola Spolin techniques in class and use those techniques in classroom scene work.
  • Students will research scenic painting and how it can enhance scene aesthetic for their various plays and performances.
  • Students will create Living Newspapers for their classroom audience, using modern articles, various roles for each student and rehearsal to refine the final performance.
Prepare
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Proficient
All Resources: 6
Learning Activities: 5
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
11) Explore various acting techniques to expand skills in a rehearsal or drama/theatre performance.

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

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Prepare
Essential Questions:
EU: Theatre artists develop personal processes and skills for a performance or design.
EQ: What can I do to fully prepare a performance or technical design?
Concepts & Vocabulary:
Research
  • motivation
  • origin
Analysis
  • rising actions
  • climax
  • protagonist vs antagonist
Vocal
  • Alexander Technique
  • diction
  • consonants
  • vowels
Movement
  • motivated movement
  • blocking
Characterization
Design
Theatrical production
Skill Examples:
  • Students will discuss in a classroom setting the differences in dealing with friends, family, fellow workers, employees or a boss: how you speak, listen and react differently in each of those relationships.
  • Students will have improvisational scenes using those roles as starting points in the scenes.
  • Students will study Viola Spolin techniques in class and use those techniques in classroom scene work.
  • Students will research scenic painting and how it can enhance scene aesthetic for their various plays and performances.
  • Students will create Living Newspapers for their classroom audience, using modern articles, various roles for each student and rehearsal to refine the final performance.
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Proficient
All Resources: 2
Learning Activities: 2
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
12) Use researched technical elements to increase the impact of design for a drama/theatre production.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Prepare
Essential Questions:
EU: Theatre artists develop personal processes and skills for a performance or design.
EQ: What can I do to fully prepare a performance or technical design?
Concepts & Vocabulary:
Research
  • motivation
  • origin
Analysis
  • rising actions
  • climax
  • protagonist vs antagonist
Vocal
  • Alexander Technique
  • diction
  • consonants
  • vowels
Movement
  • motivated movement
  • blocking
Characterization
Design
Theatrical production
Skill Examples:
  • Students will discuss in a classroom setting the differences in dealing with friends, family, fellow workers, employees or a boss: how you speak, listen and react differently in each of those relationships.
  • Students will have improvisational scenes using those roles as starting points in the scenes.
  • Students will study Viola Spolin techniques in class and use those techniques in classroom scene work.
  • Students will research scenic painting and how it can enhance scene aesthetic for their various plays and performances.
  • Students will create Living Newspapers for their classroom audience, using modern articles, various roles for each student and rehearsal to refine the final performance.
Present
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Proficient
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
13) Perform a scripted drama/theatre work for a specific audience.

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

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Present
Essential Questions:
EU: Theatre artists share and present stories, ideas, and envisioned worlds to explore the human experience.
EQ: What happens when theatre artists and audiences share a creative experience?
Concepts & Vocabulary:
Research
  • motivation
  • origin
Analysis
  • rising actions
  • climax
  • protagonist vs antagonist
Vocal
  • Alexander Technique
  • diction
  • consonants
  • vowels
Movement
  • motivated movement
  • blocking
Characterization
Design
Theatrical production
Skill Examples:
  • Students will discuss in a classroom setting the differences in dealing with friends, family, fellow workers, employees or a boss: how you speak, listen and react differently in each of those relationships.
  • Students will have improvisational scenes using those roles as starting points in the scenes.
  • Students will study Viola Spolin techniques in class and use those techniques in classroom scene work.
  • Students will research scenic painting and how it can enhance scene aesthetic for their various plays and performances.
  • Students will create Living Newspapers for their classroom audience, using modern articles, various roles for each student and rehearsal to refine the final performance.
Responding
Reflect
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Proficient
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
14) Respond to what is seen, felt, and heard in a drama/theatre work in order to make artistic choices.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Reflect
Essential Questions:
EU: Theatre artists reflect to understand the impact of drama processes and theatre experiences.
EQ: How do theatre artists comprehend the essence of drama processes and theatre experiences?
Concepts & Vocabulary:
Research
  • Original Play Critiques
  • Live Theatre
Analysis
  • Reflection
  • Written Critiques
Vocal
  • Open forum discussion
  • Constructive Feedback
  • Alexander Technique
  • Tone
  • Volume
  • Enunciation
Movement
Characterization
  • Believability
  • Stanislavski
  • Blocking
  • Business on stage
Directing
  • Choices
  • Balanced stages
  • Picturization
Design
  • Lighting
    • gels
    • LEDs
    • stage plots
    • cues
  • Costume
    • characterization
    • Sewing
    • patterns
    • costume plots
  • Sound
    • stage plot
    • sound cues
    • special effects
  • Makeup
    • Stage makeup
    • Use of shadow
    • corrective makeup
    • Cleaning procedures
Theatrical production
  • Stage management
Skill Examples:
  • Students will watch a play or a filmed play if live theatre is not available (for prime examples, network with high schools, local community and college theatre programs, or traveling professional theatre companies).
  • Students will have an open discussion of their opinions about the play. They will begin by answering the questions: 1. What did I see? 2. What did I feel?
  • Review online original critiques of the previously viewed play. Discuss the value and weight these reviews receive on a daily basis in the world of theatre. Taking into consideration the critiques and earlier open discussion, students will write their own critiques in which they justify their perspectives and beliefs concerning the play.
Interpret
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
15) Analyze and compare artistic choices in several drama/theatre works based on criteria developed from one's own experiences.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Interpret
Essential Questions:
EU: Theatre artists' interpretations of drama/theatre work are influenced by personal experiences and aesthetics
EQ: How can the same work of art communicate different messages to different people?
Concepts & Vocabulary:
Research
  • Original Play Critiques
  • Live Theatre
Analysis
  • Reflection
  • Written Critiques
Vocal
  • Open forum discussion
  • Constructive Feedback
  • Alexander Technique
  • Tone
  • Volume
  • Enunciation
Movement
Characterization
  • Believability
  • Stanislavski
  • Blocking
  • Business on stage
Directing
  • Choices
  • Balanced stages
  • Picturization
Design
  • Lighting
    • gels
    • LEDs
    • stage plots
    • cues
  • Costume
    • characterization
    • Sewing
    • patterns
    • costume plots
  • Sound
    • stage plot
    • sound cues
    • special effects
  • Makeup
    • Stage makeup
    • Use of shadow
    • corrective makeup
    • Cleaning procedures
Theatrical production
  • Stage management
Skill Examples:
  • Students will watch a play or a filmed play if live theatre is not available (for prime examples, network with high schools, local community and college theatre programs, or traveling professional theatre companies).
  • Students will have an open discussion of their opinions about the play. They will begin by answering the questions: 1. What did I see? 2. What did I feel?
  • Review online original critiques of the previously viewed play. Discuss the value and weight these reviews receive on a daily basis in the world of theatre. Taking into consideration the critiques and earlier open discussion, students will write their own critiques in which they justify their perspectives and beliefs concerning the play.
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Proficient
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
16) Identify and compare cultural perspectives and contexts that may influence the evaluation of a drama/theatre work.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Interpret
Essential Questions:
EU: Theatre artists' interpretations of drama/theatre work are influenced by personal experiences and aesthetics
EQ: How can the same work of art communicate different messages to different people?
Concepts & Vocabulary:
Research
  • Original Play Critiques
  • Live Theatre
Analysis
  • Reflection
  • Written Critiques
Vocal
  • Open forum discussion
  • Constructive Feedback
  • Alexander Technique
  • Tone
  • Volume
  • Enunciation
Movement
Characterization
  • Believability
  • Stanislavski
  • Blocking
  • Business on stage
Directing
  • Choices
  • Balanced stages
  • Picturization
Design
  • Lighting
    • gels
    • LEDs
    • stage plots
    • cues
  • Costume
    • characterization
    • Sewing
    • patterns
    • costume plots
  • Sound
    • stage plot
    • sound cues
    • special effects
  • Makeup
    • Stage makeup
    • Use of shadow
    • corrective makeup
    • Cleaning procedures
Theatrical production
  • Stage management
Skill Examples:
  • Students will watch a play or a filmed play if live theatre is not available (for prime examples, network with high schools, local community and college theatre programs, or traveling professional theatre companies).
  • Students will have an open discussion of their opinions about the play. They will begin by answering the questions: 1. What did I see? 2. What did I feel?
  • Review online original critiques of the previously viewed play. Discuss the value and weight these reviews receive on a daily basis in the world of theatre. Taking into consideration the critiques and earlier open discussion, students will write their own critiques in which they justify their perspectives and beliefs concerning the play.
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
17) Justify personal aesthetics, preferences, and beliefs through participation in and observation of a drama/theatre work.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Interpret
Essential Questions:
EU: Theatre artists' interpretations of drama/theatre work are influenced by personal experiences and aesthetics
EQ: How can the same work of art communicate different messages to different people?
Concepts & Vocabulary:
Research
  • Original Play Critiques
  • Live Theatre
Analysis
  • Reflection
  • Written Critiques
Vocal
  • Open forum discussion
  • Constructive Feedback
  • Alexander Technique
  • Tone
  • Volume
  • Enunciation
Movement
Characterization
  • Believability
  • Stanislavski
  • Blocking
  • Business on stage
Directing
  • Choices
  • Balanced stages
  • Picturization
Design
  • Lighting
    • gels
    • LEDs
    • stage plots
    • cues
  • Costume
    • characterization
    • Sewing
    • patterns
    • costume plots
  • Sound
    • stage plot
    • sound cues
    • special effects
  • Makeup
    • Stage makeup
    • Use of shadow
    • corrective makeup
    • Cleaning procedures
Theatrical production
  • Stage management
Skill Examples:
  • Students will watch a play or a filmed play if live theatre is not available (for prime examples, network with high schools, local community and college theatre programs, or traveling professional theatre companies).
  • Students will have an open discussion of their opinions about the play. They will begin by answering the questions: 1. What did I see? 2. What did I feel?
  • Review online original critiques of the previously viewed play. Discuss the value and weight these reviews receive on a daily basis in the world of theatre. Taking into consideration the critiques and earlier open discussion, students will write their own critiques in which they justify their perspectives and beliefs concerning the play.
Evaluate
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Proficient
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
18) Examine a drama/ theatre work using supporting evidence and criteria, while considering art forms, history, culture, and other disciplines.

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

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Evaluate
Essential Questions:
EU: Theatre artists apply criteria to investigate, explore, and assess drama and theatre work.
EQ: How are the theatre artist's processes and the audience's perspectives impacted by analysis and synthesis?
Concepts & Vocabulary:
Research
  • Original Play Critiques
  • Live Theatre
Analysis
  • Reflection
  • Written Critiques
Vocal
  • Open forum discussion
  • Constructive Feedback
  • Alexander Technique
  • Tone
  • Volume
  • Enunciation
Movement
Characterization
  • Believability
  • Stanislavski
  • Blocking
  • Business on stage
Directing
  • Choices
  • Balanced stages
  • Picturization
Design
  • Lighting
    • gels
    • LEDs
    • stage plots
    • cues
  • Costume
    • characterization
    • Sewing
    • patterns
    • costume plots
  • Sound
    • stage plot
    • sound cues
    • special effects
  • Makeup
    • Stage makeup
    • Use of shadow
    • corrective makeup
    • Cleaning procedures
Theatrical production
  • Stage management
Skill Examples:
  • Students will watch a play or a filmed play if live theatre is not available (for prime examples, network with high schools, local community and college theatre programs, or traveling professional theatre companies).
  • Students will have an open discussion of their opinions about the play. They will begin by answering the questions: 1. What did I see? 2. What did I feel?
  • Review online original critiques of the previously viewed play. Discuss the value and weight these reviews receive on a daily basis in the world of theatre. Taking into consideration the critiques and earlier open discussion, students will write their own critiques in which they justify their perspectives and beliefs concerning the play.
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
20) Classify and explore a drama/ theatre work by considering its specific purpose or intended audience.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Evaluate
Essential Questions:
EU: Theatre artists apply criteria to investigate, explore, and assess drama and theatre work.
EQ: How are the theatre artist's processes and the audience's perspectives impacted by analysis and synthesis?
Concepts & Vocabulary:
Research
  • Original Play Critiques
  • Live Theatre
Analysis
  • Reflection
  • Written Critiques
Vocal
  • Open forum discussion
  • Constructive Feedback
  • Alexander Technique
  • Tone
  • Volume
  • Enunciation
Movement
Characterization
  • Believability
  • Stanislavski
  • Blocking
  • Business on stage
Directing
  • Choices
  • Balanced stages
  • Picturization
Design
  • Lighting
    • gels
    • LEDs
    • stage plots
    • cues
  • Costume
    • characterization
    • Sewing
    • patterns
    • costume plots
  • Sound
    • stage plot
    • sound cues
    • special effects
  • Makeup
    • Stage makeup
    • Use of shadow
    • corrective makeup
    • Cleaning procedures
Theatrical production
  • Stage management
Skill Examples:
  • Students will watch a play or a filmed play if live theatre is not available (for prime examples, network with high schools, local community and college theatre programs, or traveling professional theatre companies).
  • Students will have an open discussion of their opinions about the play. They will begin by answering the questions: 1. What did I see? 2. What did I feel?
  • Review online original critiques of the previously viewed play. Discuss the value and weight these reviews receive on a daily basis in the world of theatre. Taking into consideration the critiques and earlier open discussion, students will write their own critiques in which they justify their perspectives and beliefs concerning the play.
Connecting
Empathize
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Proficient
All Resources: 2
Learning Activities: 0
Lesson Plans: 2
Classroom Resources: 0
Unit Plans: 0
21) Examine how cultural perspectives, community ideas, and personal beliefs impact a drama/theatre work.

Insight Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Process Components: Empathize
Essential Questions:
EU: Theatre artists allow awareness of interrelationships between self and others to influence and inform their work.
EQ: What happens when theatre artists foster understanding between self and others through critical awareness, social responsibility, and the exploration of empathy?
Concepts & Vocabulary:
Research
  • Period styles of acting
  • Presentational acting
Analysis
  • script reading
  • characterization
  • motivation
Vocal
  • projection
  • diaphragmatic breathing
  • posture
Movement
  • period movement
  • motivated movement
  • adapting the body to the show
Characterization
  • Focus
  • objectives
  • Outside in Acting
  • pantomime
Design
  • Designing for the
  • period production
  • Building technique
  • Shop safety
Theatrical production
  • 5Ws
  • Dramatic Structure
  • Dialogue
  • Nonverbal
  • Communication
  • Concept unification
Skill Examples:
  • The students will study morality plays and write a short play for class. They will use modern day moral dilemmas to recreate the morality plays of rebirth of theatre.
  • Students will read a one act play of a specific time period and discuss how their personal perspectives impact their response to the play.
  • Students will be divided into groups and will be assigned different genres to create a short scene. Students will do a gallery walk to watch each group's performance. They will then respond to each scene asking the following questions: 1. How did I feel? 2. What did I see? 3. I have an opinion would you like to hear it? Students can then respond to critique in a constructive way.
  • Students will break into groups of two and write a short play. They will then research the process of how they can copyright it. They will sell their plays to the class, who will represent a publishing company. The play that is chosen will be "published." The class will then fill out a contract that they develop through research in order to perform the play. They will have a reader's theatre performance of the show. The students will create and perform the characters.
Interrelate
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Proficient
All Resources: 2
Learning Activities: 0
Lesson Plans: 2
Classroom Resources: 0
Unit Plans: 0
22) Explore how cultural, global, and historic belief systems affect creative choices in a drama/theatre work.

Insight Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Process Components: 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
  • Period styles of acting
  • Presentational acting
Analysis
  • script reading
  • characterization
  • motivation
Vocal
  • projection
  • diaphragmatic breathing
  • posture
Movement
  • period movement
  • motivated movement
  • adapting the body to the show
Characterization
  • Focus
  • objectives
  • Outside in Acting
  • pantomime
Design
  • Designing for the
  • period production
  • Building technique
  • Shop safety
Theatrical production
  • 5Ws
  • Dramatic Structure
  • Dialogue
  • Nonverbal
  • Communication
  • Concept unification
Skill Examples:
  • The students will study morality plays and write a short play for class. They will use modern day moral dilemmas to recreate the morality plays of rebirth of theatre.
  • Students will read a one act play of a specific time period and discuss how their personal perspectives impact their response to the play.
  • Students will be divided into groups and will be assigned different genres to create a short scene. Students will do a gallery walk to watch each group's performance. They will then respond to each scene asking the following questions: 1. How did I feel? 2. What did I see? 3. I have an opinion would you like to hear it? Students can then respond to critique in a constructive way.
  • Students will break into groups of two and write a short play. They will then research the process of how they can copyright it. They will sell their plays to the class, who will represent a publishing company. The play that is chosen will be "published." The class will then fill out a contract that they develop through research in order to perform the play. They will have a reader's theatre performance of the show. The students will create and perform the characters.
Research
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Proficient
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
23) Research how theatre artists apply creative processes to tell stories in a devised or scripted drama/theatre work, using theatre research methods.

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
  • Period styles of acting
  • Presentational acting
Analysis
  • script reading
  • characterization
  • motivation
Vocal
  • projection
  • diaphragmatic breathing
  • posture
Movement
  • period movement
  • motivated movement
  • adapting the body to the show
Characterization
  • Focus
  • objectives
  • Outside in Acting
  • pantomime
Design
  • Designing for the
  • period production
  • Building technique
  • Shop safety
Theatrical production
  • 5Ws
  • Dramatic Structure
  • Dialogue
  • Nonverbal
  • Communication
  • Concept unification
Skill Examples:
  • The students will study morality plays and write a short play for class. They will use modern day moral dilemmas to recreate the morality plays of rebirth of theatre.
  • Students will read a one act play of a specific time period and discuss how their personal perspectives impact their response to the play.
  • Students will be divided into groups and will be assigned different genres to create a short scene. Students will do a gallery walk to watch each group's performance. They will then respond to each scene asking the following questions: 1. How did I feel? 2. What did I see? 3. I have an opinion would you like to hear it? Students can then respond to critique in a constructive way.
  • Students will break into groups of two and write a short play. They will then research the process of how they can copyright it. They will sell their plays to the class, who will represent a publishing company. The play that is chosen will be "published." The class will then fill out a contract that they develop through research in order to perform the play. They will have a reader's theatre performance of the show. The students will create and perform the characters.
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Proficient
All Resources: 2
Learning Activities: 0
Lesson Plans: 2
Classroom Resources: 0
Unit Plans: 0
24) Use basic theatre research methods to better understand the social and cultural background of a drama/theatre work.

Insight Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Process Components: Research
Essential Questions:
EU: Theatre artists critically inquire into the ways others have thought about and created drama processes and productions to inform their own work.
EQ: In what ways can research into theatre histories, theories, literature, and performances alter the way a drama process or production is understood?
Concepts & Vocabulary:
Research
  • Period styles of acting
  • Presentational acting
Analysis
  • script reading
  • characterization
  • motivation
Vocal
  • projection
  • diaphragmatic breathing
  • posture
Movement
  • period movement
  • motivated movement
  • adapting the body to the show
Characterization
  • Focus
  • objectives
  • Outside in Acting
  • pantomime
Design
  • Designing for the
  • period production
  • Building technique
  • Shop safety
Theatrical production
  • 5Ws
  • Dramatic Structure
  • Dialogue
  • Nonverbal
  • Communication
  • Concept unification
Skill Examples:
  • The students will study morality plays and write a short play for class. They will use modern day moral dilemmas to recreate the morality plays of rebirth of theatre.
  • Students will read a one act play of a specific time period and discuss how their personal perspectives impact their response to the play.
  • Students will be divided into groups and will be assigned different genres to create a short scene. Students will do a gallery walk to watch each group's performance. They will then respond to each scene asking the following questions: 1. How did I feel? 2. What did I see? 3. I have an opinion would you like to hear it? Students can then respond to critique in a constructive way.
  • Students will break into groups of two and write a short play. They will then research the process of how they can copyright it. They will sell their plays to the class, who will represent a publishing company. The play that is chosen will be "published." The class will then fill out a contract that they develop through research in order to perform the play. They will have a reader's theatre performance of the show. The students will create and perform the characters.
Arts Education (2017)
Grade(s): 9 - 12
Theatre: Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
25) Research the legal and ethical limitations and opportunities related to performing published material.

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
  • Period styles of acting
  • Presentational acting
Analysis
  • script reading
  • characterization
  • motivation
Vocal
  • projection
  • diaphragmatic breathing
  • posture
Movement
  • period movement
  • motivated movement
  • adapting the body to the show
Characterization
  • Focus
  • objectives
  • Outside in Acting
  • pantomime
Design
  • Designing for the
  • period production
  • Building technique
  • Shop safety
Theatrical production
  • 5Ws
  • Dramatic Structure
  • Dialogue
  • Nonverbal
  • Communication
  • Concept unification
Skill Examples:
  • The students will study morality plays and write a short play for class. They will use modern day moral dilemmas to recreate the morality plays of rebirth of theatre.
  • Students will read a one act play of a specific time period and discuss how their personal perspectives impact their response to the play.
  • Students will be divided into groups and will be assigned different genres to create a short scene. Students will do a gallery walk to watch each group's performance. They will then respond to each scene asking the following questions: 1. How did I feel? 2. What did I see? 3. I have an opinion would you like to hear it? Students can then respond to critique in a constructive way.
  • Students will break into groups of two and write a short play. They will then research the process of how they can copyright it. They will sell their plays to the class, who will represent a publishing company. The play that is chosen will be "published." The class will then fill out a contract that they develop through research in order to perform the play. They will have a reader's theatre performance of the show. The students will create and perform the characters.