Courses of Study

Artistic Process: Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Process Components: Envision, Conceptualize

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?

Vocal
Movement
Characterization

Skills Assessed

• Sixth graders work collaboratively to plan a dramatization, take part in its production, and discuss the results. They project movement and improvise dialogue in dramas. No prop, sets, or costumes used at this point.
• The focus for this age group is to expand body awareness and sensory perceptions. Students incorporate their life experiences into dramatic play by creating environments, analyzing characters, and inventing actions to depict chosen life experiences.

Ways to Explore Imagination:

• Students can begin with a reader's theatre piece that can be taken from a stock script or derived from a piece of literature from an English class or a children's book. Readers read from a "script" and reading parts are divided among the readers. No memorization, costumes, blocking, or special lighting is needed. Suggested links are below:
• http://www.teachingheart.net/readerstheater.htm
• https://www.readinga-z.com/fluency/readers-theater-scripts/#
• http://www.busyteacherscafe.com/literacy/readers_theater.html

Ways to Create Body Movement with Storytelling:

• Students can incorporate group storytelling with using the concept of a living pop-up book. Students work in groups of three to five to write an original story and are prepared to act it out with the use of the concept of the Pop Up Book. See the link below:
• http://www.bbbpress.com/2015/01/drama-game-pop-up-book/

Way to Explore Artistic Choices:

• For the idea to create their own understanding and opinion of artistic choices, students view live and recorded presentations, identifying dramatic elements such as plot, dialogue, movement, set, costume, and props. Students demonstrate, describe, and illustrate, with examples from the performance(s), a variety of ways a specific character communicates with the audience. Students should be able to articulate these opinions in oral and written form. Below is a great link to comparing acting choices in theatre vs. film. This is a great starting point:
• https://www.theatrefolk.com/blog/stage-vs-screen-a-comparison-of-acting-techniques/

Artistic Process: Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Process Components: Envision, Conceptualize

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?

Vocal
Movement
Characterization

Skills Assessed

• Sixth graders work collaboratively to plan a dramatization, take part in its production, and discuss the results. They project movement and improvise dialogue in dramas. No prop, sets, or costumes used at this point.
• The focus for this age group is to expand body awareness and sensory perceptions. Students incorporate their life experiences into dramatic play by creating environments, analyzing characters, and inventing actions to depict chosen life experiences.

Ways to Explore Imagination:

• Students can begin with a reader's theatre piece that can be taken from a stock script or derived from a piece of literature from an English class or a children's book. Readers read from a "script" and reading parts are divided among the readers. No memorization, costumes, blocking, or special lighting is needed. Suggested links are below:
• http://www.teachingheart.net/readerstheater.htm
• https://www.readinga-z.com/fluency/readers-theater-scripts/#
• http://www.busyteacherscafe.com/literacy/readers_theater.html

Ways to Create Body Movement with Storytelling:

• Students can incorporate group storytelling with using the concept of a living pop-up book. Students work in groups of three to five to write an original story and are prepared to act it out with the use of the concept of the Pop Up Book. See the link below:
• http://www.bbbpress.com/2015/01/drama-game-pop-up-book/

Way to Explore Artistic Choices:

• For the idea to create their own understanding and opinion of artistic choices, students view live and recorded presentations, identifying dramatic elements such as plot, dialogue, movement, set, costume, and props. Students demonstrate, describe, and illustrate, with examples from the performance(s), a variety of ways a specific character communicates with the audience. Students should be able to articulate these opinions in oral and written form. Below is a great link to comparing acting choices in theatre vs. film. This is a great starting point:
• https://www.theatrefolk.com/blog/stage-vs-screen-a-comparison-of-acting-techniques/

Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work.

Process Components: Develop

EU: Theatre artists work to discover different ways of communicating meaning.
EQ: How, when, and why do theatre artists' choices change?

Vocal
Movement
Characterization

Skills Assessed

• Sixth graders work collaboratively to plan a dramatization, take part in its production, and discuss the results. They project movement and improvise dialogue in dramas. No prop, sets, or costumes used at this point.
• The focus for this age group is to expand body awareness and sensory perceptions. Students incorporate their life experiences into dramatic play by creating environments, analyzing characters, and inventing actions to depict chosen life experiences.

Ways to Explore Imagination:

• Students can begin with a reader's theatre piece that can be taken from a stock script or derived from a piece of literature from an English class or a children's book. Readers read from a "script" and reading parts are divided among the readers. No memorization, costumes, blocking, or special lighting is needed. Suggested links are below:
• http://www.teachingheart.net/readerstheater.htm
• https://www.readinga-z.com/fluency/readers-theater-scripts/#
• http://www.busyteacherscafe.com/literacy/readers_theater.html

Ways to Create Body Movement with Storytelling:

• Students can incorporate group storytelling with using the concept of a living pop-up book. Students work in groups of three to five to write an original story and are prepared to act it out with the use of the concept of the Pop Up Book. See the link below:
• http://www.bbbpress.com/2015/01/drama-game-pop-up-book/

Way to Explore Artistic Choices:

• For the idea to create their own understanding and opinion of artistic choices, students view live and recorded presentations, identifying dramatic elements such as plot, dialogue, movement, set, costume, and props. Students demonstrate, describe, and illustrate, with examples from the performance(s), a variety of ways a specific character communicates with the audience. Students should be able to articulate these opinions in oral and written form. Below is a great link to comparing acting choices in theatre vs. film. This is a great starting point:
• https://www.theatrefolk.com/blog/stage-vs-screen-a-comparison-of-acting-techniques/

Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work.

Process Components: Develop

EU: Theatre artists work to discover different ways of communicating meaning.
EQ: How, when, and why do theatre artists' choices change?

Vocal
Movement
Characterization

Skills Assessed

• Sixth graders work collaboratively to plan a dramatization, take part in its production, and discuss the results. They project movement and improvise dialogue in dramas. No prop, sets, or costumes used at this point.
• The focus for this age group is to expand body awareness and sensory perceptions. Students incorporate their life experiences into dramatic play by creating environments, analyzing characters, and inventing actions to depict chosen life experiences.

Ways to Explore Imagination:

• Students can begin with a reader's theatre piece that can be taken from a stock script or derived from a piece of literature from an English class or a children's book. Readers read from a "script" and reading parts are divided among the readers. No memorization, costumes, blocking, or special lighting is needed. Suggested links are below:
• http://www.teachingheart.net/readerstheater.htm
• https://www.readinga-z.com/fluency/readers-theater-scripts/#
• http://www.busyteacherscafe.com/literacy/readers_theater.html

Ways to Create Body Movement with Storytelling:

• Students can incorporate group storytelling with using the concept of a living pop-up book. Students work in groups of three to five to write an original story and are prepared to act it out with the use of the concept of the Pop Up Book. See the link below:
• http://www.bbbpress.com/2015/01/drama-game-pop-up-book/

Way to Explore Artistic Choices:

• For the idea to create their own understanding and opinion of artistic choices, students view live and recorded presentations, identifying dramatic elements such as plot, dialogue, movement, set, costume, and props. Students demonstrate, describe, and illustrate, with examples from the performance(s), a variety of ways a specific character communicates with the audience. Students should be able to articulate these opinions in oral and written form. Below is a great link to comparing acting choices in theatre vs. film. This is a great starting point:
• https://www.theatrefolk.com/blog/stage-vs-screen-a-comparison-of-acting-techniques/

Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work.

Process Components: Develop

EU: Theatre artists work to discover different ways of communicating meaning.
EQ: How, when, and why do theatre artists' choices change?

Vocal
Movement
Characterization

Skills Assessed

• Sixth graders work collaboratively to plan a dramatization, take part in its production, and discuss the results. They project movement and improvise dialogue in dramas. No prop, sets, or costumes used at this point.
• The focus for this age group is to expand body awareness and sensory perceptions. Students incorporate their life experiences into dramatic play by creating environments, analyzing characters, and inventing actions to depict chosen life experiences.

Ways to Explore Imagination:

• Students can begin with a reader's theatre piece that can be taken from a stock script or derived from a piece of literature from an English class or a children's book. Readers read from a "script" and reading parts are divided among the readers. No memorization, costumes, blocking, or special lighting is needed. Suggested links are below:
• http://www.teachingheart.net/readerstheater.htm
• https://www.readinga-z.com/fluency/readers-theater-scripts/#
• http://www.busyteacherscafe.com/literacy/readers_theater.html

Ways to Create Body Movement with Storytelling:

• Students can incorporate group storytelling with using the concept of a living pop-up book. Students work in groups of three to five to write an original story and are prepared to act it out with the use of the concept of the Pop Up Book. See the link below:
• http://www.bbbpress.com/2015/01/drama-game-pop-up-book/

Way to Explore Artistic Choices:

• For the idea to create their own understanding and opinion of artistic choices, students view live and recorded presentations, identifying dramatic elements such as plot, dialogue, movement, set, costume, and props. Students demonstrate, describe, and illustrate, with examples from the performance(s), a variety of ways a specific character communicates with the audience. Students should be able to articulate these opinions in oral and written form. Below is a great link to comparing acting choices in theatre vs. film. This is a great starting point:
• https://www.theatrefolk.com/blog/stage-vs-screen-a-comparison-of-acting-techniques/

Artistic Process: Creating

Anchor Standard 3: Refine and complete artistic work.

Process Components: Rehearse

EU: Theatre artists refine their work and practice their craft through rehearsal.
EQ: How do theatre artists transform and edit their initial ideas?

Vocal
Movement
Characterization

Skills Assessed

• Sixth graders work collaboratively to plan a dramatization, take part in its production, and discuss the results. They project movement and improvise dialogue in dramas. No prop, sets, or costumes used at this point.
• The focus for this age group is to expand body awareness and sensory perceptions. Students incorporate their life experiences into dramatic play by creating environments, analyzing characters, and inventing actions to depict chosen life experiences.

Ways to Explore Imagination:

• Students can begin with a reader's theatre piece that can be taken from a stock script or derived from a piece of literature from an English class or a children's book. Readers read from a "script" and reading parts are divided among the readers. No memorization, costumes, blocking, or special lighting is needed. Suggested links are below:
• http://www.teachingheart.net/readerstheater.htm
• https://www.readinga-z.com/fluency/readers-theater-scripts/#
• http://www.busyteacherscafe.com/literacy/readers_theater.html

Ways to Create Body Movement with Storytelling:

• Students can incorporate group storytelling with using the concept of a living pop-up book. Students work in groups of three to five to write an original story and are prepared to act it out with the use of the concept of the Pop Up Book. See the link below:
• http://www.bbbpress.com/2015/01/drama-game-pop-up-book/

Way to Explore Artistic Choices:

• For the idea to create their own understanding and opinion of artistic choices, students view live and recorded presentations, identifying dramatic elements such as plot, dialogue, movement, set, costume, and props. Students demonstrate, describe, and illustrate, with examples from the performance(s), a variety of ways a specific character communicates with the audience. Students should be able to articulate these opinions in oral and written form. Below is a great link to comparing acting choices in theatre vs. film. This is a great starting point:
• https://www.theatrefolk.com/blog/stage-vs-screen-a-comparison-of-acting-techniques/

Artistic Process: Creating

Anchor Standard 3: Refine and complete artistic work.

Process Components: Rehearse

EU: Theatre artists refine their work and practice their craft through rehearsal.
EQ: How do theatre artists transform and edit their initial ideas?

Vocal
Movement
Characterization

Skills Assessed

• Sixth graders work collaboratively to plan a dramatization, take part in its production, and discuss the results. They project movement and improvise dialogue in dramas. No prop, sets, or costumes used at this point.
• The focus for this age group is to expand body awareness and sensory perceptions. Students incorporate their life experiences into dramatic play by creating environments, analyzing characters, and inventing actions to depict chosen life experiences.

Ways to Explore Imagination:

• Students can begin with a reader's theatre piece that can be taken from a stock script or derived from a piece of literature from an English class or a children's book. Readers read from a "script" and reading parts are divided among the readers. No memorization, costumes, blocking, or special lighting is needed. Suggested links are below:
• http://www.teachingheart.net/readerstheater.htm
• https://www.readinga-z.com/fluency/readers-theater-scripts/#
• http://www.busyteacherscafe.com/literacy/readers_theater.html

Ways to Create Body Movement with Storytelling:

• Students can incorporate group storytelling with using the concept of a living pop-up book. Students work in groups of three to five to write an original story and are prepared to act it out with the use of the concept of the Pop Up Book. See the link below:
• http://www.bbbpress.com/2015/01/drama-game-pop-up-book/

Way to Explore Artistic Choices:

• For the idea to create their own understanding and opinion of artistic choices, students view live and recorded presentations, identifying dramatic elements such as plot, dialogue, movement, set, costume, and props. Students demonstrate, describe, and illustrate, with examples from the performance(s), a variety of ways a specific character communicates with the audience. Students should be able to articulate these opinions in oral and written form. Below is a great link to comparing acting choices in theatre vs. film. This is a great starting point:
• https://www.theatrefolk.com/blog/stage-vs-screen-a-comparison-of-acting-techniques/

Artistic Process: Creating

Anchor Standard 3: Refine and complete artistic work.

Process Components: Rehearse

EU: Theatre artists refine their work and practice their craft through rehearsal.
EQ: How do theatre artists transform and edit their initial ideas?

Vocal
Movement
Characterization

Skills Assessed

• Sixth graders work collaboratively to plan a dramatization, take part in its production, and discuss the results. They project movement and improvise dialogue in dramas. No prop, sets, or costumes used at this point.
• The focus for this age group is to expand body awareness and sensory perceptions. Students incorporate their life experiences into dramatic play by creating environments, analyzing characters, and inventing actions to depict chosen life experiences.

Ways to Explore Imagination:

• Students can begin with a reader's theatre piece that can be taken from a stock script or derived from a piece of literature from an English class or a children's book. Readers read from a "script" and reading parts are divided among the readers. No memorization, costumes, blocking, or special lighting is needed. Suggested links are below:
• http://www.teachingheart.net/readerstheater.htm
• https://www.readinga-z.com/fluency/readers-theater-scripts/#
• http://www.busyteacherscafe.com/literacy/readers_theater.html

Ways to Create Body Movement with Storytelling:

• Students can incorporate group storytelling with using the concept of a living pop-up book. Students work in groups of three to five to write an original story and are prepared to act it out with the use of the concept of the Pop Up Book. See the link below:
• http://www.bbbpress.com/2015/01/drama-game-pop-up-book/

Way to Explore Artistic Choices:

• For the idea to create their own understanding and opinion of artistic choices, students view live and recorded presentations, identifying dramatic elements such as plot, dialogue, movement, set, costume, and props. Students demonstrate, describe, and illustrate, with examples from the performance(s), a variety of ways a specific character communicates with the audience. Students should be able to articulate these opinions in oral and written form. Below is a great link to comparing acting choices in theatre vs. film. This is a great starting point:
• https://www.theatrefolk.com/blog/stage-vs-screen-a-comparison-of-acting-techniques/

Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Components: Select

EU: Theatre artists make strong choices to effectively convey meaning.
EQ: Why are strong choices essential to interpreting a drama or theatre piece?

Vocal
Movement
Characterization
Directing
Design
Theatrical production

Skills Assessed

• The student improvises, writes, and rewrites monologues, scenes, and vignettes to convey predetermined intent and meaning. Student directors are accountable for small group presentations of a scene or vignette. The director is responsible for incorporating all aspects of a production into a unified whole.
• This explores the concepts of production and design by taking the basics and forming a full production.

Personal Processes and Interpreting a Piece

• Given a prompt, a small group of students improvise a scene to be staged within a designated time period. After the improvisation, students discuss ways to better communicate the group's interpretation.
• Students then transform the improvisation into a written script that includes stage movements, sound and visual effects, and other details.
• Students select a director, actors, and technicians; rehearse; and present the scene. After viewing a recording of their scene, students re-evaluate their effectiveness in achieving their intent, make revisions, and present their scene before the class, which then participates in the evaluative response.
• This activity allows students to explore all aspects of the performance and has them evaluate themselves on camera to make changes and artistic choices.

Resources for Age Appropriate Plays for Improv Starters

• https://www.dramanotebook.com/plays-for-kids/

Reflections and Shared Experiences

• By utilizing multiple groups, students will be allowed to be both performer and audience member. The students should keep an Actor's Notebook and have several prompts from the teacher being critical of the interactions between an audience and performer.

Resources for Journaling and Self Reflection

• https://www.theatrefolk.com/blog/student-self-assessment/
• https://www.slideshare.net/EricMukira/drama-journal-38732853"
• http://mrredman.aisdtigers.wikispaces.net/file/view/Monologue.pdf

Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Components: Select

EU: Theatre artists make strong choices to effectively convey meaning.
EQ: Why are strong choices essential to interpreting a drama or theatre piece?

Vocal
Movement
Characterization
Directing
Design
Theatrical production

Skills Assessed

• The student improvises, writes, and rewrites monologues, scenes, and vignettes to convey predetermined intent and meaning. Student directors are accountable for small group presentations of a scene or vignette. The director is responsible for incorporating all aspects of a production into a unified whole.
• This explores the concepts of production and design by taking the basics and forming a full production.

Personal Processes and Interpreting a Piece

• Given a prompt, a small group of students improvise a scene to be staged within a designated time period. After the improvisation, students discuss ways to better communicate the group's interpretation.
• Students then transform the improvisation into a written script that includes stage movements, sound and visual effects, and other details.
• Students select a director, actors, and technicians; rehearse; and present the scene. After viewing a recording of their scene, students re-evaluate their effectiveness in achieving their intent, make revisions, and present their scene before the class, which then participates in the evaluative response.
• This activity allows students to explore all aspects of the performance and has them evaluate themselves on camera to make changes and artistic choices.

Resources for Age Appropriate Plays for Improv Starters

• https://www.dramanotebook.com/plays-for-kids/

Reflections and Shared Experiences

• By utilizing multiple groups, students will be allowed to be both performer and audience member. The students should keep an Actor's Notebook and have several prompts from the teacher being critical of the interactions between an audience and performer.

Resources for Journaling and Self Reflection

• https://www.theatrefolk.com/blog/student-self-assessment/
• https://www.slideshare.net/EricMukira/drama-journal-38732853"
• http://mrredman.aisdtigers.wikispaces.net/file/view/Monologue.pdf

Artistic Process: Performing

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

Process Components: Prepare

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?

Vocal
Movement
Characterization
Directing
Design
Theatrical production

Skills Assessed

• The student improvises, writes, and rewrites monologues, scenes, and vignettes to convey predetermined intent and meaning. Student directors are accountable for small group presentations of a scene or vignette. The director is responsible for incorporating all aspects of a production into a unified whole.
• This explores the concepts of production and design by taking the basics and forming a full production.

Personal Processes and Interpreting a Piece

• Given a prompt, a small group of students improvise a scene to be staged within a designated time period. After the improvisation, students discuss ways to better communicate the group's interpretation.
• Students then transform the improvisation into a written script that includes stage movements, sound and visual effects, and other details.
• Students select a director, actors, and technicians; rehearse; and present the scene. After viewing a recording of their scene, students re-evaluate their effectiveness in achieving their intent, make revisions, and present their scene before the class, which then participates in the evaluative response.
• This activity allows students to explore all aspects of the performance and has them evaluate themselves on camera to make changes and artistic choices.

Resources for Age Appropriate Plays for Improv Starters

• https://www.dramanotebook.com/plays-for-kids/

Reflections and Shared Experiences

• By utilizing multiple groups, students will be allowed to be both performer and audience member. The students should keep an Actor's Notebook and have several prompts from the teacher being critical of the interactions between an audience and performer.

Resources for Journaling and Self Reflection

• https://www.theatrefolk.com/blog/student-self-assessment/
• https://www.slideshare.net/EricMukira/drama-journal-38732853"
• http://mrredman.aisdtigers.wikispaces.net/file/view/Monologue.pdf

Artistic Process: Performing

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

Process Components: Prepare

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?

Vocal
Movement
Characterization
Directing
Design
Theatrical production

Skills Assessed

• The student improvises, writes, and rewrites monologues, scenes, and vignettes to convey predetermined intent and meaning. Student directors are accountable for small group presentations of a scene or vignette. The director is responsible for incorporating all aspects of a production into a unified whole.
• This explores the concepts of production and design by taking the basics and forming a full production.

Personal Processes and Interpreting a Piece

• Given a prompt, a small group of students improvise a scene to be staged within a designated time period. After the improvisation, students discuss ways to better communicate the group's interpretation.
• Students then transform the improvisation into a written script that includes stage movements, sound and visual effects, and other details.
• Students select a director, actors, and technicians; rehearse; and present the scene. After viewing a recording of their scene, students re-evaluate their effectiveness in achieving their intent, make revisions, and present their scene before the class, which then participates in the evaluative response.
• This activity allows students to explore all aspects of the performance and has them evaluate themselves on camera to make changes and artistic choices.

Resources for Age Appropriate Plays for Improv Starters

• https://www.dramanotebook.com/plays-for-kids/

Reflections and Shared Experiences

• By utilizing multiple groups, students will be allowed to be both performer and audience member. The students should keep an Actor's Notebook and have several prompts from the teacher being critical of the interactions between an audience and performer.

Resources for Journaling and Self Reflection

• https://www.theatrefolk.com/blog/student-self-assessment/
• https://www.slideshare.net/EricMukira/drama-journal-38732853"
• http://mrredman.aisdtigers.wikispaces.net/file/view/Monologue.pdf

Artistic Process: Performing

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Process Components: Present

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?

Vocal
Movement
Characterization
Directing
Design
Theatrical production

Skills Assessed

• The student improvises, writes, and rewrites monologues, scenes, and vignettes to convey predetermined intent and meaning. Student directors are accountable for small group presentations of a scene or vignette. The director is responsible for incorporating all aspects of a production into a unified whole.
• This explores the concepts of production and design by taking the basics and forming a full production.

Personal Processes and Interpreting a Piece

• Given a prompt, a small group of students improvise a scene to be staged within a designated time period. After the improvisation, students discuss ways to better communicate the group's interpretation.
• Students then transform the improvisation into a written script that includes stage movements, sound and visual effects, and other details.
• Students select a director, actors, and technicians; rehearse; and present the scene. After viewing a recording of their scene, students re-evaluate their effectiveness in achieving their intent, make revisions, and present their scene before the class, which then participates in the evaluative response.
• This activity allows students to explore all aspects of the performance and has them evaluate themselves on camera to make changes and artistic choices.

Resources for Age Appropriate Plays for Improv Starters

• https://www.dramanotebook.com/plays-for-kids/

Reflections and Shared Experiences

• By utilizing multiple groups, students will be allowed to be both performer and audience member. The students should keep an Actor's Notebook and have several prompts from the teacher being critical of the interactions between an audience and performer.

Resources for Journaling and Self Reflection

• https://www.theatrefolk.com/blog/student-self-assessment/
• https://www.slideshare.net/EricMukira/drama-journal-38732853"

Artistic Process: Responding

Anchor Standard 7: Perceive and analyze artistic work.

Process Components: Reflect

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?

Research
Analysis
Vocal
Movement
Characterization
Directing
Design
Theatrical production

Skills Assessed

• Make informed, critical evaluations of theatrical performances from an audience member and a participant point of view, and develop a framework for making informed theatrical choices.
• Interpret constructive criticism and objective praise in order to improve upon one's work.
• Use critical thinking skills in character analysis and performance.
• Perceive and defend the quality of a theatrical work. Evaluate elements of characterization.

• Students will perform a scene with a partner. They will use their character analysis, play analysis, and period research to develop strong choices for their scene work. They will perform for the class. This lesson links back to previous in 6th grade.
• Students will perform for each other. They will have an open oral critique of each performance. Students will openly discuss what worked for each scene and what was challenging. Students will learn how to critique in a positive way. Use the rubrics and suggested safe, inviting classroom rules in the resources.
• To explore cultural perspectives and personal beliefs, students will use Number the Stars based on the book by Lois Lowry. Adapted by Dr. Douglas W. Larche, with educational and editorial assistance from Susan Elliott Larche.
• It can be described as follows: During the German occupation of Denmark in World War II, the Nazis closed down Jewish-owned businesses and began to round up the Jews for relocation to concentration camps for the Final Solution. Danish freedom fighters of all ages risked everything in daring, hurried attempts to rescue the entire Jewish population. In this stirring new play, young Annemarie and Kirsti Johansen face soldiers, interrogations, fierce dogs, personal danger, the loss of loved ones and their own fears as they try to help their friend Ellen Rosen escape across the ocean to Sweden and safely. Courage, faith, ingenuity and even their fledgling acting skills eventually win the day.
• Students will use the above reference text and perform scenes, create costume and set designs, and create promotional materials. Students will be expected to rate each other's work and be able to use critical thinking to evaluate the processes.

Resources:

• https://studentsatthecenterhub.org/resource/student-centered-assessment-guide-peer-assessment/
• https://www.cusd80.com/cms/lib6/AZ01001175/Centricity/Domain/702/Scene%20Performance%20Rubric.pdf
• https://www.lincnet.org/cms/lib/MA01001239/Centricity/Domain/93/8%202012.pdf
• https://kconnorenglish8.files.wordpress.com/2016/09/msnd-monologueperformancerubric.pdf
• http://www.dramaticpublishing.com/number-the-stars-n45000
• https://fcit.usf.edu/holocaust/activity/35plan/number.htm
• https://www.scholastic.com/teachers/lesson-plans/teaching-content/number-stars-discussion-guide/
• http://www.storyboardthat.com/teacher-guide/number-the-stars-by-lois-lowry
• https://www.smiletemplates.com/search/poster-templates/movie-theatre/0.html

Artistic Process: Responding

Anchor Standard 8: Interpret intent and meaning in artistic work.

Process Components: Interpret

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?

Research
Analysis
Vocal
Movement
Characterization
Directing
Design
Theatrical production

Skills Assessed

• Make informed, critical evaluations of theatrical performances from an audience member and a participant point of view, and develop a framework for making informed theatrical choices.
• Interpret constructive criticism and objective praise in order to improve upon one's work.
• Use critical thinking skills in character analysis and performance.
• Perceive and defend the quality of a theatrical work. Evaluate elements of characterization.

• Students will perform a scene with a partner. They will use their character analysis, play analysis, and period research to develop strong choices for their scene work. They will perform for the class. This lesson links back to previous in 6th grade.
• Students will perform for each other. They will have an open oral critique of each performance. Students will openly discuss what worked for each scene and what was challenging. Students will learn how to critique in a positive way. Use the rubrics and suggested safe, inviting classroom rules in the resources.
• To explore cultural perspectives and personal beliefs, students will use Number the Stars based on the book by Lois Lowry. Adapted by Dr. Douglas W. Larche, with educational and editorial assistance from Susan Elliott Larche.
• It can be described as follows: During the German occupation of Denmark in World War II, the Nazis closed down Jewish-owned businesses and began to round up the Jews for relocation to concentration camps for the Final Solution. Danish freedom fighters of all ages risked everything in daring, hurried attempts to rescue the entire Jewish population. In this stirring new play, young Annemarie and Kirsti Johansen face soldiers, interrogations, fierce dogs, personal danger, the loss of loved ones and their own fears as they try to help their friend Ellen Rosen escape across the ocean to Sweden and safely. Courage, faith, ingenuity and even their fledgling acting skills eventually win the day.
• Students will use the above reference text and perform scenes, create costume and set designs, and create promotional materials. Students will be expected to rate each other's work and be able to use critical thinking to evaluate the processes.

Resources:

• https://studentsatthecenterhub.org/resource/student-centered-assessment-guide-peer-assessment/
• https://www.cusd80.com/cms/lib6/AZ01001175/Centricity/Domain/702/Scene%20Performance%20Rubric.pdf
• https://www.lincnet.org/cms/lib/MA01001239/Centricity/Domain/93/8%202012.pdf
• https://kconnorenglish8.files.wordpress.com/2016/09/msnd-monologueperformancerubric.pdf
• http://www.dramaticpublishing.com/number-the-stars-n45000
• https://fcit.usf.edu/holocaust/activity/35plan/number.htm
• https://www.scholastic.com/teachers/lesson-plans/teaching-content/number-stars-discussion-guide/
• http://www.storyboardthat.com/teacher-guide/number-the-stars-by-lois-lowry
• https://www.smiletemplates.com/search/poster-templates/movie-theatre/0.html

Artistic Process: Responding

Anchor Standard 8: Interpret intent and meaning in artistic work.

Process Components: Interpret

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?

Research
Analysis
Vocal
Movement
Characterization
Directing
Design
Theatrical production

Skills Assessed

• Make informed, critical evaluations of theatrical performances from an audience member and a participant point of view, and develop a framework for making informed theatrical choices.
• Interpret constructive criticism and objective praise in order to improve upon one's work.
• Use critical thinking skills in character analysis and performance.
• Perceive and defend the quality of a theatrical work. Evaluate elements of characterization.

• Students will perform a scene with a partner. They will use their character analysis, play analysis, and period research to develop strong choices for their scene work. They will perform for the class. This lesson links back to previous in 6th grade.
• Students will perform for each other. They will have an open oral critique of each performance. Students will openly discuss what worked for each scene and what was challenging. Students will learn how to critique in a positive way. Use the rubrics and suggested safe, inviting classroom rules in the resources.
• To explore cultural perspectives and personal beliefs, students will use Number the Stars based on the book by Lois Lowry. Adapted by Dr. Douglas W. Larche, with educational and editorial assistance from Susan Elliott Larche.
• It can be described as follows: During the German occupation of Denmark in World War II, the Nazis closed down Jewish-owned businesses and began to round up the Jews for relocation to concentration camps for the Final Solution. Danish freedom fighters of all ages risked everything in daring, hurried attempts to rescue the entire Jewish population. In this stirring new play, young Annemarie and Kirsti Johansen face soldiers, interrogations, fierce dogs, personal danger, the loss of loved ones and their own fears as they try to help their friend Ellen Rosen escape across the ocean to Sweden and safely. Courage, faith, ingenuity and even their fledgling acting skills eventually win the day.
• Students will use the above reference text and perform scenes, create costume and set designs, and create promotional materials. Students will be expected to rate each other's work and be able to use critical thinking to evaluate the processes.

Resources:

• https://studentsatthecenterhub.org/resource/student-centered-assessment-guide-peer-assessment/
• https://www.cusd80.com/cms/lib6/AZ01001175/Centricity/Domain/702/Scene%20Performance%20Rubric.pdf
• https://www.lincnet.org/cms/lib/MA01001239/Centricity/Domain/93/8%202012.pdf
• https://kconnorenglish8.files.wordpress.com/2016/09/msnd-monologueperformancerubric.pdf
• http://www.dramaticpublishing.com/number-the-stars-n45000
• https://fcit.usf.edu/holocaust/activity/35plan/number.htm
• https://www.scholastic.com/teachers/lesson-plans/teaching-content/number-stars-discussion-guide/
• http://www.storyboardthat.com/teacher-guide/number-the-stars-by-lois-lowry
• https://www.smiletemplates.com/search/poster-templates/movie-theatre/0.html

Artistic Process: Responding

Anchor Standard 8: Interpret intent and meaning in artistic work.

Process Components: Interpret

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?

Research
Analysis
Vocal
Movement
Characterization
Directing
Design
Theatrical production

Skills Assessed

• Make informed, critical evaluations of theatrical performances from an audience member and a participant point of view, and develop a framework for making informed theatrical choices.
• Interpret constructive criticism and objective praise in order to improve upon one's work.
• Use critical thinking skills in character analysis and performance.
• Perceive and defend the quality of a theatrical work. Evaluate elements of characterization.

• Students will perform a scene with a partner. They will use their character analysis, play analysis, and period research to develop strong choices for their scene work. They will perform for the class. This lesson links back to previous in 6th grade.
• Students will perform for each other. They will have an open oral critique of each performance. Students will openly discuss what worked for each scene and what was challenging. Students will learn how to critique in a positive way. Use the rubrics and suggested safe, inviting classroom rules in the resources.
• To explore cultural perspectives and personal beliefs, students will use Number the Stars based on the book by Lois Lowry. Adapted by Dr. Douglas W. Larche, with educational and editorial assistance from Susan Elliott Larche.
• It can be described as follows: During the German occupation of Denmark in World War II, the Nazis closed down Jewish-owned businesses and began to round up the Jews for relocation to concentration camps for the Final Solution. Danish freedom fighters of all ages risked everything in daring, hurried attempts to rescue the entire Jewish population. In this stirring new play, young Annemarie and Kirsti Johansen face soldiers, interrogations, fierce dogs, personal danger, the loss of loved ones and their own fears as they try to help their friend Ellen Rosen escape across the ocean to Sweden and safely. Courage, faith, ingenuity and even their fledgling acting skills eventually win the day.
• Students will use the above reference text and perform scenes, create costume and set designs, and create promotional materials. Students will be expected to rate each other's work and be able to use critical thinking to evaluate the processes.

Resources:

• https://studentsatthecenterhub.org/resource/student-centered-assessment-guide-peer-assessment/
• https://www.cusd80.com/cms/lib6/AZ01001175/Centricity/Domain/702/Scene%20Performance%20Rubric.pdf
• https://www.lincnet.org/cms/lib/MA01001239/Centricity/Domain/93/8%202012.pdf
• https://kconnorenglish8.files.wordpress.com/2016/09/msnd-monologueperformancerubric.pdf
• http://www.dramaticpublishing.com/number-the-stars-n45000
• https://fcit.usf.edu/holocaust/activity/35plan/number.htm
• https://www.scholastic.com/teachers/lesson-plans/teaching-content/number-stars-discussion-guide/
• http://www.storyboardthat.com/teacher-guide/number-the-stars-by-lois-lowry
• https://www.smiletemplates.com/search/poster-templates/movie-theatre/0.html

Artistic Process: Responding

Anchor Standard 9: Apply criteria to evaluate artistic work.

Process Components: Evaluate

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?

Research
Analysis
Vocal
Movement
Characterization
Directing
Design
Theatrical production

Skills Assessed

• Make informed, critical evaluations of theatrical performances from an audience member and a participant point of view, and develop a framework for making informed theatrical choices.
• Interpret constructive criticism and objective praise in order to improve upon one's work.
• Use critical thinking skills in character analysis and performance.
• Perceive and defend the quality of a theatrical work. Evaluate elements of characterization.

• Students will perform a scene with a partner. They will use their character analysis, play analysis, and period research to develop strong choices for their scene work. They will perform for the class. This lesson links back to previous in 6th grade.
• Students will perform for each other. They will have an open oral critique of each performance. Students will openly discuss what worked for each scene and what was challenging. Students will learn how to critique in a positive way. Use the rubrics and suggested safe, inviting classroom rules in the resources.
• To explore cultural perspectives and personal beliefs, students will use Number the Stars based on the book by Lois Lowry. Adapted by Dr. Douglas W. Larche, with educational and editorial assistance from Susan Elliott Larche.
• It can be described as follows: During the German occupation of Denmark in World War II, the Nazis closed down Jewish-owned businesses and began to round up the Jews for relocation to concentration camps for the Final Solution. Danish freedom fighters of all ages risked everything in daring, hurried attempts to rescue the entire Jewish population. In this stirring new play, young Annemarie and Kirsti Johansen face soldiers, interrogations, fierce dogs, personal danger, the loss of loved ones and their own fears as they try to help their friend Ellen Rosen escape across the ocean to Sweden and safely. Courage, faith, ingenuity and even their fledgling acting skills eventually win the day.
• Students will use the above reference text and perform scenes, create costume and set designs, and create promotional materials. Students will be expected to rate each other's work and be able to use critical thinking to evaluate the processes.

Resources:

• https://studentsatthecenterhub.org/resource/student-centered-assessment-guide-peer-assessment/
• https://www.cusd80.com/cms/lib6/AZ01001175/Centricity/Domain/702/Scene%20Performance%20Rubric.pdf
• https://www.lincnet.org/cms/lib/MA01001239/Centricity/Domain/93/8%202012.pdf
• https://kconnorenglish8.files.wordpress.com/2016/09/msnd-monologueperformancerubric.pdf
• http://www.dramaticpublishing.com/number-the-stars-n45000
• https://fcit.usf.edu/holocaust/activity/35plan/number.htm
• https://www.scholastic.com/teachers/lesson-plans/teaching-content/number-stars-discussion-guide/
• http://www.storyboardthat.com/teacher-guide/number-the-stars-by-lois-lowry
• https://www.smiletemplates.com/search/poster-templates/movie-theatre/0.html

Artistic Process: Responding

Anchor Standard 9: Apply criteria to evaluate artistic work.

Process Components: Evaluate

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?

Research
Analysis
Vocal
Movement
Characterization
Directing
Design
Theatrical production

Skills Assessed

• Make informed, critical evaluations of theatrical performances from an audience member and a participant point of view, and develop a framework for making informed theatrical choices.
• Interpret constructive criticism and objective praise in order to improve upon one's work.
• Use critical thinking skills in character analysis and performance.
• Perceive and defend the quality of a theatrical work. Evaluate elements of characterization.

• Students will perform a scene with a partner. They will use their character analysis, play analysis, and period research to develop strong choices for their scene work. They will perform for the class. This lesson links back to previous in 6th grade.
• Students will perform for each other. They will have an open oral critique of each performance. Students will openly discuss what worked for each scene and what was challenging. Students will learn how to critique in a positive way. Use the rubrics and suggested safe, inviting classroom rules in the resources.
• To explore cultural perspectives and personal beliefs, students will use Number the Stars based on the book by Lois Lowry. Adapted by Dr. Douglas W. Larche, with educational and editorial assistance from Susan Elliott Larche.
• It can be described as follows: During the German occupation of Denmark in World War II, the Nazis closed down Jewish-owned businesses and began to round up the Jews for relocation to concentration camps for the Final Solution. Danish freedom fighters of all ages risked everything in daring, hurried attempts to rescue the entire Jewish population. In this stirring new play, young Annemarie and Kirsti Johansen face soldiers, interrogations, fierce dogs, personal danger, the loss of loved ones and their own fears as they try to help their friend Ellen Rosen escape across the ocean to Sweden and safely. Courage, faith, ingenuity and even their fledgling acting skills eventually win the day.
• Students will use the above reference text and perform scenes, create costume and set designs, and create promotional materials. Students will be expected to rate each other's work and be able to use critical thinking to evaluate the processes.

Resources:

• https://studentsatthecenterhub.org/resource/student-centered-assessment-guide-peer-assessment/
• https://www.cusd80.com/cms/lib6/AZ01001175/Centricity/Domain/702/Scene%20Performance%20Rubric.pdf
• https://www.lincnet.org/cms/lib/MA01001239/Centricity/Domain/93/8%202012.pdf
• https://kconnorenglish8.files.wordpress.com/2016/09/msnd-monologueperformancerubric.pdf
• http://www.dramaticpublishing.com/number-the-stars-n45000
• https://fcit.usf.edu/holocaust/activity/35plan/number.htm
• https://www.scholastic.com/teachers/lesson-plans/teaching-content/number-stars-discussion-guide/
• http://www.storyboardthat.com/teacher-guide/number-the-stars-by-lois-lowry
• https://www.smiletemplates.com/search/poster-templates/movie-theatre/0.html

Artistic Process: Responding

Anchor Standard 9: Apply criteria to evaluate artistic work.

Process Components: Evaluate

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?

Research
Analysis
Vocal
Movement
Characterization
Directing
Design
Theatrical production

Skills Assessed

• Make informed, critical evaluations of theatrical performances from an audience member and a participant point of view, and develop a framework for making informed theatrical choices.
• Interpret constructive criticism and objective praise in order to improve upon one's work.
• Use critical thinking skills in character analysis and performance.
• Perceive and defend the quality of a theatrical work. Evaluate elements of characterization.

• Students will perform a scene with a partner. They will use their character analysis, play analysis, and period research to develop strong choices for their scene work. They will perform for the class. This lesson links back to previous in 6th grade.
• Students will perform for each other. They will have an open oral critique of each performance. Students will openly discuss what worked for each scene and what was challenging. Students will learn how to critique in a positive way. Use the rubrics and suggested safe, inviting classroom rules in the resources.
• To explore cultural perspectives and personal beliefs, students will use Number the Stars based on the book by Lois Lowry. Adapted by Dr. Douglas W. Larche, with educational and editorial assistance from Susan Elliott Larche.
• It can be described as follows: During the German occupation of Denmark in World War II, the Nazis closed down Jewish-owned businesses and began to round up the Jews for relocation to concentration camps for the Final Solution. Danish freedom fighters of all ages risked everything in daring, hurried attempts to rescue the entire Jewish population. In this stirring new play, young Annemarie and Kirsti Johansen face soldiers, interrogations, fierce dogs, personal danger, the loss of loved ones and their own fears as they try to help their friend Ellen Rosen escape across the ocean to Sweden and safely. Courage, faith, ingenuity and even their fledgling acting skills eventually win the day.
• Students will use the above reference text and perform scenes, create costume and set designs, and create promotional materials. Students will be expected to rate each other's work and be able to use critical thinking to evaluate the processes.

Resources:

• https://studentsatthecenterhub.org/resource/student-centered-assessment-guide-peer-assessment/
• https://www.cusd80.com/cms/lib6/AZ01001175/Centricity/Domain/702/Scene%20Performance%20Rubric.pdf
• https://www.lincnet.org/cms/lib/MA01001239/Centricity/Domain/93/8%202012.pdf
• https://kconnorenglish8.files.wordpress.com/2016/09/msnd-monologueperformancerubric.pdf
• http://www.dramaticpublishing.com/number-the-stars-n45000
• https://fcit.usf.edu/holocaust/activity/35plan/number.htm
• https://www.scholastic.com/teachers/lesson-plans/teaching-content/number-stars-discussion-guide/
• http://www.storyboardthat.com/teacher-guide/number-the-stars-by-lois-lowry
• https://www.smiletemplates.com/search/poster-templates/movie-theatre/0.html

Artistic Process: Connecting

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.

Process Components: Empathize

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?

Skills Assessed
Research

• Through theatre history research, a student can articulate connections between past theatre practices and their contemporary counterparts.

Analysis

• Students will use the knowledge of the relationships between historical elements of theatre and contemporary theatre practice can inform and influence a production concept.

• Students explore dramatizations and scenes from a variety of historical periods and cultures.
• Specific examples of theatrical productions stimulate understanding of the impact of society on theatre, and theatre's impact on society.

Resources for Research and Analysis

• http://www.supersummary.com/drama-theater-guide/#great-works-of-drama-and-theater-resources
• https://www.theatrefolk.com/freebies/greek-theatre-sophocles.pdf
• https://www.youtube.com/watch?v=h_0TAXWt8hY

Using History to Compare

• Students will demonstrate their understanding of the historical practice of commedia dell 'arte by preparing a short presentation to include: Aspects of commedia dell 'arte: lazzi, scenarios, plot, specific stances and mannerisms of commedia dell 'arte characters. Character examples with their identified commedia dell 'arte counterparts: straight (young lovers); exaggerated (masters (Pantalone, Dottore, Capitano) and servants (Harlequin, Pulcinello, Brighella) Basic beginning, middle, end storyline of scene. Students will then apply the stock characters and scenarios to their favorite TV show or a well-known nursery rhyme. Students will complete both a written script and oral performance.

Artistic Process: Connecting

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Process Components: Interrelate

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?

Skills Assessed
Research

• Through theatre history research, a student can articulate connections between past theatre practices and their contemporary counterparts.

Analysis

• Students will use the knowledge of the relationships between historical elements of theatre and contemporary theatre practice can inform and influence a production concept.

• Students explore dramatizations and scenes from a variety of historical periods and cultures.
• Specific examples of theatrical productions stimulate understanding of the impact of society on theatre, and theatre's impact on society.

Resources for Research and Analysis

• http://www.supersummary.com/drama-theater-guide/#great-works-of-drama-and-theater-resources
• https://www.theatrefolk.com/freebies/greek-theatre-sophocles.pdf
• https://www.youtube.com/watch?v=h_0TAXWt8hY

Using History to Compare

• Students will demonstrate their understanding of the historical practice of commedia dell 'arte by preparing a short presentation to include: Aspects of commedia dell 'arte: lazzi, scenarios, plot, specific stances and mannerisms of commedia dell 'arte characters. Character examples with their identified commedia dell 'arte counterparts: straight (young lovers); exaggerated (masters (Pantalone, Dottore, Capitano) and servants (Harlequin, Pulcinello, Brighella) Basic beginning, middle, end storyline of scene. Students will then apply the stock characters and scenarios to their favorite TV show or a well-known nursery rhyme. Students will complete both a written script and oral performance.

Artistic Process: Connecting

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Process Components: Research

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?

Skills Assessed
Research

• Through theatre history research, a student can articulate connections between past theatre practices and their contemporary counterparts.

Analysis

• Students will use the knowledge of the relationships between historical elements of theatre and contemporary theatre practice can inform and influence a production concept.

• Students explore dramatizations and scenes from a variety of historical periods and cultures.
• Specific examples of theatrical productions stimulate understanding of the impact of society on theatre, and theatre's impact on society.

Resources for Research and Analysis

• http://www.supersummary.com/drama-theater-guide/#great-works-of-drama-and-theater-resources
• https://www.theatrefolk.com/freebies/greek-theatre-sophocles.pdf
• https://www.youtube.com/watch?v=h_0TAXWt8hY

Using History to Compare

• Students will demonstrate their understanding of the historical practice of commedia dell 'arte by preparing a short presentation to include: Aspects of commedia dell 'arte: lazzi, scenarios, plot, specific stances and mannerisms of commedia dell 'arte characters. Character examples with their identified commedia dell 'arte counterparts: straight (young lovers); exaggerated (masters (Pantalone, Dottore, Capitano) and servants (Harlequin, Pulcinello, Brighella) Basic beginning, middle, end storyline of scene. Students will then apply the stock characters and scenarios to their favorite TV show or a well-known nursery rhyme. Students will complete both a written script and oral performance.

Artistic Process: Connecting

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Process Components: Research

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?

Skills Assessed
Research

• Through theatre history research, a student can articulate connections between past theatre practices and their contemporary counterparts.

Analysis

• Students will use the knowledge of the relationships between historical elements of theatre and contemporary theatre practice can inform and influence a production concept.

• Students explore dramatizations and scenes from a variety of historical periods and cultures.
• Specific examples of theatrical productions stimulate understanding of the impact of society on theatre, and theatre's impact on society.

Resources for Research and Analysis

• http://www.supersummary.com/drama-theater-guide/#great-works-of-drama-and-theater-resources
• https://www.theatrefolk.com/freebies/greek-theatre-sophocles.pdf
• https://www.youtube.com/watch?v=h_0TAXWt8hY

Using History to Compare

• Students will demonstrate their understanding of the historical practice of commedia dell 'arte by preparing a short presentation to include: Aspects of commedia dell 'arte: lazzi, scenarios, plot, specific stances and mannerisms of commedia dell 'arte characters. Character examples with their identified commedia dell 'arte counterparts: straight (young lovers); exaggerated (masters (Pantalone, Dottore, Capitano) and servants (Harlequin, Pulcinello, Brighella) Basic beginning, middle, end storyline of scene. Students will then apply the stock characters and scenarios to their favorite TV show or a well-known nursery rhyme. Students will complete both a written script and oral performance.