Introduction

 

 

Theatre standards are designed to closely reflect both national standards and the previous South Carolina standards for theatre education. Although there are eight curriculum standards, their arrangement does not reflect a recommended sequence or hierarchy. Richly designed curriculum and instruction should integrate many standards within a unit of study, thus enabling the students to see the connections among the eight standards of the theatre discipline.

 

Because the study of theatre is not always conducted across the preK through 9–12 advanced grade levels, special challenges exist for teachers who are held accountable for student’s attainment of the theatre standards. These standards define what students should know and be able to do at the end of each grade span, and it is therefore critical that theatre educators at every level cover the background knowledge and skills that students may be first taught at the elementary or middle school level. Theatre course schedules should provide ample time for instruction in both the required background and the appropriate grade-span standards.

 

The 9–12 advanced standards are a continuation of the 9–12 standards and are designed to reflect the highest possible levels of achievement in theatre. They should form the basis of theatre courses that are designated as Advanced Placement, Honors, Gifted and Talented, or International Baccalaureate. High schools that aspire to build advanced courses to meet the 9–12 advanced standards need strong feeder elementary and middle school theatre programs to ensure that these standards can be achieved.


 

National Theatre Content Standards

I.       STORY MAKING/SCRIPT WRITING. Script writing by the creation of improvisations and scripted scenes based on personal experience and heritage, imagination, literature, and history.

 

Overview: Students will improvise, write and refine scripts based on imagination, literature and history for informal and formal theatre productions.

II.    ACTING. Acting by developing basic acting skills to portray characters who interact in improvised and scripted scenes.

 

Overview: Students will assume roles and interact in improvisations in early grades and later develop, communicate, and sustain character in informal and formal productions.

III.    DESIGNING. Designing by developing environments for improvised and scripted scenes.

 

Overview: Students will visualize and describe environments that communicate locale and mood in early grades, and later develop designs and plans that clearly support the environment described in the script for informal and formal productions.

IV.     DIRECTING. Directing by organizing rehearsals for improvised and scripted scenes.

 

Overview: Students will respond to direction and side coaching and demonstrate an understanding of the role of director in early grades and, later, interpret dramatic texts and organize and conduct the rehearsals for informal and formal theatre.

V.        RESEARCHING. Researching by using cultural and historical information to support improvised and scripted scenes.

 

Overview: Students will locate, explore, examine and integrate information related to theatre.

VI.     CONNECTING. Comparing and incorporating art forms by analyzing methods of presentation and audience response for theatre, dramatic media (such as film, television, and electronic media), and other art forms.

 

Overview: Students will connect, compare and incorporate ideas and concepts of theatre within the art form and to other disciplines.

VII.     VALUING AND RESPONDING. Analyzing, evaluating, and constructing meanings from improvised and scripted scenes and from theatre, film, television, and electronic media productions.

 

Overview: Students will critique, assess, and derive meaning from theatrical experiences.

VIII.        RELATING TO HISTORY AND CULTURE. Understanding context by analyzing the role of theatre, film, television, and electronic media in the community and in other cultures.

 

Overview: Students will understand and integrate information from past and present cultures to enhance their theatrical knowledge and experiences.


 


 

Theatre Standards for the Individual Grade Levels

 

Grades PreK–K

 

I.       STORY MAKING/SCRIPT WRITING. Script writing by the creation of improvisations and scripted scenes based on personal experience and heritage, imagination, literature, and history.

 

Students will

A.     Identify individual elements (who, what, and where) of classroom dramatizations.

B.     Create scenes and scenarios (with a beginning, middle, and end) by improvising and participating in theatre games.

II.    ACTING. Acting by developing basic acting skills to portray characters who interact in improvised and scripted scenes.

 

Students will

A/B. Demonstrate physical traits of humans, animals, and objects.

C.  Describe and compare ways that people react to other people and to internal and external environments.

D.  Assume roles in a variety of dramatizations.

E.   Perform in group (ensemble) dramatizations.

III.    DESIGNING. Designing by developing environments for improvised and scripted scenes.

 

Students will

A.     Identify sets and costumes appropriate for stories and/or classroom dramatizations.

C.  Use scenery, properties, lighting, sound, costumes, and makeup in classroom dramatizations.

IV.     DIRECTING. Directing by organizing rehearsals for improvised and scripted scenes.

 

Students will

A.     Begin to respond appropriately to instructors’ directions and side coaching.

C.  Begin to plan classroom presentations individually and collaboratively.

V.        RESEARCHING. Researching by using cultural and historical information to support improvised and scripted scenes.

 


 


 

VI.     CONNECTING. Comparing and incorporating art forms by analyzing methods of presentation and audience response for theatre, dramatic media (such as film, television, and electronic media), and other art forms.

 

Students will

B.   Use performance skills to act out familiar stories.

C.  Act out different career and social roles in improvisations and theatre games.

D. Compare and contrast the use of visual arts, dance, music, or electronic media to enhance a classroom performance.

VII.     VALUING AND RESPONDING. Analyzing, evaluating, and constructing meanings from improvised and scripted scenes and from theatre, film, television, and electronic media productions.

 

Students will

A.     Demonstrate audience etiquette during theatre performances.

B.     Describe a theatrical experience in terms of aural, visual, and kinetic elements.

C.     Describe emotions evoked by a theatre performance.

D.     Explain what they liked and disliked about a theatre performance.

VIII.     RELATING TO HISTORY AND CULTURE. Understanding context by analyzing the role of theatre, film, television, and electronic media in the community and in other cultures.


 


 

Grades 1–2

 

I.       STORY MAKING/SCRIPT WRITING. Script writing by the creation of improvisations and scripted scenes based on personal experience and heritage, imagination, literature, and history.

Students will

A.     Identify individual elements (who, what, and where) of classroom dramatizations.

B.     Create scenes and scenarios (with a beginning, middle, and end) by improvising and participating in theatre games.

II.    ACTING. Acting by developing basic acting skills to portray characters who interact in improvised and scripted scenes.

Students will

A/B. Demonstrate physical traits of humans, animals, and objects.

C.     Describe and compare ways that people react to other people and to internal and external environments.

D.     Assume roles in a variety of dramatizations.

E.      Perform in group (ensemble) dramatizations.

 

III.       DESIGNING. Designing by developing environments for improvised and scripted scenes.

Students will

A.     Identify sets and costumes appropriate for stories and/or classroom dramatizations.

C.  Use scenery, properties, lighting, sound, costumes, and makeup in classroom dramatizations.

 

IV.        DIRECTING. Directing by organizing rehearsals for improvised and scripted scenes.

Students will

A.     Respond appropriately to instructors’ directions and side coaching in improvisations, theatre games, and other theatre activities.

B.     Identify the director’s role in theatre.

C.     Plan classroom presentations individually and collaboratively.

V.     RESEARCHING. Researching by using cultural and historical information to support improvised and scripted scenes.

Students will

A.     Collect cultural and historical information from their peers to use in classroom improvisations.

 


 

VI.     CONNECTING. Comparing and incorporating art forms by analyzing methods of presentation and audience response for theatre, dramatic media (such as film, television, and electronic media), and other art forms.

Students will

A.     Demonstrate an understanding of theatrical terminology.

B.     Use performance skills to act out familiar stories.

C.     Act out different career and social roles in improvisations and theatre games.

D.     Compare and contrast the use of visual arts, dance, music, or electronic media to enhance a classroom performance.

E.      Demonstrate an understanding of the collaborative nature of theatre.

F.      Identify and utilize basic theatrical conventions (e.g., costumes, props, puppets, masks).

VII.     VALUING AND RESPONDING. Analyzing, evaluating, and constructing meanings from improvised and scripted scenes and from theatre, film, television, and electronic media productions.

Students will

A.     Demonstrate audience etiquette during theatre performances.

B.     Describe a theatrical experience in terms of aural, visual, and kinetic elements.

C.     Describe emotions evoked by a theatre performance.

D.     Explain their personal preferences and suggestions for improvement in response to all or a part of a theatre performance.

 

VIII.     RELATING TO HISTORY AND CULTURE. Understanding context by analyzing the role of theatre, film, television, and electronic media in the community and in other cultures.

Students will

A.     Perform dramatizations of stories from different historical periods and cultures.

B.     Identify the origins and historical significance theatrical conventions (e.g., masks, sets, costumes) and the dramatization of stories.

C.     Compare and contrast dramatic texts from different historical periods and cultures.


 

Grades 3–5

 

I.       STORY MAKING/SCRIPT WRITING. Script writing by the creation of improvisations and scripted scenes based on personal experience and heritage, imagination, literature, and history.

Students will

A.     Use appropriate theatre terminology to identify the parts of a script.

B.     Create characters, environments, dialogue, and action through improvisation and writing, both individually and in groups.

 

II.    ACTING. Acting by developing basic acting skills to portray characters who interact in improvised and scripted scenes.

Students will

A/B.   Demonstrate physical acting skills (e.g., knowledge of blocking, body awareness) and voice and diction skills, including volume, tempo, pitch, tone, and emphasis.

C.     Imagine and clearly describe characters, their relationships, and their environment.

D.     Create and justify characters and roles on the basis of personal experience and heritage, imagination, literature, and history.

E.      Perform in group (ensemble) dramatizations.

 

III.    DESIGNING. Designing by developing environments for improvised and scripted scenes.

Students will

A.     Identify elements of artistic design (e.g., space, color, lines, shape, texture) related to theatre.

B.     Analyze dramatizations to identify essential scenery, props, lighting, sound, costumes, and makeup.

C.     Construct designs to communicate locale and mood using visual elements (e.g., space, color, line, shape, texture) and aural aspects using a variety of sound sources.

 

IV.     DIRECTING. Directing by organizing rehearsals for improvised and scripted scenes.

Students will

A.     Respond appropriately to instructors’ directions and side coaching in improvisations, theatre games, and other theatre activities.

B.     Explain the roles of the director and the production staff in theatre.

C.     Lead small group rehearsals for classroom presentations and modify and adjust directing choices on the basis of rehearsal discoveries.

 

V.        RESEARCHING. Researching by using cultural and historical information to support improvised and scripted scenes.

Students will

A.     Collect information from their peers regarding the cultural and historical significance of the settings and characters in their classroom dramatizations.


 

VI.      CONNECTING. Comparing and incorporating art forms by analyzing methods of presentation and audience response for theatre, dramatic media (such as film, television, and electronic media), and other art forms.

Students will

A.     Demonstrate an understanding of theatrical terminology.

B.     Use performance skills to act out familiar stories.

C.     Act out different career and social roles in improvisations and theatre games.

D.     Compare and contrast the use of visual arts, dance, music, or electronic media to enhance a classroom performance.

E.      Demonstrate an understanding of the collaborative nature of theatre.

      F.   Identify and utilize basic theatrical conventions (e.g., costumes, props, puppets, masks).         

 

VII.     VALUING AND RESPONDING. Analyzing, evaluating, and constructing meanings from improvised and scripted scenes and from theatre, film, television, and electronic media productions.

Students will

A.     Demonstrate audience etiquette during theatre performances.

B.     Describe a theatrical experience in terms of aural, visual, and kinetic elements.

C.     Compare their own emotions and actions to those of a character in a drama.

D.     Analyze a classroom performance on the basis of characterization, diction, pacing, and movement, and then make suggestions for improvement.

 

VIII.  RELATING TO HISTORY AND CULTURE. Understanding context by analyzing the role of theatre, film, television, and electronic media in the community and in other cultures.

Students will

A.     Perform dramatizations of stories from different historical periods and cultures.

B.     Compare and contrast characters, situations, and themes in theatre from different historical periods and cultures.

C.     Adapt a classroom dramatization to reflect a particular historical period or culture.


 

Grades 6–8

 

I.       STORY MAKING/SCRIPT WRITING. Script writing by the creation of improvisations and scripted scenes based on personal experience and heritage, imagination, literature, and history.

Students will

A.     Identify the elements of dramatic structure within a script (e.g., plot development, rising action, foreshadowing, crisis, catharsis, denouement), using theatre vocabulary.

  1. Create characters, environments, dialogue, and action through improvisation and writing, both individually and in groups.
  2. Write, revise, and perform monologues, scenarios, scenes, and short plays that include the basic elements of dramatic structure.
  3. Compare and contrast film, television, and electronic media scripts with theatre scripts.

 

II.    ACTING. Acting by developing basic acting skills to portray characters who interact in improvised and scripted scenes.

Students will

A/B.   Demonstrate acting skills such as memorization, sensory recall, concentration, breath control, effective vocal expression, and control of isolated body parts.

C.     Analyze descriptions, dialogue, and actions in order to articulate and justify character motivation.

D.     Create and justify characters and roles on the basis of their own observations of people’s interactions, ethical choices, and emotional responses.

E.      Act as an improvised or scripted character in an ensemble.

 

III.    DESIGNING. Designing by developing environments for improvised and scripted scenes.

Students will

A.     Explain the functions and interrelated nature of scenery, properties, lighting, sound, costumes, and makeup in creating an environment appropriate for scripted and nonscripted theatre.

B.     Analyze improvised and scripted scenes for technical requirements and justify their choices.

C.     Construct designs using visual elements (e.g., space, color, line, shape, texture), aural qualities (e.g., pitch, rhythm), and design principles (e.g., repetition, balance, emphasis, contrast, unity).

D.     Design coherent stage management, promotional, and business plans.

 

IV.     DIRECTING. Directing by organizing rehearsals for improvised and scripted scenes.

Students will

A.     Respond appropriately to instructors’ directions and side coaching in improvisations, theatre games, and other theatre activities.

B.     Explain the roles of the director and the production staff in theatre.

C.     Direct rehearsals of scripted monologues, scenarios, scenes, or short plays for informal or formal performances.

V.     RESEARCHING. Researching by using cultural and historical information to support improvised and scripted scenes.

Students will

A.     Apply research from printed and nonprinted sources to plan writing, acting, designing, and directing activities.

 

VI.     CONNECTING. Comparing and incorporating art forms by analyzing methods of presentation and audience response for theatre, dramatic media (such as film, television, and electronic media), and other art forms.

Students will

A.     Integrate the vocabulary of theatre into classroom discussions, planning, and informal and formal performances.

B.     Compare theatre to visual arts, dance, music, and other disciplines.

  1. Compare and contrast different career and social roles in improvisations and theatre games.
  2. Compare and contrast the use of visual arts, dance, music, or electronic media to enhance a classroom performance.

E.      Demonstrate an understanding of the collaborative nature of theatre.

F.      Identify and utilize basic theatrical conventions (e.g., costumes, props, puppets, masks).         

 

VII.     VALUING AND RESPONDING. Analyzing, evaluating, and constructing meanings from improvised and scripted scenes and from theatre, film, television, and electronic media productions.

Students will

A.     Use appropriate audience etiquette during theatre performances.

B.     Analyze and critique theatrical publications and dramatic texts.

C.     Analyze and critique theatrical productions, both live and electronic.

D.     Analyze a classroom performance on the basis of characterization, diction, pacing, and movement, and then make suggestions for improvement.

 

VIII.        RELATING TO HISTORY AND CULTURE. Understanding context by analyzing the role of theatre, film, television, and electronic media in the community and in other cultures.

Students will

A.     Identify theatrical contributions from a variety of historical periods and cultures for use in informal or formal productions.

B.     Analyze the relationship of historical and cultural contexts to published plays and improvisations.

C.     Analyze and explain the relationship of historical and cultural contexts to acting styles.

 

Theatre Standards across All Grade Levels

I.    STORY MAKING/SCRIPT WRITING. Script writing by the creation of improvisations and scripted scenes based on personal experience and heritage, imagination, literature, and history.

      Overview: Students will improvise, write and refine scripts based on imagination, literature and history for informal and formal theatre productions.

Students will

PreK–K

1–2

3–5

6–8

9–12

9–12 Advanced

A. Identify individual elements (who, what, and where) of classroom dramatizations.

A. Use appropriate theatre terminology to identify the parts of a script.

A. Identify the elements of dramatic structure within a script (e.g., plot development, rising action, foreshadowing, crisis, catharsis, denouement), using theatre vocabulary.

A. Analyze scripts to describe the relationship among the structural elements and the impact of changing one or more of them.

A. Modify the dramatic structure by changing and reconstructing a scene from a period play into a contemporary performance style or theme.

B. Create scenes and scenarios (with a beginning, middle, and end) by improvising and participating in theatre games.

B. Create characters, environments, dialogue, and action through improvisation and writing, both individually and in groups.

 

B. Construct imaginative scripts and collaborate with actors to refine scripts so that story and meaning are conveyed to the audience.

B/C. Write a one-act play and collaborate with actors to refine scripts so that story and meaning are conveyed to audience.

 

C. Write, revise, and perform monologues, scenarios, scenes and short plays that include the basic elements of dramatic structure.

C. Work individually or in groups to create and perform short plays that are based on familiar story plots and/or current events.

 

D. Compare and contrast film, television, and electronic media scripts with theatre scripts.

D. Adapt a theatre script for video.
               

 


 

 


 


 

II. ACTING. Acting by developing basic acting skills to portray characters who interact in improvised and scripted scenes.

      Overview: Students will assume roles and interact in improvisations in early grades and later develop, communicate, and sustain character in informal and formal productions.

Students will

PreK–K

1–2

3–5

6–8

9–12

9–12 Advanced

A/B. Demonstrate physical traits of humans, animals, and objects.

A/B. Demonstrate physical acting skills (e.g., knowledge of blocking, body awareness) and voice and diction skills, including volume, tempo, pitch, tone, and emphasis.

 

A/B. Demonstrate acting skills such as memorization, sensory recall, concentration, breath control, effective vocal expression, and control of isolated body parts.

A. Demonstrate acting skills such as memorization, sensory recall, concentration, breath control, effective vocal expression, and control of isolated body parts.

B. Compare and demonstrate various classical and contemporary acting techniques and methods.

 

B. Create consistent characters from classical, contemporary, realistic, and nonrealistic dramatic texts in informal and formal theatre, film, television, or electronic media productions.

C. Describe and compare ways that people react to other people and to internal and external environments.

C. Imagine and clearly describe characters, their relationships, and their environment.

C. Analyze descriptions, dialogue, and actions in order to articulate and justify character motivation.

C. Analyze the physical, emotional, and social dimensions of characters found in a variety of dramatic texts.

D. Assume roles in a variety of dramatizations.

D. Create and justify characters and roles on the basis of personal experience and heritage, imagination, literature, and history.

D. Create and justify characters and roles on the basis of their own observations of people’s interactions, ethical choices, and emotional responses.

D. Use a range of emotional, psychological, and physical characteristics and behaviors to portray complex, believable characters in improvised and scripted monologues, scenarios, scenes, and plays.

E. Perform in group (ensemble) dramatizations.

E. Act as an improvised or scripted character in an ensemble.

 

E. Act in an ensemble to create and sustain characters that communicate with an audience.

E. Demonstrate artistic discipline to achieve an ensemble in rehearsal and performance.
             


 

III. DESIGNING. Designing by developing environments for improvised and scripted scenes.

        Overview: Students will visualize and describe environments that communicate locale and mood in early grades and later develop designs and plans that clearly support the environment described in the script for informal and formal productions, including the promotion, scheduling, and management for the performance.

Students will

PreK–K

1–2

3–5

6–8

9–12

9–12 Advanced

A. Identify sets and costumes appropriate for stories and/or classroom dramatizations.

A. Identify elements of artistic design (e.g., space, color, lines, shape, texture) related to theatre.

A. Explain the functions and interrelated nature of scenery, properties, lighting, sound, costumes, and makeup in creating an environment appropriate for scripted and nonscripted theatre.

A. Explain the basic physical and chemical properties of technical theatre (e.g., light, color, electricity, paint, makeup).

A. Analyze and explain how scientific and technological advances have impacted set, light, sound, and costume design, and implementation for theatre, film, television, and electronic media productions.

 

B. Analyze dramatizations to identify essential scenery, props, lighting, sound, costumes, and makeup.

B. Analyze improvised and scripted scenes for technical requirements and justify choices.

B. Analyze a variety of dramatic texts from cultural and historical perspectives to determine production requirements.

C. Use scenery, properties, lighting, sound, costumes, and makeup in classroom dramatizations.

C. Construct designs to communicate locale and mood using visual elements (e.g., space, color, line, shape, texture) and aural aspects using a variety of sound sources.

C. Construct designs using visual elements (e.g., space, color, line, shape, texture), aural qualities (e.g., pitch, rhythm), and design principles (e.g., repetition, balance, emphasis, contrast, unity).

C. Construct designs that use visual and aural elements to convey environments that clearly support the text.

C. Collaborate with directors to develop unified production concepts that convey the metaphorical nature of the play for informal and formal theatre, film, television, or electronic media productions.

 

 

D. Design coherent stage management, promotional, and business plans.

D. Create and implement production schedules, stage management plans, promotional ideas, and business strategies for informal and formal theatre, film, television, or electronic media productions.

 

 

IV.   DIRECTING. Directing by organizing rehearsals for improvised and scripted scenes.

      Overview: Students will respond to direction and side coaching and demonstrate an understanding of the role of director in theatre.

Students will

PreK–K

1–2

3–5

6–8

9–12

9–12 Advanced

A. Begin to respond appropriately to instructors’ directions and side coaching.

A. Respond appropriately to instructors’ directions and side coaching in improvisations, theatre games, and other theatre activities.

A. Describe and demonstrate appropriate responses to a variety of directing styles.

 

B. Identify the director’s role in theatre.

B. Explain the roles of the director and the production staff in theatre.

B. Explain and compare the roles and interrelated responsibilities of the various personnel involved in theatre, film, television, or electronic media productions.

B. Collaborate with designers and actors to develop a unified directorial concept for informal and formal theatre, film, television, or electronic media productions.

C. Begin to plan classroom presentations individually and collaboratively.

C. Plan classroom presentations individually and collaboratively.

C. Lead small group rehearsals for classroom presentations and modify and adjust directing choices on the basis of rehearsal discoveries.

C. Direct rehearsals of scripted monologues, scenarios, scenes, or short plays for informal or formal performances.

C. Interpret dramatic texts to make artistic choices regarding stage movement, character development, language (e.g., dialect, regionalism, rhythm, meter, connotation), and theme for a production.

C. Conduct auditions, cast actors, direct scenes, and conduct regular production meetings, and design publicity to achieve production goals for an individual directing project.

 

D. Communicate and justify directorial choices to an ensemble for improvised or scripted scene work.

 

 

V.   RESEARCHING. Researching by using cultural and historical information to support improvised and scripted scenes.

      Overview: Students will locate, explore, examine and integrate information related to theatre.

Students will

PreK–K

1–2

3–5

6–8

9–12

9–12 Advanced

 

A. Collect cultural and historical information from their peers to use in classroom improvisations.

A. Collect information from their peers regarding the cultural and historical significance of the settings and characters in their classroom dramatizations.

A. Apply research from printed and nonprinted sources to plan writing, acting, designing, and directing activities.

A. Identify current technologies, published material, and print and electronic resources that are available for use in theatrical productions.

 

B. Use documented research sources to evaluate and synthesize cultural, historical, and symbolic themes in dramatic texts.

B. Produce an in-depth written research report and an oral presentation on a topic important to theatre (e.g., playwright, cultural impact).

C. Describe and explain the role of the dramaturge.

C. Serve as a dramaturge for a theatrical production.

 

VI.   CONNECTING. Comparing and incorporating art forms by analyzing methods of presentation and audience response for theatre, dramatic media (such as film, television, and electronic media), and other art forms.

        Overview: Students will connect, compare and incorporate ideas and concepts of theatre within the art form and to other disciplines.

Students will

PreK–K

1–2

3–5

6–8

9–12

9–12 Advanced

 

A. Demonstrate an understanding of theatrical terminology.

A. Integrate the vocabulary of theatre into classroom discussions, planning, and informal and formal performances.

B. Use performance skills to act out familiar stories.

B. Compare theatre to visual arts, dance, music, and other disciplines.

 

B. Compare and contrast the relationships and interactions among theatre, visual arts, dance, music, literature, film, television, and electronic media.

B. Analyze and explain how technology can be used to reinforce, enhance, or alter a theatre performance.

C. Act out different career and social roles in improvisations and theatre games.

C. Compare and contrast different career and social roles in improvisations and theatre games.

C. Explain how the content and concepts of theatre are interrelated with those of other disciplines and careers.

C. Design an individualized study program (e.g., internship, mentorship, research project) in a theatre-related vocation/ avocation and share the information with the class.

D. Compare and contrast the use of visual arts, dance, music, or electronic media to enhance a classroom performance.

D. Incorporate elements of visual arts, dance, music, and electronic media into an improvised or scripted scene.

 

E. Demonstrate an understanding of the collaborative nature of theatre.

 

F. Identify and utilize basic theatrical conventions (e.g., costumes, props, puppets, masks).
           


 

 


 

VII. VALUING AND RESPONDING. Analyzing, evaluating, and constructing meanings from improvised and scripted scenes and from theatre, film, television, and electronic media productions.
        Overview: Students will critique, assess, and derive meaning from theatrical experiences.

Students will

PreK–K

1–2

3–5

6–8

9–12

9–12 Advanced

A. Demonstrate audience etiquette during theatre performances.

B. Describe a theatrical experience in terms of aural, visual, and kinetic elements.

B. Analyze and critique theatrical publications and dramatic texts.

B. Construct and analyze social meaning from theatre performances and dramatic texts.

B. Develop a critical vocabulary by reading and discussing professional criticism.

C. Describe emotions evoked by a theatre performance.

C. Compare their own emotions and actions to those of a character in a drama.

C. Analyze and critique theatrical productions, both live and electronic.

C. Use published critiques of a theatre performance to create a plan for improving that performance.

D. Explain what they liked and disliked about a theatre performance.

D. Explain their personal preferences and suggestions for improvement in response to all or part of a theatre performance.

D. Analyze a classroom performance on the basis of characterization, diction, pacing, and movement, and then make suggestions for improvement.

D. Demonstrate a knowledge of appropriate criteria to be used in critiques and develop personal criteria for evaluating a performance (live or electronic) and dramatic texts in terms of artist intent and final achievement.

 

E. Analyze, critique, and respond to artworks in areas other than theatre.


 

 

 


 

VIII.   RELATING TO HISTORY AND CULTURE. Understanding context by analyzing the role of theatre, film, television, and electronic media in the community and in other cultures.

           Overview: Students will understand and integrate information from past and present cultures to enhance theatrical knowledge and experiences.

Students will

PreK–K

1–2

3–5

6–8

9–12

9–12 Advanced

 

A. Perform dramatizations of stories from different historical periods and cultures.

A. Identify theatrical contributions from a variety of historical periods and cultures for use in informal or formal productions.

A. Describe the societal beliefs, issues, and events that are represented in specific theatrical productions.

B. Identify the origins and historical significance theatrical conventions (e.g., masks, sets, costumes) and the dramatization of stories.

B. Compare and contrast characters, situations, and themes in theatre from different historical periods and cultures.

B. Analyze the relationship of historical and cultural contexts to published plays and improvisations.

 

 

B. Analyze and explain how theatrical productions can use the basic elements of theatre (e.g., speech, gesture, costume) to reflect different cultures.

C. Compare and contrast dramatic texts from different historical periods and cultures.

C. Adapt a classroom dramatization to reflect a particular historical period or culture.

C. Analyze and explain the relationship of historical and cultural contexts to acting styles.

C. Analyze and explain theatre as an expression of the social values, cultural precepts, and accomplishments of a civilization.

C. Create a multicultural theatre festival using excerpts from plays representing various cultures.

 

D. Identify ways in which theatre practitioners in different cultures and historical periods have used concepts, motifs, and themes that remain appropriate and prominent today.
           

 

 

 

 

 


 

Theatre Glossary

 

actors. Artists of the theatre who create a dramatic story on the stage through words and gestures.

 

action. The movement of the actors and the unfolding of a play’s plot. Action may be physical or psychological.

 

art form. A recognized type or medium of artistic expression.

 

articulate. To express or give definition to.

 

audience etiquette. Established practices that reinforce the community experience of theatre by all who attend performances.

 

auditions. The process through which actors seeking roles in a play present monologues or scene readings for a director.

 

aural. Relating to the ear or the sense of hearing.

 

blocking. Patterns and arrangement of an actor’s movement on stage with respect to each other and the stage space.

 

catharsis. The purification or purgation of the negative emotions (such as pity and fear) that a tragedy creates in the audience.

 

character. The role that the actor plays; the personality that the actor recreates onstage. The presence of characters on stage and their interactions distinguish theatre from other forms of storytelling.

 

characterization. The development and portrayal of a personality through thought, action, dialogue, costumes, and makeup.

 

classical. Of or pertaining to ancient Greek or Roman theatre practices.

 

classroom dramatization. A performance, frequently informal, presented in the classroom primarily for educational purposes.

 

connotation. The associated or secondary meaning of a word or expression.

 

contemporary. Of the present time.

 

costume. Any clothing, coiffures, jewelry, and accessories worn by an actor on stage during a performance.

 

crisis. A decisive point in the plot of a play on which the outcome of the remaining action depends.

 

critique. (1) To critically evaluate a theatrical production. (2) A critical evaluation, usually written, of a theatrical production.

 

dialogue. The conversation between actors on the stage.

 

dialect. A variety of a language usually determined by social and geographical conditions.

 

diction. (1) The pronunciation and enunciation of words. (2) A speaker or writer’s choice of words with regard to correctness, clarity, and level of formality. There are three basic levels of diction: high (formal or poetic words such as “attire” and “habiliments” rather than “clothes”); middle (standard, commonly accepted words such as “clothes”); and low (slang or vulgar words such as “duds” and “threads” for “clothes”).

 

director. The person who oversees the entire process of staging a production.

 

dramatic text. (1) Literature written in the form of a stage play or a screenplay. (2) A script; the physical manuscript of a drama.

 

dramaturge. The person who provides specific in-depth knowledge and literary resources to a director, producer, theatre company or even the audience.

 

environment. The combination of surrounding objects, conditions, and influences.

 

formal production. A fully mounted theatre performance for an audience.

 

improvisation. A spontaneous style of theatre in which scenes are created without advance rehearsing or scripting.

 

kinetic. Of or pertaining to motion.

 

lighting. The illumination of the performance dictated by the given circumstances of the play, including the source of light, the time of day, the mood or tone of the play, as well as the specific requirements of the scenic design (e.g., the areas to be lit).

 

makeup. Cosmetics and sometimes hairstyles that an actor wears onstage to emphasize facial features, the historical period, traits of character, and so forth.

 

mask. A face covering worn by an actor that is the image of the character he or she is portraying. Sometimes a mask covers the actor’s entire head.

 

memorization. The process by which lines of dialogue is stored in the actor’s brain.

 

meter. Systematically arranged and measured rhythm in phrases and sentences.

monologue. A long speech by a single character.

 

mood. The emotional tone of a play.

 

motif. A recurrent thematic element in a work of drama.

 

nonrealistic. Any type of theatre that departs from observable reality.

 

pacing. The tempo of an entire theatre performance.

 

period play. A script or dramatic performance that is centered directly in a particular historical age or era.

 

pitch. The highness or lowness of an actor’s voice.

 

plot. The pattern of events that form the basic storyline of a play or narrative.

 

production meetings. A sequence of conferences conducted by the director of a play to help guide creative efforts towards a common vision of a play.

 

props (properties). Any article or object used in a stage play or motion picture, with the exception of costumes and painted scenery.

 

publicity. The process of making the public aware of a theatre performance.

 

realistic. A type of theatre that creates the illusion of daily life through the presentation of a detailed environment and natural actions and language.

 

regionalism. Speech or manners representative of a specific geographical region.

 

rehearsal. Practice sessions in which the actor and technicians prepare for public performance through repetition.

 

rhythm. Movement or activity with uniform or patterned recurrence of a beat or accent; the pattern of this recurrence in speech or music.

 

rising action. The middle part of a plot consisting of complications and discoveries that create conflict.

 

scenario. An outline or synopsis of a dramatic plot.

 

scene. (1) A stage setting. (2) The structural unit into which a play or the acts of a play are divided.

 

script. The written text of a play.

 

set. The scenery, taken as a whole, for a scene or an entire dramatic production.

 

side coaching. Assistance given by the teacher/director as a fellow player to the student/actor during the solving of a problem to help keep him or her in focus.

 

sound. All audible effect necessary to a performance, including vocal enhancement as well as music and special effects such as a car horn or the roar of a train as required by the script.

 

space. The stage area where a play can be performed.

 

story making. The construction of a full account of an event or as a series of events.

 

style. The distinct way in which a play is written, acted, or directed.

 

tempo. The rate, speed, or rhythm of an activity or speech.

 

theatre game. A noncompetitive game designed to develop acting skills popularized by Viola Spolin. A curriculum based on these games is often referred to as creative drama.

 

theme. (1) A central idea that a dramatic text expounds. (2) A major topic or idea that characterizes a particular period or culture.

 

volume. The degree of loudness or intensity of an actor’s voice.