Below is a list of the National Theatre Arts Standards. I will teach these
standards through a variety of units throughout the year. You will find the
yearly sequence of what you will learn and the approximate time frame.
National Theatre Content Standards
Standard 1: Story Making/Script Writing
Students will improvise, write and refine scripts based on imagination,
literature and history for informal and formal theatre productions.
Standard 2. Acting:.
Students will assume roles and interact in improvisations in early grades
and later develop, communicate, and sustain character in informal and formal
productions.
Standard 3: Designing/Stage Craft:
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.
Standard 4: Directing:.
Students will respond to direction and side coaching and demonstrate an
understanding of the role of the director in theatre.
Standard 5: Researching:
Students will locate, explore, examine and integrate information related to
theatre.
Standard 6: Connecting:.
Students will connect, compare and incorporate ideas and concepts of theatre
within the art form and to other disciplines.
Standard 7: Valuing and Responding:
Students will critique, assess and derive meaning from theatrical
experiences.
Standard 8: Historical/Cultural:
Students will understand and integrate information from past and present
cultures and times to enhance theatrical knowledge and experiences.
Sequencing Instructional Units/ Timeline
Level 1 Theatre Arts
August/September
Procedures and developing a classroom family – 1st week of school
• Unit 1 – Character development: pantomime, techniques of pantomime,
circle of attention, object pantomime, action pantomime, group pantomime,
music pantomime
Standards:
1 Story making, script writing
E. Create characters, environments, dialogue, and action through
improvisation and writing, both individually and in groups.
F. Compare and contrast film, television, and electronic media scripts
with theatre scripts.
2 Acting
F. Create and justify characters and roles on the basis of their own
observations of people’s interactions, ethical choices, and emotional
responses.
3 Designing
E. Design coherent stage management, promotional, and business plans.
6. Connecting
F. Integrate the vocabulary of theatre into classroom discussions,
planning, and informal and formal performances.
7 Valuing and responding
Use appropriate audience etiquette during theatre performances
E. Analyze a classroom performance on the basis of characterization,
diction, pacing, and movement, and then make suggestions for improvement.
September- October
• Unit 2 – Voice development: characteristics of stage voice, breath
support, projection, articulation, development of accents, tone, anatomy of
the voice, scoring a script
Standards: 2 Acting
Students will
A/B. Demonstrate acting skills such as memorization, sensory recall,
concentration, breath control, effective vocal expression, and control of
isolated body parts.
G. Analyze descriptions, dialogue, and actions in order to articulate
and justify character motivation.
H. Create and justify characters and roles on the basis of their own
observations of people’s interactions, ethical choices, and emotional
responses.
I. Act as an improvised or scripted character in an ensemble.
5 Researching
Students will
B. Apply research from printed and non printed sources to plan writing,
acting, designing, and directing activities.
6 Connecting
Students will
G. Integrate the vocabulary of theatre into classroom discussions,
planning, and informal and formal performances.
H. Compare and contrast different career and social roles in
improvisations and theatre games.
I. Demonstrate an understanding of the collaborative nature of theatre.
J. Identify and utilize basic theatrical conventions (e.g., costumes,
props, puppets, masks).
7 Valuing and Responding
Students will
F. Use appropriate audience etiquette during theatre performances.
G. Analyze and critique theatrical publications and dramatic texts.
H. Analyze and critique theatrical productions, both live and
electronic.
Analyze a classroom performance on the basis of characterization, diction,
pacing, and movement, and then make suggestions for improvement
8 Relating to History & Culture
Identify theatrical contributions from a variety of historical periods and
cultures for use in informal or formal productions
October-Mid-October
• Unit 3 – History of the Theatre: Study different types of Theaters
and where they originated. Introduce students to the different genres in
the Theatre.
Standard: 8 Relating to History and Culture
Students will
D. Identify theatrical contributions from a variety of historical
periods and cultures for use in informal or formal productions.
E. Analyze the relationship of historical and cultural contexts to
published plays and improvisations.
Analyze and explain the relationship of historical and cultural contexts to
acting styles
November-end of January
• Unit 4 – Production Workshop (Fall) Teacher selects a major script
and cast the students in the play. The students and Director work scene by
scene scoring the script and working towards a polished product to be
performed on stage. Students are exposed to every aspect of the Theatre
during this workshop: character development, line memorization, voice,
blocking, set design, costume and make-up design, light & sound, tech.
Standards: All eight standards are taught during the Theatre Workshop
January
• Unit 5 Script writing: Students will be introduced to the different
aspects of script writing. They will be exposed to writing monologues,
dialogue and full script composition.
Standard 1: Script writing and story making
Students will
G. Identify the elements of dramatic structure within a script (e.g.,
plot development, rising action, foreshadowing, crisis, catharsis,
denouement), using theatre vocabulary.
H. Create characters, environments, dialogue, and action through
improvisation and writing, both individually and in groups.
I. Write, revise, and perform monologues, scenarios, scenes, and short
plays that include the basic elements of dramatic structure.
J. Compare and contrast film, television, and electronic media scripts
with theatre scripts.
Standard 2: Acting
Students will
A/B. Demonstrate acting skills such as memorization, sensory recall,
concentration, breath control, effective vocal expression, and control of
isolated body parts.
J. Analyze descriptions, dialogue, and actions in order to articulate
and justify character motivation.
K. Create and justify characters and roles on the basis of their own
observations of people’s interactions, ethical choices, and emotional
responses.
L. Act as an improvised or scripted character in an ensemble.
Standard 4: Directing
Students will
D. Respond appropriately to instructors’ directions and side coaching
in improvisations, theatre games, and other theatre activities.
E. Explain the roles of the director and the production staff in
theatre.
F. Direct rehearsals of scripted monologues, scenarios, scenes, or
short plays for informal or formal performances.
February-March
• Unit 6 – Genres of Theatre: Students will be introduces to each
genre of the Theatre: Tragedy, Musicals, Comedy, Drama & Mela-drama. The
students will learn the history and characteristic of each genre. They will
study a play from that genre and then create working in a group their own
script based on that genre. They will direct and create a mini-set to
accompany their writing
Standards: 1 Story Making
Students will
K. Identify the elements of dramatic structure within a script (e.g.,
plot development, rising action, foreshadowing, crisis, catharsis,
denouement), using theatre vocabulary.
L. Create characters, environments, dialogue, and action through
improvisation and writing, both individually and in groups.
M. Write, revise, and perform monologues, scenarios, scenes, and short
plays that include the basic elements of dramatic structure.
2 Acting
Students will
A/B. Demonstrate acting skills such as memorization, sensory recall,
concentration, breath control, effective vocal expression, and control of
isolated body parts.
M. Analyze descriptions, dialogue, and actions in order to articulate
and justify character motivation.
N. Create and justify characters and roles on the basis of their own
observations of people’s interactions, ethical choices, and emotional
responses.
O. Act as an improvised or scripted character in an ensemble.
3 Designing
Students will
G. Explain the functions and interrelated nature of scenery,
properties, lighting, sound, costumes, and makeup in creating an environment
appropriate for scripted and nonscripted theatre.
H. 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).
I. Design coherent stage management, promotional, and business plans.
4 Directing
Students will
G. Respond appropriately to instructors’ directions and side coaching
in improvisations, theatre games, and other theatre activities.
H. Explain the roles of the director and the production staff in
theatre.
Direct rehearsals of scripted monologues, scenarios, scenes, or short plays
for informal or formal performances
5 Researching
Students will
C. Apply research from printed and non-printed sources to plan writing,
acting, designing, and directing activities.
6 Connecting
Students will
K. Integrate the vocabulary of theatre into classroom discussions,
planning, and informal and formal performances.
.
L. Demonstrate an understanding of the collaborative nature of theatre.
M. Identify and utilize basic theatrical conventions (e.g., costumes,
props, puppets, masks).
7 Valuing and Responding
Students will
I. Use appropriate audience etiquette during theatre performances.
J. Analyze and critique theatrical publications and dramatic texts.
K. Analyze and critique theatrical productions, both live and
electronic.
L. Analyze a classroom performance on the basis of characterization,
diction, pacing, and movement, and then make suggestions for improvement.
8 Relating to History and Culture
Students will
F. Identify theatrical contributions from a variety of historical
periods and cultures for use in informal or formal productions.
G. Analyze the relationship of historical and cultural contexts to
published plays and improvisations.
H. Analyze and explain the relationship of historical and cultural
contexts to acting styles.
April-June
Unit 7 – Theatre Arts Idol (unit of Musical Theatre) Teacher introduces
level one students to the many aspects of Musical Theatre it’s history and
technique. Students will learn the importance of the triple threat
technique and will receive coaching from the teacher on how to strengthen
their musical theatre skills to become comfortable with the triple threat
technique. Students will be graded on their performance of a selected piece
from a musical where they will perform using song, dance and acting.
Standard 2 Acting
Students will
A/B. Demonstrate acting skills such as memorization, sensory recall,
concentration, breath control, effective vocal expression, and control of
isolated body parts.
P. Analyze descriptions, dialogue, and actions in order to articulate
and justify character motivation.
Q. Create and justify characters and roles on the basis of their own
observations of people’s interactions, ethical choices, and emotional
responses.
R. Act as an improvised or scripted character in an ensemble.
Standard 4 Directing
Students will
I. Respond appropriately to instructors’ directions and side coaching
in improvisations, theatre games, and other theatre activities.
J. Explain the roles of the director and the production staff in
theatre.
Standard 6: Connecting
Students will
N. Integrate the vocabulary of theatre into classroom discussions,
planning, and informal and formal performances.
O. Compare theatre to visual arts, dance, music, and other disciplines.
P. Compare and contrast different career and social roles in
improvisations and theatre games.
Q. Compare and contrast the use of visual arts, dance, music, or
electronic media to enhance a classroom performance.
R. Demonstrate an understanding of the collaborative nature of theatre.
Identify and utilize basic theatrical conventions (e.g., costumes, props,
puppets, masks).
.Level 2 Theatre Arts
August
Procedures and developing a classroom family – 1st week of school
Technique Review : Students will be assigned an individual technique taught
to them in their level 1 year. The students will be responsible for
developing a five minute lesson that reviews the technique with the class.
The students will be tested at the end of the presentations to assess their
understanding of Level 1 technique.
2. 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.
6. 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
S. Integrate the vocabulary of theatre into classroom discussions,
planning, and informal and formal performances.
T. Compare theatre to visual arts, dance, music, and other disciplines.
U. Compare and contrast different career and social roles in
improvisations and theatre games.
V. Compare and contrast the use of visual arts, dance, music, or
electronic media to enhance a classroom performance.
W. Demonstrate an understanding of the collaborative nature of theatre.
X. Identify and utilize basic theatrical conventions (e.g., costumes,
props, puppets, masks).
September-November: Theatre Production Workshop
• Teacher selects a major script and cast the students in the play.
This fall the students will produce “Junie B. Jones & A Little Monkey
Business.” The students and Director will work scene by scene scoring the
script and working towards a polished product to be performed on stage.
Students are exposed to every aspect of the Theatre during this workshop:
character development, line memorization, voice, blocking, set design,
costume and make-up design, light & sound, tech.
Standards: All eight standards are taught during the Theatre Workshop
December-February: Level 3 Directors Unit
• The level two students and their teacher will work collaboratively
with the Level three theatre students to produce student directed plays. In
this unit students will learn the difficulty of directing your own play and
the organization it takes to put on a play. The students will be exposed to
acting and following the leadership of their peers.
Standards: All eight standards are taught during the Student Directors
Workshop
4. DIRECTING. Directing by organizing rehearsals for improvised and
scripted scenes.
Students will
K. Respond appropriately to instructors’ directions and side coaching
in improvisations, theatre games, and other theatre activities.
L. Explain the roles of the director and the production staff in
theatre.
2. 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.
S. Analyze descriptions, dialogue, and actions in order to articulate
and justify character motivation.
M. Direct rehearsals of scripted monologues, scenarios, scenes, or
short plays for informal or formal performances.
March-April: Script Writing
• Script writing
Students will work in an in-depth unit teaching them the aspects of script
writing. They will be exposed to writing monologues, dialogue and full
script composition. The students will produce and direct their plays when
they are completed and will perform them before an audience.
Unit Standards:
1 Story Making
N. Identify the elements of dramatic structure within a script (e.g.,
plot development, rising action, foreshadowing, crisis, catharsis,
denouement), using theatre vocabulary.
O. Create characters, environments, dialogue, and action through
improvisation and writing, both individually and in groups.
P. Write, revise, and perform monologues, scenarios, scenes, and short
plays that include the basic elements of dramatic structure.
Q. Compare and contrast film, television, and electronic media scripts
with theatre scripts.
2 Acting
Demonstrate acting skills such as memorization, sensory recall,
concentration, breath control, effective vocal expression, and control of
isolated body parts.
3 Designing
J. Explain the functions and interrelated nature of scenery,
properties, lighting, sound, costumes, and makeup in creating an environment
appropriate for scripted and nonscripted theatre.
K. Analyze improvised and scripted scenes for technical requirements
and justify their choices.
L. 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).
Design coherent stage management, promotional, and business plans
4 Directing
IX. DIRECTING. Directing by organizing rehearsals for improvised and
scripted scenes.
Students will
N. Respond appropriately to instructors’ directions and side coaching
in improvisations, theatre games, and other theatre activities.
O. Explain the roles of the director and the production staff in
theatre.
P. Direct rehearsals of scripted monologues, scenarios, scenes, or
short plays for informal or formal performances.
5 Researching
X. RESEARCHING. Researching by using cultural and historical
information to support improvised and scripted scenes.
Students will
D. Apply research from printed and nonprinted sources to plan writing,
acting, designing, and directing activities.
6 Connecting
XI. 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
Y. Integrate the vocabulary of theatre into classroom discussions,
planning, and informal and formal performances.
Identify and utilize basic theatrical conventions (e.g., costumes, props,
puppets, masks
7 Valuing and Responding
VALUING AND RESPONDING. Analyzing, evaluating, and constructing meanings
from improvised and scripted scenes and from theatre, film, television, and
electronic media productions.
Students will
M. Use appropriate audience etiquette during theatre performances.
N. Analyze and critique theatrical publications and dramatic texts.
O. Analyze and critique theatrical productions, both live and
electronic.
P. Analyze a classroom performance on the basis of characterization,
diction, pacing, and movement, and then make suggestions for improvement.
8 Relating to History and Culture
I. Identify theatrical contributions from a variety of historical
periods and cultures for use in informal or formal productions.
May-June: Theatre Genres
• Genres of Theatre: Students will study in-depth each genre of the
Theatre: Tragedy, Musicals, Comedy, Drama & Melo-drama. The students will
learn the history and characteristic of each genre. They will study a play
from that genre and then create working in a group their own script based on
that genre. They will direct and create a mini-set to accompany their writing
Standards:
2 Acting
Demonstrate acting skills such as memorization, sensory recall,
concentration, breath control, effective vocal expression, and control of
isolated body parts.
T. Analyze descriptions, dialogue, and actions in order to articulate
and justify character motivation.
U. Create and justify characters and roles on the basis of their own
observations of people’s interactions, ethical choices, and emotional
responses.
3 Designing
M. Explain the functions and interrelated nature of scenery,
properties, lighting, sound, costumes, and makeup in creating an environment
appropriate for scripted and nonscripted theatre.
N. Analyze improvised and scripted scenes for technical requirements
and justify their choices.
4 Directing
Students will
Q. Respond appropriately to instructors’ directions and side coaching
in improvisations, theatre games, and other theatre activities.
R. Explain the roles of the director and the production staff in
theatre.
S. Direct rehearsals of scripted monologues, scenarios, scenes, or
short plays for informal or formal performances.
5 Researching
E. Apply research from printed and nonprinted sources to plan writing,
acting, designing, and directing activities.
6 Connecting
Z. Integrate the vocabulary of theatre into classroom discussions,
planning, and informal and formal performances.
AA. Compare theatre to visual arts, dance, music, and other disciplines.
BB. Compare and contrast different career and social roles in
improvisations and theatre games.
CC. Compare and contrast the use of visual arts, dance, music, or
electronic media to enhance a classroom performance.
DD. Demonstrate an understanding of the collaborative nature of theatre.
EE. Identify and utilize basic theatrical conventions (e.g., costumes,
props, puppets, masks).
7 Valuing and Responding
Students will
Q. Use appropriate audience etiquette during theatre performances.
R. Analyze and critique theatrical publications and dramatic texts.
S. Analyze and critique theatrical productions, both live and
electronic.
T. Analyze a classroom performance on the basis of characterization,
diction, pacing, and movement, and then make suggestions for improvement.
8 Relating to History and Culture
U. Identify theatrical contributions from a variety of historical
periods and cultures for use in informal or formal productions.
V. Analyze the relationship of historical and cultural contexts to
published plays and improvisations.
W. Analyze and explain the relationship of historical and cultural
contexts to acting styles.
