Unit 1 — Elements of Theatre
Description
This unit focuses on the elements of theatre including setting, plot, character, stage areas, and technical theatrical elements. Students explore the 5 W's and how they are used in identifying setting, plot and character, as well as key elements in creating a stage.
Essential Questions
- What are the 5 W's and how are they used in identifying setting, plot and character?
- How can you identify the setting?
- What are key elements in creating a stage?
Learning Objectives
- Assess the application of the elements of art and principles of design in dance, music, theatre, and visual artworks using observable, objective criteria.
- Define technical proficiency, using the elements of the arts and principles of design.
- Analyze the use of technical theatrical elements to identify how time, place, mood, and theme are created.
- Identify how the script requirements of environment, time and actions influence the design of a scene.
- Observe the relationship between the actor and the audience.
- Identify and understand the principal types of theater and performance spaces.
- Identify the basic area of a stage and a theater.
- Describe a setting that will enhance the mood of a scene (e.g., a forest on a moonless night).
- Identify how light can be used to suggest the setting and mood of the play.
Supplemental Resources
- Elements of Drama Video
- Drama Instructional Video (grade 5)
- Elements of Drama Resource
- Glossary of Terms
- Stage Management and Production by Diane Bailey
Visual Arts - Connecting
Visual Arts - Creating
Visual Arts - Presenting
Visual Arts - Responding
Students prepare for and participate in conversations and collaborations with diverse partners about dramatic works. Students integrate and evaluate information presented in diverse media and formats including video performances. Students analyze how and why individuals and ideas develop over the course of dramatic texts. Students interpret words and phrases in dramatic scripts including technical and figurative meanings. Students read and analyze dramatic structures including dialogue and stage directions. Students write routinely over extended time frames to research and reflect on theatre and shorter responses about performances.
Students describe how the world is divided into nations with different governments, languages, customs, and laws. Students describe how culture is expressed through and influenced by the behavior of people. Students describe how the development of both written and unwritten languages impacted human understanding and the development of culture and social structure. Students explore how theatre reflects societal values and beliefs across diverse cultures throughout history.
Formative Assessments
- Teacher observation: Use a variety of vocal tones and breath control to create a character's feelings and mood.
- Teacher observation: Use basic analysis skills to perform a character within a scene.
- Performance rubrics
- Performance task checklist
- Self reflection - Mapping ones journey
- Critique a performance of script using predeveloped criteria.
- Pair-share
- Peer evaluation and observation
- Analyzing primary source documents on the history of theatre in various cultures.
- Conduct short research projects on the cultural origins of theatre to support analysis, reflection, and research.
- Use technology to create a presentation
- Evaluate informal in class performances and video evidence of student performances using observation, discussions, drawings, video, and simple student-created rubrics.
Summative Assessment
Students create and perform a short scene that demonstrates their understanding of theatre elements by identifying and using setting, character, plot, and stage areas. Performance is assessed using a rubric that evaluates how well students applied these elements to create mood and tell a story.
Benchmark Assessment
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Alternative Assessment
Students may demonstrate understanding of theatrical elements through a visual or oral response, such as pointing to stage areas on a diagram, describing a setting aloud, or creating a simple character through movement and expression with teacher guidance. Word banks, picture cards, or simplified graphic organizers may be provided to support identification of the 5 W's and technical elements.
IEP (Individualized Education Program)
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Section 504
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ELL / MLL
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At Risk (RTI)
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Gifted & Talented
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