Unit 4 — Performance
Description
This unit focuses on creating and performing original dramatic works. Students learn to write scripts, improvise, develop characters, and work as an ensemble. They apply imaginative, analytical, and process skills to create original dramatic works using simple costumes, props, and settings.
Essential Questions
- How can you apply imaginative, analytical and process skills needed when creating original dramatic works?
Learning Objectives
- Create original plays using script-writing formats that include stage directions and technical theatrical elements, demonstrating comprehension of the elements of theatre and story construction.
- Plan and improvise plays based on personal experience and heritage, imagination, literature, and history for informal and formal theater.
- Cooperate, imagine and assume roles, explore personal preferences and meanings, and interact in classroom dramatizations.
Supplemental Resources
- Acting for Kids: Episode 1 Video
- Drama Lesson Plans
- Glossary of Terms
- Acting and Improvisation by Judith Ackroyd and Jo Boulton
Visual Arts - Creating
Visual Arts - Presenting
Visual Arts - Responding
Students engage in collaborative discussions, build on others' ideas, and express their own ideas clearly. Students read and interpret dramatic texts, analyze character development and themes, and write narratives and reflections about theatrical performances and experiences.
Students explore how theatre reflects cultural values and historical contexts. Students analyze the perspectives of different cultures and time periods through dramatic works, examine how communities express themselves through theatre, and investigate historical events and figures through performance and research.
Students demonstrate movement sequences in response to rhythm and music. Students explain and correct movement errors in response to feedback and explain how changes improve performance.
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 written reflections on theatre principles, including reports and journal responses, using a student-created rubric.
- Evaluate informal in-class performances and video evidence of student performances using observation, discussions, drawings, video, and simple student-created rubrics.
Summative Assessment
Students perform an original short play that they wrote individually or in small groups, which includes a script with stage directions, character development, and at least one simple prop or costume piece. The performance is assessed using a rubric that evaluates script quality, character portrayal, ensemble collaboration, and use of vocal expression to convey mood.
Benchmark Assessment
Students complete a script-writing task that includes at least one scene with dialogue, stage directions, and one technical element (lighting, sound, or props). The script is evaluated on story clarity, character development, and proper formatting to measure mastery of script-writing conventions and theatrical elements covered in the unit.
Alternative Assessment
Students may demonstrate understanding through guided improvisation with teacher prompts, pre-written character cards with descriptive words, or collaborative role-playing with a peer or adult support. Visual character trait charts and simplified script templates may be provided as needed.
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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