Unit 1 — The Creative Process, Performance, and Aesthetic Responses
Description
This unit addresses the creative process, performance, and aesthetic responses in theatre. It focuses on using voice and movement to tell stories, emotional expression, dramatic play, stage directions, pantomime, and ensemble work. Students explore how theatre uses imagination and physical/vocal skills to communicate feelings, emotions, and characters.
Essential Questions
- How do we use voice and movement to tell a story?
- Why do we change our voice for retelling parts of a story?
- How do actors communicate with the audience?
- How do we use body language to communicate?
- How do we use voice to express feelings, emotions or mood?
- Why do we pretend?
Learning Objectives
- Recognize, mirror and create emotions described in stories and dramatic play.
- Respond within imaginary circumstances to objects, settings and conditions.
- Use emotional expression and imaginary objects in dramatic play.
- Sustain focus in the imaginary world of the activity, sharing or performance.
- Contribute positively and responsibly to ensemble activities.
- Demonstrate sensitivity to the emotional and physical safety of self and others.
- Sustain concentration, focus and commitment in group activities with a shared performance goal.
- Respond to and incorporate directions.
- Use the body and voice expressively.
- Use the body in a variety of movements that show an understanding of size, shape, weight and spatial relationships of high, middle and low.
- Demonstrate physical self control in large and fine motor skills.
- Use the body and face to create and react to imaginary conditions.
- Create and mirror shapes and movements with other students.
- Create and imitate human, inanimate and animal characters.
- Demonstrate an understanding of how physical environment and the elements impact behavior.
- Use learned physical and vocal skills to create a variety of characters including human, inanimate and animal characters.
- Demonstrate a preliminary understanding of specific character desires and needs.
- Demonstrate an understanding of sequence of character actions.
- Imitate and create basic emotions.
- Understand and use basic vocabulary related to stage directions and areas of the stage.
- Identify the beginning, middle and end of a story.
- Differentiate between actor and character.
- Demonstrate an understanding of the '5 Ws' (Who? What? When? Where? Why?) when viewing a theater work or hearing a story.
- Retell a story individually or in groups with attention to accurate sequencing.
- Demonstrate an understanding of sequence of actions through pantomime.
- Pantomime simple daily activities, including healthful practices in eating and hygiene.
- Participate in poetry and prose choral readings with group or solo response.
Supplemental Resources
- Creative Drama Lesson Plans
- Mission Pink (PBS Kids) Lesson Plan
- Glossary of Terms
- 25 Just-Right Plays for Emergent Readers by Carol Pugliano-Martin
- My First Acting Book: Acting Technique for Beginners by Kristen Dabrowski
- Learning Through Theatre: The Changing Face of Theatre in Education by Anthony Jackson
- If You Give a Mouse a Cookie Lesson Plan
- St. George and the Dragon Pantomime Lesson Plan
Visual Arts - Connecting
Visual Arts - Creating
Visual Arts - Presenting
Visual Arts - Responding
Students analyze narrative texts and develop comprehension of story elements including character, setting, and plot. Students engage in collaborative conversations about texts and express ideas clearly through speaking and writing activities that connect dramatic experiences to literary understanding.
Students explore how beliefs, values, and traditions reflect cultures and examine different perspectives. Theatre activities build understanding of diverse cultural practices and how individuals from different communities communicate and interact through storytelling and performance.
Formative Assessments
- Teacher observations: use a variety of vocal tones and breath control to create a character's feelings and mood.
- Use basic analysis skills to perform a character within a scene.
- Performance rubrics.
- Performance task checklist.
- Written or drawn work (sharing feelings, dreams, and wishes about theatre and acting; planning and documenting acting process; personal responses to performances).
- Self-Assessment: students consider quality of their own learning and performance individually and collaboratively, setting personal goals and checking progress.
- Hand Signals: students display designated hand signals to indicate understanding (thumbs up = understand and can explain; thumbs down = do not yet understand; wave hand = not completely sure).
- Peer Critique/Assessment using rubrics, checklists, protocols with feedback stems: 'I noticed...', 'I like the way... because...', 'Have you thought of...?', 'I would like to suggest...'
- 3-2-1 Reflection: 3 things discovered, 2 interesting things noticed, 1 question still have.
- Journal entries.
- Self reflection.
- Mapping one's journey.
- Use technology to create a presentation.
Summative Assessment
Students perform a short dramatic scene using voice and movement to express a character's emotions and respond to imaginary circumstances, demonstrating their ability to use theatrical skills to communicate feelings and tell a story.
Benchmark Assessment
Students demonstrate understanding by performing a short dramatization where they use voice, movement, and facial expressions to portray a character's emotion (happy, sad, scared) in response to a simple scenario. Teacher observes and documents student use of emotional expression, vocal variety, and physical movement to communicate feeling.
Alternative Assessment
Performance rubric; self-assessment; peer critique/assessment; 3-2-1 reflection; journal entries; written or drawn work; technology-based presentations.
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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