BHS Theater Resource Guide

Brighton High School Instructional Guide 2024-2025

High School Theatre

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Using the Instructional Guide

A rigorous education in the arts is incredibly important. In addition to developing the next generation of performers and artists, the arts can build skills of creativity, collaboration, analysis, synthesis, and problem-solving that will help students succeed in any endeavors they pursue. This instructional guide offers guidance to educators as they plan engaging and impactful learning experiences in their classes by providing a number of supports including standards, topic guides, and additional resources.

STANDARDS

The Fine Arts Standards for the state of Utah are broken up into four strands . These strands, Create , Perform/Present , Respond , and Connect touch on all areas of how students can plan, make, share, and think about art. Each strand is important in student development. The list of all standards for this level is included under the Resource heading. The Course at a Glance heading includes the standards broken down and unpacked into possible learning intentions and success criteria to provide examples of how the standards might be used to help focus on a number of specifc skills as students complete complex projects in the arts.

COURSE AT A GLANCE

The Course at a Glance section can help educators think in terms of skills and projects for their classes. Since the standards include skills that can be developed and assessed in a number of different ways, teachers have the freedom to build unit and year-long maps that best serve the needs of the class and the students. The Course at a Glance section does not dictate a specifc progression, but can help educators consider how a range of projects can touch on all standards andbring rigor and variety to the course. Additionally, the Course at a Glance section will help teachers see how standards can be incorporated into learning intentions and success criteria. The section also breaks standards down into key skills , concepts , and vocabulary . Each topic in this section includes links to lesson plans and supports tied to that topic.

RESOURCES

Throughout the guide are links to resources to help with planning , instruction , and assessment . It is important to utilize trusted and approved resources to enhance the learning experiences of students. By employing district-approved resources into instruction, teachers can ensure compliance with educational standards and foster a safe and robust learning environment. The Resources heading includes a complete list of standards, selected effective practice strategies, information on disciplinary literacy for the arts, and suggestions for supporting rigor in the arts classroom. Use this section to help improve educational practices or begin an exploration of new ideas or strategies.

WHAT’SNEW

This year’s guide contains new resources for teachers and revisions. Among these additions, some key expansions include: ● Complete list of state standards ● Questions stems to help increase OTRs in the arts classroom ● Support document for Disciplinary Literacy for the arts ● Model assessments tied to essential questions, anchor standards, and key traits

Beginning & Introductory Theatre Courses at a Glance

Identifying and Utilizing Theatrical Elements

Character Analysis and Development

Acting Performance Writing, Devising or Improvisation

Appreciating and Analyzing Theatre as anArtform

Collaboration, Professionalism, and Etiquette

Critique, Feedback, and Refection

Topic

Create2&6 Perform 7 & 8

Create4&7 Perform2 Respond1

Theatre 7-8 Standards:

Create5&6 Perform1

Perform 3, 4, 5 6&9

Respond 3, 5, 6, & 7 Connect 1, 2, & 3

Create1&3

Respond 2 & 4

Create4&7 Perform2 Respond1

Theatre1 Standards:

Create5 Perform1

Perform 3, 4, 5 6&9

Create2&8 Perform 7 & 8

Respond 3, 5, 6, & 7 Connect 1, 2 & 3

Create1&3

Respond 2, 4, & 8

Perform as a productive and responsible individual and ensemble member in the processes of: collaboration, rehearsal, revision, and performance. Demonstrate audience skills of observing & responding appropriately

Justify responses based on personal experiences when participating in or observing a work of theatre. Receive and act upon coaching, feedback, and constructive criticism. Describe and analyze the strengths and weaknesses of one’s own or group work.

Act in a theatrical performance utilizing voice, movement, and imagination to communicate meaning. Observe, listen to, and respond to other actors throughout a scripted or improvised acting performance.

Read, view, and analyze scripts for performance, staging, or technical requirements. Identify and utilize: appropriate stage spaces, stage directions, areas of a stage, blocking techniques, and staging solutions.

Read, view, research and discuss works of theatre that speak to or address social, community, or global issues. Explore and consider: cultural context, historical context, artist’s process,

Analyze a script and develop a character

Implement imagination and structure to create a written or improvised script which includes character development, believable dialogue, and plot progression.

physically, vocally, and emotionally. Sustain a believable, authentic, and relevant character in performance.

Student Expectations

artist’s purpose, and intended audience.

to live theatre performances.

Writing, Inquiry, Speaking, Listening, Reading, Viewing

Writing, Inquiry, Reading, Viewing, Speaking, Listening

WISR Connections

Inquiry, Speaking, Listening

Writing, Inquiry Speaking, Listening

Viewing, Speaking, Listening

Writing, Inquiry, Speaking, Listening

Reading, Viewing

Character Development

Theatrical Blocking

Play script

Technical Requirements

Personal Experience

Given Circumstances

Collaboration

Theatre as an Artform

Acting Goals, Obstacles, and Tactics

Improvisation

Stage Spaces

Critique

Character, Setting, Essential Events

Rehearsal Expectations

Cultural and Historical Context

Prioritized Vocabulary and Concepts

Devising

Stage Directions

Feedback

Observing, Listening, and Reacting

Revision

Physical, Vocal, & Emotional Character Choices

Plot structure

Stage Areas

Artist’s Process and Purpose

Coaching

Performance Expectations

Communicating meaning through body, voice, and imagination

Character Development inWriting

Blocking Techniques

Constructive Criticism

Intended Audience

Believability, Authenticity, & Relevance

Staging Solutions

Audience Etiquette

Refection

Believable dialogue

Topic: Character Analysis and Development Beginning/Introductory Theatre Course

THEATRE 7/8 STANDARDS: ● 7–8.T.CR.5: Explore physical, vocal, and emotional choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work. ● 7–8.T.CR.6: Create and sustain a believable character throughout a scripted or improvised scene. ● 7–8.T.P.1: Interpret the character, setting, and essential events in a story or script that make up the dramatic structure in a drama/theatre work, and consider various and unique choices to enhance the story in a drama/theatre work. THEATRE 1 STANDARDS: ● L1.T.CR.5: Explore physical, vocal, and emotional choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work. ● L1.T.P.1: Interpret the character, setting, and essential events in a story or script that make up the dramatic structure in a drama/theatre work. „ STUDENT EXPECTATIONS: Analyze a script and develop a character physically, vocally and emotionally in order to sustain a believable, authentic, and relevant character in performance.

Example of Learning Intention and Success Criteria

Learning Intention: I am learning to analyze a script for physical character traits so I can develop and perform a character’s physicality.

Success Criteria : I will know I have learned it when: ● I can read and analyze a script for character physicality traits. ● I can develop and perform a character based on text from the script.

Example of Learning Progression

1. Read a script intended for theatrical performance. 2. Analyze the script to identify physical character traits in the text. 3. Develop a character based on your analysis of the text. 4. Rehearse a physical character based on your character analysis. 5. Perform your physical character in a performance of the script.

WISR CONNECTIONS:

Writing, Inquiry, Speaking, Listening, Reading, Viewing CONCEPTS:

PRIORITY VOCABULARY:

SKILLS:

● Character

● Character

● Create and sustain physical,

Development ● Character, Setting, and Essential Events ● Physical, Vocal, and Emotional Character Choices ● Believability, Authenticity, and Relevance ● Given Circumstances

Development ● Given Circumstances ● Character ● Setting ● Essential Events

vocal, and emotional choices for a character in performance

● Create and perform a

believable, authentic, and relevant character

EXAMPLE LESSONS, ASSESSMENTS, and OTHER RESOURCES

BYU Theatre Education Database: Character Development and Details Lesson BYU Theatre Education Database: Text as a Resource for Character Development BYU Theatre Education Database: Character Work BYU Theatre Education Database: Voice Acting and Characters BYU Theatre Education Database: The Character’s Mind Theatrefolk: Developing Your Character’s Physicality from Heat to Toe Theatrefolk: Character Analysis Exercise Theatrefolk: Exploring Different Voices Using Puppets, Masks, and Props National Theatre: Movement Direction/Creating Character Video

Acting Performance Beginning/Introductory Theatre Course

THEATRE 7/8 STANDARDS: ● 7–8.T.P.3: Observe, listen, and respond in character to other actors throughout a scripted or improvised scene. ● 7–8.T.P.4: Communicate meaning using the body through space, shape, energy, and gesture. ● 7–8.T.P.5: Communicate meaning using the voice through volume, pitch, tone, rate, and clarity. ● 7–8.T.P.6: Use imagination to inform artistic choices. ● 7–8.T.P.9: Perform a variety of dramatic works for peers or invited audiences. THEATRE 1 STANDARDS: ● L1.T.P.3: Observe, listen, and respond in character to other actors throughout a scripted or improvised scene. ● L1.T.P.4: Use body to communicate meaning through space, shape, energy, and gesture. ● L1.T.P.5: Use voice to communicate meaning through volume, pitch, tone, rate of speed, and vocal clarity. ● L1.T.P.6: Use imagination to inform artistic choices. ● L1.T.P.9: Present a drama/theatre work using creative processes that shape the production for a specifc audience. STUDENT EXPECTATIONS: Act in a theatrical performance utilizing voice, movement, and imagination to communicate meaning. Observe, listen to, and respond to other actors throughout a scripted or improvised performance.

Example Learning Intention and Success Criteria

Learning Intention: I am learning to use my voice so I can communicate meaning in an acting performance. Success Criteria : I will know I have learned it when: ● I can use the volume, pitch, tone, rate of speed, and clarity of my voice effectively in a theatrical acting performance.

Example Learning Progression

1. Learn skills, tools, and techniques for communicating meaning through voice when acting. 2. Practice vocal skills, tools and techniques. 3. Implement the vocal communication skills in an acting performance. WISR CONNECTIONS:

Inquiry, Speaking, Listening CONCEPTS: ● Theatrical Blocking ● Acting Goals, Obstacles, and Tactics ● Observing, Listening, and Reacting ● Communicating Meaning

PRIORITY VOCABULARY: SKILLS:

● Theatrical Blocking ● Acting Goals/Objectives ● Acting Obstacles ● Acting Tactics ● Observing ● Listening ● Reacting ● Communicating Meaning ● Movement

● Act in a theatrical performance utilizing voice, movement, and imagination to communicate meaning. ● Observe, listen to, and respond to other actors throughout a scripted or improvised performance.

through Voice, Movement, and Imagination

● Voice ● Mind

EXAMPLE LESSONS, ASSESSMENTS, and OTHER RESOURCES BYU Theatre Education Database: Physical Acting BYU Theatre Education Database: Movement Intro BYU Theatre Education Database: Communication through Voice BYU Theatre Education Database: Unlocking Your Imagination Theatrefolk: How to Pre-block a Scene Theatrefolk: Body Image in Drama Class Theatrefolk: Projecting Your Voice Without Yelling Theatrefolk Interview: Let’s Get Vocal in the Drama Classroom Theatrefolk: Hearing or Listening? Theatrefolk: “What Did You Say?” Active Listening in the Drama Classroom National Theatre: Actor’s Vocal Warm-Up Video BYU Theatre Education Database: Objectives/Tactics BYU Theatre Education Database: Listening and Reacting

National Theatre: Actor’s Physical Warm-Up Video Part 1 National Theatre: Actor’s Physical Warm-Up Video Part 2 PBS Learning Media: Acting

Writing, Devising, or Improvisation Beginning/Introductory Theatre Course THEATRE 7/8 STANDARDS: ● 7–8.T.CR.1: Develop imagination to create artistic ideas and work. ● 7–8.T.CR.3: Use form and structure to create a scene or play with a beginning, middle, and end that includes full character development, believable dialogue, and logical plot outcomes. THEATRE 1 STANDARDS: ● L1.T.CR.1: Develop imagination to create artistic ideas and work. ● L1.T.CR.3: Use correct form and structure to create a scene or play with a beginning, middle, and end that includes full character development, believable dialogue, and logical plot outcomes. STUDENT EXPECTATIONS: Implement imagination and structure to create a written or improvised script which includes character development, believable dialogue, and plot progression. Example Learning Intention and Success Criteria Learning Intention: I am learning to use my imagination so I can create an improvised story performance which includes a clear beginning, middle, and end. Success Criteria: I will know I have learned it when: ● I can identify story structure that includes a clear beginning, middle, and end. ● I can use my imagination to develop ideas for an improvised story with characters, dialogue and action. ● I can create improvised characters, dialogue and action for a story which includes a clear beginning, middle and end. 1. Practice and explore using your imagination skills by playing theatre games and activities. 2. Learn/review plot structure identifying how to create a story with a beginning, middle and end. 3. Learn/review skills for creating characters, dialogue and action within story structure. 4. Learn the skills and techniques of theatrical improvisation by engaging in theatrical improvisation activities. 5. Develop and/or perform an improvised plot with a clear beginning, middle and end as well as clear characters, dialogue, and action. Example Learning Progression

WISR CONNECTIONS:

Writing, Inquiry, Speaking, Listening, Reading, Viewing CONCEPTS:

PRIORITY VOCABULARY: SKILLS:

● Play Script ● Improvisation ● Devising ● Plot Structure ● Character Development in Writing ● Believable Dialogue

● Play Script ● Improvisation ● Devising ● Plot Structure ● Characters ● Character Development ● Dialogue

● Implement both imagination and structure to create a student-written, devised, or improvised script. ● Develop characters, generate believable dialogue, and include a clear plot in written or improvised work.

EXAMPLE LESSONS, ASSESSMENTS, and OTHER RESOURCES

Plan B Theatre: Playwriting with Young People Curriculum & Lesson Plans (English and Spanish) USF Educator Resources: Theatre Games - Bottom of the Page BYU Theatre Education Database: Plot Structure BYU Theatre Education Database: Playwriting BYU Theatre Education Database: Improvisation Unit BYU Theatre Education Database: Devised Theatre Theatrefolk: 5 Great Playwriting Exercises for Middle & High School Students Theatrefolk: A Picture Tells a Thousand Words: Cross-Curricular Drama Classroom Project National Theatre: Devising Theatre Jane Eyre Video PBS Learning Media: Expression Through Theatre PBS Learning Media: Writing Dramatic Scripts Colorado Department of Education: Using Improvisation to Create Who, What, Where, When, Why Colorado Department of Education: Using Improvisation to Devise a Scripted Scene Colorado Department of Education: Improvisation and Scene Creation National Theatre: What is a Playwright? Video National Theatre: Playwrights Series Videos

Identifying & Utilizing Theatrical Elements Beginning/Introductory TheatreCourse

THEATRE 7/8 STANDARDS: ● 7–8.T.CR.2: Read and analyze a play for its technical requirements, identifying parts in the script that require the addition of a technical element. „ ● 7–8.T.CR.8: Imagine and explore multiple perspectives and solutions to staging problems in a drama/theatre work. ● 7–8.T.P.7: Identify appropriate stage properties and technical elements for a given production. ● 7–8.T.P.8: Identify and use appropriate vocabulary to describe kinds of stage spaces, stage directions, areas of the stage, and basic blocking techniques. THEATRE 1 STANDARDS: ● L1.T.CR.2: Read and analyze a play for its technical requirements, identifying points in the script that require the addition of a technical element. ● L1.T.CR.6: Apply basic research and skills to construct ideas about the visual composition of a drama/theatre work. ● L1.T.P.7: Understand and apply technical elements to enhance activities and dramatizations. ● L1.T.P.8: Identify and use appropriate vocabulary to describe kinds of stage spaces, stage directions, areas of the stage, and blocking techniques. STUDENT EXPECTATIONS: Read, view, and analyze scripts for performance, staging, or technical requirements. Identify and utilize: appropriate stage spaces, stage directions, areas of a stage, blocking techniques, and staging solutions.

Example Learning Intention and Success Criteria

Learning Intention: I am learning to read and analyze a script for staging requirements, so I can identify and apply stage directions and blocking techniques. Success Criteria : I will know I have learned it when: ● I can apply appropriate stage directions and blocking techniques when directing or performing.

Example Learning Progression

1. Read a script while identifying and annotating staging requirements.

2. Analyze and consider scripted stage directions. 3. Adjust any stage directions as needed for the requirements of the performance blocking. 4. Utilize appropriate stage directions and blocking when directing or staging a performance of the script. WISR CONNECTIONS:

Reading, Viewing CONCEPTS:

PRIORITY VOCABULARY: SKILLS:

● Technical Requirements ● Stage Spaces ● Stage Directions ● Stage Areas ● Blocking Techniques ● Staging Solutions

● Technical Requirements ● Stage ● Stage Directions ● Stage Areas

●

Read, view, and analyze scripts for performance, staging, or technical requirements. ● Identify and utilize: appropriate stage spaces, stage directions, areas of a stage, blocking techniques, and staging solutions.

● Blocking ● Staging

EXAMPLE LESSONS, ASSESSMENTS, and OTHER RESOURCES BYU Theatre Education Database: Stage Terminology (Unit) BYU Theatre Education Database: Stage Directions Twister BYU Theatre Education Database: Stage Directions Bingo & Blocking BYU Theatre Education Database: Stage Directions and Blocking BYU Theatre Education Database: Movement and Blocking BYU Theatre Education Database: Technical Theatre Introduction (Unit) Side x Side: Parts of a Stage Lesson USF Educator Resources: Parts of A Proscenium Stage and the Stage Areas USF Educator Resources: Theatre Stage Performance Spaces USF Educator Resources: Exploring Technical Design PBS Learning Media: Technical Theatre

Appreciating & Analyzing Theatre as an Artform Beginning/Introductory Theatre Course

THEATRE 7/8 STANDARDS: ● 7–8.T.R.3: Formulate a deeper understanding and appreciation of a drama/ theatre work by considering its specifc purpose or intended audience. ● 7–8.T.R.5: Examine a drama/theatre work using supporting evidence and criteria, while considering art forms, history, culture, and other disciplines. ● 7–8.T.R.6: Describe and analyze how artists make choices based on personal experience in a drama/theatre work. ● 7–8.T.R.7: Identify and explain why artistic choices are made in a drama/theatre work. ● 7–8.T.CO.1: Examine a community issue through multiple perspectives in a drama/theatre work. ● Standard 7–8.T.CO.2: Research how other theatre artists apply creative processes to tell stories in a devised or scripted drama/theatre work, using theatre research methods. ● Standard 7–8.T.CO.3: Examine contemporary social, cultural, or global issues through different forms of drama theatre work. THEATRE 1 STANDARDS: ● L1.T.R.3: Formulate a deeper understanding and appreciation of a drama/ theatre work by considering its specifc purpose or intended audience. ● L1.T.R.5: Examine a drama/ theatre work using supporting evidence and criteria, while considering art forms, history, culture, and other disciplines. „ ● L1.T.R.6: Analyze and compare artistic choices developed from personal experiences in multiple drama/theatre works. ● L1.T.R.7: Identify and explain why artistic choices are made in a drama/theatre work. ● L1.T.CO.1: Choose and interpret a drama/theatre work to refect on or question personal beliefs. ● L1.T.CO.2: Research how other theatre artists apply creative processes to tell stories in a devised or scripted drama/theatre work, using theatre research methods. „ ● L1.T.CO.3: Examine contemporary social, cultural, or global issues through different forms of drama/theatre work. STUDENT EXPECTATIONS: Read, view, research and discuss works of theatre that speak to or address social, community, or global issues so I can explore and consider the cultural context, historical context, artist’s process, artist’s purpose, and intended audience.

Example Learning Intention and Success Criteria

Learning Intention: I am learning to read/view and research a play so I can make connections to and communicate about the historical context of the play. Success Criteria: I will know I have learned it when: ● I can read or view a play and identify the time period the play is set in. ● I can research key historical events happening when the play was created. ● I can draw connections between my research and the plot of the play. ● I can create and share a presentation synthesizing my ideas about how the historical events I researched infuenced the play I read or viewed.

Example Learning Progression

1. Read a script and identify the time period the play is set in. 2. Research key events happening when the play was written.

3. Map the key historical events and compare/connect them to the plot of the play. 4. Explore connections between the historical events and the plot of the play. 5. Create a presentation that illustrates the connections between the historical events and the plot of the play. 6. Present the presentation to the class and explain connections between the play and the research. WISR CONNECTIONS:

Writing, Inquiry, Reading, Viewing, Speaking, Listening CONCEPTS:

PRIORITY VOCABULARY: SKILLS:

● Theatre as an Artform ● Cultural & Historical Context ● Artist’s Process & Purpose ● Intended Audience

● Theatre ● Artform ● Context

● Read, view, research and discuss works of theatre that speak to or address social, community, or global issues. ● Explore and consider: cultural context, historical context, artist’s process, artist’s purpose, and intended audience.

● Cultural Context ● Historical Context ● Artist’s Process ● Artist’s Purpose ● Intended Audience

EXAMPLE LESSONS, ASSESSMENTS, and OTHER RESOURCES

BYU Theatre Education Database: History and Defnition of Dramaturgy Dramaturgy Explained from The Life of a Stage Play

PBS: Reading Dramatic Scripts PBS: Theatrical Performance Council of Ontario Drama and Dance Educators: Asking Good Questions to Prompt Student Thinking

Collaboration, Professionalism, & Etiquette Beginning/Introductory Theatre Course

THEATRE 7/8 STANDARDS: ● 7–8.T.CR.4: Defne roles, identify responsibilities, and participate in group decision making. ● 7–8.T.CR.7: Recognize that participating in the rehearsal process is necessary to refne and revise. ● 7–8.T.P.2: Perform as a productive and responsible member of an acting ensemble in both rehearsal and performance situations. ● 7–8.T.R.1: Describe and demonstrate audience skills of observing attentively and responding appropriately in classroom presentations, rehearsals, and live performance settings. THEATRE 1 STANDARDS: ● L1.T.CR.4: Investigate the collaborative nature of the actor, director, playwright, and designers and explore their interdependent roles in a drama/theatre work. ● L1.T.CR.7: Recognize that participating in the rehearsal process is necessary to refne and revise. ● L1.T.P.2: Investigate the collaborative nature of the actor, director, playwright, and designers, and explore their interdependent roles in a drama/theatre work. „ ● L1.T.R.1: Attend live performances of extended length and complexity, demonstrating an understanding of the protocols of audience behavior appropriate to the style of the performance. STUDENT EXPECTATIONS: Perform as a productive and responsible individual and ensemble member in the processes of: collaboration, rehearsal, revision, and performance. Demonstrate audience skills of observing & responding appropriately to live theatre performances. Learning Intention: I am learning to perform as a productive and responsible member so I can work as a member of the theatrical rehearsal and performance process. Success Criteria : I will know I have learned it when: ● I can collaborate effectively and productively with other theatre artists. ● I can productively rehearse for a theatrical performance fulflling outlined rehearsal etiquette and expectations. ● I can successfully perform in a theatrical performance fulflling outlined performance etiquette and expectations. Example Learning Intention and Success Criteria

Example Learning Progression

1. Learn, practice and utilize skills, tools and techniques for effectively and productively collaborating with other theatre artists. 2. Rehearse for a theatrical performance fulflling outlined rehearsal etiquette and expectations. 3. Perform in a theatrical performance fulflling outlined performance etiquette and expectations. CONCEPTS: PRIORITY VOCABULARY: SKILLS: ● Collaboration ● Rehearsal Expectations ● Revision ● Performance Expectations ● Audience Etiquette

● Collaboration ● Expectations ● Rehearsal Expectations ● Revision ● Performance Expectations ● Etiquette ● Performance Etiquette

● Perform as a productive and responsible individual and ensemble member in the processes of: collaboration, rehearsal, revision, and performance. ● Demonstrate audience skills of observing & responding appropriately to live theatre performances.

EXAMPLE LESSONS, ASSESSMENTS, and OTHER RESOURCES

BYU Theatre Education Database: Rehearsal Theatrefolk: Why Productions Need Collaboration Theatrefolk: 5 Collaboration or Warm Up Games for the Drama Classroom

Theatrefolk: Top Theatre Etiquette Rules Theatrefolk Interview: Theatre Etiquette 101 National Theatre: The Importance of Rehearsal Video

Critique, Feedback, & Refection Beginning/Introductory Theatre Course

THEATRE 7/8 STANDARDS: ● 7–8.T.R.2: Justify responses based on personal experiences when participating in or observing a drama/theatre work. „ ● 7–8.T.R.4: Demonstrate the ability to receive and act upon coaching, feedback, and constructive criticism. THEATRE 1 STANDARDS: ● L1.T.R.2: Defend responses based on personal experiences when participating in or observing a drama/theatre work. ● L1.T.R.4: Demonstrate the ability to receive and act upon coaching, feedback, and constructive criticism. ● L1.T.R.8: Apply appropriate theatre terminology to describe and analyze the strengths and weaknesses of one's own or the group’s work. STUDENT EXPECTATIONS: Justify responses based on personal experiences when participating in or observing a work of theatre. Receive and act upon coaching, feedback, and constructive criticism. Describe and analyze the strengths and weaknesses of one’s own or group work. Learning Intention: I am learning to give, receive, and refect upon peer feedback so I can revise and improve my theatre work. Success Criteria: I will know I have it when, ● I can use active listening and observational skills to watch a peer’s work. ● I can provide peers both positive and constructive feedback using a structure that leads to improvement of their work. ● I can receive and utilize peer feedback to improve my own work. Example Learning Intention and Success Criteria

Example Learning Progression

1. Explore the concept of peer feedback and its purpose in improving skills and performances. 2. Discuss and articulate the value of constructive criticism and its role in personal growth. 3. Develop active listening and observational skills by observing details in others' work, paying attention to specifc aspects such as acting technique, voice, physicality, etc. 4. Learn a structure for delivering specifc and actionable feedback that notes and includes both

strengths and areas of growth. 5. Perform for one another and practice giving and receiving specifc, actionable peer feedback in a supportive environment. 6. Refect on the feedback received and incorporate it into their own improvement process. 7. Continue to refne your feedback skills as you actively participate in collaborative, ongoing peer feedback sessions. WISR CONNECTIONS:

Writing, Inquiry, Speaking, Listening CONCEPTS:

PRIORITY VOCABULARY: SKILLS:

● Personal Experience ● Critique ● Feedback ● Coaching ● Constructive Criticism ● Refection

● Personal Experience ● Critique ● Feedback ● Coaching ● Constructive Criticism ● Refection

● Justify responses based on personal experiences when participating in or observing a work of theatre. ● Receive and act upon coaching, feedback, and constructive criticism. ● Describe and analyze the strengths and weaknesses of one’s own or group work.

EXAMPLE LESSONS, ASSESSMENTS, and OTHER RESOURCES

The Kennedy Center: Teaching Student to Critique BYU Theatre Education Database: Feedback and Preview Ford’s Theatre: Warm and Cool Feedback Lesson Ford’s Theatre: Warm and Cool Feedback Video Ford’s Theatre: How to Coach Public Speaking Theatrefolk: Getting and Giving Feedback

Utah Core Standards Secondary Theatre - Level 1

CREATE

Students will conceptualize, generate, develop, and organize artistic ideas and work. They will complete and refne theatre works (Standards L1.T.CR.1-7).

● Standard L1.T.CR.1: Develop imagination to create artistic ideas and work.

● Standard L1.T.CR.2: Read and analyze a play for its technical requirements, identifying points in the script that require the addition of a technical element. ● Standard L1.T.CR.3: Use correct form and structure to create a scene or play with a beginning, middle, and end that includes full character development, believable dialogue, and logical plot outcomes. ● Standard L1.T.CR.4: Investigate the collaborative nature of the actor, director, playwright, and designers and explore their interdependent roles in a drama/theatre work. ● Standard L1.T.CR.5: Explore physical, vocal, and emotional choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work. ● Standard L1.T.CR.6: Apply basic research and skills to construct ideas about the visual composition of a drama/theatre work. ● Standard L1.T.CR.7: Recognize that participating in the rehearsal process is necessary to refne and revise.

PERFORM

Students will analyze, interpret, and select artistic work for performance. They will develop techniques and concepts to refne artistic work and express meaning through the presentation of theatre works (Standards L1.T.P.1-9) .

● Standard L1.T.P.1: Interpret the character, setting, and essential events in a story or script that make up the dramatic structure in a drama/theatre work.

● Standard L1.T.P.2: Investigate the collaborative nature of the actor, director, playwright, and designers, and explore their interdependent roles in a drama/theatre work. ● Standard L1.T.P.3: Observe, listen, and respond in character to other actors throughout a scripted or improvised scene. ● Standard L1.T.P.4: Use body to communicate meaning through space, shape, energy, and gesture. ● Standard L1.T.P.5: Use voice to communicate meaning through volume, pitch, tone, rate of speed, and vocal clarity. ● Standard L1.T.P.7: Understand and apply technical elements to enhance activities and dramatizations. ● Standard L1.T.P.8: Identify and use appropriate vocabulary to describe kinds of stage spaces, stage directions, areas of the stage, and blocking techniques. ● Standard L1.T.P.9: Present a drama/theatre work using creative processes that shape the production for a specifc audience. Students will perceive and analyze artistic work and process. They will interpret intent and meaning and apply criteria to evaluate artistic work and process (Standards L1.T.R.1-8) . ● Standard L1.T.R.1: Attend live performances of extended length and complexity, demonstrating an understanding of the protocols of audience behavior appropriate to the style of the performance. ● Standard L1.T.R.2: Defend responses based on personal experiences when participating in or observing a drama/theatre work. ● Standard L1.T.R.3: Formulate a deeper understanding and appreciation of a drama/ theatre work by considering its specifc purpose or intended audience. ● Standard L1.T.R.4: Demonstrate the ability to receive and act upon coaching, feedback, and constructive criticism. ● Standard L1.T.R.5: Examine a drama/ theatre work using supporting evidence and ● Standard L1.T.P.6: Use imagination to inform artistic choices. RESPOND

criteria, while considering art forms, history, culture, and other disciplines.

● Standard L1.T.R.6: Analyze and compare artistic choices developed from personal experiences in multiple drama/theatre works. ● Standard: L1.T.R.7: Identify and explain why artistic choices are made in a drama/theatre work. ● Standard L1.T.R.8: Apply appropriate theatre terminology to describe and analyze the strengths and weaknesses of own or the group's work.

CONNECT

Students will synthesize and relate knowledge from personal and collaborative experiences to make and receive art. They will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding (Standards L1.T.CO.1-3) . ● Standard L1.T.CO.1: Choose and interpret a drama/theatre work to refect on or question personal beliefs. ● Standard L1.T.CO.2: Research how other theatre artists apply creative processes to tell stories in a devised or scripted drama/theatre work, using theatre research methods. ● Standard L1.T.CO.3: Examine contemporary social, cultural, or global issues through different forms of drama/theatre work.

Utah Core Standards Secondary Theatre - Level 2

CREATE Students will conceptualize, generate, develop, and organize artistic ideas and work. They will complete and refne theatre works (Standards L2.T.CR.1-8).

● Standard L2.T.CR.1: Develop imagination to create artistic ideas and work.

● Standard L2.T.CR.2: Conduct research to inform the design of sets, costumes, sound, and lighting for a dramatic production. ● Standard L2.T.CR.3: Develop and synthesize original ideas in a drama/theatre work utilizing critical analysis, historical and cultural context, research, and Western or non-Western theatre traditions.

● Standard L2.T.CR.4: Cooperate as a creative team to make interpretive choices for a drama/theatre work.

● Standard L2.T.CR.5: Explore physical, vocal, and emotional choices to develop a performance that is believable, authentic, and relevant in a drama/ theatre work. ● Standard L2.T.CR.6: Investigate historical and cultural conventions and their impact on the visual composition of a drama/theatre work. ● Standard L2.T.CR.7: Use the rehearsal process to analyze the dramatic concept and technical design elements of a devised or scripted drama/theatre work. ● Standard L2.T.CR.8: Generate ideas from research and script analysis to devise a performance that is believable, authentic, and relevant in a drama/ theatre work.

PERFORM

Students will analyze, interpret, and select artistic work for performance. They will develop techniques and concepts to refne artistic work and express meaning through the presentation of theatre works (Standards L2.T.P.1-9) .

● Standard L2.T.P.1: Develop the character, setting, and essential events in a story or script that make up the dramatic structure in a drama/theatre work. ● Standard L2.T.P.2: Share leadership and responsibilities to develop collaborative goals when preparing or devising drama/theatre work. ● Standard L2.T.P.3: Observe, listen, and respond in character to other actors throughout a scripted or improvised scene. ● Standard L2.T.P.4: Use body to communicate meaning through space, shape, energy, and gesture. ● Standard L2.T.P.5: Use voice to communicate meaning through volume, pitch, tone, rate of speed, and vocal clarity.

● Standard L2.T.P.6: Use imagination to inform artistic choices.

● Standard L2.T.P.7: Understand and apply technical elements to enhance activities and dramatizations.

● Standard L2.T.P.8: Explore various kinds of stage spaces, stage directions, areas of the stage and blocking techniques. ● Standard L2.T.P.9: Present a drama/theatre work using creative processes that shape the production for a specifc audience.

RESPOND Students will perceive and analyze artistic work and process. They will interpret intent and meaning and apply criteria to evaluate artistic work and process (Standards L2.T.R.1-8) . ● Standard L2.T.R.1: Attend live performances of extended length and complexity; demonstrate an understanding of the protocols of audience behavior appropriate to the style of the performance. ● Standard L2.T.R.2: Evaluate responses based on personal experiences when participating in or observing a drama/theatre work. ● Standard L2.T.R.3: Critique a drama/theatre work and how it communicates a specifc purpose to an audience. ● Standard L2.T.R.4: Demonstrate the ability to receive and act upon coaching, feedback, and constructive criticism. ● Standard L2.T.R.5: Analyze and assess a drama/theatre work by connecting it to art forms,

history, culture, and other disciplines using supporting evidence and criteria.

● Standard L2.T.R.6: Develop detailed supporting evidence and criteria to reinforce and defend artistic choices when participating in or observing a drama/theatre work. ● Standard L2.T.R.7: Analyze why artistic choices are made in a drama/theatre work. ● Standard L2.T.R.8: Apply appropriate theatre terminology to evaluate the strengths and weaknesses of one's own or the group's work.

CONNECT

Students will synthesize and relate knowledge from personal and collaborative experiences to make and receive art. They will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding (Standards L2.T.CO.1-3) . ● Standard L2.T.CO.1: Choose and interpret a drama/theatre work to refect or question personal beliefs. ● Standard L2.T.CO.2: Formulate creative choices for a devised or scripted drama/theatre work based on theatre research about the selected topic. ● Standard L2.T.CO.3: Examine contemporary social, cultural, or global issues through different forms of drama/theatre work.

Utah Core Standards Secondary Theatre - Level 3

CREATE Students will conceptualize, generate, develop, and organize artistic ideas and work. They will complete and refne theatre works. (Standards L3.T.CR.1-8).

● Standard L3.T.CR.1: Develop imagination to create artistic ideas and work.

● Standard L3.T.CR.2: Create and implement a major design element for a mainstage production.

● Standard L3.T.CR.3: Develop and synthesize original ideas in a drama/theatre work utilizing critical analysis, historical and cultural context, research, and Western or non-Western theatre traditions. ● Standard L3.T.CR.4: Collaborate as a creative team to discover artistic solutions and make interpretive choices in a devised or scripted drama/theatre work. ● Standard L3.T.CR.5: Apply appropriate acting techniques and styles in performances of characters from a variety of dramatic genres and historical periods. ● Standard L3.T.CR.6: Synthesize knowledge from a variety of dramatic forms, theatrical conventions, and technologies to create the visual composition of a drama/theatre work. ● Standard L3.T.CR.7: Refne, transform, and reimagine a devised or scripted drama/theatre work using the rehearsal process to invent or reimagine style, genre, form, technical design, and conventions. ● Standard L3.T.CR.8: Generate ideas from research and script analysis to devise a performance that is believable, authentic, and relevant in a drama/ theatre work.

PERFORM

Students will analyze, interpret, and select artistic work for performance. They will develop techniques and concepts to refne artistic work and express meaning through the presentation of theatre works. (Standards L3.T.P.1-9) .

● Standard L3.T.P.1: Develop the character, setting, and essential events in a story or script that make up the dramatic structure in a drama/theatre work. ● Standard L3.T.P.2: Collaborate as a creative team to discover artistic solutions, and make interpretive choices in a devised or scripted drama/theatre work. ● Standard L3.T.P.3: Observe, listen, and respond in character to other actors throughout a scripted or improvised scene. ● Standard L3.T.P.4: Use body to communicate meaning through space, shape, energy, and gesture. ● Standard L3.T.P.5: Use voice to communicate meaning through volume, pitch, tone, rate of speed, and vocal clarity. ● Standard L3.T.P.8: Explore various kinds of stage spaces, stage directions, areas of the stage and blocking techniques. ● Standard L3.T.P.9: Present a drama/theatre production for a specifc audience that employs research and analysis grounded in the creative perspectives of the playwright, director, designer, and dramaturgy. RESPOND Students will perceive and analyze artistic work and process. They will interpret intent and meaning and apply criteria to evaluate artistic work and process. (Standards L3.T.R.1-8) . ● Standard L3.T.R.1: Attend live performances of extended length and complexity, demonstrating an understanding of the protocols of audience behavior appropriate to the style of the performance. ● Standard L3.T.R.2: Articulate responses based on personal experiences when participating in or observing a drama/theatre work. ● Standard L3.T.R.3: Compare and debate the connection between a drama/theatre work and contemporary issues that may affect audiences. ● Standard L3.T.R.4: Demonstrate the ability to receive and act upon coaching, feedback, and constructive criticism. ● Standard L3.T.R.5: Research and synthesize cultural and historical information related to a drama/theatre work to support or evaluate artistic choices. ● Standard L3.T.P.6: Use imagination to inform artistic choices. ● Standard L3.T.P.7: Evaluate artistic choices in the use of technical elements in a production.

● Standard L3.T.R.6: Synthesize evidence and appropriate criteria to revise personal work and interpret the work of others when participating in or observing a drama/theatre work. ● Standard L3.T.R.7: Analyze and evaluate why artistic choices are made in a drama/ theatre work. ● Standard L3.T.R.8: Apply appropriate theatre terminology to evaluate the strengths and weaknesses of own or the group's work.

CONNECT

Students will synthesize and relate knowledge from personal and collaborative experiences to make and receive art. They will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. (Standards L3.T.CO.1-3) . ● Standard L3.T.CO.1: Collaborate on a drama/theatre work that examines a critical global issue using multiple personal, community, and cultural perspectives. ● Standard L3.T.CO.2: Justify the creative choices made in a devised or scripted drama/ theatre work, based on a critical interpretation of specifc data from theatre research. ● Standard L3.T.CO.3: Examine contemporary social, cultural, or global issues through different forms of drama/theatre work.

Theatre Effective Practices

Skill

Canyons District Best Practices (Instructional Priorities) Actively engage ALL students in learning; students are active when they are saying, writing, or doing. Pace instruction to allow for frequent student responses.

What it looks like in Theater

OTRs

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Students are actively: stretching, breathing, relaxing muscles, creating body fexibility, doing vocal exercises, rehearsing, watching, moving, critiquing, reading, running lights and equipment, acting, creating props, etc. throughout each class period.

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Choral response

Call on a wide variety of students throughout each period.

Cold calling

Thumbs up/down

Fist to Five

Specifc verbal or written peer feedback

Scaffolded Instruction & Grouping

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● Students are assigned roles and materials appropriate for their level of experience. ● Listening/observational data is used to make immediate corrections. ● Students rehearse specifc defcits as whole group, small group, or individually as needed throughout the class period Instructional Agility: Class moves at a quick pace, active participation is maximized, teacher makes constant corrections/feedback based on listening and observation. Examples of Feedback Cycle: ● Whole/small group: Most of you are forgetting to use your down stage hand when making gestures. What hand do we use? (choral response) Show me which hand is considered “down stage.” (whole group response). Good, let’s try that scene again using the correct hand. Great, you remembered! ● Individual: Sam, you missed your cue. What is the line right before you enter? That’s correct, try that entrance again. Great, you got it and the timing was perfect! What could you do to make your entrance even more dramatic? Yes, act more surprised when you enter! Perfect. Base observations on learning outcomes, skills and on task criteria. ● Observations and feedback should be immediate and can be left unrecorded. ● Target individuals or small groups of students to ensure meaningful feedback. Feedback can be verbal and/or written. Use daily outcomes/objectives to guide verbal feedback ● Use rubrics with specifc criteria for written feedback. ● Provide positive reinforcement of individual strengths. ● Provide constructive comments about areas requiring further development. ● Provide whole group feedback that summarizes your observations. ● Provide opportunities for peer feedback. ● Provide opportunities for student self-assessment that can form the basis of discussion and feedback. Provide meaningful feedback/assessment: ● ● Peer feedback/discussion takes place often. Strategies for observations: ●

Present information at various levels of diffculty. Use data to identify needs and create small groups to target specifc skills. Frequently analyze current data and move students within groups depending on their changing needs.

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Instructional Agility& Feedback

Instructional Agility: Teacher makes appropriately paced intentional corrections and feedback constantly based upon listening and observations. Feedback cycle: ● Provide timely prompts that indicate when students have done something correctly or incorrectly.

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Give students the opportunity to use the feedback to continue their learning process. End feedback cycles with the student performing the skill correctly and receiving positive acknowledgement.

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Teacher Clarity & Assessment

Provide clear learning intentions for students daily. Share rubrics, examples, models prior to student work time. Assess to identify who needs further support.

Formative Assessment should be focused on observing students as they learn and provide feedback to them to assist progress towards outcomes. Observe students with criteria in mind. Provide timely feedback. Summative Assessment: is comprehensive and records the extent to which students have met the outcomes for a period of work.

Examples: (Since acting/theatre is all about skill development, AAA is done throughout rehearsal/activities)

Instructional Hierarchy: AAA

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Explicitly teach a skill to students by explaining, demonstrating, and modeling.

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Build the skill through practice and use, to gain automaticity. Provide students with multiple opportunities to apply the skill. DOK3: Students will be able to complete basic character analysis and perform that character. They can perform the tasks required for a technical theatre crew and creatively solve technical problems. Students who creativity by demonstrating basic playwriting skills, and are able to direct a scene with characterization and blocking. They can perform in a short form improvisational format (e.g., scene games, line games, head to head, extraordinary), and can create an original character in scene work. DOK4: Students will be able to create an in-depth character analysis, including textual and historical support for choices, and perform that character. They can undertake, on their own, the functions of a technical team, serving as a designer, stage manager, or crew chief. Students are able to write a script in proper format, with contextual support of historical theme, characterization, and technical direction. They can direct a one-act with script analysis, characterization, blocking, and technical elements to support the playwright’s intent. ●

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Teach skills through demonstration, explanations, examples, teacher modeling

● Students practice whole group, sections, or individually ● Students apply skill to dramatic works

Examples of DOK 3: ●

DOK3&4

Verbal discussion or written analysis of conclusions that can be drawn about a particular character. Adapting a set or prop to ft the space and what is available.

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Answering, what would happen if?

Improvising short scenes based on teacher provided criteria.

Examples of DOK 4: ●

Directing a one-act show, creating a complete script and character analysis, blocking notations, rehearsal process, and design elements for all technical aspects. ● Do an in-depth character analysis and justify your interpretation. Perform that character. ● Design a set or costumes for a particular show or scene. ● Script-writing with a given topic.