BHS Theater Resource Guide

Brighton High School Instructional Guide 2025-2026

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. The guides provide 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 specific 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 specific progression, but can help educators consider how a range of projects can touch on all standards and bring 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’S NEW

This year’s guide contains new resources for teachers and revisions. Among these additions, some key expansions include: ●​ Format revisions ●​ Expanded learning intention and success criteria examples ●​ Expanded learning task suggestions tied to WISR facets ●​ Support document for Disciplinary Literacy for the Arts ●​ Model assessments tied to strands, skills, 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 an Artform

Collaboration, Professionalism, and 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

Critique, Feedback, and Reflection

Topic

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.

Character Development

Theatrical Blocking

Play script

Technical Requirements

Personal Experience

Given Circumstances ​ Character, Setting, Essential Events Physical, Vocal, & Emotional Character Choices

Collaboration

Theatre as an Artform

Acting Goals, Obstacles, and Tactics

Improvisation ​ Devising

Stage Spaces

Critique

Rehearsal Expectations

Cultural and Historical Context

Prioritized Vocabulary and Concepts

Stage Directions

Feedback

Observing, Listening, and Reacting

Revision

Plot structure

Stage Areas

Artist’s Process and Purpose

Coaching

Performance Expectations

Communicating meaning through body, voice, and imagination

Character Development in Writing

Blocking Techniques ​ Staging Solutions

Constructive Criticism

Intended Audience

Believability, Authenticity, & Relevance

Audience Etiquette

Reflection

Believable dialogue

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

Create 4 & 7 Perform 2 Respond 1

Theatre 1 Standards:

Create 5 Perform 1

Perform 3, 4, 5 6 & 9

Create 2 & 8 Perform 7 & 8

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

Create 1 & 3

Respond 2, 4, & 8

Topic: Character Analysis and Development Beginning/Introductory Theatre Course

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 the important components of a theatrical character. ●​ I am learning to analyze a script for physical, vocal, and emotional character traits so I can develop and perform a character. ●​ I am learning how conflict, structure and dialogue help reveal character traits and motivation. ●​ I am learning how to develop a character through experimentation, discovery, and refinement in a rehearsal process.

Success Criteria : I will know I have learned it when:

●​ I can read and analyze a script for character physicality traits. ●​ I can read and analyze a script for character emotional states. ●​ I can explain a character’s traits and motivation. ●​ I can identify key events and actions that impact character choices as an actor. ●​ I can develop and execute performance choices that communicate character to an audience.

Example of Learning Progression

1. ​ Read a script intended for theatrical performance. 2. ​ Analyze the script to identify vocal, physical, and emotional character traits in the text. 3. ​ Participate in exercises to explore how to communicate vocal, physical, and emotional traits. 4. ​ Develop a character based on your analysis of the text. 5. ​ Rehearse physical, vocal, and emotional choices for a character based on your character analysis. 6. ​ Perform your character in a performance of the script.

CONCEPTS:

PRIORITY VOCABULARY:

SKILLS:

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

●​ Character Development ●​ Given Circumstances ●​ Character ●​ Setting ●​ Essential Events

●​ Create and sustain physical, 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

ADDITIONAL INSTRUCTIONAL IDEAS:

Viewing / Reading

●​ Explore dramatic texts of varying length and complexity to better understand how written works suggest character. ●​ Provide peer responses to a character performance in development.

Writing

●​ Create short scripts or scenarios based on established character traits or ideas. ●​ Write journal responses in character as a means to explore emotions, relationships, and perspectives of a character. ●​ Use a graphic organizer to collect ideas for performance choices based on analysis of a script. ●​ Annotate a script to highlight clues to help guide performance choices.

Speaking / Listening

●​ Discuss and defend character ideas based on a dramatic text or scenario. ●​ Interview a classmate in character to practice performance choices and discuss context of script. ●​ Provide peer responses to a character performance in development.

Inquiry

●​ Interview a classmate in character to practice performance choices and discuss context of script. ●​ View multiple interpretations of a character by actors to debate and analyze choices. ●​ Have students analyze a performance by a favorite actor to find clues in the script that helped that actor define performance choices.

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.

Acting Performance Beginning/Introductory Theatre Course

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. ●​ I am learning to use physical choices to communicate meaning in an acting performance. ●​ I am learning to be specific and consistent in my acting choices to communicate character and emotion. ●​ I am learning to respond to acting partners to establish character, relationship, and story. ●​ I am learning to perform in different styles. ●​ I am learning to use rehearsal time to refine performance choices. ●​ I can use the volume, pitch, tone, rate of speed, and clarity of my voice effectively in a theatrical acting performance. ●​ I can use shape, energy, and gesture effectively in a theatrical acting performance. ●​ I can listen and respond in character in a theatrical acting performance. ●​ I can use imagination and an understanding of the text to make original acting choices for a character. ●​ I can explain how my acting choices are effective for a specific audience. Example Learning Progression ​ 1. ​ Learn skills, tools, and techniques for communicating meaning through voice when acting. 2. ​ Practice vocal skills and techniques. 3. ​ Implement the vocal communication skills in an acting performance. 4. ​ Learn skills, tools, and techniques for communicating meaning through physicality when acting. 7. ​ Learning listening and response skills in acting 8. ​ Implement listening and response skills in acting 9. ​ Present a complete performance demonstrating vocal, emotional, physical, and listening skills while acting with others. CONCEPTS: PRIORITY VOCABULARY: SKILLS: Success Criteria : I will know I have learned it when: 5. ​ Practice physical skills and techniques. 6. ​ Implement physical skills in acting.

●​ Theatrical Blocking ●​ Acting Goals, Obstacles, and Tactics ●​ Observing, Listening, and Reacting ●​ Communicating Meaning through Voice, Movement, and Imagination ​

●​ 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.

●​ 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 BYU Theatre Education Database: Objectives/Tactics BYU Theatre Education Database: Listening and Reacting 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

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

ADDITIONAL INSTRUCTIONAL IDEAS:

Viewing / Reading ●​ Explore dramatic texts of varying length and complexity to better understand how written works can guide performance choices. ●​ Read articles on acting processes and using vocalization and physicalization. Writing ●​ Use graphic organizers to document idea generation for performance choices. ●​ Use vocal scoring techniques to mark scripts. ●​ Create a process journal where students document the steps they take each class to prepare for a performance.

Listening / Speaking ●​ Participate in listening-based acting exercises. ●​ Discuss and defend acting choices while preparing a performance. ●​ Provide verbal peer responses to performances as they are being developed.

Inquiry ●​ Brainstorm about situations outside of theatrical performance where a person might focus on vocal and physical choices. ●​ Work with peers to design a meaningful rubric for evaluation of a performance. ●​ Explore how architecture and technology impact how actors use vocal and physical choices. ●​ Develop a performance based on a non-theatrical text. 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 specific audience.

Writing, Devising, or Improvisation Beginning/Introductory Theatre Course

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 different ways that stories in theatrical texts can be structured. ●​ I am learning how to craft well-structured narratives in original theatrical stories. ●​ I am learning to use my imagination so I can create an improvised story performance which includes a clear beginning, middle, and end.

●​ I am learning how to create characters and relationships in an improvised performance. ●​ I am learning how to develop dialogue and subtext for an original theatrical text. ●​ I am learning how to revise a script to clarify the story, characters, and themes.

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 plan, draft, and revise an original theatrical script. ●​ I can create improvised characters, dialogue and action for a story which includes a clear beginning, middle and end. ●​ I can evaluate the strengths and next steps for original theatrical scripts. ​ Example Learning Progression ​ 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. 6. ​ Individually or collaboratively, write an original theatrical script while working through idea generation, outlines, writing explorations, and final draft.

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

ADDITIONAL INSTRUCTIONAL IDEAS:

Viewing / Reading ●​ View examples of improvised and scripted performances. ●​ Review peer-created original scripts.

Writing ●​ Use a graphic organizer to plan story and character ideas for an original script. ●​ Using an example text, annotate the 5 elements of the dramatic arc including exposition, rising action, climax, falling action, resolution. ●​ Participate in short writing activities to explore dialogue. ●​ Working individually or collaboratively, write original scripts that use accepted story structure and theatrical conventions. ●​ Participate in improvisation scenarios. ●​ Participate in story conferences to discuss and defend plot and character ideas for an original script. ●​ Provide peer responses to original scripts and improvisations. Inquiry ●​ Identify and explore themes that could be used as the basis of an improvised or scripted scene. ●​ Encourage creativity by leading questioning sessions to discover original ways to approach roadblocks in script development. ●​ Explore how historical or current events might be communicated through theatrical scripts and performance. 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. Listening / Speaking

Identifying & Utilizing Theatrical Elements Beginning/Introductory TheatreCourse

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 reviewing proper terms for stage areas, stage directions, stage positions, and key technical theatre elements. ●​ I am learning how technical theatre elements can influence audiences. ●​ I am learning how to use stage position, composition, and blocking to communicate meaning to audiences. ●​ I am learning to read and analyze a script for staging requirements, so I can identify and apply stage directions and blocking techniques. ●​ I am learning how to use experimentation and refinement to develop staging and blocking choices in a performance. ​

Success Criteria : I will know I have learned it when:

●​ I can develop a performance through analysis, exploration, and revision of staging choices. ●​ I can use costumes, props, set, lights, sound, or projections to support a theatrical performance. ●​ 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. 5. ​ Determine how simple technical theatre elements can support a theatrical performance. 6. ​ Apply simple technical theatre elements to support a theatrical performance.

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

ADDITIONAL INSTRUCTIONAL IDEAS:

Viewing / Reading ●​ Watch sections of professionally produced theatrical productions to identify and analyze technical theatre elements. ●​ Read articles on staging techniques for theatre. ●​ Red articles on technical theatre elements.

Writing ●​ Write an analysis of the technical elements of a theatrical performance. ●​ Annotate a script to indicate blocking and staging choices. ●​ Create a floor plan for a performance. ●​ Create a technical theatre cue sheet for a performance.

Speaking / Listening ●​ Present on the history of a technical theatre element or practice. ●​ Lead a group of performers in blocking and staging a scene.

Inquiry ●​ Stage a performance in a non-traditional location to explore how staging techniques and technical theatre elements must be modified. ●​ Create a tableaux to illustrate historical events focusing on staging and composition to communicate purpose, relationship, and status. ●​ Explore how different sets and spaces could create challenges in staging a theatrical performance. ●​ Find creative ways to use staging, sets, lights, or sound as part of a performance.

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.

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

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 how to determine the theme of a theatrical text. ●​ I am learning key theatre history events and people. ●​ I am learning about the purpose and practice of theatre in various cultures and time periods. ●​ I am learning how to articulate my personal response to theatrical work. ●​ 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 influenced the play I read or viewed. ●​ I can articulate and defend my personal response to a theatrical work.

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.

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 Definition 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

ADDITIONAL INSTRUCTIONAL IDEAS:

Viewing / Reading ●​ Read articles and information of various time periods and theatrical conventions of the time.

●​ Read short cuttings of scripts from different cultures and time periods. ●​ Watch examples of plays from different cultures and time periods.

Writing ●​ Annotate scripts to highlight elements that tie it to the time and place it was created. ●​ Write a journal entry as a theatre artist of a specific time and place. ●​ Write a short script in the style of a specific time and place. Speaking / Listening ●​ Create and share presentations on historical contexts of theatre. ●​ Record a podcast interviewing an important theatrical artist from the past.

Inquiry ●​ Conduct research to explore why theatre existed in different cultures and time periods. Present a commercial showing why theatre was important to a society. ●​ Compare and contrast the ways in which many cultures have used theatre to communicate ideas about the human experience and condition. ●​ Determine how theatre today is connected to other art forms and media. Develop posters to show how the art forms influence each other.

THEATRE 1 STANDARDS:

●​ L1.T.R.3: Formulate a deeper understanding and appreciation of a drama/ theatre work by considering its specific 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 reflect 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.

Collaboration, Professionalism, & Etiquette Beginning/Introductory Theatre Course

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.

Example Learning Intention and Success Criteria

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. ●​ I am learning proper audience etiquette to support theatre artists in performance. ●​ I am learning how to function in different roles while preparing and presenting a theatrical performance. 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 fulfilling outlined rehearsal etiquette and expectations. ●​ I can successfully perform in a theatrical performance fulfilling outlined performance etiquette and expectations.

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 fulfilling outlined rehearsal etiquette and expectations. 3. ​ Perform in a theatrical performance fulfilling 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. observing & responding appropriately to live theatre performances.

●​ Demonstrate audience skills of

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

EXTENDED LEARNING EXPERIENCES:

Viewing / Reading ●​ Explore a variety of texts explaining theatre roles and responsibilities. ●​ Review maps and graphs showing roles and hierarchy in theatrical production work. Writing ●​ Create a poster or program note explaining audience expectations for a live performance. ●​ Journal about the process of developing a theatre performance focusing on daily goals and how the performance evolves. Speaking / Listening ●​ Create a presentation or commercial explaining audience expectations for a live performance. ●​ Interview a working theatre artist to learn about collaboration and professionalism. 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 refine 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.

Critique, Feedback, & Reflection Beginning/Introductory Theatre Course

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. ​ ​ Example Learning Intention and Success Criteria ​ Learning Intention: ●​ I am learning to give, receive, and reflect upon peer feedback so I can revise and improve my theatre work. ●​ I am learning to articulate and explain my response to a theatrical performance or production. ●​ I am learning to self-reflect on my own work. ●​ 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 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 specific aspects such as acting technique, voice, physicality, etc. 4. ​ Learn a structure for delivering specific and actionable feedback that notes and includes both strengths and areas of growth. 5. ​ Perform for one another and practice giving and receiving specific, actionable peer feedback in a supportive environment. 6. ​ Reflect on the feedback received and incorporate it into their own improvement process. 7. ​ Continue to refine your feedback skills as you actively participate in collaborative, ongoing peer feedback sessions. Success Criteria: I will know I have it when,

CONCEPTS:

PRIORITY VOCABULARY:

SKILLS:

●​ Personal Experience ●​ Critique ●​ Feedback ●​ Coaching ●​ Constructive Criticism ●​ Reflection

●​ Personal Experience ●​ Critique ●​ Feedback ●​ Coaching ●​ Constructive Criticism ●​ Reflection

●​ 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

ADDITIONAL INSTRUCTIONAL IDEAS:

Viewing / Reading ●​ Read responses to a performance from peers and instructors. ●​ Read professional reviews for live performances. Writing ●​ Complete rubrics and feedback for self and peer performances. ●​ Write goals based on self, peer, and instructor feedback. ●​ Write a written response to a live performance.

Speaking / Listening ●​ Share verbal feedback with peers on a performance or work in progress. ●​ Discuss next steps in rehearsal with collaborators based on feedback. ●​ Record a verbal self-assessment of a performance while watching a video recording of it. 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.

Utah Core Standards Secondary Theatre - Level 1

CREATE Students will conceptualize, generate, develop, and organize artistic ideas and work. They will complete and refine 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 refine and revise.

PERFORM

Students will analyze, interpret, and select artistic work for performance. They will develop techniques and concepts to refine 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 specific 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 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 specific 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 criteria, while considering art forms, history, culture, and other disciplines. ●​ Standard L1.T.R.6: Analyze and compare artistic choices developed from personal ●​ Standard L1.T.P.6: Use imagination to inform artistic choices.

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 reflect 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 refine 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 refine 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 specific 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 specific 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 reflect 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 refine 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: Refine, 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 refine 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 specific 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.