MS Theater Instructional Guide

Instructional Guide 2025-2026

Middle 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

Middle School 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

Create 2 & 6 Perform 7 & 8

Create 4 & 7 Perform 2 Respond 1

Theatre 7-8 Standards:

Create 5 & 6 Perform 1

Perform 3, 4, 5 6 & 9

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

Create 1 & 3

Respond 2 & 4

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

Topic: Character Analysis and Development Middle School 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.

Examples of Learning Intention and Success Criteria ​ Learning Intention:

●​ I am learning the important components of a theatrical character. ●​ I am learning how to find clues in a script to better understand character, plot, and relationships. ●​ I am learning how to determine a character’s motivations and objectives in a script or scenario. ●​ 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 explain a character’s traits and motivations. ●​ I can read and analyze a script for character physicality traits. ●​ I can experiment with physical and vocal traits to help make choices for performing a character. ●​ 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.

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.

Speaking / Listening ●​ Discuss and defend character ideas based on a dramatic text or scenario. ●​ Provide peer responses to a character performance in development.

Inquiry ●​ Create spontaneous performances around collections of characters and analyze how relationships, context, and environment affect characters. ●​ 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 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.

Acting Performance Middle School 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 Intentions 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 consistent and specific 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 can use the volume, pitch, tone, rate of speed, and clarity of my voice effectively in a theatrical acting performance. ●​ I can use space, shape, energy, and gesture effectively in a theatrical acting performance. ●​ I can listen and respond in character in a theatrical acting performance. ●​ I can demonstrate consistency and specificity in a theatrical acting performance. Example Learning Progression ​ 1. ​ Learn skills, tools, and techniques for communicating meaning through physicality when acting. 2. ​ Practice physical skills and techniques. 3. ​ Implement the physical skills in acting performance. 4. ​ Learn skills, tools, and techniques for communicating meaning through voice when acting. 5. ​ Practice vocal skills and techniques. Success Criteria : I will know I have learned it when:

6. ​ Implement the vocal communication skills in an acting performance. 7. ​ Utilize physical and vocal skills while acting with other performers.

CONCEPTS:

PRIORITY VOCABULARY:

SKILLS:

●​ 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 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.

Writing, Devising, or Improvisation Middle School 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 the basics of story structure used in theatrical texts. ●​ 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 a character in an improvised performance. ●​ I am learning how to develop dialogue for an original theatrical text.

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. ​ 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.

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 ●​ Explore dramatic texts of varying length and complexity to better understand plot structure, character, and dialogue conventions in theatre. ●​ View examples of improvised and scripted performances. 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 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. Listening / Speaking

Identifying & Utilizing Theatrical Elements Middle School Theatre Course

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 proper terms for stage areas, stage directions, and key technical theatre elements. ●​ I am learning how technical theatre elements can influence audiences. ●​ I am learning how stage position, level, and focus 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. ​ ●​ I can develop a performance through analysis, exploration, and revision of staging choices. ●​ 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. Success Criteria : I will know I have learned it when: ●​ I can properly identify stage areas and stage positions. ●​ I can identify technical theatre elements in a 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.

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. 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 ●​ Develop ideas on how a found space could be used for a theatrical performance. ●​ Have students develop a scenario based on a tableaux created by actors. ●​ Find creative ways to use staging, sets, lights, or sound as part of a performance.

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.

Appreciating & Analyzing Theatre as an Artform Middle School 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 and themes 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.

●​ Reward 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. ●​ Determine how theatre today is connected to other art forms and media. Develop posters to show how the art forms influence each other.

THEATRE 7/8 STANDARDS:

●​ 7–8.T.R.3: Formulate a deeper understanding and appreciation of a drama/ theatre work by considering its specific 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. ●​ 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. ●​ 7–8.T.CO.3: Examine contemporary social, cultural, or global issues through different forms of drama theatre work.

Collaboration, Professionalism, & Etiquette Middle School 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

ADDITIONAL INSTRUCTIONAL IDEAS:

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 artists to learn about collaboration and professionalism. THEATRE 7/8 STANDARDS: ●​ 7–8.T.CR.4: Define roles, identify responsibilities, and participate in group decision making. ●​ 7–8.T.CR.7: Recognize that participating in the rehearsal process is necessary to refine 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.

Critique, Feedback, & Reflection Middle School 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.

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. ●​ I can articulate and justify my response to a live performance.

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.

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

EXTENDED LEARNING EXPERIENCES:

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 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.

Utah Core Standards Secondary Theatre - Grade 6

CREATE

Students will conceptualize, generate, develop, and organize artistic ideas and work. They will complete and refine theatre works. (Standards 6.T.CR .1-7).

●​ Standard 6.T.CR.1: Develop imagination to create artistic ideas and work. ●​ Standard 6.T.CR.2: Arrange the physical playing space to communicate mood, time, and locale. ●​ Standard 6.T.CR.3: Write or record simple dramas that include the five Ws of who, what, where, when and why. ●​ Standard 6.T.CR.4: Define roles, identify responsibilities, and participate in group decision making. ●​ Standard 6.T.CR.5: Create characters through imagination, physical movement, gesture, sound and/or speech and facial expression. ●​ Standard 6.T.CR.6: Develop dialogue and actions that focus on the development and resolution of dramatic conflicts. ●​ Standard 6.T.CR.7: Recognize that participating in the rehearsal process is necessary to refine and revise drama works.

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 drama/theatre works. (Standards 6.T.P.1-9).

●​ Standard 6.T.P.1: Analyze the character, setting, and essential events (plot) in a story that make up the dramatic structure, and use choices to enhance the story in a drama/theatre work. ●​ Standard 6.T.P.2: Perform as a productive and responsible member of an acting ensemble in both rehearsal and performance situations. ●​ Standard 6.T.P.3: Observe, listen, and respond in character to other actors throughout a scripted or improvised scene. ●​ Standard 6.T.P.4: Communicate meaning using the body through space, shape, energy, and gesture. ●​ Standard 6.T.P.5: Communicate meaning using the voice through volume, pitch, tone, rate, and clarity. ●​ Standard 6.T.P.6: Use imagination to inform artistic choices. ●​ Standard 6.T.P.7: Select materials to be used for scenery, properties, costumes, lighting, and sound effects for informal classroom presentations.

●​ Standard 6.T.P.8: Identify and use appropriate vocabulary to describe kinds of stage spaces, stage directions, areas of the stage, and basic blocking techniques. ●​ Standard 6.T.P.9: Perform a variety of dramatic works for peers or invited audiences.

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 6.T.R.1-7).

●​ Standard 6.T.R.1: Demonstrate audience skills of observing attentively and responding appropriately in classroom presentations, rehearsals, and live performance settings. ●​ Standard 6.T.R.2: Justify responses based on personal experiences when participating in or observing a drama/theatre work. ●​ Standard 6.T.R.3: Identify how the intended purpose of a drama/theatre work appeals to a specific audience. ●​ Standard 6.T.R.4: Give and accept constructive and supportive feedback; analyze and describe strengths and weaknesses of own work. ●​ Standard 6.T.R.5: Articulate and justify criteria to evaluate what is seen, heard, and understood in classroom dramatizations and dramatic performances. ●​ Standard 6.T.R.6: Recognize and share artistic choices when participating in or observing a drama/theatre work. ●​ Standard 6.T.R.7: Identify and explain why artistic choices are made in a drama/theatre wor k.

CONNECT

Students will synthesize and relate knowledge from personal and collaborative experience to make and receive art. They will relate artistic ideas and works with societal, cultural and historical context to deepen understanding. (Standards 6.T.CO .1-3).

●​ Standard 6.T.CO.1: Explain how drama connects oneself to one's community or culture. ●​ Standard 6.T.CO.2: Read plays and stories from a variety of cultures and historical periods, and identify the characters, setting, plot, theme, and conflict to better understand performance and design choices. ●​ Standard 6.T.CO.3: Investigate universal or common social issues and express them through a drama/theatre work.

Utah Core Standards Secondary Theatre - Grade 7-8

CREATE

Students will conceptualize, generate, develop, and organize artistic ideas and work. They will complete and refine theatre works. (Standards 7-8.T.CR.1-8).

●​ Standard 7-8.T.CR.1: Develop imagination to create artistic ideas and work.

●​ Standard 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.

●​ Standard 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.

●​ Standard 7-8.T.CR.4: Define roles, identify responsibilities, and participate in group decision making.

●​ Standard 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.

●​ Standard 7-8.T.CR.6: Create and sustain a believable character throughout a scripted or improvised scene.

●​ Standard 7-8.T.CR.7: Recognize that participating in the rehearsal process is necessary to refine and revise.

●​ Standard 7-8.T.CR.8: Imagine and explore multiple perspectives and solutions to staging problems 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 drama/theatre works. (Standards 7-8.T.P.1-9). ●​ Standard 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.

●​ Standard 7-8.T.P.2: Perform as a productive and responsible member of an acting ensemble in both rehearsal and performance situations.

●​ Standard 7-8.T.P.3: Observe, listen, and respond in character to other actors throughout a scripted or improvised scene.

●​ Standard 7-8.T.P.4: Communicate meaning using the body through space, shape, energy, and gesture.

●​ Standard 7-8.T.P.5: Communicate meaning using the voice through volume, pitch, tone, rate, and clarity.

●​ Standard 7-8.T.P.6: Use imagination to inform artistic choices.

●​ Standard 7-8.T.P.7: Identify appropriate stage properties and technical elements for a given production.

●​ Standard 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.

●​ Standard 7-8.T.P.9: Perform a variety of dramatic works for peers or invited audiences.

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 7-8.T.R.1-7).

●​ Standard 7-8.T.R.1: Describe and demonstrate audience skills of observing attentively and responding appropriately in classroom presentations, rehearsals, and live performance settings.

●​ Standard 7-8.T.R.2: Justify responses based on personal experiences when participating in or observing a drama/theatre work.

●​ Standard 7-8.T.R.3: Formulate a deeper understanding and appreciation of a drama/ theatre work by considering its specific purpose or intended audience.

●​ Standard 7-8.T.R.4: Demonstrate the ability to receive and act upon coaching, feedback, and constructive criticism.

●​ Standard 7-8.T.R.5: Examine a drama/theatre work using supporting evidence and criteria, while considering art forms, history, culture, and other disciplines.

●​ Standard 7-8.T.R.6: Describe and analyze how artists make choices based on personal experience in a drama/theatre work.

●​ Standard 7-8.T.R.7: Identify and explain why artistic choices are made in a drama/theatre work.

CONNECT

Students will synthesize and relate knowledge from personal and collaborative experience to make and receive art. They will relate artistic ideas and works with societal, cultural and historical context to deepen understanding. (Standards 7-8.T.CO.1-3).

●​ Standard 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 Effective Practices

Skill

Canyons District Best Practices (Instructional Priorities)

What it looks like in Theater

OTRs

●​ Actively engage ALL students in learning; students are active when they are saying, writing, or doing. ●​ Pace instruction to allow for frequent student responses. ●​ Call on a wide variety of students throughout each period.

●​

Students are actively: stretching, breathing, relaxing muscles, creating body flexibility, doing vocal exercises, rehearsing, watching, moving,

critiquing, reading, running lights and equipment, acting, creating props, etc. throughout each class period.

●​ ●​ ●​ ●​ ●​

Choral response

Cold calling

Thumbs up/down

Fist to Five

Specific verbal or written peer feedback

Scaffolded Instruction & Grouping

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

●​ Students are assigned roles and materials appropriate for their level of experience. ●​ Listening/observational data is used to make immediate corrections. ●​ Students rehearse specific deficits as whole group, small group, or individually as needed throughout the class period ●​ Peer feedback/discussion takes place often. 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. Strategies for observations: ●​ 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. Provide meaningful feedback/assessment: ●​ Use daily outcomes/objectives to guide verbal feedback ●​ Use rubrics with specific criteria for written feedback. ●​ Provide positive reinforcement of individual strengths.

Instructional Agility & Feedback

Teacher Clarity & Assessment

●​ 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. Examples: (Since acting/theatre is all about skill development, AAA is done throughout rehearsal/activities) ●​ Teach skills through demonstration, explanations, examples, teacher modeling ●​ Students practice whole group, sections, or individually ●​ Students apply skill to dramatic works ●​ Verbal discussion or written analysis of conclusions that can be drawn about a particular character. ●​ Adapting a set or prop to fit the space and what is available. ●​ Answering, what would happen if? ●​ Improvising short scenes based on teacher provided criteria. 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. Examples of DOK 3: Examples of DOK 4: ●​ Directing a one-act show, creating a complete

Instructional Hierarchy: AAA

●​ Explicitly teach a skill to students by explaining, demonstrating, and modeling. ●​ Build the skill through practice and use, to gain automaticity. ●​ Provide students with multiple opportunities to apply the skill.

DOK 3: 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. DOK 4: 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.

DOK 3 & 4