PART THREE - REFLECTION AND ASSESSMENTBy KAREN LOFTUS

Part Three provides a Post-Performance Reflection. Unpack the experience with students, reflect back on what went right andwhat could be changed for next time. A written Reflection is included as well as a Rubric for student production binders.

1 - ReflectionReflection and post-mortem ideas and exercises.

2 - AssessmentThe production binder is the final assessment. A checklist andrubric is included.

3 - TroubleshootingThe Production Classroom has its challenges. The scenariosincluded are designed to help you to think about somepotential barriers to having a successful production.

Standards ConnectionsCommon CoreSpeaking and Listening

CCSS.ELA-LITERACY.CCRA.SL.1 - Prepare for and participateeffectively in a range of conversations and collaborations withdiverse partners, building on others' ideas and expressingtheir own clearly and persuasively.

CCSS.ELA-LITERACY.CCRA.SL.2 - Integrate and evaluateinformation presented in diverse media and formats,including visually, quantitatively, and orally.

CCSS.ELA-LITERACY.CCRA.SL.3 - Evaluate a speaker's pointof view, reasoning, and use of evidence and rhetoric.

CCSS.ELA-LITERACY.CCRA.SL.4 - Present information,findings, and supporting evidence such that listeners canfollow the line of reasoning and the organization,development, and style are appropriate to task, purpose, andaudience.

CCSS.ELA-LITERACY.CCRA.SL.5 - Make strategic use ofdigital media and visual displays of data to expressinformation and enhance understanding of presentations.

CCSS.ELA-LITERACY.CCRA.SL.6 - Adapt speech to a varietyof contexts and communicative tasks, demonstratingcommand of formal English when indicated or appropriate.

LanguageCCSS.ELA-LITERACY.CCRA.L.1 - Demonstrate command of

the conventions of standard English grammar and usagewhen writing or speaking.

CCSS.ELA-LITERACY.CCRA.L.2 - Demonstrate command ofthe conventions of standard English capitalization,punctuation, and spelling when writing.

CCSS.ELA-LITERACY.CCRA.L.4 - Determine or clarify themeaning of unknown and multiple-meaning words andphrases by using context clues, analyzing meaningful wordparts, and consulting general and specialized referencematerials, as appropriate.

CCSS.ELA-LITERACY.CCRA.L.6 - Acquire and use accurately arange of general academic and domain-specific words andphrases sufficient for reading, writing, speaking, and listeningat the college and career readiness level; demonstrateindependence in gathering vocabulary knowledge whenencountering an unknown term important to comprehensionor expression.

Reading: LiteratureCCSS.ELA-LITERACY.RL.9-10.1 - Cite strong and thorough

textual evidence to support analysis of what the text saysexplicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.RL.9-10.4 - Determine the meaning ofwords and phrases as they are used in the text, includingfigurative and connotative meanings; analyze the cumulativeimpact of specific word choices on meaning and tone (e.g.,how the language evokes a sense of time and place; how itsets a formal or informal tone).

LanguageCCSS.ELA-LITERACY.L.9-10.1 - Demonstrate command of the

conventions of standard English grammar and usage whenwriting or speaking.

CCSS.ELA-LITERACY.L.9-10.2 - Demonstrate command of theconventions of standard English capitalization, punctuation,and spelling when writing.

CCSS.ELA-LITERACY.L.9-10.4 - Determine or clarify themeaning of unknown and multiple-meaning words andphrases based on grades 9-10 reading and content, choosingflexibly from a range of strategies.

WritingCCSS.ELA-LITERACY.W.9-10.2 - Write

informative/explanatory texts to examine and convey

complex ideas, concepts, and information clearly andaccurately through the effective selection, organization, andanalysis of content.

CCSS.ELA-LITERACY.W.9-10.4 - Produce clear and coherentwriting in which the development, organization, and style areappropriate to task, purpose, and audience.

CCSS.ELA-LITERACY.W.9-10.9 - Draw evidence from literaryor informational texts to support analysis, reflection, andresearch.

National Core Arts StandardsTH:Re8.1: Interpret intent and meaning in artistic work- Grade 8

TH:Re8.1.8.a - Recognize and share artistic choices whenparticipating in or observing a drama/theatre work.

TH:Cn11.2: Relate artistic ideas and works withsocietal, cultural, and historical context to deepenunderstanding - Grade 6

TH:Cn11.2.6.b - Investigate the time period and place of adrama/theatre work to better understand performance anddesign choices.

TH:Cr2.1: Organize and develop artistic ideas and work- Grade HS Proficient

TH:Cr2.1.HSI.b - Investigate the collaborative nature of theactor, director, playwright, and designers and explore theirinterdependent roles in a drama/theatre work.

TH:Cr3.1: Refine new work through play, dramaprocesses and theatre experiences using criticalanalysis and experimentation - Grade HS Advanced

TH:Cr3.1.HSIII.b - Synthesize ideas from research, scriptanalysis, and context to create a performance that isbelievable, authentic, and relevant in a drama/theatre work.

TH:Cr3.1: Refine new work through play, dramaprocesses and theatre experiences using criticalanalysis and experimentation - Grade HS Accomplished

TH:Cr3.1.HSII.a - Use the rehearsal process to analyze thedramatic concept and technical design elements of a devisedor scripted drama/theatre work.

TH:Cr3.1.HSII.b - Use research and script analysis to revisephysical, vocal, and physiological choices impacting thebelievability and relevance of a drama/ theatre work.

TH:Cr3.1: Refine new work through play, dramaprocesses and theatre experiences using criticalanalysis and experimentation - Grade HS Proficient

TH:Cr3.1.HSI.b - Explore physical, vocal and physiologicalchoices to develop a performance that is believable,authentic, and relevant to a drama/theatre work.

TH:Cr3.1.HSI.c - Refine technical design choices to supportthe story and emotional impact of a devised or scripteddrama/ theatre work.

TH:Cr3.1: Refine new work through play, dramaprocesses and theatre experiences using criticalanalysis and experimentation - Grade 8

TH:Cr3.1.8.b - Refine effective physical, vocal, andphysiological traits of characters in an improvised or scripteddrama/ theatre work.

TH:Cr3.1.8.c - Implement and refine a planned technicaldesign using simple technology during the rehearsal processfor devised or scripted drama/ theatre work.

TH:Cr3.1: Refine new work through play, dramaprocesses and theatre experiences using criticalanalysis and experimentation - Grade 7

TH:Cr3.1.7.a - Demonstrate focus and concentration in therehearsal process to analyze and refine choices in a devised

or scripted drama/theatre work.TH:Cr3.1.7.b - Develop effective physical and vocal traits of

characters in an improvised or scripted drama/theatre workTH:Cr3.1.7.c - Consider multiple planned technical design

elements during the rehearsal process for a devised orscripted drama/theatre work.

TH:Cr2.1: Organize and develop artistic ideas and work- Grade HS Advanced

TH:Cr2.1.HSIII.b - Collaborate as a creative team to discoverartistic solutions and make interpretive choices in a devisedor scripted drama/theatre work.

TH:Cr2.1: Organize and develop artistic ideas and work- Grade HS Accomplished

TH:Cr2.1.HSII.b - Cooperate as a creative team to makeinterpretive choices for a drama/theatre work.

TH:Cr2.1: Organize and develop artistic ideas and work- Grade 8

TH:Cr2.1.8.b - Share leadership and responsibilities todevelop collaborative goals when preparing or devisingdrama/theatre work.

TH:Cr2.1: Organize and develop artistic ideas and work- Grade 7

TH:Cr2.1.7.b - Demonstrate mutual respect for self andothers and their roles in preparing or devising drama/theatrework.

TH:Cr1.1: Generate and conceptualize artistic ideasand work - High School Advanced

TH:Cr1.1.HSIII.b - Create a complete design for adrama/theatre work that incorporates all elements oftechnology.

TH:Cr1.1: Generate and conceptualize artistic ideasand work - High School Accomplished

TH:Cr1.1.HSII.b - Understand and apply technology todesign solutions for a drama/theatre work.

TH:Cr1.1: Generate and conceptualize artistic ideasand work - High School Proficient

TH:Cr1.1.HSI.a - Apply basic research to construct ideasabout the visual composition of a drama/theatre work.

TH:Cr1.1.HSI.b - Explore the impact of technology on designchoices in a drama/theatre work.

TH:Cr1.1.HSI.c - Use script analysis to generate ideas abouta character that is believable and authentic in adrama/theatre work.

TH:Cr1.1: Generate and conceptualize artistic ideasand work - Grade 8

TH:Cr1.1.8.a - Imagine and explore multiple perspectivesand solutions to staging problems in a drama/ theatre work.

TH:Cr1.1.8.b - Imagine and explore solutions to designchallenges of a performance space in a drama/theatre work.

TH:Cr1.1: Generate and conceptualize artistic ideasand work - Grade 7

TH:Cr1.1.7.a - Investigate multiple perspectives andsolutions to staging challenges in a drama/theatre work.

TH:Cr1.1.7.b - Explain and present solutions to designchallenges in a drama/ theatre work.

TH:Pr6.1: Convey meaning through the presentation ofartistic work - Grade HS Proficient

TH:Pr6.1.HSI.a - Perform a scripted drama/theatre work for aspecific audience.

TH:Pr6.1: Convey meaning through the presentation ofartistic work - Grade 8

TH:Pr6.1.8.a - Perform a rehearsed drama/theatre work for

an audience.

TH:Pr6.1: Convey meaning through the presentation ofartistic work - Grade 7

TH:Pr6.1.7.a - Participate in rehearsals for a drama/theatrework that will be shared with an audience.

TH:Pr5.1: Develop and refine artistic techniques andwork for presentation - Grade HS Advanced

TH:Pr5.1.HSIII.b - Explain and justify the selection oftechnical elements used to build a design that communicatesthe concept of a drama/theatre production.

TH:Cr1.1: Generate and conceptualize artistic ideasand work - Grade 6

TH:Cr1.1.6.a - Identify possible solutions to stagingchallenges in a drama/theatre work.

TH:Cr1.1.6.b - Identify solutions to design challenges in adrama/theatre work.

TH:Cr1.1.6.c - Explore a scripted or improvised character byimagining the given circumstances in a drama/theatre work.

TH:Pr5.1: Develop and refine artistic techniques andwork for presentation - Grade 7

TH:Pr5.1.7.b - Choose a variety of technical elements thatcan be applied to a design in a drama/theatre work.

TH:Pr4.1: Select, analyze, and interpret artistic workfor presentation - Grade HS Accomplished

TH:Pr4.1.HSII.b - Identify essential text information,research from various sources, and the director’s concept thatinfluence character choices in a drama/theatre work.

California VAPA Standards (2001)GRADE EIGHT - 1.0 ARTISTIC PERCEPTION

1.1 - Development of the Vocabulary of Theatre - Use thevocabulary of theatre, such as ensemble, proscenium, thrust,and arena staging, to describe theatrical experiences.

GRADE SEVEN - 2.0 CREATIVE EXPRESSION2.2 - Development of Theatrical Skills - Maintain a rehearsal

script/ notebook to record directions and blocking.

GRADE SEVEN - 1.0 ARTISTIC PERCEPTION1.1 - Development of the Vocabulary of TheatreUse the

vocabulary of theatre, such as playwright, rehearsal, dressrehearsal, run-through, and cold reading, to describetheatrical experiences.

GRADE 9-12 PROFICIENT - 1.0 ARTISTIC PERCEPTION1.1 - Development of the Vocabulary of Theatre - Use the

vocabulary of theatre, such as acting values, style, genre,design, and theme, to describe theatrical experiences

GRADE SIX - 2.0 CREATIVE EXPRESSION2.2 - Creation/Invention in Theatre - Use effective vocal

expression, gesture, facial expression, and timing to createcharacter.

GRADES 9-12 ADVANCED - 5.0 CONNECTIONS,RELATIONSHIPS, APPLICATIONS

5.2 - Careers and Career-Related Skills - Demonstrate theability to create rehearsal schedules, set deadlines, organizepriorities, and identify needs and resources whenparticipating in the production of a play or scene.

5.3 - Careers and Career-Related Skills - Communicatecreative, design, and directorial choices to ensemblemembers, using leadership skills, aesthetic judgment, orproblem-solving skills.

GRADES 9-12 ADVANCED - 2.0 CREATIVE EXPRESSION2.1 - Development of Theatrical Skills - Make acting choices,

using script analysis, character research, reflection, andrevision to create characters from classical, contemporary,realistic, and nonrealistic dramatic texts.

2.3 - Creation/Invention in Theatre - Work collaboratively asdesigner, producer, or actor to meet directorial goals inscenes and plays from a variety of contemporary andclassical playwrights.

GRADES 9-12 ADVANCED - 1.0 ARTISTIC PERCEPTION1.1 - Development of the Vocabulary of Theatre - Use the

vocabulary of theatre, such as genre, style, acting values,theme, and design, to describe theatrical experiences.

GRADE 9-12 PROFICIENT - 5.0 CONNECTIONS,RELATIONSHIPS, APPLICATIONS

5.2 - Careers and Career-Related Skills - Manage time,prioritize responsibilities, and meet completion deadlines fora production as specified by group leaders, team members, ordirectors.

GRADE 9-12 PROFICIENT - 2.0 CREATIVE EXPRESSION2.1 - Development of Theatrical Skills - Make acting choices,

using script analysis, character research, reflection, andrevision through the rehearsal process.

California VAPA Standards (2019)8.TH:Re8 Interpret intent and meaning in artistic work.

8.TH.Re8.a - Recognize and share artistic choices whenparticipating in or observing a drama/theatre work.

6.TH:Cn11.2 Relate artistic ideas and works withsocietal, cultural, and historical context to deepenunderstanding.

6.TH:Cn11.2.b - Investigate the time period and place of adrama/theatre work to better understand performance anddesign choices.

Prof.TH:Cr2 Organize and develop artistic ideas andwork.

Prof.TH:Cr2.b - Investigate the collaborative nature of theactor, director, playwright, and designers and theirinterdependent roles in a drama/theatre work.

Adv.TH:Cr3 Refine and complete artistic work.Adv.TH:Cr3.b - Synthesize ideas from research, script

analysis, and context to create a performance that isbelievable, authentic, and relevant in a drama/theatre work.

Acc.TH:Cr3 Refine and complete artistic work.Acc.TH:Cr3.a - Use the rehearsal process to analyze the

dramatic concept and design elements of a devised orscripted drama/theatre work.

Acc.TH:Cr3.b - Use research and script analysis to revisephysical, vocal, and physiological choices impacting thebelievability and relevance of a drama/ theatre work.

Prof.TH:Cr3 Refine and complete artistic work.Prof.TH:Cr3.b - Explore physical, vocal and physiological

choices to develop a performance that is believable,authentic, and relevant to a drama/theatre work.

Prof.TH:Cr3.c - Refine design choices using technical theatreelements to support the story and emotional impact of adevised or scripted drama/theatre work.

8.TH:Cr3 Refine and complete artistic work.8.TH:Cr3.b - Refine effective physical, vocal, and

physiological traits of characters in an improvised or scripteddrama/ theatre work.

8.TH:Cr3.c - Implement and refine a planned design usingtechnical theatre elements during the rehearsal process fordevised or scripted drama/theatre work.

7.TH:Cr3 Refine and complete artistic work.7.TH:Cr3.a - Demonstrate focus and concentration in the

rehearsal process to analyze and refine choices in a devisedor scripted drama/theatre work.

7.TH:Cr3.b - Develop effective physical and vocal traits ofcharacters in an improvised or scripted drama/theatre work.

7.TH:Cr3.c - Consider multiple planned technical theatreelements and designs during the rehearsal process for adevised or scripted drama/theatre work.

Adv.TH:Cr2 Organize and develop artistic ideas andwork.

Adv.TH:Cr2.b - Collaborate as a creative team to discoverartistic solutions and make interpretive choices in a devisedor scripted drama/theatre work.

Acc.TH:Cr2 Organize and develop artistic ideas andwork.

Acc.TH:Cr2.b - Cooperate as a creative team to makeinterpretive choices for a drama/theatre work.

8.TH:Cr2 Organize and develop artistic ideas and work.8.TH:Cr2.b - Share leadership and responsibilities to

develop collaborative goals when preparing or devisingdrama/theatre work.

7.TH:Cr2 Organize and develop artistic ideas and work.7.TH:Cr2.b - Demonstrate mutual respect for self and others

and their roles in preparing or devising drama/theatre work.

Adv.TH:Cr1 Generate and conceptualize artistic ideasand work.

Adv.TH:Cr1.c - Create a complete design for adrama/theatre work that incorporates all technical theatreelements.

Acc.TH:Cr1 Generate and conceptualize artistic ideasand work.

Acc.TH:Cr1.c - Understand and apply technical theatreelements to design solutions for a drama/theatre work.

Prof.TH:Cr1 Generate and conceptualize artistic ideasand work

Prof.TH:Cr1.a - Apply basic research to construct ideasabout the visual composition of a drama/theatre work.

Prof.TH:Cr1.c - Explore the impact of technical theatreelements on design choices in a drama/theatre work.

Prof.TH:Cr1.b - Use script analysis to generate ideas about acharacter that is believable and authentic in a drama/theatrework.

8.TH:Cr1 Generate and conceptualize artistic ideas andwork

8.TH:Cr1.a - Imagine and explore multiple perspectives andsolutions to staging problems in a drama/ theatre work.

8.TH:Cr1.c - Imagine and explore solutions to designchallenges of a performance space in a drama/theatre work.

7.TH:Cr1 Generate and conceptualize artistic ideas andwork

7.TH:Cr1.a - Investigate multiple perspectives and solutionsto staging challenges in a drama/theatre work.

7.TH:Cr1.c - Explain and present solutions to designchallenges in a drama/ theatre work.

Prof.TH:Pr6 Convey meaning through the presentationof artistic work.

Prof.TH:Pr6 - Perform a rehearsed, scripted shortdrama/theatre work for a specific audience.

8.TH:Pr6 Convey meaning through the presentation ofartistic work.

8.TH:Pr6 - Perform a rehearsed, scripted scene from a

drama/theatre work for an audience.

7.TH:Pr6 Convey meaning through the presentation ofartistic work.

67TH:Pr6 - Create through improvisation a drama/theatrework that will be shared with an audience.

Adv.TH:Pr5 Develop and refine artistic techniques andwork for presentation.

Adv.TH:Pr5.b - Explain and justify the selection of technicaltheatre elements used to build a design that communicatesthe concept of a drama/theatre production.

6.TH:Cr1 Generate and conceptualize artistic ideas andwork

6.TH:Cr1.a - Identify possible solutions to staging challengesin a drama/theatre work.

6.TH:Cr1.c - Identify solutions to design challenges in adrama/theatre work.

6.TH:Cr1.b - Explore a scripted or improvised character byimagining the given circumstances in a drama/theatre work.

7.TH:Pr5 Develop and refine artistic techniques andwork for presentation.

7.TH:Pr5.b - Choose a variety of technical theatre elementsthat can be applied to a design in a drama/theatre work.

Acc.TH:Pr4 Select, analyze, and interpret artistic workfor presentation.

Acc.TH:Pr4.b - Identify essential text information, researchfrom various sources, and the director’s concept thatinfluence character choices in a drama/theatre work.

Florida Sunshine State StandardsCritical Thinking & Reflection

TH.912.C.1.2 - Create, refine, and sustain complex andbelievable characters for performance through the integrationand application of artistic choices based on research,rehearsal, feedback, and refinement.

TH.912.C.1.4 - Research and define the physical/visualelements necessary to create theatrical reality for a specifichistorical and/or geographical play.

TH.912.C.1.5 - Make and defend conscious choices in thecreation of a character that will fulfill anticipated audienceresponse.

TH.912.C.1.7 - Justify personal perceptions of a director'svision and/or playwright's intent.

TH.912.C.2.1 - Explore and describe possible solutions toproduction or acting challenges and select the solution mostlikely to produce desired results.

TH.912.C.2.5 - Analyze the effect of rehearsal sessionsand/or strategies on refining skills and techniques by keepinga performance or rehearsal journal/log.

TH.912.C.2.7 - Accept feedback from others, analyze it forvalidity, and apply suggestions appropriately to futureperformances or designs.

TH.912.C.2.8 - Improve a performance or project usingvarious self-assessment tools, coaching, feedback, and/orconstructive criticism.

Historical & Global ConnectionsTH.912.H.2.3 - Weigh and discuss, based on analysis of

dramatic texts, the importance of cultural protocols andhistorical accuracy for artistic impact.

TH.912.H.2.5 - Apply knowledge of dramatic genres andhistorical periods to shape the work of performers, directors,and designers.

Innovation, Technology & the FutureTH.912.F.1.1 - Synthesize research, analysis, and

imagination to create believable characters and settings.TH.912.F.2.4 - Apply the skills necessary to be an effective

director, designer, stage manager, and/or technician in themounting of a theatrical performance.

TH.912.F.3.2 - Develop a production budget for ahypothetical performance, using real-world numbers, anddetermine how much to charge the audience in order to covercosts.

TH.912.F.3.3 - Exhibit independence, discipline, andcommitment to the theatre process when working onassigned projects and productions.

TH.912.F.3.7 - Use social networking or othercommunication technology appropriately to advertise for aproduction or school event.

Organizational StructureTH.912.O.1.1 - Research and analyze a dramatic text by

breaking it down into its basic, structural elements to supportdevelopment of a directorial concept, characterization, anddesign.

TH.912.O.1.3 - Execute the responsibilities of director,designer, manager, technician, or performer by applyingstandard theatrical conventions.

TH.912.O.3.6 - Apply standard drafting conventions forscenic, lighting, and sound design to create production designdocuments.

TH.912.O.3.7 - Apply standard conventions of directing,stage management, and design to denote blocking and stagemovement for production documentation.

Skills, Techniques & ProcessesTH.912.S.1.3 - Develop criteria that may be applied to the

selection and performance of theatrical work.TH.912.S.1.7 - Interpret dramatic texts, organize and

conduct rehearsals, and justify directorial choices for formaland informal productions.

TH.912.S.1.8 - Use research to extract clues in dramatictexts to create performances or technical elements, choosingthose that are most interesting and that best convey dramaticintent.

TH.912.S.2.1 - Create one or more technical designdocuments for a theatrical production.

TH.912.S.2.2 - Apply technical knowledge of safetyprocedures and demonstrate safe operation of theatreequipment, tools, and raw materials.

TH.912.S.2.3 - Demonstrate an understanding of a dramaticwork by developing a character analysis for one or more of itsmajor characters and show how the analysis clarifies thecharacter's physical and emotional dimensions.

TH.912.S.2.7 - Create a prompt book to organizedramaturgy, blocking, and play analysis to demonstrateunderstanding of the production process and the jobresponsibilities of a director or stage manager.

TH.912.S.2.9 - Research and defend one's own artisticchoices as a designer.

TH.912.S.3.1 - Articulate, based on research, the rationalefor artistic choices in casting, staging, or technical design fora scene from original or scripted material.

TH.912.S.3.2 - Exercise artistic discipline and collaborationto achieve ensemble in rehearsal and performance.

TH.912.S.3.3 - Develop acting skills and techniques in therehearsal process.

TH.912.S.3.9 - Research, analyze, and explain the processesthat playwrights, directors, designers, and performers usewhen developing a work that conveys artistic intent.

Georgia Performance Standards

2010 - Theatre ArtsGrade 9-12 - ADVANCED DRAMA IV

TAHSADIV.3 - Acting by developing, communicating, andsustaining roles within a variety of situations andenvironments, a. Examines the skills and tasks associatedwith acting on stage, b. Explores the development of anactor's skills and resources, c. Creates characters using thetools and resources of acting to a variety of formal andinformal performances, d. Analyzes and applies observationskills for character creation, e. Applies knowledge of theatreproduction and management in an actual production

TAHSADIV.4 - Designing and executing artistic and technicalelements of theatre, a. Engages in script analysis from theperspective of technical theatre collaborators, b. Plans andcreates technical elements of a theatrical production, c.Collaborates with other members of a creative team to createand execute formal and informal theatrical performances, d.Engages in peer leadership experiences including design andtechnical direction

TAHSADIV.5 - Directing by conceptualizing, organizing, andconducting rehearsals for performance, a. Examines thestructure of the rehearsal process, b. Creates a prompt scriptwith blocking notation for a 2-3 character scene, c. Developsa rehearsal schedule to prepare a scene for performance, d.Collaborates on formal and information theatricalperformances, e. Engages in peer leadership experiences inthe direction of a short play

TAHSADIV.6 - Researching cultural and historical informationto support artistic choices, a. Explores the relationshipbetween research and theatrical production, b. Engages inmeaningful cultural and historical research to support formalor informal theatrical performance, c. Develops and executesa presentation or lobby display that summarizes the impact ofcultural and historical research on a theatrical production

TAHSADIV.7 - Integrating various art forms, other contentareas, and life experiences to create theatre, a. Examineshow theatre incorporates all art forms via a collaborativeprocess, b. Explores the relationship between theatre andother non-arts disciplines, c. Synthesizes concepts and skillsfrom other disciplines to create theatre

TAHSADIV.9 - Exploring the business of theatre, a. Explorescareers in theatre through participation in various productionroles and activities, b. Articulates how participation in theatreequips students for success in careers within and outside thetheatre community, c. Examines and critiques the structureand standard operating procedures of commercial,professional, amateur, and educational theatre organizations,d. Researches and assesses career opportunities in theatreproduction and management, e. Assesses the interrelatedresponsibilities of the various roles involved in production andmanagement

GRADE 11-12 - THEATRE MARKETINGTAHSTM.1 - Analyzing and constructing meaning from

theatrical dramatic literature, and electronic media, a.Engages in script analysis and study as a means ofdeveloping a marketing plan, b. Utilizes theatre and contentknowledge to contribute to the building of a balanced season,c. Creates narratives of varying length for use in marketingefforts

TAHSTM.2 - Directing by conceptualizing, organizing, andconducting rehearsals for performance, a. Identifies theresponsibilities and tasks of a marketing team, b. Coordinateswith directors and other organizational leaders to develop acalendar of marketing activities, c. Collaborates on theplanning and execution of formal and informal marketingactivities

TAHSTM.3 - Researching cultural and historical informationto support artistic choices, a. Engages in production research

to gather marketing information, b. Plans for and engages inmarket research to develop an audience base, c. Developsand implements a marketing plan that incorporates theknowledge gained through research efforts

TAHSTM.4 - Integrating various art forms, other contentareas, and life experiences to create theatre, a. Examines therelationship between the marketing team other collaboratorsin theatrical production, b. Analyzes a variety of angles fromwhich various press releases might be produced (e.g.,production areas, cast, production history,personality/biography), c. Creates and implements variouspress releases and other marketing efforts directed atreaching specific target markets

TAHSTM.5 - Examining the roles of theatre as a reflection ofpast and present civilizations, a. Examinesperformance/production history of plays scheduled forproduction, b. Explores the reception and reaction ofproductions in other communities, c. Applies knowledge ofappropriate historic and cultural reactions to a marketing plan

TAHSTM.6 - Exploring the business of theatre, a. Examinesexisting and develops original marketing plans, budgets, andcalendars, b. Develop an audience and patron data base, c.Implements and assesses the effectiveness of marketingefforts

TAHSTM.7 - Critiquing various aspects of marketing fortheatre and other media using appropriate supportingevidence, a. Designs, implements, and assesses a marketingplan, b. Records and analyzes trends in the local market, c.Evaluates the success of marketing efforts for individualevents and the season as a whole

Grade 9-12 - TECHNICAL THEATRE IVTAHSTTIV.1 - Designing and executing artistic and technical

elements of theatre, a. Applies solutions to technical theatreproblem, b. Develops and maintains a portfolio of best worksthat illuminate and reflect growth, knowledge, and skills as atheatrical technician and designer, c. Compares and contrastshow nature, social life, and visual art practices and productsinfluence and affect design choices for theatre, film,television, and electronic media productions in the past andthe present, d. Applies the components, functions, andoperations of technical theatre elements, including lighting,scenery, costuming, makeup, properties, and sound

TAHSTTIV.2 - Designing and executing artistic and technicalelements of theatre (Scenery and Properties), a. Buildsscenery and properties from original ground plans and setdesigns for a production, b. Serves as technical director, shopsupervisor, or in other leadership roles on the technicalelements of a production

TAHSTTIV.3 - Designing and executing artistic costumes andmake-up, a. Implements costume and make-up designs for adramatic work in a formal setting, b. Designs and creates agarment pattern

TAHSTTIV.4 - Designing and executing artistic and technicalelements of theatre (Costume and Make-up), a. Designs anoriginal lighting or sound plot for a variety of dramatic works,b. Implements lighting designs for a dramatic work in a formaltheatre setting, c. Implements sound designs for a dramaticwork in a formal setting

TAHSTTIV.5 - Designing and executing artistic and technicalelements of theatre (Stage Management), a. Createsproduction and rehearsal schedules, contact sheets, and cuesheets, b. Serves as a stage manager or assistant stagemanager for a production

TAHSTTIV.6 - Researching cultural and historical informationto support artistic choices, a. Analyzes a variety of dramaticworks for color, style, line, texture, and technicalrequirements influenced by history and culture, b.Researches, justifies, and illustrates historical, cultural, and

symbolic image and sound choices to interpret a variety ofdramatic works for productions

TAHSTTIV.7 - Examining the roles of theatre as a reflectionof past and present civilizations, a. Analyzes the effects oftechnical theatre and media on the mores and politics ofcurrent and past cultures, b. Creates and articulates thereasoning behind design concepts that reflect the influence ofsocial, political and economic standards

Grade 9-12 - TECHNICAL THEATRE IIITAHSTTIII.1 - Designing and executing artistic and technical

elements of theatre, a. Designs and creates programs,posters, and two or more of the following for a theatre, film,television, or electronic media production: tickets, flyers, printads, print media, or public service announcements fortelevision or radio, b. Interprets a formal production, usingcostumes, props, and make-up to support the interpretation,c. Analyzes safety practices and procedures relevant totechnical theatre, including practices related to emotional andphysical well-being, d. Identifies and uses properties,costumes, scenery, lighting, and sound to define and supportcharacter, environment, mood, action, and theme and to alterspace to create suitable environments for dramatic play andperformance, e. Demonstrates the use of observation fromnature, society, or research as a means to enhance the script,performance, or design.

TAHSTTIII.2 - Designing and executing artistic and technicalelements of theatre (Scenery and Properties), a. Creates ascale model of a three-dimensional form from designdrawings, b. Builds a scale model of a setting for a stage orfilm/video, c. Designs and implements technical elements fortheatre, film/video, and electronic media productions basedon designs from a concept and in collaboration with a director

TAHSTTIII.3 - Designing and executing artistic and technicalelements of theatre (Costumes and Make-up), a. Designs andrealizes at least one original costume rendering for a theatreproduction or classroom exercise, b. Creates and realizes atleast one make-up rendering for a theatre production orclassroom exercise

TAHSTTIII.4 - Designing and executing artistic and technicalelements of theatre (Lighting and Sound), a. Creates andimplements a functional light or sound plot for a formalproduction for stage, film, television, or electronic media, b.Designs an original sound plot for a variety of dramatic works

TAHSTTIII.5 - Designing and executing artistic and technicalelements of theatre (Stage Management), a. Executes theduties and responsibilities of a crew head and/or crewmember to stage a variety of dramatic works, b. Exploresprinciples of theatre management, administration, and theproduction process

TAHSTTIII.6 - Researching cultural and historical informationto support artistic choices, a. Researches and describesappropriate historical and contemporary production designsfrom a variety of dramatic works for formal and informaltheatre, film, video, and electronic media productions, b.Identifies and explains the historical and cultural influenceson the visual and aural elements from a variety of works suchas fairy tales, books, and plays

Grade 9-12 - TECHNICAL THEATRE IITAHSTTII.1 - Designing and executing artistic and technical

elements of theatre, a. Interprets, prepares, and presentselements of technical theatre to enhance a scene, b. Createsa two-dimensional study of a three-dimensional object, usingscale drawings, perspective drawings, blueprints, or computerrenderings to design scenery, costumes, and properties, c.Analyzes and justifies design choices, d. Applies theprinciples, elements, characteristics, and functions of designto a theatrical production, e. Analyzes dramatic texts fortheme/s, settings, era, style, genre, and characters to

determine technical requirements, f. Applies knowledge ofdesign principles and elements to set and property design,costumes, lighting, sound, and makeup, g. Collaborates withthe director to develop concepts that convey themetaphorical nature of theatre, film/video, and electronicmedia productions, h. Incorporates the use of technologicaladvances in theatre and other disciplines to create formal andinformal theatre, film/video, and electronic media productions

TAHSTTII.2 - Designing and executing artistic and technicalelements of theatre, a. Develops designs that use visualelements to clearly convey environments suggested by thetext, b. Illustrates the use of line, shape, texture, color, space,and balance to represent the environment of a plot, c.Designs original ground plans and set designs for a variety ofdramatic works, d. Develops technical designs based ondesign concepts (e.g., musical and visual art principles) thatmeet the requirements of the dramatic work, film/video, andelectronic media production

TAHSTTII.3 - Designing and executing artistic and technicalelements of theatre (Costumes and Make-up), a. Appliesconstruction techniques and materials for creating costumes,b. Investigates alternative strategies for obtaining costumes,c. Engages in proper safety practices in the creation ofcostumes and the application of make-up

TAHSTTII.4 - Designing and executing artistic and technicalelements of theatre (Lighting and Sound), a. Appliesestablished principles, elements, and techniques of lightingand sound design for a theatrical production, b. Analyzes andsafely applies basic techniques of theatrical lighting andsound production such as using color gels, designing andreading a light plot and instrument schedule, and selecting ordesigning sound effects and background music, c. Usesavailable lighting sources to enhance formal and informaltheatre, film/video, and electronic media productions, d.Creates appropriate sound effects, and selects music toenhance a scene or production

TAHSTTII.5 - Designing and executing artistic and technicalelements of theatre (Stage Management), a. Explores anddiscusses the principles of theatre management,administration, and the production process, b. Identifies thefunctions of business management, including funding,publicity, and house management, c. Applies standardbackstage procedures for setting and striking sets, unit setpreparation, curtain and fly rail operation, set and lightingcrew preparation, backstage etiquette, and safety, d. Appliesprinciples of stage management by creating a prompt booknoting blocking, lighting, sound, and effect cues

TAHSTTII.6 - Researching cultural and historical informationto support artistic choices, a. Analyzes a variety of dramatictexts to determine their production requirements byreferencing historical and cultural contexts, b. Compares andcontrasts the historic setting, culture, and geography of aplay script, and how these factors influence the visual andaural representation in a classroom, on stage, or in media, c.Researches historical and cultural influences from a variety ofresources including texts, library, artifacts, and the internet,to develop credible design choices

Grade 9-12 - TECHNICAL THEATRE ITAHSTTI.1 - Designing and executing artistic and technical

elements of theatre, a. Compares and contrasts thecharacteristics of different types of performance spaces suchas a proscenium stage, studio/black box, thrust stage,classroom, arena, or found space., b. Analyzes ways in whichthe characteristics of a performance space can influenceproduction decisions properties, lighting, sound, costuming,and makeup, d. Creates a chart of the responsibilities oftechnical personnel, including designers, builders, andoperators, e. Demonstrates theatre safety practices as well asan ethical use of available technology and resources, f.

Considers the interrelated nature of lighting, costumes,makeup, sound, properties, scenery, acting, and direction tocreate in a unified theatrical production, g. Researches andselects lighting, sound, scenery, properties, costumes, andmakeup to help create a particular theatrical environment, h.Selects, documents, and arranges props, furniture, costumes,and sound to create the setting and environment of the plot,i. Uses standard safety and operating procedures for toolsand equipment used in formal and informal theatre,film/video, and electronic media productions

TAHSTTI.2 - Designing and executing artistic and technicalelements of theatre (Sets and Properties), a. Uses power toolsunder the operating and safety guidelines to constructtheatre sets and props, b. Collaborates with other groupmembers to design and construct a variety of functionalscenic devices for a formal production, c. Describes and/ordocuments through words, drawings, technical elements, thesetting and environment of a plot,, d. Uses available artmaterials, tools, and/or stock scenery to create and conveyprops and/or setting, e. Constructs or locates appropriateprops to enhance a scene or production

TAHSTTI.3 - Designing and executing artistic and technicalelements of theatre (Costumes and Make-up), a. Identifies thebasic functions of costumes in theatrical production, b.Identifies the characteristics, safety considerations,application and removal techniques for different types ofmakeup and makeup materials, c. Demonstrates the safe andappropriate application of character makeup and simpleprosthetics, d. Creates a graphic regarding historical,regional, and cultural styles of dress, f. Analyzes and safelyapplies basic principles and techniques of costumeconstruction: cutting, dyeing, sewing, care, and maintenanceof costumes, g. Uses available art materials, tools, andresources to convey the characters through costumes,accessories, and make-up designs for a scene or production,h. Designs and creates costume drawings and/or make-upcharts

TAHSTTI.4 - Designing and executing artistic and technicalelements of theatre (Lighting, and Sound), a. Identifies basiclighting and sound technology, equipment, and safetypractices, b. Describes, compares, and demonstrates thepractical application of different light and sound equipment intheatre, film, television, and electronic media

TAHSTTI.5 - Designing and executing artistic and technicalelements of theatre (Stage Management), a. Develops aschedule and organizational plan for selected areas of theatreoperation, b. Applies the established concepts of stagemanagement, c. Identifies the duties of the stage manager inthe production process, d. Implements technical theatreetiquette in rehearsal and production settings, e. Assists thedirector in all areas of the production, f. Maintains effectivecommunication and safety procedures with members of thecast and crew

Grade 9-12 - MUSICAL THEATRE IIITAHSMTIII.1 - Analyzing and constructing meaning from

theatrical experiences, dramatic literature, and electronicmedia, a. Identifies dramatic structure in a musical, b.Analyzes dramatic elements in a musical text or performance,c. Analyzes themes in a musical text or performance, d.Examines the function and relevance of characters in amusical, e. Examines the role of choreography in aperformance, f. Determines the effectiveness of artisticchoices in a performance

TAHSMTIII.3 - Acting by developing, communicating, andsustaining roles within a variety of situations andenvironments, a. Applies appropriate vocal technique forspeaking and singing, b. Records blocking notation in a textfor a performance, c. Analyzes and scores a text for musicalperformance, d. Contributes to the ensemble by exercising

artistic discipline during rehearsal and performance, e.Demonstrates proficiency in vocal techniques: warm-ups toprepare the voice, diction, phrasing, pitch, articulation, breathcontrol, vocal safety, injury-avoidance procedures, dialect,timing, and pacing, f. Demonstrates proficient physicaltechniques: warm-ups to prepare the body, relaxationtechniques, centering, isolation of body parts, psychologicalgesture, neutral and character masks, and communicatingmeaning and characterization through body position andgesture.

TAHSMTIII.4 - Designing and executing artistic and technicalelements of theatre, a. Identifies key concepts of variouselements of technical production including sets, props,costumes, makeup, lighting, and sound, b. Creates a plot for aspecific area of technical production in musical theatre, c.Explores the relationship between design choices and theoverall musical performance, d. Analyzes the technicalelements of a production and how a performance is impactedby these elements, e. Designs and produces at least onetechnical element for a production

TAHSMTIII.5 - Directing by conceptualizing, organizing, andconducting rehearsals for performance, a. Compares andcontrasts presentational and representational styles inmusical theatre, b. Defines and evaluates the roles of thedirector in a production, c. Produces a concept statement fora musical theatre performance, d. Applies rehearsal disciplinein preparation for performance, e. Practices physical andvocal warm-ups for rehearsal and performance, f. Directs amusical performance

TAHSMTIII.6 - Researching cultural and historical informationto support artistic choices, a. Defines the role of adramaturge, b. Analyzes a musical text for era specificlanguage, music style, and other cultural characteristics, c.Investigates the careers of musical theatre collaborators andtheir influence on theatre, d. Creates and presents a researchproject directly related to a musical theatre performance

TAHSMTIII.7 - Integrating various art forms, other contentareas, and life experiences to create theatre, a. Masters andexecutes intermediate level dance steps, b. Demonstratesbasic singing techniques, c. Combines dance, song, and textinto an individual or group performance, d. Continues todevelop skills in dance and vocal production vocal skills, e.Assumes leadership roles in the production of musicaltheatre, f. Masters sight-reading skills

Grade 9-12 - MUSICAL THEATRE IITAHSMTII.1 - Analyzing and constructing meaning from

theatrical experiences, dramatic literature, and electronicmedia, a. Identifies dramatic structure in a musical, b.Analyzes dramatic elements in a musical text or performance,c. Analyzes themes in a musical text or performance, d.Explains how text, music, and movement can be used toadvance the plot of a musical, e. Examines the use of musicalmotifs to set mood and establish character, f. Analyzes vocalelements in a musical for performance

TAHSMTII.3 - Acting by developing, communicating, andsustaining roles within a variety of situations andenvironments, a. Applies appropriate vocal technique forspeaking and singing, b. Records blocking notation in a textfor a performance, c. Analyzes and scores a text for musicalperformance, d. Creates and sustains character throughout amusical performance, e. Distinguishes between vocal ranges,f. Demonstrates vocal performance skills such as articulation,projection, volume, pitch, tone, and vocal placement

TAHSMTII.4 - Designing and executing artistic and technicalelements of theatre, a. Identifies key concepts of variouselements of technical production including sets, props,costumes, makeup, lighting, and sound, b. Creates a plot for aspecific area of technical production in musical theatre, c.Explores the relationship between design choices and the

overall musical performance, d. Examines the impact ofcostume and makeup design on character development, e.Creates a rendering or model of a set or lights or props orcostumes for a musical theatre production, f. Explores therelationship between sound production and vocalperformance

TAHSMTII.5 - Directing by conceptualizing, organizing, andconducting rehearsals for performance, a. Compares andcontrasts presentational and representational styles inmusical theatre, b. Defines and evaluates the roles of thedirector in a production, c. Produces a concept statement fora musical performance, d. Develops a multi-scene rehearsalschedule, e. Directs a scene or song for musical performance,f. Applies cultural and historical research to justify choices indirecting and acting projects

TAHSMTII.6 - Researching cultural and historical informationto support artistic choices, a. Defines the role of adramaturge, b. Analyzes a musical text for era specificlanguage, music style, and other cultural characteristics, c.Investigates the careers of musical theatre collaborators, d.Examines the influences of social, historical, and economicconditions on the musical script, e. Constructs adramaturgical display related to a musical production, f.Researches unfamiliar vocabulary and phrases found inmusical theatre texts

TAHSMTII.7 - Integrating various art forms, other contentareas, and life experiences to create theatre, a. Masters andexecutes basic dance steps, b. Demonstrates basic singingtechniques, c. Combines dance, song, and text into anindividual or group performance, d. Explores the influence ofthe musical score on plot and character development, e.Analyzes music to recognize performance cues, f. Draws uponpersonal experiences to create dramatic characters andworks, g. Demonstrates sight-reading skills

TAHSMTII.9 - Exploring the business of theatre, a. Exploresthe process of developing a musical for the Broadway stage,b. Compares and contrasts standard operating procedures forEquity, Non-Equity, and amateur theatres, c. Identifies andanalyzes above the lines and below the lines roles of theatre-producing organizations, d. Creates a marketing plan for amusical production, e. Outlines a production budget for amusical production, f. Examines and analyzes performancecontracts

Grade 9-12 - MUSICAL THEATRE ITAHSMTI.1 - Analyzing and constructing meaning from

theatrical experiences, dramatic literature, and electronicmedia, a. Identifies dramatic structure in a musical, b.Analyzes dramatic elements in a musical text or performance,c. Analyzes themes and motifs in a musical text orperformance

TAHSMTI.3 - Acting by developing, communicating, andsustaining roles within a variety of situations andenvironments, a. Applies appropriate vocal technique forspeaking and singing, b. Records blocking notation in a textfor a performance, c. Analyzes and scores a text for musicalperformance

TAHSMTI.4 - Designing and executing artistic and technicalelements of theatre, a. Identifies key concepts of variouselements of technical production including sets, props,costumes, makeup, lighting, and sound, b. Creates a plot for aspecific area of technical production in musical theatre, c.Explores the relationship between design choices and theoverall musical performance

TAHSMTI.5 - Directing by conceptualizing, organizing, andconducting rehearsals for performance, a. Compares andcontrasts presentational and representational styles inmusical theatre, b. Defines and evaluates the roles of thedirectors in a musical theatre production, c. Produces aconcept statement for a musical performance, d. Develops a

rehearsal schedule for a scene or musical numberTAHSMTI.6 - Researching cultural and historical information

to support artistic choices, a. Defines the role of adramaturge, b. Analyzes a musical text for era specificlanguage, music style, and other cultural characteristics, c.Investigates the careers of musical theatre collaborators

TAHSMTI.7 - Integrating various art forms, other contentareas, and life experiences to create theatre, a. Masters andpresents basic dance steps, b. Demonstrates basic singingtechniques, c. Combines dance, song, and text into anindividual or group performance, d. Masters rudimentarysight-reading skills

Grade 9-12 - THEATRE LITERATURE IITAHSTLII.3 - Acting by developing, communicating, and

sustaining roles within a variety of situations andenvironments, a. Analyzes the character relationships, b.Compares and analyzes the character interaction andmotivation, c. Examines the character role and significance tothe meaning of the play

TAHSTLII.4 - Designing and executing artistic and technicalelements of theatre, a. Explains the basic physical andchemical properties of the technical aspects of theatre (e.g.,light, color, electricity, paint, and makeup), b. Analyzes avariety of dramatic texts from cultural and historicalperspectives to determine production requirements, c.Designs visual and aural elements to clearly convey theenvironment suggested by the text, d. Applies technicalknowledge and skills to collaboratively and safely createfunctional scenery, properties, lighting, sound, costumes, andmakeup, e. Designs coherent stage management,promotional, and business plans, f. Explains how scientific andtechnological advances have impacted set, light, sound, andcostume design and implementation for theatre, film,television, and electronic media productions

TAHSTLII.5 - Directing by conceptualizing, organizing, andconducting rehearsals for performance, a. Develops multipleinterpretations and production choices for a given scripts andselects the most effective combination., b. Justifies selectionof text, interpretation, visual, aural, and artistic choices, c.Conducts auditions, casts actors, directs scenes, andconducts production meetings to achieve production goals

TAHSTLII.7 - Integrating various art forms, other contentareas, and life experiences to create theatre, a. Identifies theelements, influences, and contributions of other art forms totheatre, b. Appraises the life experiences of selectedplaywrights and how they have influenced the playwright’swork/s, c. Considers how theatre has been influenced byother content areas

TAHSTLII.9 - Exploring the business of theatre, a. Analyzesthe needs and costs associated with a theatre production inten years, b. Defines ways to streamline responsibilitiesinvolved in theatre production, c. Creates a 21st centurymarketing plan for a theatre production, d. Describes howprofessions associated with media production are changing,e. Describes how advances in technology are changing jobopportunities in the theatre and film making business

Grade 9-12 - THEATRE LITERATURE ITAHSTLI.3 - Acting by developing, communicating, and

sustaining roles within a variety of situations andenvironments, a. Analyzes the character relationships, b.Compares and analyzes the character interaction andmotivation, c. Examines the character role and significance tothe meaning of the play

TAHSTLI.4 - Designing and executing artistic and technicalelements of theatre, a. Explains the basic physical andchemical properties of the technical aspects of theatre (e.g.,light, color, electricity, paint, and makeup), b. Analyzes avariety of dramatic texts from cultural and historical

perspectives to determine production requirements, c.Designs visual and aural elements to convey the environmentsuggested by the text, d. Applies technical knowledge andskills to collaboratively and safely create functional scenery,properties, lighting, sound, costumes, and makeup

TAHSTLI.5 - Directing by conceptualizing, organizing, andconducting rehearsals for performance, a. Develops multipleinterpretations and production choices for a given script andselects the most effective combination, b. Justifies selectionof text, interpretation, visual, aural, and artistic choices, c.Conducts auditions, casts actors, directs scenes, andconducts production meetings to achieve production goals

GRADE 6TAMS6.1 - Analyzing and constructing meaning from

theatrical experiences, dramatic literature, and electronicmedia, a. Identifies the elements, themes, and structure ofdrama, b. Identifies, describes, and classifies character traits,c. Interprets meaning within the context of a dramatic text, d.Explores the connections between theatre and real life, e.Compares and differentiates between various forms of media

TAMS6.3 - Acting by developing, communicating, andsustaining roles within a variety of situations andenvironments, a. Demonstrates effective verbal and non-verbal communication skills, b. Demonstrates the relationshipbetween a character’s background and the character’smethod of communication, c. Interprets motivation for acharacter’s behavior, d. Demonstrates appropriateinteractions between characters, e. Explores the variety ofrelationships between characters

TAMS6.4 - Designing and executing artistic and technicalelements of theatre, a. Explores the technical elements oftheatre, b. Demonstrates ways in which technical elementsenhance theatrical productions, c. Uses available resources toplan for and support theatre activities, d. Develops a plan tointegrate the artistic and technical elements of theatre, e.Incorporates artistic and technical elements into a theatreproduction

TAMS6.5 - Directing by conceptualizing, organizing, andconducting rehearsals for performance, a. Examines the skillsand responsibilities of the director, b. Identifies directorialtasks and creates a production timeline, c. Delegatesresponsibilities for production tasks, d. Demonstratesleadership skills, e. Identifies behaviors which demonstratecollaborative skills

TAMS6.7 - Integrating various art forms, other contentareas, and life experiences to create theatre, a. Identifiessimilarities between theatre and other art forms, b. Drawsconclusions about the relationships between theatre and life,c. Identifies theatre’s multi-disciplinary aspects, d. Utilizes avariety of sources to create original theatre, e. Demonstratesa variety of types of theatre performances

TAMS6.9 - Exploring the careers and business of theatre, a.Defines tasks associated with a theatre production, b.Calculates the amount of time needed to complete productiontasks, c. Identifies and calculate costs associated theproduction, d. Creates an action plan and budget for aproduction, e. Analyzes the skills sets of professionsassociated with theatre production

Grade 9-12 - ADVANCED DRAMA IIITAHSADIII.3 - Acting by developing, communicating, and

sustaining roles within a variety of situations andenvironments, a. Examines the skills and tasks associatedwith acting on stage, b. Explores the development of anactor's skills and resources, c. Creates characters using thetools and resources of acting to a variety of formal andinformal performances, d. Analyzes and applies observationskills for character creation

TAHSADIII.4 - Designing and executing artistic and technical

elements of theatre, a. Engages in script analysis from theperspective of technical theatre collaborators, b. Plans andcreates technical elements of a theatrical production, c.Collaborates with other members of a creative team to createand execute formal and informal theatrical performances

TAHSADIII.5 - Directing by conceptualizing, organizing, andconducting rehearsals for performance, a. Examines thestructure of the rehearsal process, b. Creates a prompt scriptwith blocking notation for a 2-3 character scene, c. Developsa rehearsal schedule to prepare a scene for performance, d.Collaborates on formal and information theatricalperformances

TAHSADIII.6 - Researching cultural and historical informationto support artistic choices, a. Explores the relationshipbetween research and theatrical production, b. Engages inmeaningful cultural and historical research to support formalor informal theatrical performance, c. Develops and executesa presentation or lobby display that summarizes the impact ofcultural and historical research on a theatrical production

TAHSADIII.7 - Integrating various art forms, other contentareas, and life experiences to create theatre, a. Examineshow theatre incorporates all art forms via a collaborativeprocess, b. Explores the relationship between theatre andother non-arts disciplines, c. Synthesizes concepts and skillsfrom other disciplines to create theatre

TAHSADIII.9 - Exploring the business of theatre, a. Explorescareers in theatre through participation in various productionroles and activities, b. Articulates how participation in theatreequips students for success in careers within and outside thetheatre community, c. Examines and critiques the structureand standard operating procedures of commercial,professional, amateur, and educational theatre organizations

Grade 9-12 - ADVANCED DRAMA IITAHSADII.3 - Acting by developing, communicating, and

sustaining roles within a variety of situations andenvironments, a. Examines the skills and tasks associatedwith acting on stage, b. Explores the development of anactor's skills and resources, c. Creates characters using thetools and resources of acting to a variety of formal andinformal performances, d. Analyzes and applies observationskills for character creation

TAHSADII.4 - Designing and executing artistic and technicalelements of theatre, a. Engages in script analysis from theperspective of technical theatre collaborators, b. Plans andcreates technical elements of a theatrical production, c.Collaborates with other members of a creative team to createand execute formal and informal theatrical performances

TAHSADII.5 - Directing by conceptualizing, organizing, andconducting rehearsals for performance, a. Examines thestructure of the rehearsal process, b. Creates a prompt scriptwith blocking notation for a 2-3 character scene, c. Developsa rehearsal schedule to prepare a scene for performance, d.Collaborates on formal and information theatricalperformances

TAHSADII.6 - Researching cultural and historical informationto support artistic choices, a. Explores the relationshipbetween research and theatrical production, b. Engages inmeaningful cultural and historical research to support formalor informal theatrical performance, c. Develops and executesa presentation or lobby display that summarizes the impact ofcultural and historical research on a theatrical production

TAHSADII.7 - Integrating various art forms, other contentareas, and life experiences to create theatre, a. Examineshow theatre incorporates all art forms via a collaborativeprocess, b. Explores the relationship between theatre andother non-arts disciplines, c. Synthesizes concepts and skillsfrom other disciplines to create theatre

TAHSADII.9 - Exploring the business of theatre, a. Explores

careers in theatre through participation in various productionroles and activities, b. Articulates how participation in theatreequips students for success in careers within and outside thetheatre community, c. Examines and critiques the structureand standard operating procedures of commercial,professional, amateur, and educational theatre organizations

Grade 9-12 - ADVANCED DRAMA ITAHSADI.3 - Acting by developing, communicating, and

sustaining roles within a variety of situations andenvironments, a. Examines the skills and tasks associatedwith acting on stage, b. Explores the development of anactor's skills and resources, c. Creates characters using thetools and resources of acting to a variety of formal andinformal performances

TAHSADI.4 - Designing and executing artistic and technicalelements of theatre, a. Engages in script analysis from theperspective of technical theatre collaborators, b. Plans andcreates technical elements of a theatrical production, c.Collaborates with other members of a creative team to createand execute formal and informal theatrical performances

TAHSADI.5 - Directing by conceptualizing, organizing, andconducting rehearsals for performance, a. Examines thestructure of the rehearsal process, b. Creates a prompt scriptwith blocking notation for a 2-3 character scene, c. Developsa rehearsal schedule to prepare a scene for performance, d.Collaborates on formal and information theatricalperformances

TAHSADI.6 - Researching cultural and historical informationto support artistic choices, a. Explores the relationshipbetween research and theatrical production, b. Engages inmeaningful cultural and historical research to support formalor informal theatrical performance, c. Develops and executesa presentation or lobby display that summarizes the impact ofcultural and historical research on a theatrical production

TAHSADI.7 - Integrating various art forms, other contentareas, and life experiences to create theatre, a. Examineshow theatre incorporates all art forms via a collaborativeprocess, b. Explores the relationship between theatre andother non-arts disciplines, c. Synthesizes concepts and skillsfrom other disciplines to create theatre

TAHSADI.9 - Exploring the business of theatre, a. Explorescareers in theatre through participation in various productionroles and activities, b. Articulates how participation in theatrehelps to equip students for success in careers within andoutside the theatre community, c. Examines and critiques thestructure and standard operating procedures of commercial,professional, amateur, and educational theatre organizations

Grade 9-12 - ACTING IIITAHSAIII.1 - Analyzing and constructing meaning from

theatrical experiences, dramatic literature, and electronicmedia, a. Engages in script analysis and study as a means ofactor preparation, b. Utilizes evidence provided by the scriptto support decisions in characterization, c. Uses scriptanalysis in the development of presentation of formal andinformal theatre performances

TAHSAIII.3 - Acting by developing, communicating, andsustaining roles within a variety of situations andenvironments, a. Examines the voice, body, and imaginationas tools of the actor, b. Explores observation, research,cultural development, and personal experience as potentialresources available to the actor, c. Implements the tools andresources of acting in the development and presentation offormal and informal monologues and scenes, d. Researchesand assesses the development of skills for character creationand performance

TAHSAIII.4 - Designing and executing artistic and technicalelements of theatre, a. Examines the appropriate relationshipbetween the actor, designers, and technical crew, b. Explores

the effects of set design, costume, and lighting on an actor’sperformance, c. Plans and creates technical elements of atheatrical production, d. Collaborates with other members ofa creative team to create and execute formal and informaltheatrical performances

TAHSAIII.5 - Directing by conceptualizing, organizing, andconducting rehearsals for performance, a. Identifies theresponsibilities and tasks of an actor in the preparation andperformance of theatrical pieces, b. Explores and articulatesthe appropriate relationship between actors and the director,c. Collaborates on the development and presentation offormal and informal theatrical performances

TAHSAIII.6 - Researching cultural and historical informationto support artistic choices, a. Explores the use of cultural andhistorical information in character development, b. Examinesresearch methods used by professional actors and actresses,c. Implements meaningful research efforts in developingformal and informal theatre performances

TAHSAIII.7 - Integrating various art forms, other contentareas, and life experiences to create theatre, a. Examines therelationship between actors and other collaborators in atheatrical production, b. Assesses the relationship between anactor's life experience/knowledge and the actor’sdevelopment as a creative artist, c. Synthesizes conceptsand/or skills from other disciplines to create a role or theatrepiece.

TAHSAIII.8 - Examining the roles of theatre as a reflection ofpast and present civilizations, a. Examines theatricalperformance conventions from a variety of historical periods,b. Explores cultural influences on acting, theatre, and humaninteraction, c. Applies appropriate historic and cultural dataduring the performance of a character in formal and informaltheatrical pieces, d. Researches and applies the knowledge ofhistorical movement and acting technique to characterdevelopment, e. Assesses the application of historic andcontemporary acting theories to a variety of classical andcontemporary theatre literature

TAHSAIII.9 - Exploring the business of theatre, a. Examineshow talent and training impact careers in acting, b. Assessesthe effectiveness of various strategies in pursuing an actingcareer, c. Investigates how an actor's preparation might havean impact on career development outside the theatrecommunity, d. Determines and demonstrates effectiveaudition etiquette and technique

Grade 9-12 - ACTING IITAHSAII.1 - Analyzing and constructing meaning from

theatrical experiences, dramatic literature, and electronicmedia, a. Engages in script analysis and study as a means ofactor preparation, b. Utilizes evidence provided by the scriptto support decisions in characterization, c. Uses scriptanalysis in the development of presentation of formal andinformal theatre performances

TAHSAII.3 - Acting by developing, communicating, andsustaining roles within a variety of situations andenvironments, a. Examines the voice, body, and imaginationas tools of the actor, b. Explores observation, research,cultural development, and personal experience as potentialresources available to the actor, c. Implements the tools andresources of acting in the development and presentation offormal and informal monologues and scenes, d. Researchesand assesses the development of skills for character creationand performance

TAHSAII.4 - Designing and executing artistic and technicalelements of theatre, a. Examines the appropriate relationshipbetween the actor, designers, and technical crew, b. Exploresthe effects of set design, costume, and lighting on an actor’sperformance, c. Plans and creates technical elements of atheatrical production, d. Collaborates with other members ofa creative team to create and execute formal and informal

theatrical performancesTAHSAII.5 - Directing by conceptualizing, organizing, and

conducting rehearsals for performance, a. Identifies theresponsibilities and tasks of an actor in the preparation andperformance of theatrical pieces, b. Explores and articulatesthe appropriate relationship between actors and the director,c. Collaborates on the development and presentation offormal and informal theatrical performances

TAHSAII.6 - Researching cultural and historical informationto support artistic choices, a. Explores the use of cultural andhistorical information in character development, b. Examinesresearch methods used by professional actors and actresses,c. Implements meaningful research efforts in developingformal and informal theatre performances

TAHSAII.7 - Integrating various art forms, other contentareas, and life experiences to create theatre, a. Examines therelationship between actors and other collaborators in atheatrical production, b. Assesses the relationship between anactor's life experience/knowledge and the actor’sdevelopment as a creative artist, c. Synthesizes conceptsand/or skills from other disciplines to create a role or theatrepiece

TAHSAII.9 - Exploring the business of theatre, a. Examineshow talent and training impact careers in acting, b. Assessesthe effectiveness of various strategies in pursuing an actingcareer, c. Investigates how an actor's preparation might havean impact on career development outside the theatrecommunity, d. Determines and demonstrates effectiveaudition etiquette and technique

Grade 9-12 - ACTING ITAHSAI.1 - Analyzing and constructing meaning from

theatrical experiences, dramatic literature, and electronicmedia, a. Engages in script analysis and study as a means ofactor preparation, b. Utilizes evidence provided by the scriptto support decisions in characterization, c. Uses scriptanalysis in the development of presentation of formal andinformal theatre performances

TAHSAI.3 - Acting by developing, communicating, andsustaining roles within a variety of situations andenvironments, a. Examines the voice, body, and imaginationas tools of the actor, b. Explores observation, research,cultural development, and personal experience as potentialresources available to the actor, c. Implements the tools andresources of acting in the development and presentation offormal and informal monologues and scenes

TAHSAI.4 - Designing and executing artistic and technicalelements of theatre, a. Examines the appropriate relationshipbetween the actor, designers, and technical crew, b. Exploresthe effects of set design, costume, and lighting on an actor’sperformance, c. Plans and creates technical elements of atheatrical production, d. Collaborates with other members ofa creative team to create and execute formal and informaltheatrical performances

TAHSAI.5 - Directing by conceptualizing, organizing, andconducting rehearsals for performance, a. Identifies theresponsibilities and tasks of an actor in the preparation andperformance of a theatrical piece, b. Explores and articulatesthe appropriate relationship between actors and the director,c. Collaborates on the development and presentation offormal and informal theatrical performances

TAHSAI.6 - Researching cultural and historical information tosupport artistic choices, a. Explores the use of cultural andhistorical information in character development, b. Examinesresearch methods used by professional actors and actresses,c. Implements meaningful research efforts in developingformal and informal theatre performances

TAHSAI.7 - Integrating various art forms, other contentareas, and life experiences to create theatre, a. Examines the

relationship between actors and other collaborators in atheatrical production, b. Assesses the relationship between anactor's life experience/knowledge and the actor’sdevelopment as an creative artistic, c. Synthesizes conceptsand/or skills from other disciplines to create a role or theatrepiece

Grade 9-12 - FUNDAMENTALS OF THEATRE IITAHSFTII.3 - Acting by developing, communicating, and

sustaining roles within a variety of situations andenvironments, a. Investigates mental and emotional methodsof actor for preparation, b. Demonstrates awareness of verbalelements of acting (e.g., voice, breathing), c. Demonstratesnon-verbal elements of acting (e.g., posture, facialexpression, physical movement), d. Acquires and incorporatessensory and emotional recall in character development, e.Constructs authentic characters through observation ofhuman behavior, f. Demonstrates the goals, observations,actions, and tactics of characters, g. Differentiates betweenacting methods (e.g., Stanislavski, Uta Hagen), h. Revisesperformance based on self-critique, i. Defends acting andcharacter choices, j. Analyzes critiques of fellow classmates tocreate improved performance

TAHSFTII.4 - Designing and executing artistic and technicalelements of theatre, a. Identifies and defines the various rolesof production personnel (sound/lighting, set, scenic, costume,makeup, marketing, and business aspects), b. Identifies andapplies basic elements and procedures involved in theconstruction of props, scenery, and platforms., c.Distinguishes between effective and ineffective artisticdesigns, d. Infers elements of artistic design from scripts, e.Formulates a conceptualization of artistic design from scripts,f. Hypothesizes possible audiences responses to artisticelements, g. Creates product based on conceptualization, h.Demonstrates ability to plan, create, and assemble thetechnical elements for a scene or short play

TAHSFTII.5 - Directing by conceptualizing, organizing, andconducting rehearsals for performance, a. Analyzes thevarious aspects of directing, b. Recognizes directorial choicesin performance, c. Describes the need for script analysis andconcept development, d. Applies the process of directorialmanagement, e. Distinguishes between effective andineffective directorial choices, f. Formulates directorialquestions (e.g., script choice, script analysis, audition andcasting, planning and organizing, rehearsal, performance,evaluation), g. Defends choice of script, h. Assesses actingand design elements of various scripts, i. Formulates a planfor rehearsal, j. Articulates the appropriate relationshipbetween the actor, director and other theatre personnel (e.g.,designers, technicians, managers), k. Applies concepts ofdirectorial design to performance

TAHSFTII.7 - Integrating various art forms, other contentareas, and life experiences to create theatre, a. Identifies thevarious art forms which may be integrated into theatre (e.g.,dance, music, visual arts, graphic arts, and electronic media),b. Recognizes the arts as an effort to interpret and intensifyexperiences, c. Examines the contributions of the other artsin the creation of a role or the production of drama, d.Synthesizes observation, imagination, and research to createcharacters, environments, and situations, e. Combineselements of other disciplines to create theatre arts

TAHSFTII.9 - Exploring the business of theatre, a. Lists anddefines the skill sets for the various theatre arts careers, b.Charts the skills learned in theatre arts which transfer to theworkplace, c. Applies the business elements of a production(e.g., creating a portfolio or resume, printing, advertising,budgeting), d. Demonstrates awareness of the discipline,knowledge, skills, and education required for careers intheatre, e. Collects and displays samples of theatre portfolios,f. Creates and revises a cost-benefit analysis of a production,

g. Critiques sample theatre portfolios, h. Demonstratesmastery of various areas of business elements of theatre, i.Performs the tasks of business theatre personnel duringproductions

Grade 9-12 - FUNDAMENTALS OF THEATRE ITAHSFTI.1 - Analyzing and constructing meaning from

theatrical experiences, dramatic literature, and electronicmedia, a. Critiques elements of theatrical conventions, b.Generates and uses terminology and outline for critiquingtheatre presentation, c. Cites evidence of how theatre reflectslife through universal themes, d. Identifies stage terminology

TAHSFTI.3 - Acting by developing, communicating, andsustaining roles within a variety of situations andenvironments, a. Investigates mental and emotional methodsof actor preparation, b. Observes and incorporates details ofcommon human activity, c. Demonstrates awareness ofverbal elements of acting (e.g., voice, breathing), d.Demonstrates non-verbal elements of acting (e.g., posture,facial expression, physical movement)

TAHSFTI.4 - Designing and executing artistic and technicalelements of theatre, a. Identifies and defines the various rolesof production personnel (sound/lighting, set, scenic, costume,makeup, marketing and business aspects), b. Recognizes andapplies the basic elements and procedures involved in theconstruction of props, scenery, and platforms.

TAHSFTI.5 - Directing by conceptualizing, organizing, andconducting rehearsals for performance, a. Analyzes thevarious aspects of directing, b. Recognizes directorial choicesin performance, c. Describes the need for script analysis andconcept development, d. Applies the process of directorialmanagement

TAHSFTI.7 - Integrating various art forms, other contentareas, and life experiences to create theatre, a. Identifies thevarious art forms which may be integrated into theatre (e.g.,dance, music, visual arts, graphic arts, and electronic media),b. Integrates various art forms into a cohesive theatreperformance, c. Recognizes the arts as an effort to interpretand intensify experiences

TAHSFTI.9 - Exploring the business of theatre, a. Lists anddefines the skill sets for the various theatre arts careers, b.Charts the skills learned in theatre arts which transfer to theworkplace, c. Applies the business elements of a production(e.g., creating a portfolio or resume, printing, advertising,budgeting)

Grade 8TAMS8.1 - Analyzing and constructing meaning from

theatrical experiences, dramatic literature, and electronicmedia, a. Investigates the experiences and ideas present inall forms of presentational media, b. Analyzes the elements ofdrama present in theatrical experiences, c. Identifies andarticulates dramatic structure used in various forms oftheatre, d. Interprets meaning within various forms oftheatrical experiences, e. Connects dramatic literature andtheatre presentations to the human experience, f. Comparesand contrasts various forms of theatre and other media

TAMS8.2 - Developing scripts through improvisation andother theatrical methods, a. Classifies different techniques ofstorytelling, b. Utilizes improvisation techniques to generatescript ideas, c. Develops scripts by adapting appropriate ideasfrom personal experiences, literature and/or other forms ofprint media, d. Identifies and articulates the elements andstructure of drama in the scriptwriting process, e.Incorporates the steps of the writing process into scriptwriting process

TAMS8.3 - Acting by developing, communicating, andsustaining roles within a variety of situations andenvironments, a. Analyzes character development within thetheatrical contexts, b. Demonstrates the physical, emotional,

vocal, and social dimensions of a character, c. Analyzescharacter motivation and behavior, d. Compares therelationships and interactions between characters

TAMS8.4 - Designing and executing artistic and technicalelements of theatre, a. Applies the technical elements oftheatre, b. Utilizes available resources to plan for and supporttheatre activities, c. Designs and creates scenery, props,costumes, lighting, and sound/music for theatre, d. Developsa management plan for incorporating technical elements oftheatre, e. Incorporates artistic and technical elements into atheatre production, f. Evaluates the effectiveness of artisticand technical elements used in a theatre production

TAMS8.5 - Directing by conceptualizing, organizing, andconducting rehearsals for performance, a. Assumes the roleand responsibilities of the director, b. Collaborates with othersto create a production timeline, c. Delegates and assignsresponsibilities for completion of tasks, d. Identifies, assumes,and demonstrates leadership skills, e. Communicatesconcepts and ideas

TAMS8.9 - Exploring the careers and business of theatre, a.Examines the needs and costs associated with a mediaproduction, b. Identifies the marketing aspects of a theatreproduction, c. Identifies and analyzes professions associatedwith media production, d. Creates an evaluation plan todetermine production effectiveness

GRADE 7TAMS7.3 - Acting by developing, communicating, and

sustaining roles within a variety of situations andenvironments., a. Identifies and demonstrates effectivecommunication skills, b. Compares the physical, emotional,vocal, and social dimensions of a character, c. Analyzes themotivation for a character’s behavior, d. Demonstratesappropriate interactions between characters, e. Explores thevariety of relationships between characters

TAMS7.4 - Designing and executing artistic and technicalelements of theatre, a. Identifies technical elements oftheatre, b. Uses available resources to plan for and supporttheatre activities, c. Designs and creates scenery, props,costumes, lighting, and sound/music for theatre productions,d. Incorporates artistic and technical elements into a theatreproduction

TAMS7.5 - Directing by conceptualizing, organizing, andconducting rehearsals for performance, a. Recognizes the roleand responsibilities of the director, b. Collaborates with othersto create a production timeline, c. Delegates and assignsresponsibilities for completion of production tasks, d.Identifies and models leadership skills, e. Communicatesconcepts and ideas to the production crew and cast members

TAMS7.7 - Integrating various art forms, other contentareas, and life experiences to create theatre, a. Comparesand contrasts theatre with other art forms, b. Articulatesrelationships between theatre and life, c. Utilizes a multi-disciplinary approach to create original theatre, d.Synthesizes theatre styles and other media to createperformances, e. Adapts a variety of literary forms intotheatre productions

TAMS7.9 - Exploring the careers and business of theatre, a.Creates a chart of the needs and costs associated with mediaproduction, b. Defines professional responsibilities involved inmedia production, c. Creates a marketing plan for a mediaproduction, d. Describes the major professions associatedwith media production, e. Creates a plan to determineproduction effectiveness

Georgia Performance Standards2017 - Theatre ArtsGrades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV

- PerformingTAHSFT.PR.1 - Act by communicating and sustaining roles in

formal and informal environments., a. Observe anddemonstrate aspects of verbal and non-verbal techniques incommon human activity for performance (e.g. voice,breathing, posture, facial expression, physical movement)., b.Construct and interpret artistic choices in performanceincluding the objectives, decisions, and actions of characters.,c. Explore various acting methods and techniques (e.g.Stanislavski, Uta Hagen, sense memory, emotional recall) forthe purpose of character development., d. Perform actingchoices for an audience based on critiques.

TAHSFT.PR.2 - Execute artistic and technical elements oftheatre., a. Identify and define the various collaborative rolesand relationships of technical production personnel (e.g.sound, lighting, set, scenic, costume, dramaturge, makeup,marketing, business aspects) in relation to the directors andperformers., b. Identify and apply the various aspects ofdirecting, staging, performance spaces, and rehearsalmanagement., c. Recognize and apply the basic elements andprocedures involved in the construction of props, scenery,and platforms., d. Formulate effective theatrical designs inorder to support the text and directorial concept.

Grades 9-12 - MUSICAL THEATRE LEVELS I-IV - CreatingTAHSMT.CR.1 - Organize, design, and refine theatrical work.,

a. Analyze various theories of dramatic structure in a musicaland explain how text, music, and movement can be used toadvance the plot of a musical., b. Engage in and applymeaningful cultural, literary, and historical research tosupport formal or informal theatrical performance.

Grades 9-12 - TECHNICAL THEATRE LEVELS I-IV -Creating

TAHSTT.CR.1 - Create technical elements of theatre (e.g.sets, props, costumes, makeup, lighting, sound)., a. Exploreand utilize the elements of design and principles ofcomposition for a theatrical context., b. Create basic toadvanced technical elements by choosing appropriatematerials, tools, and techniques., c. Analyze and/or developchoices in technical elements (e.g. sets, lights, costumes,sound) of informal and formal productions and theatrical textsas a part of the design process, considering mood, tone, andsymbolism., d. Create industry standard paperwork (e.g.budgets, cut lists, materials, cue sheets, lighting and costumeplots, schedules, calendars) as it relates to completing designrenderings and/or models., e. Conceptualize and/or generatedesign elements for a dramatic work (e.g. scene, one act, full-length, musical).

Grades 9-12 - TECHNICAL THEATRE LEVELS I-IV -Producing

TAHSTT.PR.1 - Produce technical elements in theatre., a.Identify, explain, and demonstrate standard safety guidelinesand operating procedures for tools and equipment used informal and informal theatre productions., b. Identify andinterpret design and construction documentation, materials,techniques, and procedures for production., c. Differentiatebetween stock and non-standard material, scenic, or technicalelements related to a production., d. Conduct initial researchabout design to inform further development of the productionconcept., e. Explore and/or produce an appropriate series ofdesign documentation for a theatrical production (e.g.thumbnail sketches, swatches, first renderings, mixed mediapresentation).

Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV- Creating

TAHSFT.CR.1 - Organize, design, and refine theatrical work.,a. Recognize and/or employ realistic and conventional speechpatterns within dialogue or dramatic verse., b. Incorporatedramatic elements through improvisation., c. Recognize and

interpret artistic choices in performance.

Grades 9-12 - THEATRE MANAGEMENT - CreatingTAHSTM.CR.1 - Organize, design, and refine elements of

theatre management (e.g. marketing/media, budgeting,ticketing/sales, house management)., a. Utilize theatrecontent knowledge (e.g. script analysis) to contribute to theplanning process for the areas of theatre management., b.Implement research based elements in a theatremanagement plan in order to develop a specific audiencebase.

Grades 9-12 - THEATRE MANAGEMENT - PerformingTAHSTM.PR.1 - Execute a theatre management plan for

marketing/media, budgeting, ticketing/sales, and housemanagement., a. Develop and present/implement a completecollaborative theatre management plan documenting therationale and methods of approach for the entire theatremanagement team.

Grade 6 - PerformingTA6.PR.1 - Act by communicating and sustaining roles in

formal and informal environments., a. Demonstrate effectiveverbal and non-verbal communication skills (e.g. rate, pitch,volume, inflection, posture, facial expression, physicalmovement)., b. Execute character creation in a performance.,c. Demonstrate a variety of types of theatre performances.

TA6.PR.2 - Execute artistic and technical elements oftheatre., a. Incorporate technical elements in performance.

Grade 6 - ConnectingTA6.CN.1 - Explore how theatre connects to life experience,

careers, and other content., a. Identify similarities betweentheatre and other art forms., b. Draw conclusions about therelationships between theatre and life., c. Define tasksassociated with a theatre production (e.g. director, stagemanager, designer, technician, playwright, actor).

Grade 7 - CreatingTA7.CR.1 - Organize, design, and refine theatrical work., a.

Identify and rehearse effective communication skills., b.Compare and contrast character types and relationships byanalyzing character motivations, objectives, and goals., c.Compare the physical, emotional, vocal, and socialdimensions of a character., d. Investigate the role andresponsibility of the cast and crew., e. Identify and modelensemble skills in the rehearsal process., f. Utilize staging andblocking choices to enhance the performance., g. Compare,contrast, and design elements of technical theatre., h. Utilizetheatre vocabulary throughout the rehearsal process.

Grade 7 - PerformingTA7.PR.1 - Act by communicating and sustaining roles in

formal and informal environments., a. Execute effectiveverbal and non-verbal communication skills in performance(e.g. rate, pitch, volume, inflection, posture, facial expression,physical movement)., b. Participate in a variety of actingexercises and techniques that can be applied in a rehearsal ortheatre performance., c. Engage in various performancestyles.

TA7.PR.2 - Execute artistic and technical elements oftheatre., a. Select a variety of technical elements that can beapplied to a theatrical work., b. Incorporate artistic andtechnical elements into a theatre performance.

Grade 8 - CreatingTA8.CR.1 - Organize, design, and refine theatrical work., a.

Differentiate the physical, emotional, vocal, and socialdimensions of a variety of characters., b. Compare therelationships and interactions between characters byanalyzing character motivation (objectives, obstacles,strategy, action, stakes, outcome)., c. Incorporate dramaticelements through improvisation., d. Connect theatre

vocabulary to the application of theatre performance., e.Identify and demonstrate both ensemble and leadership skillsin the rehearsal process., f. Evaluate the effectiveness ofartistic and technical elements used in a theatre production.,g. Design and create scenery, props, costumes, lighting, andsound., h. Assume different roles and responsibilities in therehearsal process.

Grade 8 - PerformingTA8.PR.1 - Act by communicating and sustaining roles in

formal and informal environments., a. Demonstrate thephysical, emotional, vocal, and social dimensions of acharacter in different types of theatre performances (e.g.rate, pitch, volume, inflection, posture, facial expression,motivation, physical movement)., b. Demonstrate appropriateensemble skills throughout a performance., c. Useappropriate listening and response skills duringperformances.

TA8.PR.2 - Execute artistic and technical elements oftheatre., a. Incorporate artistic and technical elements into atheatre production., b. Resolve conflicts in technicalapplications.

Grade 6 - CreatingTA6.CR.1 - Organize, design, and refine theatrical work., a.

Identify artistic choices, utilize theatre vocabulary, anddemonstrate non-verbal communication skills in the rehearsalprocess., b. Interpret a character’s motivation byunderstanding the relationship between their background andtheir behavior., c. Identify the variety of relationships betweencharacters., d. Identify, define, and classify character traits.,e. Recognize and demonstrate the roles, responsibilities, andskills associated with collaborative performance., f. Useresources to identify and create technical elements oftheatre.

Grades 9-12 - ACTING LEVELS I-IV - CreatingTAHSA.CR.1 - Organize, design, and refine theatrical work.,

a. Use script analysis in the development and presentation offormal and informal theatre performances., b. Examinevarious theories of dramatic structure., c. Engage in andapply meaningful cultural, literary, and historical research tocreate acting choices or directorial concepts.

Grades 9-12 - ACTING LEVELS I-IV - PerformingTAHSA.PR.1 - Act and direct by communicating and

sustaining roles within a variety of situations andenvironments., a. Examine and implement the voice, body,observation, and imagination as tools of the actor inpresentations of formal and informal theatre., b. Research andassess the development of acting skills for character creationand performance including historical movements, personalexperience, and cultural influences., c. Act by developing,communicating, and sustaining roles within a variety ofsituations and environments., d. Identify and examine theresponsibilities and tasks of an actor in relationship withdirectors, designers, and technical crew., e. Use the skills andtools of a director to conduct rehearsals for performance.

Grades 9-12 - ADVANCED DRAMA LEVELS I-IV -CreatingTAHSAD.CR.1 - Organize, design, and refine theatrical work.,

a. Examine various theories of dramatic structure., b. Engagein and apply meaningful cultural, literary, and historicalresearch to create acting choices or directorial concepts.

Grades 9-12 - ADVANCED DRAMA LEVELS I-IV-Performing

TAHSAD.PR.1 - Act and direct by communicating andsustaining roles within a variety of situations andenvironments., a. Examine and implement the skills and tasksassociated with acting, incorporating voice, body,observation, and imagination to create characters for formal

and informal performances., b. Implement the duties of thestage manager, including communication and safetyprocedures, that will assist the director in all areas ofproduction., c. Develop a schedule and organizational plan toprepare a scene for performance, including a rehearsalschedule and a prompt script., d. Conduct rehearsals andpresent a full theatrical presentation to a live audience.

TAHSAD.PR.2 - Execute artistic and technical elements oftheatre., a. Engage as a creative team in script analysis toplan and create technical elements of a theatre production.

North Carolina EssentialStandardsBeginning High School Standards - Communication

B.C.1.1 - Use non-verbal expression to illustrate how humanemotion affects the body and is conveyed through the body.

B.C.1.2 - Apply vocal elements of volume, pitch, rate, tone,articulation, and vocal expression.

B.C.2.2 - Interpret various selections of dramatic literaturethrough formal and informal presentations.

Beginning High School Standards - AnalysisB.A.1.1 - Interpret the plot structure and the thematic,

technical, and dramaturgical elements within scenes fromplays.

Beginning High School Standards - AestheticsB.AE.1.1 - Understand the major technical elements, such

as sound, lights, set, and costumes, and theirinterrelationships.

B.AE.1.2 - Explain how the major technical elements, suchas sound, lights, set, and costumes, are used to enhanceformal or informal productions.

Beginning High School Standards - CultureB.CU.2.1 - Illustrate appropriate theatre etiquette as a

member of an audience, as a performer, and as a technician.B.CU.2.2 - Use acting conventions, such as stage presence,

subtext, style, and ensemble work, to perform formal orinformal works.

Intermediate High School Standards - CommunicationI.C.1.1 - Use non-verbal expression to illustrate how human

motivations are prompted by physical and emotional needs.I.C.1.2 - Apply vocal elements of volume, pitch, rate, tone,

articulation, and vocal expression appropriately to theatricaltexts, such as monologues and scenes.

I.C.2.2 - Interpret scenes through formal and informalpresentations.

Intermediate High School Standards - AnalysisI.A.1.1 - Analyze the plot structure and the thematic,

technical, and dramaturgical elements within plays.

AestheticsI.AE.1.1 - Use technical knowledge and design skills to

formulate designs.I.AE.1.2 - Use the major technical elements, such as sound,

lights, set, and costumes, for formal or informal audiences.

Intermediate High School Standards - CultureI.CU.2.1 - Understand theatre etiquette that is appropriate

for a variety of theatrical spaces, styles, and genres.I.CU.2.2 - Use production conventions, such as blocking or

style, as given by directors or as indicated by playwrights.

Proficient High School Standards - AestheticsP.AE.1.1 - Analyze design concepts for aesthetic impact of

technical elements.

P.AE.1.2 - Apply working knowledge to solve problems in themajor technical elements, such as sound, lights, set, andcostumes, for formal or informal audiences.

Advanced High School Standards - CommunicationA.C.1.1 - Use non-verbal expression and physical self-

awareness to communicate movement elements andcharacterization, including differentiation between multiplecharacters.

A.C.1.2 - Use voice to create character dialects.A.C.1.3 - Use constructive criticism to improve original

works both written and read orally.A.C.2.2 - Interpret scripts through formal and informal

presentations.

Advanced High School Standards - AestheticsA.AE.1.1 - Use technical knowledge and design skills to

formulate designs for a specific audience.A.AE.1.2 - Use the knowledge and skills associated with

technical roles, such as lighting operator, prop master, orstage manager, in an appropriate and effective manner.

Advanced High School Standards - CultureA.CU.2.2 - Integrate conventions and structures of theatre

when creating formal or informal theatre productions.

Texas Essential Knowledge andSkills for Theatre ArtsMS 117.212 LII - Creative Expression: performance

B.2.B - define characters by what they do, what they say,and what others say about them.

B.2.C - select movements and dialogue to portray acharacter appropriately.

B.2.E - apply knowledge of effective voice and dictiontechniques to express thoughts and feelings.

MS 117.211 LI - Foundations: Inquiry andUnderstanding

C.1.D - develop an understanding of the mechanisms ofvocal production.

C.1.E - identify theatrical vocabulary and terminology,including basic anatomy of theatre spaces.

MS 117.211 LI - Creative Expression: productionC.3.D - use technology in theatrical applications such as live

theatre, video, and film.

MS 117.212 LII - Foundations: Inquiry andUnderstanding

B.1.E - demonstrate knowledge of theatrical vocabulary andterminology.

HS 117.318 LIV - Creative Expression: productionC.3.D - analyze production plans that include research,

rehearsal plans, technical designs, and blocking.

MS 117.212 LII - Creative Expression: productionB.3.B - create theatrical elements such as scenery,

properties, lighting, sound, costume, makeup, and publicityappropriate to specific performances.

B.3.D - use technology in theatrical applications such as livetheatre, video, and film.

MS 117.212 LII - Critical evaluation and responseB.5.C - demonstrate knowledge of production elements in

theatre, film, television, and other media.

MS 117.213 LIII - Foundations: Inquiry andUnderstanding

B.1.D - demonstrate an increased understanding of the

mechanisms of vocal production.B.1.E - apply knowledge of theatrical vocabulary and

terminology.

MS 117.213 LIII - Creative Expression: performanceB.2.D - express thoughts and feelings using effective voice

and diction.

MS 117.213 LIII - Creative Expression: productionB.3.A - recognize and select specific technical elements to

suggest environment, establish mood, and support characterand actions for performance.

B.3.B - create theatrical elements such as scenery,properties, lighting, sound, costume, makeup, and publicityusing the principles of design.

MS 117.213 LIII - Critical evaluation and responseB.5.C - demonstrate knowledge of production elements in

theatre, film, television, and other media.

HS 117.315 LI - Creative Expression: performanceC.2.A - demonstrate safe use of the voice and body.C.2.C - employ effective voice and diction to express

thoughts and feelings.C.2.D - use physical, intellectual, emotional, and social

awareness to portray believable characters and convey astory when applying acting concepts, skills, and techniques.

C.2.E - employ physical techniques consistently to expressthoughts, feelings, and actions non-verbally.

HS 117.315 LI - Creative Expression: productionC.3.A - develop and practice technical theatre skills.C.3.B - apply technical knowledge and skills safely to create

or operate theatrical elements such as scenery, properties,lighting, sound, costumes, makeup, current technology, orpublicity.

C.3.C - perform a role such as actor, director, designer,technician, or editor in production decision making andcollaborate with others in a production role to tell a storythrough live theatre or media performance.

C.3.D - demonstrate responsibility, artistic discipline, andcreative problem solving by concentrating in one or moreareas of theatre production such as acting, technical theatre,or theatre management.

HS 117.315 LI - Critical evaluation and responseC.5.B - recognize theatre as an art form and evaluate self as

a creative being.C.5.C - offer and receive constructive criticism of peer

performances.

HS 117.316 LII - Foundations: Inquiry andUnderstanding

C.1.C - demonstrate effective voice and diction.C.1.D - analyze dramatic structure and genre.

HS 117.316 LII - Creative Expression: productionC.3.A - develop and practice safe and effective stagecraft

skills.C.3.C - analyze characters, themes, duties, and elements of

a script to determine artistic roles and technical assignments.C.3.D - perform a role such as actor, director, designer,

technician, or editor in production decision making andcollaborate with others to tell a story through live theatre ormedia performance.

C.3.E - develop responsibility, artistic discipline, andcreative problem solving by concentrating in one or moreareas of theatre production such as acting, technical theatre,or theatre management.

HS 117.315 LI - Foundations: Inquiry and

UnderstandingC.1.D - develop and practice effective voice and diction to

express thoughts and feelings.C.1.E - analyze characters by describing attributes such as

physical, intellectual, emotional, and social dimensionsthrough reading scripts of published plays.

C.1.F - demonstrate a working knowledge of the languageof theatre such as stage terminology, elements of theatre, ortheatrical conventions.

C.1.G - analyze and describe the interdependence of alltheatrical elements.

C.1.I - identify and practice memorization skills.C.1.K - identify and recognize the importance of safe

theatre practices.

HS 117.317 LIII - Foundations: Inquiry andUnderstanding

C.1.C - distinguish the proper techniques such as diction,inflection, and projection in the use of voice.

C.1.G - develop and practice memorization skills.

HS 117.317 LIII - Creative Expression: productionC.3.D - perform a role such as actor, director, designer,

technician, or editor in production decision making andcollaborate with others to tell a story through live theatre ormedia performance.

C.3.E - perform the role of actor, director, or technician,demonstrating responsibility, artistic discipline, and creativeproblem solving.

HS 117.318 LIV - Foundations: Inquiry andUnderstanding

C.1.C - model proper techniques such as diction, inflection,and projection in the use of effective voice.

C.1.G - develop and model memorization skills.

HS 117.318 LIV - Creative Expression: performanceC.2.B - demonstrate creativity as it relates to self and

ensemble and its effect on audience.

Alberta, CanadaTechnical Theatre/Design 10-20-30 - Costume

1 - demonstrate understanding of the purpose of costume4 - demonstrate knowledge of appropriate safety

procedures5 - demonstrate understanding of symbolism and

psychological implications of colour, texture, line and shape6 - demonstrate understanding of the value of the sketch as

a tool in creating and communicating ideas in costume design7 - demonstrate understanding of techniques of costume

organization, care, maintenance, cleaning and storage8 - prepare rough costume plot based on a script

Speech Drama 102 - apply effective breathing techniques3 - recognize the effect of good posture on voice10 - demonstrate safe and appropriate projection

Speech Drama 2020 - apply movement and gesture to clarify and enhance

spoken interpretation

Speech Drama 3023 - use vocal variety in character development

Improvisation Drama 109 - use appropriate stage directions10 - demonstrate appropriate rehearsal methods16 - make logical choices spontaneously within the

boundaries of situation and character24 - select and use vocal techniques appropriate to a

character26 - use body language to add physical dimensions and

depth to a character29 - demonstrate understanding of and apply the concept

of status30 - demonstrate understanding of and apply the concepts

of a character’s objectives and motivation31 - demonstrate the ability to focus on, and achieve, the

objective of a scene32 - sustain a character throughout a scene or exercise

Acting Drama 201 - analyze a script for explicit character clues2 - create, select and sustain physical details of the

character from scripted material3 - demonstrate understanding of and identity motivation

and objectives (overall, main and immediate).4 - demonstrate understanding that a character’s behaviour

is motivated by past, present and anticipated futureexperiences

5 - demonstrate a character’s main objective within a scene8 - demonstrate the ability to memorize required text9 - demonstrate the ability to pick up cues effectively

Acting Drama 3018 - use various vocal skills to enhance characterization20 - physicalize character through selected and economical

movement and gesture21 - create appropriate stage business22 - display appropriate character relationships with all

other characters in a scene

Movement Drama 105 - demonstrate effective breathing techniques10 - demonstrate focus, concentration and energy in all

movement and gesture13 - use levels (high, medium, and low)

Technical Theatre/Design 10-20-30 - Lighting1 - demonstrate understanding of the purpose of stage

lighting4 - demonstrate knowledge of appropriate safety

procedures5 - demonstrate understanding of functions of standard

lighting instruments: flood, fresnel, ellipsoidal, followspotlight, border lights

6 - demonstrate understanding of functions of gels, barndoors, gobos, c-clamps, shutters

7 - demonstrate understanding of basic functions of lightingcontrol systems

Technical Theatre/Design 10-20-30 - Management -Business

3 - demonstrate understanding of the importance of recordkeeping and box office procedures

4 - recognize the importance of effective publicitytechniques/procedures

5 - demonstrate understanding of appropriate audiencedevelopment techniques

Technical Theatre/Design 10-20-30 - Management -House

1 - demonstrate understanding of duties of house managerand house management staff

2 - demonstrate knowledge of appropriate safetyprocedures

Technical Theatre/Design 10-20-30 - Management -Stage

1 - demonstrate understanding of the purpose and duties ofthe stage manager

2 - recognize and use basic technical theatre/designterminology

3 - demonstrate understanding of the duties of technicalcrews: costumes, lighting, makeup, stage, properties, set,sound.

4 - demonstrate knowledge of appropriate safetyprocedures

5 - demonstrate understanding of the need for continuouscommunication between the stage manager and technicalcrews during performance

Technical Theatre/Design 10-20-30 - Management -Properties

1 - demonstrate understanding of the purpose of stageproperties

Technical Theatre/Design 10-20-30 - Management - Set1 - demonstrate understanding of the purpose of stage

scenery2 - recognize the importance of illusion in set design3 - recognize the importance of artistic unity in set design4 - recognize and use theatre terminology related to the

proscenium5 - demonstrate knowledge of appropriate safety

procedures9 - demonstrate understanding of and use scale10 - demonstrate understanding of and use ground plans11 - demonstrate understanding of proper placement of

stage scenery: balancing, angling, masking, sight lines,backdrops, scrims

Technical Theatre/Design 10-20-30 - Management -Sound

1 - demonstrate understanding of the purpose of stagesound

4 - demonstrate knowledge of appropriate safetyprocedures

Improvisation/Acting Level III - Advanced26 - pick up cues effectively30 - analyze text for meaning and character development31 - recite text from memory32 - rehearse, polish and present text

Junior Goal II Objectivesdevelop the body and voice as tools of communicationbecome familiar with dramatic terminology and script

format

Junior Goal III Objectivesdevelop awareness of various conventions of theatredevelop awareness of drama and theatre presentations as

possible

Junior Orientationshare ideas confidently with othersfocus concentration on one task at a timelisten effectivelygenerate imaginative and creative solutions to problemsmeet deadlines and follow through on individual and group

commitmentsdemonstrate trust by becoming comfortable, physically and

emotionally, with otherswork cooperatively and productively with all members of

the class in pairs, small groups and large groupssupport positivity the work of othersunderstand that technical elements enhance

verbal/physical communicationdemonstrate awareness of the multidisciplinary nature of

drama/theatre

Movement Level I - Beginning6 - use proper posture12 - use levels13 - control focus and energy in movement and gesture17 - use movement to communicate non-verbally

Speech Level I - Beginning3 - use effective breathing techniques5 - recognize the need to control and protect the voice6 - use volume appropriate to situation8 - understand volume, articulation, projection, rate, pause,

phrasing, pitch and intonation

Speech Level II - Intermediate9 - use volume, articulation and projection to achieve clarity10 - demonstrate effects of intonation, rate, pause and

phrasing on the meaning of words

Speech Level III - Advanced16 - use movement and gesture to clarify and enhance

speech and character

Improvisation/Acting Level I - Beginning7 - use stage vocabulary: stage areas, body positions and

crosses8 - demonstrate appropriate rehearsal behaviours and

routines

Improvisation/Acting Level II - Intermediate15 - use the body and body language to enhance

characterization20 - enter and exit in character

Junior Goal I Objectivesdevelop self-disciplinedevelop self-confidencestrengthen powers of concentrationextend the ability to think imaginatively and creativelydevelop the willingness to make a decision, act upon it and

accept the resultsdevelop a sense of responsibility and commitmentdevelop the ability to initiate, organize and present a

project within a given set of guidelinesdevelop the ability to interact effectively and constructively

in a group processextend the ability to understand, accept and respect others-

their rights, ideas, abilities and differences

Theatre Studies Level III - Advanced (The script)7 - define the elements of script, dialogue, directions,

characters and settings8 - demonstrate understanding of directions used in a script9 - read a script aloud10 - demonstrate understanding of the concept of dramatic

convention11 - demonstrate understanding of plot structure12 - analyze a script to identify character, setting and plot

Technical Theatre - Levels I, II, III - Awareness1 - recognize the basic terminology associated with the

component being studied2 - demonstrate understanding of the basic functions of the

component being studied.3 - show awareness of the importance of research4 - show awareness of available resources pertaining to the

component being studied; e.g., supplies, libraries and theatrecompanies

Technical Theatre - Levels I, II, III - Readiness6 - demonstrate understanding of the importance of

planning and organization8 - demonstrate understanding of the use of colour, shape

and texture to achieve a desired effect9 - use sketching to explore ideas for the project10 - demonstrate understanding of and use appropriate

methods and tools for designing the project; e.g., makeupcharts, cue sheets, working drawing

11 - arrange and sequence time, ideas, information,materials and/or personnel for achievement of the project

Senior Goal I Objectivesincrease self-disciplineincrease self-confidenceextend the ability to concentrateextend physical and vocal capabilitiesapply imaginative and creative thought to problem-solving

situationsdemonstrate the ability to considered decisions, act upon

them and accept the resultsdemonstrate a sense of responsibility and commitment,

individually and to the groupdemonstrate the ability to initiate, organize and present a

project within a given set of guidelinesdemonstrate a sense of inquiry and commitment,

individually and to the groupdemonstrate the ability to contribute effectively and

constructively to the group processdemonstrate respect for others-their rights, ideas, abilities

and differences

Senior Goal II Objectivesbe capable of creating and expressing a believable

character from scripted and non-scripted material

Senior Goal III Objectivesexplore various conventions and traditions of theatre

Orientation Drama 10share ideas confidentlydemonstrate behaviour appropriate to given circumstancesconcentrate on the task at handdemonstrate effective use and management of timelisten to self and otherssolve problems imaginatively and creativelymake effective decisions or choicesdemonstrate trust by becoming comfortable with others,

physically and emotionallydisplay consideration and respect for self and otherspositively support the work of otherscope with success and failure in positive waysdemonstrate self-discipline, self-direction and a sense of

responsibilitywork cooperatively and productively

British Columbia, CanadaDrama 8

demonstrate the unique ability of drama to unify a diversegroup

demonstrate trust through collaborative dramamake and act on reasoned and thoughtful decisionssuggest and try a variety of appropriate solutions to a given

problemidentify a variety of movement possibilities that could be

used to create a specific effectidentify a variety of vocal techniques that could be used to

communicate a specific meaningidentify examples of the interrelationship of movement and

voice in communicating meaningreflect on and express their experiences both in and out of

rolesuspend disbelief to transform objects and create characterplan and create settings to enhance the dramatic situationuse appropriate vocabulary to describe drama and theatre

elementsapply theatrical conventions to dramatic formsdemonstrate an awareness of the need for rehearsal to

create a polished presentationdemonstrate respect for the nature of their audienceenhance dramatic work with available technical elementsselect design elements—colour, level, space—to achieve a

desired effect

Drama 9demonstrate the unique ability of drama to unify a diverse

groupdemonstrate trust in others through class activities and

individual and ensemble performancesaccept responsibility for decisions and solutionsuse a variety of strategies to make choices in problem

solvingdemonstrate appropriate use of voice elementsuse appropriate physical and vocal expression to enhance

dramacreate and sustain situations while in rolereflect on and clearly express experiences both in and out

of roleuse vocal and physical techniques to create role and

characterdemonstrate familiarity with stage vocabulary and apply

theatrical conventions to dramatic formsdemonstrate respect for the nature of their audiencedemonstrate responsibility to the group and self in

rehearsal and performanceenhance dramatic work with available technical elementsselect and use design elements to achieve a desire effect

Drama 10demonstrate the unique ability of drama to unify a diverse

groupdemonstrate trust in self and others through class activities

and individual and ensemble performancesdefend choices made in problem solvingnegotiate and compromise to solve group problemschoose appropriate physical and vocal expressions to

enhance dramachoose appropriate vocal techniques to communicate a

particular meaningapply vocal and physical techniques to create role and

charactersuspend disbelief to create dramaanalyse the motivations, objectives, obstacles, and actions

of a character

apply stage vocabulary and theatrical conventions todramatic forms

demonstrate a commitment to the team approach inrehearsal and performance

demonstrate ways in which context determines the choiceof design elements

select technical elements to create mood and atmosphere

Drama 11demonstrate engagement in performanceuse appropriate terminology to describe theatre

performanceapply safety and health considerations to body and voicedemonstrate voice and movement elements appropriate to

performanceidentify appropriate theatre terminology to describe

movement and voicedemonstrate appropriate strategies to develop a characteridentify a character's objectives and motivationsuse appropriate stage terminologydemonstrate a willingness to delegate and accept

responsibility in a groupdemonstrate appropriate performance etiquettedemonstrate commitment to the rehearsal and performance

processdemonstrate health and safety practices in theatre

performancedemonstrate understanding of the roles and responsibilities

of theatre company personnelidentify processes and protocol involved in theatre pre-

production, production, and post-production

Drama 12maintain engagement in performanceuse appropriate terminology to describe theatre

performanceapply safety and health considerations to body and voicedemonstrate proficient use of body and voice as performing

instrumentsuse appropriate theatre terminology to describe movement

and voicedemonstrate the ability to interpret scriptsuse appropriate stage terminologycollaborate to solve performance and production problemsdelegate and accept responsibility in groupsdemonstrate appropriate performance etiquettedemonstrate commitment to the rehearsal and performance

processdemonstrate the responsibilities of their position in the

organizational structure of a theatre company

Ontario, CanadaGrades 9 & 10 - Foundations - Responsible Practices

C.3.1 - identify and follow safe and ethical practices indrama activities (e.g., exhibit safe use of sound and lightingboards; follow procedures for the environmentally responsibleuse of materials and energy; prepare an individual or groupseminar report on the nature and purpose of one or more ofthe following: copyright protection, royalties, public domain,intellectual property rights)

C.3.2 - identify and apply the skills and attitudes needed toperform various tasks and responsibilities in producing dramaworks (e.g., use active listening and cooperative problem-solving skills; practise punctuality; use tact in suggestingchanges and improvements; demonstrate willingness to

accept criticism and build consensus)C.3.3 - demonstrate an understanding of theatre and

audience etiquette, in both classroom and formalperformance contexts (e.g., as a performer: show willingnessto take direction and behave appropriately towards otheractors; as a viewer: demonstrate respect for performers andother audience members by paying attention, not interruptingor talking, and applauding when appropriate)

Grades 9 & 10 - Foundations - Concepts andTerminology

C.1.2 - demonstrate an understanding of and use correctterminology to refer to the forms, elements, conventions, andtechniques of drama, with a focus on ensemble drama works(e.g., chorus, protagonist, ingénue, supporting role, act,scene, climax, resolution, improvisation, mask, freeze-frameimage)

C.1.3 - demonstrate an understanding of production roles,practices, and terminology when planning and presentingdrama works (e.g., set design, costume design, lighting plot,light cue sheet, sound cue sheet, prompt book, set sketch, setmodel)

Grades 9 & 10 - Creating and Presenting - PresentationTechniques & Technologies

A.3.3 - use a variety of technological tools (e.g., light,sound, set design, props, models) to enhance the impact ofdrama works

Grade 11 - Foundations - Responsible PracticesC.3.1 - identify and follow safe and ethical practices in all

drama activitiesC.3.2 - demonstrate an understanding of the tasks and

responsibilities involved in producing drama worksC.3.3 - demonstrate an understanding of correct theatre

worker and audience etiquette in classroom drama work andformal performance contexts

Grade 11 - Foundations - Concepts and TerminologyC.1.1 - identify and describe the forms, elements,

conventions, and techniques used in a variety of dramastyles, and explain how they help achieve specific purposesand effects

Grade 11 - Creating and Presenting - PresentationTechniques & Technologies

A.3.3 - select and use a variety of technological tools,including forms of new media, to highlight the message andenhance the impact of drama works

Grade 12 - Foundations - Responsible PracticesC.3.1 - identify and follow safe and ethical practices in all

drama activitiesC.3.2 - demonstrate an understanding of the tasks and

responsibilities involved in producing drama worksC.3.3 - demonstrate an understanding of correct theatre

worker and audience etiquette in classroom drama work andformal performance contexts

Grade 12 - Foundations - Concepts and TerminologyC.1.2 - use correct terminology for the styles, components,

processes, and techniques of drama in creating and critiquingdrama works and theatre performances

Grade 12 - Reflecting, Responding and Analyzing - TheCritical Analysis Process

B.1.3 - analyse and evaluate the aesthetic and technicalaspects of a variety of drama works and/or theatricalproductions

Grade 12 - Creating and Presenting - PresentationTechniques & Technologies

A.3.1 - demonstrate an understanding of how differentacting and staging techniques reflect and support differentpurposes in drama

A.3.3 - select and use a variety of technological tools tohelp convey mood, create tension, and suggest universalconnections