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Drama, as a discipline, is a collaborative art-a process. This process brings together elements of body movement, visual images and language in various proportions to depict a full spectrum of ideas and ideals. The source of inspiration for theatre is found in the world in which we live and dream. The resulting literature reflects the full spectrum of thought as history allows us to know it. As a result, the curriculum should be designed to enhance that collaboration and insure that the sharing of ideas and ideals is an integral element of the process and that theatre artists are physically and mentally prepared for the variety of forms that represent theatre.
Theatre demands that we understand the nature of the literature, the interpretation and style of the performance, and the effectiveness of the performance itself. Because each performance has a life of its own, participants in a theatre experience should be able to understand and accept a diverse vocabulary of expression.
Understanding and appreciation of theatre is a pragmatic element of everyday life. Theatre as an event is a constant occurrence in life. A presidential press conference, a commercial on television, a celebration in a place of worship, an event in a courtroom, an experience "acted out" in a classroom, or attendance at a specific performance can all be considered theatre. The effectiveness of any of these activities relies on the ability of the presentation to communicate a specific message or point of view to the "audience." It is important, therefore, to be able to understand the elements that contribute to making "theatre" happen.
Arts Education Principles/Standards: an ICFAD Position,
International Council of Fine Arts Deans in cooperation with the
American Council for the Arts, 1993.
| In the creative state,
as a man is taken out of himself, he lets down...a bucket
into his subconscious and draws up something which is
normally beyond his reach. He mixes this thing with his
normal experiences, and out of the mixture he makes a
work of art. E.M. Forster |
Alaska Content Standard A: A student should be able to create and perform in the arts. |
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| Script writing | |||
| Performance Standard Benchmark 1 Ages 8-10 |
Performance Standard Benchmark 2 Ages 12-14 |
Performance Standard Benchmark 3 Ages 16-18 |
Performance Standard Advanced Ages 16-18 |
| collaborate to select interrelated characters, environments, and situations for classroom dramatizations | individually and in groups, create characters, environments, and actions that create tension and suspense | construct imaginative scripts and collaborate with actors to refine scripts so that story and meaning are conveyed to an audience | write theatre, film, television or electronic media scripts in a variety of traditional and new forms that include original characters with unique dialogue that motivates action |
| improvise dialogue to tell stories and formalize improvisations by writing or recording the dialogue | refine and record dialogue and action |
same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |
| not applicable at this age level | select, read, and create drama from a wide variety of literature | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |
| Acting by assuming roles and interacting in improvisations | |||
| Performance Standard Benchmark 1 Ages 8-10 |
Performance Standard Benchmark 2 Ages 12-14 |
Performance Standard Benchmark 3 Ages 16-18 |
Performance Standard Advanced Ages 16-18 |
| imagine and clearly describe characters, their relationships, and their environments | analyze descriptions, dialogue, and actions to discover, articulate, and justify character motivation and invent character behaviors based on the observation of interactions, ethical choices, and emotional responses to people | analyze the physical, emotional, and social dimensions of characters found in dramatic texts from various genre and media | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |
| use variations of locomotor and non-locomotor movement and vocal pitch, tempo, and tone for different characters | demonstrate acting skills (such as sensory recall, concentration, breath control, diction, body alignment, control of isolated body parts) to develop characterizations that suggest artistic choices demonstrate understanding of the techniques of characterization by demonstrating appropriate physical communication of character through gesture, move-ment, muscular control, and relaxation | compare and demonstrate various classical and contemporary acting techniques and | demonstrate artistic discipline to achieve an ensemble in a rehearsal and performance |
| assume roles that exhibit concentration and contribute to the action of classroom dramatizations based on personal experience and heritage, imagination, literature, and history | in an ensemble, interact as the invented character | in an ensemble, create and sustain characters that communicate with audiences | create consistent characters from classical, contemporary, realistic, and nonrealistic dramatic text in informal and formal theatre, film, television, and electronic media productions |
| become comfortable performing in front of an audience | demonstrate clear physical and vocal projection and strong stage presence | demonstrate concentration and focus | demonstrate commitment to the ensemble in the rehearsal/performance process |
| retell/ perform stories, poems, songs, tales | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |
| demonstrate kinesthetic development through participation in dramatic activities | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |
| develop expression using the body, voice, and gestures | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |
| demonstrate the ability to interact and react to other characters | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |
| participate in role playing in inter-disciplinary settings | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |
| practice classroom performance skills: oral interpretation, improvisation, children's theatre, role playing, mime, etc. | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |
| not applicable at this age level | not applicable at this age level | study and apply characterization techniques by exploring personal emotional depths through the creating and performing of a character | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |
| Designing by visualizing and arranging environments for classroom dramatizations | |||
| Performance Standard Benchmark 1 Ages 8-10 |
Performance Standard Benchmark 2 Ages 12-14 |
Performance Standard Benchmark 3 Ages 16-18 |
Performance Standard Advanced Ages 16-18 |
| recognize and demonstrate a basic knowledge of theatre, costumes, props, lighting, scenic elements, and sound | explain the functions and interrelated nature of scenery, properties, lighting, sound, costumes, and makeup in creating an environment appropriate for the drama | explain the basic physical and chemical properties of the technical aspects of theatre (such as light, color, electricity, paint, and makeup) | explain how scientific and technological advances have impacted set, light, sound, and costume design and implementation for theatre, film, television, and electronic media productions |
| not applicable at this age level | analyze improvised and scripted scenes for technical requirements | analyze a variety of dramatic texts from cultural and historical perspectives to determine production requirements | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |
| visualize environments and construct designs to communicate locale and mood using visual elements (such as space, color, line, shape, texture) and aural aspects using a variety of sound sources | develop focused ideas for the environment using visual elements (line, texture, color, space), visual principles (repetition, balance, emphasis, contrast, unity), and aural qualities (pitch, rhythm, dynamics, tempo, expression) from traditional and nontraditional sources | develop designs that use visual and aural elements to convey environments that clearly support the text | collaborate with directors to develop unified production concepts that convey the metaphorical nature of the drama for informal and formal theatre, film, television, or electronic media productions |
| collaborate to establish playing spaces
for classroom dramatizations and to select and safely
organize available materials that suggest scenery,
properties, lighting, sound, costumes, and makeup |
work collaboratively and safely to select and create elements of scenery, properties, light, and sound to signify environments, and costumes and makeup to suggest character | design and construct stage scenery applying technical knowledge and skills to collaboratively and safely create functional scenery, properties, lighting, sound, costumes, and makeup design and construct stage scenery apply technical knowledge and skills to collaboratively and safely create functional scenery, properties, lighting, sound, costumes, and makeup | safely construct and efficiently operate technical aspects of theatre, film, television, or electronic media productions |
| not applicable at this age level | not applicable at this age level | develop critical skills to evaluate the impact of production elements such as lighting, acting, sound, scene design, and costume design on performance | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |
| not applicable at this age level | not applicable at this age level | design coherent stage management,
promotional, and business plans develop an understanding of the theatre through design and technical production |
create and reliably implement production schedules, stage management plans, promotional ideas, and business and front-of-house procedures for informal and formal theatre, film, television, or electronic media productions |
| Directing | |||
| Performance Standard Benchmark 1 Ages 8-10 |
Performance Standard Benchmark 2 Ages 12-14 |
Performance Standard Benchmark 3 Ages 16-18 |
Performance Standard Advanced Ages 16-18 |
| not applicable at this age level | not applicable at this age level | not applicable at this age level | explain and compare the roles and interrelated responsibilities of the various personnel involved in theatre, film, television, and electronic media productions |
| not applicable at this age level | not applicable at this age level | develop multiple interpretations and visual and aural production choices for scripts and production ideas and choose those that are most interesting | collaborate with designers and actors to develop aesthetically unified production concepts for informal and formal theatre, film, television, or electronic media productions |
| not applicable at this age level | not applicable at this age level | justify selections of text, interpretation, and visual and aural artistic choices | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |
| collaboratively plan and rehearse improvisations and demonstrate various ways of staging classroom dramatizations | lead small groups in planning visual and aural elements and in rehearsing improvised and scripted scenes, demonstrating social, group, and consensus skills | effectively communicate director's choices to a small ensemble for improvised or scripted scenes | conduct auditions, cast actors, direct scenes, and conduct production meetings to achieve production goals |
| demonstrate proper rehearsal, performance etiquette, and audience etiquette | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |
| not applicable at this age level | develop a comprehensive understanding of theatre, acting, and directing by incorporating a natural sense of play into performance, focusing on creative tasks, developing expression using bodies, voice and gestures, demonstrate adequate articulation, enunciation, volume, and variety in vocal production | demonstrate a comprehensive understanding of acting and directing | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |
Alaska Content Standard B: A student should be able to understand the historical and contemporary role in the arts in Alaska, the nation, and the world. |
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| Researching by finding information to support classroom dramatizations | |||
| Performance Standard Benchmark 1 Ages 8-10 |
Performance Standard Benchmark 2 Ages 12-14 |
Performance Standard Benchmark 3 Ages 16-18 |
Performance Standard Advanced Ages 16-18 |
| communicate information to peers about people, events, time, and place related to classroom dramatizations | apply research from print and nonprint sources to script writing, acting, design, and directing choices | identify and research cultural, historical, and symbolic clues in dramatic texts and evaluate the validity and practicality of the information to assist in making artistic choices for informal and formal productions | research and describe appropriate historical production designs, techniques, and performances from various cultures to assist in making artistic choices for informal and formal theatre, film, television, or electronic media productions |
| not applicable at this age level | not applicable at this age level | identify significant theatre contributions of different cultures and historical periods | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |
| not applicable at this age level | not applicable at this age level | develop an understanding of theatre history and its importance within our society | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |
| not applicable at this age level | not applicable at this age level | interpret the cultural, social, and political conditions that influence playwrights | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |
| Understanding context by analyzing | |||
| Performance Standard Benchmark 1 Ages 8-10 |
Performance Standard Benchmark 2 Ages 12-14 |
Performance Standard Benchmark 3 Ages 16-18 |
Performance Standard Advanced Ages 16-18 |
| identify and compare similar characters and situations in stories and dramas from and about various cultures, illustrate with classroom dramatizations, and discuss how theatre reflects life | describe and compare universal characters and situations in dramas from and about various cultures and historical periods, illustrate in improvised and scripted scenes, and discuss how theatre reflects a culture | compare how similar themes are treated in drama from various cultures and historical periods, illustrate with informal performances, and discuss how theatre can reveal universal concepts | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |
| not applicable at this age level | explain the knowledge, skills, and discipline needed to pursue careers and vocational opportunities in theatre, film, television, and electronic media | identify and compare the lives, works, and influence of representative theatre artists in various cultures and historical periods gain insight concerning discipline, knowledge, and skill requisite for a career in theatre | analyze the social and aesthetic impact of underrepresented theatre and film artists |
| identify and compare the various settings and reasons for creating dramas and attending theatre, film, television, and electronic media productions; discuss and observe plays, movies, television, and live performances | analyze the emotional and social impact of dramatic events in their lives, in the community, and in other cultures | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |
| not applicable at this age level | explain how culture affects the content and production values of dramatic performances | identify cultural and historical sources of American theatre and musical theatre | analyze the relationships among cultural values, freedom of artistic expression, ethics, and artistic choices in various cultures and historical periods |
| not applicable at this age level | explain how social concepts such as cooperation, communication, collaboration, consensus, self-esteem, risk taking, sympathy, and empathy apply in theatre and daily life | analyze the effect of their own cultural experiences on their dramatic work | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |
| not applicable at this age level | not applicable at this age level | not applicable at this age level | analyze the development of dramatic forms, production practices, and theatrical traditions across cultures and historical periods, and explain influences on contemporary theatre, film, television, and electronic media productions |
Alaska Content Standard C: A student should be able to critique the student's art and the art of others. |
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| Performance Standard Benchmark 1 Ages 8-10 |
Performance Standard Benchmark 2 Ages 12-14 |
Performance Standard Benchmark 3 Ages 16-18 |
Performance Standard Advanced Ages 16-18 |
| describe visual, aural, oral, and kinetic elements in theatre, dramatic media, dance, music, and visual arts create a visual picture while reading a play | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways | describe and compare the basic nature, materials, elements, and means of communicating in theatre, dramatic media, musical theatre, dance, music and the visual arts | compare the interpretive and expressive natures of several art forms in a specific culture of historical period |
| compare how ideas and emotions are
expressed in theatre, dramatic media, dance, music, and
visual arts |
describe characteristics and compare the presentation of characters, environments, and actions in theatre, musical theatre, dramatic media, dance, and visual arts | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |
| not applicable at this age level | not applicable at this age level | determine how the nondramatic art forms are modified to enhance the expression of ideas and emotions in theatre | compare the unique interpretive and expressive natures and aesthetic qualities of traditional arts from various cultures and historical periods with contemporary new art forms (such as performance art) |
| select movement, music, or visual elements to enhance the mood of a classroom dramatization | incorporate elements of dance, music, and visual arts to express ideas and emotions improvised and scripted scenes | illustrate the integration of several arts media in informal presentations | integrate several arts and/or media in theatre, film, television or electronic media production |
| not applicable at this age level | express and compare personal reactions to several art forms | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |
| not applicable at this age level | describe and compare the functions and interaction of performing and visual artists and audience members in theatre, dramatic media, musical theatre, dance, music, and visual arts | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |
| discuss and observe plays, movies, television, and live performances | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |
Alaska Content Standard D: A student should be able to recognize beauty and meaning through the arts in the students life. |
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| Performance Standard Benchmark 1 Ages 8-10 |
Performance Standard Benchmark 2 Ages 12-14 |
Performance Standard Benchmark 3 Ages 16-18 |
Performance Standard Advanced Ages 16-18 |
| identify and describe the visual, aural, oral, and kinetic elements of classroom dramatizations and dramatic performances | describe and analyze the effect of publicity, study guides, programs, and physical environments on audience response and appreciation of dramatic performances | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |
| explain how the wants and needs of characters are similar to and different from one's own | articulate and support the meanings
constructed from own and others' dramatic performances |
construct social meanings from infor-mal and formal productions and from dramatic performances from a variety of cultures and historical periods, and relate to current personal, national, and international issues | construct personal meanings from non traditional dramatic performances |
| not applicable at this age level | not applicable at this age level | articulate and justify personal aesthetic criteria for critiquing dramatic texts and events that compares perceived artistic intent with the final aesthetic achievement | analyze, compare, and evaluate differing critiques of the same dramatic texts an performances |
| articulate emotional responses to and explain personal preferences about the whole as well s the parts of dramatic performances | use articulated criteria to describe, analyze, and constructively evaluate the perceived effectiveness of artistic choices found in dramatic performances | analyze and critique the whole and the parts of dramatic performances, taking into account the context, and constructively suggest alternative artistic choices | critique several dramatic works in terms of other aesthetic philosophies (such as the underlying ethos of Greek drama, French classicism with its unities of time and place, Shakespeare and romantic forms, India classical drama, Japanese Kabuki, and others) |
| analyze classroom dramatizations and, using appropriate terminology, constructively suggest alternative ideas for dramatizing roles, arranging environments, and developing situations along with means of improving the collaborative processes of planning, playing, responding, and evaluating | describe and evaluate the perceived effectiveness of students' contributions (as playwrights, actors, designers, and directors) to the collaborative process of developing improvised and scripted scenes | constructively evaluate own and other's collaborative efforts and artistic choices in informal and formal productions | analyze and evaluate critical comments about personal dramatic work, explaining which points are most appropriate to inform further development of the work |
| identify the senses and their relationship to a specific experience | analyze plays, movies, television, and live performances through writing and discussion | observe and evaluate other group performances, identifying the positive and negative aspects of the performance | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |
| not applicable at this age level | not applicable at this age level | develop and demonstrate theatre awareness through observation of a variety of productions | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |