Course: Introduction to Drama and Theatre

Learning Outcomes Assessed

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Learning Outcomes Assessed

SWBAT: Maintain a character throughout an entire scene.

SWBAT: create characters that are engaging to an audience.

SWBAT: integrate their body and facial expressions into their acting

SWBAT: communicate overall meaning of the scene through physicality as well as vocal cues.



(1 Points)


(2 Point each)


(3 Points each)


(4 Points each)

Physical Performance

Uses limited physical

movement in

performance. Voice

sometimes difficult to

hear or understand.

Vocal performance is

audible and clear.

Occasionally uses

body and movement to

enhance character.

Uses whole body and

voice in performance,

consistently uses voice

and body to enhance


Consistently commits

voice and whole body

to create a detailed and

realistic performance,

shows advanced

physical coordination

and vocal control.


Only with considerable

assistance invents

dramatic situations,

original ideas, and

unusual solutions

With moderate

assistance invents

dramatic situations,

original ideas, and

unusual solutions

With minimal

assistance invents

dramatic situations,

original ideas, and

unusual solutions

Without assistance,

independently invents

dramatic situations,

original ideas, and

unusual solutions


Was not able to complete scene without script.

Made use of long pauses or fumbled over lines often.

Showed some slight fumbles with lines.

Showed minor to no issues with lines. Completely off book.


The character lacks

clarity, is underdeveloped, and/or not

very believable

The character has some

clarity, is partially

developed, and/or is

somewhat believable

The character is generally

clear, developed, and


The character is

exceptionally clear, well developed, and



Performs with little energy,

focus, and/or commitment

Performs with some

energy, focus, and


Performs with energy,

focus and commitment

Performs with unusual

energy, intensity, focus,

and commitment

Communication of Meaning

Rarely uses voice, facial

expression, gesture, and

body movement effectively

to communicate meaning

Sometimes uses voice,

facial expression, gesture,

and body movement

effectively to

communicate meaning

Generally uses voice,

facial expression, gesture,

and body movement

effectively to

communicate meaning

Consistently uses voice,

facial expression, gesture,

and body movement

effectively to communicate


Over-All Performance

Performance is typical of

students of a younger age

or students with less


Performance is typical

when compared with

students of the same age

or training

Performance is advanced

when compared with

students of the same age or


Performance is superior

when compared with

students of the same age or



Total Points __________


Total Points _________

Above Average

Total Points __________


Total Points __________


Total Points __________/36

  1. Resources

    • Macbeth



Our Town

The Satires of Juvenal


    • Selection of political cartoons

Reader's Theater website

Michigan Department of Education Standards and Benchmarks for Art

Revised Lesson/Unit Plans

Lesson Plan 1 (Revised lesson in section 2.6)

Unit: Basics of Theatre Production

Lesson: Introduction, Setting up your company.

Prior Knowledge: 8thgrade reading and writing level. History of theatre covered in last unit.

Standard Addressed:

CE 1.3.7 Participate collaboratively and productively in groups (e.g., response groups, work teams, discussion groups, and committees)—fulfilling roles and responsibilities, posing relevant questions, giving and following instructions, acknowledging and building on ideas and contributions of others to answer questions or to solve problems, and offering dissent courteously.


SWBATidentify the roles of organizer, speaker, artist, and recorder in groups and what their functions are.


Begin class by talking about the new project. Each group will be composed of 3-4 people. Each group will need a recorder, a speaker, an organizer, and an artist. If there are three people in the group the roles will overlap (organizer and recorder). Students who are one of these roles do not only have to stick to that role. They are in place to help give direction and make sure that everyone is putting in their part to this project. The speaker will be in charge of presenting your group whenever we showcase the work you have done. The artist will be in charge of various things like designing logo's and creating fliers and tickets.

Students will be designing their own theatre companies and setting up the first performance. There are many parts to this project. There will be advertisements, schedules, reading of plays to decide what one to put on, scouting for locations for the theater, and much more.

But today we are working on the basics. First thing on the agenda is getting into your groups. Once you are in your groups, you will decide who will take on what role. Make sure that everyone is happy with the group and the role they are doing, because they will be filling that role for the entire project. For instance, do not have someone who has a hard time staying organized be the organizer and clarify-er for the group, or someone with terrible handwriting be the recorder for the group. Once everyone is all set with their groups and roles we can get into today's actual assignment.

You will be starting your theatre company. It needs a name, a slogan, and a logo. You will also need to decide what type of company you will be. Are you going to be more of a community theatre group that is non-profit, a theatre school that teaches classes as well as does shows, or something like a high-end professional theatre? This will also play into what your desired audience will be. That is another thing that you as a group need to decide.

At the beginning of class tomorrow you will be presenting your companies. You will tell the class the name of your company, showing your logo and slogan, as well as telling everyone what type of theatre company you are. There will also be a brief Q&A session with the class to find out why you made the choices you did.

I will be walking around checking in with groups as we go along if anyone has any questions. You have the rest of the hour to work, there are colored pencils and paper on my desk once you get to the logo part of the assignment.
Resources: Colored pencils and paper for the students to make their logo on.

4. Lesson Plan 2 (Revised lesson in section 2.6)

Unit: Satire, from history to the Theatre

Lesson: Satire in Cartoons

Standards addressed:

ART.III.T.HS.3 Analyze a variety of dramatic texts form cultural and historical perspectives to determine production requirements

ART.III.T.HS.9 Evaluate the personal and others' collaborative efforts and artistic choices in informational and formal productions.

ART.V.T.HS.2 Determine how non-dramatic art forms are modified to enhance the expression of ideas and emotions in theatre.

ART.V.T.HS.3 Integrate several arts media in informal presentations

Major Conceptual Question: What do cartoons have to do with satire?

Cognitive objectives: TSWBAT

describe what political satires are in cartoon form.

Interpret by using the date and current events for the time what various cartoons mean.

Produce their own political cartoons

Recognize the satirical value in each cartoon

Find humor in the cartoons


4 political cartoons that are appropriate for high school students. Family Guy clip involving political satire.

Group assignments:

Students will be counted off by fours and put into groups that way.


Review the definitions of satire and parody that we have come up with as a class, as well as the differences between the two. (Satire- One of the major differences that can be noted between a parody and satire is in regard to their goals. Though both parody and satire conveys humour, they impart different roles in society. Satire is stands for a social or political change.

Ask the class what a political cartoon is, and its purpose in society. Ask them how long they think political cartoons have been around. Ask them about any recent political cartoons they have seen. Set up Family Guy clip. After the clip analyze it to get the students minds thinking about the assignment.

Stated Purpose:

Inform students through a cooperative lesson the importance of political cartoons to our society and to satire as a whole.

Active Student Engagement:

Groups will be counted off. In each group students will be responsible for analyzing their assigned cartoon within the context of each time period. Students will be responsible for the following questions;

What is happening in the cartoon literally?

What is the statement the artist is trying to make?

What does this say about the culture of the time.

Teacher Monitoring:

I will rotate around the room and observe the different groups, making sure that everyone is working together and contributing equally. If any student has a question I will be available to help them arrive at an answer.

Active student engagement:

Each group will present their cartoon and answer the questions for the rest of the class.
Course: Introduction to Theatre

Unit:Basics of Production

Prior Knowledge: 8th grade level reading and writing

Topic Description: up a theatre company and a production

Course Rationale:

The reason this short unit should be included in an introduction to theatre class is threefold. By showing students that there is more to theatre than just acting and directing, it has the potential to open up new career paths for the students. Also, by having the students work in the same groups for an extended period of time, it gives them the chance to learn important life lessons outside of content expectations. Finally, by having the groups report back to the class through multiple presentations along the way, it gives them exposure to public speaking. This project is nice in the respect that a good portion of the grade is derived from the presentations, but by including the paper, it gives students another option to show the work they did.
Standards Addressed:

ART.T.II.HS.5 Design stage management, promotional, and business 


ART.T.III.HS.3 Analyze a variety of dramatic texts from cultural and 

historical perspectives to determine production 


ART.T.III.HS.6 Articulate and justify personal aesthetic criteria for 

critiquing dramatic texts and events that compare 

perceived artistic intent with the final aesthetic 


ART.T.III.HS.7 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.

ART.T.III.HS.9 Evaluate personal and others’ collaborative efforts and 

artistic choices in informal and formal productions

ART.T.V.HS.3 Integrate several arts and media in informal presentations.

Learning Outcomes:

SWBAT create a detailed schedule accounting for many things all at once.

SWBATwork in specific roles in a working group.

SWBAT the process by which a theatre company creates a show.

Content Outline:

Day 1:the end goal of the project. Each day students will be working on different parts of the project and it will all com together at the end. Students will be placed into groups of 3-4. We will go over the two major types of theatre companies via notes from the board. Students will then have to decide which of the two they would prefer their group to be. This must be done first because it will affect how the roles in the group are divided. The groups will then come up with a name, slogan, and logo, and spend the rest of class working on it.

Day 2: class by having each group present their company. They will tell the class who is doing what role in their company, and what type of company it is. Once all of the groups have presented, we will get a start on the next portion of the project. Now that the students have a bit of an idea of what direction they want to take their company, they will need to choose a location. The remainder of class today will go to explaining the work they will be doing on day 3, in the computer lab as a group. The first thing the students need to do is decide what their desired audience is. Once that has been decided they will be looking for reel estate anywhere in the country that fits the qualifications. The students could choose to start their company in a place that already has an established theatre community, or they could try and promote their company in an area that is devoid of theatre.

Day 3:Lab day. Students will have this time to work in their groups to find a suitable location. Once they have found the city they will be starting their company in, they will need to do some basic demographic research about it to determine if it really is what they need. They will need to look at population, population of surrounding areas, socioeconomic status, relative age of the town, geographic conditions, etc.

Day 4: a play. Students will be looking for a play to produce as their opening show. It can be a musical or straight show. There are no limitations. However, students must think of how their desired audience will perceive the show (is it likely that a middle class city in the mid-west would embrace absurdest theatre). Each student will turn in a two page paper including a brief plot summary, and the rationale why the play was chosen. This paper will be due with the final presentations.

Day 5: and production calendar. Groups will set up a calendar with dates and times for the following events: auditions, production meetings, rehearsals, shop work days, performances, tech week, hell week, and strike. The rehearsal process will have 6 weeks allocated to it. If the company is more of a community theatre the rehearsals should be in the evening. If it is a professional, full time company the rehearsals should be during the day.

Day 6: . Students will create advertisements for auditions and fliers for the show itself. Students will record a radio add for the show. Tape recorders will be supplied. Scripts need to be approved by the teacher. Colored pencils will be provided as well as paper.

Day 7:Ticket Sales and budget. Groups will set up a budget. They have $5,000 dollars to start. They will allocate money for paying their actors, paying for rent of the building, rites to the play, and building materials. Each group will then figure out how many seats there are in the house and set ticket prices. Groups will figure that each show will fill half of the audience and will need to make sure that with all of the costs associated with the production that some profit is made. The socioeconomic status of the audience should also be factored in, IE what the audience would be willing to pay for a ticket to the show. Finally, will tickets be sold ahead of time or only at the door? If they are sold ahead of time, how will that be done?

Day 8: Tying up loose ends. This day is set up to finish anything the groups need to finish. They will be allowed to go into the computer lab to finish anything they need to do on the computers, and I be available to help them with anything they need.

Day 9-10: of full projects. Each group will present their company. They will play their radio advertisement for their show, give a look at their production calendar, explain what their intended audience is, what kind of company they are running, go over their budget, and finally why they chose the play they did and provide a brief plot summary.
Learning Activities:

This unit will teach students the basics of what goes into a production through many lessons that come together to form a larger project. By giving students the big picture on day one, and keeping it in mind the entire duration of the unit, it gives students something to work towards.

When we take a closer look at the individual parts of the project, students will be doing many things. They will be creating a pretend theatre company from the ground up. Students will be creating advertisements, choosing a play, setting up a schedule, balancing a theoretical budget, and doing a presentation on the whole experience.
Assessments: This project will be graded as a group. The only individual grade will be for the paper that is written on day four. Effort is the main portion of the grade for the presentation. As long as the students have included all of the elements and put effort into making decisions that work for the type of audience they are catering to, and the type of company they are creating they will receive a passing grade.

The paper itself will be graded for grammar, punctuation, and content. The summary of the play will have to be accurate. This paper will account for 30% of their grade for the unit. The presentation will account for 50%, and participation will be 20%. Every day that the students are working I will be going around and offering help, but also watching each group and making sure everyone is on task and contributing to the group.
Instructional Materials:

Tape recorder, computer lab, colored pencils, calculators, white board, and dry erase makers.

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