DRAMA CURRICULUM
Drama – Enduring Understandings
o Students will understand that the use of dramatic elements is important in creating and portraying characters and theatrical works.
o Students will understand that clear communication of ideas and feelings in a meaningful way is essential to connecting with the audience.
o Students will understand that adapting and improvising is an important skill for both life and work.
o Students will understand that giving and accepting constructive criticism knowledgeably and appropriately is important to functioning in a group or ensemble.
o Students will understand that thinking creatively, experimenting with ideas, and contributing to the group are key to the success of a performance or project.
How does a drama student think?
Is my use of voice, movement, and expression clearly communicating my character and the story to my audience?
Where is my audience, and who is my audience?
How can I change the way I say a line (using vocal emphasis, inflection, pitch, and rate) to make it clear and interesting to the audience?
What is my character's attitude, personality, or motivation in this scene?
What does a polished or well-rehearsed skit or play look and sound like?
How can I use cooperation and compromise within my group to agree on the direction of our plot or improvisation?
How can I use exaggeration to enhance the way my character comes across to my audience?
How do I effectively critique my stage partners, finding both positive elements and areas to consider for improvement?
How will I know if our skit or production was effective?
Why is it important to be able to ad lib or improvise during a skit or play performance?
Key Concepts Drama. pdf
Drama Proficiency Statements
6th Grade
I can demonstrate spontaneity, or my ability to think, speak, and act "on the spot."
I can offer suggestions for ways that my peers could improve their skit or dramatic performance.
I can write and perform simple scripts and monologues.
I can use basic drama/theater vocabulary in class discussions.
I can tell you the names for the basic areas of the stage.
I can reflect upon and discuss my own work or that of a classmate when asked by the teacher.
I can establish a character, with some control over voice and movement.
I can support the planning and structuring of skits or play performances.
I can tell you the three major pieces of a plot.
I can develop a plotline for a story when given a headline or theme and time to prepare.
I can demonstrate physical control through slow-motion actions.
I can demonstrate a growing confidence in my own stage presence.
7th Grade
I can demonstrate spontaneity, or my ability to think, speak, and act "on the spot."
I can create, perform, and sustain different characters in a skit or dramatic performance.
I can refine and improve my acting through the rehearsal process.
I can give and accept offers during the ad lib or improv process.
I can use my knowledge of the stage areas in a crafted skit or improv situation.
I can use correct drama/theater vocabulary when reflecting about my performance in writing.
I can perform my role in a skit with confidence and a strong sense of stage presence.
I can cooperate with the members of my small group to create, rehearse, and perform a skit.
I can create a detailed script or scene that has a clear beginning, middle, and end.
I can give examples of how a character could be persuaded or motivated to think or act.
I can build suspense through scriptwriting using detailed descriptions and sound effects.
I can develop a basic plotline for a story when given a headline or theme on the spot.
I can offer thoughtful, constructive responses to performances by my peers.