Texas Essential Knowledge and Skills for Theatre Arts
HS 117.317 LIII - Foundations: Inquiry and Understanding
16 units • 4 professional development courses aligned to
C.1.G - develop and practice memorization skills.
View all Standards for Texas Essential Knowledge and Skills for Theatre Arts
C.1.G develop and practice memorization skills.
This page lists 16 units and 4 professional development courses aligned to C.1.G from the Texas Essential Knowledge and Skills for Theatre Arts. Designed for drama teachers, these resources directly address C.1.G - develop and practice memorization skills.
UNIT
Agatha Rex and Ancient Greek Theatre
by Angel Borths
Help…It’s all Greek to me! Join Angel Borths in this unit that uses a modern adaptation of the Ancient Greek play Antigone to introduce Middle School students to Ancient Greek Theatre.
Have your students read Percy Jackson and want to find out more about Ancient Greece? Then, this unit is for you. This unit is designed for middle and high school students and will take you through the basics of classical Greek theatre and pairs it with a modern adaptation of the story of Antigone called Agatha Rex by Lindsay Price. Students will learn vocabulary, design, and basic theory surrounding classical Greek theatre. Students will also enjoy the mask building component of this unit, as they learn to disappear into the character of a mask, like the first actors did on a Greek stage thousands of years ago.
The unit culminates in a scene performance with masks.
UNIT
Shakespeare Performance
by Anna Porter
In this unit by Anna Porter, students are introduced to the works of Shakespeare and explore how to bring a character to life in a monologue performance. Students are also introduced to the tools to help them unlock meaning in Shakespeare’s text. Through this eleven lesson series, students will participate in class discussions, activities and performance. Assessment tools include informal assessment, submission of textual analysis work and a final performance.
UNIT
Unlocking Shakespeare's Text
by Anna Porter
Shakespeare’s text holds valuable tools that students can use to unlock and understand meaning. In this unit by Anna Porter, students explore how to use the tools of research, context, textual analysis, imagery and punctuation to help them unlock meaning in Shakespeare’s text. This unit is created for an Intermediate to Advanced drama class with a basic background in plot structure and acting technique.
Through this five lesson series, students will use journals, participate in class discussions, activities and performance to explore the tools used to unlock a text. Assessment tools include informal assessment as well as a final group presentation and performance.
UNIT
Production Classroom Units Overview
by Karen Loftus
The overview lays out the all of the parts of The Production Classroom Units - which is divided into three parts.
In Part One, you’ll take your students through a series of pre-production units designed to help students gain as much comprehension as possible about putting on a successful production.
Part Two offers articles on each step in the process, samples and forms, a suggested pacing, role definitions and task checklists, an outline for a typical class, as well as performance duties. This section also outlines the assessment piece for The Production Classroom – the production binder.
Part Three provides a Post-Performance Reflection. Unpack the experience with students, reflect back on what went right and what could be changed for next time. A written Reflection is included as well as a Rubric for student production binders.
UNIT
Part One - Pre-Production
by Karen Loftus
In Part One of The Production Classroom, you’ll take your students through a series of pre-production units designed to help students gain as much comprehension as possible about putting on a successful production.
UNIT
Part Two - Rehearsal and Performance
by Karen Loftus
Part Two offers articles on each step in the process, samples and forms, a suggested pacing, role definitions and task checklists, an outline for a typical class, as well as performance duties. This section also outlines the assessment piece for The Production Classroom – the production binder.
UNIT
Part Two - Documents
by Karen Loftus
This section provides samples and worksheets for actor forms, costume department, general binder, lighting and sound, marketing samples, scenic and prop samples, and stage management and production manager samples and forms.
UNIT
Part Three - Reflection and Assessment
by Karen Loftus
Part Three provides a Post-Performance Reflection. Unpack the experience with students, reflect back on what went right and what could be changed for next time. A written Reflection is included as well as a Rubric for student production binders.
UNIT
Unit Six: Directed Scenes Take 1: Same Scene, Different Visions
by Lindsay Johnson
Students will now start applying the skills they’ve learned thus far in the context of existing, fleshed-out scripts.
They will also have opportunities to shift from actor to director and hone such skills as collaboration, self-confidence, and problem-solving which can be used in many other areas of their lives.
UNIT
Acting for the Camera
by Ruthie Tutterow
The purpose of this unit is for students to know the differences and practice skills for film versus stage acting. They should also know the basic vocabulary of acting for the camera. It will also be helpful for them to get practice in editing. By seeing both sides of the camera, they will gain valuable experience in seeing what works from both the producing and acting side. Students will be able to see and reflect on their work.
UNIT
Virtual Acting for the Camera
by Ruthie Tutterow
The unit is adapted for a virtual environment.
The purpose of this unit is for students to know the differences and practice skills for film versus stage acting. They should also know the basic vocabulary of acting for the camera. It will also be helpful for them to get practice in editing. By seeing both sides of the camera, they will gain valuable experience in seeing what works from both the producing and acting side. Students will be able to see and reflect on their work.
UNIT
Decolonizing Monologues
by Nicholas Pappas
In this unit, students will write a monologue authentic to their unique voice rather than to a Eurocentric canon model. We are going to decolonize the monologue. The goal in decolonizing monologues is to be inclusive of all voices in the classroom and to allow those voices to grow out of the unique style and cultural background of every student.
UNIT
Introduction to Stanislavski
by Drama Teacher Academy
This is an in-depth unit with instruction and activities about the Stanislavski acting method. It is followed by scene work in which students learn how to score a scene, do a comprehensive character analysis, and use what they have learned in rehearsals in a performance. Students will also watch their own work and evaluate their process after the performance.
The purpose of this unit is to give students an introduction and understanding of Stanislavski’s method and to put it into use as they prepare scenes for performance. After seeing their work, and spending time reflecting on how they used the principles of the method, students should take away a concrete understanding of how to prepare a role for performance.
UNIT
Virtual Introduction to Stanislavski
by Drama Teacher Academy
The unit has been adapted for a virtual environment.
This is an in-depth unit with instruction and activities about the Stanislavski acting method. It is followed by scene work in which students learn how to score a scene, do a comprehensive character analysis, and use what they have learned in rehearsals in a performance. Students will also watch their own work and evaluate their process after the performance.
The purpose of this unit is to give students an introduction and understanding of Stanislavski’s method and to put it into use as they prepare scenes for performance. After seeing their work, and spending time reflecting on how they used the principles of the method, students should take away a concrete understanding of how to prepare a role for performance.
UNIT
Spoken Word Poetry
by Quincy Young
In this unit, students will create a performance of a spoken word poem designed to engage, entertain, and affect an audience. They will also write a poet’s statement in which they describe the purpose(s) or inspiration(s) of their poetry.
This is not a technical writing unit and is geared more toward students self-expression and engaging an audience. If your students are not skilled poets, this unit is still accessible.
UNIT
A Midsummer Night's Dream
by Drama Teacher Academy
Shakespeare is sometimes avoided in the drama classroom because not only do the students not want to take on the language difficulties but neither do the teachers. Monologue and scenework becomes more challenging and a lot of times, students falter in their blocking action and character development because they are so challenged. How do we give students the opportunity to rehearse and present Shakespearean text as they would modern text?
In this play study unit, students will read a Shakespeare play while learning specific tools and techniques in order to stage text from that play. And more often than not, these techniques are ones that they have already used with other plays. It’s all about reframing Shakespeare so that students enjoy the experience of bringing the characters and stories to life.
View all Standards for Texas Essential Knowledge and Skills for Theatre Arts Standards Master List
