Middle School Drama--Curricular Goals

Detailed Outline


Middle School Students will:



A.)  Use the body and voice expressively.

1.) Identify and understand specific movement and vocal techniques.

2.) Master pantomime skills.

B.)  Express character through movement and voice.

1.)  Develop body awareness and spatial perception.

2.)  Experiment with imitative and interpretive movement.

C.) Develop sensory awareness.

1.) Recognize individual differences in emotional states and attitudes.

2.) Recall and express personal sensory experiences.

3.) Create fully realized sensory environments through pantomime and dialogue.

D.) Develop personal creativity.



A.)  Cooperate in teams to solve problems.

1.) Plan and execute complex dramatic scenes.

2.) Demonstrate social discipline in dramatic activities.

3.) Balance personal and group needs and concerns.

4.) Explore consequences and implications of alternative solutions to dramatic problems.

B.)  Place self in other contexts--walk in others' shoes.

1.) Acknowledge similarities with and differences from others in dramatic activities.

2.) Explore alternatives and problem-solving techniques through dramatization.

3.) Draw parallels between drama and life.

C.)  Observe and criticize one another's work.



A.) Develop an appreciation of the Theatre.

1.) Identify and discuss reasons for creating Theatre, including:

a.) Political tool.

b.) Religious celebration.

c.) Entertainment.

d.) Art.

2.) Identify and discuss reasons for attending theatrical performances, including:

a.) Learn about others.

b.) Participate in culture.

c.) Social concerns.

d.) Entertainment.

B.)  Attend live theatre presentations.

1.) Practice audience etiquette.

2.) Describe and discuss the relationship between audience and performing artists.

3.) Discuss and evaluate the behavior of particular audiences.

C.)  Evaluate the success of dramatic expressions both in class and in formal performances.

1.) Use articulated criteria to describe and analyze the effectiveness of artistic choices.

2.) Describe and evaluate the success of their own and others' contributions to collaborative drama work.

3.) Put forth considered suggestions for alternative courses of action.

D.) Understand elements of drama including:

1.)  Dramatic Action.

2.)  Character.

3.)  Conflict.

4.)  Resolution.

5.)  Playwright.

6.)  Director.

7.)  Designer.

8.)  Suspension of Disbelief.

9.)  Representation vs. Presentation.

E.) Use dramatic elements in a clear and controlled way.

F.) Compare and contrast art forms such as theatre, music, visual art, dance, electronic media, etc, and incorporate them into classroom performances.

1.) Compare the ways ideas are expressed in various media.

2.) Make clear choices about which media to use to express particular ideas.

3.) Describe the ways that other art forms are incorporated into theatrical presentations.

G.) Articulate personal reactions to several art forms.

H.) Compare theatre and other dramatic media to real life.



A.) Recognize the role of theatre, film, television and other media in daily life.

1.) Describe and analyze the effect of publicity, programs, and physical environment on audience response to theatre.

2.) Articulate the meanings of their own and others' theatrical performances.

3.) Analyze the emotional and social impact of dramatic events in their lives, in their community, and in the larger society.

4.) Explain how social concepts such as cooperation, communication, collaboration, consensus, self-esteem, risk-taking, sympathy and empathy apply in the theatre and in life.

5.) Describe how theatre reflects life.

B.) Develop awareness of multicultural concepts in the theatre.

1.) Describe and compare universal characters and situations in dramas.

2.) Discuss how theatrical practices and specific theatrical artifacts reflect a culture.

C.) Develop awareness of historical heritage of the theatre.

D.) Explore careers in the theatre and related fields.

1.) Explain the knowledge, skills and discipline needed to pursue careers in the theatre and related media.



A.)  Create/WRITE scripts.

1.) Participate in group play-making activities.

a.)  Collaborate to select and create characters, situations and environments.

2.) Create characters, environments and actions through improvisation.

a.) Formalize improvisations by recording and repeating them.

b.) Create fully realized characters through improvised dialogue and actions.

3.) Write scenes and monologues using proper format and containing dramatic action.

B.)  ACT/role-play.

1.) Develop basic acting skills including:

a.) Sensory recall.

b.) Concentration.

c.) Diction.

d.) Breath control.

e.) Body alignment.

f.) Body control.

g.) Improvisation.

2.) Interpret stories and other themes through dramatic performance.

3.) Create characters.

a.) Incorporate physical, emotional and social dimensions of characters in scenes.

b.) Analyze descriptions, dialogue and actions to justify character choices.

c.) Sustain characters in improvised and formal scenes.

d.) Make clear choices in character traits and behavior.

C.) DIRECT classroom theatre.

1.) Understand the role of the director in formal theatre.

2.) Lead small groups in planning and executing dramatic performances.

a.) Rehearse in small groups.

b.) Rehearse individual performances collaboratively.

c.) Criticize one another in partnerships.

d.) Organize rehearsals independently.

D.) DESIGN environments for theatre.

1.) Explain the function of:

a.) Scenery.

b.) Properties.

c.) Lighting.

d.) Sound.

e.) Costumes.

f.) Makeup.

g.) Designer.

h.) Technical director.

2.) Explore the effect of selected technical elements in dramatic scenes.

3.) Make clear choices of technical elements to enhance classroom performances.

a.) Arrange room furniture to assist in presentation of scenes.

b.) Organize materials for costumes, sets, props and lighting.

c.) Select music and other aural elements for presentations.

4.)  Create designs for speculative productions.

E.) Conduct research to support dramatic work.

1.) Apply research from print and nonprint sources to writing, acting, directing and design problems.

2.) Make formal written analysis of characters for performance.

3.) Relate specific information learned through research to specific choices in design, acting, writing or directing.