Download Audience Participation Module Grades K-6 Word doc.

Arts Instructional Guide: Theatre
Module A: Attending Live Theatre
Kindergarten: Module A
Essential Standard: 4.1
Respond appropriately to a theatrical experience as an audience
member.
Supporting Standard: 1.2
Identify differences between real and imaginary characters.
Knowledge
Vocabulary
 Theatrical Experience
 Real
 Imaginary
Skills
Demonstrate
 Audience etiquette
Identify
 How actors become the
characters they play
Sample Performance Task:
Show appropriate audience behavior at a live theatre performance.
Discuss with your class the difference between actors and the
characters they play.
First Grade: Module A
Essential Standard: 4.2
Identify and discuss emotional reactions to a theatrical experience.
Supporting Standard: 4.1
Describe what was liked about a theatrical work or a story.
Knowledge
Vocabulary
 Emotional Reactions
Skills
Identify
 Emotional reactions to a
theatrical experience
Describe
 What was liked about the
theatrical work or story
Sample Performance Task:
Attend a live theatre performance. Draw a picture of your favorite
part of the play and tell why you liked it. Explain how you felt
about the play.
Second Grade: Module A
Essential Standard: 4.1
Critique an actor’s performance as to the use of voice, gesture, facial
expression, and movement to create character.
Supporting Standard: 4.2
Respond to a live performance with appropriate audience behavior.
Supporting Standard: 4.3
Identify the message or moral of a work of theatre.
Knowledge
Vocabulary
 Critique
 Gesture
Skills
Critique
 An actor’s performance
Identify
 Message or moral
Sample Performance Task:
Attend a live theatre performance. Choose a character from the play and in
your journal write two things the actor did to make the character seem real.
Tell what you think the message of the play was.
Third Grade: Module A
Essential Standard: 4.1
Develop and apply appropriate criteria or rubrics for evaluating a theatrical
experience.
Supporting Standard: 1.2
Identify the 5 W’s (who, what, where, when, and why) in a theatrical
experience.
Knowledge
Vocabulary
 Conflict
 Motivation
 Stage Areas
 Blocking
 5 W’s
 Criteria
 Rubric
 Evaluate
Skills
Develop and Apply
 Criteria or rubrics
Evaluate
 Theatrical experience using a
rubric
Identify
 5 W’s
Sample Performance Task:
With your class, develop a rubric to evaluate a play you plan to attend. Base
your rubric on the 5 W’s. Use the rubric to write a critique about how well
the play develops character (who), setting (where and when), and conflict
(what and why).
Fourth Grade: Module A
Essential Standard: 4.1
Develop and apply appropriate criteria or rubrics for critiquing
performances as to characterization, diction, pacing, gesture, and
movement.
Supporting Standard: 4.3
Describe students’ responses to a work of theatre and explain what the
scriptwriter did to elicit those responses.
Knowledge
Vocabulary
 Characterization
 Diction
 Pacing
 Elicit
Concept
 Scriptwriters create a work of
theatre to elicit emotional
responses from the audience
Skills
Describe
 Emotional response to a live
theatrical performance
Sample Performance Task:
Develop criteria to evaluate the actor’s characterization, diction, pacing, gesture,
and movement for a live theatre performance. Use the criteria to write a
critique of the performance and tell how it made you feel.
Fifth Grade: Module A
Essential Standard: 4.1
Develop and apply appropriate criteria for critiquing the work of actors,
directors, writers, and technical artists in theatre, film, and video.
Supporting Standard: 1.1
Use the vocabulary of theatre, such as sense memory, script, cue,
monologue, dialogue, protagonist, and antagonist, to describe theatrical
experiences.
Knowledge
Vocabulary
 Technical Artist
 Film
 Video
Skills
Critique
 The work of artists in theatre,
film and video






Sense Memory
Cue
Monologue
Dialogue
Protagonist
Antagonist
Sample Performance Task:
Develop criteria for critiquing the work of actors, director, writer and technical
artists in a theatrical performance. Using the vocabulary of theatre, write a
critique of the performance you attended.
Sixth Grade: Module A
Essential Standard: 4.1
Develop and apply appropriate criteria for evaluating sets, lighting,
costumes, makeup, and props.
Supporting Standard: 1.2
Identify how production values can manipulate mood to persuade and
disseminate propaganda.
Supporting Standard: 4.2
Identify examples of how theatre, television, and film can influence or be
influenced by politics and culture.
Knowledge
Vocabulary
 Persuasion
 Propaganda
 Production Values
 Manipulate
 Mood
 Disseminate
Skills
Evaluate
 Technical aspects of different
media
Identify
 How production values can
manipulate mood
 How media is influenced by
politics and culture
Sample Performance Task:
Write a critique of a live theatre, television, or film performance you have
experienced. Evaluate the effectiveness of the creative choices made by the
director and the technical artists. Describe how the production values
manipulated your mood as an audience member.