PANTOMIME

By ANNA PORTER
In this unit, students explore how to communicate with their body by exploring elements of physicality and Pantomime.
Lesson one helps students explore body awareness as well as the use of the senses and details in pantomime performance. In
lesson two, students explore body language and how it is used to communicate by examining the art of flirting. Lesson three
helps students create a distinct physical characterization. Lesson four introduces students to the quality of Pantomime –
Consistency. In lesson five, students explore the quality of exaggeration in pantomime. In the final lesson, students prepare a
pantomime story for performance.

Through this six lesson series, students will use journals, participate in class discussions and practice the elements taught by
performing for their peers and as a class. Assessment tools include both informal assessment as well as a final Pantomime
performance.

1 - Introduction to Pantomime 5 - Exaggeration

Students will warm up using a pantomime interview and a Students will play with exaggerated resistance through a
relaxation exercise. Students will go on a pantomime hike and pantomime Tug of War and Object Toss. Students will further
participate in a “pretend you are walking” game at the end of explore exaggerated emotion through a mirror exercise with a
the lesson. partner where they will progressively exaggerate an emotion
physically. They will demonstrate their understanding of both
2 - Body Language exaggerated resistance and emotion by performing a short
Students will explore body language by examining the art of skit based on over the top soccer injuries.
flirting. Body language is further examined and explored
through a living museum, as well as frozen scenarios that 6 - Pantomime Story and Performance
students will create. Students will create a simple pantomime story and prepare a
pantomime for performance.
3 - Posture and Characterization
Students will explore characterization by examining posture
and playing a version of Musical Chairs with “proper” posture.
Students will also explore specific character physicality by
playing a relay game where they must take on and then pass
along the physical characterization of specific characters.

4 - Objects and Consistency

Students will explore the details associated with objects
through a “Magic Box” activity. Students will then explore the
importance of consistency in pantomime by preparing a
simple action for performance. They will practice ensemble
work and consistency by preparing a group task pantomime,
then performing it in synchronized form.
Standards Connections
Alberta, Canada
Junior Goal I Objectives
develop a positive self-image
develop self-discipline
develop self-confidence
strengthen powers of concentration
extend the ability to think imaginatively and creatively
extend the ability to explore, control and express emotions
develop the willingness to make a decision, act upon it and
accept the results
develop a sense of responsibility and commitment
develop the ability to initiate, organize and present a
project within a given set of guidelines
develop the ability to interact effectively and constructively
in a group process
develop the ability to offer and accept constructive criticism
Junior Goal II Objectives
develop the body and voice as tools of communication
explore specific techniques demanded by various dramatic
forms
Junior Goal III Objectives
develop awareness of various conventions of theatre
Junior Orientation
demonstrate a willingness to take calculated and
reasonable risks
share ideas confidently with others
focus concentration on one task at a time
listen effectively
generate imaginative and creative solutions to problems
meet deadlines and follow through on individual and group
commitments
demonstrate trust by becoming comfortable, physically and
emotionally, with others
work cooperatively and productively with all members of
the class in pairs, small groups and large groups
support positivity the work of others
offer and accept constructive criticism, given specific
guidelines, with a desire to improve
recognize the purposes of and participate in warmup
activities
move in a variety of ways
show awareness of story sequence
Movement Level I - Beginning
2 - demonstrate awareness of personal and shared space
6 - use proper posture
7 - demonstrate awareness of his or her own body and its
movement potential
8 - display increased freedom of movement
13 - control focus and energy in movement and gesture
Movement Level II - Intermediate
22 - use exaggerated movement and gesture
25 - communicate environment, character and situation
nonverbally
Movement Level III - Advanced
28 - coordinate movement and movement patterns with
other students
Improvisation/Acting Level I - Beginning
7 - use stage vocabulary: stage areas, body positions and
crosses
8 - demonstrate appropriate rehearsal behaviours and
routines
9 - communicate a clear beginning, middle and end in
spontaneous and planned scenes
12 - make logical choices within the boundaries of situation
and character
Improvisation/Acting Level II - Intermediate
15 - use the body and body language to enhance
characterization
20 - enter and exit in character
21 - sustain a character throughout an exercise or scene
Senior Goal I Objectives
increase self-discipline
increase self-confidence
extend the ability to concentrate
extend physical and vocal capabilities
Orientation Drama 10
share ideas confidently
concentrate on the task at hand
demonstrate effective use and management of time
listen to self and others
solve problems imaginatively and creatively
demonstrate self-discipline, self-direction and a sense of
responsibility
work cooperatively and productively
offer and accept constructive criticism with a desire to
progress
Movement Drama 10
10 - demonstrate focus, concentration and energy in all
movement and gesture
23 - demonstrate non-verbally the who, what, where, why
and when of a story
Improvisation Drama 10
9 - use appropriate stage directions
10 - demonstrate appropriate rehearsal methods
13 - communicate meaning without words
26 - use body language to add physical dimensions and
depth to a character
32 - sustain a character throughout a scene or exercise
Acting Drama 30
20 - physicalize character through selected and economical
movement and gesture
22 - display appropriate character relationships with all
other characters in a scene
British Columbia, Canada
Drama 8
demonstrate an appreciation for the diversity of others and
their various perspectives
demonstrate the unique ability of drama to unify a diverse
group
demonstrate trust through collaborative drama
make choices among a variety of ways to express thoughts,
feelings, and beliefs
identify ways to advance dramatic action
make and act on reasoned and thoughtful decisions
suggest and try a variety of appropriate solutions to a given
problem
use given criteria to assess and evaluate their work
identify a variety of movement possibilities that could be
used to create a specific effect
 create a unified drama with a distinct beginning, middle,
and end
use appropriate vocabulary to describe drama and theatre
elements
apply theatrical conventions to dramatic forms
demonstrate respect for the nature of their audience
Drama 9
demonstrate the unique ability of drama to unify a diverse
group
demonstrate trust in others through class activities and
individual and ensemble performances
make movement choices that create a specific effect
demonstrate a commitment to suspending disbelief
identify effective dramatic forms for representing particular
ideas and experiences
demonstrate familiarity with stage vocabulary and apply
theatrical conventions to dramatic forms
demonstrate respect for the nature of their audience
demonstrate responsibility to the group and self in
rehearsal and performance
Drama 10
demonstrate the unique ability of drama to unify a diverse
group
demonstrate trust in self and others through class activities
and individual and ensemble performances
define and use criteria to assess and evaluate the work of
self and others
make reasoned choices with the boundaries of the dramatic
situation
make movement choices to create a specific effect
apply stage vocabulary and theatrical conventions to
dramatic forms
demonstrate a commitment to the team approach in
rehearsal and performance
Drama 11
critique their own work and that of others
demonstrate a willingness to take performance risks in a
variety of situations
demonstrate engagement in performance
use appropriate terminology to describe theatre
performance
use appropriate stage terminology
demonstrate appropriate performance etiquette
set personal goals for theatre performance
Drama 12
critique their own and others' performances
maintain engagement in performance
take performance risks in a variety of situations
use appropriate terminology to describe theatre
performance
use appropriate stage terminology
apply knowledge of theatre styles to performance
demonstrate appropriate performance etiquette
demonstrate commitment to the rehearsal and performance
process
California VAPA Standards (2001)
GRADE 9-12 PROFICIENT - 1.0 ARTISTIC PERCEPTION
1.1 - Development of the Vocabulary of Theatre - Use the
vocabulary of theatre, such as acting values, style, genre,
design, and theme, to describe theatrical experiences
1.2 - Comprehension and Analysis of the Elements of
Theatre - Document observations and perceptions of
production elements, noting mood, pacing, and use of space
through class discussion and reflective writing.
GRADE 9-12 PROFICIENT - 2.0 CREATIVE EXPRESSION
2.1 - Development of Theatrical Skills - Make acting choices,
using script analysis, character research, reflection, and
revision through the rehearsal process.
GRADES 9-12 ADVANCED - 1.0 ARTISTIC PERCEPTION
1.1 - Development of the Vocabulary of Theatre - Use the
vocabulary of theatre, such as genre, style, acting values,
theme, and design, to describe theatrical experiences.
GRADES 9-12 ADVANCED - 2.0 CREATIVE EXPRESSION
2.1 - Development of Theatrical Skills - Make acting choices,
using script analysis, character research, reflection, and
revision to create characters from classical, contemporary,
realistic, and nonrealistic dramatic texts.
GRADE EIGHT - 1.0 ARTISTIC PERCEPTION
1.1 - Development of the Vocabulary of Theatre - Use the
vocabulary of theatre, such as ensemble, proscenium, thrust,
and arena staging, to describe theatrical experiences.
GRADE EIGHT - 2.0 CREATIVE EXPRESSION
2.2 - Creation/Invention in Theatre - Perform character-
based improvisations, pantomimes, or monologues, using
voice, blocking, and gesture to enhance meaning.
California VAPA Standards (2019)
6.TH:Cr1 Generate and conceptualize artistic ideas and
work
6.TH:Cr1.a - Identify possible solutions to staging challenges
in a drama/theatre work.
7.TH:Cr1 Generate and conceptualize artistic ideas and
work
7.TH:Cr1.a - Investigate multiple perspectives and solutions
to staging challenges in a drama/theatre work.
8.TH:Cr1 Generate and conceptualize artistic ideas and
work
8.TH:Cr1.a - Imagine and explore multiple perspectives and
solutions to staging problems in a drama/ theatre work.
Acc.TH:Cr1 Generate and conceptualize artistic ideas
and work.
Acc.TH:Cr1.b - Use personal experiences and knowledge to
develop a character that is believable and authentic in a
drama/theatre work.
7.TH:Cr2 Organize and develop artistic ideas and work.
7.TH:Cr2.b - Demonstrate mutual respect for self and others
and their roles in preparing or devising drama/theatre work.
Acc.TH:Cr2 Organize and develop artistic ideas and
work.
Acc.TH:Cr2.b - Cooperate as a creative team to make
interpretive choices for a drama/theatre work.
6.TH:Pr4 Select, analyze, and interpret artistic work
for presentation.
6.TH:Pr4.b - Experiment with various physical choices to
communicate character in a drama/theatre work.
7.TH:Pr4 Select, analyze, and interpret artistic work
for presentation.
7.TH:Pr4.a - Consider various staging choices to enhance
the story in a drama/theatre work.
7.TH:Pr4.b - Use various character objectives in a
drama/theatre work.
8.TH:Pr4 Select, analyze, and interpret artistic work
for presentation.
8.TH:Pr4.b - Use various character objectives and tactics in
a drama/theatre work to overcome an obstacle.
Prof.TH:Pr4 Select, analyze, and interpret artistic work
for presentation.
Prof.TH:Pr4.a - Examine how character relationships assist
in telling the story of a drama/theatre work.
Acc.TH:Pr4 Select, analyze, and interpret artistic work
for presentation.
Acc.TH:Pr4.a - Discover how unique choices shape
believable and sustainable drama/ theatre work.
6.TH:Pr5 Develop and refine artistic techniques and
work for presentation.
6.TH:Pr5.a - Recognize how acting exercises and techniques
can be applied to a drama/theatre work.
7.TH:Pr6 Convey meaning through the presentation of
artistic work.
67TH:Pr6 - Create through improvisation a drama/theatre
work that will be shared with an audience.
8.TH:Pr6 Convey meaning through the presentation of
artistic work.
8.TH:Pr6 - Perform a rehearsed, scripted scene from a
drama/theatre work for an audience.
Common Core
Speaking and Listening
CCSS.ELA-LITERACY.CCRA.SL.1 - Prepare for and participate
effectively in a range of conversations and collaborations with
diverse partners, building on others' ideas and expressing
their own clearly and persuasively.
CCSS.ELA-LITERACY.CCRA.SL.3 - Evaluate a speaker's point
of view, reasoning, and use of evidence and rhetoric.
CCSS.ELA-LITERACY.CCRA.SL.4 - Present information,
findings, and supporting evidence such that listeners can
follow the line of reasoning and the organization,
development, and style are appropriate to task, purpose, and
audience.
Language
CCSS.ELA-LITERACY.CCRA.L.1 - Demonstrate command of
the conventions of standard English grammar and usage
when writing or speaking.
CCSS.ELA-LITERACY.CCRA.L.2 - Demonstrate command of
the conventions of standard English capitalization,
punctuation, and spelling when writing.
CCSS.ELA-LITERACY.CCRA.L.3 - Apply knowledge of
language to understand how language functions in different
contexts, to make effective choices for meaning or style, and
to comprehend more fully when reading or listening.
Language
CCSS.ELA-LITERACY.L.9-10.1 - Demonstrate command of the
conventions of standard English grammar and usage when
writing or speaking.
CCSS.ELA-LITERACY.L.9-10.2 - Demonstrate command of the
conventions of standard English capitalization, punctuation,
and spelling when writing.
Writing
CCSS.ELA-LITERACY.W.9-10.4 - Produce clear and coherent
writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
Florida Sunshine State Standards
Critical Thinking & Reflection
TH.912.C.1.5 - Make and defend conscious choices in the
creation of a character that will fulfill anticipated audience
response.
TH.912.C.2.7 - Accept feedback from others, analyze it for
validity, and apply suggestions appropriately to future
performances or designs.
TH.912.C.2.8 - Improve a performance or project using
various self-assessment tools, coaching, feedback, and/or
constructive criticism.
Organizational Structure
TH.912.O.2.4 - Construct and perform a pantomime of a
complete story, showing a full character arc.
TH.912.O.2.8 - Create a scene or improvisation to
manipulate and challenge the conventions of the
performer/audience relationship.
Skills, Techniques & Processes
TH.912.S.2.8 - Strengthen acting skills by engaging in
theatre games and improvisations.
TH.912.S.3.2 - Exercise artistic discipline and collaboration
to achieve ensemble in rehearsal and performance.
TH.912.S.3.3 - Develop acting skills and techniques in the
rehearsal process.
Georgia Performance Standards
2010 - Theatre Arts
GRADE 6
TAMS6.3 - Acting by developing, communicating, and
sustaining roles within a variety of situations and
environments, a. Demonstrates effective verbal and non-
verbal communication skills, b. Demonstrates the relationship
between a character’s background and the character’s
method of communication, c. Interprets motivation for a
character’s behavior, d. Demonstrates appropriate
interactions between characters, e. Explores the variety of
relationships between characters
TAMS6.7 - Integrating various art forms, other content
areas, and life experiences to create theatre, a. Identifies
similarities between theatre and other art forms, b. Draws
conclusions about the relationships between theatre and life,
c. Identifies theatre’s multi-disciplinary aspects, d. Utilizes a
variety of sources to create original theatre, e. Demonstrates
a variety of types of theatre performances
TAMS6.11 - Engaging actively and appropriately as an
audience member in theatre or other media experiences, a.
Models appropriate audience behaviors, b. Analyzes the
relationship between an audience and a performer, c. Creates
guidelines for behaviors appropriate to a theatre experience
GRADE 7
TAMS7.3 - Acting by developing, communicating, and
sustaining roles within a variety of situations and
environments., a. Identifies and demonstrates effective
communication skills, b. Compares the physical, emotional,
vocal, and social dimensions of a character, c. Analyzes the
motivation for a character’s behavior, d. Demonstrates
appropriate interactions between characters, e. Explores the
variety of relationships between characters
TAMS7.7 - Integrating various art forms, other content
areas, and life experiences to create theatre, a. Compares
and contrasts theatre with other art forms, b. Articulates
relationships between theatre and life, c. Utilizes a multi-
disciplinary approach to create original theatre, d.
Synthesizes theatre styles and other media to create
performances, e. Adapts a variety of literary forms into
theatre productions
 TAMS7.11 - Engaging actively and appropriately as an
audience member during theatre and other media
experiences, a. Demonstrates appropriate audience
behaviors, b. Summarizes the relationship between the
audience and performers, c. Predicts how audience
relationships will differ with venue and performance type
Grade 8
TAMS8.3 - Acting by developing, communicating, and
sustaining roles within a variety of situations and
environments, a. Analyzes character development within the
theatrical contexts, b. Demonstrates the physical, emotional,
vocal, and social dimensions of a character, c. Analyzes
character motivation and behavior, d. Compares the
relationships and interactions between characters
TAMS8.7 - Integrating various art forms, other content
areas, and life experiences, to create theatre, a. Analyzes and
explains common themes, content, and structure among
theatre and other disciplines, b. Compares theatre and media
presentations to human experiences, c. Incorporates multi-
disciplinary aspects into theatre productions, d. Uses
recurring cultural motifs and social themes as a basis for
theatre presentations
TAMS8.11 - Engaging actively and appropriately as an
audience member in theatre and other media experiences, a.
Demonstrates appropriate audience behaviors, b. Articulates
why the relationship between the audience and performers is
critical to the success of the production, c. Examines how
audience relationships differ with venue and performance
type
Grade 9-12 - FUNDAMENTALS OF THEATRE I
TAHSFTI.3 - Acting by developing, communicating, and
sustaining roles within a variety of situations and
environments, a. Investigates mental and emotional methods
of actor preparation, b. Observes and incorporates details of
common human activity, c. Demonstrates awareness of
verbal elements of acting (e.g., voice, breathing), d.
Demonstrates non-verbal elements of acting (e.g., posture,
facial expression, physical movement)
TAHSFTI.7 - Integrating various art forms, other content
areas, and life experiences to create theatre, a. Identifies the
various art forms which may be integrated into theatre (e.g.,
dance, music, visual arts, graphic arts, and electronic media),
b. Integrates various art forms into a cohesive theatre
performance, c. Recognizes the arts as an effort to interpret
and intensify experiences
TAHSFTI.11 - Engaging actively and appropriately as an
audience member in theatre and other media experiences, a.
Demonstrates appropriate audience behaviors, b. Articulates
why the relationship between the audience and performers is
critical to the success of the production, c. Examines how
audience relationships differ with venue and performance
type
Grade 9-12 - FUNDAMENTALS OF THEATRE II
TAHSFTII.3 - Acting by developing, communicating, and
sustaining roles within a variety of situations and
environments, a. Investigates mental and emotional methods
of actor for preparation, b. Demonstrates awareness of verbal
elements of acting (e.g., voice, breathing), c. Demonstrates
non-verbal elements of acting (e.g., posture, facial
expression, physical movement), d. Acquires and incorporates
sensory and emotional recall in character development, e.
Constructs authentic characters through observation of
human behavior, f. Demonstrates the goals, observations,
actions, and tactics of characters, g. Differentiates between
acting methods (e.g., Stanislavski, Uta Hagen), h. Revises
performance based on self-critique, i. Defends acting and
character choices, j. Analyzes critiques of fellow classmates to
create improved performance
TAHSFTII.7 - Integrating various art forms, other content
areas, and life experiences to create theatre, a. Identifies the
various art forms which may be integrated into theatre (e.g.,
dance, music, visual arts, graphic arts, and electronic media),
b. Recognizes the arts as an effort to interpret and intensify
experiences, c. Examines the contributions of the other arts
in the creation of a role or the production of drama, d.
Synthesizes observation, imagination, and research to create
characters, environments, and situations, e. Combines
elements of other disciplines to create theatre arts
TAHSFTII.11 - Engaging actively and appropriately as an
audience member in theatre and other media experiences, a.
Demonstrates appropriate audience behaviors, b. Articulates
why the relationship between the audience and performers is
critical to the success of the production, c. Examines how
audience relationships differ with venue and performance
type, d. States and supports aesthetic judgments through
experiences in diverse styles and genres of theatre
Grade 9-12 - ACTING I
TAHSAI.3 - Acting by developing, communicating, and
sustaining roles within a variety of situations and
environments, a. Examines the voice, body, and imagination
as tools of the actor, b. Explores observation, research,
cultural development, and personal experience as potential
resources available to the actor, c. Implements the tools and
resources of acting in the development and presentation of
formal and informal monologues and scenes
TAHSAI.7 - Integrating various art forms, other content
areas, and life experiences to create theatre, a. Examines the
relationship between actors and other collaborators in a
theatrical production, b. Assesses the relationship between an
actor's life experience/knowledge and the actor’s
development as an creative artistic, c. Synthesizes concepts
and/or skills from other disciplines to create a role or theatre
piece
TAHSAI.11 - Engaging actively and appropriately as an
audience member in theatre or other media experiences., a.
Examines the relationship between actor and audience in
history, b. Explores the impact of various acting styles (e.g.,
historical and contemporary) on the actor/audience
relationship, c. Analyzes and discusses the "chemistry"
between actors and audience
Grade 9-12 - ACTING II
TAHSAII.3 - Acting by developing, communicating, and
sustaining roles within a variety of situations and
environments, a. Examines the voice, body, and imagination
as tools of the actor, b. Explores observation, research,
cultural development, and personal experience as potential
resources available to the actor, c. Implements the tools and
resources of acting in the development and presentation of
formal and informal monologues and scenes, d. Researches
and assesses the development of skills for character creation
and performance
TAHSAII.7 - Integrating various art forms, other content
areas, and life experiences to create theatre, a. Examines the
relationship between actors and other collaborators in a
theatrical production, b. Assesses the relationship between an
actor's life experience/knowledge and the actor’s
development as a creative artist, c. Synthesizes concepts
and/or skills from other disciplines to create a role or theatre
piece
TAHSAII.11 - Engaging actively and appropriately as an
audience member in theatre or other media experiences., a.
Examines the relationship between actor and audience in
history, b. Explores the impact of various acting styles (e.g.,
historical and contemporary) on the actor/audience
relationship, c. Analyzes and discusses the "chemistry"
between actors and audience
Grade 9-12 - ACTING III
TAHSAIII.3 - Acting by developing, communicating, and
sustaining roles within a variety of situations and
environments, a. Examines the voice, body, and imagination
as tools of the actor, b. Explores observation, research,
cultural development, and personal experience as potential
resources available to the actor, c. Implements the tools and
resources of acting in the development and presentation of
formal and informal monologues and scenes, d. Researches
and assesses the development of skills for character creation
and performance
TAHSAIII.7 - Integrating various art forms, other content
areas, and life experiences to create theatre, a. Examines the
relationship between actors and other collaborators in a
theatrical production, b. Assesses the relationship between an
actor's life experience/knowledge and the actor’s
development as a creative artist, c. Synthesizes concepts
and/or skills from other disciplines to create a role or theatre
piece.
TAHSAIII.11 - Engaging actively and appropriately as an
audience member in theatre or other media experiences., a.
Examines the relationship between actor and audience in
history, b. Explores the impact of various acting styles (e.g.,
historical and contemporary) on the actor/audience
relationship, c. Analyzes and discusses the "chemistry"
between actors and audience
Grade 9-12 - ADVANCED DRAMA I
TAHSADI.3 - Acting by developing, communicating, and
sustaining roles within a variety of situations and
environments, a. Examines the skills and tasks associated
with acting on stage, b. Explores the development of an
actor's skills and resources, c. Creates characters using the
tools and resources of acting to a variety of formal and
informal performances
TAHSADI.7 - Integrating various art forms, other content
areas, and life experiences to create theatre, a. Examines
how theatre incorporates all art forms via a collaborative
process, b. Explores the relationship between theatre and
other non-arts disciplines, c. Synthesizes concepts and skills
from other disciplines to create theatre
TAHSADI.11 - Engaging actively and appropriately as an
audience member in theatre or other media experiences, a.
Examines the historical relationship between actor, script,
and audience as basic elements of the theatrical experience,
b. Explains and demonstrates proper decorum as an audience
member, c. Explores and analyzes the chemistry between
actor and audience
Grade 9-12 - ADVANCED DRAMA II
TAHSADII.3 - Acting by developing, communicating, and
sustaining roles within a variety of situations and
environments, a. Examines the skills and tasks associated
with acting on stage, b. Explores the development of an
actor's skills and resources, c. Creates characters using the
tools and resources of acting to a variety of formal and
informal performances, d. Analyzes and applies observation
skills for character creation
TAHSADII.7 - Integrating various art forms, other content
areas, and life experiences to create theatre, a. Examines
how theatre incorporates all art forms via a collaborative
process, b. Explores the relationship between theatre and
other non-arts disciplines, c. Synthesizes concepts and skills
from other disciplines to create theatre
TAHSADII.11 - Engaging actively and appropriately as an
audience member in theatre or other media experiences, a.
Examines the historical relationship between actor, script,
and audience as basic elements of the theatrical experience,
b. Explains and demonstrates proper decorum as an audience
member, c. Explores and analyzes the chemistry between
actor and audience
Grade 9-12 - ADVANCED DRAMA III
TAHSADIII.3 - Acting by developing, communicating, and
sustaining roles within a variety of situations and
environments, a. Examines the skills and tasks associated
with acting on stage, b. Explores the development of an
actor's skills and resources, c. Creates characters using the
tools and resources of acting to a variety of formal and
informal performances, d. Analyzes and applies observation
skills for character creation
TAHSADIII.7 - Integrating various art forms, other content
areas, and life experiences to create theatre, a. Examines
how theatre incorporates all art forms via a collaborative
process, b. Explores the relationship between theatre and
other non-arts disciplines, c. Synthesizes concepts and skills
from other disciplines to create theatre
TAHSADIII.11 - Engaging actively and appropriately as an
audience member in theatre or other media experiences, a.
Examines the historical relationship between actor, script,
and audience as basic elements of the theatrical experience,
b. Explains and demonstrates proper decorum as an audience
member, c. Explores and analyzes the chemistry between
actor and audience
Grade 9-12 - ADVANCED DRAMA IV
TAHSADIV.3 - Acting by developing, communicating, and
sustaining roles within a variety of situations and
environments, a. Examines the skills and tasks associated
with acting on stage, b. Explores the development of an
actor's skills and resources, c. Creates characters using the
tools and resources of acting to a variety of formal and
informal performances, d. Analyzes and applies observation
skills for character creation, e. Applies knowledge of theatre
production and management in an actual production
TAHSADIV.11 - Engaging actively and appropriately as an
audience member in theatre or other media experiences, a.
Examines the historical relationship between actor, script,
and audience as basic elements of the theatrical experience,
b. Explains and demonstrates proper decorum as an audience
member, c. Explores and analyzes the chemistry between
actor and audience
Grade 9-12 - THEATRE LITERATURE I
TAHSTLI.3 - Acting by developing, communicating, and
sustaining roles within a variety of situations and
environments, a. Analyzes the character relationships, b.
Compares and analyzes the character interaction and
motivation, c. Examines the character role and significance to
the meaning of the play
Grade 9-12 - THEATRE LITERATURE II
TAHSTLII.3 - Acting by developing, communicating, and
sustaining roles within a variety of situations and
environments, a. Analyzes the character relationships, b.
Compares and analyzes the character interaction and
motivation, c. Examines the character role and significance to
the meaning of the play
National Core Arts Standards
TH:Cr1.1: Generate and conceptualize artistic ideas
and work - Grade 6
TH:Cr1.1.6.a - Identify possible solutions to staging
challenges in a drama/theatre work.
TH:Cr1.1: Generate and conceptualize artistic ideas
and work - Grade 7
TH:Cr1.1.7.a - Investigate multiple perspectives and
solutions to staging challenges in a drama/theatre work.
TH:Cr1.1: Generate and conceptualize artistic ideas
and work - Grade 8
TH:Cr1.1.8.a - Imagine and explore multiple perspectives
and solutions to staging problems in a drama/ theatre work.
TH:Cr1.1: Generate and conceptualize artistic ideas
and work - High School Accomplished
TH:Cr1.1.HSII.c - Use personal experiences and knowledge
to develop a character that is believable and authentic in a
drama/theatre work.
TH:Cr2.1: Organize and develop artistic ideas and work
- Grade 7
TH:Cr2.1.7.b - Demonstrate mutual respect for self and
others and their roles in preparing or devising drama/theatre
work.
TH:Cr2.1: Organize and develop artistic ideas and work
- Grade HS Accomplished
TH:Cr2.1.HSII.b - Cooperate as a creative team to make
interpretive choices for a drama/theatre work.
TH:Pr4.1: Select, analyze, and interpret artistic work
for presentation - Grade 6
TH:Pr4.1.6.b - Experiment with various physical choices to
communicate character in a drama/theatre work.
TH:Pr4.1: Select, analyze, and interpret artistic work
for presentation - Grade 7
TH:Pr4.1.7.a - Consider various staging choices to enhance
the story in a drama/theatre work.
TH:Pr4.1.7.b - Use various character objectives in a
drama/theatre work.
TH:Pr4.1: Select, analyze, and interpret artistic work
for presentation - Grade 8
TH:Pr4.1.8.b - Use various character objectives and tactics
in a drama/theatre work to overcome an obstacle.
TH:Pr4.1: Select, analyze, and interpret artistic work
for presentation - Grade HS Proficient
TH:Pr4.1.HSI.a - Examine how character relationships assist
in telling the story of a drama/theatre work.
TH:Pr4.1: Select, analyze, and interpret artistic work
for presentation - Grade HS Accomplished
TH:Pr4.1.HSII.a - Discover how unique choices shape
believable and sustainable drama/ theatre work.
TH:Pr5.1: Develop and refine artistic techniques and
work for presentation - Grade 6
TH:Pr5.1.6.a - Recognize how acting exercises and
techniques can be applied to a drama/theatre work.
TH:Pr6.1: Convey meaning through the presentation of
artistic work - Grade 7
TH:Pr6.1.7.a - Participate in rehearsals for a drama/theatre
work that will be shared with an audience.
TH:Pr6.1: Convey meaning through the presentation of
artistic work - Grade 8
TH:Pr6.1.8.a - Perform a rehearsed drama/theatre work for
an audience.
North Carolina Essential
Standards
Beginning High School Standards - Communication
B.C.1.1 - Use non-verbal expression to illustrate how human
emotion affects the body and is conveyed through the body.
B.C.2.1 - Use improvisation and acting skills, such as
observation, concentration, and characterization in a variety
of theatre exercises.
Intermediate High School Standards - Communication
I.C.1.1 - Use non-verbal expression to illustrate how human
motivations are prompted by physical and emotional needs.
I.C.2.1 - Use improvisation and acting skills, such as
observation, concentration, and characterization, to
demonstrate given situations.
I.C.2.2 - Interpret scenes through formal and informal
presentations.
Intermediate High School Standards - Culture
I.CU.2.1 - Understand theatre etiquette that is appropriate
for a variety of theatrical spaces, styles, and genres.
Proficient High School Standards - Communication
P.C.1.1 - Use non-verbal expression and physical self-
awareness to communicate movement elements and
characterization, including size, weight, and rate of
movement.
P.C.1.3 - Create original works, such as monologues, scenes,
or performance pieces.
Advanced High School Standards - Communication
A.C.1.1 - Use non-verbal expression and physical self-
awareness to communicate movement elements and
characterization, including differentiation between multiple
characters.
Advanced High School Standards - Culture
A.CU.1.2 - Exemplify a variety of theatrical forms, such as
puppetry, musical theatre, and pantomime, from Non-Western
cultures and a variety of historical periods through the
creation of theatrical works.
A.CU.2.2 - Integrate conventions and structures of theatre
when creating formal or informal theatre productions.
Ontario, Canada
Foundations - Concepts and Terminology
C.1.2 - demonstrate an understanding of and use correct
terminology to refer to the forms, elements, conventions, and
techniques of drama, with a focus on ensemble drama works
(e.g., chorus, protagonist, ingénue, supporting role, act,
scene, climax, resolution, improvisation, mask, freeze-frame
image)
Foundations - Responsible Practices
C.3.2 - identify and apply the skills and attitudes needed to
perform various tasks and responsibilities in producing drama
works (e.g., use active listening and cooperative problem-
solving skills; practise punctuality; use tact in suggesting
changes and improvements; demonstrate willingness to
accept criticism and build consensus)
C.3.3 - demonstrate an understanding of theatre and
audience etiquette, in both classroom and formal
performance contexts (e.g., as a performer: show willingness
to take direction and behave appropriately towards other
actors; as a viewer: demonstrate respect for performers and
other audience members by paying attention, not interrupting
or talking, and applauding when appropriate)
Texas Essential Knowledge and
Skills for Theatre Arts
HS 117.315 LI - Foundations: Inquiry and
Understanding
C.1.B - develop and practice theatre preparation and warm-
up techniques.
C.1.C - develop and practice stage movement techniques
such as mime, pantomime, stage combat, Laban, Lecoq, or
Viewpoints consistently to express thoughts, feelings, and
actions non-verbally.

HS 117.315 LI - Creative Expression: performance

C.2.E - employ physical techniques consistently to express
thoughts, feelings, and actions non-verbally.

HS 117.315 LI - Critical evaluation and response

C.5.C - offer and receive constructive criticism of peer
performances.

HS 117.316 LII - Foundations: Inquiry and

Understanding
C.1.A - develop and practice theatre warm-up techniques.
C.1.B - develop and practice stage movement techniques
consistently to express thoughts, feelings, and actions non-
verbally.

HS 117.316 LII - Creative Expression: performance

C.2.E - develop physical techniques consistently to express
thoughts, feelings, and actions non-verbally.

HS 117.316 LII - Critical evaluation and response

C.5.C - offer and receive constructive criticism of peer
performances.

HS 117.317 LIII - Foundations: Inquiry and

Understanding
C.1.A - apply theatre preparation and warm-up techniques
effectively.
C.1.B - experiment with stage movement.

HS 117.318 LIV - Foundations: Inquiry and

Understanding
C.1.B - devise and model stage movement.

MS 117.211 LI - Foundations: Inquiry and

Understanding
C.1.B - expand body awareness and spatial perceptions
using mime.
C.1.E - identify theatrical vocabulary and terminology,
including basic anatomy of theatre spaces.

MS 117.211 LI - Critical evaluation and response

C.5.A - identify and apply audience etiquette at all
performances.

MS 117.212 LII - Creative Expression: performance

B.2.D - create stories collaboratively and individually that
have dramatic structure.

MS 117.212 LII - Critical evaluation and response

B.5.A - understand and demonstrate appropriate audience
etiquette at various types of performances.

MS 117.213 LIII - Foundations: Inquiry and

Understanding
B.1.B - explore preparation and warm-up techniques.
B.1.C - create expressive movement and mime to define
space and characters.
B.1.E - apply knowledge of theatrical vocabulary and
terminology.

MS 117.213 LIII - Critical evaluation and response

B.5.A - understand and demonstrate appropriate audience
etiquette at various types of live performances.