Teacher Handbook

ARTS EDUCATION
Teacher Handbook
THEATRE
ARTS
September 2002
Public Schools of North Carolina
State Board of Education
Department of Public Instruction
ARTS EDUCATION TEACHER HANDBOOK:
THEATRE ARTS
September 2002
TABLE OF CONTENTS
Click on any of the following links to access sections of the Teacher
Handbook. (If you are viewing this document in PDF format or have ordered
a print copy through NCDPI Publications, you will not be able to access links,
but will view the content in its entirety as one document.)
Page
INTRODUCTION...................................................................................................... 3-4
LESSON PLANS
Introduction to Lesson Plans ............................................................................ 5
Elementary Lessons
o Movement Adventure ......................................................................... 6-10
(See assessment item that aligns with this lesson plan)
o Israel................................................................................................. 11-14
o Writing a Scene with North Carolina History .................................... 15-18
Middle School Lessons

o Scene Writing ................................................................................... 19-22
o Rhythmic Expression ....................................................................... 23-24
High School Lessons

o Garbage Bag Costume Creations....................................................... 25-27
o Writing a Monologue........................................................................ 28-31
o Costume and Make-up Shakespeare Style ......................................... 32-35
(See assessment item that aligns with this lesson plan)
o Studying the American Musical Theatre ........................................... 36-38
ASSESSMENT ITEMS
Page
Introduction to Classrooms Assessments .................................................. 39-41
Elementary Assessments
o Writing a Scene with North Carolina History .................................... 42-46
(See lesson plan that aligns with this assessment item)
Middle School Assessments

o (None provided by teachers at this time)
High School Assessments

o Costume and Make-up Shakespeare Style ......................................... 47-49
(See lesson plan that aligns with this assessment item)
TIPS
(None provided by teachers at this time)
RESOURCES
Print
Web Resources
Resources that Assist With or Demonstrate Curriculum Integration

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INTRODUCTION
The Teacher Handbook for Theatre Arts Education is available through NCDPI
Publications and online in PDF and HTML formats. The handbook will be revised and
updated as additional information is received or developed.
The PDF (print-friendly) and HTML versions of the Teacher Handbook, which include a
bank of lesson plans and assessment items that were developed by arts education teachers
in North Carolina, may be accessed online at: http://www.publicschools.org (click on
"Curriculum," then "Arts Education," then Resources.). The HTML version of the
Teacher Handbook allows viewers to link to various sections of interest within the
document.
Those interested in contributing a lesson plan, assessment item, or other material to

the Teacher Handbook should visit: www.learnnc.org/dpi/instserv.nsf (click on visual
arts education, click on news and happenings, click on help us create the NEW
Teacher Handbook), to read more about this opportunity and to access templates for
lesson plans, assessment items, resources, and other information. For questions or further
information about the Teacher Handbook, please contact Bryar Ted Cougle, Arts
Education Consultant, NCDPI, at 919-807-3855 or tcougle@dpi.state.nc.us.
Overview
The Teacher Handbook for Theatre Arts Education was created to assist teachers with the
implementation of the North Carolina Arts Education Standard Course of Study and
Grade Level Competencies, K-12 (SCS). The SCS was revised through the cooperation
and assistance of individuals and groups throughout the state and was approved by the
State Board of Education in December of 2000. The implementation year for the SCS is
2002-2003. The SCS will be regularly revised and improved to meet the needs of the
students of North Carolina.
Standard Course of Study

Based on the National Standards for Arts Education, the SCS describes what students
should know and be able to do as the result of instruction at each grade level or course in
each of the four arts areas: dance, music, theatre arts and visual arts. The SCS was
generated to provide a foundation for teachers and curriculum specialists in each school
system to develop classes or courses and instructional strategies. Objectives in the SCS
describe content and skills that are not limited to particular materials or methodologies,
but that can be delivered through multiple approaches or materials. The SCS may be
accessed online: www.ncpublicschools.org (click on Curriculum) or purchased through
NCDPI Publications.
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Teacher Handbook
The Teacher Handbook for Theatre Arts Education is a supplement to the SCS. This
teacher handbook provides teachers with some ideas of how particular goals and
objectives may be addressed in the classroom. This document is not intended to be
comprehensive or sequential, but rather, to illustrate some possible ways to help
implement the SCS. Because specific objectives are not taught in isolation, it may be
noted that both lesson plans and assessment items correlate with multiple goals and
objectives, often within and across the arts and/or other content areas. The teacher
handbook is in development; so as new lessons, assessment items, or other sections are
developed, they will be added to this resource.
Thank you to the teachers in North Carolina who

developed these plans, assessments, and ideas to
support teachers across our state! Your willingness
and generosity to give permission for your items to
be shared in this Teacher Handbook are greatly
appreciated.
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INTRODUCTION TO LESSON PLANS
The lessons contained in the Teacher Handbook were developed for teachers by teachers.
You may access lesson plans by grade span and individual plans within each span. This
database of lesson plans may be added to as further plans are developed. Those
interested in contributing lesson plans to the Teacher Handbook should contact Bryar Ted
Cougle, Arts Education Consultant, NCDPI, at 919-807-3855 or tcougle@dpi.state.nc.us.
The lesson plans developed are organized in the following format: Title; Grade Level or
Course; Time Allotment; Targeted Goals and Objectives from the 2000 North Carolina
Arts Education Standard Course of Study and Grade Level Competencies, K-12;
Targeted concepts or skills from other Content Areas; Alignment with the NC High
School Exit Exam; Lesson Objective(s); Materials/Equipment Needed; Lesson
Procedure; Assessment; and Special Considerations. Some lesson plans are linked to
particular assessment items. These lessons are noted in the table of contents and within
the lessons themselves.
The lesson plans are not designed to be used as a step-by-step cookie cutter approach to
implementing the SCS, but rather as a starting point to help teachers see how particular
goals and objectives from the SCS may be implemented in the classroom. Perhaps a
teacher reading through one of the lesson plans may use the plan as a place to begin with
when mapping his/her course of study for students. Lessons should be modified to meet
the individual learning needs of students within the classroom.
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ELEMENTARY LESSON PLANS
Submitted by Sandra Dreis

Winston-Salem/Forsyth County Schools
Lesson Title:
Movement Adventure
Grade Level or Course:

Kindergarten
Time Allotment:
30 Minutes
Targeted Goals and Objectives from the 2000 North Carolina Arts Education
Standard Course of Study and Grade Level Competencies, K-12:
1.02 Retell stories through guided dramatic play from text read aloud.
2.03 Role-play a variety of real and non-real characters through guided dramatic play.
2.05 Imitate teacher guided improvisation
3.06 Imagine a variety of real and non-real environments
4.02 Imitate the sounds and movements of objects, animals and people.
6.03 Participation in and use the art form of pantomime
6.02 Use sound, movement and drawing through dramatic play
8.04 Participate in creative drama
Targeted Goals and Objectives from the North Carolina Standard Course of Study
and Grade Level Competencies, K-12 for other content areas:
Social Studies :
1.01 Participate constructively in school and classroom activities
Second language goals:
2.03 Follow oral directions and commands
2.04 Demonstrate understanding of spoken key words in a variety of materialsshort
narratives, simple rhymes and cartoons.
Mathematics Goals and Objectives:
2.04 Model and use directional and positional words.
Language Arts:
3.01 Connect information and events in text to experience.
Guidance Objectives:
7.04 distinguish between appropriate and inappropriate behaviors
7.06 establish self control
Dance Objectives:
1.02 Demonstrate the element of space in dance through exploration.
1.04 Demonstrate the element of energy/dynamics in dance through exploration
2.05 Move alone and with others
3.01 Express ideas, feelings and stories through dance movement
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Music Objectives:
6.04 Respond through purposeful movement to prominent music characteristics
while listening to music
Lesson Objective(s):
To explore the use of pantomime to tell a story.
To demonstrate self control in the use of the physical space and in working with the
group.
To create an imaginary environment using gestures and the body with expressive
movement.
To explore using the body and not the voice to express action and feelings.
As part of the study of pantomime, students will practice their skills by exploratory
movement followed by a group pantomime of an "adventure". Teachers are free to
choose their unique "movement adventure" from a variety of sources. This lesson is
based on a simple outline of a camping adventure that is created from this teacher's
imagination. Two books that have inspired this tale are "Going on a Bear Hunt" and
"Blueberries for Sal". The lesson focus is not, however, on simply retelling the story, but
experiencing the tale through movement and mime.
A major objective of this lesson is allowing the children to explore the physical space
safely and cooperatively, respecting the space of others. This hands-on drama experience
will actively involve the global learners in the classroom and fully engage the
imaginations of the children.
Materials/Equipment Needed:
CD Player/tape player
Music of Mozart "A Little Night Music"
Any classical selection that builds to a lively pace
A tambourine or hand drum and a mallet
Lesson Procedure:
Warm-up and Introduction:
Have kindergarten students gather five at a time and sit crisscross-applesauce in front of
you. Have them check their posture and sit up tall "against a tree". Tell them that we are
going to go on a pretend adventure today. We will be using our bodies, but not our
voices, is a sentence to keep repeating as you go along. Ask they children to pretend that
their fingers are happy spiders and to move them up and down the imaginary web.
Model this for them. Tell them to demonstrate their very own spiders climbing up and
down their web. Instruct them to freeze their motion when you hit your drum. This is for
control. Remind them that when they hear the sound of the tambourine, they are always
to freeze.
Now demonstrate the pantomime task of eating an apple for them. Remove it from your
pocket or an imaginary tree. Feel it. Admire it. Wipe it on your clothes. Bite it. Chew it.
Enjoy it. And hold the core. Use the word "PANTOMIME' to describe your actions.
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Have the children imitate your pantomime of the apple. Choose a volunteer to come up
and show their apple eating skills to the class. Ask the children to tell how they know it
was an apple. Talk about the following skills of pantomime:
Where is the apple found?
What size is the apple?
What is the weight?
How does it taste?
What do we do with it when we are finished eating?
Part 2 - the Adventure:
Tell the children they are ready to go on the adventure.

Begin the CD music as accompaniment to the action. Remind them to use their bodies
and be aware of the their neighbor. Point out areas in the room that are "out of bounds".
Remind them not to touch their neighbor.
Have children find a space to lie on the floor as if asleep. You say "WAKE UP YOU
SLEEPY HEADS!" 'TIME TO STRETCH AND GET UP FOR OUR CAMPING TRIP".
Now the teacher can describe out loud what you are seeing. Example: "Oh, I am seeing
some sleepyheads stretching and yawning over here". "Somebody in this corner is still
asleep!" Guide them into standing up in their space and looking into an imaginary mirror.
Now have them imitate you as you groom hair, dress, and brush you teeth. Have them put
on their rubber imaginary boots. Ask the children, who can raise their hands and tell me
what color your boots are? Everyone will want to tell you the color of their boots and this
is a good assessment question to determine if all the children are understanding the
activity.
Now have the children put on their backpacks. Tell them the packs are heavy. Now have
them raise their hands and respond to your question, "What is in the backpack that makes
it so heavy?" Then open one of the imaginary backpacks, and for fun, take out some
funny imaginary objects. Example: the cat, a television, a phoneand say"we can't
take everything in the house!" This will make the children laugh and want to find
something of their own that is humorous. If there is time, you can have everyone take out
something extraneous from the "backpack". Now have them put the backpacks on, and
line up behind you.
The trail walk begins. You can change or elaborate on these suggested activities:
1. Model and have them tiptoe down the trail with flashlight in hand.
2. Demonstrate and have them trudge up the muddy hill slowly and carefully.
3. Have them walk side ways along the narrow mountain trail.
4. Have them duck down when flying bats approach.
5. Have them demonstrate sitting around a campfire in a circle and eat the lunch surprise
that is in their pack. Ask the students what they are eating.
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6. Have them march down the forest trail, picking berries and putting them in an
imaginary container. Tell them they will bring this back to someone at home who will
make a pie later.
7. Now have the children skip around a field of wild flowers. Tell them you will hit the
tambourine when they are to freeze. Play SKIP AND FREEZE.
8. Have children put their packs back on for the walk home. Along the way, tell them
you can hear the footstep of a _________. Use your drum quietly to make the sound
of the footsteps. Tell them when the ______approaches they had better duck. They
love to do this several times. You can say, "QUIET, I HEAR THE________(HIT
THE DRUM LOUDLY). It is important to tell them not to scream, or the
_________will find them! They enjoy this imaginary game.
9. Have them walk quietly to their seats, (HOME).

Tell them they can put their packs down quietly.
"DOESN'T IT FEEL GOOD TO BE HOME! For fun, you can ask, WHAT ARE WE
GOING TO MAKE WITH THOSE BLUEBERRIES?"
Conclusion:
Summarize the pantomime activities that the students accomplished in the "Movement
Adventure". This can be accomplished with a question and answer format.
Assessment:
Ask the children to describe their favorite part of the adventure.
Finish the lesson with other assessment activities such as drawing or painting a picture of
the imaginary adventure. Have them include a picture of themselves.
Follow - activity assessment to the lesson: Drawing or painting of the "adventure"

Art Assessment should include:
Where are you? Is it light, or dark?
What are you wearing? Is it cold or hot?
What color is your backpack? Draw it.
What did you make with the blueberries? Who helped you?
Special Considerations:
Other follow-up activities for this lesson are, on another day, bring some blueberries or
frozen blueberries to class for a cooking project, muffins are popular. Have a parent assist
you. Read Blueberries for Sal. Make and bake the muffins. Have a "Movement
Adventure" once again, perhaps a review of the lesson. Eat the muffins with the class!
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Submitted by Diana L. Marshall-Shoaf
Lesson Title:
Israel

Fourth Grade (Can be adapted for third or fifth grade)
Time Allotment:
One (35 minute) lesson introducing Israel and the Jewish faith.
One (35 minute) lesson exploring creative body movement using creative dramatic/dance
movement terminology.
One (35 minute) lesson introducing the creation story from the Bible in an original
(developed by teacher) script format.
One (35 minute) lesson improvising (acting out) with movement and vocalization the
narrated creation story from the Bible.*
*Note: This lesson could be rehearsed to develop a more formal presentation piece to be
shared with other students.
2.01 Develop skills to identify characters and cast roles from a variety of texts that reflect
upon heritage, culture and history.
2.02 Utilize vocal expression to explore thoughts and feelings of real and non-real
characters.
2.05 Create dramatizations based on texts.
2.06 Demonstrate ideas and emotions through gestures and movement.
2.07 Assume the role of a variety of real and non-real characters.
2.08 Refine improvisational skills through dramatic
2.09 Define the significance of the beginning, middle and end of a story or play.
3.01 Participate in making artistic choices in a small group.
3.02 Employ the basic concepts of time, space, and action in the dramatic process
3.05 Respond to and build upon ideas of others on stage.
6.01 Incorporate music, sound, movement, dance, and design into the dramatic process.
7.01 Build skills to critique self and others in a respectful and constructive manner.
7.04 Listen to constructive criticism and react in a positive way.
Dance Fourth Grade:
1.01 Exhibit kinesthetic awareness: control, concentration, focus, and clarity of
movement.
Music Fourth Grade:
6.04 Identify visually and aurally a variety of instruments, including many orchestra and
band instruments, and instruments from various cultures.
6.06 Respond through purposeful movement to selected prominent music characteristics
or to specific music events while listening to music.
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6.07 Show respect while listening to and analyzing music.
9.04 Identify and describe roles of musicians in various music settings and cultures.
9.05 Show respect for music from various cultures and historical periods.
English Language Arts Fourth Grade:
2.02 Interact with the text before, during and after reading, listening and viewing by:
Setting a purpose using prior knowledge and text information.
Making predictions.
Formulating questions.
Locating relevant information
Making connections with previous experiences, information, and ideas.
Guidance - Fourth Grade:
1.01 Demonstrate pride in work and in achievement.
1.02 Justify mistakes as essential to the learning process.
1.03 Practice attitudes and behaviors which lead to successful learning.
1.04 Demonstrate time management and task management skills.
1.05 Verify responsibility for actions.
1.06 Demonstrate the ability to work independently, as well as the ability to work
cooperatively with other students.
1.08 Communicate knowledge with classmates and adults.
2.01 Demonstrate critical thinking skills.
Social Studies Fourth Grade:
1.02 Describe the origins and characteristics of major groups that settled in North
Carolina and assess their influence on North Carolina customs.
As a part of their study of Israel, students will develop confidence, individually and
cooperatively, with creative movement; using their bodies to dramatically create the non-
living elements of the Biblical creation story.
Resources from the media center or internet for culture introduction information, CD
player, CD of instrumental mood music for use with exploratory movement lesson, CD
of instrumental music from Israel for use with creation story movement lesson; visual
aids of clouds, planets, gas formations, etc. to help students visualize use of body in space
for imaginary movement, sheer colored fabric strips to support creative movement for
final lesson or use in a performance venue (material is optional but can be a motivating
prop for the students creative movement), hand drum for class control
Lesson Procedure:
Lesson 1
A. Inform students that they will have an opportunity to do an improvisation of a
creation story after an introduction to the culture from which the story is derived. The
assessment on the social studies portion could be a selected response developed by
the teacher from the instructional information presented to the students.
B. Resources for cultural information presented will be developed by the individual
teacher from internet or media center resources. Suggested text resource: Israel, The
Cultures of the World Series available through Borders Book or local libraries.
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Lesson 2
A. Provide students with examples of teacher modeled creative movement to
instrumental music.
B. Allow students to explore use of creative movement in an open space; individually,
with a partner, and/or in small groups.
C. Introduce creative dramatic/dance terminology to enhance quality of student
movement: slow/fast, large/small, open/closed, flowing/staccato, etc.
D. Conduct discussion of vocabulary words that describe the movement qualities of fire,
clouds, rain, gases, planets, etc.
E. Allow students to explore with body movement and sound the agreed upon
vocabulary.
Lesson 3
A. Read through of the original creation story script adapted from Genesis and provided
by the teacher.
B. Conduct discussion of the movement opportunities inherent in the text.
Lesson 4
A. As teacher (or student) narrates the creation story from the script, students explore the
movement inherent in the story with their bodies and vocalization.
B. Provide opportunities to repeat sections and/or to add the dance fabric to enhance the
lesson.
C. Further rehearse and define the creative movement of the group to the rhythm of the
narration, if the students are to present the work as process performance to other
students as audience.
Assessment:
Diagnostic multiple choice quiz based on social studies information presented about
Israel.
Summative Performance, Conversation, Observation
Student Performance could be video taped for classroom viewing and group assessment.
A rubric could be developed by the teacher, or the students and teacher, to evaluate the
quality of the movement.
This lesson could lead to a similar lesson developed about a Moslem country. The
creation story applied to the Islamic religion. Comparisons and contrasts discussed about
the Christian and Islamic religious beliefs.
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Submitted by Julie Garber
Wake County Schools
Lesson Title:
Writing a Scene with NC History

Fourth Grade
Time Allotment:
One (45-60 minute) Introduction, discussion on American Revolution, & assigning
scenes
Two to three (45-60 minute) Lessons for practice and performance
1.01 Participate in small group playwriting.
1.02 Create and enact short stories, poetry or personal experiences about North Carolina.
1.05 Utilize playwriting skills to indicate the sequence of events.
1.07 Apply playwriting skills by writing monologues, dialogues and short scenes.
2.03 Participate in dramatic activities that deal with conflict and emotions.
2.04 Create characters and events to use in the dramatic process.
4.02 Demonstrate responsible behavior such as sharing, flexibility, negotiating and
teamwork.
4.03 Make decisions and accept responsibilities in the dramatic process.
4.05 Compromise with peers in small group decision making about artistic choices.
4.09 Recognize ways to display characters' thought processes.
4.10 Use rehearsal time effectively to brainstorm, experiment, plan and rehearse.
5.01 Express through characterization meaning inferred from a text.
5.06 Investigate text to determine Who, What, When, Where, Why and How.
5.07 Reference forms of literature other than scripts to support dramatic presentations.
Following along with their study of North Carolina, fourth graders will create a short
scene based on a NC history event. Students will improvise a scene based on the event,
improvise the creation, perform the scene for the class, and write the script. If possible,
the scripts can be typed using word processing. Students will use a rubric for group
evaluation. A separate rubric will be used for the evaluation of the script and the
performance.
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Fourth grade Social Studies textbook for each student, clipboard, Building the Story
worksheet, notebook paper, pencils, chair or blocks for scene work, rubric for group
work, rubric for performance, rubric for script, access to computers, colonial costumes
(optional)
Lesson Procedure:
Lesson 1:
A. Remind them of how weve been acting out stories, including beginning, middle, end,
and character, setting, problem. Introduce to the students that they will be acting out
a true story. Since they are studying North Carolina in fourth grade, they will be
acting out a scene based on an event for NC history. The scenes will be from the
American Revolution time period. Before introducing the scenes that they will
volunteer for, begin with a basic discussion of the time period. We discussed why
Britain wanted to colonize, why the colonies wanted freedom from England, who the
loyalist and the patriots were, etc.
B. Introduce the scenes from the textbook that they can volunteer for with a general
overview. (Choose scenes from your textbook with a definable problem that will
useful for dramatic interpretation. Using the fourth grade social studies textbook for
Wake County Schools, I chose the Lost Colony, Culpeppers Rebellion, the Edenton
Tea Party, and the Battle of Moores Creek Bridge.) Ask for volunteers for each
scene and then send them off to a separate area in the room with their group
members. The size of the groups will vary based on the scenes.
C. Pass out the Group Work Rubric, Script Rubric, and Performance Rubric and discuss
how each one will be used to grade their work.
Lesson 2:
A. In their groups, they will first read silently their assigned historical event in the
textbook. Remind them of the Group Work Rubric they will use to evaluate their
work. Next as a group, give them three minutes to discuss the event defining all the
characters, the setting (location and time period), the objective of the main characters,
and the problem. We have defined the objective as what a character wants and a
problem as what gets in the way. Then, give them another three minutes to
brainstorm how they could act out the event. (For example, can you act out the whole
event or just part of it? Where will you begin before the event happens or in the
middle of the event? Which characters will you need? If you have to add characters,
who could they be?) Finally, give them the Building a Story Worksheet and a
clipboard to record all of their decisions. See attached Building a Story Worksheet.
B. Now, give each group five minutes to cast their parts. Working on group compromise
and decision making skills (Objective 4.01. 4.02, 4.03), they have three options in
making a decision: Give up what you want, Share, or the game Rock, Paper,
Scissors.
C. Next, give them five minutes to create their first five lines of dialogue that tells the
audience who they are, where they are, and what they want. Give them some blank
paper for their clipboard and ask for a volunteer to write the dialogue in correct script
format. Remind them that this is a rough draft of their script. They will be making
lots of additions and corrections as they go, so they will need to write in pencil and
have an eraser. (Sometimes they will just start talking instead of including important
information, so this step seems to help. For example, in this script from the Lost
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Colony, this scene would not be very clear if the underlined information was not
included:
Sailor: Land ho! Land ho! Captain White, I believe weve reached
it/Roanoke Island.
White: Finally, weve reached our new home. I hope some of Sir Walter
Raleighs houses are still standing.
D. Ask each group to stay seated and just share their first five lines of dialogue. As a
class, evaluate if the scene clearly communicates whom the characters are, where they
are, what they want, and what gets in the way. If they need to include more
information, the class can help with their ideas for other dialogue.
E. After they have the beginning first five lines, they may work on their own finishing
the rest of the scene. They should have a few students willing to take turns writing
the dialogue as they practice. Remind them to use their worksheet and the textbook
to include all the important historical facts.
*If you have the space and are comfortable with the noise level, let them stand and move
in their group area to improvise and practice the rest of their scene. If you have access to
them, offer chairs, desks, and blocks to aid them in creating the setting. For those who
are not used to a lot of movement, group the students at desks and tables and allow them
to stand up and practice only after the script is written down.
Lesson 3:
A. Give each group about five minutes for a warm-up practice of their scene.
B. Have each group perform their historical scene for the class. Offer colonial costumes
for their performance, if you have access to them.
C. After each scene, have the audience share something from the scene that they liked
and a suggestion they would make. Also, use the Performance Rubric to evaluate the
scene.
D. Have the students write a reflection paragraph of what they learned and experienced
in their folders.
Assessment:
The students group work will be self-evaluated and teacher-evaluated using the Group
Work Rubric on an individual basis. A group grade will be given for both the script and
the performance using a rubric. The Reflection paragraph can also be used as an
evaluation tool.
This lesson assumes that students have a working drama vocabulary, including dialogue,
monologue, and objective and the basics of story building including, beginning, middle,
end, character, setting, problem. They must have practice improvising the dialogue from
a story or text. They should also have extensive experience at working together as a
group including the necessary skills of decision-making and compromising in order to
cast parts and plan the scene. They must also know how to record their dialogue in a
script format. Teaching script formatting can be included in this lesson, but it will
require another class time and should be included before the students begin their
practicing.
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You can do this lesson with no background in script writing, but the students must be
given enough time to practice their lines and the sequence. They may also want to write
down their lines in order to remember them, but do not be concerned that their writing is
in script format.
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MIDDLE SCHOOL LESSON PLANS
Submitted by Virginia O'Brian

Wake County Schools
Lesson Title:
Scene Writing

Beginning Drama Grade 8
Time Allotment:
Ten 45 minute class periods
1.01 Apply the unique characteristics of the dramatic script such as the dramatic structure
and dialogue when writing for the theatre.
1.02 Create written dramatic material based on original or established interdisciplinary
prompts, personal experiences and historical events.
1.03 Write, critique, and informally produce original scenes and plays.
5.05 Analyze given circumstances in a script to make artistic choices.
7.05 Listen to and implement constructive criticism.
English Language Arts Competency Goal Grade 8: The Learner will apply conventions
of grammar and language usage.
English Language Arts Competency Goal: The learner will respond to various literary
genres using interpretive and evaluative processes.
Computer Technology: Students will use word processing to create and publish final
scripts using accepted dramatic format.
Alignment with NC High School Exit Exam: (check domain and write objective number(s):
__X_ Communication 1
__X_ Processing Information_ 11, 14
__X_ Problem Solving 15, 16
_____ Using Numbers and Data
As a part of their study of drama, students will create an original scene or short one-act
play within specified guidelines and perform/direct their creations in an informal
production for the class. A rubric for the written aspect of this lesson will be used, as well
as a selfevaluation form.
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Copies of various plays, board or large easel paper, computer with word processing
program, printer, rubric for written script, rubrics for both written scripts and production
of those scripts, self-evaluation forms.
Lesson Procedure:
Lesson 1:
A. Inform students that they will have the opportunity to become playwrights and
create their own scene or one-act play and see it produced in an informal setting.
They will be able to choose whether they write a totally original work or base it
on a story, myth, fairytale, legend, or historical event. Give the students a copy of
the rubric for the written script so they will understand what is to be included in
their final script.
B. Give the students the copies of the plays and break them into groups of three or
four (depending on class size) have them compare the different scripts and find
the common aspects. Have the class create a list of the common items in the
scripts (ie. Settings, character names, stage directions, dialogue, etc.) then have
them note the standard method used in formatting these items. (such as stage
directions always in italics and parenthesis)
C. Review story writing, introduction, conflict, climax, resolution, use of flashbacks,
linear plot, foreshadowing, character development, plots and subplots. Discuss
what aspects of plays, movies, stories, or books that they have enjoyed seeing or
reading, were enjoyable to them as readers or viewers. How can they incorporate
these enjoyable aspects into their own creations?
D. Tell them that when they return they should have decided whether they intend to
adapt a story or book, or write a totally original script.
Lessons 2 - 4:
A. Tell students that they may work in teams or individually to write the adaptation
or original script. Review rubric elements and make sure the list created by
students of script elements and formatting is posted where everyone can see.
B. Give the remainder of class time for students to write.
C. At the end of class for lesson 4, remind students that complete first drafts must be
ready for class tomorrow.
Lessons 5-7:
A. Students should have completed rough drafts of their scenes. Review formatting
and dramatic structure. Have students use word processing programs to create
final copy of script. Make sure these are saved on disks for future revisions.
B. As students finish have them trade scripts with each other. Have them proof read
and review for formatting errors. Revise and reprint as needed.
C. When the script has reached its final draft, print enough copies of each script, so
that each actor will have a copy to read from for the informal performance. ( 6
characters 6 script copies) One copy is turned in to teacher.
Lessons 8:
A. The first half of the class prepares their informal scene productions by casting
them using the second half of the class as its actors. The playwrights give basic
direction and any needed background.
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B. The above process is repeated with the second half casting their scenes and
giving their actors any needed information. Remainder of class if any, is
rehearsal time.
Lesson 9-10:
A. All scenes are given the first 15 minutes to rehearse.
B. Remainder of class is for informal performances of scenes.
C. After each scene the class should discuss the scene and whether it fulfills the
requirements of the script writing rubric and constructive criticism on the
creativity of the script.
D. Students are given the self-evaluation forms to complete at home.
Assessment:
The teacher will assess each student using the rubric that the students were given at the
beginning of the project.
Students will do a self evaluation using the same rubric plus additional questions
concerning the students reactions and feelings at hearing and seeing his/her written work
interpreted by other students.
This lesson should be done only after the students have had experience reading a variety
of scenes and plays and understand the concept of dramatic structure. They should also
have experience performing readers theatre, as that is the performance style in which the
scenes will need to be done.
For teachers who do not have access to computers, the plays may be hand written and
then photocopied for the actors.
The time frames given may need to be increased or decreased, depending on class size,
required length of scene, computer proficiency, and expected level of scene performance.
19
Submitted by Robinelle Adams
Lesson Title:
Rhythmic Expression

Seventh Grade - Beginning Drama
Time Allotment:
45 minutes
2.0l Identify and practice techniques for physical and vocal conditioning.
2.02 Employ physical and vocal skills to create believable characters
2.04 Utilize research, observation, and acting skills to create characters in formal and
informal presentations.
2.05 Use acting vocabulary such as motivation, objective and blocking
Grade 7, Music - 8.01 Compare in two or more arts areas how the characteristic elements
of each art form can be used to transform events, emotions or ideas into works of art.
Identify movement
Define rhythmic and expressive movement
Understand the importance of movement in theatre
Participate in rhythmic and expressive activities
Ball, music selection, Hand drum
Lesson Procedure:
A. WARMUP: Create a pattern of beats with both hands and ask the class to perform
the same pattern as heard. After a series of patterns modeled and performed, discuss
rhythm, movement and their importance to the actor.
B. Have the students form a circle. A ball will be passed around the circle. Each student
must match the rate of the drumbeat. Play a musical selection, asking the students to
move to the rhythm of the music. After this exercise, make the following sounds:
Whistling; Snoring; Laughing; Whispering; Scratching; Swishing; Booming;
Tapping; (Create others). Ask the students to move to these sounds, varying them in
intensity and dynamics.
C. Move to the teacher's drum as an animal might move. For example: A rabbit, a bear,
a cat, a fly, etc.
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D. Introduce the concept of expressing feelings through physical movement. For
example facial expressions. Using your hands, arms, neck, face, etc., express these
emotions: anger, sadness, jealousy, grief, etc. Using these emotions, listen to a piece
of music. Have the students demonstrate an emotion through the bodily movement
they feel best expressed by this music.
E. Tell the students to imagine you are a piece of bacon in a frying pan. Someone has
started cooking when the phone rings. How would you move in the frying pan while
the cook is one the phone? Imagine that you have been hit with a baseball, coming
down with the flu, got an F on your report card, have been called into the principal's
office. Have the students suggest several situations.
Assessment :
A. Have the students discuss the importance of movement to the actor as well as to the
audience.
B. Let them discover the ability to communicate through bodily or expressive movement
without words. Using observation, have the students work in partners. They must
express an emotion (written on a note card) using only numbers. Person A greets
person B saying only "l - 2 - 3 - 4" while person B responds with "5 - 6 - 7 - 8." This
can evolve into a more extended conversation with the audience trying to guess what
is going on based on facial expression and bodily movements. Are the expressive
movements clear to the audience? How so? How not? What could be changed to
make it more easily understood?
C. Identify the similarities and differences in the meanings of rhythm, pattern, mood, and
emotion as they are used in dance, in music, and in theatre arts.
D. Compare moving expressively and moving rhythmically.
This lesson is used with beginners in middle school drama to make them aware of the
importance of rhythm and expression in the movements. It serves to make them feel
more comfortable with their bodies and leads naturally into narrative, creative and
improvisational theatre as well as story dramatization.
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HIGH SCHOOL LESSON PLANS
Submitted by Stephanie Decker

Cumberland County Schools
Lesson Title:
Garbage Bag Costume Creations

Theatre Art II
Time Allotment:
One class session (45 minutes)
Goal 2: The learner will act by interacting in improvisations and assuming roles.
2.06 Use improvisation to retain spontaneity and ensemble
2.13 Use theatre vocabulary appropriate to Theatre Arts II
Goal 3: The learner will design and produce theatre by conceptualizing artistic
interpretations for informal or formal productions.
3.01 Understand, discuss and/or write about the components of theatre: scenery, costume,
makeup, lighting, sound, and props.
7.01 Demonstrate giving and receiving constructive criticism
None provided
Alignment with NC High School Exit Exam: (check domain and write objective number(s)
X Communication
Learner will listen carefully and thoughtfully to understand, evaluate, and
synthesize information.
_____Processing Information
_____Problem Solving
_____Using Numbers and Data
Students will gain an understanding of the importance of costumes in determining a
character's age, gender, and personality. Each student working in a small group will be
given a chance to design costumes for a short improvisational scene to be performed in
front of the class. Students will have an opportunity to assess each costume after each
performance through an informal discussion regarding the success of the costume to
convey age, gender, and personality.
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Plastic garbage bags - the larger kitchen variety works best (therefore one size fits all)
Scissors
Tape or even a stapler
Lesson Procedure:
1. Discuss with students the basics of costumes (age, gender, and personality to name
just a few). Point out how every person that he/she sees on a daily basis is wearing a
"costume". People are identified by what they wear, especially on the high school
level. The students can discuss the "costumes" they see or notice every day. Using the
plastic bags in creative ways each student will have the chance to become a costume
designer and to show off his/her design to the class.
2. Show the students how a plastic garbage bag can become a costume with a little
imagination and tape. Imagine a character based on student feedback and create a
costume piece to fit that character's age, gender, and personality. The costume piece
could be a skirt, a hat, a shirt, an armband, etc.
3. Form small groups of three or four students. Each student should have a garbage bag
of his/her own. The students will discuss what kinds of characters will be played and
what costume piece would best represent that character. Constantly remind the
students about the need to develop a situation where the characters would encounter
each other. Give the students about ten minutes to develop characters, a scene and
then to design a costume.
4. Each group should then "take the stage" to perform the short improvisational scene
that was developed.
Assessment:
Group Assessment - After each scene is performed take a few moments to discuss with
the class the age, gender, and personality of each character. Make sure to ask the students
if the information given by the costume was clear and understood by the audience. If the
information was clear then the costume was "successful", if not then you are able to
discuss what would have made the costume more effective.
Self-Assessment - After the class has discussed the costume pieces the students in the
small group will have a chance to discuss what the group's idea was and if the audience
understood that idea. If the idea was not conveyed well then the students can brainstorm
on how the costume piece could have been done differently.
None
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Submitted by Stephanie Decker
Cumberland County Schools
Lesson Title:
Writing a Monologue

Theatre Arts II or III
Time Allotment:
Five (45 minute)Class periods
Goal 1: The learner will write based on personal experience and heritage, imagination,
literature, and history.
1.05 Write a monologue.
Goal 2: The learner will act by interacting in improvisations and assuming roles.
2.01 Identify ways to improve relationships as a person and as a performer.
2.06 Use improvisation to retain spontaneity and ensemble.
2.07 Demonstrate and expend dramatic concepts through improvisations (it also develops
a perception of self through observations of self and others).
2.08 Use improvisation as an approach to scripted material.
2.13 Use theatre vocabulary appropriate in Theatre Arts II.
2.14 Analyze self and others verbally and through keeping entries in a journal.
7.01 Demonstrate giving and receiving constructive criticism.
7.02 Evaluate personal progress through the creation and use of a portfolio of theatre
work.
English - The students will participate in the creative process of developing and writing
personal monologues. Each monologue will require a rough draft, rewrites and a final
script for performance.
Computer - The student will type the monologue in the computer lab using computing,
typing, and editing skills.
Personal Development - The student is being asked to confront someone in the
monologue, which will attain personal development and awareness of self.
X Communication - Learner will apply rules of standard English to written text.
____ Processing Information
____ Problem Solving
____ Using Numbers and Data
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As part of their study of monologues the students will be able to write monologues based
on personal experience. The monologues will be written based on improvisational partner
work conducted in front of the entire class. Emotional recall techniques are employed to
elicit an emotional response from the actor and obtain an emotional connection with the
audience. Each student will be given the opportunity to type the monologue and read the
finished piece in front if the class for a final assessment. The completed monologues and
assessments will be placed in the student's portfolio as a sample of his/her work.
Two chairs for the actor to use while on stage.
Paper and a pen/pencil.
Access to computers.
Lesson Procedure:
Lesson 1:
A. Discuss the role of honesty in theatre, especially ensemble work. Emphasize the
importance of being trustworthy and taking a risk. They will be incorporating what
they have learned about improvisation and dramatic action, with their original ideas
to create a personal monologue. Give students a copy of the Three Essentials of
monologues so they will understand what is expected from their monologues.
B. Discuss the Three Essentials of a successful monologue - talking to someone,
powerful/personal emotion, and it has a point. Read a couple examples of powerful
monologues from contemporary plays or monologue collections.
C. Remind the students that the most powerful pieces come from personal experiences.
Help the students think of one person in their lives who effects them the most - the
one person who can make them happier or angrier than anyone else they know (this
one person can be a relative or friend). On a blank piece of paper have the students
write on sentence that they would say to that person if they could say anything
without repercussions. Inform the students that this is their one chance to say what
is one their mind without getting in trouble or being found out. Tell the students to
bring the sentences with them the next day.
Lesson 2:
A. Remind the students about the essential ingredients of a powerful monologue and
have them take out their sentences.
B. Once each student has reacquainted themselves with the sentences it is time for the
improvisational section. The students one at a time take the stage. The student is to
imagine that one person sitting silently in the chair across from them. The student is
to read or state the sentence once and wait a few moments. After a few moments of
silence the student is to start with the one sentence again but this time continue
speaking what is on their mind until they are satisfied. Remind the students that this is
their chance to "get it all out".
C. Every student is to participate in this exercise. This portion may take two class
sessions to complete.
D. Once they have improvised the encounter on stage have the student return to their seat
to jot down the main points of what they said and to expand on it. Each student
should have approximately a page worth of writing based on the improvised
encounter.
25
Lesson 3:
A. Remind the students of the project and the importance of honesty, trust and risk-
taking. Affirm the progress made so far.
B. This class period should be spent finishing those students who did not have a chance
to improvise their personal encounter. If the class finishes before the allotted time
period they should work on writing out a rough draft of the monologue. A rough draft
should be completed in class by hand.
C. If everyone finishes the rough draft you may have time to read some of the rough
drafts aloud. This creates a feeling of ensemble.
Lesson 4:
A. Review the main points of writing a monologue.
B. The students will be typing during this class period. Each student should have a typed
monologue by the end of this lesson. Using the available computers each student will
utilize their knowledge of computing and editing to create a final original piece.
Lesson 5:
A. Have each student do a dramatic reading of the final piece for the class.
B. Using the assessment standards students may constructively criticize the monologues.
You may want to use the PAM process for constructive criticism (praise: ask
questions: make suggestions).
C. After each student has completed the dramatic reading have him or her reflect in their
journals about the experience of writing a personal monologue. Have the students
comment on what they learned about theatre, themselves and the other students in the
class. File the monologue and the assessment in the student's portfolio.
Assessment:
Self-Assessment of individual work: Students will self assess using the Three Essentials
of monologues.
Teacher-Assessment of individual work: The teacher will assess students using the Three
Essentials and other known criteria.
It is imperative that the class is a working ensemble. Each student must feel a sense of
security within the classroom. A reluctance to read and experience true emotion in front
of peers is normal however each student must understand their responsibility in this unit.
Every student is being asked to share with the class a rather personal emotion through
improvisational recall techniques in order to experience the power of theatre and to
experience the creative process as artists.
26
Submitted by Laurel Eury Johnson
Lesson Title:
Costume and Make-up Shakespeare Style

Theatre Arts III
Time Allotment:
One days (90 minute periods)
1.02 Examine and use playwriting techniques used to develop characters, plot, and theme
through asides, soliloquies, allegory, symbol, mood and metaphor.
1.03 Understand and use the functions of characters in plays such as foil, protagonist,
antagonist, incidental and agent of fate.
1.06 Research playwrights' lives and/or work.
2.10 Explore and demonstrate non-western theatre practices.
3.01 Take an active role in the technical aspects of formal and informal productions.
2.12 Continue to evaluate strengths and weaknesses of self and others verbally and
through writing entries in a journal.
3.03 Write critiques of the technical aspects of a formal or informal production.
3.04 Demonstrate, discuss and/or write about the components of technical theatre:
scenery, costumes, makeup, lighting, sound and props.
6.02 Demonstrate an understanding of theatre as a collaborative art.
English IV
1.02 Respond to texts so that the audience will:
Empathize with the voice of the text.
Make connections between the learners life and the text.
Reflect on how cultural or historical perspectives may have influenced these
responses.
Examine the learners own response in light of peers responses.
Recognize features of the authors use of language and how the learner relates these
features to his/her own writing.
Alignment with NC High School Exit Exam: (check domain and write objective number(s):
_X_ Communication:
3. Learner will evaluate ideas and information to make informed decisions
5. Learner will evaluate information in order to recognize the authors purpose, raw
conclusions, or make informed decisions.
27
_X_ Processing Information:
11. Learner will synthesize information from several sources to apply that
information to a new situation.
____ Problem Solving
____Using Numbers and Data
As part of their study of William Shakespeare and theatre history, students will create
original costumes and make-up for a puppet presentation of a scene. Each student will
clothe and make-up one puppet, as well as perform that part in the show. Students will
use a rubric for self/group evaluation. Background information will be researched using
traditional and technological methods. The puppet shows will be performed for various
classes, and rubrics will be distributed to the class.
A journal/folder will be kept throughout this study.
Script for a scene, access to computers/research materials, rubric for evaluation
(developed in class with teacher guidance), materials for puppet-making (as simple or as
extensive as the teacher chooses), journal/folder for reflection
Lesson Procedure:
Lesson 1:
A. Inform students that they will be researching costumes and make-up from the
Elizabethan era. They will be incorporating their new knowledge into a
Shakespearean puppet show in which they will be responsible for costume and make-
up design. Part of their evaluation will be performance-based.
B. Create a rubric so students will know what the expectations are. Include historical
accuracy as well as the basics of puppetry performance.
C. Model expectations by showing a puppet being dressed and made-up for a show.
D. Read and analyze the chosen scene for performance. Discuss why characters are
different and what physical limitations, costumes and make-up may cause. Include
questions about Shakespeares use of language and how he provides clues to
characterization through dialogue.
E. Explore the WHY of costuming and make-up for particular characters. Record
opinions of characters and ideas for costuming and make-up in journal/folder.
F. Begin research of costumes and make-up for Shakespearean theatre.
Lesson 2:
A. Students will complete research of costume and make-up.
B. Have students create a drawn and written plan for costume and make-up using a blank
worksheet, which shows a body and face. Cloth may be used as well as colored
pencils or crayons/markers. Include in journal/folder.
C. Have students write an explanation of why this plan for costume/make-up was
chosen. Include details from research that support the plan.
Lesson 3:
A. Provide students with materials for costuming puppets and coloring faces (make-up).
Encourage quality and creativity.
28
B. Allow time as needed. Puppet show rehearsals may begin with even pieces of puppets
completed.
C. Allow time for journal/folder reflections
Lesson 4:
A. Provide time to finish puppets and rehearse.
B. Discuss with the class whether the original plans worked and the reasons for change.
C. Remind students of their rubrics to be filled out after the performance.
D. Allow time for journal/folder reflections
Lesson 5:
A. Perform puppet Shakespearean scene for other classes.
B. Lead discussions with classes about costuming and make-up in Elizabethan era.
C. Allow students to be the experts and add as needed.
D. Within the class, distribute rubrics and have students fill out
E. Encourage constructive criticism of performances and costuming/make-up
F. Allow time for final journal/folder reflections
Assessment:
Assessment of group or individual work: Students will self and group assess using a
rubric designed by the students and teacher. The rubric should incorporate students
ability to evaluate group work.
Assessment of individuals: the teacher will assess each student using the rubric with
which the students have evaluated themselves and their groups. The teacher will have
established an ongoing dialogue with the student through journal/folder.
This lesson should be completed after a basic study of Shakespeare and his theatre style,
including his primary objective: entertainment. Pointing out to students the lack of stage
direction and the reasons behind the language is essential.
When Theatre III is combined with other levels, several additions may be made to this
lesson. Theatre IV could direct, V and VI could build a Globe puppet stage, a group
could be responsible for researching and adding music or sound, etc.
The Shakespeares Globe web site (www.shakespeares-globe.org) is a wonderful tool.

Students may see period clothing and make-up, view a downloadable video of an actor
preparing for stage (clothing and make-up), and interact with actors through online
conferences. There is also a virtual tour of the theatre.
For those with limited resources, keep in mind that this project does not have to be
expensive. The puppets may be as simple as dolls dressed up in simply stitched scraps
and paper plate faces, or construction paper clothing on paper dolls. For the very brave
with unlimited resources, the sewing classes, music classes, and art classes may be
involved. In short, this project can range from the very basic to the very finished
depending on your time limits.
29
Submitted by Ann Moye
Winston Salem/Forsyth County Schools
Lesson Title:
Studying the American Musical Theatre

Theatre Arts III
Time Allotment:
six ninety minutes periods
1.04 Learn and relate how the central dramatic question shapes a play.
2.06 Understand and participate in ensemble.
3.04 Demonstrate, discuss and write about the components of technical theatre: scenery,
costume, makeup, lighting, sound, and props.
4.01 Analyze a play as a director.
5.01 Read and research a play; view a production of the play and evaluate.
6.01 Demonstrate an understanding of theatre as synthesis of all arts.
English Language Arts:
1.02 Articulate insightful connections between life and literature, and consider the
historical significance.
2.02 Examine and explain how culture influences language
4.01 Interpret meaning for an audience
__x__ Communication 4
__x__ Processing Information 11
_____ Problem Solving
Students will gain a greater appreciation for musical theatre given the opportunity to
view a live or a taped rendition of a Broadway musical.
They will be able to see how the voice and body work together as a unit to produce
such a show.
Themes and characterization techniques will be explored.
Advance level students will discover the group dynamics necessary to produce such a
performance.
30
Students will be able to articulate their critical looks at professional acting
considering voice, costuming, setting and ensemble work.
Finally, students will see that literature serves as a bases for articulating common
themes/concerns or problems in society.
Videos of Broadway shows, paper, pen ,TV, space for work/performance, and
evaluation forms for assessment and self evaluation
Lesson Procedure:
Day 1: Introduce lesson to students explaining the impact or effect of musical theatre.
Permit students to select the musical which they will research after
Having been divided into groups for this study.
Make specific assignments to each group member specifying his/her
Responsibility or focus while watching the video or live performance.
Day 2: Begin showing or watching the musical.

Each student will perform his special task while watching the show.
Day 3: Share the findings and your particular assignment in small group.
Group will prepare their presentation for the entire class.
Day 4: Small groups will share with the entire class.
Day 5: Groups will then select a small segment from the show to present to the class.
They will then share why this is a meaningful excerpt.
Day 6: Teacher does the formal evaluation that may be written or a visual representation
of the musical.
Assessment:
Each student will create a playbill that represents all aspects of the musical that he or she
has studied.
Only serious students who wish to learn more about theatre should undertake this
assignment. New York seems so far away, and they only see is the glitter of the stage.
An in depth study will clarify the tremendous amount of work which goes into a musical
production.
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INTRODUCTION TO CLASSROOMS ASSESSMENTS
Assessment is an integral part of instruction. A combination of teacher, peer, and self-

assessment should be employed in the arts education classroom. The method of
assessment used will depend on the purpose of the assessment.
The following are some types of assessments that may be used in the arts education
classroom:
Selected response
In selected response assessments, students must choose the most appropriate response for
the matter being assessed. Examples of selected responses include multiple-choice,
matching, and true-false items.
Written response
The use of written responses can be informal or formal and may take many forms.
Examples of written responses that may be used for assessment include student drawings,
compositions, etc; open-ended questions; journals and learning logs; short answer items;
discussion questions; essays; research papers; and reports or reviews.
Performance
Performance assessment is often used in arts education. Examples of performance
assessments include performance tasks, oral presentations, and projects or products.
Conversations
Conversations may provide the teacher with insight into student learning and
understanding. Examples of conversations that may be used for assessment include
interviews; informal discussions; oral questions posed to the whole class or to
individuals; Socratic seminars; and student conferences.
Observations
The arts educator is a master at using observation to diagnose, monitor and summarize
student learning. Because the arts involve doing, it is typical for students studying the
arts to receive constant feedback and make refinements and adjustments according to
observations and feedback provided from peers, teachers and themselves. Observations
may be of formal, prompted behaviors or informal, unprompted behaviors. Methods of
documenting observations for assessment include checklists, anecdotal records, matrices,
and other written documentation.
Portfolios
Portfolios may contain many different types of documentation for what students know
and are able to do. Items in a portfolio may be teacher-selected, student-selected, or a
combination of these.
Teachers are encouraged to have their students create and maintain portfolios, which may
contain a combination of their written, audio, or visual examples of work. Students may
monitor their personal progress through the creation and ongoing use of a portfolio.
Additionally, portfolios may be used across several grade levels or courses to show
student progress and growth.
32
Appropriate assessment must be authentic and linked to learning targets that are
identified in the North Carolina Standard Course of Study. The assessment process is
ongoing, as part of the teaching and learning cycle, and should be used to diagnose,
monitor, and summarize student learning.
For more information on classroom assessment, please see: Classroom Assessment:

Linking Instruction and Assessment, available through NCDPI Publications
(www.ncpublicschools.org).
Assessment Items in the Teacher Handbook
The assessment items contained in the Teacher Handbook were developed for teachers by
teachers. You may access assessment items by grade span and by individual items within
each span. This database of assessment items may be added to as further items are
developed. Those interested in contributing assessment items to the Teacher Handbook
should contact Bryar Ted Cougle, Arts Education Consultant, NCDPI, at 919-807-3855
or tcougle@dpi.state.nc.us.
The assessment items developed are organized in the following format: Title; Grade
Level or Course; Targeted Goals and Objectives from the 2000 North Carolina Arts
Education Standard Course of Study and Grade Level Competencies, K-12; Link with
Other Subject Areas; Type of Assessment; Type of Item; Alignment with the NC High
School Exit Exam; Assessment Item; Scoring Information; Teacher Notes, and Other
Related Items. Some assessment items are linked to particular lesson plans. These items
are noted in the table of contents and within the items themselves.
The assessment items are not designed to be used as a step-by-step cookie cutter
approach to assessing objectives from the SCS, but rather as a starting point to help
teachers see how particular goals and objectives from the SCS may be assessed in the
classroom. Perhaps a teacher reading through one of the items may use the assessment as
a place to begin with when designing his/her own assessments for students. Assessment
Items should be modified to meet the individual learning needs of students within the
classroom.
33
ELEMENTARY ASSESSMENTS
Submitted by Julie Gerber

Wake County Schools
Assessment Title:
Writing a Scene with NC History

Fourth Grade
1.01 Participate in small group playwriting.
1.02 Create and enact short stories, poetry or personal experiences about North Carolina.
1.05 Utilize playwriting skills to indicate the sequence of events.
1.07 Apply playwriting skills by writing monologues, dialogues and short scenes.
2.03 Participate in dramatic activities that deal with conflict and emotions.
2.04 Create characters and events to use in the dramatic process.
4.02 Demonstrate responsible behavior such as sharing, flexibility, negotiating and
teamwork.
4.03 Make decisions and accept responsibilities in the dramatic process.
4.05 Compromise with peers in small group decision making about artistic choices.
4.09 Recognize ways to display characters' thought processes.
4.10 Use rehearsal time effectively to brainstorm, experiment, plan and rehearse.
5.01 Express through characterization meaning inferred from a text.
5.06 Investigate text to determine Who, What, When, Where, Why and How.
5.07 Reference forms of literature other than scripts to support dramatic presentations.
Link with other subjects: Type of Assessment: Type of Item:

Writing Process _____ Diagnostic _____Selected Response
Imaginative Narrative ___x_ Monitoring _____Written Response
Story Format _____ Summative _____Performance
(You may check more than one) _____Conversation
___x_ Observation
Alignment with NC High School Exit Exam:

None provided
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Assessment Item:
A. Students will look over the group work rubric for the guidelines for how they will be
graded during their practices.
B. Students will work together to plan and create a scene from a historical even.
C. As students are working, they will look at their rubric to make sure they are
contributing and participating in a satisfactory manner.
D. When their practice time is finished, the student will self-evaluate their own work.
The teacher also can evaluate the group work with another rubric. (A group work
rubric could be filled out after each practice if the lesson covers several days.)
E. Each group will share their NC History scene for the class and be graded using a
rubric to evaluate their performance and their script.
Scoring Information:
A. Group Work Rubric (See attached)
B. Performance Rubric (Coming Soon!)
C. Script Rubric (Coming Soon!)
Teacher notes
None
Other related items:

None
35
Names: _________________________________________________________________
Drama Group Work Rubric

4 - commendable 3 - satisfaction 2 - fair 1 - needs
improvement
Focus All group members Most group members One to two members Group members did
stayed focused on the stayed focused on the had difficulty not focus at all
assignment assignment staying focused,
goofed off, or talked
about other topics
Contribution All group members Most group members One or two members Only one person
contributed ideas to contributed ideas to dominated the carries the workload
or ask questions or ask questions process and others
about the project about the project did not share
Listening & All group members Most group members One to two members All members are not
Respect listen when others listen when others did not listen and listening to each
talk and speak talk and speak allow others to talk other and are not
respectfully to one respectfully to one OR are disrespectful respectful to each
another another to others other
Individual I fully participated I participated and I did not contribute I did not contribute
Contribution and contributed to the contributed but could or participate very to or participate in
group. I was have done more. I much with my my group at all.
responsible for: was responsible for: group. I was
responsible for:
Comments: Grade:
36
Names: ________________________________________________________________
NC History Script Rubric

improvement
Story is organized Some ideas are not Most information is No organization of

Organization well with a clear clear such as a unclear; or scenes beginning, middle,
beginning, middle character, setting or jump around with no or ending; story
and end; clearly objective explanation outline is unclear
communicates
character, setting,
objective and
problem
All historical Most historical Many historical facts No historical facts

Content information is information is left out of the script included in the script
included and correct included; one to two
such as names, facts left out
settings, dates, etc.
Correct script format A few mistakes in Many mistakes in No use of script

Script Format with no quotation script format; used script format format
marks; action in quotation marks; no
parentheses, setting parentheses around
included, character action
list
All group members All group members One to two Some group
Workload have an equal amount have at least one line individuals have all members have no
of dialogue the dialogue; others dialogue
have just one line
Comments: Grade:
37
Names: ________________________________________________________________
Drama Performance Rubric

improvement
All performers could One or two Most performers All performers turn
Stage be seen performers turn their turn their backs to their backs to the
Presence backs to the audience the audience audience
All performers used a Most performers used Audience had Audience could not
Delivery voice that was clear a voice that was clear difficulty hearing hear and of the
and loud enough to and loud enough to some of the performance; it was
be heard be heard performance too quiet or students
mumbled
A smooth A student whispered Students whispered Performance stopped

Performance performance: all once to remind others frequently to remind because actors did
Level performers knew and what to do or say others what to do or not remember what
remembered the say to do or say
action and dialogue
The scene had The scene had one to The scene is very Students could not
Creativity numerous unique two unique ideas in simple with basic make any decisions
ideas in dialogue, dialogue, action, dialogue and action to practice the scene
action, sound, and sound, and setting
setting (use of
blocks)
Comments: Grade:
38
MIDDLE SCHOOL ASSESSMENTS
HIGH SCHOOL ASSESSMENTS
Submitted by Laurel Eury Johnson

Assessment Title:
Costume and Make-up Shakespeare Style

Theatre Arts III
1.02 Examine and use playwriting techniques used to develop characters, plot, and theme
through asides, soliloquies, allegory, symbol, mood and metaphor.
2.10 Explore and demonstrate non-western theatre practices.
3.01 Take an active role in the technical aspects of formal and informal productions.
2.12 Continue to evaluate strengths and weaknesses of self and others verbally and
through writing entries in a journal.
3.03 Write critiques of the technical aspects of a formal or informal production.
3.04 Demonstrate, discuss and/or write about the components of technical theatre:
scenery, costumes, makeup, lighting, sound and props.
6.02 Demonstrate an understanding of theatre as a collaborative art.
Link with other subjects: Type of Assessment: Type of Item:

English IV 1.02 Respond _____ Diagnostic _____ Selected Response
to texts so that the audience __X_ Monitoring __X_ Written Response
will: empathize with the __X_ Summative _____ Performance
voice of the text, make (You may check more than one) _____ Conversation
connections, reflect, _____ Observation
examine, and recognize
authors language
__X__ Communication 3, 5
__X__ Processing Information 11
_____ Problem Solving
39
Assessment Item:
A. The students will create and continuously update a journal and/or folder based on their
experiences with this lesson. They will respond to questions such as :
What is this scene about?
Which characters interest you? Why?
How would you imagine certain characters dressed?
What words or phrases provide readers insight to your character?
Plan a costume and make-up plot for your character. Explain your choices of color and
fabric.
Is your plan realistic? Historically accurate? Explain.
Describe your characters personality. How is it reflected in his dress and make-up?
What type of voice or accent will you use to distinguish your character?
How would Shakespeare feel about your performance? Explain.
What grade do you feel you deserve based on our rubric? Explain.
Also included in the journal/folder should be factual information discovered through
research.
B. Teacher will respond and give feedback to the student by writing comments and
suggestions in the journal/folder
B. After the performance, journals/ folders will be shared with the class.
C. Rubrics will be placed in Journals/folders at the end of the unit as an example of the
students growing proficiency and understanding of technical theatre.
D. Students should keep this journal/folder for future reference (scholarship auditions for
technical theatre, additional theatre history projects, etc.)
Scoring Information:
Rubric from group and self-evaluation
- Knowledge of the students performance in order to compare process with product
*note: The journal/folder may be scored individually using a teacher-created rubric

or it may be scored as part of the whole product, in which case the journal would count as
part of the rubric created by students and teacher
Teacher notes:
This assessment is based on the Costume and Make-up Shakespeare Style project.
Students should have a solid background of Shakespeare and his style before completing
this project. They should also have knowledge of performance techniques, and ability to
self-evaluate fairly and accurately. They should know that quality performances are
important when representing theatre arts classes to other subjects, but with extreme time
limitations, an in-house performance is entirely plausible. The important aspect of this
project is the process, not the product.
Other related items:

Check out the Shakespeares Globe web site at www.shakespeares-globe.org for sample
entries in actor and crew journals. These will help students understand that theatre is a
collaborative process.
40
TIPS
RESOURCES
Print
Web Resources
Resources that Assist with or Demonstrate Curriculum Integration

41

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ARTS EDUCATION

Introduction to Lesson Plans ............................................................................ 5

Middle School Lessons

High School Lessons

Introduction to Classrooms Assessments .................................................. 39-41

Middle School Assessments

High School Assessments

Resources that Assist With or Demonstrate Curriculum Integration

Those interested in contributing a lesson plan, assessment item, or other material to

Standard Course of Study

Thank you to the teachers in North Carolina who

Submitted by Sandra Dreis

Grade Level or Course:

Part 2 - the Adventure:

Tell the children they are ready to go on the adventure.

4. Have them duck down when flying bats approach.

9. Have them walk quietly to their seats, (HOME).

Follow - activity assessment to the lesson: Drawing or painting of the "adventure"

Grade Level or Course:

Grade Level or Course:

Submitted by Virginia O'Brian

Grade Level or Course:

Grade Level or Course:

Submitted by Stephanie Decker

Grade Level or Course:

Grade Level or Course:

Grade Level or Course:

The Shakespeares Globe web site (www.shakespeares-globe.org) is a wonderful tool.

Grade Level or Course:

Day 2: Begin showing or watching the musical.

Day 4: Small groups will share with the entire class.

Assessment is an integral part of instruction. A combination of teacher, peer, and self-

For more information on classroom assessment, please see: Classroom Assessment:

Assessment Items in the Teacher Handbook

Submitted by Julie Gerber

Grade Level or Course:

Link with other subjects: Type of Assessment: Type of Item:

Alignment with NC High School Exit Exam:

Other related items:

Drama Group Work Rubric

NC History Script Rubric

Story is organized Some ideas are not Most information is No organization of

All historical Most historical Many historical facts No historical facts

Correct script format A few mistakes in Many mistakes in No use of script

Drama Performance Rubric

A smooth A student whispered Students whispered Performance stopped

(None provided by teachers at this time)

HIGH SCHOOL ASSESSMENTS

Submitted by Laurel Eury Johnson

Grade Level or Course:

Link with other subjects: Type of Assessment: Type of Item:

*note: The journal/folder may be scored individually using a teacher-created rubric

Other related items:

Resources that Assist with or Demonstrate Curriculum Integration

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