Aristotle's Elements: Crafting & Performing Original Theatre

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Aristotle's Elements: Crafting & Performing Original Theatre

Grade 9Other10 days

In this project, ninth-grade students explore Aristotle's elements of drama to create, stage, and perform an original ten-minute theatrical piece. Through activities such as character development, plot structuring, and technical design, students learn to write compelling scenes that reflect historical contexts and integrate creative design elements. Collaboration and reflection are integral to the learning process, as students work in groups to enhance their understanding of drama and receive feedback to improve their performances.

Aristotle's ElementsTheatre ProductionCharacter DevelopmentPlot StructureCollaborative LearningTechnical DesignHistorical Context

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we use Aristotle's elements of drama to write, stage, and perform a compelling original ten-minute theatre piece that effectively communicates characters' motivations and reactions?

Essential Questions

Supporting questions that break down major concepts.

What are Aristotle's elements of drama and how can they be applied in writing a ten-minute theatre piece?
How do the elements of plot structure influence the development and outcome of a theatrical scene?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Understand and apply Aristotle's elements of drama to develop a ten-minute theatre piece.
Collaborate with peers to write and stage an original scene, demonstrating effective teamwork skills.
Develop compelling characters with clear motivations and reactions through improvisation and scripted performance.
Express a playwright’s intent using technical, vocal, and movement skills to enhance the performance.
Critically analyze both individual and group performances to improve theatrical expression and production quality.

State Theatre Arts Standards

HSP.1CR

Primary

Identify the elements of a plot structure and write a scene using those elements.Reason: This standard is directly related to students learning to write a scene using Aristotle's elements of drama, focusing on plot structure.

HSP.2CR

Primary

Present contrasting motivations and reactions of characters in similar situations.Reason: Focuses on developing characters' motivations and reactions, a key element in the project.

HSP.3CR

Secondary

Explain how theatrical artists create meaning to convey a playwright’s intent.Reason: Helps students understand how to express the playwright's intent through elements of drama.

HSP.4CR

Secondary

Distinguish between the roles of the various designers and design disciplines and discuss how they relate to each other in a theatrical production.Reason: Understanding roles of various designers supports staging and production aspects of the project.

HSP.5CR

Supporting

Research the historical background of a chosen script as a basis for interpretation and presentation.Reason: Enhances understanding of context, though not a primary focus of this project.

HSP.6CR

Primary

Collaborate with a small group to create a written scene and produce it for class.Reason: Directly applies to the collaborative nature of writing and staging a theatre piece.

HSP.1PE

Primary

Manipulate vocal qualities, posture, movement, and language to express variety in characters during improvisation and dramatic situations.Reason: Supports character expression in performance, enhancing the dramatic presentation.

HSP.2PE

Primary

Demonstrate the collaborative skills necessary for producing a scene with a unified vision.Reason: Essential for collaborative creation and performance of a theatre piece.

HSP.3PE

Secondary

Create specific technical designs and direct a scene for performance to incorporate necessary dramatic elements and support the plot.Reason: Focuses on technical designs and direction to support the overall plot of the theatrical piece.

Entry Events

Events that will be used to introduce the project to students

Time Travel Theatre

Students must travel back in time to consult with famous playwrights from different eras. They are given historical scenarios and artifacts, prompting them to rewrite and stage scenes based on Aristotelian principles that reflect different time periods. This exercise places drama in a historical context while challenging them to think creatively.

Shadow Box Storytelling

Students open a large, mysterious shadow box in the center of the classroom, revealing different scenes and characters in shadow form. Each box tells part of a story, requiring students to use Aristotelian drama elements to piece together a cohesive plot and bring the shadows 'alive' through performance. This approach captivates interest through novelty and creativity.

The Mysterious Playwright

Students arrive to class and find the room set up as if a detective's office. On the desk is a letter from a 'mysterious playwright' who requests their help to complete an incomplete script, challenging them to uncover the plot using Aristotle's elements of drama. This immersive experience draws students into the world of drama while immediately engaging their curiosity and critical thinking skills.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Drama Elements Exploration

In this initial activity, students will dive into the foundational concepts of Aristotle's elements of drama. They will explore each element individually and understand how these can influence storytelling and character development.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Introduction to Aristotle's elements of drama: plot, character, thought, diction, spectacle, and song.

2. Watch snippets of exemplary scenes from various plays and movies that highlight each element distinctively.

3. Group discussion on how each element was manifested in the scenes.

4. Individual reflection where students journal which element they found most interesting and why.

Final Product

What students will submit as the final product of the activityReflective journal entries identifying and explaining each element of drama.

Alignment

How this activity aligns with the learning objectives & standardsAligns with HSP.1CR as it lays the foundation for identifying and understanding elements of plot structure.

Activity 2

Character Depth Development

Students learn to create layered and engaging characters by examining their motivations and crafting realistic reactions. This encourages deep dives into character psyche, fostering empathy and creativity.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Choose a character from history or fiction as a base.

2. Identify 3 primary motivations for the character.

3. Write contrasting reactions to a similar situation.

4. Share character profiles with classmates for feedback.

Final Product

What students will submit as the final product of the activityDetailed character profiles including motivations and contrasting reactions.

Alignment

How this activity aligns with the learning objectives & standardsCovers HSP.2CR through presenting contrasting motivations and reactions of characters.

Activity 3

Plot Structure Storyboard

Students will storyboard a scene using Aristotle's elements, focusing on a coherent plot structure. This visual activity helps solidify their understanding of narrative flow and dramatic tension.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Break down a classic play into its plot components.

2. Create a storyboard for a new, original scene inspired by the classic play.

3. Annotate the storyboard with notes on how each element of drama is included.

Final Product

What students will submit as the final product of the activityAnnotated storyboard of an original scene using Aristotelian drama elements.

Alignment

How this activity aligns with the learning objectives & standardsDirectly ties to HSP.1CR by integrating plot structure into student-created scenes.

Activity 4

Designer Dialogue

This activity helps students to understand the role of various design disciplines in theatre, such as costume, set, and sound design, and how they support a cohesive theatrical production.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Research different theatrical design roles: costume, lighting, set, and sound.

2. Create a mood board for each design discipline based on a chosen theme or scene.

3. Present and discuss how these designs will influence each other in a cohesive piece.

Final Product

What students will submit as the final product of the activityA collaborative presentation of mood boards illustrating design concepts for a theatrical scene.

Alignment

How this activity aligns with the learning objectives & standardsSupports HSP.4CR by distinguishing and discussing the roles of various design disciplines within theatre.

Activity 5

Historical Context Investigation

Encouraging students to research and understand the historical and cultural background of different playwrights' works will aid in their interpretation and enhance their productions.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Select a historical period or specific playwright to research.

2. Gather and organize information about the time's cultural, societal, and political context.

3. Create a visual or written presentation demonstrating how their findings could influence a scene’s interpretation.

Final Product

What students will submit as the final product of the activityPresentation linking historical context to interpretative choices in theatre.

Alignment

How this activity aligns with the learning objectives & standardsFulfills HSP.5CR by situating scripts in their historical context as a basis for interpretation.

Activity 6

Collaborative Scene Creation

In this activity, students collaborate in writing and performing an original theatrical scene, embodying a blended vision of their creative inputs.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Form small groups for collaborative brainstorming sessions.

2. Draft and write an original ten-minute scene.

3. Plan and rehearse the performance, focusing on character motivations and plot coherence.

Final Product

What students will submit as the final product of the activityA collaboratively written and performed original scene.

Alignment

How this activity aligns with the learning objectives & standardsAligns with HSP.6CR and HSP.2PE by fostering collaborative efforts in creating and producing a theatrical piece.

Activity 7

Expressive Performance Techniques

Students will practice manipulating vocal qualities, posture, and movement to convey character diversity and emotional depth during performance.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Participate in vocal and physical warm-up exercises.

2. Perform improv exercises focusing on vocal and physical character expressions.

3. Receive and incorporate peer feedback on expressive techniques.

Final Product

What students will submit as the final product of the activitySkills demonstration in a short improvised scene emphasizing expressive techniques.

Alignment

How this activity aligns with the learning objectives & standardsAddresses HSP.1PE by enhancing students' ability to express character variety through movement and voice.

Activity 8

Technical Design and Direction

Students design lights, sounds, and set elements for a scene to understand how technical aspects support both storytelling and performance.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Identify key dramatic elements that need technical support in their scene.

2. Draft technical designs, including lighting plots and soundscapes.

3. Direct a portion of the scene incorporating these technical aspects.

Final Product

What students will submit as the final product of the activityDirected scene featuring student-designed technical elements such as lights and sound.

Alignment

How this activity aligns with the learning objectives & standardsContributes to HSP.3PE by training students to incorporate technical designs into their dramatic scenes.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Aristotelian Theatre Creation Rubric

Category 1

Understanding of Dramatic Elements

Evaluates how well students comprehend and apply Aristotle's elements of drama.

Criterion 1

Identification of Drama Elements

Ability to identify and explain Aristotle's elements of drama in scenes and performances.

Exemplary

4 Points

Correctly identifies and provides sophisticated explanations of all drama elements with insightful analysis of their application.

Proficient

3 Points

Accurately identifies and explains most drama elements with clear examples in the context of a scene.

Developing

2 Points

Identifies drama elements but with inconsistent or incomplete explanations.

Beginning

1 Points

Struggles to identify drama elements or provides minimal and inaccurate explanations.

Criterion 2

Application of Plot Structure

Assesses how students structure their scenes and storyboards using dramatic elements.

Exemplary

4 Points

Constructs a compelling scene with a sophisticated plot structure that creatively integrates drama elements.

Proficient

3 Points

Develops a coherent plot structure in scenes with appropriate integration of most drama elements.

Developing

2 Points

Shows some plot coherence with limited application of dramatic elements, causing uneven story flow.

Beginning

1 Points

Creates a scene with minimal plot coherence and inadequate integration of drama elements.

Category 2

Character and Performance Development

Measures how well students create and express characters with motivations and contrasting reactions.

Criterion 1

Character Development

Ability to develop well-rounded characters with clear motivations and contrasting reactions.

Exemplary

4 Points

Creates diverse characters with distinct, well-developed motivations and expertly crafted contrasting reactions.

Proficient

3 Points

Develops characters with clear motivations and appropriate contrasting reactions, contributing to scene depth.

Developing

2 Points

Crafts characters with basic motivations and limited contrasting reactions that may lack complexity.

Beginning

1 Points

Presents characters with unclear motivations and minimal development of contrasting reactions.

Criterion 2

Performance Techniques

Evaluates the use of vocal qualities, posture, and movement in conveying character and emotion.

Exemplary

4 Points

Demonstrates exceptional control of vocal and physical expression, effectively portraying diverse character emotions.

Proficient

3 Points

Effectively uses vocal and physical techniques to express character emotions and intentions consistently.

Developing

2 Points

Displays basic vocal and physical expression with inconsistency in conveying character emotions.

Beginning

1 Points

Shows minimal vocal and physical expression, struggling to convey character emotions.

Category 3

Design and Technical Integration

Assesses the ability to integrate design elements into the theatrical production to support storytelling.

Criterion 1

Design Concept Execution

Ability to create and present design concepts (e.g., set, lighting, sound) that enhance storytelling.

Exemplary

4 Points

Develops and executes innovative design concepts that significantly enrich the theatrical experience.

Proficient

3 Points

Creates design elements that effectively align with and support the scene and characters.

Developing

2 Points

Presents design concepts with partial alignment to scene goals, leading to inconsistencies.

Beginning

1 Points

Offers basic design concepts with minimal relevance to storytelling needs.

Category 4

Collaboration and Historical Context

Evaluates the effectiveness of collaborative efforts and the integration of historical context in scene interpretation.

Criterion 1

Collaborative Scene Creation

Capability to work effectively in groups to create and perform a unified theatre piece.

Exemplary

4 Points

Leads group collaboration, ensuring a unified vision with effectively integrated contributions from all members.

Proficient

3 Points

Works well in collaborative settings, contributing ideas that support a unified performance.

Developing

2 Points

Engages in basic collaboration with some disconnection in group vision and individual contributions.

Beginning

1 Points

Participates minimally in group tasks, disrupting scene cohesion and shared vision.

Criterion 2

Historical Contextualization

Ability to research and apply historical context to theatrical scene interpretation and presentation.

Exemplary

4 Points

Provides in-depth historical insight that profoundly enriches scene interpretation and performance delivery.

Proficient

3 Points

Offers well-researched historical context that clearly informs and enhances scene understanding.

Developing

2 Points

Presents historical context with limited depth, contributing inconsistently to scene interpretation.

Beginning

1 Points

Supplies vague or superficial historical connections with minimal impact on scene interpretation.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

Reflect on the process of using Aristotle's elements of drama to create your ten-minute piece. What did you find most challenging and rewarding about applying these elements in your writing and performance?

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Required

Question 2

How would you rate your understanding of character motivations and reactions before and after this project?

Scale

Required

Question 3

What role did collaboration play in your overall learning experience during this project?

Multiple choice

Required

Options

Significant Positive Impact

Moderate Positive Impact

Little to No Impact

Negative Impact

Question 4

In preparing your scene, how did understanding historical contexts enhance your creativity?

Text

Optional

Question 5

Evaluate your progress in incorporating technical elements into your performance. What technical elements did you find most effective, and where do you see room for improvement?

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Required