Production Elements Teacher Resources

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Students create and perform a dance or series of movements one to two minutes in length. Their dance supports and enhances the expressive qualities of the theater production and accompany the music students selected to perform.
Students examine the economic roller coaster involved in the production of a Broadway musical. They read online articles to investigate similarities and differences between nonprofit theater production and Broadway, or commercial, theater production.
Pupils identify the characteristics and elements of large scale rock productions. They examine the similarities between the American Vaudeville shows and the large-scale rock theater productions of the 1970's.
Students take a closer look at Japanese drama. In this Japanese culture lesson, students study the attributes of Noh theater and compare it western theater. Students conduct independent research on the art form prior to acting out a Noh play.
Fourth graders construct individual props. For this theatrical arts lesson, 4th graders use the elements of art to create various props using paper mache. Students construct objects such as logs, fruit, and a picture frame.
Students compare and contrast puppet theater traditions. In this cultural traditions lesson, students watch film clips of bunraku puppet theater in Japan and then research the art of puppet theater in the world. Students share their findings with their classmates by completing 1 of the 5 listed follow-up activities.
Twelfth graders analyze the elements of fiction and use literary analysis vocabulary to evaluate fiction works. In this fiction analysis lesson plan, 12th graders define elements of fiction and complete a diagram for the elements.Students keep a dialectical journal for the lesson plan. Students present an analysis, and write a letter to their teacher reflecting on the assignment.
Students compare Noh drama to western drama and trace the influence of Japanese theater on modern western drama.  In this Noh drama lesson, students read the play Black Tomb (Kurozuko) defining the elements and conventions of Noh drama and comparing Noh drama to western drama.  Students then look at the influence of Japanese theater on modern western drama, specifically Yeats and Wilder.
Students think more seriously about what they want to do for a living after high school. They investigate other options for success excluding the college tract. They explore the ramifications of every occupation and pursuit placing different demands on the human body.
Explore script writing based on prose in a cross-curricular literacy instructional activity. After listening to the folktale The Drum, middle schoolers identify and describe specific story elements such as characters and events. They work in groups to write a script for the story, and each group performs its play.
Students investigate the dramatic elements of The CrucibleIn this drama lesson, students explore the elements and themes of the Arthur Miller play as they read the play and watch performances of some of the acts. Students then write formal analyses of the play.
Seventh graders explore the various elements found in the advertisement of a dramatic experience. Playbills are created that reflect the plot without revealing the climax of the play. Costumes, set construction, and character description are experienced in thi
Students discover how to create realistic settings in fiction. For this writing skills lesson, students examine literary elements in fiction works they are familiar with and then practice using sensory details and establishing mood to write realistic settings.
Here you have the last of three quizzes posted online for Titus Andronicus. A variety of questions about staged productions, time periods, and characters are included. Challenge your class with this quiz!
Students read scripts and create the costumes and sets. In this reader's theater instructional activity, students practice their roles and design the stage settings and costumes needed to perform African folktales. Older students might write original scripts
Sudents perform a theatrical production that encompasses a variety of ancient cultural dances and a narration that tells a story of each civilization and its distinctive characteristics. They perform in groups of six. The production has a clear beginning, middle, and end. Pupils use their bodies and their vocies using the theatrical form of storytelling. Students work collaboratively to weave their story based on three different cultures.
Your class will be “Over the Moon”  as they read an article about the Broadway musical, “Rent.” The article about this modern retelling of “La Boheme” launches a study of websites in preparation for class groups creating their own site celebrating a classic work of literature or theater. The richly detailed plan includes individual and group requirements for the project, discussion questions, assessments, extension activities, interdisciplinary connections, and resource links.
Students demonstrate knowledge of musical instruments and the families of the orchestra. They acknowledge different voice types found in opera. Students interpret emotional expressions through listening. They compose sounds to express emotions.
Students discover which elements are most threatening to outdoor sculptures. In groups, they determine the steps that are needed to preserve them. They locate and assess the condition of those sculptures in their local community. They develop a presentation and share them with members of the community.
Students study the work of William Shakespeare. They survey the elements of comedy and tragedy and read plays and poems. They discuss the texts they read and recite poetry. They dramatize poems with movement and sounds and write poetry in verse forms.

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Production Elements