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Drama
Elementary Drama is offered to students in the Waltham Public Schools beginning in Kindergarten through fifth grade. The program is designed to foster independent and cooperative work skills, develop and strengthen presentation and performance abilities, and enhance problem solving and analytical competencies.
Our curriculum continuously highlights the four realms of communication (speaking, listening, reading, and writing) and includes opportunities for students to work individually, in small groups, and within class ensembles.
Through project-based learning, drama focuses on giving all of our students a heightened understanding of characters and characteristics, story and script structure, improvisation, narration, point of view, and presentation and performance skills in an interactive environment.
Students in grades K–5 have drama class one time per week for the entire year.
Unit | Timeframe | Big Ideas (Statements or Essential Questions) | Major Learning Experiences from Unit |
|---|---|---|---|
Classroom Routines Body/Spatial Awareness | 3-4 classes Fall | Kindergartners will: -demonstrate the ability to work in their own space -demonstrate how to be attentive audience members -follow agreed upon rules for discussions and activities | In this unit I learned: -How my teacher organizes our class -How to listen to a performance and clap at the end -How to share something on my own -How to make room for other students |
Creating Characters Dramatizing stories as a group | 4-5 classes Fall | -understand the difference between imagination and reality in dramatic play -identify characters within shared stories | -What a character is and how to find them -How to find something in a story that reminds me of me -How to make the sounds and movements that a character makes in a story |
Introduction to Story Form Sequencing | 4-5 classes Fall/Winter | -confirm understanding of a text read aloud -recognize common types of texts and characteristics of their structure (e.g., story elements in books) | -How to follow the order of a story -How to describe characters and tell them apart |
Exploring and dramatizing multicultural and seasonal traditions | 3-4 classes Winter | -describe familiar people, places, things, and events and, with prompting and support, provide additional details | -How to find things about characters, stories, and people that are the same and different -How to pretend to be a character |
Independent role playing | 4 classes Winter | -portray simple characters in dramatic play -identify realistic feelings characters might have in a theatrical work | -How to act like a character for a whole story -How to describe a character or story out loud -How to perform with a whole group |
Imaginative play | 4 classes Winter/Spring | -contribute story ideas in dramatic play -portray characters in an established or improvised story | -How to share my ideas out loud -How to change a character or story |
Exploring Characters | 4 classes Spring | -with prompting and support, compare and contrast the adventures and experiences of characters in familiar stories -refine and complete artistic work | -How to play different characters in the same story -How to describe differences between characters -How to perform a character on my own |
Appreciation of language and dialogue Memorization | 4 classes Spring | -demonstrate appropriate behaviors of a theatrical presentation -explore and employ basic public speaking tenets | -How to learn and remember my part or presentation -How to present to my class |
Dramatic Presentations | 4 classes Spring | -with prompting and support, retell familiar stories, including key details. -focus on and pursue a process or idea to completion when experimenting during theatre activities. | -How to share my own work in front of an audience -How to use the parts of public speaking: volume, enunciation, posture |
Building Based Closing Activities | 2 classes June | -with prompting and support, identify similarities between elements of a theatrical work and personal experiences | -How to explain how I felt about a story or performance -How to react to other students’ performances |
Unit | Timeframe | Big Ideas (Statements or Essential Questions) | Major Learning Experiences from Unit |
|---|---|---|---|
Classroom Routines Body/Spatial Awareness | 4 classes Fall | -demonstrate the ability to work in their own space -demonstrate how to be attentive audience members -follow agreed upon rules for discussions and activities | -How my teacher organizes our class -How to listen to a performance and clap at the end -How to work independently and make up my own ideas -How to work as part of a team |
Characterization/Exploration of Literature | 5 classes Fall | -create and portray characters imagined and based on a text -use their bodies and voices to communicate thoughts, feeling, and points of view | -How to pretend to be a character that we read in a book -How to use my body and voice to be a character -How to follow the order of a story |
Story Structure | 4 classes Fall/Winter | -retell the sequence of a story -create new resolutions for established conflicts -demonstrate an understanding of the elements of a story by working alone and in a group to create stage pictures | -How to identify the beginning, middle and end of a story. -How to act out a scene or story with my classmates
|
Creative Movement | 3 classes Winter | -use movement to explore feelings. emotions and/or elements of a story -explore concepts as they move safely in relationship to others and in their self-space | -How to use my body and expressions to communicate an idea or feeling -How to move in my own space as part of a group |
Elements of Playmaking and Performance | 3 classes Winter | -imagine and arrange an environment for a class dramatization -enhance a character with the use of a prop or costume piece -work cooperatively with peers to create and rehearse a dramatic work based on a text | -How to follow the script of a play -How to rehearse a play with my classmates -How to perform a play in front of an audience |
Role Play | 3 classes Winter | -listen and respond to others in character during a dramatic work -demonstrate an understanding of a variety of dramatic techniques as they work to suspend disbelief | -How to pretend to be a character |
Presentation Skills | 4 classes Winter/Spring | -explore and use basic public speaking tenets when performing and presenting formally and informally | -How to use volume and enunciation so an audience can hear and understand me -How to stand up straight and use good posture in front of an audience |
Stage Presence | 5 classes Spring | -take risks in their drama work to develop confidence -demonstrate the appropriate audience etiquette to support and encourage the work of others | -How to perform a character on stage -How to listen to a performance and clap at the end |
Public Speaking Performance Skills | 4 classes Spring | -employ rehearsal strategies to prepare and present a creative work focusing on volume, posture and enunciation. | -How to use volume, enunciation, and posture independently |
Building Based Closing Activities | 2 classes June | -with prompting and support, identify similarities between elements of a theatrical work and personal experiences | -How to discuss what I see on stage |
Unit | Timeframe | Big Ideas (Statements or Essential Questions) | Major Learning Experiences from Unit |
|---|---|---|---|
Classroom Routines Body/Spatial Awareness | 4 classes Fall |
Activities | -How my teacher organizes my class -How to follow the rules in drama class -How to work alone and as part of a team in drama activities -How to listen to a performance and clap at the end |
Character Traits | 4 classes Fall |
| -How to identify and act out character traits -How to create a character and make up my own characteristics |
Setting Physicality | 4 classes Fall |
| -How to identify the setting of a story -How to act out a character in a setting -How to show where I am in a setting using my body and voice |
In-Role Work Conflict/ Resolution | 4 classes Fall/Winter |
| -How to create a character that makes sense -How to identify the conflict and resolution in a story -How to solve the conflicts in a way that makes sense |
Public Speaking and Presentation Skills | 4 classes Winter |
| -How to use volume, enunciation, posture, and eye contact independently: -How to speak loudly and clearly enough for an audience to hear and understand me -How to stand up straight and face an audience -How to make eye contact with an audience |
Cooperative Work Supported by Text | 4 classes Winter |
| -How to make up a story -How to identify beginning, middle and end of a story -How to identify the conflict of a story -How to act out the story we created so that it makes sense |
Scene work Rehearsal Skills | 3 classes Winter/Spring |
| -How to use my expressive voice -How to speak and move like my character |
Cooperative group work Rehearsal Skills | 3 classes Spring |
| -How to work independently and with my scene partners -How to offer ideas to make my scene better -How to listen to my peer’s ideas and respectfully add them to the scene |
Presentation Skills | 5 classes Spring |
| -How to practice and memorize my lines -How to speak clearly -How to present myself in front of an audience in my character |
Building Based Closing Activities | 2 classes June |
| -How to listen to a performance, clap at the end, and identify details -How to talk about a performance I see at my school |
Unit | Timeframe | Big Ideas (Statements or Essential Questions) | Major Learning Experiences from Unit |
|---|---|---|---|
Classroom Routines Cooperative Skills Ensemble Building | 4 classes Fall |
| -How to listen to and observe a performance -How to work independently and as a team member with my peers -How to follow the classroom rules |
Story Structure/ Characterization | 5 classes Fall |
| -How to identify and describe character traits -How to identify the elements of a play or story -How to act out a story and know where I am in the story |
Storytelling | 3 classes Fall |
| -How to write a script that makes sense -How to compliment my classmate’s work -How to offer suggestions to help make a story or performance better |
Text/Scene Analysis | 4 classes Fall/Winter |
| -How to create a play or story with beginning, middle and end -How to understand dramatic structure -How to make up the words that the characters say and be sure they make sense |
Performance Skills | 4 classes Winter |
| -How to read and/or write a script -How to act out a character using my body, voice and imagination - How to memorize my lines and practice in an ensemble/small group |
Presentation Skills | 3 classes Winter |
| -How to practice, memorize, and present my lines -How to speak clearly and loudly enough to be heard by an audience -How to use posture to present myself in front of an audience |
Public Speaking | 4 classes Winter/Spring |
| -How to use volume, enunciation, posture, eye contact, and pace independently: -How to speak loudly and clearly enough for an audience to hear and understand me -How to stand up straight and face an audience -How to look at an audience -How to speak with appropriate speed -How to identify the important things I am saying -How to edit my work better by listening to suggestions |
Role Play | 4 classes Spring |
| -How to create a character from a story -How to make up a character on my own -How to use my body and voice to communicate the character to the audience -How to use a prop effectively |
Introduction to Improvisation | 4 classes Spring |
| -How to work in a small group or ensemble to create a scene -How to discuss what worked in our scene and how to strengthen it |
Building Based Closing Activities | 2 classes June |
| -How to perform a play or class project using the skills I have learned this year. -How to describe what I see and enjoy when I am an audience member |
Unit | Timeframe | Big Ideas (Statements or Essential Questions) | Major Learning Experiences from Unit |
|---|---|---|---|
Classroom routines Cooperative skills Ensemble building | 4 classes Fall |
| -How to listen to and observe a performance -How to work independently and as a team member with my peers -How to follow the classroom rules -How to be respectful of my classmate’s ideas -How to observe a performance with respect |
Parts of the Stage | 4 classes Fall |
| -How to read/write stage directions -How to stand and move on a stage so the audience can see me |
Implementing Dramatic Concepts | 4 classes Fall |
| -How to create a character using my voice and body -How to use appropriate dramatic words in a script and when speaking about a scene |
Text/Scene Analysis | 4 classes Fall/Winter |
| -How to identify and create scenes that have a beginning, middle, and end using dramatic structure -How to read and perform a script that uses stage directions -How to discuss a play or scene with my classmates |
Sustaining a Character | 5 classes Winter |
| -How to use theatrical elements to enhance my acting -How to memorize my lines and stay in character throughout the performance -How to identify details about the scenes I am in and the scenes I see presented in class |
Fundamentals of Improvisation | 5 classes Winter |
| -How to create and portray a character without using a script -How to identify and follow the rules of improvising |
Playmaking Rehearsal and Production | 5 classes Spring |
| -How to add theatrical and emotional elements to express meaning in a script -How to talk about a play or scene using theatrical vocabulary -How to listen to and observe a performance and identify the purpose or intent of the work -How to identify aspects/elements of technical theater |
Performance and Presentation | 5 classes Spring |
| -How to use volume, enunciation, posture, eye contact, pace, and tone independently: -How to speak loudly and clearly enough for an audience to hear and understand me -How to stand up straight and face an audience -How to look at an audience -How to speak with appropriate speed -How to show emotion in my voice -How to reflect on my own work -How to edit my work to make the scene more effective |
Building Based Closing Activities | 2 classes June |
| -How to be a respectful audience member -How to contribute to a class project |
Building Based Closing Activities | 2 classes June |
| -How to perform a play or class project using the skills I have learned this year. -How to describe what I see and enjoy when I am an audience member |
Unit | Timeframe | Big Ideas (Statements or Essential Questions) | Major Learning Experiences from Unit |
|---|---|---|---|
Classroom routines Cooperative skills Ensemble building | 4 classes Fall |
| -How to be respectful of my friends’ ideas -How to follow the rules in my classroom |
Text/Scene Analysis | 4 classes Fall |
| -How to explain what a character is thinking by analyzing the text -How to create a script that reflects the point of view of a character -How to follow the rules of dramatic structure in scenes that I write or improvise |
Presentation Skills and Audience Feedback | 4 classes Fall |
| -How to use dramatic vocabulary to communicate with my fellow actors -How to develop characters using details from a text -How to be in a scene with an ensemble and stay in character -How to reflect on my own work -How to edit my work to make the scene more effective -How to watch my peers’ work and offer compliments and suggestion -How to listen to a performance respectfully |
Monologue/ Oration | 5 classes Fall/Winter |
| -How to use volume, enunciation, posture, eye contact, pace, and tone independently: -How to speak loudly and clearly enough for an audience to hear and understand me -How to stand up straight and face an audience -How to look at an audience -How to speak with appropriate speed -How to show emotion in my voice -How to identify the important things I am saying -How to edit my work better by listening to suggestions |
Advanced Acting and In-Role Technique | 5 classes Winter |
| -How to use theatrical elements to enhance my acting -How to memorize my lines and stay in character throughout the performance -How to work as a member of an ensemble |
Advanced Improvisation, Character Development and Scene Creation | 6 classes Winter/Spring |
| -How to build a scene as an independent performer and member of a larger group -How to create scenes based on choices made by improvised characters -How to make my own artistic choices based on text and discussion with peers. |
Rehearsal and Performance | 6 classes Spring |
| -How to contribute artistically to a piece of work -How to take feedback from others and apply it to my work -How to be respectful of others’ ideas and suggestions -How to respectfully offer feedback to others -How to listen to a performance and reflect on it from my own point of view |
Building Based Closing Activities | 2 classes June |
| -How to be a respectful audience member -How to contribute to a class project |