Teacher:

Course: Middle/High Drama

Unit Name: Theatre Etiquette
Length of Unit: 3 Day Rotation From: To: 2007
OBJECTIVE (S): Students will . (Use terms from Blooms Taxonomy)
Explore proper etiquette for audiences.
Research ways audiences can help establish an aesthetic performance experience.
Research different types of theatre and discuss how Audience Etiquette might be altered
Interpret/create different audience experiences through dramatic demonstrations
Compare and contrast audience behavior in different historical periods
Write critique following the template employing pertinent performance language

ESSENTIAL QUESTIONS: (Only 2 to 5 per unit Global: What course objectives will this unit address?)
1. How should an audience behave at a performance?
2. Compare and contrast examples of proper theatre etiquette
3. How would an audience member demonstrate knowledge of proper etiquette

MATERIALS: (Texts, audio-visuals, electronic tools, manipulatives, realia)

Basic Audience Etiquette Rule Sheet, Clips of various types of theatre experiences, Audience Etiquette
note cards Dos and Donts Improv Game, Assessment Performance

COMMENTS: Display focus ?s and add format/assessment rubric to journal.

Previous Vocabulary:
1audience
2 actor
3 house
4
5
New Vocabulary:
1 etiquette
2aesthetic
3 house
4
5
Journal Creative Openers / Reading Organizers:
1. What I Know I Know about proper audience behavior during a performance.
2. Compare and contrast proper etiquette for a theatre performance and viewing a movie.
3. What do you think the difference is, for an audience, between watching a musical and watching a straight play
4. How would you feel as an actor if someone in the audience was being disrespectful while you were performing?
5. Select and re-create with annotation, another work that includes
History:
This lesson teaches basic performance etiquette spanning over many different types of live performance settings. This is a
great tool for socialization.

1
ASSESSMENT: Grading Rubric; 5 pts. per objective
1. Completed Audience Etiquette Rule Review
2. Class discussion of Etiquette Rules
3. Final performance of learned proper theatre etiquette

2
 The Arts - Sunshine State Standards 9-12
Skills and Techniques
Standard 1: (TH.A.1.4)
The student acts by developing, communicating, and sustaining characters in improvisation and formal or informal
productions.
1. uses classical, contemporary, and vocal acting techniques and methods to portray the physical, emotional, and social dimensions of
characters from various genres and media.

Standard 2: (TH.A.2.4)
The student directs by interpreting dramatic texts and organizing and conducting rehearsals for formal and informal
productions.
1. uses unified production concepts and techniques (e.g., auditioning, directing, producing, and scheduling) for various media (e.g., theatre,
film, television, and electronic media).

Standard 3: (TH.A.3.4)
The student designs, conceptualizes, and interprets formal and informal productions.
1. uses scientific and technological advances to develop visual and aural staging elements that complement the interpretation of a text.
2. understands the technical (physical and chemical) aspects of theatre production to safely create properties, sound, costumes, and makeup.
3. designs, implements, and integrates all sound effects into the production concept.
4. understands all technical elements used to influence the meaning of the drama.

Creation and Communication

Standard 1: (TH.B.1.4)
The student improvises, writes, and refines scripts based on heritage, imagination, literature, history, and personal experiences.
1. understands how actors, directors, and designers create and refine dialogue and stage directions that convey the playwrights intent.

Cultural and Historical Connections

Standard 1: (TH.C.1.4)
The student understands context by analyzing the role of theatre, film, television, and electronic media in the past and present.
1. understands cultural and historical influences on dramatic forms (e.g., theatre, film, and television).
2. understands how the development of theatrical forms and production practices are used to discover symbolic clues in dramatic texts.

Aesthetic and Critical Analysis

Standard 1: (TH.D.1.4)
The student analyzes, criticizes, and constructs meaning from formal and informal theatre, film, television, and electronic
media.
1. compares the artistic content as described by playwrights, actors, designers, and/or directors with the final artistic product.
2. understands allegoric and symbolic references in plays.
3. understands theatrical performances from the perspective of current personal, national, and international issues, through the evaluation of
artistic choices in film, television, and electronic media (e.g., different depictions of the story of Aladdin).

Applications to Life
Standard 1: (TH.E.1.4)
The student understands applications of the role of theatre, film, television, and electronic media in everyday life.
1. understands how to use various arts media to enhance communication in theatrical productions.
2. understands the reasons for personal and audience reactions to theatre from various cultures and time periods (e.g., French farce, Greek
tragedy, and Japanese Noh).
3. understands the pertinent skills necessary to pursue theatre careers and avocational opportunities in theatre (e.g., production skills for
managing, administering, organizing, publishing, accounting, and marketing).
4. understands the necessity of goal-setting, self-discipline, punctuality, meeting deadlines, and fulfilling responsibilities when mounting a
theatrical production.
5. recognizes the significant works and major contributions of major playwrights, performers, designers, directors, and producers in
American theatre.

3
Boldface the reading, writing, and literature standards you will be covering in this unit.

Florida Standards for Reading 9-12

Standard 1: Student uses reading process effectively
LA.A.1.4.1 Selects and uses pre-reading strategies that are appropriate to the text, such as discussions, making predictions,
brainstorming, generating questions, and previewing to anticipate content, purpose, and organization of a reading selection.
LA.A.1.4.2 Selects and uses strategies to understand words, text, and to make and confirm inferences from what is read,
including interpreting diagrams, graphs, and statistical interpretations.
LA.A.1.4.3 Refines vocabulary for interpersonal, academic, and workplace situations, including figurative, idiomatic, and
technical meanings.
LA.A.1.4.4 Applies a variety of response strategies, including rereading, note taking, summarizing, outlining, writing a formal
report, and relating what is read to his or her own experiences and feelings.

Standard 2: Student constructs meaning from a wide range of texts

LA.A.2.2.7 Recognizes use of comparison/contrast

LA.A.2.4.1 Determines main idea and identifies relevant details, methods of development, and their effectiveness in a variety
of types of written material.
LA.A.2.4.2 Determines authors purpose and/or point of view and their effects on the text.
LA.A.2.4.3. Describes and evaluates personal preferences regarding fiction and nonfiction.
LA.A.2.4.4 Locates, gathers, analyzes, and evaluates written information for a variety of purposes, including research projects,
real-world tasks, and self-improvement.
LA.A.2.4.8 Synthesizes information from multiple sources to draw conclusions.

LA.A.2.4.6 Selects and uses appropriate study and research skills and tools according to the type of information being
gathered or organized, including almanacs, government publications, microfiche, news sources, and information services.
LA.A.2.4.5 Identifies devices of persuasion and methods of appeal and their effectiveness.
LA.A.2.4.7 Analyzes the validity and reliability of primary source information and uses the information appropriately.
Florida Standards for Writing 9-12
Standard 1: Student uses writing process effectively
LA.B.1.4.1 Selects and uses appropriate prewriting strategies, such as making predictions, brainstorming, graphic organizers,
and outlines.
LA.B.1.4.2 Drafts and revises writing that is focused, purposeful, and reflects insight into the writing situation; has an
organizational pattern that provides for a logical progression of ideas; has effective use of transitions; has support that is
substantial, specific, relevant, and concrete; demonstrates a commitment to an involvement with the subject; uses creative
writing strategies as appropriate to the purpose of the paper; demonstrates a mature command of language with freshness of
expression; has varied sentence structure; has few, if any, convention errors in mechanics, usage, punctuation, and spelling.

Standard 2: Student writes to communicate ideas and information effectively.

LA.B.2.4.3 Writes fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding level
of detail and organization.

Florida Standards for Literature: All Subject Areas, Grades 9-12

LA.E.2.2.1 Recognizes cause-and-effect relationships in literary texts.

4
 Boldface the modifications you are making for ESOL, ESE, and students with a 504 documented
handicap who are in your classes.

A Extra time is given to complete assignments

B Increased wait time used with questions
C Allow classroom assignments to be completed at home
D Divide lengthy assignments into smaller segments
E Minimize timed activities
F Other (specify in plan)
G Tests are read orally
H Allow students to answer orally
I Important information on test is highlighted
J Reducing the number of test items
K Use clear, readable, and uncluttered test forms
L Allow ample space for student response
M Instructions with simplest language (i.e. shorter sentences and fewer words) are given
N Retakes are given on some tests/assignments
O Review test terms, such as compare, discuss, define, contrast
P Provide examples or practice test items
Q Provide various means of evaluation (i.e. projects, demonstrations, etc.)
R Other (specify in plan)
S Break up tasks into workable and obtainable steps
T Simplify your speech (rate, pitch, etc.)
U Provide outlines
V Pre-teach difficult vocabulary and concepts
W Use fill ion the blank instructional technique
X Increase the frequency of positive reinforcement
Y Arrange for the student to have a study buddy
Z Have the student repeat directions to ensure understanding
AA Be willing to repeat expectations
BB Use the preview/review technique
CC Use contract, timer, etc. for self-monitoring
DD Predictable classroom routines are followed on a regular basis
EE Key ideas ore emphasized and reinforced frequently
FF Opportunities for cooperative learning are provided through varied grouping situations
GG Alternative assignments are given equal credit
HH Enrichment activities are provided for the student
II Individual counseling is given to the student
JJ Other (specify in plan)
KK Use lined answer spaces on w3orksheets and tests
LL Provide students with material that has the main ideas underlined or highlighted
MM Provide an oral tape of text/chapter
NN Provide framed outline of presentations
OO Use daily, weekly, and/or monthly assignment sheets
PP Computers and typewriters
QQ Adapt materials to student reading level
RR Individual worksheet copies of overhead
SS Weekly progress reports are made by written notice/phone call to parent
TT Other (specify in plan)
UU Use of study carrels
VV Seat student in close proximity to the teacher
WW Allow alternative movement when possible
XX Give student frequent opportunities to get up and move around
YY Allow space for movement
ZZ Other as specified in IEP, LEP, or 504 plan:
5
6