Printer-friendly version

Standards resources



Welcome to the Educational Theatre Association’s Core Theatre Standards Instructional Resource page. From here, you can link to several downloadable tools:

  • An overview of the standards that explains their organization and components; if you’re not familiar with the work, this is a good place to start.
  • The Model Cornerstone Assessments are examples of how theatre teachers can measure student growth at the benchmark grades of 2, 5, 8, and three high school levels.

    Below are a series of articles from EdTA’s publications, Dramatics and Teaching Theatre, that are aligned to specific theatre standards (each article includes a standards reference). While these articles don’t address the performance standards directly, the skills, knowledge, and exercises they outline are intended to help teachers design curriculum that will meet the student learning outcomes suggested in the standards. In the future we’ll be creating new standards-based content that will be archived as well.

    Acting

    American Speech

    By Rena Cook. Vocal exercises that honor the authentic voices of students, Teaching Theatre, v23n2. (TH:Cr3.1.6 through TH:Cr3.1.III, strand b).

    Courtroom drama
    By Michael Bigelow Dixon and Nina Therese Kasniunas. Using landmark cases to create a courtroom drama with acting students, Teaching Theatre, V22n2. (TH:Cn10.1.6 through TH:Re8.1.III, strand a; TH:Re8.1.6 through TH:Re8.1.III, strand b).

    Exploring the past informs the present
    By Shawnda Moss and Bradley Moss. Making theatre history matter in the classroom and on the stage, Teaching Theatre, v22n3. (TH:Re9.1.I through TH:Re9.1.III, strand a; TH:Cn11.1.7 through TH:Cn11.1.III, strand a; TH:Cn11.2.3 through TH:Cn11.2.III, strand b).

    How to tell the truth
    By Bruce Miller. An acting game that teaches lying for the stage, Teaching Theatre, v16n3. (TH:Cr1.1.6 through TH:Cr1.1.III, strand c; TH:Cr3.1.6 through TH:Cr3.1.III, strand b; TH:Pr4.1.6 through THPr4.1.III, strand a; TH:Pr5.1.6 through TH:Pr5.1.III, strand a).

    Learning lines: for actors , memorizing is still job one
    By Bruce Miller. Includes a sidebar on twenty different methods for memorizing, Dramatics, March 2005. (TH:Cr1.1.6 through TH:Cr1.1.III, strand c; TH:Cr3.1.6 through TH:Cr3.1.III, strand b; TH:Pr4.1.6 through THPr4.1.III, strand b; TH:Pr5.1.6 through TH:Pr5.1.III, strand a).

    Someone is listening
    By Bruce Miller. Helping actors remember the other characters in monologues, Teaching Theatre, v19n3. (TH:Pr4.1.6 through THPr4.1.III, strand a; TH:Pr4.1.6 through THPr4.1.III, strand b; TH:Pr5.1.6 through TH:Pr5.1.III, strand a).

    Taking notice
    By Peter King. Helping students build characters through observation, Teaching Theatre, v20n2. (TH:Cr1.1.5, strand a; THCr1.1.3 through TH:Cr1.1.III, strand c; TH:Cr3.1.6 through TH:Cr3.1.III, strand b; THPr4.1.4 through THPr.4.1.III, strand b).

    Teaching the song
    By Tracey Moore. Singing and acting in musical theatre, Teaching Theatre, v19n1. (TH:Cr1.1.6 through TH:Cr1.1.III, strand c; TH:Cr3.1.6 through TH:Cr3.1.III, strand b; TH:Pr4.1.6 through THPr4.1.III, strand b; TH:Pr5.1.6 through TH:Pr5.1.III, strand a).

    Would you eat them for a scene?

    By Bruce Miller. Script analysis for actors, Teaching Theatre, v18n1. (TH:Cr.1.1.II and III,
    strand c; TH:Cr2.1.6 through TH:Cr2.1.III, strand b; TH:Cr3.1.3 through TH:Cr3.1.III, strand a; TH:Pr4.1.6 through TH:Pr4.1.II, strand a; TH:Pr6.1.6 through THPr6.1.II, strand a)
    .

    Curriculum

    Is it beautiful?
    By Jeffrey Leptak-Moreau. The purpose and value of aesthetics in theatre education, part one, Teaching Theatre, v16n2.

    Does it matter if it’s beautiful?
    By Jeffrey Leptak-Moreau. The purpose and value of aesthetics in theatre education, part two, Teaching Theatre, v16n3. (TH.Re8.1.6 through TH.Re8.1.III, strand c).

    Serving all
    By Suzie Zimmerman. Strategies for including special needs students in the theatre classroom, Teaching Theatre, v19n3. (Model Cornerstone Assessments, strategies for inclusion).

    The role of cornerstone tasks in the new theatre standards: An interview with assessment expert Jay McTighe

    By James Palmarini. An overview of Grant Wiggins’s and Jay McTighe’s Understanding by Design (UbD) approach to student assessment and examples of how it might be applied in theatre classes, Teaching Theatre, v23n4. (Model Cornerstone Assessments).

    What do they know?
    By Susan K. Green and Stephen Gundersheim. Six steps to successful theatre class assessment, Teaching Theatre v21n2. (Model Cornerstone Assessments).

    Dramatic Literature

    How to read a play: thirty ways to understand a script
    By Michael Bigelow Dixon. Analytical tools for directors, actors, and designers. Dramatics 2010. (TH:Re9.1.6 through TH:Re.9.1.III, strand a; TH:Cn11.2.6 through TH:Cn11.2.III, strand a).

    Tech Theatre

    It was a dark and stormy night: an introduction to lighting

    By Scott Parker. Part one of a series. Dramatics, January 2009.

    Lights, and …go: an introduction to lighting design
    By Scott Parker. Part two of a series. Dramatics, May 2010. (TH:Cr3.1.6 through TH:Cr3.1.III, strand c; TH.Pr5.1.8 through TH:Pr5.1.III, strand b).

    Directing the design
    By Joe Deer. Creating the visual world of the play. Teaching Theatre, v20n3. (TH:Cr1.1.6 through TH:Cr1.1.III, strand b; TH:Cr3.1.6 through TH:Cr3.1.III, strand c; TH:Pr5.1.8 through TH:Pr5.1.III, strand b; TH:Cn11.2.6 through TH:Cn11.2.8, strand b).

    Painting the scene

    By Sean O’Skea. A beginner’s guide to tools and techniques. Teaching Theatre, v21n1. (TH:Cr1.1.6 through TH:Cr1.1.III, strand b).

    Artful illusions
    By Sean O’Skea. Creating three dimensions out of two with shading and shadows, v21n4. (TH:Cr1.1.6 through TH:Cr1.1.III, strand b).