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EXPLORING VIEWPOINTS

Instructor
ERIN CARR

Materials
Video modules, Handouts, Transcripts, MP3 Files, PDF of
Powerpoint Slides, Completion Certificate

Course length
11 modules
3 hours, 28 minutes of video
5 credit hours
Course Description
Viewpoints is used to create dynamic moments of theatre by simply existing on the stage. However, Viewpoints is more than
just an acting technique to understand your own physicality and more than a directing technique to create “ah-ha!” moments
on stage. It is first and foremost the philosophy that to create an organic performance, you must see obstacle as opportunity,
and that by simply standing in space, your creativity can spark.

This course by Erin Carr will help your students discover fresh impulses that motivate their performance in the moment. We
will go through the Viewpoints technique, as created by Mary Overlie, and learn how to tap into kinesthetic awareness as
individuals and as an ensemble. Through this style of play, students learn to release their thoughts on what they “should” do,
and instead just respond organically to their surroundings and ensemble!

We’re going to break down each of the Viewpoints, there’s lots of visual demonstration, so you can see each Viewpoint in
action, and I’m going to provide tips and side coaching examples.

About the Instructor

Erin Carr is currently working as a professional actor, physical theatre creator & theatre activist out of Cincinnati, OH. She is a
graduate of NYU’s Tisch School of the Arts where she studied at the Experimental Theatre Wing. In addition, she is the Co-
Artistic Director of the feminist-centric theatre company, ReVamp Collective, based in Philadelphia, PA, as well as the Co-
Founder of Solasta Theatre Lab in Cincinnati, OH. She is currently working on her MBA from Northern Kentucky University.
Additional information: www.erincarr.com

Course Curriculum
Lesson 0: Overview 3:21 Lesson 6: Space 38:20
This lesson gives an overview of the course and what is covered This lesson breaks down the Viewpoint of Space, and students
in each module. learn how to introduce spatial relationship, topography, and
architecture.
Lesson 1: Introduction 8:06
This lesson introduces the technique of Viewpoints and ways to Lesson 7: Open Viewpoints Session 16:45
apply it in the classroom. This lesson introduces what an Open Viewpoints session might
look like, and the benefits of taking this time to combine the
Lesson 2: History & Terminology 9:13 Viewpoints.
This lesson reviews the history of Viewpoints and some of the
terminology used with this technique. Lesson 8: Scene Work 24:59
This lesson introduces the use of Viewpoints in scene work.
Lesson 3: Warm-ups 20:52
Lesson 3 takes you through some of the warm-ups inspired by Lesson 9: Review 4:59
Viewpoints for both individuals and ensembles. This final lesson reviews how the Viewpoints technique is used,
and where you can continue to take this work.
Lesson 4: Time 17:05
This lesson breaks down the Viewpoint of Time, and students BONUS Lesson: Distance Learning Option 26:22
learn how to introduce tempo, kinesthetic response, duration and Erin Carr and Lindsay Price discuss how to use the Viewpoints
repetition. course for distance learning.

Lesson 5: Shape 38:38

This lesson breaks down the Viewpoint of Shape, and students
learn how to introduce general shape as well as gestures.
Standards Connections
National Core Arts Standards 8.TH:Pr4.a - Explore different pacing to better communicate
Select, analyze, and interpret artistic work for the story in a drama/theatre work.
presentation - Grade 6 Acc.TH:Pr4 Select, analyze, and interpret artistic work
TH:Pr4.1.6.b - Experiment with various physical choices to for presentation.
communicate character in a drama/theatre work. Acc.TH:Pr4.a - Discover how unique choices shape
Select, analyze, and interpret artistic work for believable and sustainable drama/ theatre work.
presentation - Grade 8 6.TH:Pr5 Develop and refine artistic techniques and
TH:Pr4.1.8.a - Explore different pacing to better work for presentation.
communicate the story in a drama/theatre work. 6.TH:Pr5.a - Recognize how acting exercises and techniques
Select, analyze, and interpret artistic work for can be applied to a drama/theatre work.
presentation - Grade HS Accomplished 7.TH:Pr5 Develop and refine artistic techniques and
TH:Pr4.1.HSII.a - Discover how unique choices shape work for presentation.
believable and sustainable drama/ theatre work. 7.TH:Pr5.a - Participate in a variety of acting exercises and
Develop and refine artistic techniques and work for techniques that can be applied in a rehearsal or
presentation - Grade 6 drama/theatre performance.
TH:Pr5.1.6.a - Recognize how acting exercises and 8.TH:Re8 Interpret intent and meaning in artistic work.
techniques can be applied to a drama/theatre work. 8.TH.Re8.a - Recognize and share artistic choices when
Develop and refine artistic techniques and work for participating in or observing a drama/theatre work.
presentation - Grade 7 6.TH:Cr3 Refine and complete artistic work.
TH:Pr5.1.7.a - Participate in a variety of acting exercises and 6.TH:Cr3.b - Identify effective physical and vocal traits of
techniques that can be applied in a rehearsal or characters in a drama/theatre work.
drama/theatre performance.
7.TH:Cr3 Refine and complete artistic work.
Interpret intent and meaning in artistic work - Grade 8 7.TH:Cr3.b - Develop effective physical and vocal traits of
TH:Re8.1.8.a - Recognize and share artistic choices when characters in an improvised or scripted drama/theatre work.
participating in or observing a drama/theatre work.
8.TH:Cr3 Refine and complete artistic work.
Refine new work through play, drama processes and 8.TH:Cr3.b - Refine effective physical, vocal, and
theatre experiences using critical analysis and physiological traits of characters in an improvised or scripted
experimentation - Grade 6 drama/ theatre work.
TH:Cr3.1.6.b - Identify effective physical and vocal traits of
characters in an improvised or scripted drama/theatre work. 8.TH:Pr6 Convey meaning through the presentation of
artistic work.
Refine new work through play, drama processes and 8.TH:Pr6 - Perform a rehearsed, scripted scene from a
theatre experiences using critical analysis and drama/theatre work for an audience.
experimentation - Grade 7
TH:Cr3.1.7.b - Develop effective physical and vocal traits of Prof.TH:Cr3 Refine and complete artistic work.
characters in an improvised or scripted drama/theatre work Prof.TH:Cr3.b - Explore physical, vocal and physiological
choices to develop a performance that is believable,
Refine new work through play, drama processes and authentic, and relevant to a drama/theatre work.
theatre experiences using critical analysis and
experimentation - Grade 8
TH:Cr3.1.8.b - Refine effective physical, vocal, and Colorado Academic Standards - Drama
physiological traits of characters in an improvised or scripted
drama/ theatre work. and Theatre Arts
Sixth Grade
Convey meaning through the presentation of artistic DT.6.1.4.b - Students Can: Identify and employ effective
work - Grade 8 physical and vocal traits of characters in an improvised or
TH:Pr6.1.8.a - Perform a rehearsed drama/theatre work for scripted drama/theatre work.
an audience. DT.6.2.1.b - Students Can: Experiment with various physical
Refine new work through play, drama processes and and vocal choices to communicate character in a
theatre experiences using critical analysis and drama/theatre work.
experimentation - Grade HS Proficient DT.6.2.2.a - Students Can: Participate in a variety of acting
TH:Cr3.1.HSI.b - Explore physical, vocal and physiological exercises and techniques that can be applied in a rehearsal or
choices to develop a performance that is believable, drama/theatre performance.
authentic, and relevant to a drama/theatre work.
Seventh Grade
DT.7.1.4.b - Students Can: Develop effective physical and
vocal traits of characters in an improvised or scripted
California VAPA Standards (2019) drama/theatre work.
6.TH:Pr4 Select, analyze, and interpret artistic work
for presentation. DT.7.2.2.a - Students Can: Recognize how acting exercises
6.TH:Pr4.b - Experiment with various physical choices to and techniques can be applied to a drama/theatre work.
communicate character in a drama/theatre work. Eighth Grade
8.TH:Pr4 Select, analyze, and interpret artistic work DT.8.1.4.b - Students Can: Refine effective physical, vocal,
for presentation. and physiological traits of characters in an improvised or
scripted drama/theatre work. e. Recognize and demonstrate the roles, responsibilities, and
DT.8.2.1.a - Students Can: Explore different pacing to better skills associated with collaborative performance., f. Use
communicate the story in a drama/theatre work. resources to identify and create technical elements of
DT.8.2.4.a - Students Can: Perform/present a theatre.
rehearsed/designed drama/theatre work for an audience. Grade 6 - Performing
DT.8.3.2.a - Students Can: Summarize and share artistic TA6.PR.1 - Act by communicating and sustaining roles in
choices when participating in or observing a drama/theatre formal and informal environments., a. Demonstrate effective
work. verbal and non-verbal communication skills (e.g. rate, pitch,
volume, inflection, posture, facial expression, physical
High School - Fundamental Pathway movement)., b. Execute character creation in a performance.,
DT.H1.1.4.b - Students Can: Explore physical, vocal, and c. Demonstrate a variety of types of theatre performances.
physiological choices to develop a performance that is
believable, authentic, and relevant to a drama/theatre work. Grade 7 - Creating
TA7.CR.1 - Organize, design, and refine theatrical work., a.
High School - Advanced Pathway Identify and rehearse effective communication skills., b.
DT.H2.2.1.a - Students Can: Analyze how unique choices Compare and contrast character types and relationships by
shape believable and sustainable drama/theatre work. analyzing character motivations, objectives, and goals., c.
Compare the physical, emotional, vocal, and social
dimensions of a character., d. Investigate the role and
Common Core responsibility of the cast and crew., e. Identify and model
Language ensemble skills in the rehearsal process., f. Utilize staging and
CCSS.ELA-LITERACY.CCRA.L.1 - Demonstrate command of blocking choices to enhance the performance., g. Compare,
the conventions of standard English grammar and usage contrast, and design elements of technical theatre., h. Utilize
when writing or speaking. theatre vocabulary throughout the rehearsal process.
Reading: Literature Grade 7 - Performing
CCSS.ELA-LITERACY.RL.9-10.1 - Cite strong and thorough TA7.PR.1 - Act by communicating and sustaining roles in
textual evidence to support analysis of what the text says formal and informal environments., a. Execute effective
explicitly as well as inferences drawn from the text. verbal and non-verbal communication skills in performance
Language (e.g. rate, pitch, volume, inflection, posture, facial expression,
CCSS.ELA-LITERACY.L.9-10.1 - Demonstrate command of the physical movement)., b. Participate in a variety of acting
conventions of standard English grammar and usage when exercises and techniques that can be applied in a rehearsal or
writing or speaking. theatre performance., c. Engage in various performance
styles.

Grade 8 - Performing
Florida Sunshine State Standards TA8.PR.1 - Act by communicating and sustaining roles in
Critical Thinking & Reflection formal and informal environments., a. Demonstrate the
TH.912.C.1.5 - Make and defend conscious choices in the physical, emotional, vocal, and social dimensions of a
creation of a character that will fulfill anticipated audience character in different types of theatre performances (e.g.
response. rate, pitch, volume, inflection, posture, facial expression,
TH.912.C.2.7 - Accept feedback from others, analyze it for motivation, physical movement)., b. Demonstrate appropriate
validity, and apply suggestions appropriately to future ensemble skills throughout a performance., c. Use
performances or designs. appropriate listening and response skills during
TH.912.C.2.8 - Improve a performance or project using performances.
various self-assessment tools, coaching, feedback, and/or
Grades 9-12 - ADVANCED DRAMA LEVELS I-IV
constructive criticism.
-Performing
Organizational Structure TAHSAD.PR.1 - Act and direct by communicating and
TH.912.O.2.2 - Perform a scene or monologue in a non- sustaining roles within a variety of situations and
traditional way that stays true to its dramatic structure and environments., a. Examine and implement the skills and tasks
can be justified within the script. associated with acting, incorporating voice, body,
observation, and imagination to create characters for formal
Skills, Techniques & Processes and informal performances., b. Implement the duties of the
TH.912.S.3.3 - Develop acting skills and techniques in the stage manager, including communication and safety
rehearsal process. procedures, that will assist the director in all areas of
production., c. Develop a schedule and organizational plan to
prepare a scene for performance, including a rehearsal
Georgia Performance Standards - schedule and a prompt script., d. Conduct rehearsals and
Theatre Arts present a full theatrical presentation to a live audience.
Grade 6 - Creating Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV
TA6.CR.1 - Organize, design, and refine theatrical work., a. - Creating
Identify artistic choices, utilize theatre vocabulary, and TAHSFT.CR.1 - Organize, design, and refine theatrical work.,
demonstrate non-verbal communication skills in the rehearsal a. Recognize and/or employ realistic and conventional speech
process., b. Interpret a character’s motivation by patterns within dialogue or dramatic verse., b. Incorporate
understanding the relationship between their background and dramatic elements through improvisation., c. Recognize and
their behavior., c. Identify the variety of relationships between interpret artistic choices in performance.
characters., d. Identify, define, and classify character traits.,
Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV B.C.1.2 - Apply vocal elements of volume, pitch, rate, tone,
- Performing articulation, and vocal expression.
TAHSFT.PR.1 - Act by communicating and sustaining roles in B.C.2.1 - Use improvisation and acting skills, such as
formal and informal environments., a. Observe and observation, concentration, and characterization in a variety
demonstrate aspects of verbal and non-verbal techniques in of theatre exercises.
common human activity for performance (e.g. voice, B.C.2.2 - Interpret various selections of dramatic literature
breathing, posture, facial expression, physical movement)., b. through formal and informal presentations.
Construct and interpret artistic choices in performance
including the objectives, decisions, and actions of characters., Beginning High School Standards - Culture
c. Explore various acting methods and techniques (e.g. B.CU.2.1 - Illustrate appropriate theatre etiquette as a
Stanislavski, Uta Hagen, sense memory, emotional recall) for member of an audience, as a performer, and as a technician.
the purpose of character development., d. Perform acting B.CU.2.2 - Use acting conventions, such as stage presence,
choices for an audience based on critiques. subtext, style, and ensemble work, to perform formal or
informal works.
North Carolina Essential Standards Intermediate High School Standards - Communication
2024 I.C.1.1 - Use non-verbal expression to illustrate how human
motivations are prompted by physical and emotional needs.
Beginning High School Create
B.CR.1.1 - Devise a variety of scenarios and scenes through I.C.1.2 - Apply vocal elements of volume, pitch, rate, tone,
improvised and scripted activities. articulation, and vocal expression appropriately to theatrical
texts, such as monologues and scenes.
B.CR.2.1 - Adapt theatrical works using personal
experiences through a collaborative process. I.C.2.1 - Use improvisation and acting skills, such as
observation, concentration, and characterization, to
Beginning High School Present demonstrate given situations.
B.PR.1.2 - Communicate characters, situations, and I.C.2.2 - Interpret scenes through formal and informal
scenarios using body and voice while adhering to staging presentations.
conventions.
B.PR.2.1 - Develop scripted or devised theatre for Proficient High School Standards - Communication
presentation. P.C.1.1 - Use non-verbal expression and physical self-
awareness to communicate movement elements and
B.PR.2.2 - Demonstrate appropriate theatre audience
characterization, including size, weight, and rate of
behavior with the understanding of the impact on performers
movement.
and technicians.
P.C.1.2 - Apply vocal elements of volume, pitch, rate, tone,
B.PR.2.4 - Identify the responsibilities of a performer in a
articulation, and vocal expression to develop characters.
variety of theatrical venues.
P.C.2.1 - Use improvisation and acting skills, such as
Intermediate High School Create observation, concentration, and characterization, to create
I.CR.1.1 - Develop a variety of unique characters within extended scenes.
given situations through improvisation.
Advanced High School Standards - Communication
Intermediate High School Present A.C.1.1 - Use non-verbal expression and physical self-
I.PR.1.2 - Apply staging conventions to formal and informal awareness to communicate movement elements and
theatrical productions by employing vocal and physical acting characterization, including differentiation between multiple
techniques. characters.
I.PR.2.1 - Develop scenes for formal or informal A.C.2.2 - Interpret scripts through formal and informal
presentations. presentations.

Accomplished High School Create

AC.CR.1.1 - Improvise a variety of extended scenes or Texas Essential Knowledge and Skills
performance pieces reflecting specific situations, styles, or
genres. for Theatre Arts
MS 117.211 LI - Foundations: Inquiry and
Accomplished High School Present Understanding
AC.PR.1.2 - Display a progression of character moments C.1.B - expand body awareness and spatial perceptions
within the performance of theatrical texts. using mime.
Advanced High School Present C.1.C - respond to sounds, music, images, and the written
AD.PR.1.2 - Apply conventions of acting, directing, and word, incorporating movement.
technical theatre to refine theatrical works for presentation. MS 117.211 LI - Creative Expression: performance
AD.PR.2.1 - Develop contrasting theatrical works for diverse C.2.A - demonstrate safe use of the voice and body.
genres, audiences, auditions, or productions. C.2.F - create environments, characters, and actions.

MS 117.212 LII - Foundations: Inquiry and

North Carolina Essential Standards Understanding
2010 B.1.B - develop and apply theatre preparation and warm-up
techniques.
Beginning High School Standards - Communication
B.C.1.1 - Use non-verbal expression to illustrate how human B.1.C - create expressive and rhythmic movements.
emotion affects the body and is conveyed through the body. B.1.D - develop an increased understanding of the
mechanisms of vocal production.
MS 117.212 LII - Creative Expression: performance character from scripted material
B.2.A - demonstrate safe use of the voice and body.
Acting Drama 30
MS 117.213 LIII - Foundations: Inquiry and 20 - physicalize character through selected and economical
Understanding movement and gesture
B.1.B - explore preparation and warm-up techniques.
Movement Drama 10
B.1.C - create expressive movement and mime to define
1 - display the ability to be still
space and characters.
10 - demonstrate focus, concentration and energy in all
MS 117.213 LIII - Creative Expression: performance movement and gesture
B.2.A - demonstrate safe use of the voice and body. 12 - demonstrate knowledge of elements of space
HS 117.315 LI - Foundations: Inquiry and 14 - create physically shapes in space
Understanding 15 - use basic locomotor movements (eg. walking, running,
C.1.B - develop and practice theatre preparation and warm- crawling) to explore space
up techniques. 16 - create and repeat patterns of movement
C.1.C - develop and practice stage movement techniques 17 - demonstrate freezing of movement in space
such as mime, pantomime, stage combat, Laban, Lecoq, or 18 - appreciate that physical expression can enhance
Viewpoints consistently to express thoughts, feelings, and language
actions non-verbally.
19 - demonstrate qualities of energy
C.1.E - analyze characters by describing attributes such as
20 - create appropriate personal physical warmup routines
physical, intellectual, emotional, and social dimensions
through reading scripts of published plays. 21 - demonstrate the ability to extend a movement
22 - translate words, images and emotions into movement
HS 117.315 LI - Creative Expression: performance 23 - demonstrate non-verbally the who, what, where, why
C.2.A - demonstrate safe use of the voice and body. and when of a story
C.2.E - employ physical techniques consistently to express 24 - demonstrate understanding of mood, and
thoughts, feelings, and actions non-verbally. communicate mood
HS 117.316 LII - Foundations: Inquiry and 3 - recognize the necessity for physical warmups
Understanding 4 - perform a physical warmup
C.1.A - develop and practice theatre warm-up techniques.
C.1.B - develop and practice stage movement techniques Improvisation/Acting Level III - Advanced
consistently to express thoughts, feelings, and actions non- 30 - analyze text for meaning and character development
verbally. Junior Goal II Objectives
HS 117.316 LII - Creative Expression: performance develop the ability to give form or expression to feelings,
C.2.A - model safe, appropriate techniques to allow for ideas and images
physical, vocal, and emotional expression. develop the body and voice as tools of communication
C.2.B - explore creativity as it relates to self and ensemble. Junior Orientation
HS 117.317 LIII - Foundations: Inquiry and communicate through use of voice and body
Understanding demonstrate trust by becoming comfortable, physically and
C.1.A - apply theatre preparation and warm-up techniques emotionally, with others
effectively. focus concentration on one task at a time
C.1.B - experiment with stage movement. listen effectively
meet deadlines and follow through on individual and group
HS 117.318 LIV - Foundations: Inquiry and
commitments
Understanding
C.1.A - create and demonstrate theatre preparation and move in a variety of ways
warm-up techniques. offer and accept constructive criticism, given specific
C.1.B - devise and model stage movement. guidelines, with a desire to improve
recognize the purposes of and participate in warmup
HS 117.318 LIV - Creative Expression: performance activities
C.2.A - model safe, appropriate techniques to allow for share ideas confidently with others
physical, vocal, and emotional expression.
support positivity the work of others
work cooperatively and productively with all members of
Alberta, Canada the class in pairs, small groups and large groups
Improvisation Drama 10 Movement Level I - Beginning
1 - use warmup techniques for preparation of body, voice 1 - demonstrate understanding of and apply appropriate
and mind safety procedures
13 - communicate meaning without words 10 - use varying speed of movement
14 - discover how various emotions affect one vocally and 11 - use directions and pathways
physically
13 - control focus and energy in movement and gesture
32 - sustain a character throughout a scene or exercise
14 - create shapes with the body
Acting Drama 20 16 - demonstrate freezing of movement
2 - create, select and sustain physical details of the 17 - use movement to communicate non-verbally
 18 - create movement in response to music British Columbia (2018)
19 - translate sounds, words, images, and emotions into GRADE 6 - ARTS - Exploring and creating
movement Intentionally select and apply materials, movements,
2 - demonstrate awareness of personal and shared space technologies, environments, tools, and techniques by
3 - use physical relaxation techniques effectively combining and arranging artistic elements, processes, and
4 - recognize the need for and demonstrate warmup principles in art making
activities GRADE 8 - ARTS - Exploring and creating
5 - move individual body parts Intentionally select and apply materials, movements,
6 - use proper posture technologies, environments, tools, and techniques by
7 - demonstrate awareness of his or her own body and its combining and arranging artistic elements, processes, and
movement potential principles in art making
8 - display increased freedom of movement GRADE 8 - ARTS - Communicating and documenting
9 - travel through space in a variety of ways e.g., running, Demonstrate increasingly sophisticated application and/or
creeping and jumping engagement of curricular content
Movement Level II - Intermediate GRADE 9 - DRAMA - Exploring and creating
21 - display clarity of movement and gesture Create dramatic works both collaboratively and as an
22 - use exaggerated movement and gesture individual, using ideas inspired by imagination, inquiry, and
23 - plan, repeat and combine movement patterns purposeful play
25 - communicate environment, character and situation GRADE 9 - DRAMA - Connecting and expanding
nonverbally Collaborate through reciprocal relationships during creative
processes
Movement Level III - Advanced
28 - coordinate movement and movement patterns with Demonstrate respect for themselves, others, and the
other students audience

Improvisation/Acting Level I - Beginning GRADE 10 - DRAMA - Explore and Create

1 - use warm-up techniques for preparation of body, voice Develop performance skills in a variety of contexts
and mind GRADE 10 - DRAMA - Connect and expand
3 - demonstrate the ability to be still Demonstrate respect for self, others, and the audience
Improvisation/Acting Level II - Intermediate GRADE 11 - DRAMA - Explore and Create
15 - use the body and body language to enhance Develop a repertoire of dramatic skills and techniques
characterization through presentation or performance
Senior Goal I Objectives GRADE 11 - DRAMA - Connect and expand
demonstrate a sense of inquiry and commitment, Demonstrate awareness of self, others, and audience
individually and to the group
demonstrate a sense of responsibility and commitment, GRADE 12 - DRAMA - Explore and Create
individually and to the group Develop and refine performance skills in a variety of
contexts
demonstrate the ability to contribute effectively and
constructively to the group process GRADE 12 - DRAMA - Connect and expand
demonstrate the ability to initiate, organize and present a Demonstrate respect for self, others, and audience
project within a given set of guidelines
extend physical and vocal capabilities
extend the ability to concentrate
Ontario, Canada
Grade 6 - Creating and Presenting
increase self-confidence B1.3 - plan and shape the direction of the drama or role
increase self-discipline play by introducing new perspectives and ideas, both in and
out of role
Senior Goal II Objectives
develop techniques that enhance vocal and physical Grade 7 - Creating and Presenting
communication B1.3 - plan and shape the direction of the drama by working
develop the ability to select appropriate physical and vocal with others, both in and out of role, to generate ideas and
expression for feelings, ideas and images explore multiple perspectives

Orientation Drama 10 Grades 9 & 10 - Creating and Presenting - Presentation

demonstrate self-discipline, self-direction and a sense of Techniques & Technologies
responsibility A.3.2 - use a variety of voice and movement techniques to
demonstrate trust by becoming comfortable with others, support the creation of character or atmosphere during
physically and emotionally rehearsal (e.g., use voice and movement to suggest an
positively support the work of others airport, circus, or factory environment)
work cooperatively and productively Grade 11 - Foundations - Responsible Practices
work with abstract concepts C.3.1 - identify and follow safe and ethical practices in all
drama activities
C.3.3 - demonstrate an understanding of correct theatre
worker and audience etiquette in classroom drama work and
formal performance contexts

Grade 11 - Creating and Presenting - The Creative

Process
A.1.3 - create and interpret a range of characters using a
variety of acting approaches

Grade 12 - Foundations - Responsible Practices

C.3.1 - identify and follow safe and ethical practices in all
drama activities
C.3.3 - demonstrate an understanding of correct theatre
worker and audience etiquette in classroom drama work and
formal performance contexts

Grade 12 - Reflecting, Responding and Analyzing -

Drama and Society
B.2.3 - describe ways in which drama can support or
influence school and/or local community goals

Grade 12 - Creating and Presenting - Presentation

Techniques & Technologies
A.3.2 - use different acting approaches to explore and
depict character in a variety of situations