A Component of the
Washington State Assessment System
The Arts
Theatre
Center Stage Star
Grade 5
OSPI-Developed Performance
Assessment
Office of Superintendent of Public Instruction
September 2015
Office of Superintendent of Public Instruction
Old Capitol Building
P.O. Box 47200
Olympia, WA 98504-7200
For more information about the contents of this document, please contact:
Anne Banks, The Arts Program Supervisor
Phone: (360) 725-4966, TTY (360) 664-3631
OSPI provides equal access to all programs and services without discrimination
based on sex, race, creed, religion, color, national origin, age, honorably discharged
veteran or military status, sexual orientation including gender expression or
identity, the presence of any sensory, mental, or physical disability, or the use of a
trained dog guide or service animal by a person with a disability. Questions and
complaints of alleged discrimination should be directed to the Equity and Civil
Rights Director at (360) 725-6162 or P.O. Box 47200 Olympia, WA 98504-7200.
This work is licensed as a Creative Commons Attribution Non-Commercial Share Alike
product by the Washington Office of Superintendent of Public Instruction. For more information on this
license, please visit http://creativecommons.org/licenses/by-nc-sa/3.0/.
Table of Contents
Introduction................................................................................................................................................... ii
Overview ......................................................................................................................................................... 1
Test Administration: Expectations...................................................................................................... 1
Description of the Performance Assessment ................................................................................. 2
Learning Standards .................................................................................................................................... 2
Assessment Task ......................................................................................................................................... 3
Teacher’s Instructions to Students................................................................................................. 3
Accommodations .................................................................................................................................... 3
Student’s Task .......................................................................................................................................... 3
Supporting Materials and Resources for Teachers ................................................................... 10
Preparation for Administering the Assessment .................................................................... 10
Recommendations for Time Management ............................................................................... 12
Glossary ................................................................................................................................................... 13
Center Stage Star: Arts Assessment for Theatre, Grade 5
Page i
OSPI-DEVELOPED PERFORMANCE ASSESSMENTS
FOR THE
ARTS
Introduction
To Washington educators who teach theatre:
Welcome to one of our OSPI-developed performance assessments and this
implementation and scoring guide. This document is part of the Washington
assessment system at the Office of Superintendent of Public Instruction (OSPI).
The assessments have been developed by Washington State teachers and are
designed to measure learning for selected components of the Washington State
Learning Standards. They have been developed for students at the elementary and
secondary levels. Teachers from across the state in small, medium, and large
districts and in urban, suburban, and rural settings piloted these assessments in
their classrooms. These assessments provide an opportunity for teachers to
measure student skills; they can both help teachers determine if learning goals have
been met, and influence how teachers organize their curricula. They also provide an
opportunity for students to demonstrate the knowledge and skills they have gained.
These assessments:
 Provide immediate information to teachers regarding how well their students
have acquired the expected knowledge and skills in their subject areas.
 Inform future teaching practices.
 Provide resources that enable students to participate in measuring their
achievements as part of the learning experience.
Included in this document are:
▪ directions for administration
▪ assessment task
▪ scoring rubrics
▪ additional resources
Our hope is that this assessment will be used as an integral part of your instruction
to advance our common goal of ensuring quality instruction for all students.
If you have questions about these assessments or suggestions for improvements,
please contact:
Anne Banks, Program Supervisor, The Arts
(360) 725-4966, anne.banks@k12.wa.us
Center Stage Star: Arts Assessment for Theatre, Grade 5
Page ii
C ENTER S TAGE S TAR
Theatre
Grade 5
An OSPI-Developed Performance Assessment
Overview
This document contains information essential to
the administration of Center Stage Star, an OSPIdeveloped arts performance assessment for
theatre (Grade 5). Prior to administration of this
assessment, all students should have received
instruction in the skills and concepts being
assessed. Please read this information carefully
before administering the performance
assessment.
This classroom-based performance assessment
may be used in several ways:
 As an integral part of instruction.
 As a benchmark, interim, or summative
assessment.
 As a culminating project.
 As an integral part of a unit of study.
 As a means of accumulating student
learning data.
Synopsis of
Center Stage Star
Each student chooses a
character and an event
from a fairy tale, folk tale,
or fable. The student performs the role of the
character in that scene.
The student’s voice and
movement should express
the character, and the
student should remain in
character throughout the
performance. Afterwards,
the student must respond
to questions about the
performance.
 As an individual student portfolio item.
Test Administration: Expectations
 The skills assessed by this task should be authentically incorporated into
classroom instruction.
 This assessment task is to be administered in a safe, appropriately supervised
classroom environment following district policy and procedures.
 All industry and district safety policies and standards should be followed in
the preparation and administration of OSPI-developed performance
assessments in dance, music, theatre, and visual arts.
Center Stage Star: Arts Assessment for Theatre, Grade 5
Page 1
 Accommodations based upon a student’s individualized education program
(IEP) or 504 Plan may require additional modifications to this assessment.
 Additional modifications to the administration of this assessment may be
required to accommodate cultural differences, diversity, and religious
mores/rules.
Description of the Performance Assessment
 Performance prompts ask each student to prepare and present a solo
performance based on the criteria outlined in the task. The teacher will
record (film) the student’s final performance in order to facilitate scoring and
document each student’s performance.
 This assessment also includes response sheets: Each student must respond to
the questions and prompts listed on the response sheets.
Learning Standards
This assessment addresses Washington State Learning Standards for Theatre,
including the GLEs from the Options for Implementing the Arts Standards through
Theatre by Grade Level document.
GLE 1.2.1
5th Grade
GLE 2.3.1
5th Grade
Applies his/her understanding of given circumstances to create a
character’s facial expressions, gestures, body movements/stances,
stage positions, and blocking in a performance.
Applies a responding process to a presentation.
Depending on how individual teachers build their lesson units, additional
Washington State Learning Standards can be addressed.
Note: Literary Connections
This assessment task relates well to a reading genre-study of folk tales or a general
character unit. Analyzing and interpreting a character as a reading comprehension
skill directly relates to developing character for performance.
Center Stage Star: Arts Assessment for Theatre, Grade 5
Page 2
Assessment Task
Teacher’s Instructions to Students
1. Say: “Today you will take the Grade-5 Washington OSPI-developed arts
performance assessment for theatre. This assessment is called Center Stage
Star.”
2. Provide the class with copies of the student’s section of the assessment
(which may include the student’s task, response sheets, rubrics, templates,
and glossary), along with any other required materials.
3. Tell the students that they may highlight and write on these materials during
the assessment.
4. Have the students read the directions to themselves as you read them aloud.
We also encourage you to review the glossary and scoring rubrics with the
students.
5. Answer any clarifying questions the students may have before you instruct
them to begin.
6. If this assessment is used for reporting purposes, circle the scoring points on
the first page of each student’s response sheets.
Accommodations
The following accommodations can be made for students with special needs or
whose English language skills are limited:
 To complete the response sheets, students may dictate their answers to an
instructional aide, who will write them down.
 The student may give the written and/or recorded responses in their first
language. We request a written and/or verbal English translation for
consistency (validity/reliability) in scoring the rubric.
Refer also to the student’s individualized education program (IEP) or 504 Plan.
Student’s Task
The following section contains these materials for students:
 The student’s task: Center Stage Star (Grade 5)
 Assessment rubric
 Response sheets
Center Stage Star: Arts Assessment for Theatre, Grade 5
Page 3
Student’s Task
Center Stage Star
Your school librarian is organizing an assembly for K–2 students. The assembly is
called Celebrate Reading. As part of this assembly, the librarian has asked you to
perform as a character from a familiar fairy tale, folk tale, or fable. Your performance
at the assembly should encourage the K–2 students to read familiar stories.
The librarian has asked you to choose a character and a single event from a familiar
story. Your teacher may help you make your selection. After reading the story, you
will perform the role of the character in the event that you chose. The librarian wants
you to use your voice and movement to express the character. You should remain in
character throughout the entire performance.
Your final performance will be recorded. After your final performance, you will
respond to questions about it.
Your Task
First, create your performance—
The librarian explains that you must meet the following requirements to participate
in the assembly:
 Choose a character and event from a familiar fairy tale, folk tale, or fable: For
example, Goldilocks eating porridge from Goldilocks and the Three Bears.
 Tell your teacher which character and event you have chosen.
 Create a performance that uses voice and movement to express character.
 Use four voice skills, including:
o Projection (the appropriate volume in order to be heard by the
audience and to express character).
o Expression (how the character says words to show meaning and
emotions).
o Articulation (speaking clearly enough to be easily understood).
o Rate (how slowly or quickly you say words in order to express
character).
 Use four different movements, which include:
o Gestures that express the character’s objectives and emotions.
o Posture and stance that express the character’s objectives and
emotions.
Center Stage Star: Arts Assessment for Theatre, Grade 5
Page 4
o Facial expressions that demonstrate the character’s objectives and
emotions.
o Blocking that expresses the character’s objectives and emotions.
 Create a performance that is at least one-minute long.
 Stay in your character during the entire performance.
 Begin your performance when you have been given a signal: Start the
performance with a three-second neutral pause to indicate a clear beginning.
 End your performance with a three second neutral pause to indicate a clear
ending. You may end “off stage” or “off camera.”
 Perform for the partner who was assigned by the teacher; receive feedback
from this partner.
 Rehearse and refine your performance based on the feedback you received.
 Present your final performance.
You will have time to select your story, create your character, and rehearse before
your performance. Remember to portray only one character and perform only
one event.
You will have additional time to perform your character for your partner and to
receive his or her feedback. You will then have time to refine and rehearse your
performance based on your partner’s feedback. Your final performance will be
recorded. Finally, you will have time to prepare your response.
Second, explain how you fulfilled the librarian’s requirements—
The librarian explains that you must also respond to questions about your
performance:
 You must respond in writing or verbally following your final performance.
 You must use the vocabulary of theatre correctly in your responses.
Center Stage Star: Arts Assessment for Theatre, Grade 5
Page 5
Assessment Rubric
3 points
2 points
1 point
No Score
Creating (movement)
The student demonstrates a thorough
understanding of movement for a
character by meeting all four of the
following requirements:
 Uses gestures that express the
character’s objectives and emotions.
 Adopts posture and stance that express
the character’s objectives and emotions.
 Uses facial expressions that express the
character’s objectives and emotions.
 Uses blocking that expresses the
character’s objectives and emotions.
The student
demonstrates
an adequate
understanding
of movement
for a character
by meeting
three of the
four requirements listed at
left.
The student
demonstrates
a partial understanding of
movement for
a character by
meeting two
of the four
requirements
listed at left.
The student
demonstrates
a minimal understanding of
movement for
a character by
meeting one
of the four
requirements
listed at left.
The student
demonstrates
no understanding of
movement for
a character,
having met
none of the
four requirements listed
at left.
The student demonstrates a thorough
understanding of voice skills for a character
by meeting all four of the following
requirements:
 Uses appropriate volume for the
situation and character (projects
appropriately).
 Uses expression in a way that is
appropriate for the character.
 Articulates clearly and in a manner that
is appropriate for the character.
 Varies his/her rate of speech in a
manner that is appropriate to the action
or feelings of the character.
The student
demonstrates
an adequate
understanding
of voice skills
for a character
by meeting
three of the
four requirements listed at
left.
The student
demonstrates
a partial understanding of
voice skills for
a character by
meeting two
of the four
requirements
listed at left.
The student
demonstrates
a minimal understanding of
voice skills for
a character by
meeting one
of the four
requirements
listed at left.
The student
demonstrates
no understanding of
voice skills for
a character,
having met
none of the
four requirements listed
at left.
The student uses acting skills to sustain
character with zero interruptions or lapses
in the performance.
The student
uses acting
skills to sustain
character, but
has one interruption or lapse
in the performance.
The student
uses acting
skills to sustain character,
but has two
interruptions
or lapses in
the performance.
The student
uses acting
skills to sustain character,
but has three
interruptions
or lapses in
the performance.
The student
uses acting
skills to sustain character,
but has four
or more interruptions or
lapses in the
performance.
Performing
4 points
Creating (voice skills)
Center Stage Star
Center Stage Star: Arts Assessment for Theatre, Grade 5
Page 6
Responding
The student meets all four of the following
requirements, thereby demonstrating a
thorough understanding of how to apply a
responding process to a performance:




The student
meets three of
the four requirements
listed at left,
Describes how she/he used movement
demonstrating
to create character.
an adequate
Describes how he/she applied voice skills
understanding
to create character.
of how to apply
Describes the changes that she/he made
a responding
to the performance based on the
process to a
feedback from a partner.
performance.
Describes what he/she used to help
sustain character throughout the
performance.
The student
meets two of
the four requirements
listed at left,
demonstrating
a partial understanding of
how to apply a
responding
process to a
performance.
The student
meets one of
the four requirements
listed at left,
demonstrating
a minimal understanding of
how to apply a
responding
process to a
performance.
The student
meets none of
the four requirements
listed at left,
demonstrating
no understanding of
how to apply
a responding
process to a
performance.
Scoring Notes
The following scoring notes should be used as guidelines when scoring this item.
 The length of a performance is irrelevant to how it will be scored.
 If the student does not state the title of his/her performance, or if the title
cannot clearly be heard, the performance can still be scored.
 The following should be considered when using the performing rubric:
 To be counted as a lapse, the student must lapse in character.
 If there is no clear beginning OR ending to a performance, that is also
considered a lapse; however, a clear ending could simply be a
purposeful conclusion to the performance (including a neutral stance),
not necessarily a three-second pause.
 If a student starts his/her performance, stops, and then re-starts, that
is not considered a lapse. That is simply a re-start.
Center Stage Star: Arts Assessment for Theatre, Grade 5
Page 7
Response Sheets
Student’s Name/ID# _____________________________________________ Grade Level _________
Creating Score (movement)
4
3
2 1
NS
Creating Score (voice skills)
4
3
2 1
NS
Performing Score (sustaining character)
4
3
2 1
NS
Responding Score
4
3
2 1
NS
(circle number)
Responses
Respond to the following prompts and questions to explain how you met the
librarian’s requirements.
The story that I am using is called: ________________________________________________________
The character that I will portray is: _______________________________________________________
The event that I will perform is: __________________________________________________________
1. How did you use voice skills to portray your character in this event in your
story?
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
2. How did you use movement to portray your character in this event in your story?
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
3. After you received feedback from your partner, what changes did you make for
your final performance?
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Center Stage Star: Arts Assessment for Theatre, Grade 5
Page 8
4. Name something that helped you to sustain your character throughout the entire
performance:
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Center Stage Star: Arts Assessment for Theatre, Grade 5
Page 9
Supporting Materials and Resources for Teachers
Preparation for Administering the Assessment
Tools & Materials
Teachers will need the following materials and resources to administer this
performance assessment:
 copies of the task, including the glossary of terms (one for each student)
 copies of the student-response sheets (one set for each student)
 one pencil per student
 a collection of fairy tales, folk tales, and fables familiar to both the teacher and
students
 a performance sign indicating the names of the district and school, the title of
the fairy tale, folk tale, fable, or nursery rhyme to be performed, and the
student’s name and number (optional)
 a marked performance space
 an audio/video recording device
Guidelines
This assessment is an individual performance.
 Copy the student’s task, glossary of terms, and response sheets. Make one set
for each student.
 Props and costumes should not be used in this assessment. Chairs may be
used as “sitting devices.”
 This performance is to be at least 30 seconds in length and not more than one
minute in length.
 Provide copies of a variety of modern and ancient folk tales, fairy tales, and
fables:
 Students may select and memorize folk tales, fairy tales, and fables
prior to the start of this assessment, or the teacher may assign a story
to each student.
 All students may perform the same story.
Center Stage Star: Arts Assessment for Theatre, Grade 5
Page 10
 Assign to each student a student-partner who will watch the student’s
performance and provide feedback to the performer.
 Each student’s performance must be recorded for this assessment.
 Recording setup must be in a defined space where the performer can
be seen at all times. The camera should be placed so as to record the
scene from the audience’s perspective.
 Students should be prompted to state their names/numbers and
current grade levels into the recording device before they begin
performing. Alternatively, you may want to prepare a printed sign that
displays the names of the district and school, the title of the fairy tale,
folk tale, fable, or nursery rhyme to be performed, and the student’s
name and number. The student who is performing (or a helper) can
then hold up this sign in front of the video recorder prior to the start of
the performance.
 Coach the students to face the audience while performing. (The performer’s
face must be seen so that facial expression can be assessed.)
 Each performer must include a three-second neutral pause at the beginning
and at the ending of his/her performance to indicate a clear start and a clear
ending. The student may end off stage or off camera.
 As an alternative to a written response:
 You may permit video or audio recording. Coach the students who are
being recorded to face the recording device when responding. Students
must have a copy of the response sheet when being recorded.
 A student may dictate her/his response-sheet answers (to be written
down by a teacher or aide). Students may use resources that are visible
in the testing classroom, but you may not prompt or coach students
during the assessment.
 When you are administering the assessment, students may ask questions to
clarify the process. You should encourage students to ask questions at any
time throughout the administration of the assessment.
Center Stage Star: Arts Assessment for Theatre, Grade 5
Page 11
Recommendations for Time Management
Students may have as much time as they need to complete the task. The timeframes
suggested here are meant only as a guide, and you may shorten or lengthen them to
suit the individual circumstances of the class and students.
The following is a three-day suggested timeframe:
DAY 1
 15 minutes: The teacher provides the class with the task and reads it aloud
(distribute the response sheets at this time). The students may
ask questions. The teacher answers any questions.
 20 minutes: Each student selects a fairy tale, folk tale, or fable and then
creates a character and rehearses the performance.
 20 minutes: Each student performs for the partner assigned by the teacher;
the partner offers feedback.
DAY 2
 10 minutes: The students refine and rehearse their characters for a final
performance.
 40 minutes: Each student performs his/her character for the teacher, who
records the performance.
DAY 3
 5 minutes:
The teacher makes sure all students have response sheets (pass
out more if needed).
 15 minutes: Students prepare their verbal or written responses.
 5 minutes:
The teacher collects all written responses.
 20 minutes: The teacher records the verbal responses.
All students who remain productively engaged in the task should be allowed to
finish their work. In some cases, a few students may require considerably more time
to complete the task than most students; therefore, you may wish to move these
students to a new location to finish. In other cases, the teacher’s knowledge of some
students’ work habits or special needs may suggest that students who work very
slowly should be tested separately or grouped with similar students for the test.
Center Stage Star: Arts Assessment for Theatre, Grade 5
Page 12
Glossary
acting skills—the use of voice, movement, improvisation, and characterization.
action—events within the play that move the plot along.
aesthetics—an idea of what is beautiful or artistic; a set of criteria for judging
something to be beautiful or artistic.
articulation—the use of all of the articulators (lips, teeth, tongue, soft and hard
palettes, larynx, and glottis)to deliver speech or language clearly.
audition—a tryout for a theatrical role.
balance—the arrangement of design elements and actors to create visual
stability on stage.
blocking—an actor’s traffic pattern on stage.
business—movements that mime or make use of props, costumes, and make-up
to strengthen the personality of a character that the actor is portraying.
character—a person, animal, or thing in a scene, story, or play.
character development—creating from a text a character who uses tactics to
overcome obstacles to achieve objectives; portraying this character by
choosing physical actions, vocal qualities, and believable emotions that are
sustained throughout the performance
conflict—a struggle between two or more opposing forces, events, ideas, or
characters in a scene or play.
costumes—the clothing an actor wears to create a character.
creative dramatics—a teacher-led dramatic enactment of story, setting, and/or
characters; an experiential process-based activity, not a performance for an
audience. The teacher may assume a role.
cue—1. a signal for a performer or technician to perform an action or say a line;
2. a signal from a side-coach to perform an action or say a line.
design—a purposeful plan for the spectacle of a play (such as costumes, set,
props, lighting, sound) based on an overall concept.
design concept—the overall visual theme for a combined theatrical design in
which features such as lights, sets, costumes, make-up, props, and sound work
together to tell the story. A design concept is a visual way of expressing how
the technical elements will illuminate the central theme of the play.
Center Stage Star: Arts Assessment for Theatre, Grade 5
Page 13
dialogue—a conversation between two characters in a theatrical performance.
diaphragmatic breathing—using the diaphragm muscle to support the breath.
diction—choice and use of words.
drama—a literary composition (a play) intended for a performance before an
audience.
dramatic structure—the composition of a theatrical work (such as a play, scene,
or improvisation) that includes exposition, inciting incident, rising action,
conflict, climax, falling action, and resolution.
elements of theatre—setting, character, conflict, dialogue, plot, and theme.
ensemble—a group of actors working together cooperatively and responsibly to
achieve the group’s goal by means of problem solving and creativity.
enunciation—saying the vowels and consonants correctly.
event—something that happens at a certain place and time.
expression—the way the character says words to convey meaning and emotion.
facial expression—movements of the face that show feelings or ideas
focus—1. the intended point of interest on stage; 2. the actor’s ability to
concentrate and keep attention fixed on the matter at hand.
genre—a type or category of theatrical work that is defined by a particular style,
form, or set of characteristics and is often associated with a specific historical
period or culture.
given circumstance—in the text of a play, the information that the playwright
gives concerning character, setting, and relationships.
haiku—an unrhymed Japanese verse that consists of three lines, the first
containing five syllables, the second containing seven syllables, and the third
containing five syllables.
improvisation—a spontaneous performance during which the actors establish a
story (including objectives, setting, character, and relationships) with minimal
preparation.
improvisational blocking—refusing/denying/ignoring/rejecting an offering.
improvisational theatre—a structured, yet non-scripted scene or play.
Center Stage Star: Arts Assessment for Theatre, Grade 5
Page 14
inflection/pitch—the use of high and low sounds in speech to convey meaning
and emotion.
levels—1. the placement of an object or person on the stage from upstage to
downstage; 2. the vertical height of an actor or set piece from the stage floor.
lighting—using a variety of instruments to illuminate both the actors and sets on
stage.
make-up—cosmetics applied to the face and body to enhance character.
mime—to act out a movement or the use of an object without words or props
(totally silent).
monologue—a speech within a play delivered by a single actor alone on stage.
movement—physical action used to establish meaning and emotion to create
character, including:
blocking—an actor’s traffic pattern on stage.
business—movements that mime or make use of props, costumes, and makeup to strengthen characterization.
facial expression—movements of the face that show emotions and/or ideas.
gestures—movement of a body part (arm, leg, hand, etc.) which is used to
communicate.
posture/stance—the position of the limbs and the carriage of the body as a
whole that communicate character.
whole-body movements—locomotive and non-locomotive uses of the body
that communicate character.
nursery rhyme—a short song or poem for young children.
objective—the character’s wants, needs, and desires.
obstacle—what stands in the way of the character achieving his/her objectives.
offering (offer)—a suggestion (conveyed verbally or by means of movement)
that is given by one actor to another to initiate or further an improvisation.
open—maintaining a body position in which the character’s face/frontal body
can be seen by the audience in a proscenium or thrust-stage setting.
pantomime—conveying a story by use of expressive body and facial movements
without speech, props, costumes, or sounds (instrumental music can be used
as background).
Center Stage Star: Arts Assessment for Theatre, Grade 5
Page 15
pause—the moment of silence within a speech; used to show meaning or
emotion and/or to develop character.
performance—a structured presentation of a theatrical work in front of an
audience.
phrasing—the use of punctuation, pause, and word- or phrase-emphasis to
create meaning and emotion.
play—a form of writing intended for live performance.
plot—a storyline that includes exposition, inciting incident, rising action, climax,
and resolution of a conflict.
production—a structured performance created and presented for an audience.
props/properties—objects used by an actor on stage.
projection/volume—the appropriate use of loud and soft sounds to convey
meaning and emotion to the entire audience.
pronunciation—the correct way to speak or articulate a word.
rate/cadence—the speed with which words are spoken to convey meaning and
emotion.
readers’ theatre—an orchestrated reading that relies primarily on vocal
characterization and does not include the elements of visual theatre (such as
costuming, sets, or blocking).
rehearsal—the period of time used to prepare a play for performance in front of
an audience.
resonance—fullness of voice created by vocal vibrations.
scene—a subdivision of a play, characterized by a single situation or unit of
dialogue.
set—the on-stage space and its structures (scenery), within which the actors
perform and that represent the setting of the play.
setting—the time, place, and atmosphere in which the scene or play occurs.
side-coaching—comments made by the teacher during an activity that affirm or
correct students in the achievement of objectives, especially in creative
dramatics.
Center Stage Star: Arts Assessment for Theatre, Grade 5
Page 16
sound—the process of using music, audio effects, and reinforcement to enhance
setting and mood.
stage—the place where the actors perform.
status—the importance (or lack thereof) of a character or object on the stage.
subtext—an implied meaning or unspoken complication that generally runs
concurrently with the main plot.
sustainability—an actor’s sustained portrayal of a character—with no
noticeable break or lapse—throughout a performance.
stage geography—physical areas of the stage labeled center stage, down center,
up center, stage right, stage left, up stage left, down stage left, up stage right, and
down stage right.
stage picture—a visual image created by using any combination of set, costume,
props, lighting, and character placement.
style—the distinctive characteristics or techniques of an individual artist, group,
or period as seen in a work of theatre.
tactics—the possible ways the character can overcome obstacles.
technical design—the plan (based on an overall concept) for costumes, set,
props, lighting, sound, make-up, and special effects in a production.
text analysis (script)—the examination of the theatrical elements of a text to
gain greater understanding both of the theme and of the character which the
actor portrays.
theatre (or theater)—1. the place where plays are presented to an audience; 2.
the art of creating performances.
theatre etiquette—appropriate behavior of audience, performers, or technicians
in a variety of theatrical settings.
theatre text (script)—any written text used as a script.
theme—the central idea of a play.
three-dimensional character (round)—a character that is developed
emotionally, psychologically, and physically.
venue—a place where a performance is held.
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vocal placement—resonating the voice in different parts of the body, such as
chest, head, nose, throat.
voice—vocal qualities that are used to convey meaning and emotion in order to
create character; these include:
articulation—the clear delivery of speech or language utilizing all of the
articulators (lips, teeth, tongue, soft and hard palettes, larynx, and glottis.)
breath support—the use of the diaphragm in correct breathing.
enunciation—saying vowels and consonants correctly.
expression—the way the character delivers words to convey meaning and
emotion.
inflection/pitch—the use of high and low sounds in speech to convey meaning
and emotion.
projection/volume— the appropriate use of loud and soft sounds to convey
meaning and emotion to the entire audience.
rate/cadence—the speed with which words are spoken to convey meaning
and emotion.
pause—the moment of silence within a speech; used to show meaning or
emotion and/or to develop character.
pronunciation—the correct way to speak or articulate a word.
word emphasis—selection of the most important word or words in each
phrase or sentence to create meaning, show emotion, and convey character
(pointing up the word).
Note: The entire glossary for theatre is included here as a resource for teachers and
students.
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