Dramatic Structure
Enduring Understanding
 Each play has a specific structure.
 An examination of dramatic structure leads to a greater understanding of theme and
character.
Key Questions
 What are the phases of dramatic structure?
 How can understanding the dramatic structure aid my understanding of a play?
Programmatic Objectives
 Introduce students to the basics of dramatic structure.
 Encourage students to consider the structure of their own original play.
Participant Objectives
 To examine elements of dramatic structure.
 To explore the structure of their original plays.
Outcomes
 Students will understand the need and effectiveness for structure in drama.
 Students will understand how to shape dramatic writing.
Activities:
 Story Orchestra (10 min): Have students stand in a circle. Select a conductor who
will go to the center of the circle, or facilitator can start in the circle. The conductor must
suggest a topic s/he wants to hear a story about. After stating the topic to the group,
the conductor points at someone in the circle. The selected individual must begin telling
a story based on the chosen topic. The group must stay focused because the conductor
can point to someone new at any moment. The person the conductor points to must
pick up the story right where the other left off. The student must be speaking the entire
time the conductor is pointing at him/her
 Classroom Reading (20 min): Have the students read a selected Ten-Minute play
together. Each individual Teaching Artist will determine the fairest way for your class.
This will be the basis for the discussion of the basic elements of dramatic structure.
 Class Discussion (30 min):
o “Basic Play Elements”: Analyze the play that we just read together in
class in order to make the different stages of drama more accessible.
You might want to work backwards in order to clear up the structure
(i.e. starting with climax allows the students to more readily identify the
disturbance).
o “The Five Stages of Playwriting”: Discuss each stage with the
students and this is the process they will undertake.
 Brainstorm Possible Play Topics (5 min): Explain to the students they must pick
several social issues that have the potential of becoming plays. Ask for some
suggestions, and write them on the board. Pick one and ask, “What characters might be
in this play? Who might be the main character?”

Writing Exercise/Homework (Remainder of Class): Students are to have the basic
outlines for their play completed by the next visit. They must decide on a topic and
characters and define the stages of their dramatic action. For Example:
o Topic: Revenge.
o Possible Characters: Hamlet, young man seeking revenge/ Gertrude, his
mother/etc.
o Balanced Situation: Hamlet’s father has been killed. His uncle has married his
mother.
o Disturbance: Ghost of Hamlet’s father appears and tells Hamlet to get revenge.
o Complications: Hamlet cannot decide what to do, Hamlet hires players, Hamlet
kills Polonius, etc.
o Climax: Hamlet kills his uncle.
o Resolution: Hamlet also dies…Denmark will have a new king.
o Dramatic Question: Will Hamlet get revenge?
Vocabulary:
 Balanced Situation: The way things were/are at the beginning of your story. It
should hint at potential conflict or disturbances.
 Disturbance: An event that upsets the balanced situation and affects the protagonist.
The disturbance starts the action.
 Climax: When the disturbance and conflicts are settled. One of the two forces in
conflict during the action wins, and a new balanced situation is established.
 Resolution: How everything ends; the final result. This is when we find out how the
play is resolved – whether the protagonist succeeds or fails and how the protagonist (as
well as other characters) are affected.
 Dramatic Question: The primary question the audience will ask itself during the play.
The climax answers the dramatic question.
Measures
 Participation in brainstorming and reading.
 Writing to the prompt.