1. US Curriculums
  2. TEKS
  3. Grade 4
  4. Theatre
  5. Apply appropriate audience behavior at formal and informal performances

Grade 4 · Theatre

Apply appropriate audience behavior at formal and informal performances

Quarter 4 · Week 1 · TEKS

Standards Alignment

  • TEKS.THEATRE.4.05A primary
    apply appropriate audience behavior at formal and informal performances;
  • TEKS.THEATRE.4.05B primary
    compare visual, aural, oral, and kinetic aspects of informal playmaking with formal theatre; and

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Lesson Overview

This Grade 4 theatre lesson focuses on helping students understand and apply appropriate audience behavior at both formal and informal performances. It also guides students to compare the visual, aural, oral, and kinetic aspects of informal playmaking with those of formal theatre. The lesson is grounded in TEKS standards and designed for direct teaching, guided practice, and reflection within the broader theme of critical evaluation and response to theatrical performances.

Learning Objectives

  • Identify and demonstrate appropriate audience behavior during formal theatre performances.
  • Identify and demonstrate appropriate audience behavior during informal performances or playmaking.
  • Compare the visual, aural, oral, and kinetic elements of informal playmaking with those of formal theatre.
  • Reflect on how audience behavior affects performers and the overall theatre experience.

Success Criteria

  • Students can list and explain behaviors that are appropriate for audiences in formal theatre settings.
  • Students can list and explain behaviors that are appropriate for audiences in informal performances or playmaking.
  • Students can describe differences and similarities between informal playmaking and formal theatre in terms of visual, aural, oral, and kinetic aspects.
  • Students participate respectfully as audience members during peer performances and provide thoughtful reflections on audience behavior.

Prerequisite Knowledge

Students should have basic familiarity with theatre as a form of performance and understand that performances can be formal or informal. They should have experience participating in or observing simple dramatic play or performances.

Key Vocabulary

  • Audience behavior
  • Formal performance
  • Informal performance
  • Playmaking
  • Visual aspects
  • Aural aspects
  • Oral aspects
  • Kinetic aspects
  • Theatre etiquette

Materials and Resources

  • Video clips or examples of formal theatre performances (e.g., a short play or musical excerpt)
  • Examples or recordings of informal playmaking or dramatic play
  • Chart paper or whiteboard for listing audience behaviors
  • Props or simple costume pieces for informal playmaking activities
  • Reflection journals or paper for student responses

Teacher Preparation

  • Review TEKS.THEATRE.4.05A and TEKS.THEATRE.4.05B standards.
  • Prepare examples of formal and informal performances to show or describe to students.
  • Prepare a list of audience behaviors to model and discuss.
  • Arrange space for students to perform short informal scenes and for audience seating.
  • Prepare reflection prompts to guide student thinking about audience behavior and performance differences.

Detailed Lesson Notes

Understanding Audience Behavior

Audience behavior refers to the ways in which people act when watching a performance. Appropriate audience behavior helps performers feel supported and allows everyone to enjoy the show. In formal performances, such as plays in a theatre, audience members usually sit quietly, listen attentively, and applaud at appropriate times. In informal performances, such as classroom playmaking or storytelling, audience behavior can be more relaxed but still respectful, such as listening quietly and giving positive feedback.

Differences Between Formal and Informal Performances

Formal theatre performances are planned, rehearsed, and often take place in a theatre setting with an audience that follows strict etiquette. Informal playmaking is more spontaneous, may happen in classrooms or homes, and involves improvisation or short scenes created by participants. Visual aspects include costumes and sets in formal theatre versus simple props or imagination in informal playmaking. Aural aspects include scripted dialogue and sound effects in formal theatre versus improvised speech and sounds in informal playmaking. Oral aspects focus on clear speech and projection in formal theatre, while informal playmaking may be more conversational. Kinetic aspects involve choreographed movement in formal theatre and more freeform movement in informal playmaking.

Modeling Appropriate Audience Behavior

Teachers should explicitly model how to be a respectful audience member. This includes sitting quietly, watching the performers, not talking during the performance, applauding at the end, and giving constructive feedback afterward. Role-playing scenarios can help students practice these behaviors. Discuss why these behaviors matter, such as helping performers concentrate and showing appreciation.

Comparing Visual, Aural, Oral, and Kinetic Aspects

Guide students to observe and compare the four aspects in examples of informal playmaking and formal theatre. Visual: costumes, sets, and props versus imagination and simple props. Aural: music, sound effects, and scripted lines versus spontaneous sounds and dialogue. Oral: rehearsed speech versus improvised speech. Kinetic: choreographed movements versus natural or improvised movements. These comparisons help students understand the characteristics of different types of performances.

Reflection and Critical Evaluation

After performances and audience practice, students reflect on their experiences. They consider how audience behavior affected the performers and the overall experience. Encourage students to share what they learned about being a good audience member and how informal and formal performances differ. This reflection supports critical evaluation and response skills.

Worked Examples

Worked Example 1

Scenario

A student watches a formal theatre performance where the audience sits quietly, does not talk, and applauds at the end. Then the student watches an informal playmaking scene where the audience listens quietly but also gives verbal encouragement after the scene. How do these audience behaviors differ and why are both appropriate?

Explanation

In formal theatre, audience behavior is more restrained to avoid disturbing the performers and other audience members, so quiet listening and applause at the end are expected. In informal playmaking, the setting is more relaxed and interactive, so verbal encouragement is appropriate to support peers. Both behaviors respect the performers and fit the context of the performance.

Answer Guide

Formal theatre audiences are quiet and clap at the end to show respect and avoid distractions. Informal playmaking audiences can give verbal encouragement because the setting is more casual and supportive. Both behaviors are appropriate for their settings.

Engage

Teacher Activity

Introduce the lesson by asking students if they have ever been to a play or watched a performance. Discuss what they noticed about how the audience behaved. Show a short video clip of a formal theatre performance and ask students to observe the audience behavior.

Student Activity

Students share their experiences attending performances and describe how the audience acted. They watch the video clip and note behaviors such as sitting quietly, clapping, and watching attentively.

Explanation

This activity activates prior knowledge about audience behavior and sets the stage for learning about appropriate behaviors in different performance settings.

Examples

  • Audience members sat quietly and watched the performance.
  • Audience members clapped at the end of scenes or the play.
  • Audience members did not talk or use phones during the performance.

Explore

Teacher Activity

Divide students into small groups and assign each group to create a short informal playmaking scene using simple props or imagination. While one group performs, the others act as the audience practicing appropriate audience behavior for an informal performance.

Student Activity

In groups, students create and perform short improvised scenes. Audience members practice listening quietly, watching attentively, and giving positive feedback after the performance.

Explanation

This hands-on activity allows students to experience both performing and being an audience in informal settings, practicing respectful audience behavior.

Examples

  • Audience members listen quietly and watch the performers.
  • Audience members give encouraging comments after the scene.
  • Performers respond positively to the audience feedback.

Explain

Teacher Activity

Lead a class discussion comparing the visual, aural, oral, and kinetic aspects of the informal scenes students performed with the formal theatre video. Use a chart to list similarities and differences.

Student Activity

Students contribute observations about costumes, speech, sounds, and movement in both informal and formal performances.

Explanation

This discussion helps students articulate the characteristics of informal playmaking and formal theatre, deepening their understanding of performance elements.

Examples

  • Informal scenes used simple or no costumes; formal theatre had detailed costumes.
  • Informal speech was improvised; formal speech was scripted and clear.
  • Movement in informal scenes was spontaneous; formal theatre had planned choreography.

Elaborate

Teacher Activity

Have students role-play as audience members at a formal theatre performance, practicing appropriate behaviors such as sitting quietly, not interrupting, and applauding at the right times. Then, discuss why these behaviors matter.

Student Activity

Students practice being a respectful audience in a formal setting and explain why these behaviors are important.

Explanation

Role-playing reinforces the importance of audience etiquette and helps students internalize appropriate behaviors for different performance contexts.

Examples

  • Students remain quiet and attentive during the role-play.
  • Students applaud at appropriate times.
  • Students explain that talking or distractions can bother performers and other audience members.

Evaluate

Teacher Activity

Ask students to write or share verbally what they learned about appropriate audience behavior and the differences between informal playmaking and formal theatre. Use a short quiz or exit ticket to assess understanding.

Student Activity

Students reflect on and explain appropriate audience behaviors and compare informal and formal performances.

Explanation

This assessment confirms students' understanding of the lesson objectives and their ability to apply and compare concepts.

Examples

  • Students list behaviors like sitting quietly, listening attentively, and applauding.
  • Students describe informal playmaking as more spontaneous with simple props and informal speech.

Classroom Activity

In groups, students create and perform short improvised scenes. Audience members practice listening quietly, watching attentively, and giving positive feedback after the performance.

Guided Practice

Guided Practice 1

Prompt

Name two behaviors that are appropriate for an audience member at a formal theatre performance.

Teacher Answer Guide

Sitting quietly and applauding at the end of the performance.

Guided Practice 2

Prompt

Describe one way audience behavior might be different at an informal playmaking performance compared to a formal theatre performance.

Teacher Answer Guide

At an informal playmaking performance, audience members might give verbal encouragement or feedback, which is usually not done in formal theatre.

Guided Practice 3

Prompt

If you are watching a classmate perform a short improvised scene, what are three things you can do to be a good audience member?

Teacher Answer Guide

Listen quietly, watch attentively, and give positive feedback or applause after the scene.

Guided Practice 4

Prompt

Compare the visual and oral aspects of an informal playmaking scene with those of a formal theatre performance. What are two differences you might notice?

Teacher Answer Guide

Informal playmaking may use simple props or no costumes, while formal theatre uses detailed costumes and sets. Informal playmaking speech is improvised and conversational, while formal theatre speech is scripted and clearly projected.

Guided Practice 5

Prompt

Explain why appropriate audience behavior is important for both formal and informal performances, and how it affects the performers and the overall experience.

Teacher Answer Guide

Appropriate audience behavior helps performers focus and feel supported, which improves their performance. It also ensures that all audience members can enjoy the show without distractions. In formal performances, quiet and attentive behavior maintains the atmosphere, while in informal performances, respectful listening and encouragement create a positive environment for creativity and learning.

Independent Practice

  1. Foundational: Name two behaviors that are appropriate for an audience member at a formal theatre performance.
  2. Developing: Describe one way audience behavior might be different at an informal playmaking performance compared to a formal theatre performance.
  3. Application: If you are watching a classmate perform a short improvised scene, what are three things you can do to be a good audience member?
  4. Analysis: Compare the visual and oral aspects of an informal playmaking scene with those of a formal theatre performance. What are two differences you might notice?
  5. Challenge: Explain why appropriate audience behavior is important for both formal and informal performances, and how it affects the performers and the overall experience.

Independent Practice Teacher Answer Key

  1. 1. Sitting quietly and applauding at the end of the performance.
  2. 2. At an informal playmaking performance, audience members might give verbal encouragement or feedback, which is usually not done in formal theatre.
  3. 3. Listen quietly, watch attentively, and give positive feedback or applause after the scene.
  4. 4. Informal playmaking may use simple props or no costumes, while formal theatre uses detailed costumes and sets. Informal playmaking speech is improvised and conversational, while formal theatre speech is scripted and clearly projected.
  5. 5. Appropriate audience behavior helps performers focus and feel supported, which improves their performance. It also ensures that all audience members can enjoy the show without distractions. In formal performances, quiet and attentive behavior maintains the atmosphere, while in informal performances, respectful listening and encouragement create a positive environment for creativity and learning.

Guiding Questions

  • What behaviors are appropriate for audiences in formal performances?
  • How do informal performances differ from formal theatre?
  • Why is respectful audience behavior important?
  • How do visual, aural, oral, and kinetic aspects differ between informal and formal performances?

Common Misconceptions

  • Audience members can talk or use phones during performances without disturbing others.
  • Informal performances do not require any audience behavior or respect.
  • All performances have the same audience behavior rules regardless of setting.
  • Applause is not necessary in informal performances.
  • Visual, aural, oral, and kinetic aspects are the same in informal and formal performances.

Differentiation

Support and Intervention

Provide sentence starters for describing audience behavior. Use role-play to model behaviors before expecting independent practice. Allow students to work in pairs for reflection activities.

English-Language Learner Support

Use visuals and gestures to explain audience behavior. Provide vocabulary lists with pictures for key terms. Use simple language and repeat key ideas during instruction.

Advanced and Extension

Have students research different cultural audience behaviors in theatre. Encourage students to write a short script demonstrating formal and informal audience behavior. Challenge students to create a Venn diagram comparing informal playmaking and formal theatre.

Assessment

  • Observe students during role-play of audience behavior to check understanding.
  • Ask students to explain why certain audience behaviors are important.
  • Use questioning during discussions to assess comprehension.
  • List three behaviors that show you are a respectful audience member.
  • Describe one difference between informal playmaking and formal theatre.
  • Have students write a paragraph explaining appropriate audience behavior in formal and informal settings.
  • Create a quiz matching audience behaviors to performance types.

Answer Guide

  • Name two behaviors that are appropriate for an audience member at a formal theatre performance.
    Answer: Sitting quietly and applauding at the end of the performance.
  • Describe one way audience behavior might be different at an informal playmaking performance compared to a formal theatre performance.
    Answer: At an informal playmaking performance, audience members might give verbal encouragement or feedback, which is usually not done in formal theatre.
  • If you are watching a classmate perform a short improvised scene, what are three things you can do to be a good audience member?
    Answer: Listen quietly, watch attentively, and give positive feedback or applause after the scene.
  • Compare the visual and oral aspects of an informal playmaking scene with those of a formal theatre performance. What are two differences you might notice?
    Answer: Informal playmaking may use simple props or no costumes, while formal theatre uses detailed costumes and sets. Informal playmaking speech is improvised and conversational, while formal theatre speech is scripted and clearly projected.
  • Explain why appropriate audience behavior is important for both formal and informal performances, and how it affects the performers and the overall experience.
    Answer: Appropriate audience behavior helps performers focus and feel supported, which improves their performance. It also ensures that all audience members can enjoy the show without distractions. In formal performances, quiet and attentive behavior maintains the atmosphere, while in informal performances, respectful listening and encouragement create a positive environment for creativity and learning.

Real-Life Application

Ask students to talk with family members about times they have been to a play or performance. Encourage them to discuss what audience behaviors they noticed and why those behaviors matter. Students can share these stories in class to connect home experiences with lesson content.

Homework or Home Connection

  • Ask students to talk with family members about times they have been to a play or performance. Encourage them to discuss what audience behaviors they noticed and why those behaviors matter. Students can share these stories in class to connect home experiences with lesson content.

Lesson Summary

In this lesson, students learned how to identify and demonstrate appropriate audience behavior in both formal and informal performance settings. They explored the differences between informal playmaking and formal theatre by comparing visual, aural, oral, and kinetic aspects. Through role-play, discussion, and reflection, students developed skills to be respectful audience members and critically evaluate theatrical performances.

Teacher Notes

Use the exact standards alignment and retrieved-source provenance stored with this enrichment.

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