Unit Overview

greek theatre myth of persephone resource cover image
Graphics representing Zeus and Demeter look down towards Persephone holding a skull and a withered winter tree. Greek patterns create a frame for the image and a softened background.

Students learn about the history of Greek theatre, with specific focus on the conventions of the Greek chorus, ritual and choral speaking. Using many of these techniques, students explore the story of Persephone, who was kidnapped from her parents Zeus and Demeter by Hades and taken to the Underworld to be his wife. Students learn and use various dramatic forms such as Tableaux, Thought-tracking and Choral Speaking and use these devices in telling their own myths.

In this unit, students will

  • identify and describe a variety of dramatic forms (e.g., tableau, storytelling, improvisation);
  • demonstrate effective communication skills, such as listening and speaking, both in and out of role;
  • interpret a variety of global sources (e.g., stories, photographs, music), using a wide range of dramatic forms (e.g., improvisation, storytelling);
  • demonstrate an understanding of the conventions of role playing.
Prerequisite Knowledge
  • This is an excellent introductory unit for new and/or experienced junior drama students, as it teaches many of the basic dramatic forms, such as Tableaux and Choral Speaking.
  • A video of a demonstration classroom featuring this unit of study can accessed here.
Materials and Resources
  • A selection of instrumental music
  • Simple costume pieces and props for teacher-in-role exercises
  • Robes and/or masks, if available
  • Handouts on Greek theatre (see Appendix 6 for possible resources)
  • Handouts on choral speaking technique (see CODE's Choral Speaking resource)
  • For a more in-depth explanation of dramatic forms such as Choral Speaking, see Structuring Drama Work, by Jonothan Neelands and Tony Goode
  • Appendix 1 Curriculum Expectations
  • Appendix 2 Short Summary of the Myth of Persephone
  • Appendix 3 Persephone’s Diary
  • Appendix 4 Chant for Rain
  • Appendix 5 Summative Evaluation
  • Appendix 6 Resources for Greek Theatre
  • PDF #1 Performance Rubric
  • PDF #2 Writing in Role Rubric
Special Notes
  • This unit was originally developed and implemented by Tamsin Kelsey, Kim Snider and Stephen Wei as part of the Grade 9 Dramatic Arts course at Rosedale Heights School of the Arts.
  • This process drama is adaptable to any myth, such as Pandora. Students at a higher experience level may wish to create their own original myths rather than interpreting ones that already exist for the final summative evaluation.