This is a performance-based course that brings together the elements of body movement, voice, and interpretation in the theatrical setting. Students enrolled in this class will study the historical and contemporary role of drama in society, the fundamentals of theatre production, and acting for the stage.
| STANDARDS MET | CONTENT/SKILLS | SUGGESTED ACTIVITIES | |||
|---|---|---|---|---|---|
| A | B | C | D | ||
| Performing and Creating | |||||
| Create improvisations and scripted scenes based on personal experience and heritage, imagination, literature, and history. | |||||
| 1-5 | a. Construct imaginative scripts and collaborate with actors to refine scripts so that story and meaning are conveyed to an audience. | • See Intro to Drama • Family story scripted • Recreate conflict with positive resolution • Update script from different time period | |||
| Acting | |||||
| Portray characters who interact in improvised and scripted scenes. | |||||
| 1,4 | 4,5 | 2 | a. Analyze the physical, emotional, and social dimensions of characters found in dramatic texts from various genres and media. | • See Intro to Drama • Perform same piece in various genres – Western, melodrama, etc. | |
| 2-4 | 1,2 | b. Compare and demonstrate various classical and contemporary acting techniques and methods. | • Method acting • Cold reads | ||
| 1-6 | 1,2 | c. In an ensemble, create and sustain characters that communicate with audiences. | • Monologue based on historical figure • One act play • Famous person’s masquerade | ||
| Design | |||||
| Develop environments for improvised and scripted scenes. | |||||
| 1-5 | a. Explain and apply the basic physical and chemical properties of the technical aspects of theatre (such as light, color, electricity, paint, and makeup). | • See Intro to Drama • Costume design with rationale for choices | |||
| 6,7 | b. Analyze a variety of dramatic texts from cultural and historical perspectives to determine performance requirements. | Research costuming in different eras | |||
| STANDARDS MET | CONTENT/SKILLS | SUGGESTED ACTIVITIES | |||
|---|---|---|---|---|---|
| A | B | C | D | ||
| Performing and Creating | |||||
| 3,4,6,7 | 1,2,4 | c. Develop designs that use visual and aural elements to convey environments that clearly support the text. | • Research impact of color and placement choices on audience, intent of script | ||
| 4-7 | 3 | 7 | d. Design coherent stage management, promotional, and business plans. | ||
| Directing | |||||
| Organize rehearsals for improvised and scripted scenes. | |||||
| 1-6 | 1-3 | 7 | a. Justify selections of text, interpretation, and visual and aural artistic choices. | • See Intro to Drama • Direct sketches and scenes; perform for other classes during school hours• Prepare and compare separate directional plans for play. | |
| 1,2,4,5 | 3,4 | 4 | b. Effectively communicate directorial choices to a small ensemble for improvised or scripted scenes. | • Develop multiple interpretations and visual and aural production choices for scripts and production ideas; choose those that are most interesting | |
| Researching | |||||
| Use cultural and historical information to support improvised and scripted scenes. | |||||
| 1,3-7 | 1-9 | 2 | 7 | a. Identify and research cultural, historical, and symbolic clues in dramatic texts and in making artistic choices for informal and formal performances. | • See Intro to Drama • Research historical context of play |
| Comparing/Integrating | |||||
| Analyze methods of presentation and audience response for theatre, dramatic media (such as film, television, and electronic media), and other art forms. | |||||
| 1, 3-6 | 1,7,8 | a. Illustrate the integration of several arts media in informal presentations. | • See Intro to Drama • Compare performance of same play from different eras • Multi-genre performance incorporating such media as music and dance • Video play for viewing on TV thus requiring camera angles, cuts, and views | ||
| STANDARDS MET | CONTENT/SKILLS | SUGGESTED ACTIVITIES | |||
|---|---|---|---|---|---|
| A | B | C | D | ||
| Analyzing/Critiquing | |||||
| Construct meaning from informal and formal theatre, film, television, and electronic media productions. | |||||
| 1 | 7,8 | 1-6 | a. Analyze and critique the whole and the parts of dramatic performances and collaborative efforts, and constructively suggest alternative artistic choices. | • See Intro to Drama • Compare different actors’ portrayal of the same character • Critique peer’s performance, offer constructive criticism • See community theatre production and suggest or design alternate performance and/or production ideas and approaches | |
| Understanding Context | |||||
| Analyze the role of theatre, film, television, and electronic media in the community and in other cultures. | |||||
| 1,2,5,7,8 | a. Describe and compare universal characters in drama and discuss how theatre reflects a culture. | See Intro to Drama | |||
| 7 | 9 | 6 | 8 | b. Explain the knowledge, skills, and discipline needed to pursue careers and vocational opportunities in theatre, film, television, and electronic media. | |
| 1-8 | c. Explain how culture affects the content and production values of dramatic performances. | ||||
| 1,2,4,5 | 4,5,8 | 3-5 | 3 | d. Explain how concepts such as cooperation, communication, collaboration, consensus, self-esteem, risk taking, sympathy, and empathy apply in theatre and daily life. | |
| 1-4,8 | 2 | 3,4 | e. To ensure selection of appropriate performance material, consider the values, standards, and expectations of the community. | ||