HISTORY AND CULTURE€¦ · Web viewL5.Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 9-12.WT.10 Write routinely over extended

Jay School Corporation Theatre Curriculum Guide 2012-2018

Jay County High SchoolTheatre Curriculum Guide

Grades 9 – 12


HISTORY AND CULTUREStandard 1Students understand the significance of theatre and its relationship to history and cultures.

Theatre Academic Standard

Literacy Embedded Standard

Learning Activities Assessment(s)

H.1.1 PROFICIENT: Discover how our individual cultural experiences affect an artist’s work in the theatre.ADVANCED: Analyze the ways our individual cultural experiences impact our work in the theatre.

L4.Determine or clarify the meaning of unknown and multiple-meaning words and phrases.L5.Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.9-12.WT.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Small groups present scenes based upon the culture studied with updated cultural twists or modern language.

Discuss how personal culture affects the cultural work presented.

Discuss how words change meaning and lose meaning.

Find words and phrases in the text that represent changed meaning or have no meaning to today’s reader. Use context clues, reference materials, index within text, or a partner to determine the meanings of words and phrases.

ObservationScene Presentation and RubricDiscussion Rubric

List of words and phrases with meanings

Journal


Keep a journal for notes, vocabulary, and discussion reactions.

H.1.2 PROFICIENT: Compare how similar dramatic themes are treated from various cultures and periods.ADVANCED: Create informal performances which reveal universal, cross cultural issues and themes.

R2.Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account, provide an objective summary of the text.

Theatre Arts: Students study and create a Theatre History Timeline.DVD History of Theatre

Theatre Arts I and Children’s Theatre Production: Create improvised scenes based upon themes studied in the plays.Example: Use gibberish to understand the theme of New Canadian Kid.

Theatre History Timeline and Rubric

Scene Presentation and Rubric


Standard 2Students recognize significant works of the theatre and comprehend various performance styles.




H.2.1 PROFICIENT: Identify various dramatic forms, production practices, andtheatrical traditions.ADVANCED: Adapt various dramatic forms, production practices, and theatrical traditions across cultures and historical periods to contemporary theatre.

9-12.RT.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy.)

Create scenes based upon works studied from each culture and theatrical form.

Create and/or use masks when necessary.

Discuss the progress of mask work through the styles of Greek, lazzi, and commedia del’arte. Compare to the Asian styles of theatre such as Kabuki and Noh. Compare to modern improvisation.

Compare lazzi and commedia del’arte to modern improvisation. Practice safe pratfalls and hand-to-hand stage combat and slaps.


Masks

Observation of pratfalls and combat


ANALYSIS AND RESPONSEStandard 3Students understand and analyze the dramatic structure of plays and performances.




H.3.1 PROFICIENT: Articulate understanding of a play using elements of dramaticstructure (plot, character, theme, language, music, and spectacle).ADVANCED: Differentiate dramatic works in terms of their form and style, such as Greek Tragedy, French Neoclassical, Theatre of the Absurd, and others.

9-12.WT.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.9-12.WT.2 Write informative/explanatory texts, including technical processes.a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions, include formatting (e.g., headings), graphics and multimedia when useful to aiding comprehension.b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details,

Theatre Arts: Use the Theatre History Timeline and DVD History of Theatre to understand and create a personal theatrical timeline showing specific acting styles, themes, and spectacle.

Differentiate between the theatrical works within a culture such as Japanese Theatre: Kabuki, Noh, and puppetry. Write a comparison paper and draw the differences of masking and make-up.

Theatre Arts I: Differentiate the American theatrical styles: comedy, drama,

Create a historical timeline of theatre showing theatrical spaces and defining specific acting styles, themes, and spectacle (costumes, set, lighting, make-up, etc.).

Comparison EssayDrawing of Mask and Make-up

Scene Presentation and RubricObservation


quotations, or other information and examples appropriate to the audience’s knowledge of the topic.c. use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of the likely readers.e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.f. Provide a concluding statement or section that follows form and

melodrama, musical theatre, and children’s theatre. Rehearse and perform examples from these styles emphasizing the differences.


supports the information or explanation presented.

H.3.2 PROFICIENT: Analyze the central action of the play and discuss its cause and effect.ADVANCED: Analyze the way in which the theme or meaning of a play represents a view or comment on life, using textual evidence to support the claim.

SL1.Initiate and participate effectively in a range of collaborative discussions with diverse partners building on others’ ideas and expressing ideas clearly and persuasively.

Theatre Classes: Make a chart for each play read showing theme and the play’s cause and effect.Discuss other alternatives to the playwright’s choices. What if another choice had been made? How would this choice have a different effect and outcome?Write an alternative ending using a personal choice. Emphasize the new effect and outcome.

Student-made Chart

Discussion RubricObservation

Alternative Ending


Standard 4Students identify, develop, and apply criteria to make informed judgments about theatre.




H.4.1 PROFICIENT: Evaluate how well the text or production met its intended objectives.ADVANCED: Evaluate how well the text or production met its intended objectives.

9-12.WT.5 Develop and strengthen writing as needed by planning, revising, editing, and rewriting or trying a new approach, focusing on what is most significant for a specific purpose and audience.

Theatre Arts: Evaluate the plays read as to how well the intended objectives were met. Children’s Theatre Production: Evaluate each play read according to how well the intended objectives were met. Example: Oh Dad, Poor DadMama’s Hung You in the Closet and I’m Feeling So Bad is a modern parody of theatre of the absurd. What elements are modern and which are absurd?Theatre Arts I: Evaluate original works as to how well intended objectives were met.

Written Evaluations


H.4.2 PROFICIENT: Evaluate the artistic choices of self and the collaborative efforts of peers in classroom dramatizations and formal productions and suggest constructive alternatives.ADVANCED: Analyze and evaluate critical comments about personal dramaticwork explaining which points are most appropriate to realize further development of the work.

SL3.Evaluate a speaker’s point-of-view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Evaluate the work of others. Specifically evaluate intended purpose and outcome. Suggest alternative solutions and improvements.

Peer Critique Rubric


Standard 5Students reflect on and interpret the nature of the theatre experience and its personal and artistic significance.




H.5.1 PROFICIENT: Construct social meanings from classroom dramatizations and formal productions from a variety of cultures and historical periods and relate these to current personal, national, and international issues.ADVANCED: Support emotional and intellectual responses to a variety of classroom, traditional, and non-traditional performances and articulate an individual point of view.

9-12.WT.3d.Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Use Boal’s work with Theatre of the Oppressed to help students create scenes based upon current events. Students select a headline and story from the media (including school news) to create a short improvised scene with beginning, middle, and end. The class suggests alternative endings or outcomes. Group acts out the scene again using the suggestions. Discuss the changes and further alternatives not performed.

Scene Presentation and RubricDiscussion RubricObservation


CREATIVE PROCESSStandard 6Students create scripts and theatre pieces through collaboration, inquiry, and improvisation.




H.6.1 PROFICIENT: Construct imaginative scripts and collaborate with actors to refine scripts so that the story and meaning are conveyed to an audience.ADVANCED: Synthesizing research of a given period or historical event, createan original monologue or script that includes original characters with unique dialogue that motivates action.

W3.Write a narrative to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Write a monologue or scene based upon work studied. Paraphrase or create parody of writing style. Choose a Scene Not Seen to improvise. This scene may be what happens to a character prior to or after leaving a scene or an alternative ending to the original work.

Draft of monologue or SceneScene Presentation Rubric


Standard 7Students utilize imagination and research to design and implement the elements of a visual environment.




H.7.1 PROFICIENT: Respond to an existing play and translate that response into viable design elements (lights, sound, set, costume, makeup).ADVANCED: Formulate a design concept from an existing play that reflects an apt interpretation of its text, style, and atmosphere.

L3.Apply knowledge of the language to understand how language functions in different contexts, to make effective choices for meaning and style, and to comprehend more fully when reading and listening.9-12.RT.1 Cite specific textual evidence to support analysis of technical theatre texts, attending to the precise details of explanations and descriptions.9-12.RT.3 Follow

Technical Theatre Scene Design: Read The Green Archer. Create a floor plan and 3D design using Sketch-up.

Create costume designs using body forms for tracing that show color and texture for head-to-toe costumes.

Create a lighting plot for a play read. Use text and class resources for accuracy.

Create make-up designs

Floor plan3D Sketch-up Design

Costume Designs

Lighting Plot

Make-up Design and Application


precisely a complex multistep procedure when performing technical theatre tasks, attending to special cases or exceptions defined in the text.9-12.RT.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific technical theatre context relevant to grades 9-12 texts and topics.9-12.WT.3 In technical theatre, students must be able to write precise enough descriptions of the step-by-step procedures they use in their technical work that others can replicate them and (possibly) reach the same results.9-12.WT.6 Use technology, including the Internet, to produce, publish, and update individual or shared (3D

for more than one character expressing characterization. Apply this design to your own face or another student.

Make a props list for The Green Archer (or another play studied).

Design and build set pieces, props, and costumes for the school play as assigned by the instructor. Use class resources and texts for accuracy.

Demonstrate knowledge of technical theatre terminology and tools and equipment.

Draw plans and write directions for building a shop project.

Props List

Completed Class Project

Vocabulary and Use of Tools and Equipment Test

Drawn Plans and Written Directions


Sketch-up) writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Standard 8Students develop acting skills through observation, improvisation, and script analysis.




H.8.1 PROFICIENT: Recognize and develop the voice and body as the actor’s primary instruments.ADVANCED: Convey character through specific physical and vocal choices.

W3b.Use narrative techniques such as dialogue, pacing, description, reflection to develop experiences and characters.

Practice natural gestures and tongue twisters.Practice projection while reviewing stage directions.Practice use of dialect appropriate for character in play read or character created.

Write a detailed character description. Trade descriptions portraying a different character than defined.

Observation

Written description

H.8.2 PROFICIENT: R1.Cite strong and Choose a character from Chart of Stanislavski and


Analyze a script to discover the clues about inner life of a character.ADVANCED: Employ a careful process of script analysis in the creation of a character.

thorough evidence to support analysis of what the text says explicitly as well as inference drawn from the text including determining where the text leaves matters uncertain.9-12.RT.1 Cite specific textural evidence to support analysis of technical theatre texts, attending to the precise details of explanations or descriptions.

the script to analyze. Make a chart showing differences between Stanislavski and Meisner. Add a column for information not found in the text that must be inferred.

Meisner

H.8.3 PROFICIENT: Utilize observation as a tool in the process of creating a character.ADVANCED: Create a character by combining, modifying, or adapting various observations.

9-12.WT.2.b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

Observe students at the lunch room or in a public location. Write a detailed description of the person’s personality and body movements. Create a character based upon observation.

Written observations and detailed character descriptions

Characterization Rubric

H.8.4 PROFICIENT: Build characters and portray situations through improvisation.ADVANCED: Improvise a sustainable, original

W3b.Use narrative techniques such as dialogue, pacing, description, reflection to develop experiences and characters.

Theatre Arts: Play Improvisation Games.Theatre Arts I: Study the acting style of Viola Spolin: improvisation and drama games.

Observation


scene with believable characters in recognizable situations.

Children’s Theatre Production: Read Paul Sills’ Story Theatre. Create improvised scenes based upon fairytales and like stories imitating the writing style of Paul Sills.

Draft of SceneScene Presentation Rubric

CAREERS AND COMMUNITYStandard 9Students recognize a variety of theatrical careers.




H.9.1 PROFICIENT: Identify connections between theatre arts education and potential job opportunities in the community.ADVANCED: Document and create a theatre arts career plan based on a portfolio and investigation of educational possibilities.

9-12.WT.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Prepare questions for a guest speaker who is a professional in the arts.

Create a portfolio of work from class: costume and set designs, Sketch-up designs, make-up designs.

Theatre Arts I: Create a Power Point presentation including portfolio information and documents as a final plan for a future career

Questions

Portfolio

Power Point Presentation


in the arts.H.9.2 PROFICIENT: Identify criteria for admission into various theatre-related professions.ADVANCED: Develop a plan for employment or further education through audition, interview, or presentation of a portfolio.

L6.Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. 9-12.WT.7 Conduct a short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the

Learn a monologue for auditions.Theatre Arts I: Research theatre arts schools. Write letters requesting information about offered programs and audition process. Use accurately academic and theatre vocabulary.

Interview a student in an arts program learning audition process and educational needs for admission.

Develop a plan for admission. Learn monologue and create necessary portfolio for the selected arts school.

Monologue rubric

ResearchLetter

Interview

PlanPortfolio


subject under investigation.

Standard 10Students develop a lifelong commitment to theatre arts and value their importance in the life of the community.




H.10.1 PROFICIENT: Attend and critique theatrical productions and analyze the effects of these experiences.ADVANCED: Attend and critique theatrical productions and analyze the effects of these experiences on one’s individual growth and critical aesthetic.

9-12.WT.1Write arguments to focus on discipline-specific content.

Attend and write a review of a live theatrical presentation criticizing acting, design, and overall effect of the presentation.

Review

H.10.2 PROFICIENT: Recognize the

9-12.WT.4 Produce clear and coherent writing in

Interview community members responsible for

Interview NotesNewspaper Article or


responsibilities and the importance of individual theatre patrons in the community.ADVANCED: Identify service opportunities for supporting theatre in the community and become actively involved.

which the development, organization, and style are appropriate to task, purpose, and audience.

arts in Jay County: Arts Place, Jay County Civic Theatre, Bearcreek Farms, film opportunities, dance, art, The Alcove, The Ritz, Jay County Schools (in the areas of visual arts, graphic arts, dance, guard, band, choral, theatre, textiles, sculpture, pottery, mural, etc.)Write interviews in the form of reviews or newspaper articles (400 words maximum) for The Commercial Review.

Attend a Jay County Civic Theatre board meeting.

Review

Board Meeting Notes and Agenda


INTEGRATED STUDIESStandard 11Students identify and make connections between theatre and other disciplines such as language arts, social studies, humanities, science, and technology.




H.11.1 PROFICIENT: Compare characteristics of theatre within a particular historical period or style with similar ideas, issues, or themes in other disciplines.ADVANCED: Associate the creative and analytical principles and techniques of theatre

L1.Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.L2.Demonstrate command of the conventions of standard English: capitalization, punctuation, and spelling when writing.

Write an essay on how the plays read so far have had different themes, historical context, and examples of cause and effect.

Essay


with other disciplines. 9-12.WT.1 Write arguments to focus on discipline-based content. A. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. B. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.

H.11.2 PROFICIENT: Create works (scenes, debates, critiques, or journals) that demonstrate knowledge

9-12.WT.9 Draw evidence from informational texts to support analysis, reflection, and research.

Write a scene using a theatrical style to present a concept from another discipline to the class.

Scene Rubric


of other disciplines through theatre activities.ADVANCED: Integrate disciplines to create works (scenes, debates, critiques, orjournals) that persuasively communicate in-depth knowledge and understanding of a concept.Standard 12Students understand the integrative nature of theatre that includes dance, music, visual art, and media arts.




H.12.1 PROFICIENT: Compare the materials, technologies, media, and processes of theatre with those of dance, music, or visual arts.ADVANCED: Synthesize the creative and analytical principles, themes, and techniques of theatre and other art forms.

9-12.WT.2 Integrate multiple sources of information presented in diverse formats and media in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noticing any discrepancies among the data (resources).

Discuss how dance, music, and visual arts are used in modern theatre, television, and other media as a production style.

Discuss how the use of various arts affects the theatrical process and creates spectacle.

Discussion Rubric


9-12.WT.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Storytelling: Discuss the differences between traditional storytelling and modern storytelling that uses costuming, dance, media, and music. Example: View Eth-Noh-Tec as an example of non-traditional storytelling.Discuss the relevance of digital storytelling.

Shakespeare: Watch different interpretations of a Shakespearean text such Taming of the Shrew. Compare the original text to a stage version (commedia dell’arte-Youtube) and the modern movie 10 Things I Hate About You.

Comparison Essay or Chart

H.12.2 PROFICIENT: Create works that integrate media, processes, and concepts of other art forms.ADVANCED: Create works that integrate media, processes, and

SL5.Make strategic use of digital media in presentation to enhance understanding of findings, reasoning, and evidence and to add interest.

Storytelling: Create an example of digital storytelling for a folktale.

Theatre Arts and Theatre Arts I: Create a scene from a classic theatre piece that integrates a

Digital Storytelling Presentation



concepts of other art forms to persuasively convey comprehensive knowledge gained through integration.

non-traditional style of theatre. Children’s Theatre Production: Recreate a scene from modern children’s theatre that integrates media, processes, or concepts of other art forms. (If this is not possible due to lack of technology, watch examples of theatre works with multimedia spectacle.Example work: Vincent Van Gogh

Documents

HISTORY AND CULTURE€¦ · Web viewL5.Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 9-12.WT.10 Write routinely over extended