CONTENT AREA: Theatre Arts

Transcription

1 CONTENT AREA: Theatre Arts GRADE/LEVEL: 9-12 COURSE TITLE: FUNDAMENTALS OF THEATRE II COURSE NUMBER: COURSE LENGTH: SEMESTER COURSE DESCRIPTION: This course is an in depth exploration of theatre as an artistic form that focuses on the appreciation and value of theatre in society. PREREQUISITE(S): Fundamentals of Theatre I MASTER LIST: STANDARDS AND ELEMENTS TAHSFTII.1 Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media a. Critiques and analyzes elements of theatrical conventions b. Generates and uses terminology and outline for critiquing theatre presentation c. Cites evidence of how theatre reflects life through universal themes d. Interprets text and subtext e. Illustrates the process of script analysis in a variety of scripts TAHSFTII.2 Developing scripts through improvisation and other theatrical methods a. Critiques elements of dramatic structure b. Recognizes realistic and conventional speech patterns within dialogue or dramatic verse c. Identifies and distinguishes between stock and dynamic characters d. Lists the steps in the dramatic writing process e. Differentiates between drama and traditional literary writing f. Incorporates dramatic elements through improvisation g. Constructs scenes based on the elements of dramatic structure h. Compares and contrasts dialogue from various theatrical genres i. Interprets the objectives, decisions, and actions of characters j. Develops and critiques various scripts k. Creates and performs scenes for authentic audiences TAHSFTII.3 Acting by developing, communicating, and sustaining roles within a variety of situations and environments a. Investigates mental and emotional methods of actor for preparation b. Demonstrates awareness of verbal elements of acting (e.g., voice, breathing) c. Demonstrates non-verbal elements of acting (e.g., posture, facial expression, physical movement) d. Acquires and incorporates sensory and emotional recall in character development e. Constructs authentic characters through observation of human behavior f. Demonstrates the goals, observations, actions, and tactics of characters g. Differentiates between acting methods (e.g., Stanislavski, Uta Hagen) h. Revises performance based on self-critique i. Defends acting and character choices FULTON COUNTY BOARD OF EDUCATION INTRODUCTION TO ART 1 OF 16

2 j. Analyzes critiques of fellow classmates to create improved performance TAHSFTII.4 Designing and executing artistic and technical elements of theatre a. Identifies and defines the various roles of production personnel (sound/lighting, set, scenic, costume, makeup, marketing, and business aspects) b. Identifies and applies basic elements and procedures involved in the construction of props, scenery, and platforms. c. Distinguishes between effective and ineffective artistic designs d. Infers elements of artistic design from scripts e. Formulates a conceptualization of artistic design from scripts f. Hypothesizes possible audiences responses to artistic elements g. Creates product based on conceptualization h. Demonstrates ability to plan, create, and assemble the technical elements for a scene or short play TAHSFTII.5 Directing by conceptualizing, organizing, and conducting rehearsals for performance a. Analyzes the various aspects of directing b. Recognizes directorial choices in performance c. Describes the need for script analysis and concept development d. Applies the process of directorial management e. Distinguishes between effective and ineffective directorial choices f. Formulates directorial questions (e.g., script choice, script analysis, audition and casting, planning and organizing, rehearsal, performance, evaluation) g. Defends choice of script h. Assesses acting and design elements of various scripts i. Formulates a plan for rehearsal j. Articulates the appropriate relationship between the actor, director and other theatre personnel (e.g., designers, technicians, managers) k. Applies concepts of directorial design to performance TAHSFTII.6 Researching cultural and historical information to support artistic choices a. Defines the role of the dramaturge b. Applies the skills of the dramaturge to various scenes c. Interprets cultural and historical data for use in production d. Communicates data to theatrical personnel e. Distinguishes between important and unimportant data for use in performance f. Evaluates artistic choices of the production team based on data. TAHSFTII.7 Integrating various art forms, other content areas, and life experiences to create theatre a. Identifies the various art forms which may be integrated into theatre (e.g., dance, music, visual arts, graphic arts, and electronic media) b. Recognizes the arts as an effort to interpret and intensify experiences c. Examines the contributions of the other arts in the creation of a role or the production of drama d. Synthesizes observation, imagination, and research to create characters, environments, and situations e. Combines elements of other disciplines to create theatre arts TAHSFTII.8 Examining the roles of theatre as a reflection of past and present civilizations FULTON COUNTY BOARD OF EDUCATION INTRODUCTION TO ART 2 OF 16

3 a. Analyzes plays and dramas that are representative of various historical periods b. Identifies and analyzes plays and dramas that are culturally diverse c. Recognizes historical events that have influenced the role of theatre d. Recognizes theatrical events that have impacted cultural development e. Analyzes and explains theatre conventions and traditions for different cultures and time periods f. Analyzes and explains how universal themes in theatre transcend time and space g. Explores the works of milestone playwrights h. Analyzes milestone plays for dramatic elements that contribute to their lasting influence i. Predicts which contemporary plays may endure TAHSFTII.9 Exploring the business of theatre a. Lists and defines the skill sets for the various theatre arts careers b. Charts the skills learned in theatre arts which transfer to the workplace c. Applies the business elements of a production (e.g., creating a portfolio or resume, printing, advertising, budgeting) d. Demonstrates awareness of the discipline, knowledge, skills, and education required for careers in theatre e. Collects and displays samples of theatre portfolios f. Creates and revises a cost-benefit analysis of a production g. Critiques sample theatre portfolios h. Demonstrates mastery of various areas of business elements of theatre i. Performs the tasks of business theatre personnel during productions TAHSFTII.10 Critiquing various aspects of theatre and other media using appropriate supporting evidence a. Distinguishes between constructive and destructive critiques b. Generates and uses terminology for critiquing theatrical presentations c. Modifies performance based on critiques d. Utilizes constructive criticism to identify patterns of on-stage speech and behavior that enhance or detract from a performance e. Discerns the validity of critiques f. Creates and defends in-depth critiques of performances g. Synthesizes various critiques to determine performance strengths and weaknesses Georgia Department of TAHSFTII.11 Engaging actively and appropriately as an audience member in theatre and other media experiences a. Demonstrates appropriate audience behaviors b. Articulates why the relationship between the audience and performers is critical to the success of the production c. Examines how audience relationships differ with venue and performance type d. States and supports aesthetic judgments through experiences in diverse styles and genres of theatre FULTON COUNTY BOARD OF EDUCATION INTRODUCTION TO ART 3 OF 16

4 Fundamentals Of Theatre II UNIT 1: Performance PACING: 3-5 weeks STANDARDS AND ELEMENTS: TAHSFTII.1 Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media a. Critiques and analyzes elements of theatrical conventions b. Generates and uses terminology and outline for critiquing theatre presentation c. Cites evidence of how theatre reflects life through universal themes d. Interprets text and subtext e. Illustrates the process of script analysis in a variety of scripts TAHSFTII.2 Developing scripts through improvisation and other theatrical methods a. Critiques elements of dramatic structure b. Recognizes realistic and conventional speech patterns within dialogue or dramatic verse c. Identifies and distinguishes between stock and dynamic characters f. Incorporates dramatic elements through improvisation i. Interprets the objectives, decisions, and actions of characters k. Creates and performs scenes for authentic audiences TAHSFTII.3 Acting by developing, communicating, and sustaining roles within a variety of situations and environments a. Investigates mental and emotional methods of actor for preparation b. Demonstrates awareness of verbal elements of acting (e.g., voice, breathing) c. Demonstrates non-verbal elements of acting (e.g., posture, facial expression, physical movement) d. Acquires and incorporates sensory and emotional recall in character development e. Constructs authentic characters through observation of human behavior f. Demonstrates the goals, observations, actions, and tactics of characters g. Differentiates between acting methods (e.g., Stanislavski, Uta Hagen) h. Revises performance based on self-critique i. Defends acting and character choices FULTON COUNTY BOARD OF EDUCATION INTRODUCTION TO ART 4 OF 16

5 j. Analyzes critiques of fellow classmates to create improved performance TAHSFTII.10 Critiquing various aspects of theatre and other media using appropriate supporting evidence a. Distinguishes between constructive and destructive critiques b. Generates and uses terminology for critiquing theatrical presentations c. Modifies performance based on critiques d. Utilizes constructive criticism to identify patterns of on-stage speech and behavior that enhance or detract from a performance e. Discerns the validity of critiques f. Creates and defends in-depth critiques of performances g. Synthesizes various critiques to determine performance strengths and weaknesses TAHSFTII.11 Engaging actively and appropriately as an audience member in theatre and other media experiences a. Demonstrates appropriate audience behaviors b. Articulates why the relationship between the audience and performers is critical to the success of the production c. Examines how audience relationships differ with venue and performance type d. States and supports aesthetic judgments through experiences in diverse styles and genres of theatre UNIT RESOURCES: Text Basic Drama Projects: Chapter 1: Warm up Chapter 2: Observation Chapter 3: Pantomime Chapter 4: Improvisation Chapter5: Movement Chapter 6: Stage Directions Chapter 7 Voice Production and Articulation Chapter 8: Ensemble Work Chapter 9: Character Analysis Chapter 10 Character Development Chapter 11:Dramatic Roles Chapter 12 Comic Roles Suggested Books: Theatre The Lively Art by Goldfarb and Wilson ISBN: More Theatre Games for Young Performer by Suzi Zimmerman ISBN: Theatre Games for the Classroom: A Teacher s Handbook by Viola Spolin ISBN: Impro: Improvisation and the Theatre by Keith Johnstone ISBN: Physical Comedy Handbook by Davis Rider Robinson ISBN: Websites, all current as of May 2011: FULTON COUNTY BOARD OF EDUCATION INTRODUCTION TO ART 5 OF 16

6 SUGGESTED INSTRUCTIONAL STRATEGIES: Suggested Unit Essential Questions: What is theatre? What is an actor? What is the main job of an actor? What are the elements of a story? How can the actor use theatre games to explore the craft? What is improvisation? Suggested Artists References and Historical Correlations: Historical and Contemporary Artists: Griots Marcel Marceau Kabuki John Leguizamo Cirque du Soliel Commedia Del Arte The Second City Viola Spolin Charlie Chaplin Suggested Activities, Assignments, and Projects: Brainstorm and list all the theatre terms and concepts the class can name. Pare the list down to the essential elements. Discuss the function of the performer in this framework. Introduce theatre games as a form of physical and emotional exploration for theatrical performance. Introduce various forms of actor warm ups that can be achieved through theatre games. Discuss stage directions and the inherent strengths and weaknesses of stage positions. Discuss and explore basic pantomime skills Develop pantomime scenes within the class. Present and discuss pitfalls and strengths. Lead the class in vocal explorations of an improvised scenario or written text. Use the elements of acting from the unit to create and present a series of story telling presentations that include basic dramatic structure. FULTON COUNTY BOARD OF EDUCATION INTRODUCTION TO ART 6 OF 16

7 UNIT 2: Playwriting, Directing, and Theatre Going PACING: 3-5 weeks STANDARDS AND ELEMENTS: TAHSFTII.1 Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media a. Critiques and analyzes elements of theatrical conventions b. Generates and uses terminology and outline for critiquing theatre presentation c. Cites evidence of how theatre reflects life through universal themes d. Interprets text and subtext e. Illustrates the process of script analysis in a variety of scripts TAHSFTII.2 Developing scripts through improvisation and other theatrical methods a. Critiques elements of dramatic structure b. Recognizes realistic and conventional speech patterns within dialogue or dramatic verse c. Identifies and distinguishes between stock and dynamic characters d. Lists the steps in the dramatic writing process e. Differentiates between drama and traditional literary writing f. Incorporates dramatic elements through improvisation g. Constructs scenes based on the elements of dramatic structure h. Compares and contrasts dialogue from various theatrical genres i. Interprets the objectives, decisions, and actions of characters j. Develops and critiques various scripts k. Creates and performs scenes for authentic audiences TAHSFTII.5 Directing by conceptualizing, organizing, and conducting rehearsals for performance a. Analyzes the various aspects of directing b. Recognizes directorial choices in performance c. Describes the need for script analysis and concept development d. Applies the process of directorial management e. Distinguishes between effective and ineffective directorial choices f. Formulates directorial questions (e.g., script choice, script analysis, audition and casting, planning and organizing, rehearsal, performance, evaluation) g. Defends choice of script h. Assesses acting and design elements of various scripts i. Formulates a plan for rehearsal j. Articulates the appropriate relationship between the actor, director and other theatre personnel (e.g., designers, technicians, managers) k. Applies concepts of directorial design to performance TAHSFTII.6 Researching cultural and historical information to support artistic choices FULTON COUNTY BOARD OF EDUCATION INTRODUCTION TO ART 7 OF 16

8 a. Defines the role of the dramaturge b. Applies the skills of the dramaturge to various scenes c. Interprets cultural and historical data for use in production d. Communicates data to theatrical personnel e. Distinguishes between important and unimportant data for use in performance f. Evaluates artistic choices of the production team based on data. TAHSFTII.7 Integrating various art forms, other content areas, and life experiences to create theatre a. Identifies the various art forms which may be integrated into theatre (e.g., dance, music, visual arts, graphic arts, and electronic media) b. Recognizes the arts as an effort to interpret and intensify experiences c. Examines the contributions of the other arts in the creation of a role or the production of drama d. Synthesizes observation, imagination, and research to create characters, environments, and situations e. Combines elements of other disciplines to create theatre arts TAHSFTII.10 Critiquing various aspects of theatre and other media using appropriate supporting evidence a. Distinguishes between constructive and destructive critiques b. Generates and uses terminology for critiquing theatrical presentations c. Modifies performance based on critiques d. Utilizes constructive criticism to identify patterns of on-stage speech and behavior that enhance or detract from a performance e. Discerns the validity of critiques f. Creates and defends in-depth critiques of performances g. Synthesizes various critiques to determine performance strengths and weaknesses Georgia Department of TAHSFTII.11 Engaging actively and appropriately as an audience member in theatre and other media experiences a. Demonstrates appropriate audience behaviors b. Articulates why the relationship between the audience and performers is critical to the success of the production c. Examines how audience relationships differ with venue and performance type d. States and supports aesthetic judgments through experiences in diverse styles and genres of theatre UNIT RESOURCES: Text: Basic Drama Projects: Chapter 13: The Playwright Chapter 14: The director and Producer Chapter 15: The Cast Chapter 16: Blocking Chapter 17 Attend a Play Suggested Books: Theatre Games for the Classroom: A Teacher s Handbook by Viola Spolin ISBN: Physical Comedy Handbook by Davis Rider Robinson ISBN: The Use and Training of the Human Voice by Arthur Lessac ISBN: FULTON COUNTY BOARD OF EDUCATION INTRODUCTION TO ART 8 OF 16

9 Acting One by Robert Cohen ISBN: Respect for Acting by Uta Hagen ISBN: Audition by Michael Shurtleff ISBN: Hodge William Ball SUGGESTED INSTRUCTIONAL STRATEGIES: Suggested Unit Essential Questions: What is the role of a playwright? How can a play be structured? What are some genres of theatre? What are some dramatic characters? What is nonverbal communication? What is the role of a director? What is blocking? How can the director use effective stage pictures? What is the role of an audience member? How can a rehearsal process be structured? Suggested Artists References and Historical Correlations: Historical and Contemporary Artists: Kristen Linklater Arthur Lessac F. Matthias Alexander Uta Hagen Michael Chekov Constantine Stanislavsky Greeks Peter Brook Julie Taymor Anne Bogart Romans Richard Wagner Duke George II of Saxe-Meiningen Suggested Activities, Assignments, and Projects: Have students write a dramatic monologue for presentation. Have students develop scripts for staged reading. Have students explore the strength of stage position. Hold a competition between groups for the clearest picturization and strongest composition given a single title. Discuss the responsibilities of the director. Have students pitch directorial concepts for a single text. Discuss the more effective and creative approaches discovered in class. FULTON COUNTY BOARD OF EDUCATION INTRODUCTION TO ART 9 OF 16

10 Break a script up into directorial beats. Divide the class into groups and have students direct a single open scene using different directorial concepts. Discuss the range of differences despite the single text. FULTON COUNTY BOARD OF EDUCATION INTRODUCTION TO ART 10 OF 16

11 Fundamentals of Theatre II UNIT 3: Elements of Technical Theatre PACING: 3-5 weeks STANDARDS AND ELEMENTS: TAHSFTII.1 Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media a. Critiques and analyzes elements of theatrical conventions b. Generates and uses terminology and outline for critiquing theatre presentation c. Cites evidence of how theatre reflects life through universal themes d. Interprets text and subtext e. Illustrates the process of script analysis in a variety of scripts TAHSFTII.4 Designing and executing artistic and technical elements of theatre a. Identifies and defines the various roles of production personnel (sound/lighting, set, scenic, costume, makeup, marketing, and business aspects) b. Identifies and applies basic elements and procedures involved in the construction of props, scenery, and platforms. c. Distinguishes between effective and ineffective artistic designs d. Infers elements of artistic design from scripts e. Formulates a conceptualization of artistic design from scripts f. Hypothesizes possible audiences responses to artistic elements g. Creates product based on conceptualization h. Demonstrates ability to plan, create, and assemble the technical elements for a scene or short play TAHSFTII.5 Directing by conceptualizing, organizing, and conducting rehearsals for performance c. Describes the need for script analysis and concept development h. Assesses acting and design elements of various scripts j. Articulates the appropriate relationship between the actor, director and other theatre personnel (e.g., designers, technicians, managers) TAHSFTII.6 Researching cultural and historical information to support artistic choices a. Defines the role of the dramaturge b. Applies the skills of the dramaturge to various scenes c. Interprets cultural and historical data for use in production d. Communicates data to theatrical personnel e. Distinguishes between important and unimportant data for use in performance f. Evaluates artistic choices of the production team based on data. TAHSFTII.7 Integrating various art forms, other content areas, and life experiences to create theatre a. Identifies the various art forms which may be integrated into theatre (e.g., dance, music, visual arts, FULTON COUNTY BOARD OF EDUCATION INTRODUCTION TO ART 11 OF 16

12 graphic arts, and electronic media) b. Recognizes the arts as an effort to interpret and intensify experiences c. Examines the contributions of the other arts in the creation of a role or the production of drama d. Synthesizes observation, imagination, and research to create characters, environments, and situations e. Combines elements of other disciplines to create theatre arts TAHSFTII.9 Exploring the business of theatre a. Lists and defines the skill sets for the various theatre arts careers b. Charts the skills learned in theatre arts which transfer to the workplace c. Applies the business elements of a production (e.g., creating a portfolio or resume, printing, advertising, budgeting) d. Demonstrates awareness of the discipline, knowledge, skills, and education required for careers in theatre e. Collects and displays samples of theatre portfolios f. Creates and revises a cost-benefit analysis of a production g. Critiques sample theatre portfolios h. Demonstrates mastery of various areas of business elements of theatre i. Performs the tasks of business theatre personnel during productions UNIT RESOURCES: Texts Basic Drama Projects Chapter 18: Set Design and Construction Chapter 19: Lighting Chapter 20: Sound Chapter 21:Costumes Chapter 22: Makeup Chapter 23: Props Suggested Books: Theatre Games for the Classroom: A Teacher s Handbook by Viola Spolin ISBN: Physical Comedy Handbook by Davis Rider Robinson ISBN: The Use and Training of the Human Voice by Arthur Lessac ISBN: Acting One by Robert Cohen ISBN: Respect for Acting by Uta Hagen ISBN: Audition by Michael Shurtleff ISBN: SUGGESTED INSTRUCTIONAL STRATEGIES: FULTON COUNTY BOARD OF EDUCATION INTRODUCTION TO ART 12 OF 16

13 Suggested Unit Essential Questions: What are some elements of scene design? What are some elements of lighting design? What are types of sound design? How do costumes help tell the story? What are some elements of costume design? How does theatrical make-up enhance a character? How can actors use props on stage? Suggested Artistic References and Historical Correlations: Julie Taymor William Ivey Long Ming Cho Lee Margery Kellogg Richard Wagner Duke George II of Saxe-Meiningen Suggested Activities, Assignments, and Projects: Discuss the elements and concerns of a scenic designer. Sketch set design for a given play or scene. Have students recreate an effective scenic design for a scene in a play. Teach students how to operate the light board. Use flashlights and still life dolls to explore directional lighting. Discuss the different effects of the direction of light or its intensity. Have student sketch costume designs for characters inspired by animal pictures. Have students create a color collage, or abstract, to represent the emotions in a scene or scenario. Have students create a soundscape as a class. Have students create a sound design for themselves. Discuss organic and canned sound. Demonstrate corrective stage make-up and old age make-up on students. FULTON COUNTY BOARD OF EDUCATION INTRODUCTION TO ART 13 OF 16

14 Fundamentals of Theatre II UNIT 4: Styles of Theatrical Performance PACING: 3-5 weeks (This unit can be infused into the activities associated with the earlier units ) STANDARDS AND ELEMENTS: TAHSFTII.1 Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media a. Critiques and analyzes elements of theatrical conventions b. Generates and uses terminology and outline for critiquing theatre presentation c. Cites evidence of how theatre reflects life through universal themes d. Interprets text and subtext e. Illustrates the process of script analysis in a variety of scripts TAHSFTII.6 Researching cultural and historical information to support artistic choices a. Defines the role of the dramaturge b. Applies the skills of the dramaturge to various scenes c. Interprets cultural and historical data for use in production d. Communicates data to theatrical personnel e. Distinguishes between important and unimportant data for use in performance f. Evaluates artistic choices of the production team based on data. TAHSFTII.7 Integrating various art forms, other content areas, and life experiences to create theatre a. Identifies the various art forms which may be integrated into theatre (e.g., dance, music, visual arts, graphic arts, and electronic media) b. Recognizes the arts as an effort to interpret and intensify experiences c. Examines the contributions of the other arts in the creation of a role or the production of drama d. Synthesizes observation, imagination, and research to create characters, environments, and situations e. Combines elements of other disciplines to create theatre arts TAHSFTII.8 Examining the roles of theatre as a reflection of past and present civilizations a. Analyzes plays and dramas that are representative of various historical periods b. Identifies and analyzes plays and dramas that are culturally diverse c. Recognizes historical events that have influenced the role of theatre d. Recognizes theatrical events that have impacted cultural development e. Analyzes and explains theatre conventions and traditions for different cultures and time periods f. Analyzes and explains how universal themes in theatre transcend time and space g. Explores the works of milestone playwrights h. Analyzes milestone plays for dramatic elements that contribute to their lasting influence i. Predicts which contemporary plays may endure TAHSFTII.11 Engaging actively and appropriately as an audience member in theatre and other media experiences FULTON COUNTY BOARD OF EDUCATION INTRODUCTION TO ART 14 OF 16

15 a. Demonstrates appropriate audience behaviors b. Articulates why the relationship between the audience and performers is critical to the success of the production c. Examines how audience relationships differ with venue and performance type d. States and supports aesthetic judgments through experiences in diverse styles and genres of theatre UNIT RESOURCES: Text Basic Drama Projects: Unit Two: Elements of Acting Unit Three: Creating a Character Unit Four: The Play: From Vision to Reality Unit Five: Technical Theatre Unit Eight: Monologues and Scenes Suggested Books: The Use and Training of the Human Voice by Arthur Lessac ISBN: Acting One by Robert Cohen ISBN: Respect for Acting by Uta Hagen ISBN: Audition by Michael Shurtleff ISBN: Sanford Meisner on Acting by Sanford Meisner ISBN Body Learning by Michael J. Gelb ISBN: SUGGESTED INSTRUCTIONAL STRATEGIES: SAMPLE ASSESSMENTS: (FOR ALL UNITS) Suggested Types of Assessments: observation essays performance tasks rubrics teacher created tests self evaluation class critiques written theatrical criticism Incorporate formative and summative self-assessment as an on-going part of all lessons/units. Explicitly teach students how to self-assess processes and work. The goal is for students to grow into independent learners and to monitor their own journey to excellence. Formative Assessments: Use observations during class projects to make sure students are learning project objectives Set performance tasks for students to meet Mini-critiques FULTON COUNTY BOARD OF EDUCATION INTRODUCTION TO ART 15 OF 16

16 Summative Assessments: Project rubric for grading project, include a self-grading section Unit test over techniques and concepts learned Written critique on live performance FULTON COUNTY BOARD OF EDUCATION INTRODUCTION TO ART 16 OF 16