CONTENT AREA: Theatre Arts

Transcription

1 CONTENT AREA: Theatre Arts GRADE/LEVEL: 9-12 COURSE TITLE: FUNDAMENTALS OF THEATRE COURSE NUMBER: COURSE LENGTH: SEMESTER COURSE DESCRIPTION: This course is an exploration of theatre as an artistic form that focuses on the appreciation and value of theatre in society. PREREQUISITE(S): None MASTER LIST: STANDARDS AND ELEMENTS TAHSAI.1 Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media. a. Engages in script analysis and study as a means of actor preparation. b. Utilizes evidence provided by the script to support decisions in characterization. c. Uses script analysis in the development of presentation of formal and informal theatre performances. TAHSAI.2 Developing scripts through improvisation and other theatrical methods. a. Examines theatre practices regarding the development, structure, lay-out, and format of scripts. b. Uses improvisation, personal experiences, heritage, imagination, literature, and history to develop scripts. c. Performs formal and informal monologues and scenes based on published and original scripts. TAHSAI.3 Acting by developing, communicating, and sustaining roles within a variety of situations and environments. a. Examines the voice, body, and imagination as tools of the actor. b. Explores observation, research, cultural development, and personal experience as potential resources available to the actor. c. Implements the tools and resources of acting in the development and presentation of formal and informal monologues and scenes. TAHSAI.4 Designing and executing artistic and technical elements of theatre. a. Examines the appropriate relationship between the actor, designers, and technical crew. b. Explores the effects of set design, costume, and lighting on an actor s performance. c. Plans and creates technical elements of a theatrical production. d. Collaborates with other members of a creative team to create and execute formal and informal theatrical performances. TAHSAI.5 Directing by conceptualizing, organizing, and conducting rehearsals for performance a. Identifies the responsibilities and tasks of an actor in the preparation and performance of a theatrical piece. FULTON COUNTY BOARD OF EDUCATION FUNDAMENTALS OF THEATRE I 1 OF 16

2 b. Explores and articulates the appropriate relationship between actors and the director. c. Collaborates on the development and presentation of formal and informal theatrical performances. TAHSAI.6 Researching cultural and historical information to support artistic choices. a. Explores the use of cultural and historical information in character development. b. Examines research methods used by professional actors and actresses. c. Implements meaningful research efforts in developing formal and informal theatre performances. TAHSAI.7 Integrating various art forms, other content areas, and life experiences to create theatre. a. Examines the relationship between actors and other collaborators in a theatrical production. b. Assesses the relationship between an actor's life experience/knowledge and the actor s development as a creative artistic. c. Synthesizes concepts and/or skills from other disciplines to create a role or theatre piece. TAHSAI.8 Examining the roles of theatre as a reflection of past and present civilizations. a. Examines theatrical performance conventions from a variety of historical periods. b. Explores cultural influences on acting, theatre, and human interaction. c. Applies appropriate historic and cultural data during the performance of a character in formal and informal theatrical pieces. TAHSAI.9 Exploring the business of theatre. a. Examines how talent and training impact careers in acting. b. Assesses the effectiveness of various strategies in pursuing an acting career. c. Investigates the impact of an actor's preparation on career development outside the theatre community. d. Determines and demonstrates effective audition etiquette and technique. TAHSAI.10 Critiquing various aspects of theatre and other media using appropriate supporting evidence. a. Develops and utilizes meaningful, structured criteria for assessing the work of an actor. b. Participates in juried rehearsals and performances to develop individual skills in characterization and performance. TAHSAI.11 Engaging actively and appropriately as an audience member in theatre or other media experiences. a. Examines the historical relationship between actor and audience. b. Explores the impact of various acting styles (e.g., historical and contemporary) on the actor/audience relationship. c. Analyzes and discusses the "chemistry" between actors and audience. FULTON COUNTY BOARD OF EDUCATION FUNDAMENTALS OF THEATRE I 2 OF 16

3 Fundamentals of Theatre I UNIT 1: Basics of Performance PACING: 3-5 weeks STANDARDS AND ELEMENTS: TAHSFTI.1 Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media. a. Critiques 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. Identifies stage terminology. TAHSFTI.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. TAHSFTI.3 Acting by developing, communicating, and sustaining roles within a variety of situations and environments. a. Investigates mental and emotional methods of actor preparation. b. Observes and incorporates details of common human activity. c. Demonstrates awareness of verbal elements of acting (e.g., voice, breathing). d. Demonstrates non-verbal elements. TAHSFTI.10 Critiquing various aspects of theatre and other media using appropriate supporting evidence. a. Differentiates between constructive and destructive critiques. b. Generates and uses terminology for critiquing theatrical presentations. c. Utilizes constructive criticism to improve performance. TAHSFTI.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. FULTON COUNTY BOARD OF EDUCATION FUNDAMENTALS OF THEATRE I 3 OF 16

4 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: SUGGESTED INSTRUCTIONAL STRATEGIES: Suggested Unit Essential Question: 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: FULTON COUNTY BOARD OF EDUCATION FUNDAMENTALS OF THEATRE I 4 OF 16

5 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, list, and then discuss the theatre terms from class participation. Pare the list down to the bare 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 FUNDAMENTALS OF THEATRE I 5 OF 16

6 Fundamentals of Theatre I UNIT 2: Playwriting, Directing, and Theatre Going PACING: 3-5 weeks STANDARDS AND ELEMENTS: TAHSFTI.1 Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media. a. Critiques 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. Identifies stage terminology. TAHSFTI.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. TAHSFTI.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. TAHSFTI.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. Integrates various art forms into a cohesive theatre performance. c. Recognizes the arts as an effort to interpret and intensify experiences. TAHSFTI.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. FULTON COUNTY BOARD OF EDUCATION FUNDAMENTALS OF THEATRE I 6 OF 16

7 UNIT RESOURCES: Texts: 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: 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 Question: 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 FULTON COUNTY BOARD OF EDUCATION FUNDAMENTALS OF THEATRE I 7 OF 16

8 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. 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 FUNDAMENTALS OF THEATRE I 8 OF 16

9 Fundamentals of Theatre I UNIT 3: Elements of Technical Theatre PACING: 3-5 weeks STANDARDS AND ELEMENTS: TAHSFTI.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. Recognizes and applies the basic elements and procedures involved in the construction of props, scenery, and platforms. TAHSFTI.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. Integrates various art forms into a cohesive theatre performance. c. Recognizes the arts as an effort to interpret and intensify experiences. TAHSFTI.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). 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, FULTON COUNTY BOARD OF EDUCATION FUNDAMENTALS OF THEATRE I 9 OF 16

10 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: Suggested Unit Essential Question: 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 students 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 FUNDAMENTALS OF THEATRE I 10 OF 16

11 Fundamentals of Theatre I 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: TAHSFTI.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. Integrates various art forms into a cohesive theatre performance. c. Recognizes the arts as an effort to interpret and intensify experiences. TAHSFTI.8 Examining the roles of theatre as a reflection of past and present civilizations. a. Analyzes plays and dramas that are representative of 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. TAHSFTI.10 Critiquing various aspects of theatre and other media using appropriate supporting evidence. a. Differentiates between constructive and destructive critiques. b. Generates and uses terminology for critiquing theatrical presentations. c. Utilizes constructive criticism to improve performance. TAHSFTI.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. UNIT RESOURCES: Texts: Basic Drama Projects: Unit Six and Seven SUGGESTED INSTRUCTIONAL STRATEGIES: Suggested Unit Essential Questions: FULTON COUNTY BOARD OF EDUCATION FUNDAMENTALS OF THEATRE I 11 OF 16

12 What is Musical Theatre? What is Choreography? What is Stage Combat? What is Classical Theatre? What are Circus Arts? How is Puppetry a form of Theatre? What is Realism? What is Elizabethan Theatre? How is Comedia Del Arte structured? What is Kabuki? What is Noh? What is Peking Opera? What is Sanskrit Drama? Suggested Artists References and Historical Correlations: Classical Tragedy Modern Tragedy Tragicomedy Docudrama Melodrama Slam Poetry Poetry Recitation Children s Theatre High Comedy Satire Comedy of Manners Romantic Comedy Low Comedy Farce Burlesque and Parody Grotesque Comedy Black Comedy Noh Kabuki Sanskrit Drama Bunraku Peking Opera Comedia Del Arte Elizabethan Theatre Suggested Activities, Assignments, and Projects: Discuss various cultural types of theatre and develop projects that embody the unique and specific contributions of that particular style to theatre as a whole. Build a Greek, Roman, or Elizabethan Stage. FULTON COUNTY BOARD OF EDUCATION FUNDAMENTALS OF THEATRE I 12 OF 16

13 Compare and contrast Kabuki influenced acting to Contemporary Realism. Explore an open scene using various cultural influences and discuss the differences. Read various theatrical texts from different styles of theatre from around the globe and discuss the strengths of each style. Write a small text which uses the structure of a unique type of theatre Choreograph a musical theatre number to a selection of canned music. Explore choral movement and speech with contemporary subject matter Explore skills associated with circus arts while implementing character and plot structure. UNIT 5: Final Theatre Project PACING: 3-5 weeks STANDARDS AND ELEMENTS: TAHSFTI.1 Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media. a. Critiques 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. Identifies stage terminology. TAHSFTI.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. TAHSFTI.3 Acting by developing, communicating, and sustaining roles within a variety of situations and environments. a. Investigates mental and emotional methods of actor preparation. b. Observes and incorporates details of common human activity. c. Demonstrates awareness of verbal elements of acting (e.g., voice, breathing). d. Demonstrates non-verbal elements of acting (e.g., posture, facial expression, physical movement). TAHSFTI.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. Recognizes and applies the basic elements and procedures involved in the construction of props, scenery, and platforms. FULTON COUNTY BOARD OF EDUCATION FUNDAMENTALS OF THEATRE I 13 OF 16

14 TAHSFTI.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. TAHSFTI.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 data for use in production. TAHSFTI.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. Integrates various art forms into a cohesive theatre performance. c. Recognizes the arts as an effort to interpret and intensify experiences. TAHSFTI.8 Examining the roles of theatre as a reflection of past and present civilizations. a. Analyzes plays and dramas that are representative of 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. TAHSFTI.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). TAHSFTI.10 Critiquing various aspects of theatre and other media using appropriate supporting evidence. a. Differentiates between constructive and destructive critiques. b. Generates and uses terminology for critiquing theatrical presentations. c. Utilizes constructive criticism to improve performance. TAHSFTI.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. UNIT RESOURCES: FULTON COUNTY BOARD OF EDUCATION FUNDAMENTALS OF THEATRE I 14 OF 16

15 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: Suggested Unit Essential Questions: What is the role of the director? How does the actor audition? What is effective blocking? What are the technical concerns of producing a performance? What are the different types of performance spaces? Suggested Artists References and Historical Correlations: Historical and Contemporary Artists: Ancient Greek Staging Shakespearian Staging Stanislavsky Julie Taymor Robert Falls George C. Wolfe Robert Wilson Suggested Activities, Assignments, and Projects: Discuss the basic rules of auditioning and effective audition techniques. Hold a cattle call class audition with one minute monologues and discuss the more effective performances. Discuss the role of the director and the definition of a directorial concept. Provide scripts for the students to analyze and present directorial concepts. Vote on the most effective concepts to select student group directors. FULTON COUNTY BOARD OF EDUCATION FUNDAMENTALS OF THEATRE I 15 OF 16

16 Allow groups to divide the responsibilities of cast and crew. Have group directors conduct a read- through and table work rehearsal. Allow groups time to block and stage the scenes while giving side coaching where needed. Hold technical rehearsals Fully produce the scenes for a final assessment. 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: Observations during class projects to make sure students are learning project objectives. Set performance tasks for students to meet. Mini-critiques. 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 FUNDAMENTALS OF THEATRE I 16 OF 16