Acting, Writing, and Directing for the Camera Curriculum Grades PDF Free Download

NEPTUNE TOWNSHIP SCHOOL DISTRICT Acting, Writing, and Directing for the Camera Curriculum Grades 9-12 NEPTUNE TOWNSHIP SCHOOL DISTRICT Office of the Superintendent 60 Neptune Blvd. Neptune, NJ 07753-4836 January 25, 2017 Document C1#1

NEPTUNE TOWNSHIP BOARD OF EDUCATION Jason A. Jones, President Chanta L. Jackson, Vice President Dwayne Breeden Scott Fields Laura G. Granelli Monica Kowalski-Lodato Michelle A. Moss Donna Puryear William S. Wells SCHOOL DISTRICT ADMINISTRATION Tami R. Crader, Ed.D. Superintendent of Schools Matthew Gristina, Ed.D. Assistant Superintendent of Schools Peter J. Leonard Business Administrator/Board Secretary Peter I. Bartlett Assistant Business Administrator/Assistant Board Secretary Kathleen M. Skelton Director of Special Services Shawanda Beale Supervisor of School Counseling Services Cheryl L. Romano Supervisor for Curriculum, Instruction & Assessment Kathleen M. Thomsen Supervisor of Early Childhood Education Nicholas Pizzulli Interim Administrator for Athletic & Co-Curricular Activities

ELEMENTARY SCHOOL ADMINISTRATION Principals Mark K. Alfone, Ed.D., Midtown Community Lori B. Burns, Early Childhood Center Lakeda D. Demery, Shark River Hills Sally A. Millaway, Ed.D., Gables James M. Nulle, Green Grove Jerard L. Terrell, Ed.D., Summerfield MIDDLE SCHOOL ADMINISTRATION Arlene M. Rogo, Ed.D., Principal Thomas Decker, Vice Principal Michael V. Smurro, Vice Principal HIGH SCHOOL ADMINISTRATION Jennifer C. Joseph, Principal Titania M. Hawkins, Ed.D., Vice Principal James H. Whitson, Vice Principal POSEIDON ADMINISTRATION Richard W. Allen, Principal DEPARTMENT CHAIRPERSONS Robert J. Hamm Charles M. Kolinofsky Joshua Loveland Dawn Reinhardt Nicole Sanyigo Tara Stephenson Karen Watt Hillary L. Wilkins

NEPTUNE TOWNSHIP SCHOOL DISTRICT Office of the Superintendent 60 Neptune Blvd. Neptune, NJ 07753 An Affirmative Action Equal Opportunity Employer 2017

NEPTUNE TOWNSHIP SCHOOL DISTRICT ACTING, WRITING, AND DIRECTING FOR THE CAMERA CURRICULUM Table of Contents Acknowledgements...i District Mission Statement... ii District Educational Outcome Goals... iii Course Description... iv Unit Title Curriculum Pacing guide... 1 The stuff that dreams are made of. Storytelling... 2 Mama always said life was like a box of chocolates. You never know what you re gonna get. The Comedy...11 Wait a minute. Wait a minute. You ain t seen nothing yet. The Short Film...20 Carpe Diem. Seize the day Make your lives extraordinary. Nuances of theatre for film... 29 What we ve got here is a failure to communicate. Selected Challenges in Continuity... 38 It s alive! It s alive! The Ten day Film Challenge... 47 Page

NEPTUNE TOWNSHIP SCHOOL DISTRICT Acting, Writing, and Directing for the Camera Acknowledgements The Acting, Writing, and Directing Curriculum guide was developed for Neptune High School through the efforts of Mr. Robert Jeff Eirich, Neptune High School Theatre Teacher, in cooperation with Mr. Robert J. Hamm, Department Chairperson for World Languages, and under the guidance of Mrs. Jennifer Joseph, Neptune High School Principal, and Ms. Cheryl Romano Supervisor for Curriculum, Instruction and Assessment. The teacher is to be commended for his dedication in formatting this curriculum into UbD and his expertise in the area Theatre Education. This curriculum guide goes beyond skill instruction, and devotes a greater percentage of instructional time to problem-solving and active learning. It is our hope that this guide will serve as a valuable resource for the staff members who teach this course and that they will feel free to make recommendations for its continued improvement. Also, it is our hope that this guide to support and advance the Performing & Visual Arts in our school district. The Acting, Writing, and Directing for the Camera Curriculum guide was written in alignment to the New Jersey Student Learning Standards for Visual and Performing Arts (2014), and the National Core Arts Standards (2014). i

NEPTUNE TOWNSHIP SCHOOL DISTRICT DISTRICT MISSION STATEMENT The primary mission of the Neptune Township School District is to prepare all students for life in the twenty-first century by encouraging them to recognize that learning is a continuing process. It is with high expectations that our schools foster: A strong foundation in academic areas, modern technologies, life skills and the arts. A positive and varied approach to teaching and learning. An emphasis on critical thinking skills and problem-solving techniques. A respect for and an appreciation of our world, its resources, and its peoples. A sense of responsibility, good citizenship, and accountability. An involvement by the parents and the community in the learning process. ii

Neptune Township School District Educational Outcome Goals The students in the Neptune Township schools will become life-long learners and will: Become fluent readers, writers, speakers, listeners, and viewers with comprehension and critical thinking skills. Acquire the mathematical skills, understandings, and attitudes that are needed to be successful in their careers and everyday life. Understand fundamental scientific principles, develop critical thinking skills, and demonstrate safe practices, skepticism, and open-mindedness when collecting, analyzing, and interpreting information. Become technologically literate. Demonstrate proficiency in all New Jersey Core Curriculum Content Standards (NJCCCS) and the Common Core State Standards (CCSS). Develop the ability to understand their world and to have an appreciation for the heritage of America with a high degree of literacy in civics, history, economics and geography. Develop a respect for different cultures and demonstrate trustworthiness, responsibility, fairness, caring, and citizenship. Become culturally literate by being aware of the historical, societal, and multicultural aspects and implications of the arts. Demonstrate skills in decision-making, goal setting, and effective communication, with a focus on character development. Understand and practice the skills of family living, health, wellness and safety for their physical, mental, emotional, and social development. Develop consumer, family, and life skills necessary to be a functioning member of society. Develop the ability to be creative, inventive decision-makers with skills in communicating ideas, thoughts and feelings. Develop career awareness and essential technical and workplace readiness skills, which are significant to many aspects of life and work. iii

ACTING, WRITING, AND DIRECTING FOR THE CAMERACURRICULUM COURSE DESCRIPTION (5 credits) This course is designed to give students the basic skills and knowledge base needed to act, write, and direct a film production. Students will learn the techniques of film production from a performance-based point of view. They will learn how to perform in front of a camera, how to write scripts, and how to direct production staff and actors on a set. The course units will begin with establishing a framework for completed projects, and tasking students to concentrate towards an equal emphasis between the process and the finished product. Initially, students will choose a concentration area (acting/writing/directing) and focus on that area throughout the course. Students will progress from a basic understanding of film acting technique, directorial requirements, and script concept and formatting, to a demonstrated ability, via increasingly challenging projects, to individual levels of demonstrated knowledge and ability. The discipline of the creative process and its relevance to the finished product will be constantly reinforced. As students create viable film projects, constructive critique, by both the production unit members as well as other students in the class, will be an important component. This important practice will be used to nurture and guide students and their film projects throughout the course. Prerequisite: Successful completion of Acting I & The Theatre, OR successful completion of five credits in Theatrical Productions via the Option II process. iv

Acting, Writing, and Directing for the Camera Pacing Guide Sequence Suggested Timeframe Activity Notes 1 10 to 15 Lessons 2 10 to 15 Lessons 3 10 to 15 Lessons 4 TBD by school 5 10 to 15 Lessons 6 10 to 15 Lessons 7 10 to 15 Lessons 8 TBD by school "The Stuff That Dreams are Made Of." Storytelling Mama always said life was like a box of chocolates. You never know what you re gonna get. The Comedy Wait a minute. Wait a minute. You ain t seen nothing yet. The Short Film Midterm Carpe Diem. Seize the day. Make your lives extraordinary. Nuances of theatre for film versus the stage "What we ve got here is a failure to communicate." Selected Challenges in Continuity It s alive! It s alive! The Ten Day Film Challenge Final Exam Basics to entire course Project-based learning Department created: Exam will consist of Theatre-creation project, as well as critique of artistic work Project-based learning Department created: Exam will consist of Theatre-creation project, as well as critique of artistic work 1

Unit Plan Title Suggested Time Frame "The Stuff That Dreams are Made Of. Storytelling 10-15 Lessons Overview / Rationale Students will be introduced to the concept of visual storytelling. The impact of storytelling on members of society will be discussed, with the emphasis on film as a natural progression. Learners will be tasked with creating a simple story that contains a beginning, middle, and end. The element of conflict will be incorporated. Students will then move towards isolating key visual components of the story onto a storyboard, preplanning specific shots. Sounds, and sound F/X may be used, but no dialogue will be generated for this first project. Students will then meet with their cinematography cohorts, and create a shooting script. Specific responsibilities for each production unit member will be determined, and filming will take place. Students will then view raw footage, and determine if retakes are necessary. Once filming is completed, film tech students will complete the editing process. When the rough cut is completed, all members of the production unit will offer constructive critique, adjustments will be made, and the completed project will be viewed by both groups. Again, constructive critique from the group will be gathered, and students will document the experiences in their journals. Stage 1 Desired Results Established Goals New Jersey Student Learning Standards for Visual and Performing Arts By the end of grade 12, those students choosing THEATRE as their required area of specialization demonstrate PROFICIENCY in the following content knowledge and skills. 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. Content Statement Indicator # Indicator Theatre and the arts play a significant role in human history and culture. Characters have physical, emotional, and social dimensions that can be communicated through the application of acting techniques. 1.1.12.C.1 1.1.12.C.2 Analyze examples of theatre s influence on history and history s influence on theatre in Western and non-western theatre traditions. Formulate a process of script analysis to identify how the physical, emotional, and social dimensions of a character are communicated through the application of acting techniques. 1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures. 2

Content Statement Indicator # Indicator Cultural and historical events impact art-making as well as how audiences respond to works of art. Access to the arts has a positive influence on the quality of an individual s lifelong learning, personal expression, and contributions to community and global citizenship. 1.2.12.A.1 1.2.12.A.2 Determine how dance, music, theatre, and visual art have influenced world cultures throughout history. Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras. 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. Content Statement Indicator # Indicator Effective scripted and improvisational performances require informed, supported, and sustained choices by actors, directors, and designers. Theatre genres are created by combining complex narrative structures, technical theatrical elements, and thematic intent. Presentation of believable, multidimensional characters in scripted and improvised performances requires application of specific physical choices, sustained vocal technique, and clearly motivated actions. 1.3.12.C.1 1.3.12.C.2 Create plays that include wellstructured plots and subplots, clear thematic intent, original characters, and technical theatrical elements appropriate to a variety of theatrical genres. Create and evaluate performances by citing evidence of specific physical choices, sustained vocal technique, and clearly motivated actions. 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. Content Statement Indicator # Indicator Recognition of fundamental elements within various arts disciplines (dance, music, theatre, and visual art) is dependent on the ability to decipher cultural implications embedded in artworks. Contextual clues within artworks often reveal artistic intent, enabling 1.4.12.A.1 1.4.12.A.2 Use contextual clues to differentiate between unique and common properties and to discern the cultural implications of works of dance, music, theatre, and visual art. Speculate on the artist s intent, using discipline-specific arts terminology and citing embedded clues to 3

the viewer to hypothesize the artist s concept. Artistic styles, trends, movements, and historical responses to various genres of art evolve over time. Criteria for assessing the historical significance, craftsmanship, cultural context, and originality of art are often expressed in qualitative, discipline-specific arts terminology. 1.4.12.A.3 1.4.12.A.4 substantiate the hypothesis. Develop informed personal responses to an assortment of artworks across the four arts disciplines (dance, music, theatre, and visual art), using historical significance, craftsmanship, cultural context, and originality as criteria for assigning value to the works. Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork. National Core Art Standards for Theatre Students who participate in this course will achieve the High School Accomplished Level. Artistic Strand: Creating Anchor Standard 1: Generate and conceptualize artistic ideas and work. Enduring Understanding: Theatre artists rely on intuition, curiosity, and critical inquiry. Essential Questions: What happens when theatre artists use their imaginations and/or learned theatre skills while engaging in creative exploration and inquiry? Envision/ Conceptualize TH:Cr1.1.II a. Investigate historical and cultural conventions and their impact on the visual composition of a drama/theatre work. b. Understand and apply technology to design solutions for a drama/theatre work. c. Use personal experiences and knowledge to develop a character that is believable and authentic in a drama/theatre work. Anchor Standard 2: Organize and develop artistic ideas and work. Enduring Understanding: Theatre artists work to discover different ways of communicating meaning. Essential Questions: How, when, and why do theatre artists choices change? Develop TH:Cr2.1.II a. Refine a dramatic concept to demonstrate a critical understanding of historical and cultural influences of original ideas applied to a drama/theatre work. b. Cooperate as a creative team to make interpretive choices for a drama/theatre work. 4

Anchor Standard 3: Refine and complete artistic work. Enduring Understanding: Theatre artists refine their work and practice their craft through rehearsal. Essential Questions: How do theatre artists transform and edit their initial ideas? a. Use the rehearsal process to analyze the dramatic concept and technical design elements of a devised or scripted drama/theatre work. TH:Cr3.1.II b. Use research and script analysis to revise physical, vocal, and physiological choices impacting the believability and relevance of a drama/ theatre work. c. Re-imagine and revise technical design choices during the course of a rehearsal process to enhance the story and emotional impact of a devised or scripted drama/theatre work. Artistic Strand: Performing Rehearse Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. Enduring Understanding: Theatre artists make strong choices to effectively convey meaning Essential Questions: Why are strong choices essential to interpreting a drama or theatre piece? a. Discover how unique choices shape believable and sustainable TH:Pr4.1.II drama/ theatre work. b. Identify essential text information, research from various sources, and the director s concept that influence character choices in a drama/theatre work. Anchor Standard 5: Develop and refine artistic techniques and work for presentation. Select Enduring Understanding: Theatre artists develop personal processes and skills for a performance or design. Essential Questions: What can I do to fully prepare a performance or technical design? Prepare TH:Pr5.1.II a. Refine a range of acting skills to build a believable and sustainable drama/theatre performance. b. Apply technical elements and research to create a design that communicates the concept of a drama/theatre production. Anchor Standard 6: Convey meaning through the presentation of artistic work. Enduring Understanding: Theatre artists share and present stories, ideas, and envisioned worlds to explore the human experience. Essential Questions: What happens when theatre artists and audiences share a creative experience? 5

Share, Present TH:Pr6.1.II Artistic Strand: Responding a. Present a drama/theatre work using creative processes that shape the production for a specific audience. Anchor Standard 7: Perceive and analyze artistic work Enduring Understanding: Theatre artists reflect to understand the impact of drama processes and theatre experiences. Essential Questions: How do theatre artists comprehend the essence of drama processes and theatre experiences? a. Demonstrate an understanding of multiple interpretations of TH:Re7.1.II artistic criteria and how each might be used to influence future artistic choices of a drama/theatre work. Reflect Anchor Standard 8: Interpret intent and meaning in artistic work. Enduring Understanding: Theatre artists interpretations of drama/theatre work are influenced by personal experiences and aesthetics. Essential Questions: How can the same work of art communicate different messages to different people? Interpret TH:Re8.1.II a. Develop detailed supporting evidence and criteria to reinforce artistic choices, when participating in or observing a drama/theatre work. b. Apply concepts from a drama/theatre work for personal realization about cultural perspectives and understanding. c. Debate and distinguish multiple aesthetics, preferences, and beliefs through participation in and observation of drama/theatre work. Anchor Standard 9: Apply criteria to evaluate artistic work. Enduring Understanding: Theatre artists apply criteria to investigate, explore, and assess drama and theatre work. Essential Questions: How are the theatre artist s processes and the audience s perspectives impacted by analysis and synthesis? Evaluate TH:Re9.1.II Artistic Strand: Connecting a. Analyze and assess a drama/theatre work by connecting it to art forms, history, culture, and other disciplines using supporting evidence and criteria. b. Construct meaning in a drama/theatre work, considering personal aesthetics and knowledge of production elements while respecting others interpretations. c. Verify how a drama/theatre work communicates for a specific purpose and audience. Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. 6

Enduring Understanding: Theatre artists allow awareness of interrelationships between self and others to influence and inform their work. Essential Questions: What happens when theatre artists foster understanding between self and others through critical awareness, social responsibility, and the exploration of empathy? Empathize TH:Cn10.1.II a. Choose and interpret a drama/theatre work to reflect or question personal beliefs. Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding Enduring Understanding: Theatre artists understand and can communicate their creative process as they analyze the way the world may be understood. Essential Questions: What happens when theatre artists allow an understanding of themselves and the world to inform perceptions about theatre and the purpose of their work? a. Integrate conventions and knowledge from different art forms and other disciplines to develop a cross-cultural drama/theatre TH:Cn11.1.II work. Interrelate Essential Questions: What is film? Movies? TV? YouTube? Why are they unique? How are they similar? Different? What does it 'do'? Why is visual storytelling so important? What are some challenges to visual storytelling? How do you visually tell a story? What steps are involved in the creation process? How were silent movies used to tell a story? Why is cooperation in collaboration so critical to success? What is constructive critique? Knowledge: Students will know The importance of storytelling in society How to tell a story The importance of planning a project How to develop a specific look via storyboards Enduring Understandings: Through storytelling audiences better understand the state of society. The process of how to tell a story visually, and create a storyboard. The necessity of design and planning. Understand iconic exemplars and their relevance. How to develop film acting techniques. The process to plan and organize specific tasks. The process of collaboration with their peers. Skills: Students will be able to Discern the critical influence of storytelling Create a story with a beginning/middle/end Create a production concept and schedule Create a storyboard for their project Demonstrate how to tell a visual story via 7

How early silent films functioned to tell a story How to begin to implement film acting techniques The criteria for constructive critique video Rehearse/perform in a silent movie Critique their work and the work of their peers In this unit plan, the following 21st Century Life and Careers skills are addressed: Check ALL that apply 21 st Century Themes Indicate whether these skills are: E encouraged T taught A assessed Career Ready Practices 9.1 Personal Financial Literacy ETA CRP1. Act as a responsible and contributing citizen and employee. Income and Careers ETA CRP2. Apply appropriate academic and technical skills. Money Management ET CRP3. Attend to personal health and financial well-being. Credit and Debt Management ETA CRP4. Communicate clearly and effectively and with reason. Planning, Saving, and Investing CRP5. Consider the environmental, social and economic impacts of decisions. X Becoming a Critical Consumer ETA CRP6. Demonstrate creativity and innovation. Civic Financial Responsibility ETA CRP7. Employ valid and reliable research strategies. Insuring and Protecting E CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. 9.2 Career Awareness, Exploration, and Preparation CRP9. Model integrity, ethical leadership and effective management. X Career Awareness CRP10. Plan education and career paths aligned to personal goals. Career Exploration ETA CRP11. Use technology to enhance productivity. 8

Career Preparation ETA CRP12. Work productively in teams while using cultural global competence. Interdisciplinary Connections Students will connect to other academic content areas, as needed based student created scripts and projects. Student Resources Supporting Resources Chromebook, Film Terms Illustrated Glossary, Acting Terms Glossary, Constructive Critique Essential Questions and Guidelines, Constructive Critique Essential Questions and Guidelines Teacher supplied materials (props, costumes, etc.) Teacher Resources Film Terms Illustrated Glossary, Acting Terms Glossary, Video cameras (5), Flat screen monitor, Small mirrors, Various props/costumes, Storyboard formats, Constructive Critique Essential Questions and Guidelines, Exemplary film clips such as: The General, Modern Times, City Lights, The Perils of Pauline, The Artist. Stage 2 Assessment Evidence Performance Task(s): Completed Film Projects Story Synopsis Creation of storyboards Character analysis Other Evidence: Dailies Student Journals Question & Answer Sessions with individuals and production teams Stage 3 Learning Plan Instructional Strategies Suggested Learning Activities Descriptions Direct Instruction: Lecture, simulations, handouts, film exemplar observation, assigned questions, active practice, tutorials, guided research Interactive: Cooperative groups, role playing, brainstorming, open discussion, debate, problem solving, peer critique Indirect: Guided, unguided inquiry, discovery, exemplars, Socratic questioning, problem solving, focused imaging, composing. Individual: Written reflections, research, rehearsal, practice, scripting, rewriting, self-critique, assigned questions, tasks. 9

Experiential: Performance, presentation, constructive critique, selfcritique, practice, rehearsal, exemplar observation, composing, task execution experience. Modifications Special Education Students: (These are just suggested ideas to modify instruction. All modifications and accommodations should be specific to each individual child s IEP) Expectations will be modified for students to accomplish a successful theatrical performance. English Language Learners: Modifications to grammar and language expectations Students at Risk of Failure: Teacher intervention, additional learning supports such as peer intervention Gifted Students: Additional research avenues for learning about the creation of Theatre 10

Unit Plan Title Suggested Time Frame Mama always said life was like a box of chocolates. You never know what you re gonna get. The Comedy 10-15 Lessons Overview / Rationale Students will incorporate dialogue between actors in their next film project, a comedy. The learners will acquire an understanding of the basic components of textual and visual comedy. Actors will practice the physical requirements of slapstick, as well as develop a sense for comedic timing. Additional key terms will be introduced, as will the three act format and the dramatic line. Writers will create scripts based on the comedic aspects of conflict, and how to interpret that concept both verbally and physically. Collaborating with directors, they will create storyboards and develop shots, further developing the right 'look'. Students will then meet with their cohorts to organize a shooting schedule and plan setting up various shots. Actors, directors, and writers will rehearse scenes, and then commence filming. Students will then view raw footage, and determine if retakes are necessary. Once filming is completed, film tech students will complete the editing process. When the rough cut is completed, all members of the production unit will view their project and offer constructive critique. Adjustments such as rewrites and restaging will be corrected and filmed, and the completed project will be viewed by both classes. Again, constructive critique from the entire group will be gathered, and students will document the experiences in their journals. Stage 1 Desired Results Established Goals New Jersey Student Learning Standards for Visual and Performing Arts By the end of grade 12, those students choosing THEATRE as their required area of specialization demonstrate PROFICIENCY in the following content knowledge and skills. 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. Content Statement Indicator # Indicator Theatre and the arts play a significant role in human history and culture. Characters have physical, emotional, and social dimensions that can be communicated through the application of acting techniques. 1.1.12.C.1 1.1.12.C.2 Analyze examples of theatre s influence on history and history s influence on theatre in Western and non-western theatre traditions. Formulate a process of script analysis to identify how the physical, emotional, and social dimensions of a character are communicated through the application of acting techniques. 1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures. 11

a. Use the rehearsal process to analyze the dramatic concept and technical design elements of a devised or scripted drama/theatre work. b. Use research and script analysis to revise physical, vocal, and TH:Cr3.1.II physiological choices impacting the believability and relevance of a drama/ theatre work. c. Re-imagine and revise technical design choices during the course of a rehearsal process to enhance the story and emotional impact of a devised or scripted drama/theatre work. Artistic Strand: Performing Rehearse Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. Enduring Understanding: Theatre artists make strong choices to effectively convey meaning Essential Questions: Why are strong choices essential to interpreting a drama or theatre piece? a. Discover how unique choices shape believable and sustainable TH:Pr4.1.II drama/ theatre work. b. Identify essential text information, research from various sources, and the director s concept that influence character choices in a drama/theatre work. Anchor Standard 5: Develop and refine artistic techniques and work for presentation. Enduring Understanding: Theatre artists develop personal processes and skills for a performance or design. Essential Questions: What can I do to fully prepare a performance or technical design? a. Refine a range of acting skills to build a believable and sustainable TH:Pr5.1.II drama/theatre performance. b. Apply technical elements and research to create a design that communicates the concept of a drama/theatre production. Select Prepare Anchor Standard 6: Convey meaning through the presentation of artistic work. Enduring Understanding: Theatre artists share and present stories, ideas, and envisioned worlds to explore the human experience. Essential Questions: What happens when theatre artists and audiences share a creative experience? Share, Present TH:Pr6.1.II Artistic Strand: Responding a. Present a drama/theatre work using creative processes that shape the production for a specific audience. Anchor Standard 7: Perceive and analyze artistic work Enduring Understanding: Theatre artists reflect to understand the impact of drama processes and theatre experiences. Essential Questions: How do theatre artists comprehend the essence of drama processes and theatre experiences? 14

Reflect TH:Re7.1.II a. Demonstrate an understanding of multiple interpretations of artistic criteria and how each might be used to influence future artistic choices of a drama/theatre work. Anchor Standard 8: Interpret intent and meaning in artistic work. Enduring Understanding: Theatre artists interpretations of drama/theatre work are influenced by personal experiences and aesthetics. Essential Questions: How can the same work of art communicate different messages to different people? Interpret TH:Re8.1.II a. Develop detailed supporting evidence and criteria to reinforce artistic choices, when participating in or observing a drama/theatre work. b. Apply concepts from a drama/theatre work for personal realization about cultural perspectives and understanding. c. Debate and distinguish multiple aesthetics, preferences, and beliefs through participation in and observation of drama/theatre work. Anchor Standard 9: Apply criteria to evaluate artistic work. Enduring Understanding: Theatre artists apply criteria to investigate, explore, and assess drama and theatre work. Essential Questions: How are the theatre artist s processes and the audience s perspectives impacted by analysis and synthesis? Evaluate TH:Re9.1.II a. Analyze and assess a drama/theatre work by connecting it to art forms, history, culture, and other disciplines using supporting evidence and criteria. b. Construct meaning in a drama/theatre work, considering personal aesthetics and knowledge of production elements while respecting others interpretations. c. Verify how a drama/theatre work communicates for a specific purpose and audience. Artistic Strand: Connecting Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. Enduring Understanding: Theatre artists allow awareness of interrelationships between self and others to influence and inform their work. Essential Questions: What happens when theatre artists foster understanding between self and others through critical awareness, social responsibility, and the exploration of empathy? Empathize TH:Cn10.1.II a. Choose and interpret a drama/theatre work to reflect or question personal beliefs. Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding Enduring Understanding: Theatre artists understand and can communicate their creative process as they analyze the way the world may be understood. 15

Essential Questions: What happens when theatre artists allow an understanding of themselves and the world to inform perceptions about theatre and the purpose of their work? a. Integrate conventions and knowledge from different art forms and other disciplines to develop a cross-cultural drama/theatre work. Interrelate TH:Cn11.1.II Essential Questions: What makes people laugh? What is a comedy? What are the different types of comedy? How is comedy the same as tragedy? What is slapstick? What is the format for a script? How do you create dialogue? How do you create written humor? In film, why is the three act format important? Why are certain shot angles so important to physical humor? What is the purpose of a process? Why are rewrites and retakes in the overall process so important? Why is cooperation in collaboration so critical to success? What makes iconic movie comedies still funny? Knowledge: Students will know The different types of comedy How comedy functions The components of verbal and physical humor The importance of sequence in a story format How to format a script The necessity of pictorial representation for planning/filming That procedure is critical to accomplishment The inevitability of rewrites and retakes for success Cooperation in collaboration as a requirement to success Iconic exemplars of comedic types Enduring Understandings: The elements that make up comedy. The process of performance for physical comedy. The development of comedic timing. The evidence needed for textual humor in a logical sequence. The need for a specific look when creating a storyboard. The necessity of design and planning. Specific iconic exemplars and their relevance. Understand the plan for shot sequences. The importance of rewrite/retakes as part of a sequential process The process needed to collaborate with their peers. Skills: Students will be able to Create verbal humor Create physical humor Demonstrate understanding of comedic genres Compose a cohesive script with a (brief) three act format Develop comedic timing Approach rewrites and retakes constructively Accept and implement constructive critique from their peers Cooperate and collaborate with their peers 16

In this unit plan, the following 21st Century Life and Careers skills are addressed: Check ALL that apply 21 st Century Themes Indicate whether these skills are: E encouraged T taught A assessed Career Ready Practices 9.1 Personal Financial Literacy ETA CRP1. Act as a responsible and contributing citizen and employee. Income and Careers ETA CRP2. Apply appropriate academic and technical skills. Money Management ET CRP3. Attend to personal health and financial well-being. Credit and Debt Management ETA CRP4. Communicate clearly and effectively and with reason. Planning, Saving, and Investing CRP5. Consider the environmental, social and economic impacts of decisions. X Becoming a Critical Consumer ETA CRP6. Demonstrate creativity and innovation. Civic Financial Responsibility ETA CRP7. Employ valid and reliable research strategies. Insuring and Protecting E CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. 9.2 Career Awareness, Exploration, and Preparation CRP9. Model integrity, ethical leadership and effective management. X Career Awareness CRP10. Plan education and career paths aligned to personal goals. Career Exploration ETA CRP11. Use technology to enhance productivity. Career Preparation ETA CRP12. Work productively in teams while using cultural global competence. 17

Interdisciplinary Connections Students will connect to other academic content areas, as needed based student created scripts and projects. Student Resources Supporting Resources Chromebook, Film Terms Illustrated Glossary, Acting Terms Glossary, Constructive Critique Essential Questions and Guidelines, Constructive Critique Essential Questions and Guidelines Teacher supplied materials (props, costumes, etc.) Teacher Resources Film Terms Illustrated Glossary, Acting Terms Glossary, Video cameras (5), Flat screen monitor, Small mirrors, Various props/costumes, Storyboard formats, Constructive Critique Essential Questions and Guidelines, Exemplary film clips such as: The General, Modern Times, City Lights, The Perils of Pauline, The Artist. Stage 2 Assessment Evidence Performance Task(s): Completed Film Projects Story Synopsis Creation of storyboards Character analysis Other Evidence: Dailies Student Journals Question & Answer Sessions with individuals and production teams Stage 3 Learning Plan Instructional Strategies Suggested Learning Activities Descriptions Direct Instruction: Lecture, simulations, handouts, film exemplar observation, assigned questions, active practice, tutorials, guided research Interactive: Cooperative groups, role playing, brainstorming, open discussion, debate, problem solving, peer critique Indirect: Guided, unguided inquiry, discovery, exemplars, Socratic questioning, problem solving, focused imaging, composing. Individual: Written reflections, research, rehearsal, practice, scripting, rewriting, self-critique, assigned questions, tasks. Experiential: Performance, presentation, constructive critique, selfcritique, practice, rehearsal, exemplar observation, composing, task execution experience. 18

Modifications Special Education Students: (These are just suggested ideas to modify instruction. All modifications and accommodations should be specific to each individual child s IEP) Expectations will be modified for students to accomplish a successful theatrical performance. English Language Learners: Modifications to grammar and language expectations Students at Risk of Failure: Teacher intervention, additional learning supports such as peer intervention Gifted Students: Additional research avenues for learning about the creation of Theatre 19

Unit Plan Title Suggested Time Frame Wait a minute. Wait a minute. You ain t seen nothing yet. The Short Film 10 to 15 lessons Overview / Rationale Students will build on their knowledge and skill base learned thus far and be tasked to create a short film as an assessment, called "The Three Minute Film Challenge". After students have selected a specific genre, they will include four of the eight following criteria for their film: a selected character personality type or career, three supplied lines of dialogue, three preselected props, a specified costume, one special lighting effect, three sound f/x, some form of music included somewhere in the film, or film credits. These components will be assigned at random. Students may choose select an existing film and create a 'remake' incorporating these predetermined requirements. Students will then follow the creative process to complete their project. They will create an inclusive synopsis and from that develop a script and storyboard. Actors will rehearse scenes with the directors, while writers will submit rewrites as necessary. A pre-production meeting will be held with their cohorts, further defining concepts, filming, and tasks. Students will then film their scenes. Students will create a 'rough cut', and again meet with the actors, writers, and director to determine and execute necessary changes and rewrites/retakes. After the final edit is completed, both classes will meet, review the completed films, and offer constructive critique. One key component of this unit will be the input of constructive critique into the creative process. Students will discuss the viability, significance, and worth of this important aspect of the creative progression, as well as learn to offer valuable input for the betterment of other student's projects as well as their own. Stage 1 Desired Results Established Goals New Jersey Student Learning Standards for Visual and Performing Arts By the end of grade 12, those students choosing THEATRE as their required area of specialization demonstrate PROFICIENCY in the following content knowledge and skills. 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. Content Statement Indicator # Indicator Theatre and the arts play a significant role in human history and culture. Characters have physical, emotional, and social dimensions that can be communicated through the application of acting techniques. 1.1.12.C.1 1.1.12.C.2 Analyze examples of theatre s influence on history and history s influence on theatre in Western and non-western theatre traditions. Formulate a process of script analysis to identify how the physical, emotional, and social dimensions of a character are communicated through the application of acting techniques. 20

1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures. Content Statement Indicator # Indicator Cultural and historical events impact art-making as well as how audiences respond to works of art. Access to the arts has a positive influence on the quality of an individual s lifelong learning, personal expression, and contributions to community and global citizenship. 1.2.12.A.1 1.2.12.A.2 Determine how dance, music, theatre, and visual art have influenced world cultures throughout history. Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras. 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. Content Statement Indicator # Indicator Effective scripted and improvisational performances require informed, supported, and sustained choices by actors, directors, and designers. Theatre genres are created by combining complex narrative structures, technical theatrical elements, and thematic intent. Presentation of believable, multidimensional characters in scripted and improvised performances requires application of specific physical choices, sustained vocal technique, and clearly motivated actions. 1.3.12.C.1 1.3.12.C.2 Create plays that include wellstructured plots and subplots, clear thematic intent, original characters, and technical theatrical elements appropriate to a variety of theatrical genres. Create and evaluate performances by citing evidence of specific physical choices, sustained vocal technique, and clearly motivated actions. 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. Content Statement Indicator # Indicator Recognition of fundamental elements within various arts disciplines (dance, music, theatre, and visual art) is dependent on the ability to decipher cultural implications embedded in artworks. 1.4.12.A.1 Use contextual clues to differentiate between unique and common properties and to discern the cultural implications of works of dance, music, theatre, and visual art. 21