COURSE CONTENT
SUBJECT THEATRE I
GRADES 6 – 12
Text: Glencoe Theatre: Art in Action July 2007
CS
/ CONTENT STANDARD / RESOURCES/INSTRUCTIONAL STRATEGIES and/or ACTIVITIES / PacingGuide / Date Taught
1.1
1.2
2.0
2.1
4.0
4.1
4.2
5.0
6.0
9.0 / 1.1 Demonstrating ways an actor controls voice through
pitch, rate, volume, pronunciation, and enunciation
1.2 Developing characters through various postures,
gestures, and facial expressions
2.0 Describe the acting process, including memorizing,
determining, and enacting character objectives and
motives, and listening and maintaining concentration
2.1 Using the acting process to perform a monologue or
dialogue
4.0 Explain emotional responses to the whole as well as
to the parts of a dramatic performance
4.1 Discussing different goals and feelings of characters
4.2 Comparing character wants and needs to personal
wants and needs
5.0 Use appropriate theatre vocabulary, including
blocking, character, scene, empathy, aesthetics, and
enunciation, to describe theatrical experiences
6.0 Explain artistic choices made collaboratively by a
group
9.0 Identify ways the arts influence and are influenced
by culture and politics
Examples: music growing from protests of Vietnam war helping to change public opinion against the war, plays bringing attention to the plight of women who have been ignored and dominated by a male dominated world / UNIT 1
Chapter 1 “Welcome to Theatre” pp. 4-19
Lesson 1-“Getting to know you” p. 5· Meet the other members of the class
· Develop a feeling of acceptance
· Communicate with people your own age
Lesson 2- “An Introduction to Theatre” p. 7-19
· Recognize a scene written in script format
· Understand the player-audience relationship
· Recognize the contribution of theatre to your life
· Terms: drama, theatre arts, characters, script, actors, acting, plays, dramatic structure, dialogue, stage directions, playwright, filmed, player-audience relationship and theatre
SE/TE p.4-19, pp. 20-27 (Theatre Timeline)
TRB “Getting acquainted activities” and “The
Scrambler” / 3 days
2.0 / 2.0 Describe the acting process, including memorizing,
determining, and enacting character objectives and
motives, and listening and maintaining concentration / Chapter 2 “You and Theatre” pp. 28-49
Lesson 1- “Believing in Yourself” pp. 29-33 / 3 days
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4.0
4.1
4.2
5.0
6.0 / 4.0 Explain emotional responses to the whole as well as
to the parts of a dramatic performance
4.1 Discussing different goals and feelings of characters
4.2 Comparing character wants and needs to personal
wants and needs
5.0 Use appropriate theatre vocabulary, including
blocking, character, scene, empathy, aesthetics, and
enunciation, to describe theatrical experiences
6.0 Explain artistic choices made collaboratively by a
group / · Demonstrate an understanding of self-confidence and the importance or positive self-talk
· Participate in activities that will improve your self-confidence
· Acknowledge similarities and differences in others
Lesson 2- “Working with a group” pp. 34-39
· Define group process
· Participate in the group process by using cooperative activities
· Develop drama skills and techniques through the use of warm-ups and theatre games
· Build ensemble and team spirit
· Take risks in a safe environment
· Develop trust among your classmates
Lesson 3- “Artistic Discipline” pp. 42-43, 45
· Define artistic discipline and understand its importance in theatre class
· Demonstrate social discipline in dramatic activities
· Practice and develop organizational skills.
· Accept the responsibility that comes with freedom
Lesson 4-“Evaluation” pp. 45-47
· Define evaluation and critique
· Identify three types of evaluation methods
· Evaluate and critique theatre activities in class
· Reflect on and form opinions of drama/theatre experiences
Terms- artistic discipline, authentic evaluation, cooperation, criteria, critique, ensemble, evaluation, group process, interpersonal relationships, performance evaluation, respect, risks, self-confidence, self-image, self-talk, trust
SE/TE pp. 28-49; Warm-ups pp. 29, 34, 42, 45;
Action 32-33, 39-41, 45; Curtain Call 46 / cont’d
CS
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TRB “Acting Companies” (2-1)
“Theatre in your life” (2-3)
“What makes you shine” (2-4)
Theatre Notebook (2-5, 2-6, 2-10 - 2-16)
“A positive thought to you from me” (2-7)
“My life could be in the comics” (2-8, 2-9)
1.0
2.0
2.2
2.3
4.0
4.1
5.0 / 1.0 Identify basic elements of theatrical training, including vocalization, kinesthetics, and emotional and intellectual processing
2.0 Describe the acting process, including memorizing, determining, and enacting character objectives and motives, and listening and maintaining concentration
2.2 Using improvisation to discover character and
motivation
2.3 Demonstrating understanding of text, subtext, and
context through improvisation
4.0 Explain emotional responses to the whole as well as to the parts of a dramatic performance
4.1 Discussing different goals and feelings of characters
5.0 Use appropriate theatre vocabulary, including blocking, character, scene, empathy, aesthetics, and enunciation, to describe theatrical experiences / Chapter 3- "Developing your Personal Resources" pp. 52-65
Lesson 1- "Imagination" pp. 53-54
· Identify imagination
· Understand the importance of imagination in theatre
· Participate in imagination activities
· Perform with feeling, thought, imagination, and creativity
Lesson 2- "Concentration" pp. 54-56
· Identify concentration
· Understand the importance of concentration in theatre
· Participate in concentration activities
· Concentrate on physical detail
· Demonstrate self-confidence using your concentration
· Work on problem-solving activities, individually and cooperatively
Lesson 3- "Observation" pp. 56-57
· Identify observation and point of view
· Understand the importance of observation in theatre
· Participate in observation activities
· Observe physical detail
Lesson 4- "Sensory Awareness" pp. 59-60
· Identify sensory awareness
· Understand the importance of sensory awareness in theatre / 4 days
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· Participate in activities to develop the five senses and utilize them
Lesson 5- "Movement" pp. 60-64
· Identify movement
· Define rhythmic movement
· Define expressive movement
· Understand the importance of movement in theatre
· Participate in both rhythmic and expressive activities
Terms-Aesthetic perception, choreography, concentration, dramatic play, emotions, expressive movement, imagination, motivation, movement, observation, personal resources, point of view, rhythmic movement, sensory awareness, visualizing
SE/TE- pp. 50-65, Discussion Starter (TE) p. 51 Warm-ups pp. 53, 54, 56, 59, 61
Action pp. 53-57, 59-60, 62-64
Curtain Call (Review) p. 65
TRB - "Using your senses" (3-1)
"A Lesson in Observation" (3-2)
"Using Emotions" (3-3, 3-4)
"Illustrating Emotions, Feelings, and Reactions" (3-5)
1.0
1.1
1.2
2.0 / 1.0 Identify basic elements of theatrical training, including vocalization, kinesthetics, and emotional and intellectual processing
1.1 Demonstrating ways an actor controls voice through pitch, rate, volume, pronunciation, and enunciation
1.2 Developing characters through various postures,
gestures, and facial expressions
2.0 Describe the acting process, including memorizing,
determining, and enacting character objectives and / UNIT 2 Building Your Acting Skills
Chapter 4 - “Creative Drama”
Lesson 1- "What is creative drama?” pp. 66-79
· Demonstrate an understanding of creative drama through participation in classroom activities
· Distinguish between creative (informal) drama and formal drama
· Define creative drama / 3 days
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2.2
2.3
4.0
4.1
4.2
5.0
6.0
8.0 / motives, and listening and maintaining concentration
2.2 Using improvisation to discover character and
motivation
2.3 Demonstrating understanding of text, subtext, and
context through improvisation
4.0 Explain emotional responses to the whole as well as
to the parts of a dramatic performance
4.1 Discussing different goals and feelings of characters.
4.2 Comparing character wants and needs to personal
wants and needs
5.0 Use appropriate theatre vocabulary, including
blocking, character, scene, empathy, aesthetics, and
enunciation, to describe theatrical experiences
6.0 Explain artistic choices made collaboratively by a
group
8.0 Compare various theatre styles from different time
periods and cultures
Examples: theatre in ancient Greece, Kabuki in Japan, commedia dell’arte in Italy, realism, melodrama, representational and presentational styles / Lesson 2- "Narrative Pantomime" pp. 70-75
· Define narrative pantomime
· Incorporate the physical, emotional, and social
· Pantomime literary selections
Lesson 3- "Story Dramatization" pp. 75-78
· Define story dramatization
· Incorporate the physical, emotional, and social dimensions of characters in scenes
· Convert material from the narrative mode to the dramatic mode
Terms-Creative drama, external characteristics, formal drama, improvisational, internal characteristics, interpret, in unison, leader (or teacher) playing in role, literary merit, narrative pantomime, narrator, paraphrase, props, protagonist, replaying, set, side-coaching, story dramatization, transition
SE/TE- pp.67-70; Warm-ups pp. 67, 71, 76
Action 69-70, 74-75, 77-78
Curtain Call (Review) p. 79
TRB- "Narrative Pantomime Preparation" (4-1, 4-2)
"Story Drama Preparation" (4-3, 4-4)
"Grab Bag" (4-5, 4-6, 4-7)
1.0
1.1
4.0
4.1
4.2
5.0 / 1.0 Identify basic elements of theatrical training,
including vocalization, kinesthetics, and emotional
and intellectual processing
1.1 Demonstrating ways an actor controls voice through
pitch, rate, volume, pronunciation, and enunciation
4.0 Explain emotional responses to the whole as well as
to the parts of a dramatic performance
4.1 Discussing different goals and feelings of
characters
4.2 Comparing character wants and needs to personal
wants and needs
5.0 Use appropriate theatre vocabulary, including / UNIT 2
Chapter 5 - “Developing Your Voice” pp. 80-106
Lesson 1- "Relaxation and Breathing" pp. 83-87
· Define relaxation and breathing
· Understand the function and importance of relaxation and breathing
· Participate in drills, exercises, and activities for developing and improving relaxation and breathing techniques
Lesson 2- " Quality, Pitch, and Flexibility" pp. 90-93
· Define quality, pitch and flexibility / 4 days
CS
/ CONTENT STANDARD / RESOURCES/INSTRUCTIONAL STRATEGIES and/or ACTIVITIES / PacingGuide / Date Taught
8.0
9.0 / blocking, character, scene, empathy, aesthetics, and
enunciation, to describe theatrical experiences
8.0 Compare various theatre styles from different time
periods and cultures
Examples: theatre in ancient Greece, Kabuki in
Japan, commedia dell’arte in Italy, realism,
melodrama, representational and presentational
styles
9.0 Identify ways the arts influence and are influenced
by culture and politics
Examples: music growing from protests of Vietnam
war helping to change public opinion against the
war, plays bringing attention to the plight of
women who have been ignored and dominated by a
male dominated world / · Understand the function and importance or quality, pitch, and flexibility
· Recognize and bread bad speaking habits
· Participate in drills, exercises, and activities for developing and improving an actor's voice quality, pitch and flexibility
· Begin developing good speaking habits for a lifetime
Lesson 3- "Articulation and Pronunciation"
pp. 93-98
· Define articulation and pronunciation
· Understand the function and importance of articulation and pronunciation
· Participate in drills, exercises, and activities and pronunciation
Lesson 4- "Volume and Rate" pp. 98-101
· Define volume and rate
· Understand the function and importance of volume and rate
· Participate in drills, exercises, and activities for developing and improving an actor's volume and rate
Lesson 5- "Projection" pp. 101-106
· Define projection
· Understand the function and importance of projection in performance
· Participate in drills, exercises, and activities to develop and improve an actor's projection
Terms-accent, articulation, breath control, breathing, dialect, diaphragm, diction, flexibility, inflection, oscilloscope, pitch, poise, posture, projection, volume, pronunciation, quality, rate, relaxation, vocal folds
SE/TE- pp.80-106
Warm-ups pp. 83, 85, 90 - 92, 94, 97, 99, 102
CS
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Action pp. 84, 86, 90 -105
Curtain Call (Review) p.106
TRB- "Developing Your Voice" (5-1, 5-2)
"Leading Vocal Warm-ups" (5-3)
1.0
1.1
1.2
2.0
2.2
2.3
4.0
4.1
4.2
5.0
6.0
8.0 / 1.0 Identify basic elements of theatrical training, including vocalization, kinesthetics, and emotional and intellectual processing
1.1 Demonstrating ways an actor controls voice through pitch, rate, volume, pronunciation, and enunciation
1.2 Developing characters through various postures, gestures, and facial expressions
2.0 Describe the acting process, including memorizing, determining, and enacting character objectives and motives, and listening and maintaining concentration
2.2 Using improvisation to discover character and motivation
2.3 Demonstrating understanding of text, subtext, and context through improvisation
4.0 Explain emotional responses to the whole as well as to the parts of a dramatic performance
4.1 Discussing different goals and feelings of characters
4.2 Comparing character wants and needs to personal wants and needs
5.0 Use appropriate theatre vocabulary, including
blocking, character, scene, empathy, aesthetics, and
enunciation, to describe theatrical experiences
6.0 Explain artistic choices made collaboratively by a group
8.0 Compare various theatre styles from different time
periods and cultures
Examples: theatre in ancient Greece, Kabuki in
Japan, commedia dell’arte in Italy, realism,
melodrama, representational and presentational
styles / UNIT 2
Chapter 6 - “Improvisation”
Lesson 1- "Improvisation" pp. 108-115
· Understand the process of improvisation
· Improvise action and dialogue in character
· Create theatre through group effort
Lesson 2- "Role-playing" pp. 117-118
· Develop skill in improvising action and dialogue
· Identify experiences from other classes to role-play
Lesson 3- "Point of View" pp. 118-119
· Develop skill in improvising action and dialogue
· Confront various personal behaviors through role-playing and role-reversal
· Demonstrate attitude changes and various viewpoints through role-playing
Terms-breaking character, commedia dell' arte, conflict, "curtain", "freeze", improvisation, improvise, role-playing scenes
SE/TE- pp. 107-120
Warm-ups pp. 109, 117, 118
Action pp. 113, 118, 119
Curtain Call (Review) p.120
TRB- "Guidelines for Improvisation" (6-1) "Improvisation Preparation" (6-2, 6-3)
"Signs of the Times" (6-4)
"Role-Playing Preparation" (6-5, 6-6)
"Evaluation of Improvisation" (6-7, 6-8, 6-9) / 5 days
CS
/ CONTENT STANDARD / RESOURCES/INSTRUCTIONAL STRATEGIES and/or ACTIVITIES / PacingGuide / Date Taught
9.0 / 9.0 Identify ways the arts influence and are influenced
by culture and politics
Examples: music growing from protests of
Vietnam war helping to change public opinion
against the war, plays bringing attention to the
plight of women who have been ignored and
dominated by a male dominated world
1.0
1.1
2.1
5.0
8.0
8.2
9.0 / 1.0 Identify basic elements of theatrical training, including vocalization, kinesthetics, and emotional and intellectual processing
1.1 Demonstrating ways an actor controls voice through
pitch, rate, volume, pronunciation, and enunciation
2.1 Using the acting process to perform a monologue or
dialogue
5.0 Use appropriate theatre vocabulary, including
blocking, character, scene, empathy, aesthetics, and
enunciation, to describe theatrical experiences
8.0 Compare various theatre styles from different time periods and cultures
Examples: theatre in ancient Greece, Kabuki in
Japan, commedia dell’arte in Italy, realism,
melodrama, representational and presentational
styles
8.2 Describing the use of literary historical archetypes as
dramatic characters
Examples: Greek hero, chivalrous knight in
Arthurian legend, Shakespeare’s tragic hero
9.0 Identify ways the arts influence and are influenced
by culture and politics
Examples: music growing from protests of
Vietnam war helping to change public opinion
against the war, plays bringing attention to the
plight of women who have been ignored and
dominated by a male dominated world / UNIT 2
Chapter 7 - “Characterization” pp. 121-135
Lesson 1- "Stock Characters and Stereotypical
Characters" pp. 122-123
· Understand the process of characterization
· Begin to create stock and stereotypical characters
Lesson 2-"Creating Original Characters"
pp. 124-129
· Use observation, emotional memory and imagination in creating original characters
· Develop skill portraying the physical attributes of characters
Lesson 3- "Writing Original Monologues"
pp. 131 - 134
· Use analysis in developing a character
· Write a monologue revealing the innermost thoughts of an original character
· Perform a monologue using vocal and physical characterization
· Perform a monologue using appropriate staging
techniques
Terms: analyze, characterization, first person, mannerisms, monologue, soliloquy, stereotypical character, stock character
SE/TE- pp. 121-135
Warm-ups pp. 122, 125, 131
Action pp. 124, 129-130, 134
Curtain Call (Review) 135 / 4 days
CS