CURRICULUM GUIDE: Drama I (High School)

TRENTON PUBLIC SCHOOLS

CURRICULUM GUIDE: Drama I (High School)

Course Description

“The purpose of this semester-long course is to provide students with a foundation in the appreciation of theater as an art form. Students will act, direct, or to be technically involved in scenes and one-act plays. They will read, write and evaluate plays as well as view and critique electronic and live performances. History and culture will be central themes in the course. Through the collaborative art of theater, students will grow in their ability to understand a variety of worldviews and expand their abilities to communicate effectively.”- High School Catalog Board Approved 3/21/16

Pacing Guide*

Unit # / Unit Name / Approximate Pacing Schedule
1 / Exploring the Basics / 3 weeks
2 / Evaluating Theatre through the Ages / 4 weeks
3 / Writing a Play / 3 weeks
4 / Rehearsing from Page to Stage / 6 weeks
5 / Reflecting and Responding / 2 weeks
*Units may be modified to fit student skills, ability, and interest as well as the district academic calendar.

Unit 1: Exploring the Basics Duration: 3 weeks

This unit explores the foundational elements of theatre. Students begin by participating in group activities that unpack the idea of “ensemble.” Next, students explore and create small performance projects around the topics of parts of the stage, parts of the theater, types of stages, physical and vocal warm-ups, pantomime and improvisation. This unit culminates in a test with written and performance components.

Stage 1: Desired Results
Goals based on National Core Arts Standards:
CREATE
TH:CR3.1.I.b. Explore physical, vocal and physiological choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work.
TH:CR3.1.I.a. Practice and revise a devised or scripted drama/theatre work using theatrical staging conventions.
PERFORM
TH:PR5.1.I.a. Practice various acting techniques to expand skills in a rehearsal or drama/theatre performance.
RESPOND
TH:RE7.1.I.a. Respond to what is seen, felt, and heard in a drama/theatre work to develop criteria for artistic choices.
TH:RE8.1.I.a. Analyze and compare artistic choices developed from personal experiences in multiple drama/theatre works.
TH:RE8.1.I.c. Justify personal aesthetics, preferences, and beliefs through participation in and observation of a drama/theatre work.
CONNECT
TH:Cn10.1.I.a. Investigate how cultural perspectives, community ideas and personal beliefs impact a drama/theatre work.
Goals based on The Common Core State Standards for English Language Arts & Literacy:
SPEAK AND LISTEN
CCSS.ELA-LITERACY.SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
WRITE
CCSS.ELA-LITERACY.W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Enduring Understandings: Students will understand that...
Topic 1 (Ensemble) / ● Theatre artists allow awareness of interrelationships between self and others to influence and inform their work.
● A group of performing actors must be comfortable with trusting one another.
● Relaxation and warm-up exercises are necessary to focus the mind and prepare the voice and body for rehearsal or performance.
Topic 2 (Parts of the Stage, Theater and Types of Stages) / ● Theatre has foundational elements.
● Basic stage movement is essential to allow the audience to clearly see the performance and to clarify and justify each character’s intentions.
Topic 3 (Physical and Vocal Performance Preparation) / ● Training in motion and communication is necessary for successful drama presentations.
● Performers need to develop vocal and body control for communicating artistic expression and to communicate action and reaction.
● The process of voice projection is a combination of breath support and voice placement.
● The four vocal variables (tone, pitch, rate, and volume) are important for vocal success and characterization in theatre.
● The importance of articulation and proper pronunciation for speech on stage, characterization, and dialects.
Topic 4 (Pantomime) / ● Pantomime strengthens imagination, believability, concentration, and movement skills (grace and openness to the audience).
● Pantomime supports non-verbal communication and emotions.
● Pantomime is used by actors to develop believable physical action.
Topic 5 (Improvisation) / ● Role playing develops the mind, body and voice as a creative instrument.
● Improvisation strengthens imagination, concentration, spontaneity, believability, and listening skills.
Understand the use and development of the “platform”: “who,” “what,” “where.”
Accepting ideas is essential for success in improvisation. Blocking & canceling ideas will ruin an improvisation.
● “Give and Take” of focus and direction is essential for success in improvisation. One actor driving the improvisation does not create an effective improvisation because there is no give and take and no effective interaction.
Topic 6 (Unit 1 Assessment) / ● Theatre artists often revisit foundational elements of their craft as a basis of creating new work.
Essential Questions: Students will ponder...
Topic 1 (Ensemble) / ● What happens when theatre artists foster understanding between self and others through critical awareness, social responsibility, and the exploration of empathy?
Topic 2 (Parts of the Stage, Theater and Types of Stages) / ● What would happen without rules for the stage?
● Are all parts of a theater necessary to make good theater?
● Is one type of staff better than another type of stage?
Topic 3 (Physical and Vocal Performance Preparation) / ● What happens when theatre artists communicate to an audience from different parts of their body?
● Do actors need to prepare their bodies for a performance?
● Do contemporary student actors deserve the reputation of being too quiet on stage?
Topic 4 (Pantomime) / ● What would the world be like without verbal communication?
● Does theatre need words?
Topic 5 (Improvisation) / ● What would happen if theatre was unscripted?
● When is life scripted /unscripted?
● What happens when theatre artists say “yes?”
Topic 6 (Unit 1 Assessment) / ● What happens when theatre artists revisit foundational elements of their crafts?
Content: Students will know ...
Topic 1 (Ensemble) / ● The process to create and maintain healthy ensemble within class and in other scenarios.
Topic 2 (Parts of the Stage, Theater and Types of Stages) / ● The 9 stage areas
● Basic blocking notation
● Basic meaning when moving as a performer on the stage
● Stage Angles
● The parts of the theater
● The major types of stages
Topic 3 (Physical and Vocal Performance Preparation) / ● The steps to create and execute an actor warmup
● The parts of the vocal mechanism
● Vocal qualities
● Projection
Topic 4 (Pantomime) / ● Rules of Pantomime
● Pantomime activities
Topic 5 (Improvisation) / ● The rules of improvisation
● Specific improvisation activities
● The concept of “platform” (WHO, WHAT, WHERE in a scene)
Topic 6 (Unit 1 Assessment) / ● All foundational elements of Unit 1
Skills: Students will be able to (SLO)...
Topic 1 (Ensemble) / ● Participate in ensemble games.
● Collaborate with my ensemble to complete specific lesson activities.
● Analyze the behaviors of healthy and dysfunctional ensembles
● Construct an Ensemble constitution.
Topic 2 (Parts of the Stage, Theater and Types of Stages) / ● Identify all stage areas on paper and through body movement.
● Create written blocking for a character using abbreviations.
● Communicate blocking to a scene partner.
● Identify stage angles on paper and through body movement.
● Communicate meaning in a scene through choice of body movement.
● Identify all parts of the theater on paper and in physical exploration.
● Distinguish the different types of stages.
● Determine the most optimal type of stage for a specific theatre project.
Topic 3 (Physical and Vocal Performance Preparation) / ● Use healthy movement techniques to eliminate tension in the body.
● Use healthy vocal techniques to project and sustain voice at high volumes for a performance.
Topic 4 (Pantomime) / ● Use gesture and expression to communicate without words.
● Tell a story without words set to music.
Topic 5 (Improvisation) / ● Create believable improvisational scenes that demonstrate a given “platform” of an improvised scene, effectively giving and taking focus.
Topic 6 (Unit 1 Assessment) / ● Synthetize foundational elements of theatre arts on a test.
Stage 2: Assessment Evidence
Performance Task Option: Topic 1 (Ensemble)
Ensemble Constitution: As a team, students will craft a constitution for our ensemble. They should begin with “We the Ensemble of Drama 1 block____ will” and state at least 3 behaviors we approve and 3 behaviors to avoid.
Other: Daily Grade (Do Now, Warm-ups, Classwork, Self-Reflection), Specific classwork: Longform Improvisation, syllabus performance, About Me: Actor bio
SLO / ● Participate in ensemble games.
● Collaborate with my ensemble to complete specific lesson activities.
● Analyze the behaviors of healthy and dysfunctional ensembles
Standards / TH:RE8.1.I.c. ; TH:Cn10.1.I.a.
Performance Task Option: Topic 2 (Parts of the Stage, Theater and Types of Stages)
Direct a Scene: Given a short scene, students will create blocking for a specific stage (proscenium, thrust, arena). Students will notate blocking in their scripts using abbreviations. Students should incorporate at least 2 stage angles, 2 types of crosses, 1 element of the physical theater space and 1 additional “speak the speech” concept.
Other: Daily Grade (Do Now, Warm-ups, Classwork, Self-Reflection), Specific classwork: Stage Direction scramble, Stage direction notation games, Parts of the Theater scavenger hunt, Types of theatre quiz
SLO / ● Identify all stage areas on paper and through body movement.
● Create written blocking for a character using abbreviations.
● Communicate blocking to a scene partner.
● Identify stage angles on paper and through body movement.
● Communicate meaning in a scene through choice of body movement.
● Identify all parts of the theater on paper and in physical exploration.
● Distinguish the different types of stages.
● Determine the most optimal type of stage for a specific theatre project.
Standards / TH:CR3.1.I.a.
Performance Task Option: Topic 3 (Physical and Vocal Performance Preparation)
Actor Warm-up: Students will collaborate with a group to create a 10 minute actor warm-up incorporating 5 physical exercises and 5 vocal exercises to relieve body tension and enhance vocal projection. Students will teach the warm-up to the class.
Other: Daily Grade (Do Now, Warm-ups, Classwork, Self-Reflection)
SLO / ● Use healthy movement techniques to eliminate tension in the body.
● Use healthy vocal techniques to project and sustain voice at high volumes for a performance.
Standards / TH:CR3.1.I.b.
Performance Task Option: Topic 4 (Pantomime)
Pantomime Performance: Students will develop and perform a solo pantomime of a well-developed character in a situation put to music. Students will also give feedback to other pantomime performances.
Other: Daily Grade (Do Now, Warm-ups, Classwork, Self-Reflection), Specific classwork: Pantomime games
SLO / ● Use gesture and expression to communicate without words.
● Tell a story without words set to music.
Standards / TH:CR3.1.I.b.; TH:CR3.1.I.a.; TH:PR5.1.I.a.; TH:RE7.1.I.a.; TH:RE8.1.I.a.
Performance Task Option: Topic 5 (Improvisation)
Group Improvisation: Students will develop and perform a group improvised scene with an established platform in keeping with the rules of improvisation.
Other: Daily Grade (Do Now, Warm-ups, Classwork, Self-Reflection), Specific classwork: Improvisation activities
SLO / ● Create believable improvisational scenes that demonstrate a given “platform” of an improvised scene, effectively giving and taking focus.
Standards / TH:CR3.1.I.b.; TH:CR3.1.I.a.; TH:PR5.1.I.a.; TH:RE7.1.I.a.; TH:RE8.1.I.a.
Performance Task Option: Topic 6 (Unit 1 Assessment)
Unit 1 Test: Students will complete a test of Unit 1 material
Other: Daily Grade (Do Now, Warm-ups, Classwork, Self-Reflection), Specific classwork: Review activity, Test reflection activity
SLO / ● Synthetize foundational elements of theatre arts on a test.
Standards / TH:CR3.1.I.b.; TH:CR3.1.I.a.; TH:PR5.1.I.a.; TH:RE7.1.I.a.; TH:RE8.1.I.a.; TH:RE8.1.I.c.; TH:Cn10.1.I.a.
Stage 3: Learning Plan
Suggested Learning Activities
Topic 1 (Ensemble)[3 days]
● Day 1- Teacher leads students through long-form group improvisation activity. Students create a written copy of play for homework.
● Day 2- Teacher introduces class syllabus, procedures, norms and ensemble games. Students create ensemble constitutions.
● Day 3- Teacher reinforces procedures, continues leading ensemble games and leads students in personal goal setting. Students perform syllabus and creates a personal actor profile.
Topic 2 (Parts of the Stage, Theater and Types of Stages) [3 days]
● Day 4- Teacher introduces stage directions, angles and written notation. Students direct and notate stage directions.
● Day 5- Teacher reinforces stage directions, angles and written notation; introduces parts of the theater and types of theaters. Students complete stages scavenger hunt.
● Day 6- Teacher reinforces parts and types of theater; leads students in scene exploration. Students prepare and performs a basic script.
Topic 3 (Physical and Vocal Performance Preparation) [1 day]
● Day 7- Teacher introduces body and voice warm-up activities. Students develop and teach warm-ups.
Topic 4 (Pantomime) [2 days]
● Day 8- Teacher introduces pantomime activities. Students develop original solo pantomime.
● Day 9- Teacher reviews pantomime and coaches rehearsals. Students rehearse and perform original solo pantomimes.
Topic 5 (Improvisation) [3 days]
● Day 10- Teacher introduces improvisation. Students perform improvisation activities.
● Day 11- Teacher expands on improvisation. Students develop improvised scenes.
● Day 12- Teacher leads performances and discussions. Students perform scenes.
Topic 6 (Unit 1 Assessment) [3 days]
● Day 13- Teacher reviews Unit 1 material. Students complete review activity.
● Day 14- Teacher tests students. Students complete Unit 1 Test.
● Day 15- Teacher leads students in test and unit reflection. Students correct test errors and reflect on Unit 1 learning.
Suggested Unit Resources
Basic Drama Projects 8th Edition by Fran Tanner
Games for Actors and Non-Actors by Augusto Boal
A Sense of Wonder: A Short Introduction to Drama in Education by Ted O’Regan

Unit 2: Evaluating and Performing Theatre through the Ages Duration: 4 weeks

This unit introduces students to various methods of evaluating past and present dramatic works and styles of theatre. Students will adopt a theatre evaluation criterion to inform all play viewing. Next, students will travel through the timeline of theatre history asking critical questions and performing scenes from different time periods and styles. This unit will culminate with a Theatre History Quest which will move students through space assessing their knowledge and application of information.

Stage 1: Desired Results
Goals based on National Core Arts Standards:
CREATE
TH:CR2.1.I.a. Explore the function of history and culture in the development of a dramatic concept through a critical analysis of original ideas in a drama/theatre work.
TH:CR3.1.I.b. Explore physical, vocal and physiological choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work.
PERFORM
TH:PR4.1.I.a. Examine how character relationships assist in telling the story of a drama/theatre work.
TH:PR5.1.I.a. Practice various acting techniques to expand skills in a rehearsal or drama/theatre performance.
TH:PR6.1.I.a. Perform a scripted drama/theatre work for a specific audience.
RESPOND
TH:RE7.1.I.a. Respond to what is seen, felt, and heard in a drama/theatre work to develop criteria for artistic choices.
TH:RE8.1.I.a. Analyze and compare artistic choices developed from personal experiences in multiple drama/theatre works.
TH:RE8.1.I.b. Identify and compare cultural perspectives and contexts that may influence the evaluation of a drama/theatre work.
TH:RE8.1.I.c. Justify personal aesthetics, preferences, and beliefs through participation in and observation of a drama/theatre work.
TH:RE9.1.I.a. Examine a drama/ theatre work using supporting evidence and criteria, while considering art forms, history, culture, and other disciplines.
TH:RE9.1.I.b. Consider the aesthetics of the production elements in a drama/theatre work.
TH:RE9.1.I.I.c. Formulate a deeper understanding and appreciation of a drama/ theatre work by considering its specific purpose or intended audience.
CONNECT
TH:Cn10.1.I.a. Investigate how cultural perspectives, community ideas and personal beliefs impact a drama/theatre work.
TH:Cn11.1.I.a. Explore how cultural, global, and historic belief systems affect creative choices in a drama/theatre work.
TH:Cn11.2.I.b. Use basic theatre research methods to better understand the social and cultural background of a drama/theatre work.
Goals based on The Common Core State Standards for English Language Arts & Literacy:
READ
CCSS.ELA-LITERACY.RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
CCSS.ELA-LITERACY.RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
CCSS.ELA-LITERACY.RL.9-10.9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
CCSS.ELA-LITERACY.RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
SPEAK AND LISTEN
CCSS.ELA-LITERACY.SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
Enduring Understandings: Students will understand that...
Topic 1 (Theatre Evaluation) / ● Theatre artists critically inquire into the ways others have thought about and created drama processes and productions to inform their own work.
● Critiquing a performance requires an examination of those skills essential to good performance with all statements backed up by examples.
Topic 2 (Highlights from Theatre History) / ● Drama is a reflection of history and culture.
● Understanding the world’s historical events helps to portray the drama medium of that time period.
● Learning history whether through the arts or not can better prepare us for collective future decisions and help us analyze the way our current culture operates.
● Culture affects self-expression, whether we realize it or not.
● Artists are often influenced by their political or social culture, some even affecting it.