Iredell-Statesville Schools Instruction Guide

Subject: Theatre II School:

EC#
1-10 / NCSCOS
Standard and Objective / Priority
(E,I,N,M)
Suggested
Pacing / Key
Academic
Vocabulary / Instructional/Learning
Resources and Activities
(Differentiation) / Integration with Other
Curriculum Areas
(Differentiation) / Assessment
(Differentiation)
COMPETENCY GOAL 1: The learner will write based on personal experience and heritage, imagination, literature, and history. (National Standard 1) / Language Arts: dramatic elements are similar to those in all literary works.
Social Studies: must utilize historical, cultural aspects.
TC: careers relating to theatre relate to actual careers in the community.
1.01 Read independently, analyze and understand two plays by different playwrights in different periods.
1a / 1.02 Understand and relate the form and structure of dramatic genre. / E (2 weeks)
I (2 days) /
  • Read scripts of plays, then critique performances to identify dramatic elements, theme, style, plot structure, etc.
  • Consensogram genres to find class strengths and weaknesses.
/
  • Play analysisGuidelines
  • Participation
Review
1b / 1.03 Evaluate plots and themes. / E (2 days) /
  • Plot diagram plays, scenes, both in regards to character and plot of story.
/
  • Plot Structure
Product
1.04 Understand and diagram plot structure including exposition, rising action, complication, climax, falling action and denouement. / E (2 days) /
  • Plot diagram plays, scenes, both in regards to character and plot of story.
/
  • Plot Structure
Product
1.05 Learn and convey the concept of the central dramatic question.
1c / 1.06 Compare and explore relationships among characters. / E (on-going)
I (2 days) /
  • Character analysis
  • Writing prompts in regards to character roles.
/
  • Character Analysis
worksheet
  • Written
product
1.07 Analyze plays for physical, social, and psychological dimensions. / E (on-going)
I (2 days) /
  • Character analysis
  • Writing prompts in regards to character roles.
/
  • Character Analysis
worksheet
  • Written
product
1.08 Distinguish connotative (subtext) and denotative meaning of language in a dramatic text. / E (on-going)
I (2 days) /
  • Character analysis
  • Writing prompts in regards to character roles.
/
  • Character Analysis
worksheet
  • Written
product
2 / 1.09 Understand, discuss and/or write about the evolution of play structure from early Greek to contemporary drama. / E (2 weeks)
E (3 weeks)
I (2 weeks) /
  • Read scripts of plays, then critique performances to identify dramatic elements, theme, style, plot structure, etc.
  • Act short scene using a different production style each time.
  • Write a duet scene surrounding a Greek
God or Goddess / mythology. /
  • Play analysisGuidelines
  • Peer evaluations / Performance rubric
  • Group performance rubric

1.10 Write a two-person scene. / E (3 weeks)
I (2 weeks) /
  • Act short scene using a different production style each time.
  • Write a duet scene surrounding a Greek
God or Goddess /
mythology. /
  • Peer evaluations / Performance rubric
  • Group performance rubric

3a
3b / 1.11 Develop and record information, impressions and ideas in preparation for designing in technical theatre. / E (2 weeks)
E (4 weeks) /
  • Basic ground plan for scene illustrating mastery of basic set design elements.
  • Apply knowledge of technical aspects of production to aesthetic evaluations.
/
  • Written product
  • Perspective drawings / costume sketching

COMPETENCY GOAL 2: The learner will act by interacting in improvisations and assuming roles. (National Standard 2) / Social Studies: theatre reflects everyday life and history.
Language Arts:
Verbal and written language skills are used to produce dramatic works.
Music: vocal warm-up are essential in drama as well as music
Science: understandings of body functions relates to life science.
Language Arts: parts-to-whole aspects of dramatic literature relates to all other literary works.
Social Studies: dramatic characters relate to real people in a particular time and space.
2.01 Identify ways to improve relationships as a person and as a performer.
(Body and Voice) / I (on-going) /
  • Produce a written self-analysis
  • Participate in class discussion relating personal/team roles
  • Team building: improvisation, charades, short scenes, creative writing
  • Perform relaxation and focus/concentration exercises illustrating use of the mind as acting tool.
  • Vocal warm-ups illustrating use of voice as acting tool
  • Observation and imitation exercise illustrating use of the body as acting tool.
/
  • Written product

2.02 Understand and diagram the physiology of the body and vocal production. / I (on-going) /
  • Participate in class discussion relating personal/team roles
  • Team building: improvisation, charades, short scenes, creative writing
  • Performance exercises that illustrate relaxation techniques and breath control techniques.
  • Perform relaxation and focus/concentration exercises illustrating use of the mind as an acting tool.
  • Vocal warm-ups illustrating use of voice as acting tool.
  • Perform exercises that demonstrate variations in volume, rate, pitch, quality.
  • Observation and imitation exercise illustrating use of the body as acting tool.
/
  • Participation Review

4a / 2.03 Discern and demonstrate the relationship between the body and voice. / E (on-going) /
  • Team building: improvisation, charades, short scenes, creative writing
  • Participate in class discussion relating personal/team roles
  • Performance exercises that illustrate relaxation techniques and breath control techniques.
  • Perform relaxation and focus/concentration exercises illustrating use of the mind as acting tool.
  • Vocal warm-ups illustrating use of voice as acting tool
  • Perform exercises that demonstrate variations in volume, rate, pitch, quality.
  • Observation and imitation exercise illustrating use of the body as acting tool.
/
  • Participation Review

4b / 2.04 Utilize information learned as to how the vocal mechanism is used to project the voice and articulate speech. / E (on-going) /
  • Performance exercises that illustrate relaxation techniques and breath control techniques.
  • Perform relaxation and focus/concentration exercises illustrating use of the mind as an acting tool.
  • Vocal warm-ups illustrating use of voice as acting tool
  • Perform exercises that demonstrate variations in volume, rate, pitch, quality.
  • Perform exercises that illustrate dialect and accent.
  • Team building: improvisation, charades, short scenes, creative writing
/
  • Participation Review

4c / 2.05 Participate in a physical and vocal warm-up.
(Improvisation) / E (on-going) /
  • Perform relaxation and focus/concentration exercises illustrating use of the mind as an acting tool.
  • Vocal warm-ups illustrating use of voice as acting tool
  • Perform exercises that demonstrate variations in volume, rate, pitch, quality.
  • Team building: improvisation, charades, short scenes, creative writing
  • Observation and imitation exercise illustrating use of the body as acting tool.
/
  • Participation Review

4d / 2.06 Use improvisation to retain spontaneity and ensemble. / E (on-going) /
  • Vocal warm-ups illustrating use of voice as acting tool.
  • Perform relaxation and focus/concentration exercises illustrating use of the mind as acting tool.
  • Perform exercises that demonstrate variations in volume, rate, pitch, quality.
  • Team building: improvisation, charades, short scenes, creative writing
  • Observation and imitation exercise illustrating use of the body as acting tool
/
  • Participation Review

4e / 2.07 Demonstrate and expand dramatic concepts through improvisations. / E (on-going) /
  • Perform exercises that demonstrate variations in volume, rate, pitch, quality.
  • Perform relaxation and focus/concentration exercises illustrating use of the mind as acting tool.
  • Vocal warm-ups illustrating use of voice as acting tool
  • Perform exercises that illustrate dialect and accent.
  • Team building: improvisation, charades, short scenes, creative writing
  • Observation and imitation exercise illustrating use of the body as acting tool
/
  • Participation Review

2.08 Use improvisation as an approach to scripted material.
(Acting) / I (on-going) /
  • Perform exercises that illustrate dialect and accent.
  • Perform relaxation and focus/concentration exercises illustrating use of the mind as an acting tool.
  • Vocal warm-ups illustrating use of voice as acting tool
  • Perform exercises that demonstrate variations in volume, rate, pitch, quality.
  • Team building: improvisation, charades, short scenes, creative writing
  • Observation and imitation exercise illustrating use of the body as acting tool
/
  • Participation Review
  • People
Watching Criteria
5
6b / 2.09 Analyze text for character clues and objectives. / E (on-going)
E (2 weeks) /
  • Observation and imitation exercise illustrating use of the body as acting tool.
  • Read script several times and analyze for both acting and technical requirements.
/
  • Play analysis Guidelines
  • People Watching Criteria

6 / 2.10 Demonstrate an understanding of the audition process. / E (1 week) /
  • Audition for class play.
/
  • Participation Review

6c / 2.11 After reading a play, memorize and perform a monologue from that play in an informal setting. / E (on-going) /
  • Memorize monologue from play read in class.
/
  • Monologue Rating Scale

2.12 Create and follow a rehearsal schedule. / N (2 weeks) /
  • Create prompt book, audition flier, rehearsal schedule, rehearsal contract.
/
  • Product

7 / 2.13 Use theatre vocabulary appropriate to Theatre Arts II. / E (2 weeks) /
  • Theatre 2 vocabulary
/
  • Written Test

2.14 Analyze self and others verbally and through keeping entries in a journal. / I (on-going) /
  • Self Analysis / Character journal
/
  • Reflective Journals Activities Rubric

COMPETENCY GOAL 3: The learner will design and produce theatre by conceptualizing and realizing artistic interpretations for informal or formal productions. (National Standard 3) / TC: lighting and sound technology careers
Social Studies: theatre / dramatic works reflect understanding of social events, famous people, and historical time periods.
Science: using scientific and technological advances to produce play
Language Arts: literary styles and methods
9
8
8a / 3.01 Understand, discuss and/or write about the components of technical theatre: scenery, costume, makeup, lighting, sound and props. / I (1 day)
E (on-going)
I (on-going)
E (4 weeks)
E (4 weeks)
N (2 days) /
  • Listen to a guest speaker who is a technical director or set designer.
  • Apply aesthetic decisions and opinions to work on current in-class projects.
  • Critique live performance technical aspects.
  • Produce costumes for final in-class performance (pull/rent/borrow/build).
  • Makeup sketches for final in-class performance.
  • Listen to examples of music used in multi-cultural theatre.
/
  • Participation Review
  • Technical Skills Assessment
  • Scenes for Performance Rubric
  • Technical Skills Rubric
  • Technical Skills Rubric
  • Participation Review

9 / 3.02 Know and employ appropriate safety precautions in accordance with established regulations for all technical theatre areas and equipment. / E (3 days) /
  • Distribute appropriate safety rules, and tool usage guides, etc.
/
  • Written Product

3.03 Learn and use the tools of theatre construction such as power tools, a sewing machine, lighting and sound equipment and other related items. / I (1 week) /
  • Solicit volunteers for technical crews and meet with each crew head to discuss her/his responsibilities.
/
  • Participation Review

COMPETENCY GOAL 4: The learner will direct through planning and presenting informal or formal productions. (National Standard 4) / TC: careers relating to theatre relate to actual careers in the community.
Social Studies: styles in theatre relate to historical periods, cultures, and social development.
10a
10b
10c / 4.01 Read, discuss and/or write about plays to gain an understanding of the role of the director in the production. / E (3 days)
I (1day)
E (2 days)
E (6 days) /
  • Discuss advantages and disadvantages to each style of directing.
  • Listen to a guest speaker who is a director and assess his/her preference for directing style.
  • Choose a script to direct.
  • Read script several times and analyze for both acting and technical requirements.
/
  • Participation Review
  • Participation Review
  • Participation Review
  • Scene analysis Rubric

4.02 Understand, discuss and/or write about the process of rehearsal and production. / E (2 days) /
  • Choose a script to direct.
/
  • Participation Review

4.03 Differentiate between the roles of the director and assistant director. / I (1 day) /
  • Listen to a guest speaker who is a director and assess his/her preference for directing style.
/
  • Participation Review

4.04 Devise an organizational chart to demonstrate the structure and flow necessary to the development and presentation of a theatrical production. / I (2 weeks) /
  • Create prompt book, audition flier, rehearsal schedule, rehearsal contract.
/
  • Written Product

COMPETENCY GOAL 5: The learner will research by finding information to support informal or formal productions. (National Standard 5) / Social Studies: theatre/dramatic works reflect understanding of social events, famous people, and historical time periods.
Arts: all of the arts reflect history and culture.
Language Arts: speech oral communication skills and characterization.
11 / 5.01 Attend a play and reflect on it verbally or through writing entries in a journal. / E (on-going) /
  • Attend a live-production, discuss in class a critique of the play.
/
  • Participation Review

5.02 Develop a time line of theatre history with additional specifics regarding social context, playwrights and genres. / I (2 weeks) /
  • Students develop a timeline to be posted in the classroom.
/
  • Written Product

5.03 Experience, discuss and/or write about productions in different theatre spaces. / I (2 days) /
  • Tour to elementaryschools with a class play,or a children’s play.
/
  • Performance Rubric

5.04 Investigate, discuss and/or write about plays from non-western theatre. / N (on-going)
I (4 days) /
  • View a non-western play.
  • Modify a modern scene, applying non-western elements.
/
  • Participation Rubric
  • Skit Scoring Rubric

COMPETENCY GOAL 6: The learner will compare and integrate art forms by analyzing traditional theatre, dance, music, visual arts, and new art forms. (National Standard 6) / Arts: alignment of all of the arts in musical theatre.
12 / 6.01 Understand and relate how the fundamentals of different art forms relate to the study, process and production of theatre. / E (on-going)
I (1 week)
N (2 days)
N (1 day)
N (1 day) /
  • Written review of live performance using structure.
  • Basic stage combat techniques and demonstrations.
  • Improvisation of a scene in which all dialogue is sung (demonstrated mastery of musical theatre style)
  • Listen to guest speaker (either actor or choreographer).
  • Listen to examples of music used in multi-cultural theatre.
/
  • Scenes for Performance Rubric
  • Participation Review
  • Improvisation Rating Scale
  • Participation Review
  • Participation Review

6.02 Understand and manifest the collaborative nature of theatre. / N (1 day) /
  • Listen to guest speaker (either actor or choreographer).
/
  • Participation Review

6.03 Write reviews of plays or other related art forms. / N (1 day) /
  • Review of an example of multi-cultural theatre.
/
  • Written Review

COMPETENCY GOAL 7: The learner will analyze, critique, and construct meaning from informal and formal theatre, film, television, and electronic media productions. (National Standard 7) / Language Arts: application of verbal and written language skills.
Science: lighting and film technology relates to scientific discoveries.
7.01 Demonstrate giving and receiving constructive criticism. / I (1 day)
E (1 day) /
  • Listen to an example of oral critique.
  • Read example of written critique.
/
  • Participation Review
  • Participation Review

7.02 Evaluate personal progress through the creation and use of a portfolio of theatre work. / E (1 day)
E (on-going)
N (on-going) /
  • Question list to ask when viewing a production
  • Maintain individual student portfolio of theatre work.
  • Membership in ITS.
/
  • Written Product
  • Portfolio Check Sheet
  • ITS point system

7.03 Utilize video camera techniques for theatre projects or productions. / N (on-going)
I (1 month) /
  • Video tape class work and productions.
  • Student made movies
/
  • Rubric for film prospectus
  • Rubric for film prospectus

COMPETENCY GOAL 8: The learner will understand context by analyzing the role of theatre, film, television, and electronic media in the past and present.(National Standard 8) / TC: careers relating to theatre relate to actual careers in the community.
Language Arts: Roles and responsibilities in theatre reinforce language arts understanding.
Social Studies: Progression of technology relates to social changes.
1d
1e / 8.01 Demonstrate responsible behavior and social discipline through theatre and related media. / E (3 weeks)
E (1 day) /
  • Goal setting for responsible behavior and social discipline.
  • Mission statements
/
  • Written Product
  • Posted on wall

8.02 Understand, discuss and/or write about the roles of and careers in technical theatre and related areas. / I (1 week) /
  • Research current Broadway producers, directors, lighting technicians, and modern playwrights.
/
  • Research rubric

8.03 Recognize and express that theatre and related areas play a role in the world of work as occupational opportunities. / I (1 week) /
  • Create brochures to promote the importance of theatre in the work place
/
  • Brochure

8.04 Create an example of a professional resume. / N (3 days) /
  • Create an example of a professional resume.
/
  • Product

Updated 06/2007

Priority Code: E- Essential I- Important N- Nice to Know M-Maintenance

Strands: Perceiving, Thinking, Comprehending, Applying, Integrating, Communicating, Creating, Analyzing, Critiquing, Performing

EC#: Essential Curriculum (1 to 10 or 12 KEY Concepts identified in PLC)