Theatre Origins MS A/B

38-11-41/42

Course Title / THEATRE ORIGINS MS A/B
Course Abbreviation / THEATRE ORIG A/B
Course Code / 38-11-41/42
Prerequisites / none
Notes / Sixth grade only. Year-long course. This course may not be repeated.
Course Description / This sixth-grade course investigates the origins and development of theatre styles, techniques and traditions of major western and non-western civilizations. Students will develop understanding of the many ways that the art of theatre is influenced by the historical and theatrical traditions of many cultures.Students will investigate and explore the variety of methods through which culture and traditions are expressed and passed on in theatre.
Key Assignments /

Write reviews of theatre, using specific vocabulary.
Write and perform scenes in specific theatrical styles.
Compare historical theatrical styles.
Write and perform educational scenes.

Instructional Methods / k/w/l chart, group work, research, revision/work-shopping, think-pair-share, peer evaluation, modeling, dramatization, direct instruction, observation of performance, word wall, journaling, debate, role playing, brainstorming, compare and contrast
Co-Curricular Work / Connections with sixth grade social studies, which covers the Greeks and the Roman Empire. For example, a Greek chorus can do a presentation in which they represent democracy.
Resources / Basic Drama Projects by Fran Averett Tanner (Perfection Learning)

Course Outline

Units should be presented in an integrated manner where possible.Time spent on each unit is to be based upon the needs of the student and the instructional program.

Foundations
Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Theatre / Suggested Percentage of Instructional Time / 10%
Enduring Understanding / Theatre can be used to persuade and educate.
California Content Standards (Essential and Supporting) / Essential: 1.0- Artistic Perception
1.1 Use the vocabulary of theatre…to describe theatrical experiences.
1.2 Identify how production values can manipulate mood to persuade and disseminate propaganda.
Vocabulary / action/reaction, vocal projection, subtext, theme, mood, design, production values, stage crew, rising action, foreshadow
Skills and Objectives / Students will be able to:

Use theatrical vocabulary,
Identify how production values create moods,
Identify how production values persuade viewers.

Suggested Strategies / inside out circle to teach vocabulary, jigsaw to reinforce terms and concepts, modeling, group work, revision, word wall, oral presentations
Sample Performance Tasks / View theatre. Take a position about mood created or propaganda/message, then support your point of view with specific examples.
Use theatrical vocabulary in oral or written reviews and analysis.
Rubric / 5 Advanced / Student comprehends theatrical vocabulary, using at least three terms to accurately describe and evaluate theatre.
4 Proficient / Student generally understands theatrical vocabulary, using at least three terms to describe and evaluate theatre.
3 Basic / Student understands basic theatrical vocabulary, using at least two terms to describe and evaluate theatre.
2Below Basic / Student superficially understands theatrical vocabulary and makes errors in articulating their use.
1 Far Below Basic / Student does not exhibit comprehension of theatrical vocabulary and/or makes serious errors in articulating their use.
Rubric / 5 Advanced / Student comprehends mood or message, using at least three terms to accurately describe and evaluate theatre.
4 Proficient / Student generally understands mood or message, using at least three terms to describe and evaluate theatre.
3 Basic / Student shows basic understanding of mood or message, using at least two terms to describe and evaluate theatre.
2Below Basic / Student superficially understands mood or message and makes errors in articulating their use.
1 Far Below Basic / Student does not exhibit comprehension of mood or message and/or makes serious errors in articulating their use.
Creativity
Creating and Participating in Theatre / Suggested Percentage of Instructional Time / 20%
Enduring Understanding / Theatre is integral to every culture.
California Content Standards (Essential and Supporting) / Essential: 3.0 - Historical and Cultural Context
3.1 Create scripts that reflect particular historical periods or cultures.
3.2 Differentiate the theatrical traditions of cultures throughout the world.
Vocabulary / gladiator, claque, deus ex machina, chorus, groundlings, chiton, lazzi
Skills and Objectives / Students will be able to:

Improvise in various theatrical styles,
Perform planned or written scenes in specific theatrical styles.

Suggested Strategies / view live or filmed theatre in specific styles, research, k/w/l chart, group work, games, brainstorming, compare and contrast, needs-based grouping, role playing, modeling
Sample Performance Tasks / After reviewing criteria, create short improvs in selected styles. Use improvs as basis for written scenes to be performed with props, costumes and/or masks that were created in class.
Rubric
4 Advanced /

Shows advanced skills and technique in improvisation to explore theatrical styles

3 Proficient /

Participates in improvisation to explore theatrical styles

2 Basic /

Attempts to participate in improvisation to explore theatrical styles

1 Below Basic /

Does not participate in improvisation to explore theatrical styles

Rubric
4 Advanced / Student effectively presents a scene, clearly reflecting the characteristics of the Elizabethan or another style; is able to competently justify and then articulate his or her stylistic choices
3 Proficient / Student makes mature choices in presenting a scene, reflective of the Elizabethan or another style; is able to adequately justify and then articulate his or her stylistic choices
2 Basic / Student adequately presents a scene; is able to superficially justify some stylistic choices in developing the scene
1 Below Basic / Student presents a scene with little justification for the stylistic choices made in developing the scene
Rubric
4 Advanced /

Analyzes stories from various cultural groups and makes an historical connection
Designs/creates well-developed sets, props and costumes that reflect the various cultural groups

3 Proficient /

Interprets how theatre and storytelling reflect the beliefs and traditions of various cultural groups
Designs sets, props and costumes

2 Basic /

Vague interpretation of how theatre and storytelling reflect the beliefs and traditions of various cultural groups
Designs some sets, props and costumes

1 Below Basic /

Does not interpret how theatre and storytelling reflect the beliefs and traditions of various cultural groups
No evidence of sets, props and costumes

Context
Understanding the Historical Contributions and Cultural Dimensions of Theatre / Suggested Percentage of Instructional Time / 40%
Enduring Understanding / American history, especially the immigrant experience, has shaped and influenced theatre in the United States.
California Content Standards (Essential and Supporting) / Essential: 3.0 – Historical and Cultural Context
3.2 Differentiate the theatrical traditions of cultures throughout the world…
3.1 Create scripts that reflect particular historical periods or cultures.
Vocabulary / tragedy, Commedia dell’Arte, wayang, kulit, gamelan
Skills and Objectives / Students will be able to:

Identify and describe specific theatrical traditions,
Compare and contrast theatrical styles,
Write and perform scripts that mirror a specific theatrical style.

Suggested Strategies / k/w/l chart, research, group work, revision/work-shopping, brainstorming, compare and contrast, needs-based grouping, Thinking Maps, Venn diagram
Sample Performance Tasks / Create a thinking map comparing and contrasting two or more theatrical traditions or cultures.
Select one culture and write a script demonstrating distinguishing characteristics of that culture’s theatrical tradition.
Rubric / 4
Advanced /

Uses rich supporting details to differentiate the theatrical traditions of cultures throughout the world
Writes a well developed script in the style of a chosen culture

3
Proficient /

Differentiates the theatrical traditions of cultures throughout the world
Writes a script in the style of a chosen culture

2
Partially
Proficient /

Attempts to differentiate the theatrical traditions of cultures throughout the world
Writes a partiallydeveloped script in the style of a chosen culture

1
Not
Proficient /

Unclear differentiation of theatrical traditions of cultures throughout the world
No evidence of a script in the style of a chosen culture

Checklist for Flow Map: Greek vs. Roman vs. Elizabethan Theatre
Does the students' flow map contains three headings 1 2 3
with one overall descriptive sentence each about Greek,
Roman & Elizabethan theatre?
Does the students' flow map contain six 1 2 3 4 5 6
subheadings with accurate facts about
Greek, Roman & Elizabethan theatre (2 each)?
Does the students' paper contain three neat, 1 2 3
accurate pictures not copied directly from
the book or handout? Does each picture have
an accurate caption that explains it?
Total points: ___/12
Evaluation
Responding to, Analyzing, and Critiquing Theatrical Experiences / Suggested Percentage of Instructional Time / 10%
Enduring Understanding / By evaluating the visual elements of theatre, we can use them to produce more effective presentations.
California Content Standards (Essential and Supporting) / Essential: 4.0 – Aesthetic Valuing
4.1 Develop and apply appropriate criteria for evaluating sets, lighting, costumes, makeup, and props.
1.1 Use the vocabulary of theatre… to describe theatrical experiences.
Vocabulary / gels, spot, flats, proscenium, downstage etc., flood, gobo, cyclorama, scrim, projections
Skills and Objectives / Students will be able to create criteria to evaluate theatre, apply it, and then write a review that is rich with theatrical vocabulary.
Suggested Strategies / explore color theory, classroom discussion, group work, think-pair-share, revision, debate, persuasive writing, word wall, journaling
Sample Performance Tasks / In small groups, develop criteria for evaluating specific visual elements that incorporates the language of theatre. Experience a live theatrical production, and write a critique using the student-generated rubric.
Rubric / 5 Advanced / Student exhibits a thorough understanding of five artistic vocabulary terms in the creation and application of criteria charts
4 Proficient / Student exhibits an understanding of five artistic vocabulary terms in the creation and application of criteria charts
3 Basic / Student exhibits an understanding of four artistic vocabulary terms in the creation and application of criteria charts
2 Below Basic / Student exhibits a limited understanding of at least three artistic vocabulary terms in the creation and application of criteria charts
1 Far Below Basic / Student exhibits no understanding of artistic vocabulary terms in the creation and application of criteria charts
Performance
Performing and Participating in Theatre / Suggested Percentage of Instructional Time / 10%
Enduring Understanding / Theatre is integral to every culture.
California Content Standards (Essential and Supporting) / Essential: 2.0 - Creative Expression
2.3 Write and perform scenes or one-act plays that include monologue, dialogue, action and setting together with a range of character types.
2.2 Use effective vocal expression, gesture, facial expression and timing to create character.
Supporting: 3.0 - Historical & Cultural Context
3.1 Create scripts that reflect particular historical periods or cultures.
Vocabulary / monologue, soliloquy, dialogue, gesture, timing
Skills and Objectives / Students will be able to:

Write monologues as historical characters and types,
Write scripts featuring historical characters and types.

Suggested Strategies / brainstorm, group work, peer evaluation, think-pair-share, modeling, narrative writing, research role playing, playwriting
Sample Performance Tasks / Improvise, then write monologues as historical types (gladiator, claque, etc.) that suggest specific characters,
With partners, write scenes for one or more of your characters; rehearse, memorize and present to class.
Rubric / 4 Advanced - Incorporates rich supporting details specific to the specific culture
3 Proficient - Demonstrates understanding of specific culture in performance
2 Basic- Demonstrates limited understanding of specific culture in performance
1 Below Basic - Does not demonstrate understanding of specific culture in performance
Enthusiasm Rubric / Rubric: Body Language & Enthusiasm
5 Advanced
Body Language: Student uses body language, gestures and movements to clearly convey emotion/attitude/mood. There is no confusion about the character's emotion, feeling or mood.
Enthusiasm: Facial expressions and body language convey enthusiasm about the improvisation or scene. The actor does not complain, stall, or act displeased.
4 Proficient
Body Language: Student uses body language, gestures and movements to convey emotion/attitude/mood. The character's emotion, feeling or mood is clear most of the time.
Enthusiasm: The actor is neutral.
3 Basic
Body Language: Student uses body language, gestures and movements to emotion/attitude/mood some of the time. The character's emotion, feeling or mood is clear at least once.
Enthusiasm: The actor complains once or acts as if they do not like the suggestion or their scene partner(s).
2 Below Basic
Body Language: Student tries to uses body language, gestures and movements to emotion/attitude/mood but the meaning is unclear.
Enthusiasm: The actor complains or acts dissatisfied more than once.
1 Far Below Basic
Body Language: Student does not use body language, gestures and movements. Student is reluctant to perform or refuses to participate.
Enthusiasm: The actor is reluctant to perform, complains, drags their feet, etc.
Connections
Connecting and Applying What Is Learned in Theatre to Learning in Other Art Forms and Subject Areas and to Careers / Suggested Percentage of Instructional Time / 10%
Enduring Understanding / Theatre skills help us communicate with and teach others.
California Content Standards (Essential and Supporting) / Essential: 5.0 – Connections, Relationships, and Applications
5.1 Use theatrical skills to communicate concepts or ideas from other curriculum areas, such as a demonstration in history-social science of how persuasion and propaganda are used in advertising.
Supporting: 2.0 – Creative Expression
2.2 Use effective vocal expression, gesture, facial expression and timing to create character.
Vocabulary / dramatization, persuasion, propaganda, imagery, subliminal, iconic
Skills and Objectives / Students will be able to use theatrical skills to teach and/or persuade while playing characters through the use of gestures plus facial and vocal expression.
Suggested Strategies / modeling, group work, scriptwriting, revision/workshopping, rehearsing, dramatization, role playing
Sample Performance Tasks / Create a traveling dramatization based on a curricular area and perform it for audiences.
Create a traveling dramatization about theatre history and perform it for audiences. Identify and demonstrate how these theatrical skills enhance daily interpersonal relationships.
Create a piece of propaganda and perform it for peers. Have viewers identify persuasive tactics and messages.
Rubric / 4 Advanced

Exhibits leadership in commitment to ensemble’s purpose
Creatively participates in theatrical experience

3 Proficient

Exhibits commitment to ensemble’s purpose
Participates in theatrical experience

2 Basic

Exhibits some commitment to ensemble’s purpose
Some evidence of participation in theatrical experience

1 Below Basic

Does not exhibit commitment to ensemble’s purpose
Does not participate in theatrical experience

Rubric
4 Advanced / Student effectively uses information from one or more core content areas and insightfully analyzes the intended propaganda used to influence individuals and society
3 Proficient / Student competently uses information from one or more core content areas and analyzes the intended propaganda used to influence individuals and society
2 Basic / Student adequately uses the information from one or more core content area and offers a basic explanation of the propaganda used to influence individuals and/or society
1 Below Basic / Student uses the information from one core content area and refers to general factors that influenced individuals and/or society