Week 1Unit of Study: Blocking Third Grading Period

Theatre Level I – High School

Week 1Unit of Study: Blocking Third Grading Period

TEKS High School Theatre Arts Level I (Content)

I.1.C. employ stage movement and pantomime consistently to express thoughts, feelings, and actions
I.2.A. demonstrate the safe use of voice and body

/ TEKS High School Theatre Arts Level I(Skills and Processes)

I.1.C. employ stage movement and pantomime consistently to express thoughts, feelings, and actions
I.2.A. demonstrate the safe use of voice and body

College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
Blocking
Aesthetic balance
Symmetrical balance
Asymmetrical balance
Unity
Direct focus
Counter focus
Open stance
Bilingual Word Wall / Basic Drama Projects
CH. 16 Blocking

Page 182-195

Basic Drama Projects
Resource Binder

CH 16 Activity Sheet:

Blocking / The teacher will:

present “word wall” vocabulary and definitions.
guide students in the concept of blocking for the stage.

How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/

How important is blocking?
What is the difference between functional movement and artistic movement?
How is blocking plotted for a scene?

/  Discover the levels of meaning in movement.

Understand the differences between functional and artistic movement.
Apply blocking skills to an analyzed scene.

/ Guided practice
Role-playing
Discussions
Collaborating learning activities
Review and re-teach
Teacher Questions
Primary Resources
Assessment

Students will discover the how planned blocking createsmeaningful, functional and artistic movement in scenes.
Students will compare and contrast functional movement and artistic movement.
Students will direct the blocking for the original scenes.

Before:Why is blocking necessary? What would a scene look like with out blocking?
During: Check for Understanding
Have students compare and contrast functional movement and artistic movement, using a graphic organizer.
After:Evaluate
Have students plot the blocking of a scene they have read and analyzed.
Technology Connection
Stage Blocking
Special Education / Theatre: Preparation and Performance
Instructional Modifications/ Accommodations Determined by ARD/IEP / During: Check for Understanding
Have students work in small groups.

Theatre Level I – High School

Week 2Unit of Study: Set Design and ConstructionThird Grading Period

TEKS High School Theatre Arts Level I (Content)

I.3.B. Safely apply technical knowledge and skills to create and /or operate functional scenery, properties, lighting, sound, costumes, makeup and publicity.
I.3.F. Concentrate in one or more areas of theatre production (acting, technical theatre, theatre management), demonstrating responsibility, artistic discipline, and creative problem solving.

/ TEKS High School Theatre Arts Level I (Skills and Processes)

I.3.B. Safely apply technical knowledge and skills to create and /or operate functional scenery, properties, lighting, sound, costumes, makeup and publicity.
I.3.F. Concentrate in one or more areas of theatre production (acting, technical theatre, theatre management), demonstrating responsibility, artistic discipline, and creative problem solving.

College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
Elevation sketch
Proscenium stage
Thrust stage
Arena stage
Drops
Box set
Curtain set
Minimal set
Permanent set
Prism set
Unit set
Cyclorama
Flats
Scrim
Bilingual Word Wall / Basic Drama Projects
CH. 18 Set Design and Construction

Page 212-231

Basic Drama Projects
Resource Binder

CH 18 Activity Sheet:

Set Design and Construction / The teacher will:

present “word wall” vocabulary and definitions.
guide students as they explore production concepts and different types of sets.
guide students as they explore the basic tools and principles of set construction.

How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/

How does set design and construction contribute to a play’s vision?
What elements affect the design of a set?

/  Identify, describe and demonstrate basic principles of set design.

Identify, describe, and design scenery for a published scene or play.

/ Guided practice
Role-playing
Discussions
Collaborating learning activities
Review and re-teach
Teacher Questions
Primary Resources
Assessment

Students will identify and describe the impact of scenery for a scene or play.
Students will design scenery for a published scene or play.

Before: What elements affect the design of a set?
During: Check for Understanding
Have students determine what is important about set design and construction.
After:Evaluate
Have students create a set design from a published scene or play.
Technology Connection
Types of Stages Throughout History
Special Education / Instructional Modifications/ Accommodations Determined by ARD/IEP / During: Check for Understanding
Have students use work in pairs.

Theatre Level I – High School

Week 3Unit of Study: LightingThird Grading Period

TEKS High School Theatre Arts Level I (Content)

I.1.F. analyze and describe the interdependence of all theatrical elements.

/ TEKS High School Theatre Arts Level I (Skills and Processes)

I.1.F. analyze and describe the interdependence of all theatrical elements.
I.3.A. develop and practice stage-craft skills.

College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
Ellipsoidals
Fresnels
Scoops
Followspots
Border/strip lights
Battens
Gels
Lamps
Gobos
Barn doors
Dimmers
Spill
Bilingual Word Wall / Basic Drama Projects
CH. 19 Lighting

Page 232-251

Basic Drama Projects
Resource Binder

CH 19 Activity Sheet:

Lighting / The teacher will:

present “word wall” vocabulary and definitions.
guide, clarify, and demonstrate the safe use of stage lighting.

How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/

How does lighting affect interpretation, mood, and emphasis?
Can you list and describe the usage of various lighting instruments?
How does a designer create a lighting plot?

identify and discuss the use of lighting to provide visibility and establish emphasis and mood.
identify and describe the various types of lighting instruments.
design a lighting plan for a designated scene or play.

/ Guided practice
Role-playing
Discussions
Collaborating learning activities
Review and re-teach
Teacher Questions
Primary Resources
Assessment
Students demonstrate understanding of concepts through classroom discussion.
Students will recognize the distinguishing aspects of stage lighting instruments.
Students will design an appropriate lighting plan for a scene or play.
Before:How can stage lighting affect a production?
During: Check for Understanding
Have students use a cue sheet to design and create appropriate lighting for a published scene or play.
After:Evaluate
Have students write a personal critique on lighting design presentations.
Technology Connection
Stage Lighting 101
Special Education / Instructional Modifications/ Accommodations Determined by ARD/IEP / During: Check for Understanding
Have students work in small groups.

Theatre Level I – High School

Week 4Unit of Study: SoundThird Grading Period

TEKS High School Theatre Arts Level I (Content)

I.1.F. analyze and describe the interdependence of all theatrical elements.

/ TEKS High School Theatre Arts Level I (Skills and Processes)

I.1.F. analyze and describe the interdependence of all theatrical elements.
I.3.A. develop and practice stage-craft skills.

College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
Public domain
Sound Board/mixer
Equalizer
Amplifier
Body mic
Transmitter
Crash Box
Bilingual Word Wall / Basic Drama Projects
CH. 20 Sound

Page 252-263

Basic Drama Projects
Resource Binder

CH 20 Activity Sheet:

Sound / The teacher will:

present “word wall” vocabulary and definitions.
guide, clarify, and demonstrate the role and equipment of the sound designer and technician.

How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/

What affect does sound have on a staged production?
Can you list and describe the usage of various sound equipment?
What is involved in the process of sound production for a play?

identify and discuss the use of sound to amplify voices,provide sound effects, and define mood.
identify and describe the various types of sound equipment.
create a sound design for a designated scene or play.

/ Guided practice
Role-playing
Discussions
Collaborating learning activities
Review and re-teach
Teacher Questions
Primary Resources
Assessment
Students demonstrate understanding of concepts through classroom discussion.
Students will recognize the distinguishing aspects of sound equipment and its usage.
Students will create a sound design for a scene or play.
Before:How can the use of sound equipment affect a production?
During: Check for Understanding
Have students use a cue sheet to design and create appropriate soundeffects for a published scene or play.
After:Evaluate
Have students write a personal critique on sound design presentations.
Technology Connection
Componentsof Sound
Special Education / Instructional Modifications/ Accommodations Determined by ARD/IEP / During: Check for Understanding
Have students work in pairs or small groups.

Theatre Level I – High School

Week 5Unit of Study: CostumesThird Grading Period

TEKS High School Theatre Arts Level I (Content)

I.3.B. Safely apply technical knowledge and skills to create and /or operate functional scenery, properties, lighting, sound, costumes, makeup and publicity.

/ TEKS High School Theatre Level I (Skills and Processes)

I.3.B. Safely apply technical knowledge and skills to create and /or operate functional scenery, properties, lighting, sound, costumes, makeup and publicity.

College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
Build
Swatches
Modified authenticity
Silhouette
Crinolines
Trim
Notions
Costume plot
Costume parade
Bilingual Word Wall / Basic Drama Projects
CH. 21 Costumes

Page 252-263

Basic Drama Projects
Resource Binder

CH 20 Activity Sheet:

Costumes / The teacher will:

present “word wall” vocabulary and definitions.
guide students as they utilize and demonstrate the tools of a costume designer.
guide students as they explore the impact of costuming for a character from a published scene.

How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/

How is costuming achieved for most plays?
How do elements of style and function affect a costume design?
Why is it important to have a costume plot?

/ List and discuss the five methods of acquiring costumes.

Understand how elements of style and function affect costume design.
Create and present costume designs for a character.

/ Guided practice
Role-playing
Discussions
Collaborating learning activities
Review and re-teach
Teacher Questions
Primary Resources
Assessment

Students will recognize the methods of designing and acquiring costumes for a play.
Students will demonstrate and discuss elements of style and function in costuming.
Students will design and model appropriate costuming for a characterfrom a play.

Before:What does a costume reveal about a character?
During: Check for Understanding
Have students list and discuss the various elements of style and function related to costuming.
After:Evaluate
Have students use a pre-printed form to detail costuming for a character from a published scene.
Technology Connection
Costume Resources
Special Education / Instructional Modifications/ Accommodations Determined by ARD/IEP / During: Check for Understanding
Have students use the pre-printed forms.

Theatre Level I – High School

Week 6Unit of Study: MakeupThird Grading Period

TEKS High School Theatre Arts Level I (Content)

I.3.B. Safely apply technical knowledge and skills to create and /or operate functional scenery, properties, lighting, sound, costumes, makeup and publicity.

/ TEKS High School Theatre Level I (Skills and Processes)

I.3.B. Safely apply technical knowledge and skills to create and /or operate functional scenery, properties, lighting, sound, costumes, makeup and publicity.

College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
Straight makeup
Character makeup
Stippling
Makeup morgue
Complementary colors
Bilingual Word Wall / Basic Drama Projects
CH. 21 Makeup

Page 280-299

Basic Drama Projects
Resource Binder

CH 20 Activity Sheet:

Makeup / The teacher will:

present “word wall” vocabulary and definitions.
guide students as they utilize and demonstrate the tools of a makeup artist.
guide students as they apply character makeup creatively and safely.

How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/

How can makeup enhance or alter the image an actor projects?
What are the differences between the application of straight and character makeup?

/ Discuss and understand the purpose of stage makeup.

Create and present a makeup design for a character.

/ Guided practice
Role-playing
Discussions
Collaborating learning activities
Review and re-teach
Teacher Questions
Primary Resources
Assessment

Students will demonstrate and discuss the usage of makeup for the stage.
Students will design and demonstrate makeup for a character from a play.

Before:What effects does makeup have on the creation of a character on stage?
During: Check for Understanding
Have students demonstrate and describe the application of straight and character makeup.
After:Evaluate
Have students apply and demonstrate appropriate makeup for a character from a play.
Technology Connection
Applicationof Stage Makeup
Special Education / Instructional Modifications/ Accommodations Determined by ARD/IEP / During: Check for Understanding
Have students work in pairs or small groups

Theatre Level I – High School

Week 7Unit of Study: PropsThird Grading Period

TEKS High School Theatre Arts Level I (Content)

I.3.B. Safely apply technical knowledge and skills to create and /or operate functional scenery, properties, lighting, sound, costumes, makeup and publicity.

/ TEKS High School Theatre Level I (Skills and Processes)

I.3.B. Safely apply technical knowledge and skills to create and /or operate functional scenery, properties, lighting, sound, costumes, makeup and publicity.
I.3.F. Concentrate in one or more areas of theatre production (acting, technical theatre, theatre management), demonstrating responsibility, artistic discipline, and creative problem solving.

College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
Props master
Pull
Set props
Decorative props
Set dressing
Hand props
Bilingual Word Wall / Basic Drama Projects
CH. 22 Props

Page 300-311

Basic Drama Projects
Resource Binder

CH 22 Activity Sheet:

Props / The teacher will:

present “word wall” vocabulary and definitions.
guide students as they examine the responsibilities of the prop master and prop crew.
guide students as they analyze and research a play to determine appropriate props..

How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/

What are props and how do they enhance a play?
How do you analyze a script to create a prop plot??

/ Discuss and understand the purpose of stage props and hand props.

Create and present a prop plot for a play you have analyzed.

/ Guided practice
Role-playing
Discussions
Collaborating learning activities
Review and re-teach
Teacher Questions
Primary Resources
Assessment

Students will demonstrate and discuss the usage of propsfor a play.
Students will design and demonstrate a prop plot for a play they have analyzed.

Before:What do props do, and why are they useful?
During: Check for Understanding
Have students demonstrate and describe the purpose of stage props and hand props.
After:Evaluate
Have students analyze a script and design a prop plot for a designated play. Working in small groups, have students create a prop for a scene or play.
Technology Connection
Tips on Making Stage Props
Special Education / Instructional Modifications/ Accommodations Determined by ARD/IEP / During: Check for Understanding
Have students work in pairs or small groups

Theatre Level I – High School

Week 8Unit of Study: Theatre History – Chinese, Japanese and Hindu Theatre Second Grading Period

TEKS High School Theatre Arts Level I (Content)

I.4.A Portray theatre as a reflection of life in particular times, places and cultures.

/ TEKS High School Theatre Arts Level I (Skills and Processes)

I.4.A Portray theatre as a reflection of life in particular times, places and cultures.
I.4.B. relate historical and cultural influences on theatre and analyze the roles of live theatre, film, television, and electronic media in American society.

College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
Interpretive dance
Peking opera
Noh plays
Kyogen
Bunraku
Kabuki
Flowerway
Sanscrit
Bilingual Word Wall / Basic Drama Projects
Exploring Theatre History
Chinese and Japanese Theatre

Page 410-415

/ The teacher will:

set goals for student reading about the history of Chinese, Japaneseand Hindu theatre.
present the “word wall” vocabulary and definitions.
facilitate and clarify the important contributions to theatre of the Asian and Indian cultures.

How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/ 1. What impact did Chinese, Japanese, and HinduTheatre have in theatre history?
2. What were the major contributions of these ancient societies to theatre? / Identify and describe Chinese, Japanese, and Hindu Theatre history and the connections to their society
Choose one ancient culture and elaborate on its contributions to theatre. / Guided practice
Role-playing
Discussions
Collaborating learning activities
Review and re-teach
Teacher Questions
Primary Resources
Assessment
Students will demonstrate an understanding of the impact of Chinese, Japanese, and Hindu Theatre and their contributions to Theatre history through classroom discussion.
Students will write brief reports on one of these ancientcultures contribution to theatre history..

Before:What did the Chinese, Japanese, and Hindu cultures contribute to Theatre History? What were the major contributions of these societies?
During: Check for Understanding
Have students research and compile historical facts related to the development of theatre in Asianand Indian cultures.
After:Evaluate
Have students write and present brief reports describing the contributions of the Chinese, Japanese, and Hindu cultures.
Technology Connection
TheatreHistory
Special Education / Instructional Modifications/ Accommodations Determined by ARD/IEP / During: Check for Understanding
Have students work in pairs in researching and presenting reports.