Course Descriptions

*Course Outlines were created by Lisa Rillingale & Nancy Bernhard

 Unit 1: An Introduction to Vocabulary and Elements of the Theatre

State Standards: Artistic Perception

1.Students observe their environment and respond, using the elements of theatre. They also observe   formal and informal works of theatre, film/video, and electronic media and respond, using the vocabulary of theatre.  Students will:

A.Use the vocabulary of theatre such as acting values, style, genre, design, and theme, to describe theatrical experiences.

Student Outcomes

1.Know the acting areas of all types of stages. [1.1]

  1. 2.Identify the different parts of the theatre space. [1.1]
  2. 3.Compare a dramatic structure to literary structure. [1.3, 2.2,4.1]

Possible Strategies and Activities

1.Lecture on the acting areas of the stage actor body position

2.Students move from one acting areas to another

3.Students can point and identify the various parts of the theatre

Assessment Sample(s)

1.Recreate the basic acting areas and label the various parts of the theatre on a blank form

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Unit 2: The Business of Theatre & Personnel

State Standards: Connections, Applications, Relationships

1.Students apply what they have learned in theatre, film/video and electronic media across subject areas. They develop competencies and creative skills in problem solving, communication, and time management that contribute to lifelong learning and career skills. They also learn about careers related to theatre. Students will

A.Students will be introduced to all the various personnel involved in mounting a theatrical production.

Student Outcomes

1.Students will learn that theatre is a collaborative storytelling process. [2.3, 5.1]

2.Students will understand the specific duties of the director and producer. [2.3,5.1, 5.2]

3.Students will to understand the roles of other members of the production team. [2.3, 5.1, 5.2, 5.3]

4.Students will appreciate the functions of the front of house personnel. [5.1]

Possible Strategies and Activities

1.Students will create a dramatic scenario based on standard play structure.

2.Students will compare and contrast the duties of the director and producer.

3.Students can serve as usher/house manager/box office personnel for a given production.

4.Students can research or interview a theatre professional who is not an actor or designer.

5.Students will connect producing, directing, and front of house skills to careers outside of theatre.

Assessment Sample(s)

1.Written pencil paper assessment

2.Present interview findings to class members

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Unit 3: Theatre Appreciation & Attendance

State Standards: Aesthetic Valuing

1.Students critique and derive meaning from works of theatre, film/video, electronic media, and theatrical artists on the basis of aesthetic qualities. Students will

A.Attend live theatrical performances or view electronic media and respond to it using critical skills and emotional reactions.

B.Develop criteria and write a formal review of a theatrical event.

Student Outcomes

1.Students will learn active listening. [1.2, 2.1]

2.Students will understand the elements of audience etiquette. [3.1,4.2]

3.Students will to understand the communal experience of theatre. [3.1, 4.1, 4.2]

4.Students will analyze individual and general audience response to a play. [4.2, 4.3]

Possible Strategies and Activities

1.Students will attend a theatrical event.

2.Students will make observations of audience behavior before, during and after the play.

3.Students will discuss the play using the language of the discipline.

Assessment Sample(s)

1.Written critique [essay] of play and audience etiquette.

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Unit 4: Movement for the Theatre

State Standards: Artistic Perception

1.Students apply processes and skills in acting, directing, designing, and script writing to create formal and informal theatre, film/videos, and electronic media productions and to perform in them. Students will:

A.Make acting choices through movement during the rehearsal process

B.Research character

C.Apply reflection activities to self and peers

D.Identify the qualities of motion

Student Outcomes

1.Students will be able to communicate character, conflict, and story without words. [2.1, 2.2]

2.Students will be able to develop actions that are believable to both actor and audience. [1.2, 1.3,4.2]

3.Students will be able to show emotion through the body. [2.1, 2.3, 4.2]

4.Students will be able to reflect upon their work as a performer. [2.3, 4.1, 4.2]

Possible Strategies and Activities

1.Observe a professional mime

2.Plan, rehearse, and perform formal and informal movement pieces working solo, in a duet and group.

Assessment Sample(s)

1.Formal movement pieces assessed by teacher-created rubric

2.Critique a professional theatrical movement using language of the discipline

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Unit 5: Theatre History

State Standards: Historical and Cultural Context

1.Students analyze the role and development of theatre, film/video, and electronic media in past and present cultures throughout the world, noting diversity as it relates to theatre. Students will

A.Describe the ways in which playwrights reflect and influence their culture.

B.Identify key figures, works, and trends in theatrical history from various cultures and time periods.

Student Outcomes

1.Students will learn about the origins of theatre. [1.1, 3.1, 3.3]

2.Students will gain appreciation for the contributions of the early Greeks to the development of theatre. [1.1, 3.2, 3.3]

3.Students will compare and contrast the early theatre in both Western and Eastern cultures.[2.3, 3.3]

4.Students will gain an appreciation of Elizabethan playwrights, actors, and theatres, especially Shakespeare and the Globe. [2.1, 2.3, 3.3]

Possible Strategies and Activities

1.Research different periods of theatre history using the internet

2.Students in small groups present an in-depth oral/visual report of a particular period of theatre history through the 16th century.

3.Perform/present cuttings from key work from the different periods studied.

4.Compare and contrast the different cuttings.

Assessment Sample(s)

1.Formal written test

2.Critique of presentation using rubrics

3.Comparing and contrasting different cuttings

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Unit 6: Acting Fundamentals

State Standards: Creative Expression

1.Students observe their environment and respond, using the elements of theatre. They also observe formal and informal works of theatre, film/video and electronic media. Students apply processes and skills in movement to create formal and informal theatre, and to perform in them, by making acting choices {using body and voice}, script analysis, character research, reflection, and revision through the rehearsal process. Students will

A.Be introduced to the basics of relaxing and warming up before rehearsing or performing.

B.Introduced to the discipline of observation and to the power of the senses.

C.Appreciate the importance of working together as an ensemble.

Student Outcomes

1.Students will learn how to build and use proper breathing and articulation to produce vocal tone. [1.2, 2.1]

2.Students will learn to improve the memory. [2.1, 5.2]

3.Students will be able to strengthen the powers of observation. [1.2, 2.1, 2.2]

4.Students will be able to practice recalling observed objects through the senses. [1.2]

5.Students will learn and practice vocal exercises. [1.3, 2.2,4.1]

6.Students will learn how to protect and project their voice. [2.1]

7.Students will understand the importance of ensemble work. [2.1, 3.4]

Possible Strategies and Activities

1.Students will write a detailed description of an object.

2.Students will plan, rehearse, and perform an ensemble scene with several partners.

3.Students will critique partners and groups using rubrics.

4.In small groups students will perform for each other and discuss their observation and choose one student to perform for the entire group.

5.Students will practice projecting clearly to the back of the performance space.

6.Students will lead groups in a warm-up.

Assessment Sample(s)

1.Critique of observation and warm-up using a variety of assessment techniques, e.g. rubric, discussion

2.Student self assessment reflection essay

3.Student will perform short piece and be graded on a rubric for projection and clarity

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Unit 7: Introduction to Set Design and Construction

State Standards: Creative Expression

1.Students observe their environment and respond, using the elements of theatre. They also observe formal and informal works of theatre, film/video and electronic media. Scenic designers use a variety of skill sets to research, analyze, and communicate with production staff to successfully design scenery for the stage. Students will

A.Be introduced to stage terminology, the construction of basic scenic elements, and the supplies needed to build a set.

B.Learn basic elements of design.

Student Outcomes

1.Students will learn about production concepts and the different types of sets. [1.1, 2.2, 3.3]

2.Students will learn the basic tools and principles of set construction. [1.1, 2.3, 3.3, 4.2]

Possible Strategies and Activities

1.Students will create a set design for a play, scene, or work of literature.

2.Students will justify color choices in a set design.

3.Students will observe professional set designs and discuss them using language of the discipline.

Assessment Sample(s)

1.Critique of scene using a variety of assessment techniques, e.g. rubric, discussion

2.Student self assessment reflection essay

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Unit 8: Introduction to Costume Design & Construction

State Standards: Creative Expression

1.Students apply processes and skills in acting, directing, designing, and scriptwriting to create formal and informal theatre, films/videos, and electronic media productions and to perform in them. Students will

A.Be introduced to the methods and tools used by the costume designer.

Student Outcomes

1.Students will understand the job of the costume designer. [1.1, 2.2, 3.3]

2.Students will know and utilize the tools of the costume designer. [1.1, 2.3, 3.3, 4.2]

Possible Strategies and Activities

1.Students will analyze a play for time period, style, mood, and design.

2.Students will create and present costume designs for a character.

3.Students will observe professional costume designs and discuss them using language of the discipline.

Assessment Sample(s)

1.Critique of designs using a variety of assessment techniques, e.g. rubric, discussion

2.Student self assessment reflection essay

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Unit 9: Introduction to Makeup Design

State Standards: Creative Expression

1.Students apply processes and skills in acting, directing, designing, and scriptwriting to create formal and informal theatre, films/videos, and electronic media productions and to perform in them. Students will

A.Be introduced to techniques used by the makeup artist to create characters for the stage.

Student Outcomes

1.Students will understand the job of the makeup artist.  [1.1, 5.3]

2.Students will understand the principles and technique of effective stage makeup. [1.1, 2.3]

3.Students will analyze a character for appropriate makeup.[2.3]

4.Students will apply character makeup effectively and safely. [2.3]

Possible Strategies and Activities

1.Students will apply makeup on a partner and on self.

2.Students will create a makeup design/plot for a character.

3.Students will observe professional makeup designs and discuss them using language of the discipline.

Assessment Sample(s)

1.Critique of designs using a variety of assessment techniques, e.g. rubric, discussion

2.Critique makeup plot/design

3.Student self assessment reflection essay

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Unit 10: Acting Applications

State Standards: Creative Expression

1.Students apply processes and skills in acting, to create formal and informal theatre and to perform in them. Students will

A.Learn to use the text to uncover a character’s circumstances, characteristics, and objectives.

B.Create distinct characters with articulated goals.

C.Analyze and deepen their understanding of character by placing the character in the larger context of the world of the play and its style.

D.Understand the importance of the voice to the actor and of training and using it properly.

Student Outcomes

1.Students will learn to understand how to communicate emotions and develop a character through the voice.[1.3, 2.1, 2.3]

2.Students will detect clues about character from the dramatic text, including physical and emotional traits. [1.1, 1.2, 1.3, 2.2]

3.Students will articulate with precision, character motivation, objective, and obstacle. [1.1, 2.1]

4.Students will understand a character in relationship to the play as a whole. [1.1, 1.2, 2.1, 2.3]

5.Students will understand the style of the play and how it affects character choices. [3.1 3.4]

6.Students will create distinct character and make character choices based on text analysis. [2.1]

Possible Strategies and Activities

1.Students will perform a variety of scenes articulating character and motivation.

2.Students will analyze the text using vocabulary of the discipline.

3.Students in small groups present an in-depth oral/visual report of a particular period of theatre history through the 16th century.

4.Perform/present cuttings from key work from the different periods studied.

5.Compare and contrast the different cuttings.

Assessment Sample(s)

1.Critique of scene using a variety of assessment techniques, e.g. rubric, discussion

2.Student self assessment reflection essay

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