Below is a list of the National Theatre Arts Standards. I will teach these standards through a variety of units throughout the year. You will find the yearly sequence of what you will learn and the approximate time frame. National Theatre Content Standards Standard 1: Story Making/Script Writing Students will improvise, write and refine scripts based on imagination, literature and history for informal and formal theatre productions. Standard 2. Acting:. Students will assume roles and interact in improvisations in early grades and later develop, communicate, and sustain character in informal and formal productions. Standard 3: Designing/Stage Craft: Students will visualize and describe environments that communicate locale and mood in early grades and later develop designs and plans that clearly support the environment described in the script for informal and formal productions, including the promotion, scheduling, and management for the performance. Standard 4: Directing:. Students will respond to direction and side coaching and demonstrate an understanding of the role of the director in theatre. Standard 5: Researching: Students will locate, explore, examine and integrate information related to theatre. Standard 6: Connecting:. Students will connect, compare and incorporate ideas and concepts of theatre within the art form and to other disciplines. Standard 7: Valuing and Responding: Students will critique, assess and derive meaning from theatrical experiences. Standard 8: Historical/Cultural: Students will understand and integrate information from past and present cultures and times to enhance theatrical knowledge and experiences. Sequencing Instructional Units/ Timeline Level 1 Theatre Arts August/September Procedures and developing a classroom family – 1st week of school • Unit 1 – Character development: pantomime, techniques of pantomime, circle of attention, object pantomime, action pantomime, group pantomime, music pantomime Standards: 1 Story making, script writing E. Create characters, environments, dialogue, and action through improvisation and writing, both individually and in groups. F. Compare and contrast film, television, and electronic media scripts with theatre scripts. 2 Acting F. Create and justify characters and roles on the basis of their own observations of people’s interactions, ethical choices, and emotional responses. 3 Designing E. Design coherent stage management, promotional, and business plans. 6. Connecting F. Integrate the vocabulary of theatre into classroom discussions, planning, and informal and formal performances. 7 Valuing and responding Use appropriate audience etiquette during theatre performances E. Analyze a classroom performance on the basis of characterization, diction, pacing, and movement, and then make suggestions for improvement. September- October • Unit 2 – Voice development: characteristics of stage voice, breath support, projection, articulation, development of accents, tone, anatomy of the voice, scoring a script Standards: 2 Acting Students will A/B. Demonstrate acting skills such as memorization, sensory recall, concentration, breath control, effective vocal expression, and control of isolated body parts. G. Analyze descriptions, dialogue, and actions in order to articulate and justify character motivation. H. Create and justify characters and roles on the basis of their own observations of people’s interactions, ethical choices, and emotional responses. I. Act as an improvised or scripted character in an ensemble. 5 Researching Students will B. Apply research from printed and non printed sources to plan writing, acting, designing, and directing activities. 6 Connecting Students will G. Integrate the vocabulary of theatre into classroom discussions, planning, and informal and formal performances. H. Compare and contrast different career and social roles in improvisations and theatre games. I. Demonstrate an understanding of the collaborative nature of theatre. J. Identify and utilize basic theatrical conventions (e.g., costumes, props, puppets, masks). 7 Valuing and Responding Students will F. Use appropriate audience etiquette during theatre performances. G. Analyze and critique theatrical publications and dramatic texts. H. Analyze and critique theatrical productions, both live and electronic. Analyze a classroom performance on the basis of characterization, diction, pacing, and movement, and then make suggestions for improvement 8 Relating to History & Culture Identify theatrical contributions from a variety of historical periods and cultures for use in informal or formal productions October-Mid-October • Unit 3 – History of the Theatre: Study different types of Theaters and where they originated. Introduce students to the different genres in the Theatre. Standard: 8 Relating to History and Culture Students will D. Identify theatrical contributions from a variety of historical periods and cultures for use in informal or formal productions. E. Analyze the relationship of historical and cultural contexts to published plays and improvisations. Analyze and explain the relationship of historical and cultural contexts to acting styles November-end of January • Unit 4 – Production Workshop (Fall) Teacher selects a major script and cast the students in the play. The students and Director work scene by scene scoring the script and working towards a polished product to be performed on stage. Students are exposed to every aspect of the Theatre during this workshop: character development, line memorization, voice, blocking, set design, costume and make-up design, light & sound, tech. Standards: All eight standards are taught during the Theatre Workshop January • Unit 5 Script writing: Students will be introduced to the different aspects of script writing. They will be exposed to writing monologues, dialogue and full script composition. Standard 1: Script writing and story making Students will G. Identify the elements of dramatic structure within a script (e.g., plot development, rising action, foreshadowing, crisis, catharsis, denouement), using theatre vocabulary. H. Create characters, environments, dialogue, and action through improvisation and writing, both individually and in groups. I. Write, revise, and perform monologues, scenarios, scenes, and short plays that include the basic elements of dramatic structure. J. Compare and contrast film, television, and electronic media scripts with theatre scripts. Standard 2: Acting Students will A/B. Demonstrate acting skills such as memorization, sensory recall, concentration, breath control, effective vocal expression, and control of isolated body parts. J. Analyze descriptions, dialogue, and actions in order to articulate and justify character motivation. K. Create and justify characters and roles on the basis of their own observations of people’s interactions, ethical choices, and emotional responses. L. Act as an improvised or scripted character in an ensemble. Standard 4: Directing Students will D. Respond appropriately to instructors’ directions and side coaching in improvisations, theatre games, and other theatre activities. E. Explain the roles of the director and the production staff in theatre. F. Direct rehearsals of scripted monologues, scenarios, scenes, or short plays for informal or formal performances. February-March • Unit 6 – Genres of Theatre: Students will be introduces to each genre of the Theatre: Tragedy, Musicals, Comedy, Drama & Mela-drama. The students will learn the history and characteristic of each genre. They will study a play from that genre and then create working in a group their own script based on that genre. They will direct and create a mini-set to accompany their writing Standards: 1 Story Making Students will K. Identify the elements of dramatic structure within a script (e.g., plot development, rising action, foreshadowing, crisis, catharsis, denouement), using theatre vocabulary. L. Create characters, environments, dialogue, and action through improvisation and writing, both individually and in groups. M. Write, revise, and perform monologues, scenarios, scenes, and short plays that include the basic elements of dramatic structure. 2 Acting Students will A/B. Demonstrate acting skills such as memorization, sensory recall, concentration, breath control, effective vocal expression, and control of isolated body parts. M. Analyze descriptions, dialogue, and actions in order to articulate and justify character motivation. N. Create and justify characters and roles on the basis of their own observations of people’s interactions, ethical choices, and emotional responses. O. Act as an improvised or scripted character in an ensemble. 3 Designing Students will G. Explain the functions and interrelated nature of scenery, properties, lighting, sound, costumes, and makeup in creating an environment appropriate for scripted and nonscripted theatre. H. Construct designs using visual elements (e.g., space, color, line, shape, texture), aural qualities (e.g., pitch, rhythm), and design principles (e.g., repetition, balance, emphasis, contrast, unity). I. Design coherent stage management, promotional, and business plans. 4 Directing Students will G. Respond appropriately to instructors’ directions and side coaching in improvisations, theatre games, and other theatre activities. H. Explain the roles of the director and the production staff in theatre. Direct rehearsals of scripted monologues, scenarios, scenes, or short plays for informal or formal performances 5 Researching Students will C. Apply research from printed and non-printed sources to plan writing, acting, designing, and directing activities. 6 Connecting Students will K. Integrate the vocabulary of theatre into classroom discussions, planning, and informal and formal performances. . L. Demonstrate an understanding of the collaborative nature of theatre. M. Identify and utilize basic theatrical conventions (e.g., costumes, props, puppets, masks). 7 Valuing and Responding Students will I. Use appropriate audience etiquette during theatre performances. J. Analyze and critique theatrical publications and dramatic texts. K. Analyze and critique theatrical productions, both live and electronic. L. Analyze a classroom performance on the basis of characterization, diction, pacing, and movement, and then make suggestions for improvement. 8 Relating to History and Culture Students will F. Identify theatrical contributions from a variety of historical periods and cultures for use in informal or formal productions. G. Analyze the relationship of historical and cultural contexts to published plays and improvisations. H. Analyze and explain the relationship of historical and cultural contexts to acting styles. April-June Unit 7 – Theatre Arts Idol (unit of Musical Theatre) Teacher introduces level one students to the many aspects of Musical Theatre it’s history and technique. Students will learn the importance of the triple threat technique and will receive coaching from the teacher on how to strengthen their musical theatre skills to become comfortable with the triple threat technique. Students will be graded on their performance of a selected piece from a musical where they will perform using song, dance and acting. Standard 2 Acting Students will A/B. Demonstrate acting skills such as memorization, sensory recall, concentration, breath control, effective vocal expression, and control of isolated body parts. P. Analyze descriptions, dialogue, and actions in order to articulate and justify character motivation. Q. Create and justify characters and roles on the basis of their own observations of people’s interactions, ethical choices, and emotional responses. R. Act as an improvised or scripted character in an ensemble. Standard 4 Directing Students will I. Respond appropriately to instructors’ directions and side coaching in improvisations, theatre games, and other theatre activities. J. Explain the roles of the director and the production staff in theatre. Standard 6: Connecting Students will N. Integrate the vocabulary of theatre into classroom discussions, planning, and informal and formal performances. O. Compare theatre to visual arts, dance, music, and other disciplines. P. Compare and contrast different career and social roles in improvisations and theatre games. Q. Compare and contrast the use of visual arts, dance, music, or electronic media to enhance a classroom performance. R. Demonstrate an understanding of the collaborative nature of theatre. Identify and utilize basic theatrical conventions (e.g., costumes, props, puppets, masks). .Level 2 Theatre Arts August Procedures and developing a classroom family – 1st week of school Technique Review : Students will be assigned an individual technique taught to them in their level 1 year. The students will be responsible for developing a five minute lesson that reviews the technique with the class. The students will be tested at the end of the presentations to assess their understanding of Level 1 technique. 2. ACTING. Acting by developing basic acting skills to portray characters who interact in improvised and scripted scenes. Students will A/B. Demonstrate acting skills such as memorization, sensory recall, concentration, breath control, effective vocal expression, and control of isolated body parts. 6. CONNECTING. Comparing and incorporating art forms by analyzing methods of presentation and audience response for theatre, dramatic media (such as film, television, and electronic media), and other art forms. Students will S. Integrate the vocabulary of theatre into classroom discussions, planning, and informal and formal performances. T. Compare theatre to visual arts, dance, music, and other disciplines. U. Compare and contrast different career and social roles in improvisations and theatre games. V. Compare and contrast the use of visual arts, dance, music, or electronic media to enhance a classroom performance. W. Demonstrate an understanding of the collaborative nature of theatre. X. Identify and utilize basic theatrical conventions (e.g., costumes, props, puppets, masks). September-November: Theatre Production Workshop • Teacher selects a major script and cast the students in the play. This fall the students will produce “Junie B. Jones & A Little Monkey Business.” The students and Director will work scene by scene scoring the script and working towards a polished product to be performed on stage. Students are exposed to every aspect of the Theatre during this workshop: character development, line memorization, voice, blocking, set design, costume and make-up design, light & sound, tech. Standards: All eight standards are taught during the Theatre Workshop December-February: Level 3 Directors Unit • The level two students and their teacher will work collaboratively with the Level three theatre students to produce student directed plays. In this unit students will learn the difficulty of directing your own play and the organization it takes to put on a play. The students will be exposed to acting and following the leadership of their peers. Standards: All eight standards are taught during the Student Directors Workshop 4. DIRECTING. Directing by organizing rehearsals for improvised and scripted scenes. Students will K. Respond appropriately to instructors’ directions and side coaching in improvisations, theatre games, and other theatre activities. L. Explain the roles of the director and the production staff in theatre. 2. ACTING. Acting by developing basic acting skills to portray characters who interact in improvised and scripted scenes. Students will A/B. Demonstrate acting skills such as memorization, sensory recall, concentration, breath control, effective vocal expression, and control of isolated body parts. S. Analyze descriptions, dialogue, and actions in order to articulate and justify character motivation. M. Direct rehearsals of scripted monologues, scenarios, scenes, or short plays for informal or formal performances. March-April: Script Writing • Script writing Students will work in an in-depth unit teaching them the aspects of script writing. They will be exposed to writing monologues, dialogue and full script composition. The students will produce and direct their plays when they are completed and will perform them before an audience. Unit Standards: 1 Story Making N. Identify the elements of dramatic structure within a script (e.g., plot development, rising action, foreshadowing, crisis, catharsis, denouement), using theatre vocabulary. O. Create characters, environments, dialogue, and action through improvisation and writing, both individually and in groups. P. Write, revise, and perform monologues, scenarios, scenes, and short plays that include the basic elements of dramatic structure. Q. Compare and contrast film, television, and electronic media scripts with theatre scripts. 2 Acting Demonstrate acting skills such as memorization, sensory recall, concentration, breath control, effective vocal expression, and control of isolated body parts. 3 Designing J. Explain the functions and interrelated nature of scenery, properties, lighting, sound, costumes, and makeup in creating an environment appropriate for scripted and nonscripted theatre. K. Analyze improvised and scripted scenes for technical requirements and justify their choices. L. Construct designs using visual elements (e.g., space, color, line, shape, texture), aural qualities (e.g., pitch, rhythm), and design principles (e.g., repetition, balance, emphasis, contrast, unity). Design coherent stage management, promotional, and business plans 4 Directing IX. DIRECTING. Directing by organizing rehearsals for improvised and scripted scenes. Students will N. Respond appropriately to instructors’ directions and side coaching in improvisations, theatre games, and other theatre activities. O. Explain the roles of the director and the production staff in theatre. P. Direct rehearsals of scripted monologues, scenarios, scenes, or short plays for informal or formal performances. 5 Researching X. RESEARCHING. Researching by using cultural and historical information to support improvised and scripted scenes. Students will D. Apply research from printed and nonprinted sources to plan writing, acting, designing, and directing activities. 6 Connecting XI. CONNECTING. Comparing and incorporating art forms by analyzing methods of presentation and audience response for theatre, dramatic media (such as film, television, and electronic media), and other art forms. Students will Y. Integrate the vocabulary of theatre into classroom discussions, planning, and informal and formal performances. Identify and utilize basic theatrical conventions (e.g., costumes, props, puppets, masks 7 Valuing and Responding VALUING AND RESPONDING. Analyzing, evaluating, and constructing meanings from improvised and scripted scenes and from theatre, film, television, and electronic media productions. Students will M. Use appropriate audience etiquette during theatre performances. N. Analyze and critique theatrical publications and dramatic texts. O. Analyze and critique theatrical productions, both live and electronic. P. Analyze a classroom performance on the basis of characterization, diction, pacing, and movement, and then make suggestions for improvement. 8 Relating to History and Culture I. Identify theatrical contributions from a variety of historical periods and cultures for use in informal or formal productions. May-June: Theatre Genres • Genres of Theatre: Students will study in-depth each genre of the Theatre: Tragedy, Musicals, Comedy, Drama & Melo-drama. The students will learn the history and characteristic of each genre. They will study a play from that genre and then create working in a group their own script based on that genre. They will direct and create a mini-set to accompany their writing Standards: 2 Acting Demonstrate acting skills such as memorization, sensory recall, concentration, breath control, effective vocal expression, and control of isolated body parts. T. Analyze descriptions, dialogue, and actions in order to articulate and justify character motivation. U. Create and justify characters and roles on the basis of their own observations of people’s interactions, ethical choices, and emotional responses. 3 Designing M. Explain the functions and interrelated nature of scenery, properties, lighting, sound, costumes, and makeup in creating an environment appropriate for scripted and nonscripted theatre. N. Analyze improvised and scripted scenes for technical requirements and justify their choices. 4 Directing Students will Q. Respond appropriately to instructors’ directions and side coaching in improvisations, theatre games, and other theatre activities. R. Explain the roles of the director and the production staff in theatre. S. Direct rehearsals of scripted monologues, scenarios, scenes, or short plays for informal or formal performances. 5 Researching E. Apply research from printed and nonprinted sources to plan writing, acting, designing, and directing activities. 6 Connecting Z. Integrate the vocabulary of theatre into classroom discussions, planning, and informal and formal performances. AA. Compare theatre to visual arts, dance, music, and other disciplines. BB. Compare and contrast different career and social roles in improvisations and theatre games. CC. Compare and contrast the use of visual arts, dance, music, or electronic media to enhance a classroom performance. DD. Demonstrate an understanding of the collaborative nature of theatre. EE. Identify and utilize basic theatrical conventions (e.g., costumes, props, puppets, masks). 7 Valuing and Responding Students will Q. Use appropriate audience etiquette during theatre performances. R. Analyze and critique theatrical publications and dramatic texts. S. Analyze and critique theatrical productions, both live and electronic. T. Analyze a classroom performance on the basis of characterization, diction, pacing, and movement, and then make suggestions for improvement. 8 Relating to History and Culture U. Identify theatrical contributions from a variety of historical periods and cultures for use in informal or formal productions. V. Analyze the relationship of historical and cultural contexts to published plays and improvisations. W. Analyze and explain the relationship of historical and cultural contexts to acting styles.