CONTENT AREA: Theatre Arts · electronic media a. ... Differentiates between drama and traditional literary writing f. ... Physical Comedy Handbook by Davis Rider Robinson ISBN:

FULTON COUNTY BOARD OF EDUCATION INTRODUCTION TO ART 1 OF 16

CONTENT AREA: Theatre Arts

GRADE/LEVEL:

9-12

COURSE TITLE:

FUNDAMENTALS OF THEATRE

II

COURSE NUMBER:

52.0220002 COURSE LENGTH:

SEMESTER

COURSE DESCRIPTION:

This course is an in depth exploration of theatre as an artistic form that focuses on the appreciation

and value of theatre in society.

PREREQUISITE(S): Fundamentals of Theatre I

MASTER LIST: STANDARDS AND ELEMENTS

TAHSFTII.1 Analyzing and constructing meaning from theatrical experiences, dramatic literature, and

electronic media

a. Critiques and analyzes elements of theatrical conventions

b. Generates and uses terminology and outline for critiquing theatre presentation

c. Cites evidence of how theatre reflects life through universal themes

d. Interprets text and subtext

e. Illustrates the process of script analysis in a variety of scripts

TAHSFTII.2 Developing scripts through improvisation and other theatrical methods

a. Critiques elements of dramatic structure

b. Recognizes realistic and conventional speech patterns within dialogue or dramatic verse

c. Identifies and distinguishes between stock and dynamic characters

d. Lists the steps in the dramatic writing process

e. Differentiates between drama and traditional literary writing

f. Incorporates dramatic elements through improvisation

g. Constructs scenes based on the elements of dramatic structure

h. Compares and contrasts dialogue from various theatrical genres

i. Interprets the objectives, decisions, and actions of characters

j. Develops and critiques various scripts

k. Creates and performs scenes for authentic audiences

TAHSFTII.3 Acting by developing, communicating, and sustaining roles within a variety of situations and

environments

a. Investigates mental and emotional methods of actor for preparation

b. Demonstrates awareness of verbal elements of acting (e.g., voice, breathing)

c. Demonstrates non-verbal elements of acting (e.g., posture, facial expression, physical movement)

d. Acquires and incorporates sensory and emotional recall in character

development

e. Constructs authentic characters through observation of human behavior

f. Demonstrates the goals, observations, actions, and tactics of characters

g. Differentiates between acting methods (e.g., Stanislavski, Uta Hagen)

h. Revises performance based on self-critique

i. Defends acting and character choices


j. Analyzes critiques of fellow classmates to create improved performance

TAHSFTII.4 Designing and executing artistic and technical elements of theatre

a. Identifies and defines the various roles of production personnel (sound/lighting, set, scenic, costume,

makeup, marketing, and business aspects)

b. Identifies and applies basic elements and procedures involved in the construction of props, scenery, and

platforms.

c. Distinguishes between effective and ineffective artistic designs

d. Infers elements of artistic design from scripts

e. Formulates a conceptualization of artistic design from scripts

f. Hypothesizes possible audiences responses to artistic elements

g. Creates product based on conceptualization

h. Demonstrates ability to plan, create, and assemble the technical elements for a

scene or short play

TAHSFTII.5 Directing by conceptualizing, organizing, and conducting rehearsals for performance

a. Analyzes the various aspects of directing

b. Recognizes directorial choices in performance

c. Describes the need for script analysis and concept development

d. Applies the process of directorial management

e. Distinguishes between effective and ineffective directorial choices

f. Formulates directorial questions (e.g., script choice, script analysis, audition and casting, planning and

organizing, rehearsal, performance, evaluation)

g. Defends choice of script

h. Assesses acting and design elements of various scripts

i. Formulates a plan for rehearsal

j. Articulates the appropriate relationship between the actor, director and other theatre personnel (e.g.,

designers, technicians, managers)

k. Applies concepts of directorial design to performance

TAHSFTII.6 Researching cultural and historical information to support artistic choices

a. Defines the role of the dramaturge

b. Applies the skills of the dramaturge to various scenes

c. Interprets cultural and historical data for use in production

d. Communicates data to theatrical personnel

e. Distinguishes between important and unimportant data for use in performance

f. Evaluates artistic choices of the production team based on data.

TAHSFTII.7 Integrating various art forms, other content areas, and life experiences to create theatre

a. Identifies the various art forms which may be integrated into theatre (e.g., dance, music, visual arts,

graphic arts, and electronic media)

b. Recognizes the arts as an effort to interpret and intensify experiences

c. Examines the contributions of the other arts in the creation of a role or the production of drama

d. Synthesizes observation, imagination, and research to create characters, environments, and situations

e. Combines elements of other disciplines to create theatre arts

TAHSFTII.8 Examining the roles of theatre as a reflection of past and present civilizations


a. Analyzes plays and dramas that are representative of various historical periods

b. Identifies and analyzes plays and dramas that are culturally diverse

c. Recognizes historical events that have influenced the role of theatre

d. Recognizes theatrical events that have impacted cultural development

e. Analyzes and explains theatre conventions and traditions for different cultures and time periods

f. Analyzes and explains how universal themes in theatre transcend time and space

g. Explores the works of milestone playwrights

h. Analyzes milestone plays for dramatic elements that contribute to their lasting influence

i. Predicts which contemporary plays may endure

TAHSFTII.9 Exploring the business of theatre

a. Lists and defines the skill sets for the various theatre arts careers

b. Charts the skills learned in theatre arts which transfer to the workplace

c. Applies the business elements of a production (e.g., creating a portfolio or resume, printing,

advertising, budgeting)

d. Demonstrates awareness of the discipline, knowledge, skills, and education required for careers in

theatre

e. Collects and displays samples of theatre portfolios

f. Creates and revises a cost-benefit analysis of a production

g. Critiques sample theatre portfolios

h. Demonstrates mastery of various areas of business elements of theatre

i. Performs the tasks of business theatre personnel during productions

TAHSFTII.10 Critiquing various aspects of theatre and other media using appropriate supporting

evidence

a. Distinguishes between constructive and destructive critiques

b. Generates and uses terminology for critiquing theatrical presentations

c. Modifies performance based on critiques

d. Utilizes constructive criticism to identify patterns of on-stage speech and behavior that enhance or

detract from a performance

e. Discerns the validity of critiques

f. Creates and defends in-depth critiques of performances

g. Synthesizes various critiques to determine performance strengths and weaknesses Georgia Department of

TAHSFTII.11 Engaging actively and appropriately as an audience member in theatre and other media

experiences

a. Demonstrates appropriate audience behaviors

b. Articulates why the relationship between the audience and performers is critical to the success of the

production

c. Examines how audience relationships differ with venue and performance type

d. States and supports aesthetic judgments through experiences in diverse styles and genres of theatre


Fundamentals Of Theatre II

UNIT 1: Performance

PACING: 3-5 weeks

STANDARDS AND ELEMENTS:


electronic media













TAHSFTII.3 Acting by developing, communicating, and sustaining roles within a variety of situations and

environments

a. Investigates mental and emotional methods of actor for preparation

b. Demonstrates awareness of verbal elements of acting (e.g., voice, breathing)

c. Demonstrates non-verbal elements of acting (e.g., posture, facial expression, physical movement)

d. Acquires and incorporates sensory and emotional recall in character

development

e. Constructs authentic characters through observation of human behavior

f. Demonstrates the goals, observations, actions, and tactics of characters

g. Differentiates between acting methods (e.g., Stanislavski, Uta Hagen)

h. Revises performance based on self-critique

i. Defends acting and character choices


j. Analyzes critiques of fellow classmates to create improved performance


evidence








g. Synthesizes various critiques to determine performance strengths and weaknesses


experiences



production



UNIT RESOURCES:

Text

Basic Drama Projects:

Chapter 1: Warm up

Chapter 2: Observation

Chapter 3: Pantomime

Chapter 4: Improvisation

Chapter5: Movement

Chapter 6: Stage Directions

Chapter 7 Voice Production and Articulation

Chapter 8: Ensemble Work

Chapter 9: Character Analysis

Chapter 10 Character Development

Chapter 11:Dramatic Roles

Chapter 12 Comic Roles

Suggested Books:

Theatre The Lively Art by Goldfarb and Wilson ISBN: 0072872187

More Theatre Games for Young Performer by Suzi Zimmerman ISBN: 1566080967

Theatre Games for the Classroom: A Teacher’s Handbook by Viola Spolin ISBN:9780810140042

Impro: Improvisation and the Theatre by Keith Johnstone ISBN: 9780878301171

Physical Comedy Handbook by Davis Rider Robinson ISBN: 9780325001142

Websites, all current as of May 2011:

www.learnimprov.com

www.creativedrama.com

http://www.learnimprov.com/

http://www.creativedrama.com/


www.improvencyclopedia.com

www.spolin.com

SUGGESTED INSTRUCTIONAL STRATEGIES:

Suggested Unit Essential Questions:

What is theatre?

What is an actor?

What is the main job of an actor?

What are the elements of a story?

How can the actor use theatre games to explore the craft?

What is improvisation?

Suggested Artists References and Historical Correlations:

Historical and Contemporary Artists:

Griots

Marcel Marceau

Kabuki

John Leguizamo

Cirque du Soliel

Commedia Del Arte

The Second City

Viola Spolin

Charlie Chaplin

Suggested Activities, Assignments, and Projects:

Brainstorm and list all the theatre terms and concepts the class can name. Pare the list down to the

essential elements. Discuss the function of the performer in this framework.

Introduce “theatre games” as a form of physical and emotional exploration for theatrical performance.

Introduce various forms of actor warm ups that can be achieved through theatre games.

Discuss stage directions and the inherent strengths and weaknesses of stage positions.

Discuss and explore basic pantomime skills

Develop pantomime scenes within the class. Present and discuss pitfalls and strengths.

Lead the class in vocal explorations of an improvised scenario or written text.

Use the elements of acting from the unit to create and present a series of story telling presentations

that include basic dramatic structure.

http://www.improvencyclopedia.com/

http://www.spolin.com/


UNIT 2: Playwriting, Directing, and Theatre Going

PACING: 3-5 weeks



electronic media










d. Lists the steps in the dramatic writing process

e. Differentiates between drama and traditional literary writing


g. Constructs scenes based on the elements of dramatic structure

h. Compares and contrasts dialogue from various theatrical genres


j. Develops and critiques various scripts



a. Analyzes the various aspects of directing

b. Recognizes directorial choices in performance


d. Applies the process of directorial management

e. Distinguishes between effective and ineffective directorial choices

f. Formulates directorial questions (e.g., script choice, script analysis, audition and casting, planning and

organizing, rehearsal, performance, evaluation)

g. Defends choice of script


i. Formulates a plan for rehearsal



k. Applies concepts of directorial design to performance

















evidence








g. Synthesizes various critiques to determine performance strengths and weaknesses Georgia Department of


experiences



production



UNIT RESOURCES:

Text: Basic Drama Projects:

Chapter 13: The Playwright

Chapter 14: The director and Producer

Chapter 15: The Cast

Chapter 16: Blocking

Chapter 17 Attend a Play

Suggested Books:



The Use and Training of the Human Voice by Arthur Lessac ISBN: 978-1-55934-626-2


Acting One by Robert Cohen ISBN: 0073514160

Respect for Acting by Uta Hagen ISBN: 9780470228487

Audition by Michael Shurtleff ISBN: 0802772404

Hodge

William Ball



What is the role of a playwright?

How can a play be structured?

What are some genres of theatre?

What are some dramatic characters?

What is nonverbal communication?

What is the role of a director?

What is blocking?

How can the director use effective stage pictures?

What is the role of an audience member?

How can a rehearsal process be structured?

Suggested Artists References and Historical Correlations:

Historical and Contemporary Artists:

Kristen Linklater

Arthur Lessac

F. Matthias Alexander

Uta Hagen

Michael Chekov

Constantine Stanislavsky

Greeks

Peter Brook

Julie Taymor

Anne Bogart

Romans

Richard Wagner

Duke George II of Saxe-Meiningen


Have students write a dramatic monologue for presentation.

Have students develop scripts for staged reading.

Have students explore the strength of stage position.

Hold a competition between groups for the clearest picturization and strongest composition given a

single title.

Discuss the responsibilities of the director.

Have students pitch directorial concepts for a single text. Discuss the more effective and creative

approaches discovered in class.


Break a script up into directorial beats.

Divide the class into groups and have students direct a single open scene using different directorial

concepts. Discuss the range of differences despite the single text.


Fundamentals of Theatre II

UNIT 3: Elements of Technical Theatre

PACING: 3-5 weeks



electronic media






TAHSFTII.4 Designing and executing artistic and technical elements of theatre

a. Identifies and defines the various roles of production personnel (sound/lighting, set, scenic, costume,

makeup, marketing, and business aspects)

b. Identifies and applies basic elements and procedures involved in the construction of props, scenery, and

platforms.

c. Distinguishes between effective and ineffective artistic designs

d. Infers elements of artistic design from scripts

e. Formulates a conceptualization of artistic design from scripts

f. Hypothesizes possible audiences responses to artistic elements

g. Creates product based on conceptualization

h. Demonstrates ability to plan, create, and assemble the technical elements for a

scene or short play





















TAHSFTII.9 Exploring the business of theatre

a. Lists and defines the skill sets for the various theatre arts careers

b. Charts the skills learned in theatre arts which transfer to the workplace

c. Applies the business elements of a production (e.g., creating a portfolio or resume, printing,

advertising, budgeting)

d. Demonstrates awareness of the discipline, knowledge, skills, and education required for careers in

theatre

e. Collects and displays samples of theatre portfolios

f. Creates and revises a cost-benefit analysis of a production

g. Critiques sample theatre portfolios

h. Demonstrates mastery of various areas of business elements of theatre

i. Performs the tasks of business theatre personnel during productions

UNIT RESOURCES:

Texts

Basic Drama Projects

Chapter 18: Set Design and Construction

Chapter 19: Lighting

Chapter 20: Sound

Chapter 21:Costumes

Chapter 22: Makeup

Chapter 23: Props

Suggested Books:










What are some elements of scene design?

What are some elements of lighting design?

What are types of sound design?

How do costumes help tell the story?

What are some elements of costume design?

How does theatrical make-up enhance a character?

How can actors use props on stage?

Suggested Artistic References and Historical Correlations:

• Julie Taymor

• William Ivey Long

• Ming Cho Lee

• Margery Kellogg

• Richard Wagner

• Duke George II of Saxe-Meiningen


Discuss the elements and concerns of a scenic designer.

Sketch set design for a given play or scene.

Have students recreate an effective scenic design for a scene in a play.

Teach students how to operate the light board.

Use flashlights and still life dolls to explore directional lighting. Discuss the different

effects of the direction of light or its intensity.

Have student sketch costume designs for characters inspired by animal pictures.

Have students create a color collage, or abstract, to represent the emotions in a scene

or scenario.

Have students create a “soundscape” as a class.

Have students create a sound design for themselves.

Discuss organic and canned sound.

Demonstrate corrective stage make-up and old age make-up on students.


Fundamentals of Theatre II

UNIT 4: Styles of Theatrical Performance

PACING: 3-5 weeks (This unit can be infused into the activities associated with the

earlier units )



electronic media




















TAHSFTII.8 Examining the roles of theatre as a reflection of past and present civilizations

a. Analyzes plays and dramas that are representative of various historical periods

b. Identifies and analyzes plays and dramas that are culturally diverse

c. Recognizes historical events that have influenced the role of theatre

d. Recognizes theatrical events that have impacted cultural development

e. Analyzes and explains theatre conventions and traditions for different cultures and time periods

f. Analyzes and explains how universal themes in theatre transcend time and space

g. Explores the works of milestone playwrights

h. Analyzes milestone plays for dramatic elements that contribute to their lasting influence

i. Predicts which contemporary plays may endure


experiences




production



UNIT RESOURCES:

Text Basic Drama Projects:

Unit Two: Elements of Acting

Unit Three: Creating a Character

Unit Four: The Play: From Vision to Reality

Unit Five: Technical Theatre

Unit Eight: Monologues and Scenes

Suggested Books:





Sanford Meisner on Acting by Sanford Meisner ISBN 97803947505590

Body Learning by Michael J. Gelb ISBN: 0805042067


SAMPLE ASSESSMENTS: (FOR ALL UNITS)

Suggested Types of Assessments:

observation

essays

performance tasks

rubrics

teacher created tests

self evaluation

class critiques

written theatrical criticism

Incorporate formative and summative self-assessment as an on-going part of all lessons/units. Explicitly

teach students how to self-assess processes and work. The goal is for students to grow into independent

learners and to monitor their own journey to excellence.

Formative Assessments:

Use observations during class projects to make sure students are learning project objectives

Set performance tasks for students to meet

Mini-critiques


Summative Assessments:

Project rubric for grading project, include a self-grading section

Unit test over techniques and concepts learned

Written critique on live performance

Documents

CONTENT AREA: Theatre Arts · electronic media a. ... Differentiates between drama and traditional literary writing f. ... Physical Comedy Handbook by Davis Rider Robinson ISBN: