Instructional Guidelines - saisd.net€¦ · Web viewguide students as they create expressive voice and movement activities to prepare for the vocal and physical demands of acting

Theatre Level III – High School Week 1 Unit of Study: Warm Up First Grading PeriodTEKS High School Theatre Arts Level III (Content)

III.1.A. practice theatre preparation and warm up techniques effectively III.1.C. demonstrate effective voice and diction

TEKS High School Theatre Arts Level III (Skills and Processes) III.1.A. practice theatre preparation and warm up techniques effectively III.1.C. demonstrate effective voice and diction

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Vocabulary Resources Instructional GuidelinesWord Wall EnsembleWarm-upPosture IsolateRhythm

Bilingual Word Wall

Theatre: Art In ActionChapter 1 – Self Awareness and MovementPages 19 – 27

Theatre: Art In ActionTeacher Manual – Invitation ExercisesPages 8 – 21

Internet Resources: Reading/Writing and Theatre Arts: Research and Correlations

The teacher will: guide and facilitate students as they explore warm up techniques. guide students as they create expressive voice and movement activities to prepare for the vocal and physical

demands of acting. present “word wall” vocabulary and definitions

Key Questions Student BehaviorsGetting the Big Ideas Strategies

CRigor

Relevance

1 What do you think of when you hear the term warm-up?

2 Why are relaxation techniques important for the actor?

3 How important are vocal exercises to performers?

describe and demonstrate effective warm up exercises

identify methods of relaxation for the performer

demonstrate creative vocal warm up exercises

Role-playing Demonstrations Group Discussions Guided Practice Group Critique Teacher Questions Primary Resources

Assessment Students will identify expressive warm up exercises. Students will demonstrate effective relaxation techniques. Students will create and perform original warm up exercises.

Before: What is it important for actors to utilize vocal and physical warm up routines?

During: Check for understandingHave students demonstrate relaxation techniques. Have students compose original tongue twisters.

After: EvaluateHave students perform their original warm up exercises. Have students write a brief statement summarizing the importance of relaxation techniques.

Technology Connection Theatre Warm Up Activities

SAISD © 2007-08 High School Theatre Level III (First Grading Period – Week 1) Page 1 of 18

http://artswork.asu.edu/arts/students/tb/05_01_warmups.htm

http://www.saisd.net/ADMIN/curric/CMS/ss07_08_resources/vart/varts_reading_writing.pdf



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Accommodations Determined by ARD/IEP

During: Check for Understanding Have students work in pairs to create original warm up activities.


Theatre Level III – High SchoolWeek 2 Unit of Study: Observation First Grading PeriodTEKS High School Theatre Arts Level III (Content)

III.2.B. analyze characters from various genres and styles, describing physical, intellectual, emotional, and social dimensions

III.4.A. evaluate historical and cultural influences on theatre

TEKS High School Theatre Arts Level III (Skills and Processes) III.2.B. analyze characters from various genres and styles, describing physical, intellectual,

emotional, and social dimensions III.4.A. evaluate historical and cultural influences on theatre

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Vocabulary Resources Instructional GuidelinesWord Wall ObservationSense MemoryEmotional

MemoryMotivationObjectiveObstacleOutcomeStakesSubtext

Bilingual Word Wall

Theatre: Art In ActionChapter 4 – The Characterization ProcessPages 128 – 139

Theatre: Art In ActionTeacher Manual:Invitation ExercisesPages 8 – 21Preparation LessonsPages 56 – 59

Theatre: Art In ActionResource Binder – Observation WorksheetPage 15


The teacher will: guide students as they examine the effects of observation on creating believable characters present the effects of motivation and behavior in creating believable characters present “word wall” vocabulary and definitions


CRigor

Relevance

1. How can you use sense memory and emotional memory to become a better actor?

2. What effect does observation and recall have on recreating believable events?

describe every detail you can remember about one particular event in your life

recreate a memorable event using sense and emotional memory

Role-playing Demonstrations Group Discussions Guided Practice Group Critique Teacher Questions Graphic organizer Primary Resources

Assessment Students will identify and describe individual memorable events. Students will recreate and analyze a memorable event demonstrating the use of sense and emotional memory

recall.

Before: Why is observation important for the actor? How can we use sense and emotional memory to make our performances more believable?

During: Check for UnderstandingHave students write a detailed one page monologue about a memorable event utilizing sense and emotional memory.

After: EvaluateHave students perform their monologues followed by a written or oral peer evaluation critique.

Technology Connection Sense Memory Method


http://www.theatrgroup.com/methodB




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During: Check for Understanding Have students work in pairs.


Theatre Level III – High School Week 3 Unit of Study: Movement and Stage Business First Grading Period

TEKS High School Theatre Arts Level III (Content) III.1.B. employ stage movement and pantomime consistently

TEKS High School Theatre Arts Level III (Skills and Processes) III.1.B. employ stage movement and pantomime consistently

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Vocabulary Resources Instructional GuidelinesWord Wall Keeping OpenShared positionFocusPoiseUpstaging

Bilingual Word Wall

Theatre: Art In ActionChapter 4 – Stage Movement BasicsPages 140 – 145

“Stage Business”Pages 289

Theatre: Art In ActionTeacher Manual: Animal PantomimePage 42

Theatre: Art In ActionResource Binder – Overhead Transparency: Body PositionsPage 10


The teacher will: guide students in the execution of natural body movements on stage guide and demonstrate the utilization of stage business


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Relevance

1. What does movement tell the audience about a character?

2. Why is it important to add stage business to your character portrayal?

understand and employ effective stage movement.

create and perform a scenario which emphasizes the use of stage movement, gestures, and stage business.


Assessment Students will understand the concept of stage movement through classroom discussions and physical

activities. Students will perform an open dialogue scene incorporating stage movement and stage business.

Before: Have you ever heard the adage “actions speak louder than words?” What is expressive movement and how does it add to a performance?

During: Check for UnderstandingHave students discuss and demonstrate the importance of keeping open, sharing the stage, and maintaining focus and poise in acting. Have students work in small groups to demonstrate these essential techniques of stage movement.

After: EvaluateHave students perform open dialogue scenes using expressive movement and stage business. Have students evaluate each other’s performance.

Technology Connection Stage Movement


http://www.saskschools.ca/curr_content/drama30/teacher/pdf/stagemovment.pdf




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During: Check for Understanding Have students work in small groups.


Theatre Level III – High School Week 4 Unit of Study: Expressive Movement and Pantomime First Grading PeriodTEKS High School Theatre Arts Level III (Content)

III.1.B. employ stage movement and pantomime consistentlyTEKS High School Theatre Arts Level III (Skills and Processes)

III.1.B. employ stage movement and pantomime consistently

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Vocabulary Resources Instructional GuidelinesWord Wall

Bilingual Word Wall

Theatre: Art In ActionChapter 1 – PantomimePages 28 – 29

“Animal Pantomime”Pages 103-104

“Mime”Pages 402-403

Theatre: Art In ActionTeacher Manual – Projects 11, 14, and 15Pages 74 – 80

Theatre: Art In ActionResource Binder: Pantomiming EmotionsPage 157

Pantomiming Setting and ActionsPage 158


The teacher will: guide and clarify the usage of body movement, gestures, and facial expressions guide and demonstrate skills in pantomime and mime techniques.


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Relevance

1. What do expressive movement, gestures, and facial expressions tell an audience?

3. What is the difference between pantomime and mime?

understand and employ stage movement, gestures and facial expressions

identify and perform pantomime and mime in an original improvisation from a prompt.


Assessment Students will understand the concept of stage movement through classroom discussions and physical

activities. Students will perform a detailed pantomime from a prompt.

Before: Have you ever heard the adage “actions speak louder than words?” What is expressive movement and how does it add to a performance?

During: Check for UnderstandingHave students discuss the impact of physical movement, gestures, and facial expressions. Have students express emotions and attitudes without words using physical actions only.

After: EvaluateHave students perform an original improvisation from a prompt using expressive movement and pantomime. Have students evaluate each other’s performance.

Technology Connection





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During: Check for UnderstandingHave students work in small groups.


Theatre Level III – High School Week 5 Unit of Study: Ensemble Work First Grading PeriodTEKS High School Theatre Arts Level III (Content)

III.3.E. analyze the roles of actor, ensemble, and director in production decision-making and produce a unified theatrical production

III.3.F. select one or more areas of theatre production for study, demonstrating responsibility, artistic discipline, and creative problem solving

TEKS High School Theatre Level III (Skills and Processes) III.3.E. analyze the roles of actor, ensemble, and director in production decision-making and

produce a unified theatrical production III.3.F. select one or more areas of theatre production for study, demonstrating responsibility,

artistic discipline, and creative problem solving

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Vocabulary Resources Instructional GuidelinesWord Wall Ensemble Ethic

Bilingual Word Wall

Theatre: Art In Action

“The Ensemble Ethic”Page 20

“Crowd Scenes”Page 285

Basic Drama ProjectsChapter 8 – Ensemble WorkPages 76 – 85

Basic Drama ProjectsResource Binder Guidelines for the

Ensemble Worksheet Page 31

Ensemble Work Test Page 33


The teacher will: guide students as they examine the concept of ensemble. guide students in applying the concept of ensemble to performance.


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1. How would you explain the importance of ensemble acting to the overall success of a play?

2. How can you compare and contrast ensemble in real life?

3. How can you compare and contrast ensemble on stage?

Define and expand on the concept of ensemble

Demonstrate the importance of ensemble to creating working relationships based on trust and respect.

Develop concentration, skill, and teamwork necessary to work in an ensemble.

Guided practice Role-playing Discussions Collaborating learning activities Review and re-teach Teacher Questions Primary Resources Graphic Organizer

Assessment Students will discuss the importance of ensemble in performance. Students will utilize a graphic organizer to compare and contrast the importance of ensemble in real life and

on the stage. Students will demonstrate and evaluate the ensemble concepts through the performance of four-to-six

minute ensemble scenes.

Before: What is ensemble? How does ensemble impact a performance? Have students list ways people can work together in real life.

During: Check for UnderstandingHave students use a graphic organizer to compare and contrast ensemble in real life and on stage.

After: EvaluateHave students perform their scenes and review the use of ensemble in each performance through a written and oral critique.

Technology Connection





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During: Check for UnderstandingHave students work in groups in compiling the graphic organizer and ensemble scene.


Theatre Level III – High School Week 6 Unit of Study: Dramatic Structure First Grading PeriodTEKS High School Theatre Arts Level III (Content)

III.1.D. analyze dramatic structure and genre III.2.D. improvise and write dialogue that reveals character motivation, advances plot, provides

exposition, and reveals theme

TEKS High School Theatre Arts Level III (Skills and Processes) III.1.D. analyze dramatic structure and genre III.2.D. improvise and write dialogue that reveals character motivation, advances plot, provides


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Vocabulary Resources Instructional GuidelinesWord Wall PlotExposition Inciting IncidentRising ActionClimaxFalling ActionDenouement

Bilingual Word Wall

Theatre: Art In Action“Elements of a Play”Page 167-175

“Dramatic Elements”Page 541-542

The Stage and The SchoolChapter 5 – The Structure of DramaPages 252 – 267


The teacher will: guide students as they explore the elements of dramatic structure. review the “word wall” vocabulary and definitions


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Relevance

1. What elements make up a good story?

2. What details does a playwright use to make a plot clear?

3. What are the elements of a plot structure?

list and describe Aristotle’s elements of drama

apply the elements of plot structure to a short one-act play script

use the elements of drama and plot structure to create an original play scenario

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

Assessment Students will demonstrate an understanding of Aristotle’s six elements of drama Students will read a short one-act play in class and evaluate it for dramatic and plot structure. Students will create an original play scenario utilizing dramatic and plot structure.

Before: What are the elements of Dramatic Structure? How important is plot structure in playwriting?

Have the students identify and make predictions about dramatic structure and plot structure.

During: Check for UnderstandingHave students chart plot structure for a play they have read in class.

After: EvaluateHave students present their original scenarios to the class. Have students critique and evaluate each other’s original scenarios.

Technology Connection Dramatic Structure


http://www.homepage.smc.edu/adair-lynch_terrin/TA%205?elements.htm




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During: Check for UnderstandingHave students work with a partner in collaboration to create and present an original scenario.


Theatre Level III – High SchoolWeek 7 Unit of Study: Improvisation First Grading PeriodTEKS High School Theatre Arts Level III (Content)III.2.C. portray believable characters in improvised and scripted scenes and various styles

TEKS High School Theatre Arts Level III (Skills and Processes) III.2.C. portray believable characters in improvised and scripted scenes and various styles III.2.D. improvise and write dialogue that reveals character motivation, advances plot, provides


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Vocabulary Resources Instructional GuidelinesWord Wall Improvise

Bilingual Word Wall

Theatre: Art In Action“Improvisation”Page 36-37

“Improvisation With Open Dialogue”Page 244-247

Basic Drama ProjectsChapter 4 – ImprovisationPages 32 – 39

Basic Drama ProjectsResource Binder

Critique Sheet: Short Scene Improvisation Page 15


The teacher will: guide students as they explore and clarify the process of improvisation. guide students as they compare, analyze and evaluate peer critiques of improvised performances


CRigor

Relevance

1. What purpose does improvisation serve in the theatre?

2. Can you create and perform an improvisation from an original prompt?

3. What concepts and elements would you use to objectively evaluate an improvised performance?

identify and demonstrate the improvisation process

understand characteristics of Improvisation critique peer performances


Assessment Students will demonstrate an understanding of the improvisation process through discussions. Students will perform an original improvisation from a prompt. Students will critique and evaluate improvised performances.

Before: What purpose does improvisation serve in the theatre?

During: Check for UnderstandingHave students create and perform an improvisation from an original prompt.

After: EvaluateHave students orally critique the improvisations using personal and critical evaluations.

Technology Connection Improvisation


http://www.learnimprov.com/




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During: Check for UnderstandingHave students work in pairs or small groups.


Theatre Level III – High SchoolWeek 8 Unit of Study: Voice Production and Articulation First Grading PeriodTEKS High School Theatre Arts Level III (Content)

III.1.C demonstrate effective voice and dictionTEKS High School Theatre Arts Level III (Skills and Processes)

III.1.C. demonstrate effective voice and diction III.2.C. portray believable characters in improvised and scripted scenes and various styles

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Vocabulary Resources Instructional GuidelinesWord Wall Diaphragmatic

BreathingArticulationProjection InflectionPitchVolumeTempoPhrasingQuality

Theatre: Art In Action“Voice”Page 30-35

Theatre: Art In ActionResource Binder: Projection and ArticulationPage 9

Basic Drama ProjectsChapter 7 – Voice Production and ArticulationPages 64 - 75

Basic Drama ProjectsResource BinderVoice Production and Articulation Activity SheetPage 26

Vocal ExercisesWorksheetPage 27


The teacher will: guide students as they examine the proper use of voice production and articulation review voice production and articulation “word wall” vocabulary and definitions provide a variety of vocal exercise techniques


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Relevance

1. Why is it important for the actor to properly train your voice for the stage?

2. What are some effective vocal exercises you have practiced?

3. How important is the voice in communicating emotion and developing characters?

Explain why the voice is an important tool for the actor.

Demonstrate the use of proper breathing, articulation and projection.

Perform vocal exercises to demonstrate proper inflection as it relates to emotions and characterization.

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

Assessment Students will demonstrate various emotional and characterization traits using appropriate voice production

and articulation techniques. Students will practice vocal exercises that will assist in the appropriate use of voice and articulation. Students will actively participate in a demonstration of articulation and projection through a performance of

a four to six minute scene from a play.

Before: What would happen if an actor lost his voice before a performance?Have students discuss the importance of voice and articulation for the actor.During: Check for UnderstandingHave students practice vocal exercises. Have students select and memorize scenes that challenge their vocal and articulation skills.

After: EvaluateHave students apply voice production and articulation techniques through the performance of challenging lines from selected scenes.

Technology Connection Vocal Exercises


http://www.humboldt.edu/~jmf2/floss/vocal-warmups.html




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During: Check for UnderstandingHave students participate in modified pre-selected scenes.


Theatre Level III – High SchoolWeek 9 Unit of Study: Performance and Evaluation First Grading PeriodTEKS High School Theatre Arts Level II (Content)

III.3.E. analyze the roles of actor, ensemble member, and director in production decision making and produce a unified theatrical production

III.3.F. select one or more areas of theatre production for study, demonstrating responsibility, artistic discipline, and creative problem solving

TEKS High School Theatre Level II (Skills and Processes) III.3.E. analyze the roles of actor, ensemble member, and director in production decision

making and produce a unified theatrical production III.3.F. select one or more areas of theatre production for study, demonstrating responsibility,

artistic discipline, and creative problem solving III.5.B. apply the concepts of evaluation to performances and evaluate theatre, film, television,

and electronic media with depth and complexity, using appropriate vocabulary.

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Vocabulary Resources Instructional GuidelinesWord Wall

Bilingual Word Wall

Theatre: Art In ActionResources: “Writing A Review”Pages 540-543

Basic Drama ProjectsChapter 29– Critique a PerformancePages 384 – 395

How to Practice Critical EthicsPage 386

Basic Drama ProjectsResource BinderCritique Sheet: Write a Critique and Discuss a ProductionPage 120


The teacher will: guide students as they examine all concepts presented to date. present an evaluation/critique sheet based on the concepts and elements to be demonstrated. facilitate the student’s participation as a cast or crew member for a performance.


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1. How can you best demonstrate skills and concepts learned to date through performance?

2. How important is objective and fair criticism in the review of a production?

Demonstrate mastery of the skills and concepts learned by participating as a member of a cast or crews for a production..

Understand and explore the elements of objective criticism.

Guided practice Role-playing Discussions Collaborating learning activities Review and re-teach Teacher Questions

Assessment Students will demonstrate the concepts and skills acquired to date through active participation as an actor or

crew member in a staged production Students will present a written and oral evaluation of a production as a member of a team.

Before: What criteria do we use to critique performances?Have students list criteria for evaluating effective performances demonstrating acting concepts and skills..

During: Check for UnderstandingHave students work in small groups to prepare performances demonstrating acting concepts and skills.

After: EvaluateHave students review the performances through a written and oral critique based on the criteria agreed upon.

Technology Connection Resources for Classroom Scenes


http://homepage.smc.edu/harrop_adrianne/Scenes41_42.htm




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During: Check for Understanding Have students work in pairs.


Documents

Instructional Guidelines - saisd.net€¦ · Web viewguide students as they create expressive voice and movement activities to prepare for the vocal and physical demands of acting