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Loudoun County Public Schools
I-IV
(Revised 2007)
Eric Williams, Ed. D. TBD
Superintendent Asst. Superintendent, Instruction
James Dallas Dr. Michele Schmidt Moore
Director, Office of Teaching and Learning Supervisor, English/Language Arts
David Arbogast
English Specialist
1
DRAMA I
Course Description
Drama I is a survey or overview of the art of Theatre. The Drama I student will be exposed to all
major elements of Theatre gaining a knowledge of its principles through study and practice. The
student will gain both performance and production skills as well as an appreciation for the art of
Theatre.
Required Drama I Strands
Basic Acting
Play Production
Theatre History
Optional Drama Units and/or Activities
Musical theatre
Mime
Storytelling
Forensics
Reader's theatre
Auditioning
2
BASIC ACTING
Required Drama I Strand
OBJECTIVES:
Students will demonstrate teamwork, cooperation, and dependability while participating in
selected theatre experiences. (TI.1)
Students will give and receive constructive criticism appropriately. (TI.9)
Students will demonstrate acting skills and techniques. (TI.3)
Students will demonstrate self-respect, respect for others, and respect for property. (TI.1)
Students will participate in theatre games and improvisations. (TI.2)
Students will perform from written scripts. (TI.3)
Students will memorize dramatic material. (TI.3)
Students will understand basic performance methods and procedures. (TI.3)
Students will understand the importance of and enact character development. (TI.3)
Students will understand rehearsal procedures and techniques. (TI.3)
AREAS TO COVER:
rehearsal technique performance methods and procedures
interpretation observance
character motivation movement
character improvisation grouping
audience responsibility evaluation
1
VOCABULARY:
accent notes amateur
anticipation obstacles apron
objectives “off book” audition
“on book” backstage or “back” onstage or “on”
beat open up blank
outcome blocking out front
“break a leg” overlap building a scene
pacing business phrasing
“call back” pointing lines cast
presentational style character part principal
choreographer production number prompter
“cold” reading counter cross cover
properties or “props” reader's theatre cross
read-through cue role
representational style curtain cut
run cut in scenario
dialect scene director
screenplay downstage or “down” script
dress rehearsal sense memory set
emotional memory ensemble set props
equity shared positions exit
showmanship exeunt sides
fake spike focus
stage areas and symbols fourth wall stage combat
go up on a line stage whisper giving
stagestakes green room stealing a scene
ham strategy hand props
strike heavy subtext
hit tag line house
holding for laughs taking the stage timing
tempo ingenue notes
kill transition lead
understudy master gesture upstage or “up”
method walk on monologue
wants motivation warn
1
SUGGESTED ACTIVITIES:
rehearse and perform memorized scenes
rehearse and perform monologues
rehearse and perform Reader's Theatre
improvisations for dramatic value
theatre games
character analysis
This strand meets National Standard 2
2
FUNDAMENTALS OF PLAY PRODUCTION
Required Drama I Strand
OBJECTIVES:
Students will demonstrate self-respect, respect for others, and respect for property (TI.1)
Students will demonstrate teamwork, cooperation, and dependability while participating in
selected theatre experiences (TI.1)
Students will learn principles of directing (TI.4)
Students will explore principles of theatre management (TI.5)
Students will understand the organizational procedures required for mounting a theatrical
production (TI.4, TI.5)
Students will understand requirements for various production staff positions (TI.4, TI.5)
Students will be able to use knowledge of historical periods of theatre to make informed
decisions about design (TI.8)
Students will understand types of theatres and/or stages (TI.8)
Students will understand scenic design and construction techniques (TI.4)
Students will understand the importance of scenic design and its realization to the performance
(TI.4)
Students will demonstrate how to safely handle theatrical equipment and hardware (TI.4)
Students will demonstrate skill in communicating concepts and information learned about play
production (TI.12)
AREAS TO COVER:
production staff purpose of scenery
production schedule scenic design
budgets types of sets
the construction process types of stages
types of stages theatre safety
erecting the set ground plans
major styles fundamentals of technical theatre
the design process types of sets
scenic artistry pre-rehearsal and rehearsal activities
shifting the set post-production activities
3
VOCABULARY:
director fire curtain scale ruler
assistant director auditorium pigment
prompter backdrop or drop elevation
scenic artist masking flat
producer counter weight flies/loft
technical director curtain line floor plan
stage manager cyclorama grand drape
backstage assistants dutchman ramp
business manager batten returns
house manager book reveal
publicity manager border/teaser set pieces
royalties brace sight line
strike scrim stage
audition ground row stagecraft
call backs jack theatre
casting jog tormentors
blocking lashline trap
read-through legs traveler
crew head parallel wagons
call board perspective wings
working rehearsal pit working drawing
dress parade portal presentational
technical rehearsal practical dry brushing
polishing rehearsal profile binder
dress rehearsal proscenium stage right
resume rake stage left
prompt book representational stage center
rehearsal schedule t square level
plane orchestra properties/props
royalty in-the-round prop master
Stanislavski method orchestra pit sound designer
box set balcony lighting designer
apron mezzanine platform
arena stage light booth drop
downstage sound booth house
prop table scenery dressing room
thrust stage lighting tree upstage
costume shop production team scene shop
box office prop shop costume designer
stage crew make-up designer set
1
SUGGESTED ACTIVITIES:
Audiovisual materials Drawings, diagrams, and/or renderings
Lecture Guest speakers
Practical application Demonstrations
Handouts Field trips
Projects Inventory/maintenance of scenery
Model making
This strand meets National Standard 3
2
THEATRE HISTORY AND THE STRUCTURE/VARIETIES OF DRAMA
Required Drama I Strand
OBJECTIVES:
Students will identify and trace major stylistic movements of theatre during selected historical
periods (TI.8)
Students will understand the major periods of theatre history (TI.8)
Students will understand the correlation between major periods in theatre history and major
events in world history (TI.7, TI.8)
Students will understand and appreciate the evolution of the theatrical form from its beginnings
to the present (TI.7, 1.8)
Students will read and analyze selected dramatic literature and demonstrate informed responses
to those plays (TI.10)
Students will understand the role of the dramaturge in a theatrical production (TI.5)
Students will understand the elements of drama (TI.7)
Students will demonstrate skill in communicating concepts and information learned by studying
theatre history and dramatic literature (TI.6)
Students will explain how theatre is both similar to and different from other literary genres and
other art forms (TI.6, 1.7)
Students will explain how he or she has applied concepts and skills learned in theatre arts to
other school or life activities (TI.7)
AREAS TO COVER:
tragedy - definition and elements renaissance
comedy - definition and elements restoration
genres modern
elements of drama styles
historical stylistic movements theatre architecture
Greek major artists and/or playwrights
Roman major works
1
VOCABULARY:
exposition burlesque skene
climax melodrama avant-garde
mood orchestra guilds
protagonist commedia d'el arte parascenia
tragedy chorus periaktoi
farce the humors miracle plays
caricature thespis tableaux
plot noh mystery plays
theme theatron morality plays
atmosphere deus ex machina
antagonist tragos
comedy kabuki
dramaturgy comedy of manners
denouement musical theatre
realism multimedia/performance art
presentational theatre of the absurd
representational reader's theatre
SUGGESTED ACTIVITIES:
play analysis and/or outline scenework
improvisation using styles field trips
play reading guest speakers
audiovisual materials workshops
lecture panel reports
projects
This strand fulfills National Standards 4, 5, 6, 8
2
DRAMA II
Course Description
Drama II is a continuation of Drama I as well as an in-depth study of areas covered only briefly
in the first year. In addition to the in-depth study of grazed subjects, Drama II provides an
introduction to new areas. As the curriculum guide indicates, Drama II is built on a cluster of
required strands that stress direction, design, and acting. These are to be augmented according to
student ability with the optional units listed.
Required Drama II Strands
acting
mask and movement
acting for the camera
improvisation
monologues
scene work
Play Production (the teacher will introduce the following topics, covering at least three in depth)
makeup
costume design
scenic design
lighting design
stage management
house management
publicity
props
stage craft
production staff*
dramaturgy*
study and interpretation of classics
Optional Advanced Drama Units and/or Activities
directing
theatre history
*These items do not have units in this curriculum; however, you may review these items
using your text.
3
INTERMEDIATE ACTING
Required Drama II Strand
OBJECTIVES:
The student will demonstrate teamwork, cooperation, and dependability while participating in
selected theatre experiences. (TI.1)
The student will give and receive constructive criticism appropriately. (TI.9, TII.12)
The student will read and analyze selected dramatic literature and make informed acting choices
based on analysis. (TI.10, TII.13)
The student will view and analyze live theatre and demonstrate informed responses to those
events. (TI.11, TI.12, TI.13, TII.15, TII.16)
The student will demonstrate acting skills and techniques. (TI.3, TII.3)
The student will participate in theatre games and improvisations. (TI.2, TII.3)
The student will demonstrate skill in communicating concepts and information learned by
studying the art form. (TI.1, TI.13, TII.8, TII.15)
The student will improve, enhance, refine, and broaden basic acting skills. (TII.3)
The student will perform scenes requiring intense character study, emotional contact with
character, and appropriate behavioral response. (TI.3, TII.3)
AREAS TO COVER:
voice and body intense character study
rehearsal technique script analysis
refined performance skills character interaction
masks and movements acting for the camera
improvisation
VOCABULARY: Refer to Drama I
SUGGESTED ACCTIVITIES:
scene work monologues
improvisation character analysis
criticism observations and imitations
performance before an audience mask work
This strand meets National Standard 2
4
MAKEUP
Play Production Drama II Unit
OBJECTIVES:
The student will demonstrate self-respect, respect for others, and respect for property. (TI.1,
TII.1)
The student will demonstrate teamwork, cooperation, and dependability while participating in
selected theatre experiences. (TI.1, TII.1, TII.2)
The student will give and receive constructive criticism appropriately. (TI.1, TII.12)
The student will explore principles of technical theatre. (TI.4, TII.6)
The student will understand the elements of basic makeup design. (TI.4, TII.6)
The student will understand the need, design, and application of specialty makeup. (TI.4, TII.6)
The student will understand the relationship between makeup and lighting. (TI.4, TII.6)
The student will understand the principles and differences between character and straight
makeup. (TI.4, TII.6)
The student will become familiar with makeup products. (TI.4, TII.10)
The student will demonstrate skill in communicating concepts and information learned by
studying makeup design. (TI.12m TI.13, TII.13, TII.15)
The student will identify and trace major stylistic movements in selected historical periods.
(TI.8, TII.9, TII.10)
The student will demonstrate how to hygienically apply and handle makeup. (TI.4)
AREAS TO COVER:
the makeup kit
straight makeup principles and procedures
character makeup design
practical application
specialty makeup design
correlation of makeup and lighting
responsibilities of the makeup designer
common makeup problems
prosthetics and their construction and application
cleanliness and health issues
5
VOCABULARY:
aging highlights
artificial blood life masks
base liner
blend liquid body makeup
character makeup liquid latex
clown white makeup remover
Collodian moist rouge
cream stick nose putty
crepe hair pancake
Derma wax pigment
dry rouge powder brush
face powder prosthetics
fantasy makeup shadows
foundation spirit gum
hair colorants straight makeup
hair whitener
SUGGESTED ACTIVITIES:
demonstrations (old age and straight makeup)
character makeup design
specialty makeup design
specialty makeup problems
audiovisual materials
practical applications
makeup morgue (file)
guest speakers
makeup design
makeup critiques
perusal of catalogues
inventory and maintenance
assembling a makeup kit
This unit meets National Standard 3
6
COSTUMING
Play Production Drama II Unit
OBJECTIVES:
Student will demonstrate self-respect, respect for others, and respect for property (T II.1)
Student will identify and trace major stylistic movements in selected historical periods (T 2.9)
Student will read and analyze selected dramatic literature and demonstrate informed responses to
those plays (T 2.13)
Student will explore principles of technical theatre (T 2.6)
Student will demonstrate skill in communicating concepts and information about costume design
(T 2.8)
Student will understand the principles of effective costuming (T 2.6)
Student will understand the kinship of characterization, time period, character relationships, and
depiction of type in costume design (T 2.6, T 2.9, T 2.10, T 2.13)
Student will understand the mechanics of the role of costume designer (T 2.6)
Student will demonstrate how to safely handle equipment essential to costuming. (TI.4)
AREAS TO COVER:
dress play vs. costume play
costume plot
costume design
project (practical) application
costume sources
characterization through costume
relationship of actor to costume
historic costuming
costume care
responsibilities of costume designer
1
VOCABULARY:
anachronism pattern accessories
flow chart measurements costume silhouette
line period fantasy
historical era costume style
costume plot rental tape measure
alteration contemporary stylized
essentials material pull/rent/buy/borrow/build
list fittings union dyes
unified aniline dye disperse dye texturizing
aging dressing list headpiece
selvage
SUGGESTED ACTIVITIES:
reports on costume time periods
demonstrations
guest speakers
collecting pictures of various time periods
correlate accessories for a particular character or characters
improvisational exercise--"hat makes the man"
take costume measurements
do a costume plot for one or more characters
letter to costume rental house asking for information
costume design
inventory and maintenance
perusal of catalogues
costume flow chart
costume plot
practical application
audiovisual materials
model construction and/or costume construction
costume critique
This unit meets National Standard 3
2
SCENIC DESIGN
Play Production Drama II Unit
OBJECTIVES:
Student will give and receive constructive criticism appropriately (T 1.9, T 2.12)
Student will identify and trace major stylistic movements in selected historical periods (T 1.8, T
2.9)
Student will read and analyze selected dramatic literature and demonstrate informed responses to
those plays (T 1.10)
Student will explore principles of technical theatre (T 1.4, T 2.6)
Student will demonstrate skill in communicating concepts and information about scenic design
(T 1.12)
Student will explain how theatre is both similar to and different from other literary genres and
other art forms (T 1.6, T 1.7)
Student will understand principles and elements of design (T 1.4, T 2.6)
Student will understand basic design execution and techniques (T 1.4, T 2.6)
Student will demonstrate a working knowledge of design tools and materials (T 1.4, T 1.11, T
2.6)
Student will understand the correlation of set design to visual and graphic arts (T 1.4, T 2.6, T
2.11, T 2.14)
Student will understand the power of design (T 1.4, T 2.6)
Student will understand the artistic and functional requirements of design (T 1.4, T 2.6)
Student will understand the various requirements of designing for different spaces (T 1.4, T 2.6)
Student will integrate elements of safety into his/her design. (TI.4)
AREAS TO COVER
steps in design process
elements of design
functional considerations
tools of the designer
project (practical) application
safety in design
3
VOCABULARY:
scale rule line t-square color
triangle perspective sight lines texture
flexible staging composition dimension figure
movement light contrast model
ground variation pattern gradation floor plan
proportion rhythm balance storyboard
unit setting focal point atmosphere production style
compass design concept projected scenery
SUGGESTED ACTIVITIES
practical application with production in progress
floor plan, model, renderings, and/or working drawings
audiovisual materials
guest speakers
field trips
mock production meetings
alternative space projects
design using unconventional materials
design a traveling set
inventory and maintenance of scenery
This unit meets National Standard 4
4
STAGE LIGHTING
Play Production Drama II Unit
OBJECTIVES:
Student will demonstrate self-respect, respect for others, and respect for property. (T 1.1, 2.1,
2.2)
Student will demonstrate teamwork, cooperation, and dependability while participating in
selected theatre experiences. (T 1.1, T 2.2)
Student will explore principles of technical theatre. (T 1.4, 2.6, 2.10)
Student will understand the importance and power of stage lighting. (T 1.4, 2.6)
Student will understand lighting principles and elements of lighting design. (T 1.4, 2.6)
Student will understand design procedures, execution, and techniques. (T 1.4, 2.6, 2.9)
Student will demonstrate functional knowledge of lighting equipment. (T 1.4, 2.6)
Student will understand the correlation of lighting design to visual and graphic arts. (T 1.4, 1.6,
1.7, 2.6, 2.14)
Student will identify and trace major stylistic movements in selected historical periods. (T 1.8,
2.9, 2.10)
Student will explain how theatre is both similar to and different from other literary genres and
other art forms. (T 1.6, 1.7, 2.11, 2.14)
Student will give and receive constructive criticism appropriately. (T 1.9, 1.11, 2.12)
AREAS TO COVER:
equipment basic lighting
special lighting cue sheets
light plan light plot
safety steps in design process
elements of design functional considerations
tools of designers practical applications
color electrical principles
1
VOCABULARY:
amperage roundels tree
light cue sheet light plot bridge
borders breaker cable
color frame circuit load
dimmer connectors ellipsoidal
floodlight floor pocket footlights
fresnel fuse lamps
gel spill spotlight
throw wash wash out
wattage cross fade reflector
lens plano-convex preset dimmer
pre-focus base screw base patch panel
par light plot strip lights
swatchbook template bi-post lamp
scoop gobo overload
short non-dim area lighting
SUGGESTED ACTIVITIES:
handouts practical application
vue sheets patch chart
demonstrations lecture
guest speakers repair and maintenance
inventory of equipment field trips
projects instrument schedule
This unit meets National Standard 3
2
STAGE MANAGEMENT
Play Production Drama II Unit
OBJECTIVES:
The student will demonstrate self-respect, respect for others, and respect for property. (TI.1,
TII.1)
The student will demonstrate teamwork, cooperation, and dependability while participating in
selected theatre experiences. (TI.1, TII. 1, TII.2)
The student will give and receive constructive criticism appropriately. (TI.1, TII.12)
The student will explore the principals of technical theatre. (TI.4, TII.6)
The student will understand the elements of basic stage management. (TI.4, TII.6)
The student will understand the differences in responsibilities between a stage manager and a
director. (TII.6, TII.7)
The student will learn how to produce all the documentation necessary for the proper functioning
and running of a production. (TII.6, TII.7)
The student will demonstrate use of the director's promptbook in creating cue sheets for a
theatrical production. (TII.6, TII.7)
The student will demonstrate mastery of skills necessary for the proper running of the tech
rehearsal and production. (TII.6, TII.7)
The student will employ the principals of technical theatre with an eye toward efficiency and
safety. (TI.4)
AREAS TO COVER:
managerial styles in dealing with the artist
safety
1
VOCABULARY:
property plot lighting plot
instrument schedule costume plot
costume measurement charts cue sheet
tech rehearsal checklist dress rehearsal
stage manager's booth cue
production meeting audition
call backs call board
cast contact list crew/staff
technical director rehearsal schedule
costume fittings run of the show
strike rental scripts/scores
hang and focus maintenance
rigging special effects
dress parade front-of-house
SUGGESTED ACTIVITIES:
assume all stage manager responsibilities, which may include:
scheduling, setting up, and running an audition
setting up and assisting with the running of rehearsals
preparing a promptbook with director's notes and directions
creating all production documents and charts
timing scene shifts
cueing lights and sound
establishing call times for cast and crew
dealing with absences and substitutions
placing properties
coordinating the use and maintenance of costumes
supervising cleaning of entire theatre
check in scores and scripts and make sure all marks are erased
enforce backstage etiquette
communicating with front-of-house
giving warnings
calling places
take notes during rehearsal and run
maintaining all production elements
This unit meets National Standard 4
2
HOUSE MANAGEMENT
Play Production Drama II Unit
OBJECTIVES:
The student will demonstrate teamwork, cooperation, and dependability while participating in
selected theatre experiences. (TII.1, TII.3)
The student will demonstrate self-respect, respect for others, and respect for property. (TII.1)
The student will demonstrate skill in communicating instructions, in exercising leadership, and in
developing good management composure while working with diverse groups. (TII.6, TII.7)
The student will understand the collaborative nature of working with stage management and
directors. (TII.6, TII.7)
The student will understand the importance of making the audience feel welcome, comfortable,
and safe without jeopardizing the integrity of proper theatre etiquette. (TII.6, TII.7)
The student will explain how he or she has applied concepts and skills gained through life
activities to his or her experiences in theatre management. (TII.6, TII.7)
AREAS TO COVER:
assembling a front of house crew
assigning duties and responsibilities before, during, and after production
establishing house rules and procedures
working cooperatively with stage management
safety procedures
VOCABULARY:
house manager house crew
program ticket
hold curtain house open
SRO dress rehearsal
public relations box office
reservation usher
intermission theatre etiquette
orchestra pit
balcony mezzanine
house lobby
audience emergency
evacuation exits
1
SUGGESTED ACTIVITIES:
create a contact sheet of house crew and house personnel
establish calls and schedules for house crew
establish a list of duties and responsibilities for house crew
coordinate timing of house operation with stage management
know the general layout of the performance facility
create lobby, box office, and theatre atmospheres
This unit fulfills Loudoun Standards D1, D3, D5, D8, and D10
This unit meets National Standard 4
2
PUBLICITY AND P.R. PACKAGE
Play Production Drama II Unit
OBJECTIVES:
Student will demonstrate teamwork, cooperation, and dependability while participating in
selected theatre experiences (TI.1, TII.1, TII.2)
Students will give and receive constructive criticism appropriately (TI.9, TII.12)
Student will demonstrate skill in communicating concepts and information learned by studying
theatre (TI.12, TI.13, TII.11)
Students will explain how theatre is both similar to and different from other literary genres and
other art forms (TI.6, TI.7, TII.11, TII.14)
Students will explain how he or she has applied skills and concepts learned in other classes or
other school activities to his or her work in theatre arts (TI.6, TI.7, TII.11, TII.14)
Students will explain how he or she has applied concepts and skills learned in theatre arts to
other school or life activities (TI.7, TI.12 TII.11, TII.15)
Students will understand the importance of good publicity to a production (TI.5, TII.7, TII.8)
Students will understand the relationship between the director and publicity (TI.5, TII.7)
Students will understand the format of various media releases (TI.5, TII.7)
Students will understand how to make use of various media in publicizing the play (TI.5, TII.7,
TII.8)
Students will understand coordination of publicity, tickets, and program (TI.5, TII.7, TII.8)
Students will understand the importance of making the audience feel welcome (TI.5, TI.11,
TII.7, TII.8)
AREAS TO COVER:
basic journalistic principles tickets
scheduling publicity releases program
organization of the business staff house management
preparing of the publicity package
1
VOCABULARY:
media artistic concept
lead SRO (standing room only)
publicity gimmick
business manager 5 W' s and H
previews house manager
release IDR (invitational dress rehearsal)
handbill promotion
format plug
public relations (PR)
SUGGESTED ACTIVITIES:
guest speakers
audiovisual materials
create promotional skits
write announcements
develop checklists for business staff
devise a publicity schedule
ticket sales campaign
individual and group projects:
posters
media releases
promotions
handbills
previews
personal contacts
t-shirts
buttons
programs
create a "gimmick"
prepare a complete publicity package
field trips
This unit meets National Standard 3
2
PROPERTIES
Play Production Drama II Unit
OBJECTIVES:
Student will demonstrate self-respect, respect for others, and respect for property (TII.2)
Student will explore principles of technical theatre (TII.6)
Student will understand the importance of props and prop design (TII. 6)
Student will explore methods of prop building, gathering, and managing (TII.6)
Student will demonstrate safe handling of props.(TI.4)
AREAS TO COVER:
prop design
prop gathering
prop building
prop managing
prop function
responsibilities of designer and manager
weapon protocol
VOCABULARY:
properties (props)
hand props
weapons
foods
SUGGESTED ACTIVITIES:
design props for a show
make a props list or plot
practical application (work props for a show)
research
reports
inventory
create a file
create an environment
create an unusual hand prop
establish protocol for handling of weapons and perishable foods
This unit fulfills National Standard 3
3
STAGECRAFT
Play Production Drama II Unit
OBJECTIVES:
Students will demonstrate self-respect for others and respect for property (TII.1)
Students will demonstrate teamwork, cooperation, and dependability while participating in
selected theatre experiences (TII.3)
Students will explore principles of theatre management (TII.7)
Students will demonstrate skill in communicating concepts and information learned about
stagecraft (TII.8)
Students will explain how he or she has applied concepts and skills learned in theatre arts to
other school or life activities (TII.11)
Students will demonstrate a working knowledge of equipment and hardware (TII.6)
Students will understand safety considerations (TII.6)
Students will appreciate craftsmanship (TII.6)
Students will demonstrate a working knowledge of the use of stock set pieces (TII.6)
Students will demonstrate a knowledge of various painting methods (TII.6)
Students will demonstrate knowledge of materials that can be used to create a variety of surfaces
(TII.6)
Student will demonstrate knowledge of safe handling of scenic pieces. (TI.4)
AREAS TO COVER:
construction methods and techniques
painting methods and techniques
staging methods and techniques
tools and hardware
scenic elements
organizational methods
1
VOCABULARY:
fly system brace cleat keeper hook
ground cloth lash cleat sculpt or coat
lash line sizing corner brace
thrust doorflat dutchman
arena truss
interior dry brush
exterior spattering
lineal feet marbleizing
cloutnails stiffner
keystone block shift
corner block window flat
stile casein
rail rag roll
toggle scumbling
SUGGESTED ACTIVITIES:
Participate in construction and management of scenery for production in progress.
Lecture
Demonstration
Audio-visual materials
Guest speakers
Field trips
Independent projects
Reports on specific methods
This unit fulfills National Standard 3
2
STUDY AND INTERPRETATION OF A CLASSIC
Required Drama II Unit
OBJECTIVES:
Students will demonstrate teamwork, cooperation, and dependability while participating
in selected theatre experiences (2.2)
Students will identify and trace major stylistic movements in selected historical periods (2.9)
Students will read and analyze selected dramatic literature and demonstrate informed
responses to those plays (2.13)
Students will view and analyze live theatre and demonstrate informed responses to those events
(1.11)
Students will demonstrate acting skills and techniques (2.3)
Students will demonstrate skill in communicating concepts and information learned by studying
classics (2.8)
Students will explain how theatre is both similar to and different from other literary genres and
other art forms (2.11)
Students will understand that theatre is an interdisciplinary study (2.11)
Students will understand that the principles of drama are universal (2.16)
Students will understand the relationship between modern and stylistic acting techniques (2.3,
2.15)
AREAS TO COVER:
time periods
acting styles
playwrights
production consideration
script analysis
1
VOCABULARY:
Greek classic passion play
miracle play mystery play
morality play commedia dél arte
kabuki noh
bunraku (doll theatre) renaissance
restoration modern drama
cutting
SUGGESTED ACTIVITES:
full-class production and project group scenes
group projects monologues
individual projects audiovisual materials
guest speakers improvisation
field trips comparison and contrast of selected versions
2
DRAMA III
Course Description
Drama III is designed for the student with a high interest and motivation for study in the Theatre
Arts. While increasing the student's understanding of the entire realm of theatre, the course will
provide the student with the opportunity to put theory into practice through major projects in
direction, acting, and design.
Required Drama III Strands
Acting
Commedia dél Arte
Stage Combat
Acting Methods
Directing
Criticism
Design
Playwrighting
Video Production/Acting for the Camera
Optional Drama III Units and/or Activities
Theatre History
Play Analysis
The Classics
Depending on your home school scheduling situation, Drama III and Drama IV may be taught as
one course. In such a case, students may take the course for two years. Both courses can be
taught as an independent study of specific projects that best suit the needs of the students.
3
ACTING
Required Drama III Strand
OBJECTIVES:
Students will demonstrate teamwork, cooperation, and dependability while participating in
selected theatre experiences. (T 2.2)
Students will give and receive constructive criticism appropriately. (T 2.12)
Students will demonstrate acting skills and techniques. (T 2.3)
Students will increase depth of understanding and skills in acting. (T 2.3, 2.4)
AREAS TO COVER:
intense character study
technique and style
individual strengths and weaknesses
VOCABULARY: Refer to previous acting strands
SUGGESTED ACTIVITIES:
monologues
scene work
one-person show
auditioning
This strand meets National Standard 2
4
DIRECTING
Required Drama III Strand
OBJECTIVES
Students will learn principles of directing. (T 2.5)
Students will read and analyze selected dramatic literature and demonstrate informed responses
to those plays. (T 2.13, 2.16)
Students will give and receive constructive criticism appropriately. (T 2.12)
Students will implement principles and procedures of directing. (T 2.5)
Students will learn to select plays based on appropriateness, artistic merit, and reasonable
production elements. (T 2.5, 2.13)
Students will learn to cast, rehearse, stage, and communicate directorial choices. (T 2.5)
AREAS TO COVER:
elements of directing
techniques of directing
application of directing responsibilities and skills
VOCABULARY: Refer to previous directing strand.
SUGGESTED ACTIVITIES:
execution of a directing project
independent directing projects
directing critiques
This strand meets National Standard 4
5
DESIGN
Required Drama III Strand
OBJECTIVES:
Students will demonstrate teamwork, cooperation, and dependability while participating in
selected theatre experiences. (T 2.2)
Students will explore principles of technical theatre. (T 2.6)
Students will further develop design and realization skills of one or more of the following (T
2.6, 2.7):
Students will demonstrate knowledge of safety issues and procedures in their design practices.
(TI.4)
AREAS TO COVER:
costumes set makeup
lighting publicity properties
sound elements of design techniques of design
practical application of design safety in design
VOCABULARY: Refer to previous strands
SUGGESTED ACTIVITIES:
execution of design
demonstrations
research
reports
guest speakers
field trips
independent projects
This strand meets National Standard 3
6
PLAYWRIGHTING
Required Drama III Strand
OBJECTIVES:
Student will demonstrate teamwork, cooperation, and dependability while participating in
selected theatre experiences (TI.1, TI.2, TII.1, TII.2)
Students will give and receive constructive criticism appropriately (TI.9, TI.11, TII.12)
Student will demonstrate skill in communicating concepts and information learned by studying
theatre (TI.12, TI.13, TII.15, TII.16)
Students will explain how theatre is both similar to and different from other literary genres and
other art forms (TI.6, TI.7, TII.11)
Students will explain how he or she has applied skills and concepts learned in other classes or
other school activities to his or her work in theatre arts (TI.7, TI.12, TII.11)
Students will understand basic principles of playwrighting (TI.3, TI.10, TII.4)
Students will improve understanding of dramatic elements and play structure (TI.3, TI.10, TII.5,
TII.13)
Students will enhance communication skills using the theatrical medium of playwrighting (TI.3,
TII.4)
AREAS TO COVER:
dramatic structure
playwrighting procedure, process, and techniques
script analysis
drama vs. other literary forms
1
VOCABULARY:
why the day is different antagonist
wants clash
obstacle point of attack
pressure initial or inciting incident
event climax
timing denouement
environment listening
character protagonist
SUGGESTED ACTIVITIES:
write specific scenes field trips
write short or one act play base a script on improvisation
script reading scene performance
reader’s theatre guest speakers
independent projects research
This strand meets National Standards 1 and 3
2
VIDEO PRODUCTION
Required Drama III Strand
OBJECTIVES:
Students will demonstrate self-respect, respect for others, and respect for property (TI.1, TI.2,
TII.1, TII.2)
Students will demonstrate teamwork, cooperation, and dependability while participating in
selected theatre experiences (TI.1, TI.2, TII.6. TII.2)
Students will give and receive constructive criticism appropriately (TI.9, TI.11, TII.12)
Students will learn principles of directing (TII.5)
Students will explain how theatre (video) is both similar to and different from other literary
genres and other art forms (TI.6, TI.7, TII.11)
Students will explain how he or she has applied concepts and skills learned in theatre arts to
other school or life activities (TI.7, TI.12, TII.11)
Students will demonstrate working knowledge of the equipment and production staff needed for
a given video presentation (TII.8)
Students will understand the procedures and methods for producing a video (TII.5, TII.8)
AREAS TO COVER:
planning: writing it down (i.e., scripts and/or storyboards)
methods and procedures for producing a video
equipment
production staff
1
VOCABULARY:
Treatment two shot
Storyboard waist shot
shooting script head shot
establishing shot close-up
one shot high-angle shot
long shot low-angle shot
medium shot extreme close-up
fade wipe
dissolve cover shot
rule of thirds dolly
frame the shot truck
zoom graphics
boom floor manager
tilt talent
pan edit
depth of field jump cut
voicer (voice over) standupper
sound bite point of view
cut in or away actuality
resolution ENG (electronic news gathering)
SUGGESTED ACTIVITIES:
watching television critically
working with cameras, both still and motion
analyzing video presentations
preparing written scripts
practical application
individual or group projects
improvisations for reacting on live TV
integrating video with other subject areas
This unit meets National Standards 3 and 7
2
DRAMA IV
Course Description
Drama IV is offered to the student with an intense interest in theatre arts and/or professional or
collegiate aspirations. While working in the classroom with the Drama II and Drama III
students, the Drama IV student will also work on independent projects. These projects will be
specifically suited to his/ her strengths, weaknesses, needs, and interests. The Drama IV student
will also participate in required units of production design, auditioning, play analysis, and
children's theatre. Continued study of acting, directing, and play production is expected.
The student will have the opportunity to refine and polish techniques learned in previous years
and explore new methods and fields in greater depth. Although the Drama IV student will have
the freedom to perform certain independent projects, he or she will still be expected to perform
in group projects and activities (presumably in a leadership capacity) with the other advanced
drama students. This mixture of increased responsibility and academic independence should
help provide the necessary background for success in future theatrical endeavor, be they
personal, professional, or academic.
3
CHILDREN'S THEATRE
Required Drama IV Strand
OBJECTIVES:
Student will demonstrate self-respect, respect for others, and respect for property. (T 2.1)
Student will demonstrate teamwork, cooperation, and dependability while participating in
selected theatre experiences. (T 2.2)
Student will give and receive constructive criticism appropriately. (T 2.12)
Student will read and analyze selected dramatic literature and demonstrate informed responses to
those plays. (T 2.13)
Student will compose and or adapt children's stories for performance. (T 1.3)
Student will demonstrate acting skills and techniques, recognizing differences in style and
performance. (T 2.3)
Student will participate in theatre games and improvisation. (T 2.4)
Student will learn principles of directing, recognizing differences in requirements and
consideration. (T 2.5)
Student will explore principles of technical theatre recognizing differences in technical
requirements and construction. (T 2.8)
Student will demonstrate skill in communicating concepts and information learned by studying
this art form. (T 2.8)
Student will explain how theatre is both similar to and different from other literary genres and
other art forms. (T 2.14)
Student will compare and contrast children's theatre with other forms of theatre. (T 2.14, 2.16)
Student will understand the responsibility of providing artistic enrichment for the community.
(T 2.15)
AREAS TO COVER:
audience analysis procedures and methods
acting styles literary styles
types of children's theatre maintaining character
1
VOCABULARY: participatory theatre
SUGGESTED ACTIVITIES:
tour show or scenes tour storytellers
scene work field trips
audiovisual materials guest speakers
This strand meets National Standards 1-8
2
AUDITIONING
Required Drama IV Strand
OBJECTIVES:
Student will understand appropriate auditioning etiquette (T 2.3)
Student will select and prepare appropriate monologues to showcase his or her talent (T 2.3)
Student will know the steps of proper preparation for audition (T 2.3)
Student will grasp the essentials of a theatrical resume (T 2.3)
Student will understand importance and function of professional head shot (T 2.3)
Student will know the elements of a technical portfolio (T 2.6)
AREAS TO COVER:
how to choose monologues--different styles, eras, emotional temperatures, age ranges
creating a positive impression
the importance of familiarity with the play being auditioned
appropriate dress
content and lay-out of resume
elements of good head shot
warm-ups
reading the source play of monologue
strategies for cold reading
VOCABULARY:
Role Cast Audition Transitions
Auditor Monologue Beats Callbacks
Cold reading
SUGGESTED ACTIVITIES:
create portfolio for scene, costume, light, make-up, or sound designs
cold readings
critique monologue performance
monologue analysis--beats and transitions
This unit meets National Standard 2
3
PRODUCTION DESIGN
Required Drama IV strand
OBJECTIVES:
Students will:
Read and analyze selected dramatic literature and demonstrate informed responses to
those plays. (TII.13)
Create a written production concept. (TII.6)
Create appropriate renderings for desired area of study. (TII.6)
Demonstrate appropriate presentation of the finished product. (TII.6)
Demonstrate knowledge of safety issues and procedures in their design practices. (TI.4)
AREAS TO COVER: As determined by student interest.
SUGGESTED ACTIVITIES:
light plot and hang
costume plot and rendering
tech show
portfolio development and presentation
sound design and execution
makeup plot and rendering
set design and model
practical application exercises
props design and construction
This unit satisfies National Standard 3
The Following
Units are Optional
Drama Units
38
AUDIO
Optional Drama Unit
OBJECTIVES:
Students will demonstrate self- respect, respect for others, and respect for property. (T 2.2)
Students will explore principles for technical theatre. (T 2.6)
Understand elements and principles of designing sound for a theatrical production. (T 2.6)
Explore methods, techniques, and systems used in creating sound for the theatre. (T 2.6)
AREAS TO COVER:
elements and principles
methods and techniques
systems and equipment
duties and responsibilities of the audio technician
VOCABULARY:
power sound effects
flexibility woofer
tweeter speaker
mixer "live"
sound cue sheet mood
recordings input
tapes output
recorder jack
dubbing cut
P.A. amplifier
SUGGGESTED ACTIVITIES:
dubbing sound cues
sound cue sheets
field trips
flow chart and/or production schedule
sound effects
incidental music
This strand meets National Standard 3
39
MUSICAL THEATRE
Optional Drama Unit
OBJECTIVES:
Students will demonstrate teamwork, cooperation, and dependability while participating in
selected theatre experiences (TI.1)
Students will demonstrate acting skills and techniques (TI.3)
Students will demonstrate skill in communicating concepts and information learned by studying
theatre arts (TI.12)
Students will explain how theatre is both similar to and different from other literary genres and
other art forms (TI.6)
Students will understand the various musical theatre forms (TI.10)
Students will understand musical production techniques (TI.4, TI.5)
Students will understand the evolution of musical theatre (TI.8)
AREAS TO COVER:
evolution of the musical play
production methods for the musical
directing the musical
staging the musical
VOCABULARY:
book choreographer
chorus composer
conductor crossover
libretto lyrics
principals production number
score sides
underscore vamp
operetta opera
musical revue musical play
change music overture
entire act Broadway
music director composer
theatrical agent lyricist
optioning a musical
40
SUGGESTED ACTIVITIES:
audiovisual materials individual reports on musicals guest speakers
oral reading of a musical script demonstrations field trips
lecture team teaching with choral director
This unit fulfills National Standards 2, 3, 4, 6, 8
41
READER'S THEATRE
Optional Drama Unit
OBJECTIVES:
Students will demonstrate teamwork, cooperation, and dependability while participating in
selected theatre experiences (TII.2)
Students will give and receive constructive criticism appropriately (TII.12)
Students will read and analyze selected dramatic literature and demonstrate informed responses
to those plays (TII.13)
Students will demonstrate acting skills and techniques (TII.3)
Students will explain how theatre is both similar to and different from other literary genres and
other art forms (TII.11)
Students will explain how he or she has applied skills and concepts learned in other classes or
other school activities to his or her work in theatre arts (TII.14)
Students will understand the relationship of reader's theatre to other theatrical forms (TII.14)
Students will understand the techniques of reader's theatre performance (TII.15)
Students will recognize the difference in acting styles used in reader's theatre and other theatrical
forms (TII.3)
Students will incorporate appropriate vocal techniques (TII.3)
Students will implement technical modifications as necessary for their production (TII.6)
Students will understand the responsibility of providing artistic enrichment to the community
AREAS TO COVER:
creation of reader's theatre
staging techniques
acting styles
use of the voice
costuming and makeup
38
VOCABULARY:
cross focus
timing
dramatic duo
forensics
offstage focus
inflection
playing across the room
focus
chamber
SUGGESTED ACTIVITIES:
script analysis
adapting children's stories
adapting radio drama
adapting poetry and prose
independent and group projects
practical participation
adapting other media
oral interpretation of literature
writing introductions and transitions
This unit fulfills National Standards 2
39
DIRECTING THE MUSICAL
Optional Drama Unit
OBJECTIVES:
Student will demonstrate self-respect, respect for others, and respect for property (T 2.2)
Students will demonstrate teamwork, cooperation, and dependability while participating in
selected theatre experiences (T 2.2)
Students will give and receive constructive criticism appropriately (T 2.12)
Students will demonstrate acting skills and techniques (T 2.3)
Students will learn principles of directing (T 2.5)
Students will demonstrate skill in communicating concepts and information about musical
theatre (T 2.8)
Students will explain how theatre is both similar to and different from other literary genres and
other art forms (T 2.1, T 2.14)
Students will explain how he or she has applied skills and concepts learned in other classes or
other school activities to his or her work in theatre arts (T 2.15)
Students will understand methods and procedures in musical direction (T 2.5)
Students will explore styles in musical direction (T 2.5)
Students will understand technical aspects involved in a musical theatre production (T 2.6)
Students will understand differences in acting styles required for musical theatre direction (T 2.3)
AREAS TO COVER:
choreography and/or staged movement
staff coordination
director vs. musical director
musical styles and trends
technical considerations of staging
organizational considerations including pre-rehearsal, rehearsal, post-rehearsal activities
40
VOCABULARY:
choreographer orchestra pit finale
libretto overture in-one scene
sequential rehearsal sides opera
book chorus conductor
principals musical revue crossover
score underscore operetta
change music entr'act music director
optioning a musical theatrical agent vamp
composer lyrics lyricist
production number sides Broadway
SUGGESTED ACTIVITIES:
directing musical scenes
audiovisual materials
lecture
demonstrations
organizational mock-ups
staged movement exercises
guest speakers
field trips
lip sync exercise
video
team teaching with choral director
41
Model Performance Indicators
Embedded in the VDOE curriculum framework are sample Model Performance Indicator (MPI) tables.
These tables will be useful as you differentiate instruction for all of your learners, but they are especially
helpful for English Language Learners. Below are frequently asked questions about MPI.
What is a Model Performance Indicator (MPI)?
An MPI is a tool that can be used to show examples of how language is processed or produced within a
particular context, including the language with which students may engage during classroom instruction and
assessment.
Each MPI contains three main parts:
Language Function: The first part of an MPI, this shows how students are processing/producing
language at each level of language proficiency
Content Stem: This will remain consistent throughout an MPI strand and should reflect the knowledge
and skills of the state’s content standards
Support: The final part of an MPI, this highlights the differentiation that should be incorporated for
students at each language level by suggesting appropriate instructional supports for students at each
level of language proficiency
The samples provided also include an example context for language use that provides a brief descriptor of the
activity or task in which students would be engaged, while the inclusion of topic-related language helps to
support the emphasis on imbedding academic language instruction into our content-area teaching practices.
How can these sample MPIs help me?
Educators can use MPI strands in several ways:
to align students’ performance to levels of language development
as a tool for creating language objectives/targets that will help extend students’ level of language
proficiency
as a means for differentiating instruction that incorporates the language of the content area in a way that
meets the needs of students’ levels of language proficiency
An MPI strand helps illustrate the progression of language development from one proficiency level to the next
within a particular context. As these strands are examples, they represent one of many possibilities; therefore,
they can be transformed in order to be made more relevant to the individual classroom context.
Where can I get more information about WIDA, MPIs, etc.?
See My Learning Plan for several WIDA training modules
Introduction to the WIDA ELD Standards
Transforming the WIDA ELD Standards
Interpreting the WIDA ACCESS Score Report
The information above was adapted from the 2012 Amplification of the English Development Standards
Kindergarten-Grade 12 resource guide and can be accessed at www.wida.us
38
SOL Strand and Bullet: TI.13: The student will analyze live performances by:
1. identifying the element of production-acting, directing, and design; and
2. describing, analyzing, and evaluating artistic choices.
SOL Strand and Bullet: T1.3: The student will demonstrate the skills necessary to perform theatrical works by:
1) creating and maintaining an imagined reality;
2) using the body and voice as expressive tools; and
3) employing diction and projection so words can be heard and understood by an audience
Example Context for Language Use: Students will perform theatrical works using leveled scripts.
COGNITIVE FUNCTION: Students at all levels of English language proficiency CREATE and maintain an imagined reality by performing
theatrical works.
SP
EA
KIN
G
Level 1
Entering
Level 2
Emerging
Level 3
Developing
Level 4
Expanding
Level 5
Bridging
Lev
el 6-R
each
ing
Repeat words, short
phrases or memorized
chunks of language from
theatrical works to apply
strategies (e.g.,
intonation, register,
stress) for using the body
and voice as expressive
tools following a
modeled performance
using visually-supported
text
Characterize issues or
situations from
theatrical works to apply
strategies (e.g.,
intonation, register,
stress) for using the
body and voice as
expressive tools with a
peer mentor
Suggest ways to perform
theatrical works to apply
strategies (e.g., intonation,
register, stress) for using
the body and voice as
expressive tools in a small
group
Incorporate a variety of
speaking strategies (e.g.,
intonation, register,
stress) that use the body
and voice as expressive
tools to perform
theatrical works using
videos, films, and rubrics
Identify and react to
subtle differences in the
use of a variety of
speaking strategies
(e.g., intonation,
register, stress) that use
the body and voice as
expressive tools for the
performance of
theatrical works in a
whole group setting
TOPIC-RELATED LANGUAGE: Students at all levels of English proficiency interact with grade-level words and expressions such as:
diction, express/expression/expressive, project/projection, enunciate/enunciation, articulate/articulated/articulation, script, stage directions,
intonation, register, stress, concentration, character/characterization, cold reading, crisis, critique, cue, dialogue, emotional memory, gesture,
monologue, motivation, objective, pacing, script, rehearsal, run-through, vocal quality, volume, react, subtle, difference, theatrical work, text
body, voice, suggest, strategy/strategies, rubric
39
Example Context for Language Use: Students will see a variety of differing live performances of the same play. They will analyze each of the
live performances by identifying its various components, evaluating those choices, and imagining what-if scenarios should elements of those
performances be altered.
COGNITIVE FUNCTION: Students at all levels of English language proficiency will ANALYZE live performances.
LIS
TE
NIN
G
Level 1
Entering
Level 2
Emerging
Level 3
Developing
Level 4
Expanding
Level 5
Bridging
Lev
el 6-R
each
ing
Match elements of
production from live
performances (e.g.,
acting, direction, and
design) named orally to
the appropriate
evaluative categories
(e.g., effective vs.
ineffective acting,
realistic vs. unrealistic
design, etc.) using visual
supports
Match oral descriptions
of elements of
production from live
performances to
visually-represented
evaluative categories
(e.g., effective vs.
ineffective acting,
realistic vs. unrealistic
design, etc.) with a
partner
Evaluate the artistic
choices made for elements
of live performances in
small groups using a
rubric
Analyze the artistic
choices made for
elements of live
performances using a
graphic organizer in a
whole group setting
Interpret cause and
effect scenarios from
oral discourse
regarding the artistic
choices made for live
performances in a small
group
TOPIC-RELATED LANGUAGE: Students at all levels of English proficiency interact with grade-level words and expressions such as:
actor/actress/acting, protagonist, antagonist, blocking, center stage, character, characterization, comedy, conflict, resolution, context,
costume, crisis, critique, denouement, design, dialogue, diction, direct/directing/director/direction, downstage, exposition, form, genre,
gesture, monologue, motivation, objective, pacing, pitch, position, projection, proscenium, protagonist, rising action, falling action, script,
stage, stage direction, stage left, stage right, subtext, tragedy, vocal quality, volume, upstage, evaluate, analyze, interpret, cause, effect,
effective, ineffective, realistic, unrealistic, artistic choices, production, performance element
SOL Strand and Bullet: TI.17: The student will describe a personal response to a theatrical experience, using theatre arts vocabulary.
Example Context for Language Use: Students will view a theatrical experience and respond to it in writing.
40
COGNITIVE FUNCTION: Students at all levels of English language proficiency will CREATE a personal response to a theatrical experience
using theatre arts vocabulary.
WR
ITIN
G
Level 1
Entering
Level 2
Emerging
Level 3
Developing
Level 4
Expanding
Level 5
Bridging Lev
el 6-R
each
ing
Produce short answer
responses to oral
questions about a
theatrical experience
using visual support and a
word bank
Complete a graphic
organizer in response to
a theatrical experience
with a partner
Compose a short (1-3
paragraph) narrative
regarding a personal
response to a theatrical
experience using a word
bank
Compose an extended (2-
3 paragraph) narrative
response to a theatrical
experience using a rubric
with a partner
Compose an extended
(2-3 paragraph)
narrative response to a
theatrical experience
using a rubric
TOPIC-RELATED LANGUAGE: Students at all levels of English proficiency interact with grade-level words and expressions such as: In
my experience; Personally, I think; I believe that…; What I mean is…; However…; On the contrary; emotion (e.g., fear, confusion, hurt,
anger, happiness, caring, sadness, remorse), actor/actress/acting, antagonist, protagonist, character/characterization, conflict, set, design,
motivation, pacing, pitch, sense/sensory memory, predict, formulate, rubric, performance, theater/theatre/theatrical, cast, audience, theme,
experience, narrative, compose/composition, produce, resolution
41
RESOURCES
This list is intended to serve as a resource for teachers new to the county. The following companies can provide just about everything you
might need.
Publishers of Plays
Baker’s Plays
100 Chauncy St.
Boston, MA 02111
www.Bakersplays.com
(617)745-0805
fax 617.745.9891
The Dramatic Publishing Company
4150 N. Milwaukee Ave
Chicago, IL 60641
www.dramaticpublishing.com
(800)446-7469
Dramatists Play Service
440 Park Avenue
New York, NY 10016
www.dramatics.com
(212)683-8960
fax 212.213.1539
Samuel French, Inc.
45 West 25th St.
New York, NY 10010-2751
www.samuelfrench.com
(212)206-8990
fax 212.206.1429
42
Frog Valley Publishing
PO Box 543
Round Hill, VA 20142
(540)338-3224
38
Publishers of Musical Plays
Music Theatre International
119 West 57th St.
New York, NY 10019
www.mitshows.com
(212)541-4684
fax 212.397.4684
Samuel French, Inc.
45 West 25th St.
New York, NY 10010-2751
www.samuelfrench.com
(212)206-8990
fax 212.206.1429
Tams-Witmark Music Library, Inc.
560 Lexington Ave
New York, NY 10022
www.tams-witmark.com
(212)688-9191
fax 212.688.5656
The Rodgers & Hammerstein Theatre Library
229 West 28th Street, 11th Floor
New York, NY 10001
www.rnh.com
(800)400-8160
fax 212.564.4000
Theatre Supplies
Alcone Company, Inc.
(Paramount Theatre Supplies)
32 West 20th St.
New York, NY 10011
- theatre supplies
Olsen
1535 Ivar Ave.
Hollywood, CA 90028
- theatre supplies
38
Theatre Supplies (continued)
Parlights Stage Lighting
1 Wormans Court #7
Frederick, MD 21701
www.parlights.com
(301)698-9242
Theatre House, Inc.
400 West Third St.
Covington, KY 41011
www.theatrehouse.com
(800)827- 2414
fax 859.431.1837
Local Companies
Kinetic Artistry
4216 Carroll Ave
Takoma Park, MD 21060
(800)444-0411
www.kineticartistry.com
-theatre supplies including equipment for sale and rental, gaffers tape, lamps, gels, makeup, etc.
Springfield Sound
(Bruce Tandy)
14506-H Lee Rd
Chantilly, VA 20151
(703)968-0771
-sound supplies
Artistic Concepts, Inc.
14508-F Lee Road
Chantilly, VA 20151
(703)631-2213
www.artisticconceptsgroup.com
-theatre supplies including equipment for sale and rental, gaffers tape, lamps, gels, makeup etc.
38
Local Companies (continued)
TART Lumber
22183 Shaw Rd.
Sterling, VA 20166
(703) 450-5880
-lumber and hardware -- free delivery on orders over $250.00
GAM Printing
(703) 450-4121
-printing -- discount for schools
Barbizon Supply Co.
Alexandria, VA
-theatre and lighting supplies
Regional Professional Theatres
Kennedy Center Group Sales
(202)416-8400
www.Kennedy-Center.org
Folger Library Education Dept.
(202)675-0372
www.folger.edu
Arena Stage Group Sales
(202)488-4380
www.arenastage.org
Shenandoah Shakespeare
Administrative Offices/Box Office & Gift Shop
13 West Beverley St., 4th Floor
Staunton, VA 24401
1.877.MUCH.ADO (1.877.682.4236)
540.851.1733
http://www.americanshakespearecenter.com/
Wayside Theatre
7853 Main St. - PO Box 260
Middletown, VA 22645
(540) 869-1776
38
Regional Professional Theatres (continued)
The Shakespeare Theatre
Phone: 202.547.1122
Toll-free: 877.487.8849
TTY: 202.638.3863 (Deaf patrons only)
Fax: 202.638.3869
Theatre Organizations
International Thespian Society
2343 Auburn Ave.
Cincinnati, OH 45219
(513) 421-3900
www.edta.org
Educational Theatre Association
(513) 421-3900
www.edta.org
VHSL
Lisa Giles
1642 State Farm Blvd.
Charlottesville, VA 22911-8609
(434) 977-8475
www.vhsl.org
Cappies
www.cappies.com
Virginia Theatre Association
Mary K. Molineu, Admin. Specialist
JMU School of Theatre and Dance and
Executive Director, VTA
MSC 5601
Harrisonburg, VA 22807
(540) 568-6342 Office (540)568-7858 FAX
(540) 568-6038 VTA Office
http://www.vtasite.org/