Arts Education, Grade 6 - 12, Theatre: Level I, 2006
1.) Identify basic elements of theatrical training, including vocalization, kinesthetics, and emotional and intellectual processing.
• Demonstrating ways an actor controls voice through pitch, rate, volume, pronunciation, and enunciation
• Developing characters through various postures, gestures, and facial expressions
• Identifying basic stage directions
Examples: upstage, downstage, stage left, stage right, wing
• Using high, medium, and low spatial levels to enhance the effectiveness of a scene
Examples:
- high--standing;
- medium--sitting;
- low--kneeling, crouching
• Demonstrating a variety of actor positions or profiles
Examples: one fourth, one half, full, back
|
|
2.) Describe the acting process, including memorizing, determining, and enacting character objectives and motives; listening; and maintaining concentration.
• Using the acting process to perform a monologue or dialogue
• Using improvisation to discover character and motivation
• Demonstrating understanding of text, subtext, and context through improvisation
• Identifying the structural elements of plot in a script or production
Examples: exposition, complication, crisis, climax or resolution
|
|
3.) Identify basic components of staging a production, including set design, blocking, costumes, lighting, and sound.
• Selecting sets, props, costumes, lighting, and sounds to support a drama
• Producing a rehearsal notebook that includes a record of acting choices, directions, and blocking
• Analyzing the technical parts of a theatre facility and their functions, including flats, platforms, backdrops, cyclorama, and drapery, to determine their roles in effectively staging a production
|
|
4.) Explain emotional responses to the whole as well as to the parts of a dramatic performance.
• Discussing different goals and feelings of characters
• Comparing character wants and needs to personal wants and needs
|
|
5.) Use appropriate theatre vocabulary, including blocking, character, scene, empathy, aesthetics, and enunciation, to describe theatrical experiences.
|
|
6.) Explain artistic choices made collaboratively by a group.
• Choosing special effects to enhance a story
Examples: lighting, sound, technology
|
|
7.) Explain legal and ethical ramifications of using another's work in a production, including copyright and intellectual property rights issues.
|
|
8.) Compare various theatre styles from different time periods and cultures.
Examples: theatre in ancient Greece, Kabuki in Japan, commedia dell'arte in Italy
• Designing masks, puppets, props, and sets in a variety of styles
Examples: Japanese shadow puppets, Noh masks
• Describing the use of literary historical archetypes as dramatic characters
Examples: Greek hero, chivalrous knight in Arthurian legend, Shakespeare's tragic hero
|
|
9.) Identify ways the arts influence and are influenced by culture and politics.
Examples: music growing from protests of Vietnam war helping to change public opinion against the war, plays bringing attention to the plight of women who have been ignored and ruled by a male-dominated world
|
|
10.) Use theatre skills to communicate ideas from other curriculum areas.
Examples: establishing a Reader's Theatre for poetry readings, writing scripts of historical events, utilizing acting techniques to represent simple machines
|
|
11.) Identify job requirements for a variety of theatre and theatre-related careers.
Example: costume designer--responsible for reading script and planning costume design appropriate to period, character, and production concepts
|
|
12.) Identify various uses of technology, including the Internet, in theatrical design.
Examples: graphic design software, intelligent lighting
|
|
|
