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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

Example Image

•  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

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