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Arts Education (2006)
Grade(s): 6 - 12
Theatre: Level IV
All Resources: 9
Learning Assets: 0
Lesson Plans: 9
Podcasts: 0
Web Resources: 0
1.) Apply basic dramatic structure, including exposition, complication, crisis, climax, and resolution, in the script writing process.

Arts Education (2006)
Grade(s): 6 - 12
Theatre: Level IV
All Resources: 7
Learning Assets: 0
Lesson Plans: 7
Podcasts: 0
Web Resources: 0
2.) Direct formal and informal productions by interpreting dramatic texts and organizing and conducting rehearsals.

•  Identifying various schools of thought for coaching and directing
Examples: Konstantin Stanislavski, Lee Strasberg, Viola Spolin, Sanford Meisner, Stella Adler

•  Communicating effectively to a small ensemble the directional choices for improvised or scripted scenes
•  Directing a selection of scenes or a one-act play, assuming all responsibilities of a director
Examples: choosing play, casting, blocking, designing sets

Arts Education (2006)
Grade(s): 6 - 12
Theatre: Level IV
All Resources: 9
Learning Assets: 0
Lesson Plans: 9
Podcasts: 0
Web Resources: 0
3.) Demonstrate rehearsal techniques, including pacing, polishing, and vocal and physical encoding, with technical proficiency.

Arts Education (2006)
Grade(s): 6 - 12
Theatre: Level IV
All Resources: 8
Learning Assets: 0
Lesson Plans: 8
Podcasts: 0
Web Resources: 0
4.) Create a multimedia production using advanced technologies.

Example: using a slide show or video clip within a play

•  Developing a director's notebook
•  Planning a rehearsal schedule
•  Staging production with blocking, casting, and technical designs
Arts Education (2006)
Grade(s): 6 - 12
Theatre: Level IV
All Resources: 7
Learning Assets: 0
Lesson Plans: 7
Podcasts: 0
Web Resources: 0
5.) Analyze classical, contemporary, realistic, and nonrealistic texts to determine character development.

•  Creating characters for a dramatization through script analysis and revision
•  Explaining choices for creation of a character's voice
Example: using high pitch for a child's voice

•  Explaining choices for the creation of a character's physical appearance based on social and psychological dimensions
Example: character skipping and whistling to portray carefree attitude

•  Improvising scenes based on dramatic texts to reveal complex characteristics of characters
Arts Education (2006)
Grade(s): 6 - 12
Theatre: Level IV
All Resources: 6
Learning Assets: 0
Lesson Plans: 6
Podcasts: 0
Web Resources: 0
6.) Analyze productions that reflect life situations to determine how they broaden the range of human understanding.

•  Identifying personal and universal meaning in a production
•  Relating motifs, symbols, and metaphor to personal experiences
•  Communicating the personal impact of theatrical experiences
Examples: empathy, catharsis, delight

Arts Education (2006)
Grade(s): 6 - 12
Theatre: Level IV
All Resources: 6
Learning Assets: 0
Lesson Plans: 6
Podcasts: 0
Web Resources: 0
7.) Identify requirements and responsibilities of a dramaturge.

•  Determining appropriate dialect, set, and costume design for the historical period of a play through research
Arts Education (2006)
Grade(s): 6 - 12
Theatre: Level IV
All Resources: 5
Learning Assets: 0
Lesson Plans: 5
Podcasts: 0
Web Resources: 0
8.) Compare a variety of genres of dramatic literature using complex evaluation and terminology.

•  Identifying the use of metaphor, subtext, and symbolic elements in various genres
Arts Education (2006)
Grade(s): 6 - 12
Theatre: Level IV
All Resources: 7
Learning Assets: 0
Lesson Plans: 7
Podcasts: 0
Web Resources: 0
9.) Analyze a dramatic work to determine its effectiveness regarding intent, structure, and quality.

Arts Education (2006)
Grade(s): 6 - 12
Theatre: Level IV
All Resources: 6
Learning Assets: 0
Lesson Plans: 6
Podcasts: 0
Web Resources: 0
10.) Describe the effect of historic events on works of great playwrights and screenwriters.

Example: Arthur Miller's The Crucible reflecting the Salem witch trials and paralleling the social intolerance of the Joseph McCarthy hearings

•  Identifying ways film, theatre, television, and electronic media influence values and behavior
Examples:

- film--relationship of Rebel Without a Cause to street racing and rebellious teenagers;

- theatre--relationship of All I Need to Know I Learned in Kindergarten to values and behaviors learned as a child;

- television--reflections of strong, caring, family values in 7th Heaven;

- electronic media--impact of video games and compact disk-read-only memory (CD-ROM)

•  Describing ways in which writers reflect and influence culture through their works
Examples: Lorraine Hansberry's A Raisin in the Sun and Harper Lee's To Kill a Mockingbird comparing the cultures of two groups, selected scenes from the movie Grand Canyon addressing the question of whether art influences society or society influences art

Arts Education (2006)
Grade(s): 6 - 12
Theatre: Level IV
All Resources: 6
Learning Assets: 0
Lesson Plans: 6
Podcasts: 0
Web Resources: 0
11.) Analyze a variety of theatrical styles to ascertain basic commonalities.

Example: comparing traditional and nontraditional theatre such as in a Shakespearian play to a Cirque du Soleil

•  Performing pieces from a variety of playwrights representing different schools of thought and specific theatre styles
Examples: William Shakespeare, Molière (Jean-Baptiste Poquelin), Anton Chekov

•  Comparing directing and acting styles from a variety of periods
Examples: Konstantin Stanislavsky from the nineteenth and early twentieth centuries, Edward Albee from the twentieth and twenty-first centuries, Viola Spolin from the twentieth century

Arts Education (2006)
Grade(s): 6 - 12
Theatre: Level IV
All Resources: 3
Learning Assets: 0
Lesson Plans: 2
Podcasts: 0
Web Resources: 1
12.) Identify career options in the dramatic arts.

Examples: cinematographer, dramaturge, stage manager

•  Identifying the education, training, and work experience needed to enter an arts field
•  Developing a portfolio for audition purposes
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