Courses of Study

Arts Education, Grade 6 - 12, Theatre: Level IV, 2006

1.) Apply basic dramatic structure, including exposition, complication, crisis, climax, and resolution, in the script writing process.

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

3.) Demonstrate rehearsal techniques, including pacing, polishing, and vocal and physical encoding, with technical proficiency.

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
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
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

7.) Identify requirements and responsibilities of a dramaturge.

•  Determining appropriate dialect, set, and costume design for the historical period of a play through research
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
9.) Analyze a dramatic work to determine its effectiveness regarding intent, structure, and quality.

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

- 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

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

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