|
Creating
| |||||||||||
|
Envision, Conceptualize
| |||||||||||
|
1) Transition between imagination and reality, and use words and gestures to invent and inhabit an imaginary "elsewhere" in dramatic play or a guided drama experience.
|
||||||||||
|
2) Use non-representational materials to create props, puppets, and costume pieces for dramatic play or a guided drama experience.
|
||||||||||
|
Develop
| |||||||||||
|
3) Participate in dramatic play or a guided drama experience alone and with peers.
|
||||||||||
|
4) Express original ideas in dramatic play or a guided drama experience.
|
||||||||||
|
Rehearse
| |||||||||||
|
5) Ask and answer questions in dramatic play or a guided drama experience.
|
||||||||||
|
Performing
| |||||||||||
|
Select
| |||||||||||
|
6) Identify characters and setting in dramatic play or a guided drama experience.
|
||||||||||
|
7) Identify voice and sound as fundamentals of dramatic play and guided drama experiences.
|
||||||||||
|
Prepare
| |||||||||||
|
8) Explore and experiment with various technical elements in dramatic play or a guided drama experience.
|
||||||||||
|
Present
| |||||||||||
|
9) Use voice and sound in dramatic play or a guided drama experience.
|
||||||||||
|
Responding
| |||||||||||
|
Reflect
| |||||||||||
|
10) Recall and/or express an emotional response in dramatic play or a guided drama experience.
|
||||||||||
|
Interpret
| |||||||||||
|
11) Explore and identify preferences in dramatic play, a guided drama experience, or an age-appropriate theatre performance.
|
||||||||||
|
12) Name and describe characters and settings in dramatic play or a guided drama experience.
|
||||||||||
|
Evaluate
| |||||||||||
|
13) Actively engage and make choices independently and with others in dramatic play or a guided drama experience.
|
||||||||||
|
Connecting
| |||||||||||
|
Empathize
| |||||||||||
|
14) Identify similarities between a story and personal experience in dramatic play or a guided drama experience.
|
||||||||||
|
Interrelate
| |||||||||||
|
15) Identify similarities between characters and oneself in dramatic play or a guided drama experience.
|
||||||||||
|
Research
| |||||||||||
|
16) Identify stories that are similar to or different from one another in dramatic play or a guided drama experience.
|
||||||||||
|
Creating
| |||||||||||
|
Envision, Conceptualize
| |||||||||||
|
1) Propose potential choices characters could make in a guided drama experience. |
||||||||||
|
2) Collaborate with peers to conceptualize costumes and props in a guided drama experience. |
||||||||||
|
Develop
| |||||||||||
|
3) Identify ways in which gestures and movement may be used to create or retell a story in guided drama experiences. |
||||||||||
|
4) Improvise dialogue alone and with peers in a guided drama experience. |
||||||||||
|
5) Contribute ideas as a group in a guided drama experience. |
||||||||||
|
Rehearse
| |||||||||||
|
6) Contribute to the adaptation of the plot in a guided drama experience. |
||||||||||
|
7) Identify similarities and differences in sounds and movements during a guided drama experience. |
||||||||||
|
8) Collaborate to imagine multiple representations of a single object in a guided drama experience. |
||||||||||
|
Performing
| |||||||||||
|
Select
| |||||||||||
|
9) Describe a story's character actions and dialogue in a guided drama experience. |
||||||||||
|
10) Use body, face, gestures, and voice to communicate character traits and emotions in a story through a guided drama experience. |
||||||||||
|
Prepare
| |||||||||||
|
11) Identify and understand that physical movement is fundamental to guided drama experiences. |
||||||||||
|
12) Identify and use technical elements that are essential in a guided drama experience. Examples: costumes, props, lights, sound effects |
||||||||||
|
Present
| |||||||||||
|
13) Use movement and gestures to communicate emotions in a guided drama experience. |
||||||||||
|
Responding
| |||||||||||
|
Reflect
| |||||||||||
|
14) Demonstrate relevant audience etiquette in response to a performance. |
||||||||||
|
15) Recall and compare choices made in a guided drama experience. |
||||||||||
|
Interpret
| |||||||||||
|
16) Explain preferences and emotions in a guided drama experience or age-appropriate theatre performance. |
||||||||||
|
17) Identify causes of character actions in a guided drama experience. |
||||||||||
|
18) Explain or use text and pictures to describe how personal emotions and choices compare to the emotions and choices of characters in a guided drama experience. |
||||||||||
|
Evaluate
| |||||||||||
|
19) Collaborate to build on others' ideas in a guided drama experience. |
||||||||||
|
20) Identify props and costumes that might be used in a guided drama experience. |
||||||||||
|
21) Compare and contrast the actions of characters in a guided drama experience. |
||||||||||
|
Connecting
| |||||||||||
|
Empathize
| |||||||||||
|
22) Identify character emotions in a guided drama experience and relate it to personal experience. |
||||||||||
|
Interrelate
| |||||||||||
|
23) Apply skills and knowledge from different art forms, content areas, and cultures in a guided drama experience. |
||||||||||
|
Research
| |||||||||||
|
24) Identify similarities and differences in stories from one's own community in a guided drama experience. |
||||||||||
|
25) Collaborate on the creation of a short scene based on a fictional literary source in a guided drama experience. |
||||||||||
|
Creating
| |||||||||||
|
Envision, Conceptualize
| |||||||||||
|
1) Propose potential new details to plot and story in a guided drama experience. |
||||||||||
|
2) Collaborate with peers to conceptualize scenery in a guided drama experience. |
||||||||||
|
Develop
| |||||||||||
|
3) Identify ways in which voice and sounds may be used to create or retell a story in guided drama experiences. |
||||||||||
|
4) Collaborate with peers to devise meaningful dialogue in a guided drama experience. |
||||||||||
|
5) Contribute ideas in order to make decisions as a group to advance a story in a guided drama experience. |
||||||||||
|
Rehearse
| |||||||||||
|
6) Contribute to the adaptation of dialogue in a guided drama experience. |
||||||||||
|
7) Use and adapt sounds and movements in a guided drama experience. |
||||||||||
|
8) Individually generate multiple representations of a single object in a guided drama experience. Example: Imagine and pantomime various uses of a pencil -- fishing rod, ice pick, or toothbrush. |
||||||||||
|
Performing
| |||||||||||
|
Select
| |||||||||||
|
9) Interpret story elements in a guided drama experience. |
||||||||||
|
10) Alter voice and body to expand and articulate nuances of a character in a guided drama experience. |
||||||||||
|
Prepare
| |||||||||||
|
11) Demonstrate the relationship between the body, voice, and mind in a guided drama experience. |
||||||||||
|
12) Explore technical elements in a guided drama experience. |
||||||||||
|
Present
| |||||||||||
|
13) Contribute to group guided drama experiences and informally share with peers. |
||||||||||
|
Responding
| |||||||||||
|
Reflect
| |||||||||||
|
14) Recognize when artistic choices are made in a guided drama experience. |
||||||||||
|
Interpret
| |||||||||||
|
15) Explain how personal preferences and emotions affect an observer's response in a guided drama experience or age-appropriate theatre performance. |
||||||||||
|
16) Identify causes and consequences of character actions in a guided drama experience. |
||||||||||
|
17) Explain or use text and pictures to describe how others' emotions and choices may compare to the emotions and choices of characters in a guided drama experience. |
||||||||||
|
Evaluate
| |||||||||||
|
18) Collaborate on a scene in a guided drama experience. Example: Improvise an alternative ending to "Goldilocks and the Three Bears." |
||||||||||
|
19) Use a prop or costume in a guided drama experience to enhance characters, settings, or events. |
||||||||||
|
20) Describe how characters respond to challenges in a guided drama experience. |
||||||||||
|
Connecting
| |||||||||||
|
Empathize
| |||||||||||
|
21) Relate character experiences to personal experiences in a guided drama experience. |
||||||||||
|
Interrelate
| |||||||||||
|
22) Determine problem-solving techniques from different art forms and content areas to apply in a guided drama experience. Example: Use mathematical skills to tell the story, "The Three Little Pigs." |
||||||||||
|
Research
| |||||||||||
|
23) Identify similarities and differences in stories from multiple cultures in a guided drama experience. |
||||||||||
|
24) Collaborate on the creation of a short scene based on a non-fiction literary source in a guided drama experience. |
||||||||||
|
Creating
| |||||||||||
|
Envision, Conceptualize
| |||||||||||
|
1) Create roles, imagined worlds, and improvised stories in a drama/theatre work. |
||||||||||
|
2) Explore and articulate ideas for costumes, props, and sets for the environment and characters in a drama/theatre work. |
||||||||||
|
Develop
| |||||||||||
|
3) Collaborate to determine how characters might move and speak to support the story and given circumstances in drama/theatre work. |
||||||||||
|
4) Participate in methods of investigation to devise original ideas for a drama/theatre work. Example: Interview a grandparent to create a monologue from the perspective of someone born in another time period. |
||||||||||
|
5) Compare ideas with peers and make selections that will enhance and deepen group drama/theatre work. |
||||||||||
|
Rehearse
| |||||||||||
|
6) Collaborate with peers to revise, refine, and adapt ideas to fit the given parameters of a drama/theatre work. |
||||||||||
|
7) Participate in and contribute to physical and vocal exploration in an improvised or scripted drama/theatre work. |
||||||||||
|
8) Practice and refine design and technical choices to support a devised or scripted drama/theatre work. |
||||||||||
|
Performing
| |||||||||||
|
Select
| |||||||||||
|
9) Apply the elements of dramatic structure to a story and create a drama/theatre work. |
||||||||||
|
10) Investigate how movement and voice are incorporated into drama/theatre work. |
||||||||||
|
Prepare
| |||||||||||
|
11) Participate in a variety of physical, vocal, and emotional/mental exercises that can be used in a group setting for drama/theatre work. |
||||||||||
|
12) Identify the basic technical elements that can be used in drama/theatre work. Example: Identify costume and scenery needs for a small scene in class. |
||||||||||
|
Present
| |||||||||||
|
13) Practice drama/theatre work and share reflections individually and in small groups. |
||||||||||
|
Responding
| |||||||||||
|
Reflect
| |||||||||||
|
14) Make observations explaining why artistic choices are made in a drama/theatre work. |
||||||||||
|
Interpret
| |||||||||||
|
15) Identify multiple personal experiences when participating in or observing a drama/theatre work. |
||||||||||
|
16) Consider multiple ways to develop a character using physical characteristics and prop or costume design choices that reflect appropriate cultural perspectives in drama/theatre work. |
||||||||||
|
17) Examine how connections are made between oneself and a character's emotions in drama/theatre work. |
||||||||||
|
Evaluate
| |||||||||||
|
18) Recognize how and why audiences evaluate drama/theatre work. |
||||||||||
|
19) Consider and analyze technical elements from multiple drama/theatre works. |
||||||||||
|
20) Evaluate and analyze problems and situations in a drama/theatre work from an audience perspective. Example: Student audiences give peer assessment of student performances. |
||||||||||
|
Connecting
| |||||||||||
|
Empathize
| |||||||||||
|
21) Use personal experiences and knowledge to make connections to community and culture in a drama/theatre work. |
||||||||||
|
Interrelate
| |||||||||||
|
22) Identify connections to community, social issues, and other content areas in drama/theatre work. |
||||||||||
|
Research
| |||||||||||
|
23) Explore how stories are adapted from literature to drama/theatre work. |
||||||||||
|
24) Examine how artists have historically presented the same stories using different art forms, genres, or drama/theatre conventions. |
||||||||||
|
Creating
| |||||||||||
|
Envision, Conceptualize
| |||||||||||
|
1) Articulate the visual details of imagined worlds and improvised stories that support the given circumstances in a drama/theatre work. |
||||||||||
|
2) Visualize and design technical elements that support the story and given circumstances in a drama/theatre work. |
||||||||||
|
Develop
| |||||||||||
|
3) Explore how a character might move to support the story and given circumstances in a drama/theatre work. |
||||||||||
|
4) Collaborate to devise original ideas for a drama/theatre work by asking questions about characters and plots. |
||||||||||
|
5) Make and discuss group decisions and identify responsibilities required to present a drama/theatre work to peers. |
||||||||||
|
Rehearse
| |||||||||||
|
6) Revise and improve an improvised or scripted drama/theatre work through repetition and collaborative review. |
||||||||||
|
7) Develop physical and vocal exercise techniques for an improvised or scripted drama/theatre work. |
||||||||||
|
8) Collaborate on identifying design and technical problems that arise in rehearsal for a drama/theatre work. |
||||||||||
|
Performing
| |||||||||||
|
Select
| |||||||||||
|
9) Modify the dialogue and action to change the story in an original drama/theatre work. |
||||||||||
|
10) Make physical choices to develop a character in a drama/theatre work. |
||||||||||
|
Prepare
| |||||||||||
|
11) Practice selected exercises that can be used in a group setting for drama/theatre work. |
||||||||||
|
12) Propose the use of technical elements in a drama/theatre work. Example: Use masks in Commedia del' Arte activities. |
||||||||||
|
Present
| |||||||||||
|
13) Share small-group drama/theatre work, with peers as audience. |
||||||||||
|
Responding
| |||||||||||
|
Reflect
| |||||||||||
|
14) Identify artistic choices made in a drama/theatre work through participation and observation. |
||||||||||
|
Interpret
| |||||||||||
|
15) Compare and contrast multiple personal experiences when participating in or observing a drama/theatre work. |
||||||||||
|
16) Compare and contrast the qualities of characters in a drama/theatre work through physical characteristics and prop or costume design choices that reflect cultural perspectives. |
||||||||||
|
17) Identify and discuss physiological changes connected to emotions in drama/ theatre work. |
||||||||||
|
Evaluate
| |||||||||||
|
18) Develop a plan to evaluate drama/theatre work. Example: Before viewing a performance, brainstorm questions such as: What do I see? What do I hear? What do I feel? I have an opinion—would you like to hear it? |
||||||||||
|
19) Investigate how technical elements may support a theme or idea in a drama/theatre work. |
||||||||||
|
20) Observe how a character's choices impact an audience's perspective in a drama/theatre work. |
||||||||||
|
Connecting
| |||||||||||
|
Empathize
| |||||||||||
|
21) Identify the ways a drama/theatre work reflects the perspectives of a community or culture. |
||||||||||
|
Interrelate
| |||||||||||
|
22) Respond to community and social issues and incorporate other content areas in drama/theatre work. |
||||||||||
|
Research
| |||||||||||
|
23) Investigate cross-cultural approaches to storytelling in drama/theatre work. |
||||||||||
|
24) Compare the drama/theatre conventions of a given time period with those of the present. |
||||||||||
|
Creating
| |||||||||||
|
Envision, Conceptualize
| |||||||||||
|
1) Identify physical qualities that might reveal a character's inner traits in the imagined world of a drama/theatre work. |
||||||||||
|
2) Propose design ideas that support the story and given circumstances in a drama/theatre work. |
||||||||||
|
Develop
| |||||||||||
|
3) Explore how a character's inner thoughts impact the story and given circumstances in a drama/ theatre work. |
||||||||||
|
4) Devise original ideas for a drama/theatre work that reflect collective inquiry about characters and their given circumstances. |
||||||||||
|
5) Participate in defined responsibilities required to present a drama/theatre work informally to an audience. Example: Assume roles like actor, director, playwright and stage manager. |
||||||||||
|
Rehearse
| |||||||||||
|
6) Revise and improve an improvised or scripted drama/theatre work through repetition and self-review. |
||||||||||
|
7) Use physical and vocal exploration for character development in an improvised or scripted drama/theatre work. |
||||||||||
|
8) Create innovative solutions to design and technical problems that arise in rehearsal for a drama/theatre work. |
||||||||||
|
Performing
| |||||||||||
|
Select
| |||||||||||
|
9) Describe the underlying thoughts and emotions that create dialogue and action in a drama/theatre work. |
||||||||||
|
10) Use physical choices to create meaning in a drama/theatre work. |
||||||||||
|
Prepare
| |||||||||||
|
11) Choose acting exercises that can be applied to a drama/theatre work. |
||||||||||
|
12) Demonstrate the use of technical elements in a drama/theatre work. |
||||||||||
|
Present
| |||||||||||
|
13) Present drama/theatre work informally to an audience. |
||||||||||
|
Responding
| |||||||||||
|
Reflect
| |||||||||||
|
14) Explain personal reactions to artistic choices made in a drama/theatre work through participation and observation. |
||||||||||
|
Interpret
| |||||||||||
|
15) Justify responses based on personal experiences when participating in or observing a drama/theatre work. |
||||||||||
|
16) Explain personal responses to characters based on cultural perspectives when participating in or observing drama/theatre work. |
||||||||||
|
17) Investigate the effects of emotions on posture, gesture, breathing, and vocal intonation in a drama/theatre work. |
||||||||||
|
Evaluate
| |||||||||||
|
18) Implement a plan to evaluate drama/theatre work. Example: Use rubrics to rate or score performances. |
||||||||||
|
19) Assess how technical elements represent the theme of a drama/theatre work. |
||||||||||
|
20) Discuss how a character's circumstances impact an audience's perspective in a drama/theatre work. |
||||||||||
|
Connecting
| |||||||||||
|
Empathize
| |||||||||||
|
21) Explain how drama/theatre connects oneself to a community or culture. Example: Discuss how a play about the coal mines of Walker County performed by Walker County students might help connect them to local history. |
||||||||||
|
Interrelate
| |||||||||||
|
22) Investigate historical, global, and social issues expressed in drama/theatre work. Example: Read articles from a specific time period, then use articles to write and perform a "living newspaper" scenario. |
||||||||||
|
Research
| |||||||||||
|
23) Analyze commonalities and differences between stories set in different cultures in preparation for a drama/theatre work. |
||||||||||
|
24) Identify historical sources that explain drama/theatre terminology and conventions. |
||||||||||
|
Creating
| |||||||||||
|
Envision, Conceptualize
| |||||||||||
|
1) Identify possible solutions to staging challenges in a drama/theatre work. |
||||||||||
|
2) Identify solutions to design challenges in a drama/theatre work. |
||||||||||
|
Develop
| |||||||||||
|
3) Explore a scripted or improvised character by imagining the given circumstances in a drama/theatre work. |
||||||||||
|
4) Use critical analysis to improve, refine, and evolve original ideas and artistic choices in a devised or scripted drama/theatre work. |
||||||||||
|
5) Contribute ideas and accept and incorporate the ideas of others in preparing or devising drama/theatre work. |
||||||||||
|
Rehearse
| |||||||||||
|
6) Articulate and examine choices to refine a devised or scripted drama/theatre work. |
||||||||||
|
7) Identify effective physical and vocal traits of characters in an improvised or scripted drama/theatre work. |
||||||||||
|
8) Explore a planned technical design during the rehearsal process for a devised or scripted drama/theatre work. |
||||||||||
|
Performing
| |||||||||||
|
Select
| |||||||||||
|
9) Identify the essential events in a story or script that make up the dramatic structure in a drama/theatre work. |
||||||||||
|
10) Experiment with various physical choices to communicate character in a drama/theatre work. |
||||||||||
|
Prepare
| |||||||||||
|
11) Recognize how acting exercises and techniques can be applied to a drama/theatre work. |
||||||||||
|
12) Articulate how technical elements are integrated into a drama/ theatre work. |
||||||||||
|
Present
| |||||||||||
|
13) Adapt a drama/theatre work and present it informally for an audience. |
||||||||||
|
Responding
| |||||||||||
|
Reflect
| |||||||||||
|
14) Describe and record personal reactions to artistic choices in a drama/theatre work. Examples: written critique, student journal, blog |
||||||||||
|
Interpret
| |||||||||||
|
15) Explain how artists make choices based on personal experience in a drama/theatre work. |
||||||||||
|
16) Identify significant cultural perspectives that may influence the evaluation of a drama/theatre work. |
||||||||||
|
17) Identify personal aesthetics, preferences, and beliefs through participation in or observation of drama/ theatre work. |
||||||||||
|
Evaluate
| |||||||||||
|
18) Use supporting evidence and predetermined criteria to evaluate drama/theatre work. Examples: performance rubric, oral critique, peer assessment |
||||||||||
|
19) Explore the production elements used in a drama/theatre work to assess aesthetic choices. |
||||||||||
|
20) Identify a specific audience or purpose for a drama/theatre work. |
||||||||||
|
Connecting
| |||||||||||
|
Empathize
| |||||||||||
|
21) Explain how the actions and motivations of characters in a drama/theatre work impact perspectives of a community or culture. |
||||||||||
|
Interrelate
| |||||||||||
|
22) Identify universal themes or common social issues and express them through a drama/theatre work. |
||||||||||
|
Research
| |||||||||||
|
23) Research and analyze two different versions of the same drama/theatre story to determine differences and similarities in the visual and aural world of each version. |
||||||||||
|
24) Investigate the time period and place of a drama/theatre work to better understand performance and design choices. |
||||||||||
|
Creating
| |||||||||||
|
Envision, Conceptualize
| |||||||||||
|
1) Investigate multiple perspectives and solutions to staging challenges in a drama/theatre work. |
||||||||||
|
2) Explain and present solutions to design challenges in a drama/ theatre work. |
||||||||||
|
Develop
| |||||||||||
|
3) Envision and describe a scripted or improvised character's inner thoughts and objectives in a drama/theatre work. |
||||||||||
|
4) Examine and justify original ideas and artistic choices in a drama/theatre work based on critical analysis, background knowledge, and historical and cultural context. |
||||||||||
|
5) Demonstrate mutual respect for self and others and their roles in preparing or devising drama/theatre work. |
||||||||||
|
Rehearse
| |||||||||||
|
6) Demonstrate focus and concentration in the rehearsal process to analyze and refine choices in a devised or scripted drama/theatre work. |
||||||||||
|
7) Develop effective physical and vocal traits of characters in an improvised or scripted drama/theatre work. |
||||||||||
|
8) Consider multiple planned technical design elements during the rehearsal process for a devised or scripted drama/theatre work. |
||||||||||
|
Performing
| |||||||||||
|
Select
| |||||||||||
|
9) Consider various staging choices to enhance the story in a drama/theatre work. |
||||||||||
|
10) Discover various character objectives in a drama/theatre work. |
||||||||||
|
Prepare
| |||||||||||
|
11) Participate in a variety of acting exercises and techniques that can be applied in a rehearsal or drama/theatre performance. |
||||||||||
|
12) Choose a variety of technical elements that can be applied to a design in a drama/theatre work. |
||||||||||
|
Present
| |||||||||||
|
13) Participate in rehearsals for a drama/theatre work that will be shared with an audience. |
||||||||||
|
Responding
| |||||||||||
|
Reflect
| |||||||||||
|
14) Compare recorded personal and peer reactions to artistic choices in a drama/ theatre work. |
||||||||||
|
Interpret
| |||||||||||
|
15) Identify the artistic choices made based on personal experience in a drama/theatre work. |
||||||||||
|
16) Describe how cultural perspectives can influence the evaluation of drama/theatre work. |
||||||||||
|
17) Interpret and discuss how the use of personal aesthetics, preferences, and beliefs can be used in drama/theatre work. |
||||||||||
|
Evaluate
| |||||||||||
|
18) Explain preferences, using supporting evidence and predetermined criteria to evaluate drama/theatre work. |
||||||||||
|
19) Identify the aesthetics of the production elements in a drama/theatre work. Example: Recall size, shape, and color choices made by the scenic designer of a production. |
||||||||||
|
20) Identify how the intended purpose of a drama/theatre work appeals to a specific audience. |
||||||||||
|
Connecting
| |||||||||||
|
Empathize
| |||||||||||
|
21) Examine a community issue through multiple perspectives in a drama/theatre work. |
||||||||||
|
Interrelate
| |||||||||||
|
22) Incorporate music, dance, art, and/or media to strengthen the meaning and conflict in a drama/theatre work with a particular cultural, global, or historical context. |
||||||||||
|
Research
| |||||||||||
|
23) Research and discuss how a playwright might have intended a drama/theatre work to be produced. |
||||||||||
|
24) Examine artifacts from a time period and geographic location to better understand performance and design choices in a drama/theatre work. |
||||||||||
|
Creating
| |||||||||||
|
Envision, Conceptualize
| |||||||||||
|
1) Imagine and explore multiple perspectives and solutions to staging problems in a drama/theatre work. |
||||||||||
|
2) Explore solutions to design challenges of a performance space in a drama/theatre work. |
||||||||||
|
Develop
| |||||||||||
|
3) Develop a scripted or improvised character by articulating the character's inner thoughts, objectives, and motivations in a drama/theatre work. |
||||||||||
|
4) Articulate and apply critical analysis, background knowledge, research, and historical and cultural context to the development of original ideas for a drama/theatre work. Example: Write short scene adaptations of ancient Greek plays. |
||||||||||
|
5) Share leadership and responsibilities to develop collaborative goals when preparing or devising drama/theatre work. |
||||||||||
|
Rehearse
| |||||||||||
|
6) Use repetition and analysis in order to revise devised or scripted drama/theatre work. |
||||||||||
|
7) Refine effective physical and vocal traits of characters in an improvised or scripted drama/theatre work. |
||||||||||
|
8) Implement and refine a planned technical design using simple technology during the rehearsal process for devised or scripted drama/theatre work. |
||||||||||
|
Performing
| |||||||||||
|
Select
| |||||||||||
|
9) Explore different rhythms to communicate the story effectively in a drama/theatre work. Example: Experiment with rate of speech, tempo of dialogue between characters, levels of physical intensity |
||||||||||
|
10) Use various character objectives and tactics in a drama/theatre work. |
||||||||||
|
Prepare
| |||||||||||
|
11) Use a variety of acting techniques to increase skills in a rehearsal or drama/theatre performance. |
||||||||||
|
12) Use a variety of technical elements to create a design for a rehearsal or drama/theatre production. |
||||||||||
|
Present
| |||||||||||
|
13) Rehearse and perform a formal drama/theatre work for an audience. |
||||||||||
|
Responding
| |||||||||||
|
Reflect
| |||||||||||
|
14) Apply predetermined criteria to the evaluation of artistic choices in a drama/theatre work. |
||||||||||
|
Interpret
| |||||||||||
|
15) Recognize and share artistic choices when participating in or observing a drama/theatre work. |
||||||||||
|
16) Analyze how cultural perspectives influence the evaluation of a drama/theatre work. |
||||||||||
|
17) Apply personal aesthetics, preferences, and beliefs to evaluate a drama/theatre work. |
||||||||||
|
Evaluate
| |||||||||||
|
18) Respond to a drama/theatre work using supporting evidence, personal aesthetics, and artistic criteria. |
||||||||||
|
19) Apply the knowledge of production elements used in a drama/theatre to assess aesthetic choices. |
||||||||||
|
20) Assess the impact of a drama/theatre work on a specific audience. |
||||||||||
|
Connecting
| |||||||||||
|
Empathize
| |||||||||||
|
21) Incorporate multiple perspectives and diverse community ideas in a drama/theatre work. |
||||||||||
|
Interrelate
| |||||||||||
|
22) Apply different forms of drama/theatre work to examine contemporary social, cultural, or global issues. Examples: Use Readers Theatre to explore human trafficking; use children's theatre to examine bullying with younger students; use Commedia del' arte to explore stereotypes. |
||||||||||
|
Research
| |||||||||||
|
23) Research the story elements of a staged drama/theatre work and compare them to another production of the same work. |
||||||||||
|
24) Identify and use artifacts from a time period and place to develop performance and design choices in a drama/theatre work. |
||||||||||
|
Creating
| |||||||||||
|
Envision, Conceptualize
| |||||||||||
|
1) Apply basic research to construct ideas about the visual composition of a drama/theatre work. |
||||||||||
|
2) Explore the impact of technology on design choices in a drama/theatre work. |
||||||||||
|
Develop
| |||||||||||
|
3) Use script analysis to generate ideas that represent a character who is believable and authentic in a drama/theatre work. |
||||||||||
|
4) Explore the function of history and culture in the development of a dramatic concept through a critical analysis of original ideas in a drama/theatre work. Example: Hamilton |
||||||||||
|
6) Practice and revise a devised or scripted drama/theatre work using theatrical staging conventions. Example: Identify and use basic stage areas and stage directions in rehearsal: upstage, downstage, stage right, stage left, cross, enter, exit, stage balance, composition, and picturization. |
||||||||||
|
Rehearse
| |||||||||||
|
5) Investigate the collaborative nature of the actor, director, playwright, and designers and explore their interdependent roles in a drama/theatre work. |
||||||||||
|
7) Explore physical, vocal, and emotional choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work. |
||||||||||
|
8) Create and refine the technical design choices to support the story and emotional impact of devised or scripted drama/theatre works. |
||||||||||
|
Performing
| |||||||||||
|
Select
| |||||||||||
|
9) Examine how character relationships assist in telling the story of a drama/theatre work. |
||||||||||
|
10) Shape character choices in response to given circumstances in a drama/theatre work. |
||||||||||
|
Prepare
| |||||||||||
|
11) Explore various acting techniques to expand skills in a rehearsal or drama/theatre performance. Examples: Laban effort shapes to enhance movement, Stanislavski method for character development, Alexander technique for breath and body control |
||||||||||
|
12) Use researched technical elements to increase the impact of design for a drama/theatre production. |
||||||||||
|
Present
| |||||||||||
|
13) Perform a scripted drama/theatre work for a specific audience. Example: Perform a children's theatre piece for students in grades K-2 in their school system. |
||||||||||
|
Responding
| |||||||||||
|
Reflect
| |||||||||||
|
14) Respond to what is seen, felt, and heard in a drama/theatre work in order to make artistic choices. |
||||||||||
|
Interpret
| |||||||||||
|
15) Analyze and compare artistic choices in several drama/theatre works based on criteria developed from one's own experiences. |
||||||||||
|
16) Identify and compare cultural perspectives and contexts that may influence the evaluation of a drama/theatre work. |
||||||||||
|
17) Justify personal aesthetics, preferences, and beliefs through participation in and observation of a drama/theatre work. |
||||||||||
|
Evaluate
| |||||||||||
|
18) Examine a drama/ theatre work using supporting evidence and criteria, while considering art forms, history, culture, and other disciplines. |
||||||||||
|
19) Consider the aesthetics of the production elements in a drama/theatre work. |
||||||||||
|
20) Classify and explore a drama/ theatre work by considering its specific purpose or intended audience. |
||||||||||
|
Connecting
| |||||||||||
|
Empathize
| |||||||||||
|
21) Examine how cultural perspectives, community ideas, and personal beliefs impact a drama/theatre work. |
||||||||||
|
Interrelate
| |||||||||||
|
22) Explore how cultural, global, and historic belief systems affect creative choices in a drama/theatre work. |
||||||||||
|
Research
| |||||||||||
|
23) Research how theatre artists apply creative processes to tell stories in a devised or scripted drama/theatre work, using theatre research methods. |
||||||||||
|
24) Use basic theatre research methods to better understand the social and cultural background of a drama/theatre work. |
||||||||||
|
25) Research the legal and ethical limitations and opportunities related to performing published material. |
||||||||||
|
Creating
| |||||||||||
|
Envision, Conceptualize
| |||||||||||
|
1) Investigate historical and cultural conventions and their impact on the visual composition of a drama/theatre work. |
||||||||||
|
2) Interpret and apply technology to design solutions for a drama/theatre work. |
||||||||||
|
Develop
| |||||||||||
|
3) Use personal experiences and knowledge to develop a character who is believable and authentic in a drama/theatre work. |
||||||||||
|
4) Refine a dramatic concept to demonstrate a critical understanding of historical and cultural influences of original ideas applied to a drama/theatre work. |
||||||||||
|
5) Collaborate as a creative team to make interpretive choices for a drama/theatre work. |
||||||||||
|
Rehearse
| |||||||||||
|
6) Use the rehearsal process to analyze the dramatic concept and technical design elements of a devised or scripted drama/theatre work. |
||||||||||
|
7) Use research and script analysis to revise physical and vocal choices impacting the believability and relevance of a drama/ theatre work. |
||||||||||
|
8) Re-imagine and revise technical design choices during the course of a rehearsal process to enhance the story and emotional impact of a devised or scripted drama/theatre work. |
||||||||||
|
Performing
| |||||||||||
|
Select
| |||||||||||
|
9) Discover how unique choices shape believable and sustainable drama/theatre work. |
||||||||||
|
10) Identify essential text information, research from various sources, and the director's concept that influence character choices in a drama/theatre work. |
||||||||||
|
Prepare
| |||||||||||
|
11) Refine a range of acting skills to build a believable and sustainable drama/theatre performance. |
||||||||||
|
12) Apply technical elements and research to create a design that communicates the concept of a drama/theatre production. |
||||||||||
|
Present
| |||||||||||
|
13) Present a drama/theatre work using creative processes that shape the production for a specific audience. |
||||||||||
|
Responding
| |||||||||||
|
Reflect
| |||||||||||
|
14) Research historical and cultural context to structure and justify personal responses to a drama/theatre work. Example: Engage in dramaturgical research prior to seeing To Kill a Mockingbird in order to connect more effectively to the play and its historical and racial context. |
||||||||||
|
Interpret
| |||||||||||
|
15) Develop detailed supporting evidence and criteria to reinforce artistic choices, when participating in or observing a drama/theatre work. |
||||||||||
|
16) Apply concepts from a drama/theatre work for personal realization about cultural perspectives and understanding. |
||||||||||
|
17) Debate and distinguish multiple aesthetics, preferences, and beliefs through participation in and observation of drama/theatre work. |
||||||||||
|
Evaluate
| |||||||||||
|
18) Research and synthesize cultural and historical information related to a drama/theatre work to support or evaluate artistic choices. |
||||||||||
|
19) Construct meaning in a drama/theatre work, considering personal aesthetics and knowledge of production elements while respecting others' interpretations. |
||||||||||
|
20) Analyze how a drama/theatre work communicates for a specific purpose and audience. |
||||||||||
|
Connecting
| |||||||||||
|
Empathize
| |||||||||||
|
21) Choose and interpret a drama/theatre work to reflect or question personal beliefs. |
||||||||||
|
Interrelate
| |||||||||||
|
22) Develop a drama/theatre work that identifies and questions cultural, global, or historic belief systems. |
||||||||||
|
Research
| |||||||||||
|
23) Formulate creative choices for a devised or scripted drama/theatre work based on theatre research about a selected topic. |
||||||||||
|
24) Explore how personal beliefs and biases can affect the interpretation of research data applied in drama/theatre work. |
||||||||||
|
Creating
| |||||||||||
|
Envision, Conceptualize
| |||||||||||
|
1) Synthesize knowledge from a variety of dramatic forms, theatrical conventions, and technologies to create the visual composition of a drama/theatre work. |
||||||||||
|
2) Create a complete design for a drama/theatre work that incorporates elements of theatrical technology. |
||||||||||
|
Develop
| |||||||||||
|
3) Integrate cultural and historical contexts with personal experiences to create a character that is believable and authentic in a drama/theatre work. |
||||||||||
|
4) Develop and synthesize original ideas in a drama/theatre work utilizing critical analysis, historical and cultural context, research, and Western or non-Western theatre traditions. |
||||||||||
|
5) Collaborate as a creative team to discover artistic solutions and make interpretive choices in a devised or scripted drama/theatre work. |
||||||||||
|
Rehearse
| |||||||||||
|
6) Refine, transform, and re-imagine a devised or scripted drama/theatre work using the rehearsal process to invent or re-imagine style, genre, form, and conventions. |
||||||||||
|
7) Synthesize ideas from research, script analysis, and context to create a performance that is believable, authentic, and relevant in a drama/theatre work. |
||||||||||
|
8) Apply a high level of technical proficiency to the rehearsal process to support the story and emotional impact of a devised or scripted drama/theatre work. |
||||||||||
|
Performing
| |||||||||||
|
Select
| |||||||||||
|
9) Apply reliable research of directors' styles to form unique choices for a directorial concept in a drama/theatre work. |
||||||||||
|
10) Apply a variety of researched acting techniques as an approach to character choices in a drama/theatre work. |
||||||||||
|
Prepare
| |||||||||||
|
11) Collect and use a variety of acting exercises from reliable resources to prepare a believable and sustainable performance. |
||||||||||
|
12) Explain and justify the selection of technical elements used to build a design that communicates the concept of a drama/theatre production. |
||||||||||
|
Present
| |||||||||||
|
13) Present a drama/theatre production for a specific audience that employs research and analysis grounded in the creative perspectives of the playwright, director, designer, and dramaturge. |
||||||||||
|
Responding
| |||||||||||
|
Reflect
| |||||||||||
|
14) Demonstrate an understanding of multiple interpretations of artistic criteria and how each might be used to influence future artistic choices of a drama/theatre work. |
||||||||||
|
Interpret
| |||||||||||
|
15) Use detailed supporting evidence and appropriate criteria to revise personal work and interpret the work of others when participating in or observing a drama/theatre work. |
||||||||||
|
16) Use understanding of cultures and contexts to shape personal responses to drama/theatre work. |
||||||||||
|
17) Support and explain aesthetics, preferences, and beliefs to create a context for critical research that informs artistic decisions in a drama/theatre work. |
||||||||||
|
Evaluate
| |||||||||||
|
18) Analyze and assess a drama/theatre work by connecting it to art forms, history, culture, and other disciplines, using supporting evidence and criteria. |
||||||||||
|
19) Analyze and evaluate varied aesthetic interpretations of production elements for the same drama/theatre work. |
||||||||||
|
20) Synthesize and debate the connection between a drama/theatre work and contemporary issues that may impact audiences. |
||||||||||
|
Connecting
| |||||||||||
|
Empathize
| |||||||||||
|
21) Collaborate on a drama/theatre work that examines a critical global issue using multiple personal, community, and cultural perspectives. |
||||||||||
|
Interrelate
| |||||||||||
|
22) Integrate conventions and knowledge from different art forms and other disciplines to develop a cross-cultural drama/theatre work. |
||||||||||
|
Research
| |||||||||||
|
23) Justify the creative choices made in a devised or scripted drama/theatre work, based on a critical interpretation of specific data from theatre research. |
||||||||||
|
24) Present and support an opinion about the social, cultural, and historical understanding of a drama/theatre work, based on critical research. |
||||||||||