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Creating
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Envision, Conceptualize
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1) Apply basic research to construct ideas about the visual composition of a drama/theatre work. |
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2) Explore the impact of technology on design choices in a drama/theatre work. |
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Develop
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3) Use script analysis to generate ideas that represent a character who is believable and authentic in a drama/theatre work. |
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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 |
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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. |
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Rehearse
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5) Investigate the collaborative nature of the actor, director, playwright, and designers and explore their interdependent roles in a drama/theatre work. |
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7) Explore physical, vocal, and emotional choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work. |
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8) Create and refine the technical design choices to support the story and emotional impact of devised or scripted drama/theatre works. |
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Performing
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Select
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9) Examine how character relationships assist in telling the story of a drama/theatre work. |
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10) Shape character choices in response to given circumstances in a drama/theatre work. |
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Prepare
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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 |
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12) Use researched technical elements to increase the impact of design for a drama/theatre production. |
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Present
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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. |
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Responding
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Reflect
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14) Respond to what is seen, felt, and heard in a drama/theatre work in order to make artistic choices. |
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Interpret
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15) Analyze and compare artistic choices in several drama/theatre works based on criteria developed from one's own experiences. |
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16) Identify and compare cultural perspectives and contexts that may influence the evaluation of a drama/theatre work. |
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17) Justify personal aesthetics, preferences, and beliefs through participation in and observation of a drama/theatre work. |
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Evaluate
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18) Examine a drama/ theatre work using supporting evidence and criteria, while considering art forms, history, culture, and other disciplines. |
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19) Consider the aesthetics of the production elements in a drama/theatre work. |
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20) Classify and explore a drama/ theatre work by considering its specific purpose or intended audience. |
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Connecting
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Empathize
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21) Examine how cultural perspectives, community ideas, and personal beliefs impact a drama/theatre work. |
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Interrelate
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22) Explore how cultural, global, and historic belief systems affect creative choices in a drama/theatre work. |
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Research
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23) Research how theatre artists apply creative processes to tell stories in a devised or scripted drama/theatre work, using theatre research methods. |
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24) Use basic theatre research methods to better understand the social and cultural background of a drama/theatre work. |
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25) Research the legal and ethical limitations and opportunities related to performing published material. |
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