PASADENA INDEPENDENT SCHOOL DISTRICT Fine Arts Teaching Strategies Middle School Theatre Arts - Grade Eight

Transcription

1 Throughout the year students will master certain skills that are important to a student's understanding of Fine Arts concepts and demonstrated throughout all objectives. (a) improvise, using emotional and sensory recall; As part of a pantomime unit, students will work in groups of 4-5 to build a machine that produces a product using only the body as the machine parts. (b) apply preparation and warm-up techniques; Demonstrate knowledge of and lead the class in a presentation of and technique using tongue twister warm-ups. (c) create expressive movement and pantomime to define space and characters; As part of the pantomime unit use the body as the only communicator. (d) express thoughts and feelings, using effective voice and diction; Reading Objective 1 & 4 In groups of 3-5, interpret a cutting from literature using only the voice, facial expressions and gestures in a Readers Theatre format. Page 1

2 Social Studies Objectives 1 & 4 (e) compare dramatic s to life; and Writing Objectives 1 & 2 Complete a study of the Civil Rights movement. Use one story and write and original script from the findings and perform it for an invited audience. (f) create setting, character, and plot in improvised and scripted scenes. (a) demonstrate safe use of the voice and body; (b) analyze life interactions, choices, and responses to describe character motivation; (c) portray characters through familiar movements and dialogue; and expression'/ As part of an ensemble unit, students will rehearse and perform a role in a scene with three or more characters for an invited audience. On a weekly basis, students will participate in varying forms of improvisation, creating a scene from a suggested environment sing only the voice and body as tools. Utilize vocal exercises employing and demonstrating diaphragmatic speech. Rehearse and perform a scene for the class and invited audience. The illusion of the scene should reflect reality. (Crisis plays) As part of an Ensemble Unit, portray a character in a specific set with lights and sound to enhance the. Page 2

3 (d) create, improvise, and record individually and collaboratively characters, setting, dialogue, and actions that have tension and suspense and that reflect a beginning (exposition), middle (climax), and ending (denouement, resolution). Humorous/Dramatic Interpretation. Student will perform a monologue, either humorous or dramatic in nature. The student will memorize an original or scripted piece. In this piece the character is alone on the stage speaking to another character not present or speaking to the audience. The piece must stand alone having a beginning, middle and conclusion. (a) select specific technical elements for improvised and scripted scenes to suggest environments, to establish mood, and to support character and actions; (b) create elements of scenery properties, lighting, sound, costume, make-up, and publicity, using visual elements (line, texture, color, space), visual principles (repetition, balance, emphasis, contrast, unity), an aural qualities (pitch, rhythm, dynamics, tempo, expression); (c) identify the director's role as a unifying force, problem-solver, interpreter of script, and collaborator; and Students will design and run lights for duet scenes. Technical design will reflect mood and ambience for the Students will mark scripts when necessary indicating transitions and experiment with key words for the most appropriate delivery. Students are also responsible for rudimentary sets and lights for each assignment. All students will be actively involved in collaboration of planning and blocking of all scenes. PageS

4 (d) direct brief dramatizations. Students will cast and direct scenes for classroom and an invited audience. 8.4 THE STUDENT RELATES THEATRE TO HISTORY, SOCIETY, AND CULTURE. (a) demonstrate knowledge of theatre as a reflection of life in particular times, places and cultures; and Social Studies Objectives 1,2 & 4 History/ cultural heritage Use prose, poetry and script excerpts to demonstrate situations historic to present as they relate to both Black and Hispanic History 8.4 THE STUDENT RELATES THEATRE TO HISTORY, SOCIETY, AND CULTURE. (b) define theatre heritage as it is preserved in dramatic text, traditions, and conventions and describe the roles of theatre, film, television, and electronic media in American society. Social Studies Objective 2 History/ cultural heritage The Theatre History unit defines the origins of Theatre with a brief overview from ancient Egypt to present. Speakers help to clarify the varying roles that students may want to pursue in the Arts. Participation in morning announcements and school television projects throughout the year familiarize students with the varying mediums_of and give exposure to the technical elements of film and the market response. (a) analyze and practice appropriate audience behavior at various types of live s; Students will demonstrate appropriate audience etiquette in all classroom and outside the classroom s.. (b) define the terminology and process of (intent, structure, effectiveness, value) and apply this process to s, using appropriate theatre vocabulary; Reading Objective 2 Demonstrate, through regular testing, knowledge and understanding of terminology related to theatre and productions. f Page 4

5 (c) identify visual, aural, oral, and kinetic components in art, dance, music, and theatre; compare character, setting and action in art, musical theatre, dance,, and theatre; and express emotions and ideas in improvisations and scripted scenes that integrate art, dance, and/or music; and Provide a written critique of a film and live during each six-weeks using appropriate Theatre vocabulary. (d) compare career and avocational opportunities in theatre. Every classroom will receive a written critique by the instructor and two verbal critiques by classmates. Students will attend a master class in which guest performers and producers discuss career options within the Theatre. Page 5