PASADENA INDEPENDENT SCHOOL DISTRICT Fine Arts Teaching Strategies High School Theatre Arts - Level Three

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. Objectives 1, 2 &3 (1) THE STUDENT DEVELOPS (a) practice theatre preparation and warm-up techniques effectively; Perform scripted scenes that focus on relationships and problem solving using proper stage technique. As part of proper stage technique, the student will demonstrate knowledge of and the ability to: Use scripted tongue twisters for vocal warmup Use proper stretching techniques for physical warm-up Plan an effective physical warm-up using music THE STUDENT DEVELOPS CONCEPTS ABOUT SELF, HUMAN (b) employ stage movement and pantomime consistently; Objective 4 & 5 Students will employ choreographed movement by: Planning and performing a pantomime activity that shows emotion, solves a problem and uses blocking. Leading their own original choreographed body warm-up with all members of class before a r (1) THE STUDENT DEVELOPS (c) demonstrate effective voice and diction; Use a sentence repetitively to emphasize a different word on each repetition. Add a character to say the sentence to alter the way the sentence is expressed. Example: "What do you want?" High School Level Three - Theatre Arts Page 1

2 ^ PASADENA INDEPENDENT SCHOOL DISTRICT ^ Objectives 1, 2 &3 (1) THE STUDENT DEVELOPS (d) analyze dramatic structure and genre; Observe characters portrayed noting the centers of each person. Be able to describe and demonstrate the character movements exhibited. (1) THE STUDENT DEVELOPS (e) compare and contrast theatrical conventions of theatre to the conventions of film, television, and electronic media; and Objectives 4, 5, &6 Evaluate theatrical events as well as electronic media with attention to gestures. Construct a gesture map. After viewing an episode of a television show, discuss how that episode could be adapted to the stage. Analyze a Soap Opera. Discuss the complex character relationships within the show and identify which character is most like you and the character with whom you share common traits. Write your own Soap Opera with issues that you and your peers are dealing with. Rehearse and perform the scenes with a discussion following the. Film your soap opera using the conventions of electronic media High School Level Three - Theatre Arts Page 2

3 (1) THE STUDENT DEVELOPS _ (f) analyze the interdependence of all theatrical elements. TEKS TAKS Objective StrandfTheme Strategy Objective 4 & 5 Observe characters performing scenes depicting everyday life. Analyze their voices and body movements and be able to imitate in an improvised scene. Using visual media to describe and define, use a character collage to illustrate characters studied. Then place the characters into an environment that is suitable for their situation. Create a stage setting that is appropriate for the scene and make costume choices accordingly. Critique the scene with attention to the theatrical conventions of stage, lighting, costume make-up and prop design. (2) THE STUDENT INTERPRETS CHARACTERS, USING THE VOICE AND BODY EXPRESSIVELY, AN CREATES DRAMATIZATIONS. (a) practice appropriate safety measures; Develop various groundplans that are safe and functional for various scenes for in-class and public s. (2) THE STUDENT INTERPRETS CHARACTERS, USING THE VOICE AND BODY EXPRESSIVELY, AN CREATES DRAMATIZATIONS. (b) analyze characters from various genres and styles, describing physical, intellectual, emotional, and social dimensions; Social Studies Objective 2 Read and watch various plays from a variety of cultures and era. Discuss both aurally and by written means: Physical restrictions of costuming and social manners The differences in social class structures A trait list of one character from the play viewed High School Level Three - Theatre Arts Page 3

4 (2)JHE STUDENT INTERPRETS CHARACTERS, USING THE VOICE AND BODY EXPRESSIVELY, AN CREATES DRAMATIZATIONS. (c) portray believable characters in improvised and scripted scenes of various styles; and After viewing a film or a piece of electronic media, students will extract three one-minute moments from the film that demonstrate a character's progression (sometimes referred to as "an arc"). (2) THE STUDENT INTERPRETS CHARACTERS, USING THE VOICE AND BODY EXPRESSIVELY, AN CREATES DRAMATIZATIONS. (d) improvise and write dialogue that reveals character motivation advances plot, provides exposition and reveals theme. Objectives 4, 5 &6 Students will demonstrate the ability to write effective dialogues by: Writing scenes based on important & relevant current social issues that will illicit discussion Reading a one-act play; writing and performing a prequei or sequel. The piece will include howjhe characters are affected in each aspect of the plot lines Developing open-ended plotewith several endings and discussing the impact on the main characters Develop plot lines for scripts Utilize Scoring Techniques (objective/unit based). (a) construct and operate the technical elements of theatre safely and effectively; Set-up and strike scenes for safely and efficiently. Catalogue props for easy recall so that they may be used efficiency and numerous times as scenes require. High School Level Three - Theatre Arts Page 4

5 Design and construct a set for various scenes; make a collage of costumes that would correspond to the time period and character in the script; develop a light plot and cue sheet; design sound cues. (b) analyze and evaluate dramatic texts as a basis for technical discussions, considering themes, settings, times, literary styles, genres, and characters; Read and discuss an entire full-length play then: divide the play into several small group scenes, perform them in sequential order, discuss the individual acting choices that the actors made, critique the appropriateness of the choices. (c) cast and direct duet scenes; Social Studies Objective 3 Working in groups of three, write and perform a short duet that deals with a social issue facing our current culture. Students will be responsible for: Selection social issue and writing of the script Selecting a director Design and construction of all props and costumes required (d) analyze the director's responsibility to the author's intent, script, actors, designers, technicians, and the audience; Students will prepare a director's prompt book with the following elements: Acting units/objectives Ground-plan Blocking Character script analysis Rehearsal schedule Rehearsal diary High School Level Three - Theatre Arts PageS

6 (e) analyze the roles of actor, ensemble, and director in production decision making and produce theatre with a unified production; and Objectives 1, 2 &3 Demonstrate the ability to create a group. As part of the process, students will: Write and collaborate together on the script Select a director Select a crew person Rehearse and perform the product (f) select one or more areas of theatre production for study, demonstrating responsibility, artistic discipline^ and creative problem solving.. (4) THE STUDENT RELATES THEATRE TO HISTORY, SOCIETY, AND CULTURES. (a) evaluate historical and cultural influences on theatre; _ History/ cultural heritage Read a play or adapt a film version into a 3-D model. Designers must discuss the thematic elements and rationalization for the design. Students will explore various theatrical genres such as: naturalism, realism, absurdism, etc. Perform scenes from the various genres Explain historical influences from each genre Students will create a generic scene and adapt it into the various historical time periods. The themes will remain the same however the other aspects (i.e. language, staging setting, etc) of the scene will change. High School Level Three - Theatre Arts Page 6

7 (4) THE STUDENT RELATES THEATRE TO HISTORY, SOCIETY, AND CULTURES. (b) analyze the influence of television on American society; and History/ cultural heritage Students will explore various TV, film, media and its impact on the audience. Students will act-out various episodes utilizing the television shows of the 60's, 70's, 80's, 90's and this decade. Students will study: The impact that television has had on society detailing specific issues as they pertain to the impact on our society (i.e. fashion, etc.) Acting styles Audience etiquette Stage design (4) THE STUDENT RELATES THEATRE TO HISTORY, SOCIETY, AND CULTURES. (c) define selected theatrical styles and genres; (5) THE STUDENT RESPONDS TO AND EVALUATES THEATRE AND THEATRICAL PERFORMANCES. (a) compare behavior at various types of s and practice audience etiquette; (5) THE STUDENT RESPONDS TO AND EVALUATES THEATRE AND THEATRICAL PERFORMANCES. (b) apply the concepts of evaluation to s and evaluate theatre, film, television, and electronic media with depth and complexity, using appropriate vocabulary; History/ cultural heritage Response/ evaluation Response/ evaluation Students will create and perform short vignettes of various genres of TV. These can include: Soap Operas, Reality Shows, Talk Shows, Game Shows. Students will attend live s and report to the class their experiences as an audience member as well as report audience behavior compared to other events attended. Students will learn and utilize current film vocabulary and use it with regard to evaluations and critique. High School Level Three - Theatre Arts Page?

8 TEKS (5) THE STUDENT RESPONDS TO AND EVALUATES THEATRE AND THEATRICAL PERFORMANCES. (c) compare communication methods of theatre with that of art, music, and dance and integrate more than one art form in informal and formal s; and TAKS Objective Objective 4 & 5 Strand/Theme Response/ evaluation Strategy Students will audition for various forms of entertainment (curricular and extra-curricular). Students will study the history of Musical Theatre. As part of their study, students will: Perform scenes from musicals Write scenes leading up to musical production numbers Perform in a production numbers form musicals utilizing singing, dancing, and acting. \ Students will write original scenes that are influenced by a piece of art or a piece of music. Students will then rehearse and perform those scenes in class. As part of the assignment, students must choose music to underscore scenes during. (5) THE STUDENT RESPONDS TO AND EVALUATES THEATRE AND THEATRICAL PERFORMANCES. (d) make judgments about selected career and avocational opportunities in theatre and film and explore the training, skills, self-discipline, and artistic discipline needed to pursue them. Response/ evaluation Students will research agencies and report their findings in an oral and written report to compile a database. High School Level Three - Theatre Arts PageS