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Loudoun County Public Schools

I-IV

(Revised 2007)

Eric Williams, Ed. D. TBD

Superintendent Asst. Superintendent, Instruction

James Dallas Dr. Michele Schmidt Moore

Director, Office of Teaching and Learning Supervisor, English/Language Arts

David Arbogast

English Specialist

1

DRAMA I

Course Description

Drama I is a survey or overview of the art of Theatre. The Drama I student will be exposed to all

major elements of Theatre gaining a knowledge of its principles through study and practice. The

student will gain both performance and production skills as well as an appreciation for the art of

Theatre.

Required Drama I Strands

Basic Acting

Play Production

Theatre History

Optional Drama Units and/or Activities

Musical theatre

Mime

Storytelling

Forensics

Reader's theatre

Auditioning

2

BASIC ACTING

Required Drama I Strand

OBJECTIVES:

Students will demonstrate teamwork, cooperation, and dependability while participating in

selected theatre experiences. (TI.1)

Students will give and receive constructive criticism appropriately. (TI.9)

Students will demonstrate acting skills and techniques. (TI.3)

Students will demonstrate self-respect, respect for others, and respect for property. (TI.1)

Students will participate in theatre games and improvisations. (TI.2)

Students will perform from written scripts. (TI.3)

Students will memorize dramatic material. (TI.3)

Students will understand basic performance methods and procedures. (TI.3)

Students will understand the importance of and enact character development. (TI.3)

Students will understand rehearsal procedures and techniques. (TI.3)

AREAS TO COVER:

rehearsal technique performance methods and procedures

interpretation observance

character motivation movement

character improvisation grouping

audience responsibility evaluation

1

VOCABULARY:

accent notes amateur

anticipation obstacles apron

objectives “off book” audition

“on book” backstage or “back” onstage or “on”

beat open up blank

outcome blocking out front

“break a leg” overlap building a scene

pacing business phrasing

“call back” pointing lines cast

presentational style character part principal

choreographer production number prompter

“cold” reading counter cross cover

properties or “props” reader's theatre cross

read-through cue role

representational style curtain cut

run cut in scenario

dialect scene director

screenplay downstage or “down” script

dress rehearsal sense memory set

emotional memory ensemble set props

equity shared positions exit

showmanship exeunt sides

fake spike focus

stage areas and symbols fourth wall stage combat

go up on a line stage whisper giving

stagestakes green room stealing a scene

ham strategy hand props

strike heavy subtext

hit tag line house

holding for laughs taking the stage timing

tempo ingenue notes

kill transition lead

understudy master gesture upstage or “up”

method walk on monologue

wants motivation warn

1

SUGGESTED ACTIVITIES:

rehearse and perform memorized scenes

rehearse and perform monologues

rehearse and perform Reader's Theatre

improvisations for dramatic value

theatre games

character analysis

This strand meets National Standard 2

2

FUNDAMENTALS OF PLAY PRODUCTION


OBJECTIVES:

Students will demonstrate self-respect, respect for others, and respect for property (TI.1)


selected theatre experiences (TI.1)

Students will learn principles of directing (TI.4)

Students will explore principles of theatre management (TI.5)

Students will understand the organizational procedures required for mounting a theatrical

production (TI.4, TI.5)

Students will understand requirements for various production staff positions (TI.4, TI.5)

Students will be able to use knowledge of historical periods of theatre to make informed

decisions about design (TI.8)

Students will understand types of theatres and/or stages (TI.8)

Students will understand scenic design and construction techniques (TI.4)

Students will understand the importance of scenic design and its realization to the performance

(TI.4)

Students will demonstrate how to safely handle theatrical equipment and hardware (TI.4)

Students will demonstrate skill in communicating concepts and information learned about play

production (TI.12)

AREAS TO COVER:

production staff purpose of scenery

production schedule scenic design

budgets types of sets

the construction process types of stages

types of stages theatre safety

erecting the set ground plans

major styles fundamentals of technical theatre

the design process types of sets

scenic artistry pre-rehearsal and rehearsal activities

shifting the set post-production activities

3

VOCABULARY:

director fire curtain scale ruler

assistant director auditorium pigment

prompter backdrop or drop elevation

scenic artist masking flat

producer counter weight flies/loft

technical director curtain line floor plan

stage manager cyclorama grand drape

backstage assistants dutchman ramp

business manager batten returns

house manager book reveal

publicity manager border/teaser set pieces

royalties brace sight line

strike scrim stage

audition ground row stagecraft

call backs jack theatre

casting jog tormentors

blocking lashline trap

read-through legs traveler

crew head parallel wagons

call board perspective wings

working rehearsal pit working drawing

dress parade portal presentational

technical rehearsal practical dry brushing

polishing rehearsal profile binder

dress rehearsal proscenium stage right

resume rake stage left

prompt book representational stage center

rehearsal schedule t square level

plane orchestra properties/props

royalty in-the-round prop master

Stanislavski method orchestra pit sound designer

box set balcony lighting designer

apron mezzanine platform

arena stage light booth drop

downstage sound booth house

prop table scenery dressing room

thrust stage lighting tree upstage

costume shop production team scene shop

box office prop shop costume designer

stage crew make-up designer set

1


Audiovisual materials Drawings, diagrams, and/or renderings

Lecture Guest speakers

Practical application Demonstrations

Handouts Field trips

Projects Inventory/maintenance of scenery

Model making


2

THEATRE HISTORY AND THE STRUCTURE/VARIETIES OF DRAMA


OBJECTIVES:

Students will identify and trace major stylistic movements of theatre during selected historical

periods (TI.8)

Students will understand the major periods of theatre history (TI.8)

Students will understand the correlation between major periods in theatre history and major

events in world history (TI.7, TI.8)

Students will understand and appreciate the evolution of the theatrical form from its beginnings

to the present (TI.7, 1.8)

Students will read and analyze selected dramatic literature and demonstrate informed responses

to those plays (TI.10)

Students will understand the role of the dramaturge in a theatrical production (TI.5)

Students will understand the elements of drama (TI.7)

Students will demonstrate skill in communicating concepts and information learned by studying

theatre history and dramatic literature (TI.6)

Students will explain how theatre is both similar to and different from other literary genres and

other art forms (TI.6, 1.7)

Students will explain how he or she has applied concepts and skills learned in theatre arts to

other school or life activities (TI.7)

AREAS TO COVER:

tragedy - definition and elements renaissance

comedy - definition and elements restoration

genres modern

elements of drama styles

historical stylistic movements theatre architecture

Greek major artists and/or playwrights

Roman major works

1

VOCABULARY:

exposition burlesque skene

climax melodrama avant-garde

mood orchestra guilds

protagonist commedia d'el arte parascenia

tragedy chorus periaktoi

farce the humors miracle plays

caricature thespis tableaux

plot noh mystery plays

theme theatron morality plays

atmosphere deus ex machina

antagonist tragos

comedy kabuki

dramaturgy comedy of manners

denouement musical theatre

realism multimedia/performance art

presentational theatre of the absurd

representational reader's theatre


play analysis and/or outline scenework

improvisation using styles field trips

play reading guest speakers

audiovisual materials workshops

lecture panel reports

projects

This strand fulfills National Standards 4, 5, 6, 8

2

DRAMA II

Course Description

Drama II is a continuation of Drama I as well as an in-depth study of areas covered only briefly

in the first year. In addition to the in-depth study of grazed subjects, Drama II provides an

introduction to new areas. As the curriculum guide indicates, Drama II is built on a cluster of

required strands that stress direction, design, and acting. These are to be augmented according to

student ability with the optional units listed.

Required Drama II Strands

acting

mask and movement

acting for the camera

improvisation

monologues

scene work

Play Production (the teacher will introduce the following topics, covering at least three in depth)

makeup

costume design

scenic design

lighting design

stage management

house management

publicity

props

stage craft

production staff*

dramaturgy*

study and interpretation of classics

Optional Advanced Drama Units and/or Activities

directing

theatre history

*These items do not have units in this curriculum; however, you may review these items

using your text.

3

INTERMEDIATE ACTING

Required Drama II Strand

OBJECTIVES:

The student will demonstrate teamwork, cooperation, and dependability while participating in

selected theatre experiences. (TI.1)

The student will give and receive constructive criticism appropriately. (TI.9, TII.12)

The student will read and analyze selected dramatic literature and make informed acting choices

based on analysis. (TI.10, TII.13)

The student will view and analyze live theatre and demonstrate informed responses to those

events. (TI.11, TI.12, TI.13, TII.15, TII.16)

The student will demonstrate acting skills and techniques. (TI.3, TII.3)

The student will participate in theatre games and improvisations. (TI.2, TII.3)

The student will demonstrate skill in communicating concepts and information learned by

studying the art form. (TI.1, TI.13, TII.8, TII.15)

The student will improve, enhance, refine, and broaden basic acting skills. (TII.3)

The student will perform scenes requiring intense character study, emotional contact with

character, and appropriate behavioral response. (TI.3, TII.3)

AREAS TO COVER:

voice and body intense character study

rehearsal technique script analysis

refined performance skills character interaction

masks and movements acting for the camera

improvisation

VOCABULARY: Refer to Drama I

SUGGESTED ACCTIVITIES:

scene work monologues

improvisation character analysis

criticism observations and imitations

performance before an audience mask work


4

MAKEUP

Play Production Drama II Unit

OBJECTIVES:

The student will demonstrate self-respect, respect for others, and respect for property. (TI.1,

TII.1)


selected theatre experiences. (TI.1, TII.1, TII.2)


The student will explore principles of technical theatre. (TI.4, TII.6)

The student will understand the elements of basic makeup design. (TI.4, TII.6)

The student will understand the need, design, and application of specialty makeup. (TI.4, TII.6)

The student will understand the relationship between makeup and lighting. (TI.4, TII.6)

The student will understand the principles and differences between character and straight

makeup. (TI.4, TII.6)

The student will become familiar with makeup products. (TI.4, TII.10)

The student will demonstrate skill in communicating concepts and information learned by

studying makeup design. (TI.12m TI.13, TII.13, TII.15)

The student will identify and trace major stylistic movements in selected historical periods.

(TI.8, TII.9, TII.10)

The student will demonstrate how to hygienically apply and handle makeup. (TI.4)

AREAS TO COVER:

the makeup kit

straight makeup principles and procedures

character makeup design

practical application

specialty makeup design

correlation of makeup and lighting

responsibilities of the makeup designer

common makeup problems

prosthetics and their construction and application

cleanliness and health issues

5

VOCABULARY:

aging highlights

artificial blood life masks

base liner

blend liquid body makeup

character makeup liquid latex

clown white makeup remover

Collodian moist rouge

cream stick nose putty

crepe hair pancake

Derma wax pigment

dry rouge powder brush

face powder prosthetics

fantasy makeup shadows

foundation spirit gum

hair colorants straight makeup

hair whitener


demonstrations (old age and straight makeup)

character makeup design

specialty makeup design

specialty makeup problems

audiovisual materials

practical applications

makeup morgue (file)

guest speakers

makeup design

makeup critiques

perusal of catalogues

inventory and maintenance

assembling a makeup kit

This unit meets National Standard 3

6

COSTUMING


OBJECTIVES:

Student will demonstrate self-respect, respect for others, and respect for property (T II.1)

Student will identify and trace major stylistic movements in selected historical periods (T 2.9)

Student will read and analyze selected dramatic literature and demonstrate informed responses to

those plays (T 2.13)

Student will explore principles of technical theatre (T 2.6)

Student will demonstrate skill in communicating concepts and information about costume design

(T 2.8)

Student will understand the principles of effective costuming (T 2.6)

Student will understand the kinship of characterization, time period, character relationships, and

depiction of type in costume design (T 2.6, T 2.9, T 2.10, T 2.13)

Student will understand the mechanics of the role of costume designer (T 2.6)

Student will demonstrate how to safely handle equipment essential to costuming. (TI.4)

AREAS TO COVER:

dress play vs. costume play

costume plot

costume design

project (practical) application

costume sources

characterization through costume

relationship of actor to costume

historic costuming

costume care

responsibilities of costume designer

1

VOCABULARY:

anachronism pattern accessories

flow chart measurements costume silhouette

line period fantasy

historical era costume style

costume plot rental tape measure

alteration contemporary stylized

essentials material pull/rent/buy/borrow/build

list fittings union dyes

unified aniline dye disperse dye texturizing

aging dressing list headpiece

selvage


reports on costume time periods

demonstrations

guest speakers

collecting pictures of various time periods

correlate accessories for a particular character or characters

improvisational exercise--"hat makes the man"

take costume measurements

do a costume plot for one or more characters

letter to costume rental house asking for information

costume design

inventory and maintenance

perusal of catalogues

costume flow chart

costume plot



model construction and/or costume construction

costume critique


2

SCENIC DESIGN


OBJECTIVES:

Student will give and receive constructive criticism appropriately (T 1.9, T 2.12)

Student will identify and trace major stylistic movements in selected historical periods (T 1.8, T

2.9)


those plays (T 1.10)

Student will explore principles of technical theatre (T 1.4, T 2.6)

Student will demonstrate skill in communicating concepts and information about scenic design

(T 1.12)

Student will explain how theatre is both similar to and different from other literary genres and

other art forms (T 1.6, T 1.7)

Student will understand principles and elements of design (T 1.4, T 2.6)

Student will understand basic design execution and techniques (T 1.4, T 2.6)

Student will demonstrate a working knowledge of design tools and materials (T 1.4, T 1.11, T

2.6)

Student will understand the correlation of set design to visual and graphic arts (T 1.4, T 2.6, T

2.11, T 2.14)

Student will understand the power of design (T 1.4, T 2.6)

Student will understand the artistic and functional requirements of design (T 1.4, T 2.6)

Student will understand the various requirements of designing for different spaces (T 1.4, T 2.6)

Student will integrate elements of safety into his/her design. (TI.4)

AREAS TO COVER

steps in design process

elements of design

functional considerations

tools of the designer

project (practical) application

safety in design

3

VOCABULARY:

scale rule line t-square color

triangle perspective sight lines texture

flexible staging composition dimension figure

movement light contrast model

ground variation pattern gradation floor plan

proportion rhythm balance storyboard

unit setting focal point atmosphere production style

compass design concept projected scenery

SUGGESTED ACTIVITIES

practical application with production in progress

floor plan, model, renderings, and/or working drawings


guest speakers

field trips

mock production meetings

alternative space projects

design using unconventional materials

design a traveling set

inventory and maintenance of scenery


4

STAGE LIGHTING


OBJECTIVES:

Student will demonstrate self-respect, respect for others, and respect for property. (T 1.1, 2.1,

2.2)

Student will demonstrate teamwork, cooperation, and dependability while participating in

selected theatre experiences. (T 1.1, T 2.2)

Student will explore principles of technical theatre. (T 1.4, 2.6, 2.10)

Student will understand the importance and power of stage lighting. (T 1.4, 2.6)

Student will understand lighting principles and elements of lighting design. (T 1.4, 2.6)

Student will understand design procedures, execution, and techniques. (T 1.4, 2.6, 2.9)

Student will demonstrate functional knowledge of lighting equipment. (T 1.4, 2.6)

Student will understand the correlation of lighting design to visual and graphic arts. (T 1.4, 1.6,

1.7, 2.6, 2.14)

Student will identify and trace major stylistic movements in selected historical periods. (T 1.8,

2.9, 2.10)


other art forms. (T 1.6, 1.7, 2.11, 2.14)

Student will give and receive constructive criticism appropriately. (T 1.9, 1.11, 2.12)

AREAS TO COVER:

equipment basic lighting

special lighting cue sheets

light plan light plot

safety steps in design process

elements of design functional considerations

tools of designers practical applications

color electrical principles

1

VOCABULARY:

amperage roundels tree

light cue sheet light plot bridge

borders breaker cable

color frame circuit load

dimmer connectors ellipsoidal

floodlight floor pocket footlights

fresnel fuse lamps

gel spill spotlight

throw wash wash out

wattage cross fade reflector

lens plano-convex preset dimmer

pre-focus base screw base patch panel

par light plot strip lights

swatchbook template bi-post lamp

scoop gobo overload

short non-dim area lighting


handouts practical application

vue sheets patch chart

demonstrations lecture

guest speakers repair and maintenance

inventory of equipment field trips

projects instrument schedule


2

STAGE MANAGEMENT


OBJECTIVES:

The student will demonstrate self-respect, respect for others, and respect for property. (TI.1,

TII.1)


selected theatre experiences. (TI.1, TII. 1, TII.2)


The student will explore the principals of technical theatre. (TI.4, TII.6)

The student will understand the elements of basic stage management. (TI.4, TII.6)

The student will understand the differences in responsibilities between a stage manager and a

director. (TII.6, TII.7)

The student will learn how to produce all the documentation necessary for the proper functioning

and running of a production. (TII.6, TII.7)

The student will demonstrate use of the director's promptbook in creating cue sheets for a

theatrical production. (TII.6, TII.7)

The student will demonstrate mastery of skills necessary for the proper running of the tech

rehearsal and production. (TII.6, TII.7)

The student will employ the principals of technical theatre with an eye toward efficiency and

safety. (TI.4)

AREAS TO COVER:

managerial styles in dealing with the artist

safety

1

VOCABULARY:

property plot lighting plot

instrument schedule costume plot

costume measurement charts cue sheet

tech rehearsal checklist dress rehearsal

stage manager's booth cue

production meeting audition

call backs call board

cast contact list crew/staff

technical director rehearsal schedule

costume fittings run of the show

strike rental scripts/scores

hang and focus maintenance

rigging special effects

dress parade front-of-house


assume all stage manager responsibilities, which may include:

scheduling, setting up, and running an audition

setting up and assisting with the running of rehearsals

preparing a promptbook with director's notes and directions

creating all production documents and charts

timing scene shifts

cueing lights and sound

establishing call times for cast and crew

dealing with absences and substitutions

placing properties

coordinating the use and maintenance of costumes

supervising cleaning of entire theatre

check in scores and scripts and make sure all marks are erased

enforce backstage etiquette

communicating with front-of-house

giving warnings

calling places

take notes during rehearsal and run

maintaining all production elements


2

HOUSE MANAGEMENT


OBJECTIVES:


selected theatre experiences. (TII.1, TII.3)

The student will demonstrate self-respect, respect for others, and respect for property. (TII.1)

The student will demonstrate skill in communicating instructions, in exercising leadership, and in

developing good management composure while working with diverse groups. (TII.6, TII.7)

The student will understand the collaborative nature of working with stage management and

directors. (TII.6, TII.7)

The student will understand the importance of making the audience feel welcome, comfortable,

and safe without jeopardizing the integrity of proper theatre etiquette. (TII.6, TII.7)

The student will explain how he or she has applied concepts and skills gained through life

activities to his or her experiences in theatre management. (TII.6, TII.7)

AREAS TO COVER:

assembling a front of house crew

assigning duties and responsibilities before, during, and after production

establishing house rules and procedures

working cooperatively with stage management

safety procedures

VOCABULARY:

house manager house crew

program ticket

hold curtain house open

SRO dress rehearsal

public relations box office

reservation usher

intermission theatre etiquette

orchestra pit

balcony mezzanine

house lobby

audience emergency

evacuation exits

1


create a contact sheet of house crew and house personnel

establish calls and schedules for house crew

establish a list of duties and responsibilities for house crew

coordinate timing of house operation with stage management

know the general layout of the performance facility

create lobby, box office, and theatre atmospheres

This unit fulfills Loudoun Standards D1, D3, D5, D8, and D10


2

PUBLICITY AND P.R. PACKAGE


OBJECTIVES:


selected theatre experiences (TI.1, TII.1, TII.2)

Students will give and receive constructive criticism appropriately (TI.9, TII.12)

Student will demonstrate skill in communicating concepts and information learned by studying

theatre (TI.12, TI.13, TII.11)


other art forms (TI.6, TI.7, TII.11, TII.14)

Students will explain how he or she has applied skills and concepts learned in other classes or

other school activities to his or her work in theatre arts (TI.6, TI.7, TII.11, TII.14)


other school or life activities (TI.7, TI.12 TII.11, TII.15)

Students will understand the importance of good publicity to a production (TI.5, TII.7, TII.8)

Students will understand the relationship between the director and publicity (TI.5, TII.7)

Students will understand the format of various media releases (TI.5, TII.7)

Students will understand how to make use of various media in publicizing the play (TI.5, TII.7,

TII.8)

Students will understand coordination of publicity, tickets, and program (TI.5, TII.7, TII.8)

Students will understand the importance of making the audience feel welcome (TI.5, TI.11,

TII.7, TII.8)

AREAS TO COVER:

basic journalistic principles tickets

scheduling publicity releases program

organization of the business staff house management

preparing of the publicity package

1

VOCABULARY:

media artistic concept

lead SRO (standing room only)

publicity gimmick

business manager 5 W' s and H

previews house manager

release IDR (invitational dress rehearsal)

handbill promotion

format plug

public relations (PR)


guest speakers


create promotional skits

write announcements

develop checklists for business staff

devise a publicity schedule

ticket sales campaign

individual and group projects:

posters

media releases

promotions

handbills

previews

personal contacts

t-shirts

buttons

programs

create a "gimmick"

prepare a complete publicity package

field trips


2

PROPERTIES


OBJECTIVES:

Student will demonstrate self-respect, respect for others, and respect for property (TII.2)

Student will explore principles of technical theatre (TII.6)

Student will understand the importance of props and prop design (TII. 6)

Student will explore methods of prop building, gathering, and managing (TII.6)

Student will demonstrate safe handling of props.(TI.4)

AREAS TO COVER:

prop design

prop gathering

prop building

prop managing

prop function

responsibilities of designer and manager

weapon protocol

VOCABULARY:

properties (props)

hand props

weapons

foods


design props for a show

make a props list or plot

practical application (work props for a show)

research

reports

inventory

create a file

create an environment

create an unusual hand prop

establish protocol for handling of weapons and perishable foods

This unit fulfills National Standard 3

3

STAGECRAFT


OBJECTIVES:

Students will demonstrate self-respect for others and respect for property (TII.1)


selected theatre experiences (TII.3)

Students will explore principles of theatre management (TII.7)

Students will demonstrate skill in communicating concepts and information learned about

stagecraft (TII.8)


other school or life activities (TII.11)

Students will demonstrate a working knowledge of equipment and hardware (TII.6)

Students will understand safety considerations (TII.6)

Students will appreciate craftsmanship (TII.6)

Students will demonstrate a working knowledge of the use of stock set pieces (TII.6)

Students will demonstrate a knowledge of various painting methods (TII.6)

Students will demonstrate knowledge of materials that can be used to create a variety of surfaces

(TII.6)

Student will demonstrate knowledge of safe handling of scenic pieces. (TI.4)

AREAS TO COVER:

construction methods and techniques

painting methods and techniques

staging methods and techniques

tools and hardware

scenic elements

organizational methods

1

VOCABULARY:

fly system brace cleat keeper hook

ground cloth lash cleat sculpt or coat

lash line sizing corner brace

thrust doorflat dutchman

arena truss

interior dry brush

exterior spattering

lineal feet marbleizing

cloutnails stiffner

keystone block shift

corner block window flat

stile casein

rail rag roll

toggle scumbling


Participate in construction and management of scenery for production in progress.

Lecture

Demonstration

Audio-visual materials

Guest speakers

Field trips

Independent projects

Reports on specific methods

This unit fulfills National Standard 3

2

STUDY AND INTERPRETATION OF A CLASSIC

Required Drama II Unit

OBJECTIVES:

Students will demonstrate teamwork, cooperation, and dependability while participating

in selected theatre experiences (2.2)

Students will identify and trace major stylistic movements in selected historical periods (2.9)

Students will read and analyze selected dramatic literature and demonstrate informed

responses to those plays (2.13)

Students will view and analyze live theatre and demonstrate informed responses to those events

(1.11)

Students will demonstrate acting skills and techniques (2.3)


classics (2.8)


other art forms (2.11)

Students will understand that theatre is an interdisciplinary study (2.11)

Students will understand that the principles of drama are universal (2.16)

Students will understand the relationship between modern and stylistic acting techniques (2.3,

2.15)

AREAS TO COVER:

time periods

acting styles

playwrights

production consideration

script analysis

1

VOCABULARY:

Greek classic passion play

miracle play mystery play

morality play commedia dél arte

kabuki noh

bunraku (doll theatre) renaissance

restoration modern drama

cutting

SUGGESTED ACTIVITES:

full-class production and project group scenes

group projects monologues

individual projects audiovisual materials

guest speakers improvisation

field trips comparison and contrast of selected versions

2

DRAMA III

Course Description

Drama III is designed for the student with a high interest and motivation for study in the Theatre

Arts. While increasing the student's understanding of the entire realm of theatre, the course will

provide the student with the opportunity to put theory into practice through major projects in

direction, acting, and design.

Required Drama III Strands

Acting

Commedia dél Arte

Stage Combat

Acting Methods

Directing

Criticism

Design

Playwrighting

Video Production/Acting for the Camera

Optional Drama III Units and/or Activities

Theatre History

Play Analysis

The Classics

Depending on your home school scheduling situation, Drama III and Drama IV may be taught as

one course. In such a case, students may take the course for two years. Both courses can be

taught as an independent study of specific projects that best suit the needs of the students.

3

ACTING

Required Drama III Strand

OBJECTIVES:


selected theatre experiences. (T 2.2)

Students will give and receive constructive criticism appropriately. (T 2.12)

Students will demonstrate acting skills and techniques. (T 2.3)

Students will increase depth of understanding and skills in acting. (T 2.3, 2.4)

AREAS TO COVER:

intense character study

technique and style

individual strengths and weaknesses

VOCABULARY: Refer to previous acting strands


monologues

scene work

one-person show

auditioning


4

DIRECTING


OBJECTIVES

Students will learn principles of directing. (T 2.5)


to those plays. (T 2.13, 2.16)

Students will give and receive constructive criticism appropriately. (T 2.12)

Students will implement principles and procedures of directing. (T 2.5)

Students will learn to select plays based on appropriateness, artistic merit, and reasonable

production elements. (T 2.5, 2.13)

Students will learn to cast, rehearse, stage, and communicate directorial choices. (T 2.5)

AREAS TO COVER:

elements of directing

techniques of directing

application of directing responsibilities and skills

VOCABULARY: Refer to previous directing strand.


execution of a directing project

independent directing projects

directing critiques


5

DESIGN


OBJECTIVES:



Students will explore principles of technical theatre. (T 2.6)

Students will further develop design and realization skills of one or more of the following (T

2.6, 2.7):

Students will demonstrate knowledge of safety issues and procedures in their design practices.

(TI.4)

AREAS TO COVER:

costumes set makeup

lighting publicity properties

sound elements of design techniques of design

practical application of design safety in design

VOCABULARY: Refer to previous strands


execution of design

demonstrations

research

reports

guest speakers

field trips

independent projects


6

PLAYWRIGHTING


OBJECTIVES:


selected theatre experiences (TI.1, TI.2, TII.1, TII.2)

Students will give and receive constructive criticism appropriately (TI.9, TI.11, TII.12)


theatre (TI.12, TI.13, TII.15, TII.16)


other art forms (TI.6, TI.7, TII.11)


other school activities to his or her work in theatre arts (TI.7, TI.12, TII.11)

Students will understand basic principles of playwrighting (TI.3, TI.10, TII.4)

Students will improve understanding of dramatic elements and play structure (TI.3, TI.10, TII.5,

TII.13)

Students will enhance communication skills using the theatrical medium of playwrighting (TI.3,

TII.4)

AREAS TO COVER:

dramatic structure

playwrighting procedure, process, and techniques

script analysis

drama vs. other literary forms

1

VOCABULARY:

why the day is different antagonist

wants clash

obstacle point of attack

pressure initial or inciting incident

event climax

timing denouement

environment listening

character protagonist


write specific scenes field trips

write short or one act play base a script on improvisation

script reading scene performance

reader’s theatre guest speakers

independent projects research

This strand meets National Standards 1 and 3

2

VIDEO PRODUCTION


OBJECTIVES:

Students will demonstrate self-respect, respect for others, and respect for property (TI.1, TI.2,

TII.1, TII.2)


selected theatre experiences (TI.1, TI.2, TII.6. TII.2)

Students will give and receive constructive criticism appropriately (TI.9, TI.11, TII.12)

Students will learn principles of directing (TII.5)

Students will explain how theatre (video) is both similar to and different from other literary

genres and other art forms (TI.6, TI.7, TII.11)


other school or life activities (TI.7, TI.12, TII.11)

Students will demonstrate working knowledge of the equipment and production staff needed for

a given video presentation (TII.8)

Students will understand the procedures and methods for producing a video (TII.5, TII.8)

AREAS TO COVER:

planning: writing it down (i.e., scripts and/or storyboards)

methods and procedures for producing a video

equipment

production staff

1

VOCABULARY:

Treatment two shot

Storyboard waist shot

shooting script head shot

establishing shot close-up

one shot high-angle shot

long shot low-angle shot

medium shot extreme close-up

fade wipe

dissolve cover shot

rule of thirds dolly

frame the shot truck

zoom graphics

boom floor manager

tilt talent

pan edit

depth of field jump cut

voicer (voice over) standupper

sound bite point of view

cut in or away actuality

resolution ENG (electronic news gathering)


watching television critically

working with cameras, both still and motion

analyzing video presentations

preparing written scripts


individual or group projects

improvisations for reacting on live TV

integrating video with other subject areas

This unit meets National Standards 3 and 7

2

DRAMA IV

Course Description

Drama IV is offered to the student with an intense interest in theatre arts and/or professional or

collegiate aspirations. While working in the classroom with the Drama II and Drama III

students, the Drama IV student will also work on independent projects. These projects will be

specifically suited to his/ her strengths, weaknesses, needs, and interests. The Drama IV student

will also participate in required units of production design, auditioning, play analysis, and

children's theatre. Continued study of acting, directing, and play production is expected.

The student will have the opportunity to refine and polish techniques learned in previous years

and explore new methods and fields in greater depth. Although the Drama IV student will have

the freedom to perform certain independent projects, he or she will still be expected to perform

in group projects and activities (presumably in a leadership capacity) with the other advanced

drama students. This mixture of increased responsibility and academic independence should

help provide the necessary background for success in future theatrical endeavor, be they

personal, professional, or academic.

3

CHILDREN'S THEATRE

Required Drama IV Strand

OBJECTIVES:

Student will demonstrate self-respect, respect for others, and respect for property. (T 2.1)



Student will give and receive constructive criticism appropriately. (T 2.12)


those plays. (T 2.13)

Student will compose and or adapt children's stories for performance. (T 1.3)

Student will demonstrate acting skills and techniques, recognizing differences in style and

performance. (T 2.3)

Student will participate in theatre games and improvisation. (T 2.4)

Student will learn principles of directing, recognizing differences in requirements and

consideration. (T 2.5)

Student will explore principles of technical theatre recognizing differences in technical

requirements and construction. (T 2.8)


this art form. (T 2.8)


other art forms. (T 2.14)

Student will compare and contrast children's theatre with other forms of theatre. (T 2.14, 2.16)

Student will understand the responsibility of providing artistic enrichment for the community.

(T 2.15)

AREAS TO COVER:

audience analysis procedures and methods

acting styles literary styles

types of children's theatre maintaining character

1

VOCABULARY: participatory theatre


tour show or scenes tour storytellers

scene work field trips

audiovisual materials guest speakers

This strand meets National Standards 1-8

2

AUDITIONING

Required Drama IV Strand

OBJECTIVES:

Student will understand appropriate auditioning etiquette (T 2.3)

Student will select and prepare appropriate monologues to showcase his or her talent (T 2.3)

Student will know the steps of proper preparation for audition (T 2.3)

Student will grasp the essentials of a theatrical resume (T 2.3)

Student will understand importance and function of professional head shot (T 2.3)

Student will know the elements of a technical portfolio (T 2.6)

AREAS TO COVER:

how to choose monologues--different styles, eras, emotional temperatures, age ranges

creating a positive impression

the importance of familiarity with the play being auditioned

appropriate dress

content and lay-out of resume

elements of good head shot

warm-ups

reading the source play of monologue

strategies for cold reading

VOCABULARY:

Role Cast Audition Transitions

Auditor Monologue Beats Callbacks

Cold reading


create portfolio for scene, costume, light, make-up, or sound designs

cold readings

critique monologue performance

monologue analysis--beats and transitions


3

PRODUCTION DESIGN

Required Drama IV strand

OBJECTIVES:

Students will:

Read and analyze selected dramatic literature and demonstrate informed responses to

those plays. (TII.13)

Create a written production concept. (TII.6)

Create appropriate renderings for desired area of study. (TII.6)

Demonstrate appropriate presentation of the finished product. (TII.6)

Demonstrate knowledge of safety issues and procedures in their design practices. (TI.4)

AREAS TO COVER: As determined by student interest.


light plot and hang

costume plot and rendering

tech show

portfolio development and presentation

sound design and execution

makeup plot and rendering

set design and model

practical application exercises

props design and construction

This unit satisfies National Standard 3

The Following

Units are Optional

Drama Units

38

AUDIO

Optional Drama Unit

OBJECTIVES:

Students will demonstrate self- respect, respect for others, and respect for property. (T 2.2)

Students will explore principles for technical theatre. (T 2.6)

Understand elements and principles of designing sound for a theatrical production. (T 2.6)

Explore methods, techniques, and systems used in creating sound for the theatre. (T 2.6)

AREAS TO COVER:

elements and principles

methods and techniques

systems and equipment

duties and responsibilities of the audio technician

VOCABULARY:

power sound effects

flexibility woofer

tweeter speaker

mixer "live"

sound cue sheet mood

recordings input

tapes output

recorder jack

dubbing cut

P.A. amplifier

SUGGGESTED ACTIVITIES:

dubbing sound cues

sound cue sheets

field trips

flow chart and/or production schedule

sound effects

incidental music


39

MUSICAL THEATRE

Optional Drama Unit

OBJECTIVES:


selected theatre experiences (TI.1)

Students will demonstrate acting skills and techniques (TI.3)


theatre arts (TI.12)


other art forms (TI.6)

Students will understand the various musical theatre forms (TI.10)

Students will understand musical production techniques (TI.4, TI.5)

Students will understand the evolution of musical theatre (TI.8)

AREAS TO COVER:

evolution of the musical play

production methods for the musical

directing the musical

staging the musical

VOCABULARY:

book choreographer

chorus composer

conductor crossover

libretto lyrics

principals production number

score sides

underscore vamp

operetta opera

musical revue musical play

change music overture

entire act Broadway

music director composer

theatrical agent lyricist

optioning a musical

40


audiovisual materials individual reports on musicals guest speakers

oral reading of a musical script demonstrations field trips

lecture team teaching with choral director

This unit fulfills National Standards 2, 3, 4, 6, 8

41

READER'S THEATRE

Optional Drama Unit

OBJECTIVES:


selected theatre experiences (TII.2)

Students will give and receive constructive criticism appropriately (TII.12)


to those plays (TII.13)

Students will demonstrate acting skills and techniques (TII.3)


other art forms (TII.11)


other school activities to his or her work in theatre arts (TII.14)

Students will understand the relationship of reader's theatre to other theatrical forms (TII.14)

Students will understand the techniques of reader's theatre performance (TII.15)

Students will recognize the difference in acting styles used in reader's theatre and other theatrical

forms (TII.3)

Students will incorporate appropriate vocal techniques (TII.3)

Students will implement technical modifications as necessary for their production (TII.6)

Students will understand the responsibility of providing artistic enrichment to the community

AREAS TO COVER:

creation of reader's theatre

staging techniques

acting styles

use of the voice

costuming and makeup

38

VOCABULARY:

cross focus

timing

dramatic duo

forensics

offstage focus

inflection

playing across the room

focus

chamber


script analysis

adapting children's stories

adapting radio drama

adapting poetry and prose

independent and group projects

practical participation

adapting other media

oral interpretation of literature

writing introductions and transitions

This unit fulfills National Standards 2

39

DIRECTING THE MUSICAL

Optional Drama Unit

OBJECTIVES:

Student will demonstrate self-respect, respect for others, and respect for property (T 2.2)


selected theatre experiences (T 2.2)

Students will give and receive constructive criticism appropriately (T 2.12)

Students will demonstrate acting skills and techniques (T 2.3)

Students will learn principles of directing (T 2.5)

Students will demonstrate skill in communicating concepts and information about musical

theatre (T 2.8)


other art forms (T 2.1, T 2.14)


other school activities to his or her work in theatre arts (T 2.15)

Students will understand methods and procedures in musical direction (T 2.5)

Students will explore styles in musical direction (T 2.5)

Students will understand technical aspects involved in a musical theatre production (T 2.6)

Students will understand differences in acting styles required for musical theatre direction (T 2.3)

AREAS TO COVER:

choreography and/or staged movement

staff coordination

director vs. musical director

musical styles and trends

technical considerations of staging

organizational considerations including pre-rehearsal, rehearsal, post-rehearsal activities

40

VOCABULARY:

choreographer orchestra pit finale

libretto overture in-one scene

sequential rehearsal sides opera

book chorus conductor

principals musical revue crossover

score underscore operetta

change music entr'act music director

optioning a musical theatrical agent vamp

composer lyrics lyricist

production number sides Broadway


directing musical scenes


lecture

demonstrations

organizational mock-ups

staged movement exercises

guest speakers

field trips

lip sync exercise

video

team teaching with choral director

41

Model Performance Indicators

Embedded in the VDOE curriculum framework are sample Model Performance Indicator (MPI) tables.

These tables will be useful as you differentiate instruction for all of your learners, but they are especially

helpful for English Language Learners. Below are frequently asked questions about MPI.

What is a Model Performance Indicator (MPI)?

An MPI is a tool that can be used to show examples of how language is processed or produced within a

particular context, including the language with which students may engage during classroom instruction and

assessment.

Each MPI contains three main parts:

Language Function: The first part of an MPI, this shows how students are processing/producing

language at each level of language proficiency

Content Stem: This will remain consistent throughout an MPI strand and should reflect the knowledge

and skills of the state’s content standards

Support: The final part of an MPI, this highlights the differentiation that should be incorporated for

students at each language level by suggesting appropriate instructional supports for students at each

level of language proficiency

The samples provided also include an example context for language use that provides a brief descriptor of the

activity or task in which students would be engaged, while the inclusion of topic-related language helps to

support the emphasis on imbedding academic language instruction into our content-area teaching practices.

How can these sample MPIs help me?

Educators can use MPI strands in several ways:

to align students’ performance to levels of language development

as a tool for creating language objectives/targets that will help extend students’ level of language

proficiency

as a means for differentiating instruction that incorporates the language of the content area in a way that

meets the needs of students’ levels of language proficiency

An MPI strand helps illustrate the progression of language development from one proficiency level to the next

within a particular context. As these strands are examples, they represent one of many possibilities; therefore,

they can be transformed in order to be made more relevant to the individual classroom context.

Where can I get more information about WIDA, MPIs, etc.?

See My Learning Plan for several WIDA training modules

Introduction to the WIDA ELD Standards

Transforming the WIDA ELD Standards

Interpreting the WIDA ACCESS Score Report

The information above was adapted from the 2012 Amplification of the English Development Standards

Kindergarten-Grade 12 resource guide and can be accessed at www.wida.us

http://www.wida.us/

38

SOL Strand and Bullet: TI.13: The student will analyze live performances by:

1. identifying the element of production-acting, directing, and design; and

2. describing, analyzing, and evaluating artistic choices.

SOL Strand and Bullet: T1.3: The student will demonstrate the skills necessary to perform theatrical works by:

1) creating and maintaining an imagined reality;

2) using the body and voice as expressive tools; and

3) employing diction and projection so words can be heard and understood by an audience

Example Context for Language Use: Students will perform theatrical works using leveled scripts.

COGNITIVE FUNCTION: Students at all levels of English language proficiency CREATE and maintain an imagined reality by performing

theatrical works.

SP

EA

KIN

G

Level 1

Entering

Level 2

Emerging

Level 3

Developing

Level 4

Expanding

Level 5

Bridging

Lev

el 6-R

each

ing

Repeat words, short

phrases or memorized

chunks of language from

theatrical works to apply

strategies (e.g.,

intonation, register,

stress) for using the body

and voice as expressive

tools following a

modeled performance

using visually-supported

text

Characterize issues or

situations from


strategies (e.g.,


stress) for using the

body and voice as

expressive tools with a

peer mentor

Suggest ways to perform


strategies (e.g., intonation,

register, stress) for using

the body and voice as

expressive tools in a small

group

Incorporate a variety of

speaking strategies (e.g.,


stress) that use the body

and voice as expressive

tools to perform

theatrical works using

videos, films, and rubrics

Identify and react to

subtle differences in the

use of a variety of

speaking strategies

(e.g., intonation,

register, stress) that use

the body and voice as

expressive tools for the

performance of

theatrical works in a

whole group setting

TOPIC-RELATED LANGUAGE: Students at all levels of English proficiency interact with grade-level words and expressions such as:

diction, express/expression/expressive, project/projection, enunciate/enunciation, articulate/articulated/articulation, script, stage directions,

intonation, register, stress, concentration, character/characterization, cold reading, crisis, critique, cue, dialogue, emotional memory, gesture,

monologue, motivation, objective, pacing, script, rehearsal, run-through, vocal quality, volume, react, subtle, difference, theatrical work, text

body, voice, suggest, strategy/strategies, rubric

39

Example Context for Language Use: Students will see a variety of differing live performances of the same play. They will analyze each of the

live performances by identifying its various components, evaluating those choices, and imagining what-if scenarios should elements of those

performances be altered.

COGNITIVE FUNCTION: Students at all levels of English language proficiency will ANALYZE live performances.

LIS

TE

NIN

G

Level 1

Entering

Level 2

Emerging

Level 3

Developing

Level 4

Expanding

Level 5

Bridging

Lev

el 6-R

each

ing

Match elements of

production from live

performances (e.g.,

acting, direction, and

design) named orally to

the appropriate

evaluative categories

(e.g., effective vs.

ineffective acting,

realistic vs. unrealistic

design, etc.) using visual

supports

Match oral descriptions

of elements of

production from live

performances to

visually-represented

evaluative categories

(e.g., effective vs.

ineffective acting,

realistic vs. unrealistic

design, etc.) with a

partner

Evaluate the artistic

choices made for elements

of live performances in

small groups using a

rubric

Analyze the artistic

choices made for

elements of live

performances using a

graphic organizer in a

whole group setting

Interpret cause and

effect scenarios from

oral discourse

regarding the artistic

choices made for live

performances in a small

group

TOPIC-RELATED LANGUAGE: Students at all levels of English proficiency interact with grade-level words and expressions such as:

actor/actress/acting, protagonist, antagonist, blocking, center stage, character, characterization, comedy, conflict, resolution, context,

costume, crisis, critique, denouement, design, dialogue, diction, direct/directing/director/direction, downstage, exposition, form, genre,

gesture, monologue, motivation, objective, pacing, pitch, position, projection, proscenium, protagonist, rising action, falling action, script,

stage, stage direction, stage left, stage right, subtext, tragedy, vocal quality, volume, upstage, evaluate, analyze, interpret, cause, effect,

effective, ineffective, realistic, unrealistic, artistic choices, production, performance element

SOL Strand and Bullet: TI.17: The student will describe a personal response to a theatrical experience, using theatre arts vocabulary.

Example Context for Language Use: Students will view a theatrical experience and respond to it in writing.

40

COGNITIVE FUNCTION: Students at all levels of English language proficiency will CREATE a personal response to a theatrical experience

using theatre arts vocabulary.

WR

ITIN

G

Level 1

Entering

Level 2

Emerging

Level 3

Developing

Level 4

Expanding

Level 5

Bridging Lev

el 6-R

each

ing

Produce short answer

responses to oral

questions about a

theatrical experience

using visual support and a

word bank

Complete a graphic

organizer in response to

a theatrical experience

with a partner

Compose a short (1-3

paragraph) narrative

regarding a personal

response to a theatrical

experience using a word

bank

Compose an extended (2-

3 paragraph) narrative

response to a theatrical

experience using a rubric

with a partner

Compose an extended

(2-3 paragraph)

narrative response to a

theatrical experience

using a rubric

TOPIC-RELATED LANGUAGE: Students at all levels of English proficiency interact with grade-level words and expressions such as: In

my experience; Personally, I think; I believe that…; What I mean is…; However…; On the contrary; emotion (e.g., fear, confusion, hurt,

anger, happiness, caring, sadness, remorse), actor/actress/acting, antagonist, protagonist, character/characterization, conflict, set, design,

motivation, pacing, pitch, sense/sensory memory, predict, formulate, rubric, performance, theater/theatre/theatrical, cast, audience, theme,

experience, narrative, compose/composition, produce, resolution

41

RESOURCES

This list is intended to serve as a resource for teachers new to the county. The following companies can provide just about everything you

might need.

Publishers of Plays

Baker’s Plays

100 Chauncy St.

Boston, MA 02111

www.Bakersplays.com

(617)745-0805

fax 617.745.9891

The Dramatic Publishing Company

4150 N. Milwaukee Ave

Chicago, IL 60641

www.dramaticpublishing.com

(800)446-7469

Dramatists Play Service

440 Park Avenue

New York, NY 10016

www.dramatics.com

(212)683-8960

fax 212.213.1539

Samuel French, Inc.

45 West 25th St.

New York, NY 10010-2751

www.samuelfrench.com

(212)206-8990

fax 212.206.1429

http://www.bakersplays.com/

http://www.dramaticpublishing.com/

http://www.dramatics.com/

http://www.samuelfrench.com/

42

Frog Valley Publishing

PO Box 543

Round Hill, VA 20142

[email protected]

(540)338-3224

mailto:[email protected]

38

Publishers of Musical Plays

Music Theatre International

119 West 57th St.

New York, NY 10019

www.mitshows.com

(212)541-4684

fax 212.397.4684

Samuel French, Inc.

45 West 25th St.

New York, NY 10010-2751

www.samuelfrench.com

(212)206-8990

fax 212.206.1429

Tams-Witmark Music Library, Inc.

560 Lexington Ave

New York, NY 10022

www.tams-witmark.com

(212)688-9191

fax 212.688.5656

The Rodgers & Hammerstein Theatre Library

229 West 28th Street, 11th Floor

New York, NY 10001

www.rnh.com

(800)400-8160

fax 212.564.4000

Theatre Supplies

Alcone Company, Inc.

(Paramount Theatre Supplies)

32 West 20th St.

New York, NY 10011

- theatre supplies

Olsen

1535 Ivar Ave.

Hollywood, CA 90028

- theatre supplies

http://www.mitshows.com/

http://www.samuelfrench.com/

http://www.tams-witmark.com/

http://www.rnh.com/

38

Theatre Supplies (continued)

Parlights Stage Lighting

1 Wormans Court #7

Frederick, MD 21701

www.parlights.com

(301)698-9242

Theatre House, Inc.

400 West Third St.

Covington, KY 41011

www.theatrehouse.com

(800)827- 2414

fax 859.431.1837

Local Companies

Kinetic Artistry

4216 Carroll Ave

Takoma Park, MD 21060

(800)444-0411

www.kineticartistry.com

-theatre supplies including equipment for sale and rental, gaffers tape, lamps, gels, makeup, etc.

Springfield Sound

(Bruce Tandy)

14506-H Lee Rd

Chantilly, VA 20151

[email protected]

(703)968-0771

-sound supplies

Artistic Concepts, Inc.

14508-F Lee Road

Chantilly, VA 20151

(703)631-2213

www.artisticconceptsgroup.com

-theatre supplies including equipment for sale and rental, gaffers tape, lamps, gels, makeup etc.

http://www.parlights.com/

http://www.theatrehouse.com/

http://www.kineticartistry.com/

38

Local Companies (continued)

TART Lumber

22183 Shaw Rd.

Sterling, VA 20166

(703) 450-5880

-lumber and hardware -- free delivery on orders over $250.00

GAM Printing

(703) 450-4121

-printing -- discount for schools

Barbizon Supply Co.

Alexandria, VA

-theatre and lighting supplies

Regional Professional Theatres

Kennedy Center Group Sales

(202)416-8400

www.Kennedy-Center.org

Folger Library Education Dept.

(202)675-0372

www.folger.edu

Arena Stage Group Sales

(202)488-4380

www.arenastage.org

Shenandoah Shakespeare

Administrative Offices/Box Office & Gift Shop

13 West Beverley St., 4th Floor

Staunton, VA 24401

1.877.MUCH.ADO (1.877.682.4236)

540.851.1733

http://www.americanshakespearecenter.com/

Wayside Theatre

7853 Main St. - PO Box 260

Middletown, VA 22645

(540) 869-1776

[email protected]

http://www.kennedy-center.org/

http://www.folger.edu/

http://www.arenastage.org/

http://www.americanshakespearecenter.com/


38

Regional Professional Theatres (continued)

The Shakespeare Theatre

Phone: 202.547.1122

Toll-free: 877.487.8849

TTY: 202.638.3863 (Deaf patrons only)

Fax: 202.638.3869

Theatre Organizations

International Thespian Society

2343 Auburn Ave.

Cincinnati, OH 45219

(513) 421-3900

www.edta.org

Educational Theatre Association

(513) 421-3900

www.edta.org

VHSL

Lisa Giles

1642 State Farm Blvd.

Charlottesville, VA 22911-8609

(434) 977-8475

[email protected]

www.vhsl.org

Cappies

www.cappies.com

[email protected]

Virginia Theatre Association

Mary K. Molineu, Admin. Specialist

JMU School of Theatre and Dance and

Executive Director, VTA

MSC 5601

Harrisonburg, VA 22807

[email protected]

(540) 568-6342 Office (540)568-7858 FAX

(540) 568-6038 VTA Office

http://www.vtasite.org/


http://www.vhsl.org/

http://www.cappies.com/


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