PASADENA INDEPENDENT SCHOOL DISTRICT -...

PASADENA INDEPENDENT SCHOOL DISTRICTFine Arts Teaching Strategies

High School Theatre Arts - Level Three

Throughout the year students will master certain skills that are important to a student's understanding of Fine Artsconcepts and demonstrated throughout all performance objectives.

TEKS TAKS Objective Strand/Theme Strategy(1) THE STUDENT DEVELOPSCONCEPTS ABOUT SELF, HUMANRELATIONSHIPS, AND THEENVIRONMENT, USING ELEMENTS OFDRAMA AND CONVENTIONS OFTHEATRE.(a) practice theatre preparation andwarm-up techniques effectively;

English/Language Arts

Exit LevelObjectives 1, 2

&3

Perception Perform scripted scenesthat focus on relationshipsand problem solving usingproper stage technique. Aspart of proper stagetechnique, the student willdemonstrate knowledge ofand the ability to:• Use scripted tongue

twisters for vocal warm-up

• Use proper stretchingtechniques for physicalwarm-up

• Plan an effectivephysical warm-up usingmusic

THE STUDENT DEVELOPS CONCEPTSABOUT SELF, HUMANRELATIONSHIPS, AND THEENVIRONMENT, USING ELEMENTS OFDRAMA AND CONVENTIONS OFTHEATRE.(b) employ stage movement andpantomime consistently;


Exit LevelObjective 4 & 5

Perception Students will employchoreographed movementby:• Planning and

performing apantomime activity thatshows emotion, solvesa problem and usesblocking.

• Leading their ownoriginal choreographedbody warm-up with allmembers of classbefore a performance

r

(1) THE STUDENT DEVELOPSCONCEPTS ABOUT SELF, HUMANRELATIONSHIPS, AND THEENVIRONMENT, USING ELEMENTS OFDRAMA AND CONVENTIONS OFTHEATRE.(c) demonstrate effective voice anddiction;

Perception Use a sentence repetitivelyto emphasize a differentword on each repetition.Add a character to say thesentence to alter the waythe sentence is expressed.Example: "What do youwant?"

High School Level Three - Theatre Arts

PASADENA INDEPENDENT SCHOOL DISTRICT^ Fine Arts Teaching Strategies

High School Theatre Arts - Level ThreeTEKS TAKS Objective Strand/Theme Strategy

(1) THE STUDENT DEVELOPSCONCEPTS ABOUT SELF, HUMANRELATIONSHIPS, AND THEENVIRONMENT, USING ELEMENTS OFDRAMA AND CONVENTIONS OFTHEATRE.(d) analyze dramatic structure and genre;



&3

^Perception Observe charactersportrayed noting thecenters of each person. Beable to describe anddemonstrate the charactermovements exhibited.

(1) THE STUDENT DEVELOPSCONCEPTS ABOUT SELF, HUMANRELATIONSHIPS, AND THEENVIRONMENT, USING ELEMENTS OFDRAMA AND CONVENTIONS OFTHEATRE.(e) compare and contrast theatricalconventions of theatre to the conventionsof film, television, and electronic media;and


Exit LevelObjectives 4, 5,

&6

Perception Evaluate theatrical eventsas well as electronic mediawith attention to gestures.Construct a gesture map.After viewing an episode ofa television show, discusshow that episode could beadapted to the stage.• Analyze a Soap Opera.

Discuss the complexcharacter relationshipswithin the show andidentify which characteris most like you and thecharacter with whomyou share commontraits.

• Write your own SoapOpera with issues thatyou and your peers aredealing with. Rehearseand perform the sceneswith a discussionfollowing theperformance.

• Film your soap operausing the conventionsof electronic media



High School Theatre Arts - Level ThreeTEKS TAKS Objective StrandfTheme Strategy

(1) THE STUDENT DEVELOPS _CONCEPTS ABOUT SELF, HUMANRELATIONSHIPS, AND THEENVIRONMENT, USING ELEMENTS OFDRAMA AND CONVENTIONS OFTHEATRE.(f) analyze the interdependence of alltheatrical elements.


Exit LevelObjective 4 & 5

Perception Observe charactersperforming scenesdepicting everyday life.Analyze their voices andbody movements and beable to imitate in animprovised scene. Usingvisual media to describeand define, use a charactercollage to illustratecharacters studied. Thenplace the characters into anenvironment that is suitablefor their situation. Create astage setting that isappropriate for the sceneand make costume choicesaccordingly. Critique thescene with attention to thetheatrical conventions ofstage, lighting, costumemake-up and prop design.

(2) THE STUDENT INTERPRETSCHARACTERS, USING THE VOICEAND BODY EXPRESSIVELY, ANCREATES DRAMATIZATIONS.(a) practice appropriate safety measures;

Creativeexpression/performance

Develop various ground-plans that are safe andfunctional for variousscenes for in-class andpublic performances.

(2) THE STUDENT INTERPRETSCHARACTERS, USING THE VOICEAND BODY EXPRESSIVELY, ANCREATES DRAMATIZATIONS.(b) analyze characters from variousgenres and styles, describing physical,intellectual, emotional, and socialdimensions;

Social StudiesObjective 2


Read and watch variousplays from a variety ofcultures and era.Discuss both aurally and bywritten means:• Physical restrictions of

costuming and socialmanners

• The differences insocial class structures

• A trait list of onecharacter from the playviewed




(2)JHE STUDENT INTERPRETSCHARACTERS, USING THE VOICEAND BODY EXPRESSIVELY, ANCREATES DRAMATIZATIONS.(c) portray believable characters inimprovised and scripted scenes of variousstyles; and


After viewing a film or apiece of electronic media,students will extract threeone-minute moments fromthe film that demonstrate acharacter's progression(sometimes referred to as"an arc").

(2) THE STUDENT INTERPRETSCHARACTERS, USING THE VOICEAND BODY EXPRESSIVELY, ANCREATES DRAMATIZATIONS.(d) improvise and write dialogue thatreveals character motivation advancesplot, provides exposition and revealstheme.



& 6


Students will demonstratethe ability to write effectivedialogues by:• Writing scenes based

on important & relevantcurrent social issuesthat will illicit discussion

• Reading a one-act play;writing and performinga prequei or sequel.The piece will includehowjhe characters areaffected in each aspectof the plot lines

• Developing open-endedplotewith severalendings and discussingthe impact on the maincharacters

• Develop plot lines forscripts

• Utilize ScoringTechniques(objective/unit based).

(3) THE STUDENT APPLIES DESIGN,DIRECTING, AND THEATREPRODUCTION CONCEPTS ANDSKILLS.(a) construct and operate the technicalelements of theatre safely and effectively;


Set-up and strike scenesfor performance safely andefficiently.

Catalogue props for easyrecall so that they may beused efficiency andnumerous times as scenesrequire.




Design and construct a setfor various scenes; make acollage of costumes thatwould correspond to thetime period and character inthe script; develop a lightplot and cue sheet; designsound cues.

(3) THE STUDENT APPLIES DESIGN,DIRECTING, AND THEATREPRODUCTION CONCEPTS ANDSKILLS.(b) analyze and evaluate dramatic textsas a basis for technical discussions,considering themes, settings, times,literary styles, genres, and characters;


Read and discuss an entirefull-length play then: dividethe play into several smallgroup scenes, performthem in sequential order,discuss the individual actingchoices that the actorsmade, critique theappropriateness of thechoices.

(3) THE STUDENT APPLIES DESIGN,DIRECTING, AND THEATREPRODUCTION CONCEPTS ANDSKILLS.(c) cast and direct duet scenes;

Social StudiesObjective 3


Working in groups of three,write and perform a shortduet that deals with a socialissue facing our currentculture. Students will beresponsible for:• Selection social issue

and writing of the script• Selecting a director• Design and

construction of all propsand costumes required

(3) THE STUDENT APPLIES DESIGN,DIRECTING, AND THEATREPRODUCTION CONCEPTS ANDSKILLS.(d) analyze the director's responsibility tothe author's intent, script, actors,designers, technicians, and the audience;


Students will prepare adirector's prompt book withthe following elements:

Acting units/objectivesGround-planBlockingCharacter scriptanalysisRehearsal scheduleRehearsal diary

High School Level Three - Theatre Arts PageS



(3) THE STUDENT APPLIES DESIGN,DIRECTING, AND THEATREPRODUCTION CONCEPTS ANDSKILLS.(e) analyze the roles of actor, ensemble,and director in production decisionmaking and produce theatre with a unifiedproduction; and



&3


Demonstrate the ability tocreate a groupperformance. As part of theprocess, students will:• Write and collaborate

together on the script• Select a director• Select a crew person• Rehearse and perform

the product

(3) THE STUDENT APPLIES DESIGN,DIRECTING, AND THEATREPRODUCTION CONCEPTS ANDSKILLS.(f) select one or more areas of theatreproduction for study, demonstratingresponsibility, artistic discipline^ andcreative problem solving. .


Read a play or adapt a filmversion into a 3-D model.Designers must discuss thethematic elements andrationalization for thedesign.

(4) THE STUDENT RELATES THEATRETO HISTORY, SOCIETY, ANDCULTURES.(a) evaluate historical and culturalinfluences on theatre; _

History/cultural heritage

Students will explorevarious theatrical genressuch as: naturalism,realism, absurdism, etc.• Perform scenes from

the various genres• Explain historical

influences from eachgenre

Students will create ageneric scene and adapt itinto the various historicaltime periods. The themeswill remain the samehowever the other aspects(i.e. language, stagingsetting, etc) of the scenewill change.




(4) THE STUDENT RELATES THEATRETO HISTORY, SOCIETY, ANDCULTURES.(b) analyze the influence of television onAmerican society; and


Students will explorevarious TV, film, media andits impact on the audience.Students will act-outvarious episodes utilizingthe television shows of the60's, 70's, 80's, 90's andthis decade. Students willstudy:• The impact that

television has had onsociety detailingspecific issues as theypertain to the impact onour society (i.e. fashion,etc.)

• Acting styles• Audience etiquette• Stage design

(4) THE STUDENT RELATES THEATRETO HISTORY, SOCIETY, ANDCULTURES.(c) define selected theatrical styles andgenres;


Students will create andperform short vignettes ofvarious genres of TV.These can include: SoapOperas, Reality Shows,Talk Shows, Game Shows.

(5) THE STUDENT RESPONDS TO ANDEVALUATES THEATRE ANDTHEATRICAL PERFORMANCES.(a) compare behavior at various types ofperformances and practice audienceetiquette;

Response/evaluation

Students will attend liveperformances andreport to the class theirexperiences as anaudience member as wellas report audience behaviorcompared to other eventsattended.

(5) THE STUDENT RESPONDS TO ANDEVALUATES THEATRE ANDTHEATRICAL PERFORMANCES.(b) apply the concepts of evaluation toperformances and evaluate theatre, film,television, and electronic media withdepth and complexity, using appropriatevocabulary;

Response/evaluation

Students will learn andutilize current filmvocabulary and use it withregard to evaluations andcritique.

High School Level Three - Theatre Arts Page?


High School Theatre Arts - Level ThreeTEKS

(5) THE STUDENT RESPONDS TO ANDEVALUATES THEATRE ANDTHEATRICAL PERFORMANCES.(c) compare communication methods oftheatre with that of art, music, and danceand integrate more than one art form ininformal and formal performances; and

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(5) THE STUDENT RESPONDS TO ANDEVALUATES THEATRE ANDTHEATRICAL PERFORMANCES.(d) make judgments about selectedcareer and avocational opportunities intheatre and film and explore the training,skills, self-discipline, and artistic disciplineneeded to pursue them.

TAKS ObjectiveEnglish/ —

Language ArtsExit Level

Objective 4 & 5

Strand/ThemeResponse/evaluation

Response/evaluation

StrategyStudents will audition forvarious forms ofentertainment (curricularand extra-curricular).

Students will study thehistory of Musical Theatre.As part of their study,students will:• Perform scenes from

musicals• Write scenes leading

up to musicalproduction numbers

• Perform in a productionnumbers form musicalsutilizing singing,dancing, and acting.

Students will write originalscenes that are influencedby a piece of art or a pieceof music. Students will thenrehearse and perform thosescenes in class. As part ofthe assignment, studentsmust choose music tounderscore scenes duringperformance.

Students will researchagencies and report theirfindings in an oral andwritten report to compile adatabase.

High School Level Three - Theatre Arts PageS

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