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THE-THEATRICAL-EXPERIENCE

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THE-THEATRICAL-EXPERIENCE

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									Copy obtained from www.bernardsboe.com

BERNARDS TOWNSHIP PUBLIC SCHOOLS
Basking Ridge, New Jersey

THE THEATRICAL EXPERIENCE
ELECTIVE COURSE (10-12)

AUTHORS: DAVID A. YASTREMSKI JEFF WHITE

Original Course Outline Submitted for Approval 8/5/98

Approved by Bernards Township BOE 8/24/98
The official copies of all curricula are held at the board offices. Printing of this copy is permitted, but such copies are not for distribution and for personal reference only.

Copy obtained from www.bernardsboe.com

COURSE DESCRIPTION: The Theatrical Experience

This semester-long course offers students the opportunity to explore the theatre arts through critical, technical, and performance viewpoints. Students will create and evaluate dramatic works, conceptualize and construct theatrical productions, and interpret and develop dramatic characters. A variety of readings, classical and contemporary, will be used in the study of the theatrical art. Students will be required to actively participate in the conceptualization, development, construction, and performance of dramatic works.

Teachers are encouraged to use the attached material supplied by the Educational Theater Association in the planning and execution of lessons. Teachers are also encouraged to utilize Ridge Drama Club activities/productions along to enhance students’ theatrical experiences.

The official copies of all curricula are held at the board offices. Printing of this copy is permitted, but such copies are not for distribution and for personal reference only.

Copy obtained from www.bernardsboe.com

COURSE OBJECTIVES: The Theatrical Experience
Students Will Be Able To: 1. Investigate and interpret theatrical experiences though critical, technical, and performance viewpoints. 2. Understand the characteristics and collaborative nature of the theatrical arts. 3. Demonstrate an understanding and appreciation for the physical and vocal skill required of the performing artist. 4. Interpret and demonstrate the nature of the designer role in theater 5. Evaluate theatrical experiences through the use of perceptual, analytical, and critical skills.

The official copies of all curricula are held at the board offices. Printing of this copy is permitted, but such copies are not for distribution and for personal reference only.

Copy obtained from www.bernardsboe.com

UNIT I: THE THEATRICAL EXPERIENCE INTRODUCTION TO THEATRE / HISTORY, THEORY, AND CRITICISM. (Suggested time: 2 weeks)
Students Will Be Able To: 1. 2. 3. 4. 5. 6. 7. 8. 9. Appreciate the history of theatre and its aesthetic underpinnings in relation to contemporary theatre. Be conversant with the Aristotelian elements of drama (Plot, Character, Thought, Diction, Spectacle, and Music). Explain the complexity of “theatre” as manifested in various modes. Interpret theatre as structured around plot (exposition, rising action, climax, denouement) -Aristotelian conceptions. Recognize plot structures (tragedy, melodrama, comedy, farce) and character vs. plotdominated plays. Understand criticism in relation to plays and playwrights Employ the elements of critiquing as understood in our society (Discussing what was done? How well was it done? Was it worth doing?) Review the general evolution of theatre structures from the Greek theatre to the modern theatre. Question the history of theatre in terms of its aesthetic assumptions over time (Neoclassic, Romantic, Realistic, Naturalistic, Impressionistic, and Post-Modern).

Suggested Activities: 1. 2. 3. 4. 5. 6. 7. 8. Have students create a timeline indicating the various forms of theatre through time. Design group research on the aesthetic flow of theatre through time. Sample film clips of selected plot structures from tragedy through farce. Compare Platonic and Aristotelian attitudes towards theatre through a Venn Diagram. Conduct a debate on what constitutes “theatre” in terms of basic common denominators (What binds a street juggler to a production of King Lear?) Use jigsaw method in conveying the Aristotelian elements of a play. Have students construct a pictorial set design rendering a theatrical style of their choice (Neoclassic through Post-Modern) Collect recent critiques of play productions for independent analysis of their basic parts and what questions they pose.

The official copies of all curricula are held at the board offices. Printing of this copy is permitted, but such copies are not for distribution and for personal reference only.

Copy obtained from www.bernardsboe.com

Core Content Standards: Visual Performing Arts Standard 1.1- All students will acquire knowledge and skills that increase aesthetic awareness in dance, music, theater, and visual arts.

The official copies of all curricula are held at the board offices. Printing of this copy is permitted, but such copies are not for distribution and for personal reference only.

Copy obtained from www.bernardsboe.com

UNIT I: INTRODUCTION TO THEATRE CPI 1.1.4 SWBAT demonstrate an understanding of different aesthetic philosophies through the evaluation and analysis of artistic styles, trends, and movements in an art form All students will demonstrate knowledge of the process of critique. Evaluate and interpret works of art orally and in writing, using appropriate terminology.

Standard 1.4 CPI 1.4.3

Standard 1.5

CPI 1.5.8 CPI 1.5.9

All students will identify the various historical, social, and cultural influences and traditions which have generated artistic accomplishments throughout the ages, and which continue to shape contemporary arts. Demonstrate knowledge of how artists and artistic works connect with political, social, cultural, and historical events. Analyze and evaluate how various artists and cultural resources influence student work.

The official copies of all curricula are held at the board offices. Printing of this copy is permitted, but such copies are not for distribution and for personal reference only.

Copy obtained from www.bernardsboe.com

UNIT II: THE THEATRICAL EXPERIENCE ACTING AND PERFORMANCE (Suggested time: 5 weeks)
Students Will Be Able To: 1. 2. 3. 4. 5. 6. Sketch the geography of the stage and actor’s body positions within that space. Demonstrate vocal properties and their interaction. Design an externalized physical character. Create a fictional character in an open scene. Analyze the physical, emotional and social dimensions of characters found in dramatic texts from various genre and media. Analyze a dramatic character at the four levels of characterization -Playwright may write a lengthy description of the physical and psychological qualities of the character. -Other characters in the play may engage in narrative descriptions of the character. -The character may describe him/herself. -The character’s actions indicate personality traits.

Suggested Activities: 1. 2. 3. Practice exercises using vocal resonance, projection, articulation; give monologue presentation with particular emphasis on articulation. Present contrasting emotions in a brief performance; present the same character in a variety of emotional states. Perform scenes from various historical periods such as Greek, Medieval, Shakespearean, 17th century French comedy, 19th century comedy of manners, modern, and absurd Perform scenes that employ soliloquies, monologues, asides, and other forms of dialogue; through discussion and critique explain the purpose of a specific form of dialogue. Perform a personalized rendering of a specific scene in a play for evaluation by peers and teacher.

4.

5.

Core Content Standards - Visual and Performing Arts
The official copies of all curricula are held at the board offices. Printing of this copy is permitted, but such copies are not for distribution and for personal reference only.

Copy obtained from www.bernardsboe.com

Standard 1.2

All students will refine perceptual, physical, and technical skills through creating dance, music, theater, and/or visual arts. Display originality, technical skills, and artistic expression in the creation, production, and performance of theater arts.

CPI 1.2.4

UNIT III: THE THEATRICAL EXPERIENCE BEHIND THE SCENES (TECHNICAL DESIGN FOR PERFORMANCE) (Suggested time: 4 weeks)
Students Will Be Able To: 1. Recognize typical theatrical structures and performance spaces. 2. Explain the basic physical and chemical properties of the technical aspects of theatre (light, color, structure, paint, costumes, makeup) 3. Analyze a scenic composition employing the visual elements of design and their emotional impact. 4. Demonstrate responsibility in assisting the development of a theatrical production. 5. Recognize the duties of the various artists associated with designing a theatrical production. 6. Appreciate the contribution the technical crew lends to artistic performances.

Suggested Activities: 1. Construct a diarama or 3-dimensional space utilizing principles of set design. 2. Visit local theaters to observe and study set design. 3. Design a blue-print for a scene of a play. 4. Generate property lists for selected scenes of a play. 5. Interview design artists for various insights in technical direction. 6. Recognize similarities and differences between historical eras in set design. 7. Study the operation of lighting and sound boards. 8. Role-play the various technical roles with small skits. 9. Practice the art of costuming and make-up using monologues and skits. 10. Invite technical artists in for guest lectures/demonstrations. Core Content Standards - Visual and Performing Arts

The official copies of all curricula are held at the board offices. Printing of this copy is permitted, but such copies are not for distribution and for personal reference only.

Copy obtained from www.bernardsboe.com

Standard 1.3 CPI 1.3.3

All students will utilize arts elements and arts media to produce artistic products and performances. Demonstrate an understanding of technology, methods, materials, and creative processes commonly used in dance, music, theater, or visual arts. All students will develop design skills for planning the form and function of space, structures, objects, sound, and events. Identify, plan, and provide solutions to design problems of space, structures, objects, sound, and/or events in a public or private environment.

Standard 1.6 CPI 1.6.4

The official copies of all curricula are held at the board offices. Printing of this copy is permitted, but such copies are not for distribution and for personal reference only.

Copy obtained from www.bernardsboe.com

UNIT IV: THE THEATRICAL EXPERIENCE DIRECTING AND PRODUCING THE DRAMATIC ARTS (Suggested Time: 4 weeks)
Students Will Be Able To: 1. Develop multiple interpretations and visual / aural production choices for scripts and production ideas. 2. Justify selections of text, interpretation, and visual and aural artistic choices. 3. Effectively communicate directorial choices to a small ensemble for improvised or scripted scenes. 4. Identify and research cultural, historical, and symbolic clues in dramatic texts; evaluate the validity and practicality of the information to assist in making artistic choices for informal and formal productions. 5. Design coherent stage management, promotional, and business plans. 6. Value the mission set forth by the direction and production staff of a dramatic performance. SUGGESTED ACTIVITIES 1. Each student serves as a director of a monologue or skit. 2. Design a media campaign to publicize theatrical performances. 3. Conduct directed improvisations. 4. Keep director’s log/journal. 5. Write a bio or director’s notes for a program. 6. Develop a scene using any cultural and historical contexts. 7. Plot the hierarchy/structure in theater management. 8. Compare/contrast various students’ interpretations of performance direction. 9. Organize a seating chart and box office operation. 10. Assemble/write a program (playbill) for selected productions. 11. Invite theater professionals in for guest lectures. CCC- From the Core Content Standards - Visual and Performing Arts Standard 1.2 CPI 1.2.4 All students will refine perceptual, physical, and technical skills through creating dance, music, theater, and/or visual arts. Display originality, technical skills, and artistic expression in the creation, production, and performance of theater arts.

The official copies of all curricula are held at the board offices. Printing of this copy is permitted, but such copies are not for distribution and for personal reference only.

Copy obtained from www.bernardsboe.com

UNIT V: THE THEATRICAL EXPERIENCE SCRIPTWRITING (Suggested Time: 3 weeks)
Students Will Be Able To: 1. 2. 3. Appreciate the craft of scriptwriting in its ability to entertain, influence, and engage an audience. Identify the elements of scriptwriting (scenario, character development, stage direction, manuscript format, etc.) Employ various techniques of rendering character in script for performance (use of active verbs, use of speech in a textual or subtextual manner, use of place to enhance character complexity, etc.) Use stage direction in scriptwriting to further themes, motifs, issues, character etc. lighting, sound, set design, costume and character description, body movement. Compose a complete play in a specific manuscript format: Character names are centered on the page, lines are single-spaced with double spaces between characters names; all stage directions are indented to the right to distinguish them from the dialogue.

4. 5.

Suggested Activities: 1. 2. 3. Experiment with various ways of beginning scripts (in medias res, in tension, mourning after a death, following a celebration, etc.) in small dramatic exchanges. Apply various techniques of comedic scenes (mistaken identity, buffoonery-silly behavior, visual or physical comedy, sarcasm, observational or life commentary, etc.) Apply various techniques of tragic or dramatic scenes (character response to death, character foils, sympathy for character through audience identification, unrealized dreams, etc.) Interpret a dramatic scene from the perspective of three or more characters citing examples from published works-Rosencrantz and Guildentstern are Dead, The Infernal
Machine, Six Characters in Search of an Author, etc.

4.

5. 6. 7.

Dramatize a trivial occurrence on a serious, larger scale. Integrate detailed stage directions to enrich the language of the play through conscious decision making in lighting, sound, set design, actor proxemics, etc. Employ dramatic speech tags to fully convey the intention of scenes (the use of pauses, inflection markers, eye or facial movements, etc.)

The official copies of all curricula are held at the board offices. Printing of this copy is permitted, but such copies are not for distribution and for personal reference only.

Copy obtained from www.bernardsboe.com

The official copies of all curricula are held at the board offices. Printing of this copy is permitted, but such copies are not for distribution and for personal reference only.

Copy obtained from www.bernardsboe.com

UNIT V: SCRIPTWRITING Core Content Standards - Visual and Performing Arts Standard 1.2 CPI 1.2.4 All students will refine perceptual, physical, and technical skills through creating dance, music, theater, and/or visual arts. Display originality, technical skills, and artistic expression in the creation, production, and performance of theater arts. All students will identify the various historical, social, and cultural influences and traditions which have generated artistic accomplishments throughout the ages, and which continue to shape contemporary arts. Create works of art that communicate personal opinions, thoughts, and ideas.

Standard 1.5

CPI 1.5.10

The official copies of all curricula are held at the board offices. Printing of this copy is permitted, but such copies are not for distribution and for personal reference only.


								
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