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					                                            Monroe Township Schools




                                        Curriculum Management System


                                                   Drama and Acting I
                                                      Grades 9-12
                                                       July, 2008


* For adoption by all regular education programs                    Board Approved: August, 2008
  as specified and for adoption or adaptation by
  all Special Education Programs in accordance
  with Board of Education Policy # 2220.
                                       Table of Contents



Monroe Township Schools Administration and Board of Education Members Page 3

Acknowledgments                                                       Page 4

District Mission Statement and Goals                                  Page 5

Introduction/Philosophy/Educational Goals                             Pages 6-7

National and State Standards                                          Page 8

Scope and Sequence                                                    Pages 9-10

Goals/Essential Questions/Objectives/Instructional Tools/Activities   Pages 11-25

Suggested Materials and Resources                                     Pages 26-27

Benchmarks                                                            Page 28




                                               2
  MONROE TOWNSHIP SCHOOL DISTRICT


               ADMINISTRATION

      Mr. Joseph King, Interim Superintendent
Dr. Christopher H. Tienken, Assistant Superintendent
    Dr. Veronica Geyer, Assistant Superintendent

            BOARD OF EDUCATION

            Ms. Amy Antelis, President
         Mr. Lew Kaufman, Vice President
              Mr. Marvin Braverman
                 Mr. Ken Chiarella
             Ms. Kathy Kolupanowich
                  Mr. John Leary
                Ms. Kathy Leonard
                Mrs. Rita Ostrager
                  Mr. Ira Tessler

       JAMESBURG REPRESENTATIVE

                Ms. Patrice Faraone

            Student Board Members

               Ms. Melissa Bonamici
                 Ms. Nidhi Bhatt


                         3
                                            Acknowledgments


The following individuals are acknowledged for their assistance in the preparation of this Curriculum
Management System:



Writer’s Name:         Robert Byrnes

Supervisor’s Name: Elizabeth Aaron, Supervisor of Humanities

Technology Staff: Al Pulsinelli
                  Reggie Washington
                  Bill Wetherill

Secretarial Staff:   Debby Gialanella
                     Geri Manfre
                     Gail Nemeth




                                                     4
                                  Monroe Township Schools
                                     Mission and Goals

                                                Mission

The mission of the Monroe Township School District, a unique multi-generational community, is to
collaboratively develop and facilitate programs that pursue educational excellence and foster
character, responsibility, and life-long learning in a safe, stimulating, and challenging environment to
empower all individuals to become productive citizens of a dynamic, global society.

                                                 Goals

To have an environment that is conducive to learning for all individuals.

To have learning opportunities that are challenging and comprehensive in order to stimulate the
intellectual, physical, social and emotional development of the learner.

To procure and manage a variety of resources to meet the needs of all learners.

To have inviting up-to-date, multifunctional facilities that both accommodate the community and are
utilized to maximum potential.

To have a system of communication that will effectively connect all facets of the community with the
Monroe Township School District.

To have a staff that is highly qualified, motivated, and stable and that is held accountable to deliver a
safe, outstanding, and superior education to all individuals.
                                                    5
                   INTRODUCTION, PHILOSOPHY OF EDUCATION, AND EDUCATIONAL GOALS

                                                              Philosophy

Monroe Township High School is committed to providing all students with a quality education that results in ingrained habits of learning.
The high school drama curriculum is guided by this belief and strives to promote human, intellectual, social, and emotional growth.

Drama is one of the keys to human understanding, providing the student with opportunities to probe the heights and depths of human
emotion and thought through dramatic expression. Drama is a creative medium that allows the student to explore, develop, and
enhance his/her own creativity, ingenuity, and versatility. As a student of theatre, the actor learns to be an active decision-maker, which,
in turn, promotes self-esteem. Theatre is also a highly collaborative art form that requires effort and cooperation within ensembles, thus
promoting interdependency as well as respect for others.

Through the theatrical experience, the student develops a wide range of skills that are applicable to many aspects of his/her life and
work, both present and future. Drama provides the student with a venue through which he/she can develop his/her ability to
communicate, not just personally, but also interpersonally. Because it is a public as well as personal medium of expression, a strong
work ethic and pride in an ensemble’s accomplishments is fostered through drama. The study of theatre provides the student with a
sense of history, and how drama is the ever-changing product of various social, cultural, and intellectual trends. The study of theatre
prepares the student to be an active participant in life, who can shape and influence the quality of his/her own life, as well as those in
his/her community.

                                                          Educational Goals
In Drama and Acting I, rudimentary acting skills are explored and developed. The student becomes acquainted with basic theatre
terminology and explores the areas of pantomime, improvisation, and characterization. Through an exploration of these areas, the
student’s creativity and decision-making abilities are strengthened and developed. Through various acting exercises, the student also
develops a sense of the importance of cooperation within a group. The student is further exposed to techniques used in
characterization through the exploration and performance of selected monologues. Public speaking and communication skills are
explored and reinforced through various exercises and activities.

The student’s creativity, self-expression, confidence, and inter-personal skills are developed through the production and performance of
short written pieces and plays, wherein they develop an appreciation of the dramatic process. Through this process, the student gains
experience in the integration of diverse theatrical components (acting, props, etc.). The study of various published plays aids in the
strengthening of the individual’s analytical, writing, and acting skills.


                                                                     6
The student’s ability to constructively critique is developed as he/she assesses his/her own performances as well as the work of fellow
actors, both orally and in written form. In conjunction with this, the student analyzes and critiques the notable (and, sometimes,
not-so-notable) performances of film actors. Through this process, the student gleans a better perspective of how an audience
perceives a performance – that, sometimes, what an actor thinks he is conveying doesn’t transfer to the audience. Through their
critiques, the student’s writing and analytical skills are also enhanced.

The Drama I course is designed to be stimulating, thought-provoking, and motivational, preparing the student for future theatrical study
and performance, both in and out of school.




                                                                   7
                                        New Jersey State Department of Education
                                          Core Curriculum Content Standards


A note about the Visual and Performing Arts Standards and Cumulative Progress Indicators:

The New Jersey Core Curriculum Content Standards for the Visual and Performing Arts were revised in 2004. The Cumulative
Progress Indicators (CPI's) referenced in this curriculum guide refer to these new standards and may be found in the Curriculum folder
on the district servers. A complete copy of the new Core Curriculum Content Standards for the Visual and Performing Arts may also be
found at:
http://www.nj.gov/njded/cccs/s1 vpa.htm




                                                                  8
                                                        Drama and Acting II

                                                        Scope and Sequence

                                                             Quarter I
Environment - Playing Fields                                         Interactions - Before Words
I.     The Construction and Areas of the Theater                     II. The Genesis and Development of Pantomime
a.     Areas/Functions of the theater                                a. Definition and concept of pantomime
b.     Playing areas of the stage                                    b. Development of pantomime in Greece, Rome, and Italy
c.     Off-stage areas/functions                                     c. Commedia dell’arte
d.     Stage positions                                               d. Marcel Marceau and modern pantomime
Interactions - Without Words – Solos and Duets                       Interactions - Without Words – Group Work
III.    Acting Through Simple Pantomime                              IV.   Pantomime on a More Complex Level
a.      The pantomiming of simple objects                            a.    Familiar/Everyday situations
b.      Assuming the characteristics of animals                      b.    Dramatic and comedic scenes
c.      Simple games and sports                                      c.    Group games and sports
d.      Duet situations                                              d.    Historical scenes
                                                            Quarter II
Creativity - Improvisation - Giving Voice to Thought                 Creativity - Improvisation - Tools of the Trade
V. The Rudiments of Improvisation                                    VI. Stage Presence and the Voice
a. The concept of and rules for improvisation                        a. Stage positioning
b. Improvising simple duet situations                                b. Body language
c. Developing characters                                             c. Voice projection and inflections
d. Exposition-Development-Resolution in Improvisation                d. Developing self-awareness
Creativity - Improvisation - Conflicted Goals                        Adaptation - The Silver Screen
VII. The Role of Conflict in Improvisation                           VIII. Film Analysis and Acting
a. The concept of dramatic conflict                                  a. Flat and round characters
b. Establishing and developing conflicts                             b. Characterizations through relationships
c. The role of the mediator in conflict resolutions                  c. Using reactions
d. Developing characters through conflict                            d. Body language




                                                                 9
                                                              Quarter III
Evolution - Putting It Together - Solos                             Rhythm - Off the Cuff
IX. Writing/Performing a Commercial                                 X. Extemporaneous Speaking
a. Script format                                                    a. Discussion of the concept of extemporaneous speaking
b. Selecting and developing a concept                               b. Techniques in extemporaneous speaking
c. Characterizations in commercials                                 c. Incorporating techniques from pantomime and improvisation
d. Using props and media                                            d. Developing a character extemporaneously
Creativity - Improvisation - Emotional Subtext                      Evolution - Putting It Together - Groups
XI. Exploring and Expressing Emotions through Improvisation         XII. Writing/Performing a Puppet Play
a. Using voice inflections – pace and delivery                      a. Script format
b. Using body language and facial expressions                       b. Exploring formats and plotlines
c. Using substitution                                               c. Developing characters – vocal techniques
d. Creating a character’s history                                   d. Constructing puppets, props, and scenery
                                                              Quarter IV
Adaptation - The Silver Screen                                      Character - Play Analysis – The Printed Word
XIII. Film Analysis and Acting                                      XIV. Analyzing Characters and Dramatic Techniques in Plays
a. Methods of characterization                                      a. The role of plot and conflict in plays
b. Use of diction, pitch, and rhythm                                b. The use of dialogue in character development
c. Silent acting                                                    c.   Scene development
d. Body language                                                    d.   Thematic development
Character - Play Analysis – Beyond the Printed Word                 Character - Monologues - Speaking From the Heart
XV. Developing Characters in Plays                                  XVI. Building Characters in Monologues
a. Interpreting dialogue                                            a.   Analyzing a character
b. Using and going beyond stage directions                          b. Identifying and using emotional motivation
c. Character motivation                                             c. Blocking a monologue
d. Blocking scenes                                                  d. Performance techniques




                                                                  10
                      Curriculum Management System          Big Idea: Environment - Playing Fields
                      Grade Level/Subject:
                                                            Topic: The Construction and Areas of the Theater and Stage Positions
Suggested blocks of



                      Grades 9-12
                      Drama and Acting I                    Goal 1:      The student will be able to identify and utilize the various areas of a theater as well as the
                                                                      playing areas of the stage.
Instruction




                      Objectives / Cluster Concepts /       Essential Questions                                               Instructional Tools / Materials / Technology /
                      Cumulative Progress Indicators        Enduring Understandings                                           Resources / Learning Activities /
                      (CPI's)                                                                                                 Interdisciplinary Activities / Assessment Model
                      The student will be able to:
    5                 1.1.   Identify and describe the               What functions do the various areas of a typical        NOTE: The assessment models provided in this
                             uses of various areas of the             theater serve?                                          document are suggestions for the teacher. If the
                             theater: (1.3.12.C.4)                   How do the various areas of the stage contribute to     teacher chooses to develop his/her own model,
                                                                      the effective presentation of theatre?                  it must be of equal or better quality and at the
                                                                                                                              same or higher cognitive levels (as noted in
                      1.2.   Identify and utilize the                When is it artistically appropriate and beneficial to   parentheses).
                             various playing areas of the             choose one stage position over another?
                             stage: (1.3.12.C.4)                                                                              Depending upon the needs of the class, the
                             (1.4.12.A.3)                                                                                     assessment questions may be answered in the
                                                               Enduring Understandings: Theaters are comprised of             form of essays, quizzes, oral reports, or other
                                                               various areas that work in conjunction to produce              formats of measurement used by the teacher.
                      1.3.   Understand and apply the          works of art. Stage positions are critical to the
                             principles of good stage          development and presentation of characters.
                             positions: (1.1.12.A.1)                                                                                Conduct a tour of the theater for the
                             (1.3.12.C.4)                                                                                            students, pointing out the key areas of the
                                                                                                                                     spaces and their functions. Afterwards,
                                                                                                                                     have students create a floor design of the
                                                                                                                                     theater in which they identify the functions
                                                                                                                                     of the key areas. Assessment: Teacher
                                                                                                                                     evaluation of floor design. (Comprehension,
                                                                                                                                     Application, Synthesis)
                                                                                                                                    Provide students with a diagram of the
                                                                                                                                     primary playing areas of the stage. Mount
                                                                                                                                     the stage and occupy each of the primary
                                                                                                                                     areas, emphasizing the differences
                                                                                                                                     between stage left and stage right and
                                                                                                                                     downstage and upstage. After they have
                                                                                                                                     studied the diagram, randomly select
                                                                                                                                     students and have them occupy designated
                                                                                                                                     areas on the stage. Assessment: Teacher
                                                                                                                                     evaluation of students’ accurate
                                                                                                                                     identification of stage areas.
                                                                                                                                     (Comprehension, Application)

                                                                                                 11
                      Curriculum Management System      Big Idea: Environment - Playing Fields
                      Grade Level/Subject:
                                                        Topic: The Construction and Areas of the Theater and Stage Positions
Suggested blocks of


                      Grades 9-12
                      Drama and Acting I                Goal 1:      The student will be able to identify and utilize the various areas of a theater as well as the
                                                                  playing areas of the stage.
Instruction




                      Objectives / Cluster Concepts /   Essential Questions                                           Instructional Tools / Materials / Technology /
                      Cumulative Progress Indicators    Enduring Understandings                                       Resources / Learning Activities /
                      (CPI's)                                                                                         Interdisciplinary Activities / Assessment Model
                      The student will be able to:
                                                                                                                             After explaining the concept of stage
                                                                                                                              positions and their various applications,
                                                                                                                              select pairs of students to enact short
                                                                                                                              improvisations, utilizing the most effective
                                                                                                                              stage positions based upon the nature of
                                                                                                                              the scenes. Assessment: Critiques by
                                                                                                                              teacher and students. (Synthesis)




                                                                                           12
                    Curriculum Management System          Big Idea: Interactions - Without Words
                    Grade Level/Subject:
                                                          Topic: The Uses of Pantomime in Acting
                    Grades 9-12
Suggested days of




                    Drama and Acting I                    Goal 2:    The student will be able to identify, comprehend, and implement the principles of pantomime.
Instruction




                    Objectives / Cluster Concepts /       Essential Questions                                         Instructional Tools / Materials / Technology /
                    Cumulative Progress Indicators        Enduring Understandings                                     Resources / Learning Activities /
                    (CPI's)                                                                                           Interdisciplinary Activities / Assessment Model
                    The student will be able to:
 14                 2.1.   Identify and discuss the          How did pantomime develop through the centuries into       Conduct a lecture on the origins and
                           concept and components of          a modern art form?                                          development of pantomime, tracing it from its
                           pantomime: (1.1.12.B.1)           How can pantomime be utilized as a vehicle for self-        genesis in ancient Greece to the twentieth-
                           (1.3.12.C.4)                       expression?                                                 century. Have students view a video on
                                                                                                                          pantomime and read an article on the French
                                                             What artistic advantages does pantomime offer over          mime Marcel Marceaux, from which they glean
                    2.2.   Describe the historical            other forms of acting?                                      knowledge of acting techniques used in
                           development of pantomime
                                                             How can an actor utilize different facets of his/her        pantomime. Assessment: Class discussion,
                           as an art form: (1.1.12.A.2)
                                                              personality during pantomimes?                              quiz. (Knowledge, Comprehension)
                           (1.3.12.C.2) (1.5.12.B.1)
                                                                                                                         Discuss the components and structure of
                                                              Enduring Understandings: Pantomime is an art form           scenes with students, emphasizing the
                    2.3.   Apply the principles of                                                                        necessity of a beginning, development, and
                                                              that evolved over the centuries. Pantomime enables
                           pantomime to individual and                                                                    ending. Assign each student a simple object,
                                                              students to effectively express themselves beyond the
                           ensemble performances:                                                                         around which they develop a coherent scene.
                                                              spoken word.
                           (1.2.12.C.4)                                                                                   Assessment: Critiques by teacher and students.
                                                                                                                          (Application, Synthesis)
                                                                                                                         Conduct a discussion of the physical
                                                                                                                          characteristics and personality traits of animals.
                                                                                                                          Assign students various animals that they
                                                                                                                          portray, concentrating not only on their physical
                                                                                                                          characteristics, but their personality traits, as
                                                                                                                          well. When students have each performed
                                                                                                                          individually, allow students to perform in pairs of
                                                                                                                          contrasting animals. (Analysis, Synthesis)
                                                                                                                         Discuss the physical and psychological aspects
                                                                                                                          of the playing of games and sports. Select
                                                                                                                          small groups of students to enact the playing of
                                                                                                                          various games (e.g., hopscotch) and sports
                                                                                                                          (ping-pong), basing their portrayals on real-life
                                                                                                                          experiences. Conclude with two large-scale
                                                                                                                          games or sports (e.g., bowling). Assessment:
                                                                                                                          General discussion by students and teacher
                                                                                             13
                    Curriculum Management System      Big Idea: Interactions - Without Words
                    Grade Level/Subject:
                                                      Topic: The Uses of Pantomime in Acting
                    Grades 9-12
Suggested days of



                    Drama and Acting I                Goal 2:   The student will be able to identify, comprehend, and implement the principles of pantomime.
Instruction




                    Objectives / Cluster Concepts /   Essential Questions                                     Instructional Tools / Materials / Technology /
                    Cumulative Progress Indicators    Enduring Understandings                                 Resources / Learning Activities /
                    (CPI's)                                                                                   Interdisciplinary Activities / Assessment Model
                    The student will be able to:
                                                                                                                  evaluation of performances using a pre-
                                                                                                                  determined rubric. (Application, Evaluation,
                                                                                                                  Synthesis)




                                                                                    14
                    Curriculum Management System           Big Idea: Creativity - Improvisation
                    Grade Level/Subject:
                                                           Topic: The Uses of Improvisation in Acting.
                    Grades 9-12
Suggested days of




                    Drama and Acting I                     Goal 3:      The student will be able to understand and apply the principles of improvisation, using his/her
                                                                     voice in an expressive and effective manner.
Instruction




                    Objectives / Cluster Concepts /        Essential Questions                                             Instructional Tools / Materials / Technology /
                    Cumulative Progress Indicators         Enduring Understandings                                         Resources / Learning Activities /
                    (CPI's)                                                                                                Interdisciplinary Activities / Assessment Model
                    The student will be able to:
 21                 3.1.   Identify and discuss the           What skills and techniques are necessary in                    Discuss the voice as an expressive tool and
                           concept of and rules for            improvisation?                                                  reflection of a character’s personality.
                           improvisation: (1.1.12.B.1)        How can skills developed during the study of                    Demonstrate the proper use of the voice,
                           (1.3.12.C.4)                        pantomime be incorporated into improvisations?                  concentrating on breathing and the expressive
                                                                                                                               use of volume. Have students, in pairs, perform
                                                              Why is good stage presence an integral part of                  simple improvisations, incorporating the skillful
                    3.2.   Apply the rules of                  successful improvisations?                                      use of volume, diction, and tone. Assessment:
                           improvisation to the
                                                              How does movement enhance improvised scenes?                    Class discussion and teacher evaluation of
                           performance of simple and
                                                              How can an actor explore his/her own personality                performances using a pre-determined rubric.
                           complex improvisations:
                                                               through improvisation?                                          (Application, Synthesis)
                           (1.1.12.B.1) (1.2.12.C.4)
                                                              How can an actor utilize real-life experiences to              Explain the rules for the game “Freeze,” an
                                                               improvise a character via the technique of substitution?        improvisational game in which scenes build
                    3.3.   Improvise characters who                                                                            upon previous ones. Select a pair of students to
                           have strongly identifiable                                                                          begin the sequence, randomly selecting pairs of
                           personalities: (1.1.12.B.1)         Enduring Understandings: Acting is a complicated                students to succeed them. Encourage students
                           (1.2.12.C.4)                        process in which skills developed in one arena are              to utilize good stage positions, body language,
                                                               utilized in all other arenas. Good stage presence               effective voice control, and strong personality
                    3.4.   Improvise situations in             allows actors to fully explore characters and situations.       traits in their creation of characters and scenes.
                           which real-life conflicts are       One’s own experiences impact upon the creation of               Assessment: Student and teacher critiques of
                           developed and resolved:             characters.                                                     actors and commentaries by the actors
                           (1.1.12.B.2) (1.2.12.C.4)                                                                           themselves. (Application, Analysis, Evaluation,
                                                                                                                               Synthesis)
                    3.5.   Critique his/her own                                                                               Conduct a discussion of the technique of
                           performances as well as the                                                                         substitution. Assign each student a specific
                           performances of others:                                                                             emotion that he/she will generate within
                           (1.3.12.C.1) (1.4.12.B.1)                                                                           himself/herself through substitution. Have
                                                                                                                               he/she leave the room, reenter it (once the
                                                                                                                               substitution process is complete), and proceed
                                                                                                                               to his/her seat, saying only the word “hello.”
                                                                                                                               After each performance, have the actor and
                                                                                                                               class discuss and analyze the performance and
                                                                                                                               characterization. Assessment: Critiques by

                                                                                              15
                    Curriculum Management System      Big Idea: Creativity - Improvisation
                    Grade Level/Subject:
                                                      Topic: The Uses of Improvisation in Acting.
                    Grades 9-12
Suggested days of



                    Drama and Acting I                Goal 3:      The student will be able to understand and apply the principles of improvisation, using his/her
                                                                voice in an expressive and effective manner.
Instruction




                    Objectives / Cluster Concepts /   Essential Questions                                         Instructional Tools / Materials / Technology /
                    Cumulative Progress Indicators    Enduring Understandings                                     Resources / Learning Activities /
                    (CPI's)                                                                                       Interdisciplinary Activities / Assessment Model
                    The student will be able to:
                                                                                                                      students and teacher. (Analysis, Evaluation,
                                                                                                                      Synthesis)
                                                                                                                     Discuss ensemble acting with the class, noting
                                                                                                                      how a diverse group of characters is necessary
                                                                                                                      for an interesting scene. Describe a scenario for
                                                                                                                      the class, emphasizing how characters need to
                                                                                                                      interact in myriad ways. Select a group of
                                                                                                                      students who enter the scene in a sequential
                                                                                                                      manner, allowing them to select and develop
                                                                                                                      their own characters. Allow them thirty-seconds
                                                                                                                      to prepare their characters. Assessment:
                                                                                                                      General discussion and student evaluation of
                                                                                                                      performances using a pre-determined rubric.
                                                                                                                      (Comprehension, Application, Synthesis)




                                                                                        16
                    Curriculum Management System           Big Idea: Rhythm - Off the Cuff
                    Grade Level/Subject:
                                                           Topic: Extemporaneous Speaking
                    Grades 9-12
Suggested days of



                    Drama and Acting I                     Goal 4:      The student will be able to present an extemporaneous speech that incorporates acting
                                                                     techniques previously studied.
Instruction




                    Objectives / Cluster Concepts /        Essential Questions                                           Instructional Tools / Materials / Technology /
                    Cumulative Progress Indicators         Enduring Understandings                                       Resources / Learning Activities /
                    (CPI's)                                                                                              Interdisciplinary Activities / Assessment Model
                    The student will be able to:
    7               4.1.   Identify, analyze, and             How can improvisational skills be incorporated into          Deliver an extemporaneous speech to the class
                           discuss the principles of           extemporaneous speaking?                                      based upon a topic provided by a student. Have
                           extemporaneous speech:             How can an actor utilize facets of his/her personality        students critique the teacher’s performance,
                           (1.1.12.B.1) (1.2.12.C.4)           when delivering an extemporaneous speech?                     concentrating on the teacher’s successful
                                                                                                                             incorporation of extemporaneous speaking
                                                              What factors contribute to the credibility of a speech?       skills. Assessment: Class discussion and
                    4.2.   Incorporate the principles of
                                                                                                                             evaluation by students. (Analysis, Evaluation)
                           extemporaneous speaking
                           in the presentation of a            Enduring Understandings: Good extemporaneous                 Randomly select students to present timed
                           speech: (1.1.12.B.1)                speaking is dependent upon the speaker’s ability to           extemporaneous speeches, providing them with
                           (1.2.12.c.4)                        relax and let his thoughts flow. Improvisational skills       prompts of an everyday nature (e.g., French
                                                               can help to maximize the efficacy of an                       fries). Have students critique and evaluate the
                                                               extemporaneous speech.                                        speeches. Assessment: Class discussion and
                    4.3.   Evaluate elements of                                                                              evaluation by students using a pre-determined
                           extemporaneous speaking:                                                                          rubric. (Analysis, Evaluation, Synthesis)
                           (1.1.12.A.1) (1.4.12.B.1)
                                                                                                                            Discuss the concept of persona with the class.
                                                                                                                             Have the students deliver short
                                                                                                                             extemporaneous speeches, in which they adopt
                                                                                                                             assigned personas (e.g., Ashley Simpson
                                                                                                                             speaking about the benefits of voice-training).
                                                                                                                             Assessment: Critiques by teacher and students.
                                                                                                                             (Knowledge, Comprehension, Synthesis)




                                                                                               17
                    Curriculum Management System             Big Idea: Evolution - Putting It Together
                    Grade Level/Subject:
                                                             Topic: Writing and Performing Dramatic Material
                    Grades 9-12
Suggested days of



                    Drama and Acting I                       Goal 5:    The student will be able to create and perform original works for the stage.
Instruction




                    Objectives / Cluster Concepts /          Essential Questions                                            Instructional Tools / Materials / Technology /
                    Cumulative Progress Indicators           Enduring Understandings                                        Resources / Learning Activities /
                    (CPI's)                                                                                                 Interdisciplinary Activities / Assessment Model
                    The student will be able to:
 18                 5.1.     Create original scripts in         How does the creation of theatrical works provide             Discuss the role of dialogue in scenes, focusing
                             various genres,                     avenues for self-expression?                                   on how well-written dialogue not only advances
                             concentrating on the               How can commercials be viewed as examples of                   the plot, but develops characters, as well. Have
                             following: (1.1.12.B.1)             persuasive writing that transmit messages to the               the students pick a partner and create a short
                             (1.2.12.C.3) (1.3.12.C.3)           public?                                                        two-character exchange (20-26 lines of
                             (1.5.12.A.1)                                                                                       dialogue) that serves as the genesis of a plot
                                                                What skills are necessary in puppetry?                         and establishes round, dynamic characters.
                          short two-character exchanges
                                                                How are theatrical performances enhanced by the                Have the students perform the scenes for the
                          commercials                           incorporation of dramatic elements beyond acting?              class. Assessment: Teacher grading of written
                          puppet plays                                                                                         scenes and critique of performances.
                                                                                                                                (Application, Synthesis)
                                                                 Enduring Understandings: Commercials are a form of
                    5.2.     Demonstrate knowledge of            persuasive writing that not only instructs, but               Discuss the concept of puppetry and puppet
                             dramatic structure,                 entertains. Puppetry is a complicated discipline that is       shows with the class. Allow students to form
                             characterization, and plot          dependent upon the mastery of a number of skills.              groups of 3-4 people. Have groups brainstorm
                             development in the creation                                                                        ideas for a concept for a script, resulting in the
                             of theatrical material :                                                                           creation of a ten-minute script, complete with
                             (1.1.12.A.2) (1.2.12.C.2-3)                                                                        stage directions. Each individual student is
                             (1.3.12.C.3)                                                                                       responsible for constructing a sock puppet.
                                                                                                                                Students work together to produce and
                                                                                                                                incorporate props, music, and other theatrical
                    5.3.     Display the ability to                                                                             elements into their performances. Block out
                             incorporate a variety of                                                                           periods of time for script writing, puppet
                             theatrical resources into the                                                                      construction, and rehearsals. Assessment:
                             production of original                                                                             Critiques by teacher and students and formal,
                             material: (1.1.2.A.1)                                                                              written assessment by teacher. (Application,
                             (1.2.12.C.1-4) (1.3.12.C.3-4)                                                                      Analysis, Synthesis)
                                                                                                                               GRASPS Performance Assessment
                                                                                                                                You are being considered for a position in
                                                                                                                                advertising by a very prestigious and
                                                                                                                                progressive corporation. In order to be hired,
                                                                                                                                you (and other hopefuls) have to create and
                                                                                                                                perform a television commercial for the
                                                                                                                                corporation’s new product. This product is

                                                                                                18
                    Curriculum Management System      Big Idea: Evolution - Putting It Together
                    Grade Level/Subject:
                                                      Topic: Writing and Performing Dramatic Material
                    Grades 9-12
Suggested days of



                    Drama and Acting I                Goal 5:   The student will be able to create and perform original works for the stage.
Instruction




                    Objectives / Cluster Concepts /   Essential Questions                                       Instructional Tools / Materials / Technology /
                    Cumulative Progress Indicators    Enduring Understandings                                   Resources / Learning Activities /
                    (CPI's)                                                                                     Interdisciplinary Activities / Assessment Model
                    The student will be able to:
                                                                                                                   completely new and innovative – something
                                                                                                                   that has never before existed. Since the
                                                                                                                   competition is fierce, your commercial has to be
                                                                                                                   original, engaging, and persuasive. Write and
                                                                                                                   perform a script for this commercial. Your script
                                                                                                                   must be formatted correctly, complete with
                                                                                                                   stage directions. In order to maximize the
                                                                                                                   effectiveness of your commercial, you must not
                                                                                                                   only create a model of the product, but you
                                                                                                                   must incorporate a range of multi-media
                                                                                                                   materials (e.g., posters, graphs, music,
                                                                                                                   dancing) into your acting performance.

                                                                                                                   Goal: Your goal is to perform a commercial for
                                                                                                                   a new product that will entice people to
                                                                                                                   purchase it.
                                                                                                                   Role: You are either the spokesperson for the
                                                                                                                   corporation or an actor in a scripted scenario.
                                                                                                                    Audience: Your audience is a randomly
                                                                                                                   selected group of consumers, assembled to
                                                                                                                   ascertain whether or not they would purchase
                                                                                                                   the product you’re advertising, based upon the
                                                                                                                   effectiveness of your script and presentation.
                                                                                                                    Situation: The challenge involves the effective
                                                                                                                   communication of the merits of the
                                                                                                                   corporation’s product through your acting and
                                                                                                                   use of props. The commercial must include the
                                                                                                                   following: the product itself, a description of its
                                                                                                                   uses and benefits, where it can be purchased,
                                                                                                                   and its cost.
                                                                                                                    Product, Performance, and Purpose: You will
                                                                                                                   create and perform a television commercial
                                                                                                                   aimed at convincing an audience to purchase
                                                                                     19
                    Curriculum Management System      Big Idea: Evolution - Putting It Together
                    Grade Level/Subject:
                                                      Topic: Writing and Performing Dramatic Material
                    Grades 9-12
Suggested days of



                    Drama and Acting I                Goal 5:   The student will be able to create and perform original works for the stage.
Instruction




                    Objectives / Cluster Concepts /   Essential Questions                                       Instructional Tools / Materials / Technology /
                    Cumulative Progress Indicators    Enduring Understandings                                   Resources / Learning Activities /
                    (CPI's)                                                                                     Interdisciplinary Activities / Assessment Model
                    The student will be able to:
                                                                                                                   the product. Multi-media props (e.g., posters,
                                                                                                                   voice-overs, graphs, music) must be used, and
                                                                                                                   any special performance skills (e.g., singing,
                                                                                                                   dancing) can be utilized.
                                                                                                                    Standards and Criteria for Success: Your work
                                                                                                                   will be judged by an audience (your
                                                                                                                   classmates), using a rubric that addresses the
                                                                                                                   following questions:
                                                                                                                    1. Did the actor effectively communicate
                                                                                                                         ~ the various uses of the product?
                                                                                                                         ~ the benefits of the product?
                                                                                                                         ~ the superiority of the product over similar
                                                                                                                         products?
                                                                                                                         ~ where the product can be purchased?
                                                                                                                         ~ the cost of the product?
                                                                                                                    2. Did the actor
                                                                                                                         ~ create a realistic and visually interesting
                                                                                                                         model of the product?
                                                                                                                         ~ use props effectively?
                                                                                                                         ~ incorporate any special talents into the
                                                                                                                         performance?
                                                                                                                         ~ speak clearly and distinctly?
                                                                                                                         ~ display the ability to project his/her
                                                                                                                         voice?
                                                                                                                         ~ capture the audience’s interest with the
                                                                                                                         commercial?
                                                                                                                          (Application, Synthesis)




                                                                                     20
                    Curriculum Management System            Big Idea: Adaptation - The Silver Screen
                    Grade Level/Subject:
                                                            Topic: Film Analysis and Acting
                    Grades 9-12
Suggested days of




                    Drama and Acting I                      Goal 6:       The student will be able to analyze, evaluate, and appreciate the performances of actors in
                                                                      films.
Instruction




                    Objectives / Cluster Concepts /         Essential Questions                                            Instructional Tools / Materials / Technology /
                    Cumulative Progress Indicators          Enduring Understandings                                        Resources / Learning Activities /
                    (CPI's)                                                                                                Interdisciplinary Activities / Assessment Model
                    The student will be able to:
 10                 6.1.   Discern why an actor’s              How can an actor project depths of feeling through            Deliver a lecture on the various components of
                           performance is laudable or           subtle facial expressions and mannerisms?                      filmmaking (screenplay writing, acting, camera
                           laughable: (1.1.12.A.1-2)           What factors contribute to the credibility, or lack of         angles, lighting, etc.) so that students can
                           (1.1.12.B.2) (1.2.12.C.1)            credibility, of an actor’s performance?                        appreciate the collaborative process as well as
                                                                                                                               the aesthetic components of films. Have
                                                               What wide-ranging skills are necessary for a successful        students view an excerpt from a film in which
                    6.2.   Analyze how an actor                 career in theatre and films?                                   they analyze how the disparate components
                           utilizes tools beyond his/her
                                                               How does a filmmaker combine diverse elements in a             work together to create a coherent vision.
                           voice to develop a
                                                                film to project his artistic vision?                           Assessment: Quiz. (Knowledge,
                           character: (1.1.12.A.1)
                                                                                                                               Comprehension, Analysis)
                           (1.4.12.A.2) (1.4.12.B.1)
                                                                Enduring Understandings: Genuine emotions and                 Discuss the careers of Barbara Stanwyck and
                                                                feelings can be effectively conveyed through facial            Henry Fonda with the class, noting their wide-
                    6.3.   Identify what training is                                                                           ranging achievements. Have students read
                                                                expressions and gestures, without the benefit of words.
                           necessary for a successful                                                                          articles about Stanwyck and Fonda from Close-
                                                                In order to pursue a career in acting, an actor must
                           career in film acting:                                                                              Ups, telling students to concentrate on sections
                                                                cultivate a wide range of skills. Quality films are the
                           (1.2.12.C.5) (1.5.12.B.1)                                                                           of the articles dealing with the actors’ acting
                                                                result of the visions of an integrated group of artists.
                                                                                                                               techniques. Assessment: Quiz and class
                    6.4.   Explain how a filmmaker                                                                             discussion. (Knowledge, Comprehension)
                           combines myriad aspects of                                                                         Show the movie The Lady Eve to the class.
                           a film (e.g., acting, sound,                                                                        Assign each student an actor to analyze
                           camera angles, music) in                                                                            (Barbara Stanwyck, Henry Fonda, Charles
                           order to project his aesthetic                                                                      Coburn, or William Demarest), having them
                           vision: (1.1.12.A.3)                                                                                take notes on the actor’s performance. Before
                           (1.2.12.C.2) (1.3.12.C.2)                                                                           showing the film, review a handout that
                                                                                                                               identifies various performance aspects on
                                                                                                                               which students should concentrate. Have
                                                                                                                               students use their notes to write an analytical
                                                                                                                               essay. Assessment: Teacher evaluation of
                                                                                                                               essays and class discussion. (Analysis,
                                                                                                                               Evaluation, Synthesis)
                                                                                                                              Discuss the evolution of the movie musical with
                                                                                                                               the class, noting how disparate elements are
                                                                                                21
                    Curriculum Management System      Big Idea: Adaptation - The Silver Screen
                    Grade Level/Subject:
                                                      Topic: Film Analysis and Acting
                    Grades 9-12
Suggested days of



                    Drama and Acting I                Goal 6:       The student will be able to analyze, evaluate, and appreciate the performances of actors in
                                                                films.
Instruction




                    Objectives / Cluster Concepts /   Essential Questions                                          Instructional Tools / Materials / Technology /
                    Cumulative Progress Indicators    Enduring Understandings                                      Resources / Learning Activities /
                    (CPI's)                                                                                        Interdisciplinary Activities / Assessment Model
                    The student will be able to:
                                                                                                                       combined to produce a coherent product.
                                                                                                                       Accentuate how songs and dances are
                                                                                                                       extensions of the plot. Have the class view
                                                                                                                       Singin’ In the Rain, taking notes on how the
                                                                                                                       various elements are combined to produce a
                                                                                                                       coherent whole. Assessment: Class discussion
                                                                                                                       and critiques. (Analysis, Evaluation)




                                                                                        22
                    Curriculum Management System              Big Idea: Character - Play Analysis
                    Grade Level/Subject:
                                                              Topic: Analyzing and Creating Characters in Plays
                    Grades 9-12
Suggested days of



                    Drama and Acting I                        Goal 7:      The student will be able to analyze and portray characters in plays and identify and describe
                                                                        the use of dramatic conventions in plays.
Instruction




                    Objectives / Cluster Concepts /           Essential Questions                                          Instructional Tools / Materials / Technology /
                    Cumulative Progress Indicators            Enduring Understandings                                      Resources / Learning Activities /
                    (CPI's)                                                                                                Interdisciplinary Activities / Assessment Model
                    The student will be able to:
 15                 7.1.     Identify the interrelationship      Why does a playwright utilize the stage in an               Have students read the first scene from Neil
                             of various elements of plays,        unconventional manner?                                       Simon’s The Odd Couple. Have them discuss
                             including the following:            How does a playwright use dialogue to delineate              how Simon’s use of dialogue serves to
                             (1.1.12.A.1) (1.2.12.C.2)            characters?                                                  delineate the characters. Assessment: Class
                             (1.3.12.C.2)                                                                                      discussion. (Knowledge, Comprehension,
                                                                 How can an actor create a character through non-             Analysis)
                          Plot                                   verbal techniques?
                          Characterization                                                                                   Have students read the first act of Thornton
                                                                 How do plays mirror universal concerns?                      Wilder’s Our Town, noting Wilder’s unusual use
                          Dialogue/Dialect                      In what ways can an actor channel his/her own feelings       of the stage and the atypical role of the Stage
                          Conflict                               and perceptions in a monologue?                              Manager. Have them analyze the act,
                          Imagery                                                                                             concentrating on what effect these techniques
                                                                                                                               have on the audience’s perception of the play.
                                                                  Enduring Understandings: A play is not merely a series
                                                                                                                               Assessment: Quiz and class discussion.
                    7.2.     Identify the conventional            of incidents, but an exploration of human desires and
                                                                                                                               (Analysis, Evaluation)
                             and unconventional uses of           needs. Often, plays develop themes and issues that
                             the stage and characters in          have universal significance. Monologues provide a           After the completion of a study of Our Town,
                             plays: (1.1.12.B.1)                  creative outlet for self-expression.                         cast selected scenes from the play. Provide
                             (1.2.12.C.2) (1.3.12.C.1-2)                                                                       each group with the basic blocking of the
                                                                                                                               scenes, allowing them to rehearse the scenes
                                                                                                                               on their own. After each group has performed,
                    7.3.     Comprehend how                                                                                    have audience members critique individual and
                             playwrights create pieces of                                                                      group performances, noting the merits and
                             theatre in order to express                                                                       deficiencies. After the critiques, have the actors
                             their views of society and                                                                        discuss their approaches to the portrayals of
                             existence: (1.3.12.C.1-2)                                                                         their roles. Assessment: Class discussion,
                             (1.4.12.A.1) (1.5.12.A.1)                                                                         critiques by students, and evaluation by
                                                                                                                               teacher. (Application, Analysis, Evaluation,
                                                                                                                               Synthesis)
                    7.4.     Demonstrate how actors
                             can utilize personal                                                                             During a study of Tennessee Williams’ Cat on a
                             experiences to give life to                                                                       Hot Tin Roof, have students explain how the
                             fictional characters:                                                                             names of the two principal characters (“Brick”
                             (1.1.12.B.1) (1.2.12.C.2)                                                                         and “Maggie the Cat”) produce images that are
                             (1.3.12.C.3)                                                                                      indicative of their personalities. Assessment:
                                                                                                                               Class discussion. (Analysis, Evaluation,
                                                                                                23
                    Curriculum Management System      Big Idea: Character - Play Analysis
                    Grade Level/Subject:
                                                      Topic: Analyzing and Creating Characters in Plays
                    Grades 9-12
Suggested days of



                    Drama and Acting I                Goal 7:      The student will be able to analyze and portray characters in plays and identify and describe
                                                                the use of dramatic conventions in plays.
Instruction




                    Objectives / Cluster Concepts /   Essential Questions                                         Instructional Tools / Materials / Technology /
                    Cumulative Progress Indicators    Enduring Understandings                                     Resources / Learning Activities /
                    (CPI's)                                                                                       Interdisciplinary Activities / Assessment Model
                    The student will be able to:
                                                                                                                      Synthesis)
                                                                                                                     GRASPS Performance Assessment
                                                                                                                      You are hoping to become a member of the
                                                                                                                      company of a well-respected community theatre
                                                                                                                      group. In order to qualify for acceptance into the
                                                                                                                      company, you have to audition. Prepare and
                                                                                                                      perform a monologue from a contemporary
                                                                                                                      play. Besides a compelling characterization,
                                                                                                                      your performance should exhibit disciplined
                                                                                                                      blocking, voice control and projection, and the
                                                                                                                      effective use of body language.

                                                                                                                      Goal: Your goal is to effectively deliver a
                                                                                                                      monologue that displays a clear grasp of acting
                                                                                                                      techniques.
                                                                                                                      Role: You are an aspiring actor, auditioning for
                                                                                                                      a company of actors.
                                                                                                                      Audience: Your audience is the members of an
                                                                                                                      important community theater. Since the
                                                                                                                      audience is comprised entirely of actors, each
                                                                                                                      person is well-versed in acting technique. They
                                                                                                                      are all members of the selection committee!
                                                                                                                      Situation: The situation is a challenging one, as
                                                                                                                      you must convey your acting prowess to a
                                                                                                                      discerning group – fellow actors.
                                                                                                                      Product, Performance, and Purpose: You will
                                                                                                                      analyze and rehearse a monologue, performing
                                                                                                                      it as an audition for an acting company. Your
                                                                                                                      performance will be indicative of a clear
                                                                                                                      understanding and development of the
                                                                                                                      character. In addition, the performance will
                                                                                                                      convey a command of various acting

                                                                                        24
                    Curriculum Management System      Big Idea: Character - Play Analysis
                    Grade Level/Subject:
                                                      Topic: Analyzing and Creating Characters in Plays
                    Grades 9-12
Suggested days of



                    Drama and Acting I                Goal 7:      The student will be able to analyze and portray characters in plays and identify and describe
                                                                the use of dramatic conventions in plays.
Instruction




                    Objectives / Cluster Concepts /   Essential Questions                                         Instructional Tools / Materials / Technology /
                    Cumulative Progress Indicators    Enduring Understandings                                     Resources / Learning Activities /
                    (CPI's)                                                                                       Interdisciplinary Activities / Assessment Model
                    The student will be able to:
                                                                                                                      techniques.
                                                                                                                      Standards and Criteria for Success: Your
                                                                                                                      performance will be evaluated by a panel of
                                                                                                                      actors (your classmates), using a rubric that
                                                                                                                      addresses the following questions:
                                                                                                                      1. Did the actor effectively communicate
                                                                                                                          ~ the character’s primary personality traits?
                                                                                                                          ~ the character’s conflict or problem?
                                                                                                                          ~ the character’s relationship with other
                                                                                                                          characters?
                                                                                                                          ~ the subtext of the monologue?
                                                                                                                      2. Did the actor effectively utilize
                                                                                                                          ~ aspects of his/her voice?
                                                                                                                          ~ volume and projection?
                                                                                                                          ~ blocking to convey the character’s
                                                                                                                          feelings?
                                                                                                                      3. Did the actor
                                                                                                                          ~ create a vivid and compelling character?
                                                                                                                          ~ sustain the audience’s interest?
                                                                                                                          ~ make the audience want to learn more
                                                                                                                          about the character?
                                                                                                                      (Application, Analysis, Synthesis)




                                                                                        25
                                      Suggested Materials and Resources
                                             Drama and Acting I

Books on Acting
The Yippee Book (Perfection Learning)
Dramatics magazine (Educational Theatre Association)
The Scenebook for Actors (Meriwether Publishing)
Best Stage Monologues Series (Smith and Kraus)
Close-Ups: The Movie Star Book – Danny Peary (Simon and Shuster)

Plays
Cat on a Hot Tin Roof – Tennessee Williams
Life with Father – Howard Lindsay and Russel Crouse
Love Letters – A. R. Gurney
Makin’ It – Cynthia Mercati
The Odd Couple – Neil Simon
The Odd Couple (Female Version) – Neil Simon
Our Town – Thornton Wilder
Whodunnnit? – Anthony Shaffer
You Can’t Take It with You – Moss Hart and George S. Kaufman

Films
American Graffiti (1973)
The Aviator (2004)
Born Yesterday (1950)
Butch Cassidy and the Sundance Kid (1969)
Cat on a Hot Tin Roof (1958)
Cool Hand Luke (1967)
Cry-Baby (1990)
It’s a Wonderful Life (1947)
Jerry Maguire (1996) ®
June Bride (1948)
The Lady Eve (1941)
                                                               26
Laura (1944)
Life with Father (1947)
My Fair Lady (1964)
North by Northwest (1959)
Our Town (1940)
The Producers (1968)
Saving Private Ryan (1998) ®
Singin’ in the Rain (1952)
The Untouchables (1987) ®
The Usual Suspects (1995) ®
What Ever Happened to Baby Jane? (1962)




                                          27
                                                        Drama and Acting I

                                                      COURSE BENCHMARKS

1. The student will be able to identify and utilize the various areas of a theater as well as the playing areas of the stage.

2. The student will be able to identify, comprehend, and implement the principles of pantomime.

3. The student will be able to understand and apply the principles of improvisation, using his/her voice in an expressive and effective
   manner.

4. The student will be able to present an extemporaneous speech that incorporates acting techniques previously studied.

5. The student will be able to create and perform original works for the stage.

6. The student will be able to analyze, evaluate, and appreciate the performances of actors in films.

7. The student will be able to analyze and portray characters in plays and identify and describe the use of dramatic conventions in
   plays.




                                                                     28

				
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