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GEORGE ROGERS CLARK HIGH SCHOOL – ARTS & HUMANITIES SEQUENCE OF LEARNING (DRAMA)
AH-Dr1-H
Students will communicate ideas, stories, and plots by creating and performing characterizations,
improvisations and scenes, as well as complete plays using the elements, forms, conventions and techniques
of drama.
Note: Students are also expected to be able to apply skills and knowledge of content identified at the previous grade levels (6-8).
DEMONSTRATORS:
a.
Demonstrate acting skills to develop characterizations
that illustrate artistic choices and believable characters
in interpreting dramatic works (elements of
performance) POS - HAVPA
?? Sensory recall
?? Concentration
?? Physical and vocal expression
?? Breath control
?? Diction
?? Projection
?? Body alignment
?? Control of isolated body parts
b.
Identify and research cultural, historical and symbolic
clues in dramatic texts to make artistic choices for
informal (improvised) and formal (rehearsed) productions
c.
Interpret, and make artistic choices for original and/or
published dramatic works using the following components
of drama: POS - HAVPA
?? Elements of drama
?? plot
?? plot development
??rising action
??turning point
??
??
??
??
??
??
??
??
denouement
falling action
reversal
tension
suspense
theme
language
character
?? character development
?? protagonist
?? antagonist
??
??
??
??
??
empathy
motivation
discovery
dialogue
monologue
??soliloquy
?? symbolism
?? foreshadowing
GEORGE ROGERS CLARK HIGH SCHOOL – ARTS & HUMANITIES SEQUENCE OF LEARNING (DRAMA)
AH-Dr1-H (CONT.)
Students will communicate ideas, stories, and plots by creating and performing characterizations,
improvisations and scenes, as well as complete plays using the elements, forms, conventions and techniques
of drama.
Note: Students are also expected to be able to apply skills and knowledge of content identified at the previous grade levels (6-8).
DEMONSTRATORS:
c.
Interpret, and make artistic choices for original and/or
published dramatic works using the following components
of drama: POS – HAVPA (CONT.)
??Elements of production
??staging
??scenery
??costumes
??sound
??lights
??props
??make-up
??Elements performance
??sensory recall
??character motivation
??concentration
??breath control
??physical and vocal expression
??projection
??diction
??body alignment
??control of isolated body parts
??ensemble
d.
Demonstrate artistic discipline to achieve an ensemble in
rehearsal and performance
e.
Create and perform scripts based on literary works
f.
Select and create designs (sketches, renderings,
models, etc.) for visual and sound elements that convey
environments for a scripted drama (e.g., sets, lights, a
costume, props, makeup music/sound) considering
cultural and historical perspectives
d.
Identify and describe the skills necessary for jobs
associated with the theatre (e.g., playwright, director
Actor/actress, designers – scenery, props, lighting,
sound, costume and makeup) POS
g.
Direct a small ensemble in an improvised or scripted
scene by interpreting dramatic texts, planning,
organizing time and people, staging and rehearsing
GEORGE ROGERS CLARK HIGH SCHOOL – ARTS & HUMANITIES SEQUENCE OF LEARNING (DRAMA)
AH-Dr2-H
Students will demonstrate understanding of drama as a way to and communicate meaning applying appropriate
evaluation criteria and using appropriate terminology and presentation tools (e.g., written,visual and/or oral).
Note: Students are also expected to be able to apply skills and knowledge of content identified at the previous grade levels (6-8).
DEMONSTRATORS:
a.
Identify and explain the use of the following within
dramatic works:
?? Dramatic Structure
?? exposition
?? plot development
?? climax
?? denouement (as illustrated in Freytag’s
Pyramid)
?? reversal
?? tension/conflict
?? Character
?? protagonist
?? antagonist
?? Literary devises
?? symbolism
?? foreshadowing
?? Components of drama (See above)
?? elements of drama
?? elements of performance
?? elements of production
b.
Analyze descriptions, dialogue, and actions within a
script or text to discover, articulate, and justify
character motivation POS - HAVPA
c.
Compare how ideas and emotions are expressed in drama
with how they are expressed in dance, music, and visual
art
d.
Explain and compare the roles, skills and training of the
various personnel involved in theatre, film and television
productions (e.g. producers, directors, actors,
choreographers, composers, make up artists, set
designers, costumers, camera operators) POS - HAVPA
e.
Describe how playwrights and other scriptwriters,
directors, actors and stage technicians, employ elements
of production and performance to create and perform
dramatic works (e,g., formal theater, film, television)
to express ideas and emotions, and to achieve a desired
effect or response from an audience POS – HAVPA
f.
Describe how a work of literature is selectively modified
(adapted for theatre) to enhance the expression of
ideas and emotions
g.
Describe and compare interactions between performing
(e.g., theatre, dance, music and visual artists and their
audiences. (POS)
h.
Describe, model and use theatre etiquette (POS)
GEORGE ROGERS CLARK HIGH SCHOOL – ARTS & HUMANITIES SEQUENCE OF LEARNING (DRAMA)
AH-Dr3a-H
Students will create and/or perform dramatizations representative of various cultures and time periods.
Note: Students are also expected to be able to apply skills and knowledge of content identified at the previous grade levels (6-8).
DEMONSTRATORS:
a.
Create and/or perform scenes that are characteristic
of different cultures, time periods and styles (See
Humanities Reference Chart)
AH-Dr3b-H
Students will demonstrate an understanding of drama as an expression of societal and cultural traditions
within various historical contexts using appropriate terminology and presentation tools (e.g., drama,
written, and/or oral).
Note: Students are also expected to be able to apply skills and knowledge of content identified at the previous grade levels (6-8).
DEMONSTRATORS:
a.
Identify specific dramatic works viewed as belonging to
particular styles, cultures, times, and places (See
Humanities Reference Chart)
b.
Classify, analyze and compare dramatic works from
various periods, styles, and cultures by considering clues
such as style, setting, costume, movement, language,
and stage directions (See Humanities Reference Chart)
POS - HAVPA
c.
Compare how similar themes are treated in drama from
various cultures and historical periods) and explain how
drama can reveal universal themes (See Humanities
Reference Chart) POS – HAVPA
d.
Analyze influences of history and culture in the writing,
production and performance of a dramatic work POS –
HAVPA
e.
Analyze how an individual’s cultural experiences affect
writing, creating and performing in the theatre
f.
Analyze how the history and traditions of diverse
cultures have influenced drama in the United States
GEORGE ROGERS CLARK HIGH SCHOOL – ARTS & HUMANITIES SEQUENCE OF LEARNING (DRAMA)
Humanities (Drama/Theatre)
Reference Chart
Major Movements/Time
Periods/Cultures
Ancient and lineage-based Cultures
Near Eastern, African, European, Native
American
Theatre
religious ritual and ceremony, storytelling
Pacific Rim
Asian Cultures: China, Japan, India, Malaysia
Noh, Kabuki
Classical Greece and Rome 800 BC-400 AD
Instructs and perfects humans: ritual worship.
Presents the universal ideal of beauty through
logic, order, reason, and moderation
tragedy, Sophocles
Medieval 800-1400
Instructs in Christian faith. Appeals to the
emotions, stresses importance of religion.
Renaissance 1400-1600
Reconciles Christian faith and reason. Promotes
“rebirth” of the classical ideal. Allows new
freedom of thought.
Neo-Classicism/”Classical” 1720-1827
Style in music. Reacts to the excesses of
monarchy and ornamentation of the Baroque.
Returns to order, reason, and structural
clarity.
Romanticism 1760-1870
Revolts against neo-classical order/reason.
Returns to nature/imagination: freedom,
emotion, sentimentality, and spontaneity;
interest in the exotic, patriotic, primitive, and
supernatural.
Realism 1820-1920
Seeks the truth. Finds beauty in the common
place. Focuses on the Industrial Revolution and
the conditions of working class
Modern and Contemporary 1900-Present
Breaks with or redefines the conventions of
the past. Uses experimental techniques. Shows
the diversity of society and the blending of
cultures
Morality plays, Everyman
Commedia dell’arte, Shakespeare
satire
melodrama
Ibsen
musical theatre,
contemporary comedy/tragedy
GEORGE ROGERS CLARK HIGH SCHOOL – ARTS & HUMANITIES SEQUENCE OF LEARNING (LITERATURE)
AH-L1-H
Students will listen to, read, comprehend, and respond to a broad range of
grade-level-appropriate classical and modern literature (e.g., novels, short
stories, plays, poetry, essays, biographies) representing both historical
and cultural perspectives in order to make connections to human
experiences.
Note: Students are also expected to be able to apply skills and knowledge of content identified at the previous grade levels (6-8).
DEMONSTRATORS:
a.
Identify and discuss the elements of literature (e.g.
plot and structure, character, setting, point of view,
language and style, theme, irony, symbol) in a work that
contribute to the understanding of human experience
b.
Analyze the features and purposes of literary genres
(e.g., novels, short stories, plays, poetry, essays,
biographies)
c.
Interpret an author’s decisions regarding content
d.
Interpret, critique, or evaluate fiction or nonfiction in
various genres
e.
Explain how ideas, thoughts, feelings, and cultural
traditions are reflected in literary works
f.
Discuss how a literary work can cause change within a
culture
g.
Discuss universal themes among various literary
movements, time periods, and cultures
h.
Discuss how literary works reflect specific literary
movements and styles (e.g., Classical, Medieval,
Renaissance, Romantic, Modern)
GEORGE ROGERS CLARK HIGH SCHOOL – ARTS & HUMANITIES SEQUENCE OF LEARNING (LITERATURE)
Humanities (Literature)
Reference Chart
Major Movements/Time Periods/Cultures
AH-H-5.3.31 Ancient and lineage-based
Cultures
Near Eastern, African, European, Native
American
Literature
Gilgamesh Epic
AH-H-5.3.32 Pacific Rim
Asian Cultures: China, Japan, India, Malaysia
Haiku
AH-H-5.3.33 Classical Greece and Rome
800 BC-400 AD
Instructs and perfects humans: ritual worship.
Presents the universal ideal of beauty through
logic, order, reason, and moderation
Homer, Plato
Islamic and Judaic 500-700
Worships without “graven images,” decorates
surfaces of useful objects
Torah, Bible, Koran
Medieval 800-1400
Instructs in Christian faith. Appeals to the
emotions, stresses importance of religion.
Renaissance 1400-1600
Reconciles Christian faith and reason. Promotes
“rebirth” of the classical ideal. Allows new
freedom of thought.
Neo-Classicism/”Classical” 1720-1827
Style in music. Reacts to the excesses of
monarchy and ornamentation of the Baroque.
Returns to order, reason, and structural
clarity.
Romanticism 1760-1870
Revolts against neo-classical order/reason.
Returns to nature/imagination: freedom,
emotion, sentimentality, and spontaneity;
interest in the exotic, patriotic, primitive, and
supernatural.
Realism 1820-1920
Seeks the truth. Finds beauty in the common
place. Focuses on the Industrial Revolution and
the conditions of working class
Arthurian Legends
Machiavelli, Shakespeare
Swift
Dickenson, Wordsworth
Cather, Dickens, Twain
Impressionism and Post-Impressionism 18501920
Shows the effects of light and atmospheric
conditions. Spontaneously captures a moment
of time. Expresses reality in different ways.
Kate Chopin, Crane
Modern and Contemporary 1900-Present
Breaks with or redefines the conventions of
the past. Uses experimental techniques. Shows
the diversity of society and the blending of
cultures
Dunbar, T.S. Eliot, Hughes,
Steinbeck,
R.P. Warren, Fitzgerald