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Unit #1: Theater and Storytelling Grade: Middle School Subject: Young Playwrights Festival Knowledge and Skills Time Frame: Two Class Periods Prior Knowledge: N/A SC Indicator: 1.1 Describe and interpret characteristics of dramatic forms (Grades 6-8) 1.2 Express a broad range of human responses to a variety of stimuli. 1.3 Use a variety of theatrical elements to communicate ideas and feelings. 1.4 Identify, analyze and apply criteria to assess individual and group theatre processes. SC Objectives: 1.1.1. c Identify roles and behaviors associated with characters in children’s literature. 1.2.1. a Exploring how to recreate natural and human-made sounds using the voice. 1.3.1. d Improvising roles and behaviors associated with a variety of animals and professions. 1.4.1. b Viewing dramatic activities and articulating personal preferences and responses to observed performances. We’ll bring this into closer/ more explicit alignment with the activities that you have listed below. Assessment Limits: Students will engage in improvisational games and activities in order to understand oral storytelling. Through theatre etiquette students will learn proper behaviors and attitudes for live theatre performances. Students will learn the basic structure of beginning, middle and end. (Is this a middle school skill, or are you getting at tension and release?) VOCABULARY Dialogue Plot Setting Character Ideas ENDURING UNDERSTANDINGS: Theater is a form of storytelling that uses dialogue. Beginning, middle and end is the structure of most storytelling. Basic principles of who, what, where, when and how are components of storytelling. Focus and observation are essential to improvisation. . ESSENTIAL QUESTIONS: Baltimore City Public Schools What kinds of stories are there? What are the similarities and differences between plays and other stories? CENTERSTAGE Young Playwrights Festival GRADE 6-8 DRAFT 1 Unit #2: Theater Appreciation Grade: Middle School Subject: Young Playwrights Festival LEARNING ACTIVITIES AND STRATEGIES Suggested Learning Plan ESSENTIAL QUESTION: What kinds of storytelling are there? (Make sure this language is consistent with above) What are the similarities and differences between plays and other stories? SC Objective: 1.2.c Describe techniques and conventions used in the presentation of characters, settings, and action in film, video, television and radio. 2.1.d Analyze the work of selected representative playwrights from a variety of cultures Baltimore City Public Schools Activity Description Materials/Resources Warm-Up Activities and Theatre Games Students will participate in a variety of ageappropriate warm-up games designed to break the ice and begin to build ensemble in the classroom. Brainstorm Students will brainstorm different ways stories are told in our culture. Reading/Speaking Students will read short plays written by prior winners of the Centerstage Young Playwrights Festival. They will also read a very short fictional story. Performance Students will participate in “Yes, and…” storytelling improvisational activities. Brainstorm Students will brainstorm on the differences between a play and a short story. Examples include Performance Link to brainstorming protocol Link to play and story texts Link to “Yes, and…” storytelling protocols Link to brainstorming protocol Students will read one of the Centerstage YPF plays aloud, with a student reading stage directions. CENTERSTAGE Young Playwrights Festival GRADE 6-8 DRAFT 2 Unit #2: Theater Appreciation Grade: Middle School Subject: Young Playwrights Festival and historical periods by reading, performing, and attending selected plays. Baltimore City Public Schools CENTERSTAGE Young Playwrights Festival GRADE 6-8 DRAFT 3 Unit #2: Theater Appreciation Grade: Middle School Subject: Young Playwrights Festival Knowledge and Skills Time Frame: Two Class Periods Prior Knowledge: N/A SC Indicator: 2.1 Analyze characteristics of dramatic works, spaces, audiences, and performers used for theatre in different cultures and historical periods. 3.2 Develop performance and production skills required for theatrical performance. 4.1. Identify, describe, and apply crieteria to assess individual and group theatre processes. SC Objectives: 2.1.b Compare theatrical conventions of a variety of given cultures and historical periods. 2.1 e Compare architectural characteristics of theatre spaces in different culturesand historical periods and the effects on performance conventions. 3.2.b Use collaborative theatre processes to create perform, and revise scenes and plays based on themes drawn from selected sources 3.2.d Design scenic elements, props,costumes, and environments that communicate character and establish time period, place, and mood. 4.1.a Observe selected theatrical works and describe personal preferences using language that incorporates theatre terminology. Assessment Limits: Students will design sets for a YPF play. Students will master vocabulary. Students will learn the parts of the stage. Students will learn the basic styles of stages and theaters Students will learn theatre genres VOCABULARY Playwright Director Designer Actor Proscenium Apron stage Drama Comedy Tragicomedy Tragedy Baltimore City Public Schools ENDURING UNDERSTANDINGS: Theater has been with us for more than 2,000 years Different styles of theatre evolved over that time. Theatre is a multi-artist art form . ESSENTIAL QUESTIONS: What is the history of theater? Who are the artists involved in producing a play? What does a designer do? CENTERSTAGE Young Playwrights Festival GRADE 6-8 DRAFT 4 Unit #2: Theater Appreciation Grade: Middle School Subject: Young Playwrights Festival Satire Set Staging Baltimore City Public Schools What is staging? CENTERSTAGE Young Playwrights Festival GRADE 6-8 DRAFT 5 Unit #2: Theater Appreciation Grade: Middle School Subject: Young Playwrights Festival LEARNING ACTIVITIES AND STRATEGIES ESSENTIAL QUESTION: What is the history of theater? Suggested Learning Plan SC Objective: Activity Warm-Up Activities and Theatre Games 2.1.b Compare theatrical conventions of a variety of given cultures and historical periods. Slideshow Reading/Speaking Description Materials/Resources Students will participate in a variety of ageappropriate warm-up games designed to break the ice and begin to build ensemble in the classroom. Students will learn the history of theater and the variety of theaters today. Students will create set designs for a Centerstage YPF play. Link to PowerPoint presentation Link to play 2.1.e Compare architectural characteristics of theatre spaces in different cultures and historical periods and the effects on performance conventions. ESSENTIAL QUESTION: Who are the artists involved in producing a play? SC Objective: Baltimore City Public Schools Activity Description CENTERSTAGE Young Playwrights Festival GRADE 6-8 Materials/Resources DRAFT 6 Unit #2: Theater Appreciation Grade: Middle School Subject: Young Playwrights Festival 4.1.a Observe Warm-Up Activities selected theatrical and Theatre Games works and describe personal preferences Vocabulary using language that incorporates theatre terminology. ESSENTIAL QUESTION: What is the job of a designer? Students will participate in a variety of ageappropriate warm-up games designed to orient students to the stage and acting. Students will be introduced to the vocabulary of theater, including the titles and job descriptions of artists involved in producing a play. Link to Warm-up Games 3.2.d Design scenic Design elements, props,costumes, and environments that communicate character and establish time period, place, and mood. ESSENTIAL QUESTION: What is staging? Students will create designs for costumes or set for the YPF play read in the last unit, depending on individual student interest. Link to design activity SC Objective: 3.2.b Use collaborative theatre processes to create perform, and revise scenes and plays based on themes drawn from selected sources Baltimore City Public Schools Activity Staging Description Materials/Resources Students will work together in groups to block a scene using staging vocabulary. CENTERSTAGE Young Playwrights Festival GRADE 6-8 Link to vocabulary DRAFT Link to play text Link to staging diagram 7 Unit #2: Theater Appreciation Grade: Middle School Subject: Young Playwrights Festival Knowledge and Skills Time Frame: Six to Seven Class Periods Prior Knowledge: Unit #1 and #2 SC Indicator: 3.1 Apply a variety of dramatic structures to theatrical presentations. 4.1 Identify, describe, and apply criteria to assess individual and group theatre processes SC Objectives: 3.1.a Use dramatic narrative conventions to write and perform monologues, scenes, and plays that are based on personal experiences, real or improvised situations, or historical events. 3.1.d Select a variety of sources, e.g., original ideas, fictional or non-fictional works, theatrical structures, and theatrical elements to create and produce dramatic works. 4.1.a Use given criteria to critique personal theatrical performances and the performances of others. 4.1.c Describe formal and informal theatre productions using appropriate theatre vocabularyto demonstrate knowledge of the principles and practices of theatre. 4.2.b Compare the presentation of characters, settings, and action in theatre, film, and television using selected criteria. Assessment Limits: Students will learn vocabulary of playwriting. Students will learn playwriting structure and formatting. Students will use writing exercises and improvisation games to spark imagination and aid writing. Students will write monologues, scenes and short plays. Students will revise their work. Students will critique others’ work. VOCABULARY Act Action Archetype Aside Backstory Beat Biography Causality Baltimore City Public Schools ENDURING UNDERSTANDINGS: Playwrights use many different tools to help them write plays. Playwrights’ process includes pre-writing, writing and revision. The process of revision is as important as the process of writing. Plays must fit the stage. Not all plays that are written can be produced? . CENTERSTAGE Young Playwrights Festival GRADE 6-8 DRAFT 8 Unit #2: Theater Appreciation Grade: Middle School Subject: Young Playwrights Festival Character Climax Collateral damage Comic relief Conflict Consequences Criticism Denouement Dialogue Dramatis personae Earned conclusion Exposition Foreshadowing Inciting incident Monologue Objective Plot Precipitating event Resolution Reversal Rising Action Scene Setbacks Setting Soliloquy Stage directions Stakes Subplot Surprise ending Baltimore City Public Schools ESSENTIAL QUESTIONS: What are the elements of playwriting? How does one start to write a play? How are plays formatted? What is the critique process in playwriting? How are plays revised and rewritten? How is a play chosen for production? CENTERSTAGE Young Playwrights Festival GRADE 6-8 DRAFT 9 Unit #2: Theater Appreciation Grade: Middle School Subject: Young Playwrights Festival LEARNING ACTIVITIES AND STRATEGIES ESSENTIAL QUESTION: What are the elements of playwriting? Suggested Learning Plan SC Objective: Activity Warm-Up Activities and Theatre Games 4.1.c Describe formal and informal theatre productions using appropriate theatre vocabulary to demonstrate knowledge of the principles and practices of theatre. Vocabulary Reading/Speaking Description Materials/Resources Students will participate in a variety of ageappropriate warm-up games designed to reinforce the elements of playwriting, to include character, dialogue, setting, plot and ideas. Students will learn the elements of drama through theatre games and activities, as an extension of warm-up activities. Students will continue to review vocabulary through rest of course. Students will read the same or a different YPF play aloud (including stage directions) and analyze/discuss the elements of drama. ? Add Materials/ resources Link to games Link to play ESSENTIAL QUESTION: How does one begin to write a play? SC Objective: 3.1.d Select a variety of sources, e.g., original ideas, fictional or nonfictional works, theatrical structures, and theatrical elements to create and produce dramatic works. Baltimore City Public Schools Activity Warm-Up Activities and Theatre Games Videos Writing Description Materials/Resources Students will participate in a variety of ageappropriate warm-up games designed to orient students to the elements of drama. Students will watch several short video interviews with playwrights on how they begin writing. Students will begin writing monologues or scenes. Students will share their writing with the group. CENTERSTAGE Young Playwrights Festival GRADE 6-8 DRAFT Link to Warm-up Games Link to videos Link to vocabulary 10 Unit #2: Theater Appreciation Grade: Middle School Subject: Young Playwrights Festival Writing ESSENTIAL QUESTION: How is a play formatted? Students will write rough drafts of their plays. SC Objective Activity Description 3.1.a Use dramatic Warm-Up Activities Students will participate in a variety of agenarrative and Theatre Games appropriate warm-up games designed to orient conventions to write students to the elements of drama. and perform Hand-out/Discussion Students will review how plays are formatted, monologues, including margins, spacing, stage directions, etc. scenes, and plays that are based on personal experiences, real or improvised situations, or historical events. ESSENTIAL QUESTION: How does one critique someone else’s writing? Materials/Resource Link to Warm-up Games SC Objective: Description Students will participate in a variety of ageappropriate warm-up games designed to reinforce student understanding of the elements of drama. Students will create the standards for critiquing other students’ work. Standards will be displayed in the classroom as a reminder for rest of course. Materials/Resources Link to Warm-up Games Description Students will participate in a variety of ageappropriate warm-up games designed to reinforce student understanding of the elements of drama. Materials/Resources Link to Warm-up Games 4.1.a Use given criteria to critique personal theatrical performances and the performances of others. Activity Warm-Up Activities and Theatre Games Brainstorming Hand-out Link to critique protocol ESSENTIAL QUESTION: How are plays revised and re-written? SC Objective: 3.2.b Use collaborative theatre Baltimore City Public Schools Activity Warm-Up Activities and Theatre Games CENTERSTAGE Young Playwrights Festival GRADE 6-8 DRAFT 11 Unit #2: Theater Appreciation Grade: Middle School Subject: Young Playwrights Festival processes to create Coaching perform, and revise scenes and plays based on themes Reading/Critique drawn from selected sources ESSENTIAL QUESTION: How are plays chosen for production? SC Objective: 4.2.b Compare the presentation of characters, settings, and action in theatre, film, and television using selected criteria. Baltimore City Public Schools Activity Festival Selection Students will receive one-on-one coaching with teacher to discuss critique of play and suggestions for rewriting. Students will share their works-in-progress through a round robin reading. Students will critique each other’s work verbally and using a rubric. Description GRADE 6-8 Link to critique protocol Materials/Resources Student plays will be chosen for production for a school-based performance based on student and teacher input and critique. CENTERSTAGE Young Playwrights Festival Link to coaching protocol DRAFT Link to recommended selection process 12 Unit #2: Theater Appreciation Grade: Middle School Subject: Young Playwrights Festival Knowledge and Skills Time Frame: Five to Six Class Periods Prior Knowledge: Unit #1, #2, #3 SC Indicator: 3.2 Develop performance and production skills required for theatrical performance SC Objectives: 3.2.d Design and construct representational and presentational environments that communicate the intent of dramatic works. Assessment Limits: Students will learn the process of producing a play. Students will play roles in the production process: actor, director, designer VOCABULARY Blocking Props Costumes Designers Actor Director Setting Baltimore City Public Schools ENDURING UNDERSTANDINGS: There are many artists involved in producing a play. Artists must work together to benefit the group. Producing a play requires focus, listening, and commitment. . ESSENTIAL QUESTIONS: What are the participant’s roles and responsibilities? CENTERSTAGE Young Playwrights Festival GRADE 6-8 DRAFT 13 Unit #2: Theater Appreciation Grade: Middle School Subject: Young Playwrights Festival Suggested Learning Plan LEARNING ACTIVITIES AND STRATEGIES ESSENTIAL QUESTION: What are the play participants’ roles and responsibilities? SC Objective: 3.2.d Design and construct representational and presentational environments that communicate the intent of dramatic works. Baltimore City Public Schools Activity Warm-Up Activities and Theatre Games Production Schedule Role Assignments Rehearsal Design Production Description Materials/Resources Students will participate in a variety of ageappropriate warm-up games to develop acting technique and character work. Students will create a production schedule, including deadlines and other important dates Link to games Link to sample production calendar Students will complete worksheets to determine what role each will have in the play production process. Directors, actors and designers will be chosen. Students will work within their groups, under the leadership of the student director, to block and rehearse the plays. Student designers will create/obtain set pieces, costumes and props. Students will present plays in a school assembly setting for peers and family. CENTERSTAGE Young Playwrights Festival GRADE 6-8 DRAFT Link to production protocol 14