Download Course Alignment: Theatre Origins MS

Theatre Origins MS A/B
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Course Title
THEATRE ORIGINS MS A/B
Course
Abbreviation
Course Code
THEATRE ORIG A/B
Prerequisites
none
Notes
Sixth grade only. Year-long course. This course may not be repeated.
Course
Description
This sixth-grade course investigates the origins and development of theatre styles,
techniques and traditions of major western and non-western civilizations. Students will
develop understanding of the many ways that the art of theatre is influenced by the
historical and theatrical traditions of many cultures. Students will investigate and explore
the variety of methods through which culture and traditions are expressed and passed on in
theatre.
Key
Assignments
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
Write reviews of theatre, using specific vocabulary.

Write and perform scenes in specific theatrical styles.

Compare historical theatrical styles.

Write and perform educational scenes.
Instructional
Methods
k/w/l chart, group work, research, revision/work-shopping, think-pair-share, peer evaluation,
modeling, dramatization, direct instruction, observation of performance, word wall,
journaling, debate, role playing, brainstorming, compare and contrast
CoCurricular
Work
Connections with sixth grade social studies, which covers the Greeks and the Roman
Empire. For example, a Greek chorus can do a presentation in which they represent
democracy.
Resources
Basic Drama Projects by Fran Averett Tanner (Perfection Learning)
Course Outline
Units should be presented in an integrated manner where possible. Time spent on each unit is to be based
upon the needs of the student and the instructional program.
Foundations
Processing, Analyzing, and Responding to Sensory Information Through the
Language and Skills Unique to Theatre
Suggested
Percentage of
Instructional
Time
10%
Enduring
Understanding
Theatre can be used to persuade and educate.
California
Content
Standards
(Essential and
Supporting)
Essential: 1.0 - Artistic Perception
1.1 Use the vocabulary of theatre…to describe theatrical experiences.
1.2 Identify how production values can manipulate mood to persuade and disseminate
propaganda.
Vocabulary
action/reaction, vocal projection, subtext, theme, mood, design, production values, stage
crew, rising action, foreshadow
Skills and
Objectives
Students will be able to:

Use theatrical vocabulary,
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
Identify how production values create moods,

Identify how production values persuade viewers.
Suggested
Strategies
inside out circle to teach vocabulary, jigsaw to reinforce terms and concepts, modeling,
group work, revision, word wall, oral presentations
Sample
Performance
Tasks
View theatre. Take a position about mood created or propaganda/message, then support
your point of view with specific examples.
Use theatrical vocabulary in oral or written reviews and analysis.
Rubric
5 Advanced
Student comprehends theatrical vocabulary, using at least three terms to
accurately describe and evaluate theatre.
4 Proficient
Student generally understands theatrical vocabulary, using at least three
terms to describe and evaluate theatre.
3 Basic
Student understands basic theatrical vocabulary, using at least two terms
to describe and evaluate theatre.
2 Below
Basic
Student superficially understands theatrical vocabulary and makes errors
in articulating their use.
1 Far Below
Basic
Student does not exhibit comprehension of theatrical vocabulary and/or
makes serious errors in articulating their use.
5 Advanced
Student comprehends mood or message, using at least three terms to
accurately describe and evaluate theatre.
4 Proficient
Student generally understands mood or message, using at least three
terms to describe and evaluate theatre.
3 Basic
Student shows basic understanding of mood or message, using at least
two terms to describe and evaluate theatre.
2 Below
Basic
Student superficially understands mood or message and makes errors in
articulating their use.
1 Far Below
Basic
Student does not exhibit comprehension of mood or message and/or
makes serious errors in articulating their use.
Rubric
Creativity
Creating and Participating in Theatre
Suggested
Percentage of
Instructional
Time
Enduring
Understanding
Theatre is integral to every culture.
California
Content
Standards
(Essential and
Supporting)
Essential: 3.0 - Historical and Cultural Context
3.1 Create scripts that reflect particular historical periods or cultures.
3.2 Differentiate the theatrical traditions of cultures throughout the world.
20%
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Vocabulary
gladiator, claque, deus ex machina, chorus, groundlings, chiton, lazzi
Skills and
Objectives
Students will be able to:

Improvise in various theatrical styles,

Perform planned or written scenes in specific theatrical styles.
Suggested
Strategies
view live or filmed theatre in specific styles, research, k/w/l chart, group work, games,
brainstorming, compare and contrast, needs-based grouping, role playing, modeling
Sample
Performance
Tasks
After reviewing criteria, create short improvs in selected styles. Use improvs as basis for
written scenes to be performed with props, costumes and/or masks that were created in
class.
Rubric
4 Advanced
 Shows advanced skills and technique in improvisation to explore theatrical styles
3 Proficient
 Participates in improvisation to explore theatrical styles
2 Basic
 Attempts to participate in improvisation to explore theatrical styles
1 Below Basic
 Does not participate in improvisation to explore theatrical styles
Rubric
Student effectively presents a scene, clearly reflecting the characteristics of the
Elizabethan or another style; is able to competently justify and then articulate his or her
stylistic choices
4 Advanced
3 Proficient
Student makes mature choices in presenting a scene, reflective of the Elizabethan or
another style; is able to adequately justify and then articulate his or her stylistic choices
2 Basic
Student adequately presents a scene; is able to superficially justify some stylistic choices
in developing the scene
1 Below Basic
Student presents a scene with little justification for the stylistic choices made in developing
the scene
Rubric
4 Advanced
 Analyzes stories from various cultural groups and makes an historical connection
 Designs/creates well-developed sets, props and costumes that reflect the various
cultural groups
 Interprets how theatre and storytelling reflect the beliefs and traditions of various
cultural groups
 Designs sets, props and costumes
 Vague interpretation of how theatre and storytelling reflect the beliefs and traditions of
various cultural groups
 Designs some sets, props and costumes
 Does not interpret how theatre and storytelling reflect the beliefs and traditions of
various cultural groups
 No evidence of sets, props and costumes
3 Proficient
2 Basic
1 Below Basic
Context
Understanding the Historical Contributions and Cultural Dimensions of Theatre
Enduring
Suggested
Percentage of
Instructional
Time
40%
American history, especially the immigrant experience, has shaped and influenced theatre
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Understanding
in the United States.
California
Content
Standards
(Essential and
Supporting)
Essential: 3.0 – Historical and Cultural Context
3.2 Differentiate the theatrical traditions of cultures throughout the world…
3.1 Create scripts that reflect particular historical periods or cultures.
Vocabulary
tragedy, Commedia dell’Arte, wayang, kulit, gamelan
Skills and
Objectives
Students will be able to:

Identify and describe specific theatrical traditions,

Compare and contrast theatrical styles,

Write and perform scripts that mirror a specific theatrical style.
Suggested
Strategies
k/w/l chart, research, group work, revision/work-shopping, brainstorming, compare and
contrast, needs-based grouping, Thinking Maps, Venn diagram
Sample
Performance
Tasks
Create a thinking map comparing and contrasting two or more theatrical traditions or
cultures.
Select one culture and write a script demonstrating distinguishing characteristics of that
culture’s theatrical tradition.
Rubric
3
Proficient
 Uses rich supporting details to differentiate the theatrical traditions of
cultures throughout the world
 Writes a well developed script in the style of a chosen culture
 Differentiates the theatrical traditions of cultures throughout the world
 Writes a script in the style of a chosen culture
2
Partially
Proficient
 Attempts to differentiate the theatrical traditions of cultures throughout
the world
 Writes a partially developed script in the style of a chosen culture
1
Not
Proficient
 Unclear differentiation of theatrical traditions of cultures throughout the
world
 No evidence of a script in the style of a chosen culture
4
Advanced
Checklist for Flow Map: Greek vs. Roman vs. Elizabethan Theatre
Does the students' flow map contains three headings
1 2 3
with one overall descriptive sentence each about Greek,
Roman & Elizabethan theatre?
Does the students' flow map contain six
subheadings with accurate facts about
Greek, Roman & Elizabethan theatre (2 each)?
1 2 3 4 5 6
Does the students' paper contain three neat,
accurate pictures not copied directly from
the book or handout? Does each picture have
an accurate caption that explains it?
1 2 3
Total points: ___/12
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Evaluation
Responding to, Analyzing, and Critiquing Theatrical Experiences
Suggested
Percentage of
Instructional
Time
10%
Enduring
Understanding
By evaluating the visual elements of theatre, we can use them to produce more effective
presentations.
California
Content
Standards
(Essential and
Supporting)
Essential: 4.0 – Aesthetic Valuing
4.1 Develop and apply appropriate criteria for evaluating sets, lighting, costumes, makeup,
and props.
1.1 Use the vocabulary of theatre… to describe theatrical experiences.
Vocabulary
gels, spot, flats, proscenium, downstage etc., flood, gobo, cyclorama, scrim, projections
Skills and
Objectives
Students will be able to create criteria to evaluate theatre, apply it, and then write a review
that is rich with theatrical vocabulary.
Suggested
Strategies
explore color theory, classroom discussion, group work, think-pair-share, revision, debate,
persuasive writing, word wall, journaling
Sample
Performance
Tasks
In small groups, develop criteria for evaluating specific visual elements that incorporates
the language of theatre. Experience a live theatrical production, and write a critique using
the student-generated rubric.
Rubric
5 Advanced
2 Below
Basic
Student exhibits a thorough understanding of five artistic vocabulary terms
in the creation and application of criteria charts
Student exhibits an understanding of five artistic vocabulary terms in the
creation and application of criteria charts
Student exhibits an understanding of four artistic vocabulary terms in the
creation and application of criteria charts
Student exhibits a limited understanding of at least three artistic
vocabulary terms in the creation and application of criteria charts
1 Far Below
Basic
Student exhibits no understanding of artistic vocabulary terms in the
creation and application of criteria charts
4 Proficient
3 Basic
Performance
Performing and Participating in Theatre
Suggested
Percentage of
Instructional
Time
10%
Enduring
Understanding
Theatre is integral to every culture.
California
Content
Standards
(Essential and
Supporting)
Essential: 2.0 - Creative Expression
2.3 Write and perform scenes or one-act plays that include monologue, dialogue, action
and setting together with a range of character types.
2.2 Use effective vocal expression, gesture, facial expression and timing to create
character.
Supporting: 3.0 - Historical & Cultural Context
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3.1 Create scripts that reflect particular historical periods or cultures.
Vocabulary
monologue, soliloquy, dialogue, gesture, timing
Skills and
Objectives
Students will be able to:

Write monologues as historical characters and types,

Write scripts featuring historical characters and types.
Suggested
Strategies
brainstorm, group work, peer evaluation, think-pair-share, modeling, narrative writing,
research role playing, playwriting
Sample
Performance
Tasks
Improvise, then write monologues as historical types (gladiator, claque, etc.) that
suggest specific characters,
With partners, write scenes for one or more of your characters; rehearse, memorize
and present to class.
Rubric
4 Advanced - Incorporates rich supporting details specific to the specific culture
3 Proficient - Demonstrates understanding of specific culture in performance
2 Basic - Demonstrates limited understanding of specific culture in performance
1 Below Basic - Does not demonstrate understanding of specific culture in performance
Enthusiasm
Rubric
Rubric: Body Language & Enthusiasm
5 Advanced
Body Language: Student uses body language, gestures and movements to clearly
convey emotion/attitude/mood. There is no confusion about the character's emotion,
feeling or mood.
Enthusiasm: Facial expressions and body language convey enthusiasm about the
improvisation or scene. The actor does not complain, stall, or act displeased.
4 Proficient
Body Language: Student uses body language, gestures and movements to convey
emotion/attitude/mood. The character's emotion, feeling or mood is clear most of the
time.
Enthusiasm: The actor is neutral.
3 Basic
Body Language: Student uses body language, gestures and movements to
emotion/attitude/mood some of the time. The character's emotion, feeling or mood is
clear at least once.
Enthusiasm: The actor complains once or acts as if they do not like the suggestion or
their scene partner(s).
2 Below Basic
Body Language: Student tries to uses body language, gestures and movements to
emotion/attitude/mood but the meaning is unclear.
Enthusiasm: The actor complains or acts dissatisfied more than once.
1 Far Below Basic
Body Language: Student does not use body language, gestures and movements.
Student is reluctant to perform or refuses to participate.
Enthusiasm: The actor is reluctant to perform, complains, drags their feet, etc.
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Connections
Connecting and Applying What Is Learned in Theatre to Learning in Other Art
Forms and Subject Areas and to Careers
Suggested
Percentage of
Instructional
Time
10%
Enduring
Understanding
Theatre skills help us communicate with and teach others.
California
Content
Standards
(Essential and
Supporting)
Essential: 5.0 – Connections, Relationships, and Applications
5.1 Use theatrical skills to communicate concepts or ideas from other curriculum areas,
such as a demonstration in history-social science of how persuasion and propaganda
are used in advertising.
Supporting: 2.0 – Creative Expression
2.2 Use effective vocal expression, gesture, facial expression and timing to create
character.
Vocabulary
dramatization, persuasion, propaganda, imagery, subliminal, iconic
Skills and
Objectives
Students will be able to use theatrical skills to teach and/or persuade while playing
characters through the use of gestures plus facial and vocal expression.
Suggested
Strategies
modeling, group work, scriptwriting, revision/workshopping, rehearsing, dramatization,
role playing
Sample
Performance
Tasks
Create a traveling dramatization based on a curricular area and perform it for
audiences.
Create a traveling dramatization about theatre history and perform it for audiences.
Identify and demonstrate how these theatrical skills enhance daily interpersonal
relationships.
Create a piece of propaganda and perform it for peers. Have viewers identify
persuasive tactics and messages.
Rubric
4 Advanced
 Exhibits leadership in commitment to ensemble’s purpose
 Creatively participates in theatrical experience
3 Proficient
 Exhibits commitment to ensemble’s purpose
 Participates in theatrical experience
2 Basic
 Exhibits some commitment to ensemble’s purpose
 Some evidence of participation in theatrical experience
1 Below Basic
 Does not exhibit commitment to ensemble’s purpose
 Does not participate in theatrical experience
Student effectively uses information from one or more core content areas and
insightfully analyzes the intended propaganda used to influence individuals and society
Rubric
4 Advanced
3 Proficient
Student competently uses information from one or more core content areas and
analyzes the intended propaganda used to influence individuals and society
2 Basic
Student adequately uses the information from one or more core content area and offers
a basic explanation of the propaganda used to influence individuals and/or society
1 Below Basic
Student uses the information from one core content area and refers to general factors
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that influenced individuals and/or society
8