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Mahopac Central School District Curriculum 2003-04 1 Foundations Through Theatre Foundations Through Theatre – English 9R/H Compiled by Vincent Alexander, English/Theatre Teacher – Mahopac High School – August 2003 This curriculum will be implemented in the fall of 2003. Foundations Through Theatre is an alternative to the current English 9 curriculum. This class incorporates the literature and principles of the existing ninth grade program but the approach is different. Foundations examines literature with an artistic eye and through theatre theory, practices and exercises. Mission Statement – Recognizing the impact of the visual and performing arts on the individual and society, the Mahopac School District has created a theatre arts program that provides students with a hands-on course of study. Students have the opportunity to explore and understand the various disciplines connected with theatre and film. This exploration will produce a sense of aesthetics in its participants while at the same time pique their interest in cultural literacy and social issues. Studying the theatre will also develop critical reading and writing skills because theatre is literature in action. After a number of years offering theatre art electives, it has become apparent that the theatre can be a means of studying the foundations of English. Introduction – New York State requires language arts teachers to meet a series of standards when teaching English. These standards can be summarized in the following way: Language arts teachers must instruct students in reading, writing, speaking and listening for expression, critical thinking, information and social interaction. These standards should be the foundation for any comprehensive English program. They are straightforward and there is little room for interpretation. There is, however, flexibility in the way these standards are presented. The classroom teacher has the ability to choose the literature and other texts employed to meet these State guidelines. The teacher also has control over the methods and approaches used. It is with this in mind that the Foundations class was created. Through the theatre elective program it became apparent that the theatre artist has a good deal in common with the English scholar. This class will study and critique plays, novels and essays in the same way directors, stage artists and actors prepare for performance. The theatre Mahopac Central School District Curriculum 2003-04 2 Foundations Through Theatre becomes a vehicle by which the student can understand the basis for language and communication while developing a deeper appreciation for literature and art. The class will cover four (4) components of the theatre arts: 1. Performance – Acting – Speaking 2. Stagecraft – Design – Visual 3. Creative Writing – Monologues – Dialogues – Plays 4. Criticism – Theatre History – Theatre Theory – Social Issues These are the same components that were used to create the elective program. We offer in-depth classes in each of these disciplines to upperclassmen. It is our hope that the Foundation class will feed and enrich the elective program. The English Department hopes to encourage graduates to pursue theatre and other literary arts at the college level. Students will be required to complete a concentration in three of the four components. Proficiency will be measured by completion of a portfolio and by performance. Traditional methods of assessment will also be used, but the portfolio will represent the majority of the grade. All students must complete a concentration in criticism. The focus of this component is expository writing, research and critical thinking. Students will then choose two of the remaining three components. This allows those not comfortable with performing to concentrate on design and playwriting. Essentially, students can complete tasks with confidence because they will have more control over the assignments that they wish to complete. All participants will be required to submit a minimum amount of projects in each component to create a well-rounded scholar/artist. Foundations Through Theatre is an interactive and hands on approach to studying the literary and performing arts. The demands will be challenging and rewarding. This class is designed for students who are creative and who are not afraid of taking risks in the classroom. The students will be required to work independently and also to collaborate. There will be summer reading and independent reading assignments. 3 Mahopac Central School District Curriculum 2003-04 Foundations Through Theatre Course Description – The western tradition in literature begins with story, poetry, ritual and theatre. This class will explore the mythology that gave birth to the theatre and will trace its lineage through the Classical, Medieval and Renaissance Periods. This will reinforce the curriculum covered in the ninth grade Global Studies classes. Students will be assigned design projects and exercises in creative writing, research and acting. Twice a year each student will be required to present portfolios and performances to a panel of teachers. This will be a major part of assessment for the course. Scope and Sequence The scope of this class has been outlined in the introduction. This program is designed to teach students the foundations of English. Before a sequence outline can be presented, it is important to define ‘foundations.’ The New York State standards give a brief overview of these foundations. The goal of a language arts department is to develop strong readers, writers, thinkers, listeners and speakers. This means students need to practice critical reading skills, mechanics, grammar, problem solving and organization. They need to be encouraged to express themselves and they must learn the means to do this effectively. Foundations also include learning where to find information and how to process and record the results. Teaching the foundations also means instilling in the class a passion for ideas, thought, literature and art. It is imperative that students be critical and at the same time sensitive. The foundations must promote individuality and at the same time community. The ability to share ideas openly without censorship and prejudice is also part of this state charter. This is communication - the very reason for the origin and evolution of the language arts. These are the foundations that will result from this program. The development of language brought about the birth of story. Stories are the means by which lessons, morals, religion, philosophy and science were made accessible to every man. Theodor H. Gaster in his book Thespis explains how these stories and religious rituals combined to create theatre. The theatre is a powerful form of literature. The mimetic quality that is inherent in this art form makes it an effective way to explore the foundations defined above. 4 Mahopac Central School District Curriculum 2003-04 Foundations Through Theatre And so our class begins with story ........ 1. Classical Mythology – a. Stories of Origins b. Stories of Gods and Titans c. Stories of Heroes d. The Trojan War e. The Royal House of Thebes i. Aristotle and Tragedy ii. Oedipus iii. Antigone f. The Quest i. The Quest for the Golden Fleece 1. Medea ii. The Alchemist by Pavlo Coelho 2. Greek Theatre in Performance a. Principles of Acting i. Voice ii. Body iii. Sense Recall iv. Emotional Reality v. Character Development vi. Theatre and the Audience b. Theatrical Spaces, Ritual, Greek Society c. Visual Aspects of Greek Theatre 3. Roman Theatre a. Comedy b. Stock Characters/Slapstick c. Writing with Stock Characters d. Acting with Stock Characters e. The Circus and Coliseum – Theatre as Entertainment 4. Fairytales, Folklore and Allegory a. Assorted Tales – i.e. ‘Snow-White,’ ‘Cinderella,’ ‘The Fisherman and his Wife,’ etc. b. Animal Farm c. Story and Meaning - Theme 5 Mahopac Central School District Curriculum 2003-04 Foundations Through Theatre 5. Archetypal Patterns a. Using Archetypal Patterns to Write Stories b. Dramatic Structure i. Writing ii. Criticism 6. The Middle Ages a. Theatre and the Church b. The Pageant c. Medieval Drama i. Everyman ii. Mystery Plays iii. The Medieval Stage d. Using Theatre to Teach e. Acting the Allegory f. The Spectacle 7. The Renaissance a. Theatre and Renaissance Society b. Theatre and Poetry c. The Renaissance Stage d. Professional Theatre Companies/Theatre as Business e. Marlow/Jonson (if time - a play by either writer) f. Shakespeare i. Romeo and Juliet ii. A Midsummer Night’s Dream g. Performing the Soliloquy 8. Theatre and the American Dream a. The History of Theatre in America b. American Stories i. Of Mice and Men by Steinbeck 6 Mahopac Central School District Curriculum 2003-04 Foundations Through Theatre c. d. e. f. ii. Speak by Anderson Short Stories and Folklore Realism and Naturalism Monologues and Dialogues Telling Our Own Stories in Words and Pictures Content, Skills and Concepts – Content – It is important that students receive a strong background in classical mythology and Shakespearean literature so that they can understand the allusions and archetypal patterns that permeate modern and contemporary fiction. Students will also become familiar with critical and theoretical essays that analyze theatre, literature and performance. Content – Students will receive a comprehensive overview of the history of theatre. Students will see the relationship between the theatre and society. As dramatic structure and theatrical presentation evolve, the nature of acting and theatre design also changes. Content – An examination of how plays are structured and how to dissect and critique theatrical pieces and other works of literature. Content – Students will learn how to use literary devices such as theme and mood to design scenery, costumes and lights. This will strengthen their ability to visualize while they read. Content – Students will become familiar with the principles of acting. Skills – The skills that the students garner reflect the elements of the State standards. Students will develop their critical reading skills. Students will practice creative and expository writing. Students will learn how to do research. Students will learn to effectively communicate ideas. Students will perform scenes and deliver speeches. Students will become an educated and respectful audience. Students will learn to think critically and to collaborate with peers. Students will begin to use art and literature to convey beliefs, ideas and points of view. 7 Mahopac Central School District Curriculum 2003-04 Foundations Through Theatre Concepts – Students will begin to see the horizontal articulation that characterizes a liberal arts education, recognizing the connection between literature, art, philosophy, history, religion, society and the other humanities. Students will become aware of the fact that theatre is literature and art in action. The actor understands literature because he exists within a written piece during performance. This will foster in the student a better understanding and appreciation for literature and art. Students will recognize the power of speech and examine the theatre as pulpit. Throughout history, the theatre has served as a social commentator. Students will see this and employ it. Students will understand the archetypal patterns that are the basis of all stories. Students will become familiar with the necessary relationship between the artist and critique. Students will learn how the literal inspires the visual. Goals and Objectives - 1. To not only create better readers and writers, but to inspire students to be lovers of literature and culture. 2. To contribute to the growing literary community at the Mahopac High School. 3. To develop an aesthetic sense in each student. 4. To accelerate the study of English at the high school level so that students can take the State exam earlier, allowing them more choices for studying the language arts in their senior year. 5. To integrate literature, art and history through the study of theatre. 6. To build self-esteem, critical thinking skills, educated audiences and young people who understand collaboration. The theatre is an excellent medium for meeting these goals. 7. To supply students with a classical foundation in literature. 8. To foster the creative spirit in each student. 9. To highlight the relationship between creative expression and critical thinking. 10. To promote intellectual and emotional growth. 11. To develop students’ ability to express themselves in writing, speaking and performance. Mahopac Central School District Curriculum 2003-04 Foundations Through Theatre 12. To develop the High School’ s auditorium as a viable venue for performance. 13. To teach the foundations of English through theatre. Instructional Materials and Lessons – There are many instructional materials available to teach theatre in the classroom. In addition to individual copies of the plays, novels and essays the following texts are recommended: Edith Hamilton’s Mythology - Published by The Time Warner Company Basic Drama Projects by Fran Averett Tanner, Ph.D – Published by Clark Publishing The Bedford Introduction to Drama – Lee A. Jacobus, Editor - Published by Bedford Books Theatre - Art in Action – A textbook compiled by the National Textbook Company under Project Editor Lisa Abel Lessons will vary with each instructor. Below are some examples of lessons that meet the objectives listed above: 8 Mahopac Central School District Curriculum 2003-04 Foundations Through Theatre After reading myths and stories of gods and heroes, students will take their favorite character and write a monologue explaining a tale from their character’s point of view. Students will then perform the monologues finding appropriate voices, movements and costumes for their characters. After reading and discussing the assigned plays, students will perform scenes, supplying emotional reality to the text. Students will research the masks the Greeks used in performance and then create their own. They will submit a written summary of their research and then perform scenes using the masks. Acting with masks forces an actor to use voice and body more effectively. Students will research the Roman playhouses and submit a written summary of their results. They will then create a scale model of one of these theatres. (This could work for any period) Students will write essays that compare one work of literature to another. Students will write essays that examine the structure of a play. Students will see a play and critique the performance. Students will use stock characters to write a comic scene. Students will adapt a short story or part of a novel to the stage. Students will make a model of the set for one of the plays that we have read. They can also design the costumes. They will then present their work orally to the class and submit a written summary of the steps they took to complete their project. 9 10 Mahopac Central School District Curriculum 2003-04 Foundations Through Theatre A group of students can rehearse and perform a choric reading. Students will recite poems by memory to the class. When they are done, they will explain their poems’ meanings. Students will take a subject that they feel strongly about and create a story/theatrical piece that explains their point of view. It is important to note that these lessons are project based. The design of the class is to offer a hands-on experience to the students. It is our hope that an in depth interaction with the texts will create a meaningful and enjoyable experience for the learner. Evaluation and Assessments This class will use traditional methods of evaluation. There will be quizzes, tests and writing assignments. There will also be speeches and oral presentations that will be evaluated according to the standards set forth by the English Department. The major portion of the grade, however, will be the student’s portfolio. Students will be required to complete a number of projects throughout each quarter. These projects will be kept by the students for the teacher to grade periodically. There will be a review of each student’s portfolio twice a year. A panel of teachers will evaluate the student’s progress and assist in the grading. Students will also be graded on class participation and on their ability to work independently and collaboratively. Finally, students will also be graded on their acting performances. 11 Mahopac Central School District Curriculum 2003-04 Foundations Through Theatre Please remember – Students are required to complete three concentrations. Projects will be assigned in each concentration. The required amount of projects may vary from quarter to quarter. The portfolios will reflect the students’ progress in each area. Technology – Literature and theatre are truly human art forms. Technology doesn’t always play an important role in this discipline. Of course computers will be employed for research, theatre design, presentations and reports. Curriculum Map – Semester 1 Content/ Concepts September Classical Mythology October November December January The Quest Roman Theatre Fairytales Gods and Heroes Tragedy Ritual/ Greek Society Royal Houses Greek Theatre and Performance Critical Reading Skills Critical Reading Visual Aspects to Greek Theatre Research Understanding Literary Criticism Design Acting Visualizing Critical Writing What is the nature of ‘story’? Critical Reading Critical writing What is tragedy? Where do stories come from? Allegory Stock Characters Creative Writing Research Essential Questions Folklore Comedy How do you perform in a Greek Play? What is the relationship between society and the theatre? How do you design for theatre? What is comedy? Archetypes Using Archetypal Patterns to Create Stories Defining Genres and Themes How do you use archetypes What are and stock stock characters characters? to write stories? 12 Mahopac Central School District Curriculum 2003-04 Foundations Through Theatre Reading for Reading/Speaking/ All the All the All the Standards information, Writing/Listening standards standards standards critical for information, are met are are thinking and critical thinking, through the employed. employed. expression. expression, social various interaction. projects. Tests/Writing Performances and Projects and Projects Projects Assessments Assignments Portfolios Writing and and Assignments Portfolios Portfolios Semester 2 Content/ Concepts Skills February Dramatic Structure – Creative Writing and Criticism Reading and Writing Critically Creative Writing Essential Questions Standards March The Middle Ages April The Renaissance Using Theatre to Teach Theatre and Poetry The Spectacle Using Words and Images to Convey Meaning and Ideas Public Speaking Research Critical Reading and Writing Short Stories Reading and Writing Skills Adaptation Recitation Acting How are plays structured? What is didactic theatre? How is theme presented in structure? Is it effective? Reading, Theatre and Society Research May June Marlow/Jonson Theatre and the American Shakespeare’s Dream Life, Times and Works Realism Would it work today? How does the theatre change in the Renaissance? How does art relate with society? Is poetry theatrical? How does Shakespeare use archetypal patterns? What is style? What makes Shakespeare an effective playwright? All standards What is the American dream? How is the theatre used to examine this dream? 13 Mahopac Central School District Curriculum 2003-04 writing, speaking and listening for critical thinking, expression, social interaction and information Assessments Projects and Quizzes All standards are cover by the projects and assignments. Portfolio Projects Foundations Through Theatre are covered. All All standards standards are covered are performances explored by and writing. assignments and projects Writing Assignments Projects and Portfolios Projects/ Portfolios