Download Foundations Through Theatre – English 9R/H

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