Drama & Theater Colorado Sample Graduation Competencies and Evidence Outcomes

Drama & Theater Graduation Competency 1

Create drama and theatre by applying a variety of methods, media, research, and technology to interpret and appreciate theatrical works, culture, and experience.

Elementary School Middle School High School High School Extensions

a. Show improvisation skills through a. Create new, original, and a. Create a publicity campaign a. Analyze, research, and the appropriate participation in unique roles or characters of for a given production (DOK design scenery, lighting, improvisation games with one’s own imagining by 1-3). makeup, costumes, stage established rules (DOK 2-3). experimenting with plot and properties, sound, film, b. Understand and use narrative structures such as and cinema or electronic b. Make and accept offers in technology to enhance realistic and abstract, media (DOK 3-4). improvisation and contribute activities and dramatizations. dialectics such as ideas in improvised scenes (DOK b. Employ a publicity presenting conflicting or c. Create scenes and narrative 2-3). campaign for a given contrasting ideas, and structures to convey a production (DOK 3-4). c. Improvise and play build through dramatic metaphors (DOK dramatic intention (DOK 1-3). group-devised processes (DOK c. Describe and 2- 4). d. Select a scene from 1-3). demonstrate artistic b. Make, accept, and extend literature, original, or scripted choices in the use of d. Use the placement of the offers in improvisation, and material, and contribute to technology pertaining to audience to affect the actors' contribute ideas in the direction of a scene as a technical elements of entrances and exits (DOK 1-3). spontaneous and rehearsed member of an ensemble production (DOK 3-4). (DOK 3-4) e. Use the placement of set pieces scenes with a focus on the d. Develop theatrical in the space to affect the actors’ development and resolution e. Articulate the rationale for all production concepts use of pieces (DOK 1-2). of dramatic conflicts (DOK artistic choices concerning through collaboration with 1-3). historical periods, genres, f. Test the effects of lighting and directors, designers, and and relevant playwrights sound though an inventive actors (DOK 3-4). (DOK 3-4). process (DOK 1- 2).

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Elementary School Middle School High School High School Extensions

c. Use and adapt issue- e. Employ a variety of specific themes found in dramatic forms, history, culture, dramatic performance styles, literature, and personal dramatic techniques, experience to write and theatrical conventions, create scenes and scripts and technologies to (DOK 2-4). create dramatic meaning (DOK 3-4). d. Conceptualize, hypothesize, and analyze ideas from a scripted or improvised work in to design elements (DOK 2- 4). e. Make and justify choices on the selection, and use design elements to support scripted and unscripted material (DOK 2-3). f. Identify and analyze the application of design elements to scripted and unscripted material (DOK 1-3).

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Drama & Theater Graduation Competency 2

Express drama and theatre arts skills in a variety of performances, including plays, monologues, improvisation, purposeful movement, scenes, design, technical craftsmanship, media, ensemble works, and public speaking

Elementary School Middle School High School High School Extensions

a. Use a variety of vocal tones and a. Develop and use previously a. Apply these vocal techniques: a. Master fundamental vocal breath control to create a acquired movement and breath control, diction, techniques, and character's feelings and mood vocal techniques in relation to projection, inflection, rhythm, demonstrate knowledge of (DOK 1-2). roles or characters, and and pace (DOK 1-2). dialects and accents, make choices about them in International Phonetic b. Create a variety of human or b. Employ these movement order to develop roles or Alphabet, increased range animal characters through techniques: body alignment, characters with commitment and control, intonation, and developmentally appropriate control of isolated body parts, (DOK 1-2). connotation (DOK 3-4). physical actions (DOK 1- 2). and rhythms (DOK 1-2). b. Develop and use previously b. Master fundamental c. Utilize realistic, authentic gesture c. Demonstrate knowledge of acquired vocal and physical movement techniques, and and movement to create and motivation (what the character techniques appropriate to show increased poise and clearly present a believable wants) through the recall of conveying a variety of roles or flexibility (DOK 3-4). character (DOK 1-2). emotional experience, blocking, characters (DOK 1-2). and observations of the c. Demonstrate fundamental d. Use voice such as diction, c. Generate, formulate, and external world (DOK 2-3). motivation knowledge, and enunciation, projection, and tonal apply character ideas to employ several strategies to modulation to communicate d. Demonstrate the ability to utilize improvisation or scripted discover what the character characterization effectively (DOK the conventions of the following material (DOK 1-2). wants (DOK 3). 1-2). styles: Realism, mime, d. Discover a character's vaudeville, puppetry, clowning, d. Portray a believable e. Apply facial expression to internal factors – such as comedy, tragedy, character in situations from communicate motivation and objectives, motivations, improvisation, and melodrama scripted and improvised mood (DOK 1-2). status, background, (DOK 1-3). plots (DOK 3-4). experiences, independent activities, emotional responses, and personality – and translate these into voice, language, and movement that are unique to a role or character (DOK 2-3).

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Elementary School Middle School High School High School Extensions

e. Use the recall of sensory and e. Demonstrate the ability to personal experiences and the utilize the fundamental observation of the external conventions and the world to motivate character following styles: Non- behavior (DOK 2-3). realism, commedia dell arte, Shakespeare, absurdism, f. Use improvisation techniques mask work, improvisation, to explore the dramatic environmental drama, and structures of scripts (DOK 1- theatre arts (DOK 4). 3). f. Use correct form and g. Develop a sense of timing in structure independently to performance (DOK 1-3). write a one-act play that includes fully developed characters, believable dialogue, and logical plot outcomes (DOK 4). g. Determine through problem spotting if another actor’s or one’s own performance is believable and truthful (DOK 3-4).

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Drama & Theater Graduation Competency 3

Discern and demonstrate appropriate theatre etiquette and content for the audience, self, venue, technician, and performer, including the evolution of rehearsal and product through performance and/or production teamwork.

Elementary School Middle School High School High School Extensions

a. Demonstrate the balance a. Read, analyze, and evaluate a. Participate as a member of a a. Lead a technical crew in a between individual and group a theatrical work, and name technical crew and production (DOK 3-4). needs (DOK 1-2). necessary technical management team for a Kenneth Templeton 7/20/2016 9:56 AM b. Implement a major design elements. production (DOK 1-3). Comment [1]: It seems like a student b. Communicate artistic choices, element, scenic light, might do 1-2 of these leadership pieces and suggest alternatives to solve b. Present renderings and floor b. Exhibit an understanding of sound, or makeup while (tech crew, director, stage management) but problems and build consensus plans, build models of sets the interrelationship among using complex not necessarily all of them. I wonder if it would make sense to have one general (DOK 2-3). for dramatic work, and the technical aspects of technologies to enhance statement about the skills/knowledge explain choices in using production, onstage theatrical productions c. Meet deadlines, and follow required to lead others and to bring about visual elements such as line, performers, and audiences (DOK 3-4). the director’s vision and then have sub- through with group and individual shape or form, texture, (DOK 1-3). bullets that are specific to the different commitments (DOK 1-2). c. Assume responsibility for aspects of theater that the students would color, and space. c. Apply technical knowledge of the coordination of all demonstrate.

c. Share sound choices for a safety procedures and aspects of a production production that reflect the practices in the theatre by stage managing a realistic and emotional environment (DOK 1-2). theatrical event (DOK 3-4). needs of theatrical work. d. Select and use performance d. Apply technical d. Show appropriate respect spaces, drama and theatre knowledge of safety for the safety and conventions, and production procedures and practices maintenance of the work elements appropriate to an in the use of theatre space, tools, and audience (DOK 1-3). equipment, tools, and raw equipment. materials (DOK 3-4). e. Demonstrate respect for e. Research the contribution of copyright laws (DOK 2-4) e. Direct a theatrical text, historical and contemporary including interpretation of f. Address the importance of drama and theatre the text and facilitation of timelines and personal practitioners and groups acting coaching (DOK 4) responsibility as a member of (DOK 1-2). a production ensemble (DOK f. Arrange the performance 1-2). space, and coordinate the technical elements of the

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production (DOK 4).

Elementary School Middle School High School High School Extensions

f. Perform in rehearsals g. Manage the rehearsal performances as a process while creating a productive and responsible productive ensemble member of an acting (DOK 4). ensemble, and demonstrate h. Investigate and explain personal responsibility and the knowledge, skills, commitment to a training, and self-discipline collaborative process (DOK needed to pursue careers 1-2). and vocational opportunities in theatre (DOK 3-4). i. Document and reflect on one’s own work created over several years, and identify successful approaches that could be applied in the development of future work (DOK 3-4). j. Demonstrate awareness of professional ethics as an audience, cast, or crew member (DOK 4). k. Demonstrate how to secure rights and royalties for a production (DOK 4).

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Drama & Theater Graduation Competency 4

Demonstrate an understanding and appreciation of theatre history, dramatic structure, dramatic literature, elements of style, genre, artistic theory, script analysis, and roles of theatre practitioners through research and application

Elementary School Middle School High School High School Extensions a. Describe the different roles of a. Evaluate the elements of a. Research the ways in which a. Select an area of theatre practitioners (DOK 1). drama in a variety of dramatic other artists have used self production process for forms and performance styles reflection to document and independent study (DOK b. Recognize dramatizations from (DOK 1-2). refine their work (DOK 1-2). 3-4). different perspectives such as Kenneth Templeton 7/20/2016 9:57 AM those of the playwright, actor, b. Evaluate the nature of b. Identify and describe orally b. Research, evaluate, and Comment [2]: Rephrase? Maybe: “Design director, and designer, and different dramatic forms and and in writing the influence of synthesize cultural and a question about the production process suggest alternatives for creating performance styles (DOK 2-3). other artists on the historical information to and pursue it through independent and interpreting roles, arranging development of their own support artistic choices research, presenting findings and c. Recognize and investigate implications.” environments, and developing artistic work (DOK 1-2). (DOK 3-4). societal and cultural themes in situations (DOK 2). dramatic forms (DOK 1-3). c. Demonstrate knowledge of c. Demonstrate a basic c. Identify costume, set, conventional theatre understanding of theatre d. Recognize the ways dramatic performance space, and use of vocabulary (DOK 1). history through the study forms have reflected or audience throughout history. of playwrights, theatrical facilitated change in various d. Research the cultural and styles, and historical d. Identify cultural themes in societies (DOK 1-2). historical background of a periods (DOK 3-4). dramatic literature that suggest specific play (DOK 1- 2). e. Identify and discuss artistic season, time, and period or era. challenges and successful e. Communicate individual e. Read to understand the outcomes encountered during research to a collaborative relationships of characters. the creative and rehearsal team (DOK 1-2). processes (DOK 1-3). f. Classify and explain dramatic structure such as conflict, f. Research, use, and adapt characters, and plot. issue-specific themes found in history, culture, dramatic literature, and personal

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experience to write and create scenes and scripts (DOK 2-4).

Drama & Theater Graduation Competency 5

Demonstrate theatre etiquette as an audience member and make informed, critical evaluations of theatrical performance from an audience member and a participant point of view.

Elementary School Middle School High School High School Extensions

a. Describe appropriate audience a. Demonstrate appropriate a. Attend live performances of a. Create a personal code of etiquette (DOK 1). audience etiquette (DOK 1). extended length and theatre etiquette and ethics complexity, and demonstrate (DOK 3-4). b. Develop selected criteria to b. Describe and analyze in an understanding of the critique what is seen, heard, and written and oral form a b. Identify and compare the protocol of audience behavior understood in a performance or character's wants, needs, lives, works, and influences appropriate to the style of the dramatization (DOK 1-2). objectives, and personality of representative theatre performance (DOK 1-2). characteristics (DOK 1-3). artists from various c. Apply constructive feedback in b. Critique and evaluate artistic cultures and historical scene creation and character c. Receive and act on choices and personal periods (DOK 3-4). development (DOK 2-3). coaching, feedback, and reactions to dramatic constructive criticism (DOK c. Compare and contrast d. Evaluate and critique through presentations using guidelines 2-3). plays of several different reflection and analysis one’s own for evaluating a theatrical dramatic forms (DOK 4). individual work and the work of d. Develop critical questioning production (DOK 2-4). others in a productive and to appreciate and d. Reflect and revise critical c. Investigate and compare respectful way (DOK 2-3). understand the role of choices pertaining to common themes among drama and theatre, (DOK 2- dramatic texts and theatre, various art forms, and 3). performances while content areas (DOK 1-3). articulating, justifying, and e. Recognize dramatic d. Compare and contrast applying personal criteria problems, and solve them practices and methods of (DOK 4). individually and in a group performance with the (DOK 1-3). e. Describe the functions, practices and methods of film, meanings, contributions, cinema, television, and and significance of

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electronic media (DOK 2-3). theatrical works within various cultures throughout history (DOK 3-4).

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