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INSTITUTION Montgomery County Public Schools, Rockville, Md. PUB DATE 83 NOTE 114P. PUB TYPE Guides Classroom Use Guides (For Teachers)(052) DOCUMENT RESUME ED 238 067 CS 504 486 TITLE Theatre I & II Instructional Guide. INSTITUTION Montgomery County Public Schools, Rockville, Md. PUB DATE 83 NOTE 114p. PUB TYPE Guides Classroom Use Guides (For Teachers) (052) EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS Acting;. *Aesthetic Education; *Course Objectives; Curriculum Guides; *Drama; *Educational Objectives; Education Work Relationship; High Schools; Production Techniques; Speech Communication; *Speech Curriculum; *Theater Arts ABSTRACT By taking a two-semester course in theatre, students in grades 10 through 12 can gain a better understanding of drama. Theatre I provides an overview of the field of theatre and serves as a prerequisite to all further theatre courses. Uponcompletion of the first course, students should be able to (1) respond aesthetically to theatre;(2) recognize theatre as a reflection of human needs; (3) perform first independently and then as a member of a group; (4) consider the various possibilities for careers within the theatre arts;(5) solve problems creatively through the application of the techniques of relaxation, imagination, concentration, and sense memory; (6) convey attitude and emotion through avariety of verbal and nonverbal behaviors; (7) demonstrate a knowledge of theatre terminology; (8) identify the characteristics of various forms of dramatic literature and styles of production; and (9) demonstrate an understanding of the relationship among artist, theatre, audience, and society. After completion of Theatre II students should be able to perform basic tasks of technical theatre; demonstrateappropriate stage and acting techniques; perceive the relationshipbetween a period of history and the theatre it produced; assume the identity of a specified character, based upon athorough analysis of a script; read and interpret a play for possible class performance; and identify career opportunities in acting and technical production. (HOD) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ********************************************************************* `41 S 411 :Mt 1 4..J U S DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION "PERMISSION TO REPRODUCE THIS EDUCATIONAL RESOURCES INFORMATION MATERIAL HAS BEEN GRANTED BY CENTER !ERIC/ 4 )c This document has been reproduced as D. Hymes received from the person or organization originating Minor changes Face been made to improve reproduction quality Points of view or opinions stated in thisdocu TO THE EDUCATIONAL RESOURCES. ment do not nt ce,sanly consent official NIE position or poky INFORMATION CENTER (ERIC)." Montgomery County Public SchoolsRockville, Maryland Theatre I and Theatre II 1983 Montgomery County Public Schools Rockville, Maryland Department of Aesthetic Education Richart T. Pio li, Director Copyright 1983 by the Board of Education of Montgomery County Rockville. Maryland Table of Contents Acknowledgments Introduction 1 Course Descriptions and Instructional Objectives 5 Unit IOverview: A Perspective on Theatre 6 Unit IIThe Creative Process 15 Unit IIIThe Body: Movement and Expression 27 Unit IVUsing the Voice Effectively 34 Unit VCriticism: Exploring Style, Form, and Response 47 Unit VITechnical Theatre: An Introduction 53 Unit VIITheatre History: An Overview 65 Unit VIIIScript and Characterization 71 --Bibliography 88 MCPS Film/Video Rtesources 98 Filmstrip/Record KAts 99 Appendix 105 in Acknowledgments The instructional guide for Theatre I and Theatre II was prepared during a workshop in 1977, with five teachers of theatre contributing to its completion. Their experience. contributions, and efforts are gratefully acknof.edged. They worked u__Ider the direction of Richard T. Pio li. director of the Department of Aesthetic Education, and with the consultation of John C. Carr, Professor of Edv.:ation at the University of Maryland. The teachers who participated in the workshop are Tom Bogar Paint Branch High School Marguerite Coley Winston Churchill High School Angela Corenblith Damascus High School P. J. Della Santa Bethesda-Chevy Chase High School Stephen Peria las Choi:re-1W. Woodward High School Appreciation is also expressed to the following organizations, publishers, and individuals for permitting 'the reproduction of various materials used in this guide: John C. Carr, University of Maryland, College Park Clarkyublishing Company, Pocatello', Idaho Drama Book Specialists (Publishers), New York, New York National Textbook Company, Skokie, Illinois Northwestern University Press, Evanston, Illinois San DiegoCity Schools, Materials Development, Programs Division. San Diego. California Science Digest Scott, Foresman and Company. Glenview. Illinois 6 v Introduction Philoso7hy While these areas are distinctive, in many ways they do overlap. For example, deepened The identification of students' needs, interests, perceptions and heightened awareness about and concerns is the first step taken byany life may be advanced in all four areas. The teacher when organising a course of study. instructional and performance objectives which These factors were kept in mind during the follow attempt to discriminate among these preparation of this guide. areas in order that the teacher's task can be As with other courses offered in MCPS class- simplified through concentration of attention. rooms, Theatre I and II are keyed to the Goals In the final analysis, each teacher will place the of Education approved February 12, 1973, by stress where it best meets student needs. the Board of Education of Montgomery Coun- ty. They embody educational aims from all the Notes to the Teacher categories but concentrate in particular on those goals that contribute uniqueness to The course in Theatre I provides an explorato- students', aesthetic expression and career de- ry overview of the field of theatre and serves as velopment. a prerequisite to all further courses in theatre. The objectives and activities in this guide grow It is recommended that the student who has from two basic premises: (1) that students completed the one semester Theatre I course need opportunity and direction if they are to continue into Theatre II, a complementary realize their personal potentials, and (2) that one-semester course designed to apply in the- the students' pleasure in the arts blossoms to atrical production the insights and skillsac- the extent that their intellectual roots are quired in Theatre I. nourished by knowledge of the arts. Students Through a general approach, Theatre I serves become active participants in the exciting the wide variety of students who enter such an process of achieving higher levels of self- introductory course. A common ground of awareness through their experiences in this aesthetic awareness and basic theatre skills course. They are not to be passive recipients of established at the outsetwill serve as a theatre lore but rather to be dynamic human departure point for explorations of all areas of beings expanding in self-realization and knowl- theatre. The student will spend as much time edge. in active participation and self-development as Four general areas of development provide he/she will in intellectual comprehension of growth experiences: course content, coming to understand the 1. Aesthetic development The individual process by which the raw material of human can heighten his/her personal enjoyment of nature is translated into a written drama, the theatrical arts, developing personal aes- produced as a play, and presented toan thetic standards through critical exposure to audience. the efforts of others. The one-semester Theatre II course is designed 2. Social development The individual to apply, in both performance and production. relates most comfortably to his/her society the basic understanding of theatre and the and further develops se.- concept through skills acquired in Theatre I. Practical experi- interacting with others. ence-in acting and technical theatre will further develop the students' understanding ofaes- 3. Technical development The individual thetic, social, technical. and intellectual concepts. learns how to handle stage tasks, developing his/her skills as performer, technician, and Organization member of the audience. The Theatre I and Theatre II coursesare 4. Intellectual development The individ- divided into eight content units, to be taught ual encounters theories and history of thea- over two semesters. Within each unit. several tre, drama, and art. instructional objectives are considered. It is 1 7 anticipated that satisfactory completion of the All of the instructional objectives are support- mizse requires the student to achieve all of ed by performance objectives; and in some them. cases, two or more activities are providedfor each performance objective. Teachers may Many of these objectives are stated as found in want to use some of the suggested activities to the Aesthetic Education volume Dance, Drama/ meet other performance objectives or to stress Theatre, Interrelated Arts of the MCPS Pro - different elements in the performance objec- grain of Studies 1979. Other objectives, identi- tives. Teachers are equally free to substitute fied with an asterisk, have been approved since performance objectives and/or activitiesof 1979 by the Council on Instruction. In some their own selection to meet the required cases, it will be apparent that new objectives instructional objectives. have expanded or been created from certain of the 1979
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