Middle School 6Th Grade Visual Art Pacing Guide Based on CCA 4

8th Grade Drama – Curriculum Map (for 12 week rotation)

The middle school curriculum maps for drama/theatre are designed around “units” using the Big Ideas from the Kentucky Department of Education Program of Studies as the curricular framework. The Big Ideas are Structures, Humanity, Purposes, Processes, and Interrelationships Among the Arts. The Big Idea of Purposes defines Unit 1. The Big Idea of Structures defines Units 2-4. The Big Idea of Humanity defines Unit 5. This approach is one of several that could be taken in developing an individualized curriculum and lessons. The Big Ideas of Processes and Interrelationships Among the Arts are naturally integrated within the drama/theatre lessons and performances teachers should select for their school curriculum. After Unit 4 are tables with the KDE Program of Studies standards for the Big Ideas of Processes and Interrelationships Among the Arts. Unit 1 – Introduction to Drama and the Purposes of Drama Program of Studies Duration Essential Questions Learning Targets Assessments Resources – State Standards (formative & summative) Understandings Week#1-2 What are the drama I understand the need for Formative: Care for Kids activities AH-8-PCA-U-1 classroom rules? drama class rules and Students will procedures. Teacher observation Improv games understand that the arts fulfill a variety of purposes in society How do I build I understand the Questioning KET Drama Toolkit (e.g., to present issues community to feel importance of being and ideas, to entertain, comfortable to supportive of those who Summative: Exploring Theatre to teach or persuade, to express my ideas? are expressing themselves. published by design, plan and beautify). Exit Slip Glencoe/McGraw-Hill AH-8-PCA-U-2 What is appropriate I can explain appropriate Students will audience behavior audience behavior when Arts & Humanities : understand that the when watching a watching a dramatic The Student arts have value and dramatic performance. Handbook Middle significance for daily nd life. They provide performance? School – 2 Edition by personal fulfillment, Kate Larken, published whether in vocational What is drama? I can explain what drama is. by EvaMedia settings, avocational pursuits, or leisure. Video clips of AH-8-PCA-U-3 Students will dramatic works (i.e., understand that the KET EncycloMedia, arts provide forms of KET Teachers’ JCPS – Cultural Studies – Arts & Humanities – M.Gano 1 August 2011 8th Grade Drama – Curriculum Map (for 12 week rotation) nonverbal Domain, YouTube) communication that can strengthen the presentation of ideas Stage One Theatre and emotions. Etiquette Guide http://www.stageone. org/resourceguide/do cs/2010/Theater %20Etiquette %20Lesson.pdf

Understandings Week#2 What are four I can identify and explain Formative: KET Drama Toolkit AH-8-SA-U-1 purposes of drama? how drama/theatre fulfills a Students will variety of purposes. Teacher observation Arts & Humanities : understand that the elements of music, of students learning The Student dance, and drama are I can create, write, and/or dramatic works. Handbook Middle intentionally applied in select dramatic works to School – 2nd Edition by creating and perform for a specific Graphic Organizer, Kate Larken, published performing. purpose. Checklist or Venn by EvaMedia AH-8-SA-U-3 Students will Diagram comparing understand that and contrasting the HAVPA textbook, 2nd responding to and purposes of drama. edition critiquing works of art involves an Summative: HAVPA textbook, understanding of elements, principles, Teachers Materials and structures Performance of (JCPS Online A&H appropriate to each dramatic works with Group) area of the arts. accompanying rubric. AH-8-SA-U-4 Video clips of Students will understand that WTDL Assignment dramatic works (i.e., existing and emerging where student KET EncycloMedia, technologies can inspire explains purposes of KET Teachers’ new applications of drama. Domain, YouTube) structural components

JCPS – Cultural Studies – Arts & Humanities – M.Gano 2 August 2011 8th Grade Drama – Curriculum Map (for 12 week rotation) Student analysis of Skills and Concepts drama: Have them AH-8-PCA-S-DT1 perform or view a Students will compare dramatic work and and explain purposes for which infer its purpose drama/theatre is based upon its created (sharing the characteristics. human experience, passing on tradition and culture, recreational, artistic expression) AH-8-PCA-S-DT2 Students will create or write new, observe, choose and perform dramatic works to fulfill a variety of specific purposes

JCPS – Cultural Studies – Arts & Humanities – M.Gano 3 August 2011 8th Grade Drama – Curriculum Map (for 12 week rotation)

Unit 2 – Literary Elements Program of Studies Duration Essential Questions Learning Targets Assessments Resources – State Standards (formative & summative) Understandings Week#3-4 What are the literary I can identify and describe Formative: KET Drama Toolkit AH-8-SA-U-1 elements? the use of elements of Students will drama in dramatic works. Teacher observation Exploring Theatre understand that the elements of music, of student during published by dance, and drama are Literary elements – script, drama activities. Glencoe/McGraw-Hill intentionally applied in plot structures (exposition, creating and rising action, climax or Questioning Arts & Humanities : performing. turning point, falling action, The Student AH-8-SA-U-3 Students will resolution), suspense, Short performance Handbook Middle nd understand that theme, setting, language tasks demonstrating School – 2 Edition by responding to and (word choice/style used to each element and/or Kate Larken, published critiquing works of art create character, dialect, sub element. by EvaMedia involves an point of view), monologue, understanding of nd elements, principles, dialogue, empathy Summative: HAVPA textbook, 2 and structures edition published by appropriate to each What is the typical I can identify plot structures Cumulative JCPS area of the arts. structure a plot in dramatic works. assignment graded AH-8-SA-U-4 follows? against rubric where HAVPA textbook, Students will understand that student demonstrates Teachers Materials existing and emerging Why are themes used I can explain why themes effective use of the (JCPS Online A&H technologies can inspire in dramatic works? are used in dramatic works. literary elements. Group) new applications of structural components. How is language used I can use language to create Scripts to create a believable a believable character. Skills and Concepts AH-8-SA-S-DT1 character? Students will use appropriate What is the I can contrast a monologue terminology to identify difference between a and a dialogue. and analyze the use of JCPS – Cultural Studies – Arts & Humanities – M.Gano 4 August 2011 8th Grade Drama – Curriculum Map (for 12 week rotation) elements of drama monologue and a (literary, technical, dialogue? performance) in a variety of dramatic works. What is empathy and I can explain what empathy AH-8-SA-S-DT2 why is it important to is and its importance in Students will use the drama? dramatic works. elements of drama in creating and performing dramatic works independently and with others. AH-8-SA-S-DT3 Students will observe, describe, and apply creative dramatics (improvisation, mimicry, pantomime, role playing and story telling) in a variety of situations. AH-8-SA-S-DT4 Students will identify and describe how technical elements (staging, scenery, props, costumes, make- up, lighting, sound) and performance elements (acting, speaking, nonverbal expression) create mood and believable characters. AH-8-SA-S-DT5 Students will describe and compare types of stages (arena, thrust, proscenium). AH-8-SA-S-DT6 Students will explore a variety of dramatic JCPS – Cultural Studies – Arts & Humanities – M.Gano 5 August 2011 8th Grade Drama – Curriculum Map (for 12 week rotation) works (e.g., theater and dramatic media – film, television, electronic media).

Unit 3 – Performance Elements Program of Studies Duration Essential Questions Learning Targets Assessments Resources – State Standards (formative & summative) Understandings Week#5-6 What are the I can identify and describe Formative: Behind the Scenes AH-8-SA-U-1 performance the use of elements of with Julie Taymor Students will elements? drama in dramatic works. Teacher observation (DVD) understand that the elements of music, of student during dance, and drama are Performance elements – drama activities. KET Drama Toolkit intentionally applied in acting (e.g., character creating and motivation and analysis), Questioning Exploring Theatre performing. speaking (e.g., breath published by AH-8-SA-U-3 Students will control, vocal expression, Short performance Glencoe/McGraw-Hill understand that diction), nonverbal tasks demonstrating responding to and expression (e.g., gestures, each element and/or Arts & Humanities : critiquing works of art body alignment, facial sub element. The Student involves an expression, character Handbook Middle understanding of nd elements, principles, blocking and movement, Summative: School – 2 Edition by and structures stage directions – stage Kate Larken, published appropriate to each left, stage right, center Cumulative by EvaMedia area of the arts. stage, upstage, downstage) assignment graded AH-8-SA-U-4 against rubric where HAVPA textbook, 2nd Students will understand that How are I can explain how student demonstrates edition published by existing and emerging performance performance elements are effective use of the JCPS technologies can inspire elements used to used to create a believable performance new applications of create believable character. elements. HAVPA textbook, structural components. characters? Teachers Materials I can use performance (JCPS Online A&H Skills and Concepts AH-8-SA-S-DT1 elements to create a Group) Students will use believable character. appropriate Video clips showing terminology to identify What are some ways I can use my voice to create use of performance and analyze the use of JCPS – Cultural Studies – Arts & Humanities – M.Gano 7 August 2011 8th Grade Drama – Curriculum Map (for 12 week rotation) elements of drama you can use your a variety of characters. elements (i.e., KET (literary, technical, voice (speaking) to EncycloMedia, KET performance) in a variety of dramatic create a character? Teachers’ Domain, works. YouTube) AH-8-SA-S-DT2 What are some ways I can use my body (non- Students will use the you can non-verbally verbal) to create a variety elements of drama in create a character? of characters. creating and performing dramatic works independently What is character I can explain what character and with others. blocking? blocking is. AH-8-SA-S-DT3 Students will observe, What are the five I can identify and describe, and apply creative dramatics stage directions? demonstrate the five stage (improvisation, directions. mimicry, pantomime, role playing and story telling) in a variety of situations. AH-8-SA-S-DT4 Students will identify and describe how technical elements (staging, scenery, props, costumes, make- up, lighting, sound) and performance elements (acting, speaking, nonverbal expression) create mood and believable characters. AH-8-SA-S-DT5 Students will describe and compare types of stages (arena, thrust, proscenium). AH-8-SA-S-DT6 Students will explore a variety of dramatic JCPS – Cultural Studies – Arts & Humanities – M.Gano 8 August 2011 8th Grade Drama – Curriculum Map (for 12 week rotation) works (e.g., theater and dramatic media – film, television, electronic media).

Unit 4 – Technical Elements Program of Studies Duration Essential Questions Learning Targets Assessments Resources – State Standards (formative & summative) Understandings Week#7-8 What are the I can identify and describe Formative: KET Drama Toolkit AH-8-SA-U-1 technical elements? the use of elements of Students will drama in dramatic works. Teacher observation Arts & Humanities : understand that the elements of music, of student during The Student dance, and drama are Technical elements – drama activities. Handbook Middle intentionally applied in scenery (set), sound, lights, School – 2nd Edition by creating and make-up, props, costumes, Questioning Kate Larken, published performing. design by EvaMedia AH-8-SA-U-3 Students will Short performance understand that How are technical I can explain how technical tasks demonstrating Video clips showing responding to and elements used to elements are used to help each element and/or use of technical critiquing works of art help establish the establish the setting and a sub element. elements (i.e., KET involves an setting and a specific specific mood. EncycloMedia, KET understanding of elements, principles, mood? Summative: Teachers’ Domain, and structures YouTube) appropriate to each What is the I can explain the difference Cumulative area of the arts. difference between between scenery, props assignment graded PowerPoint with AH-8-SA-U-4 scenery, props and and costumes. against rubric where samples of each Students will understand that costumes? (For student demonstrates technical element existing and emerging example, is an effective use of the technologies can inspire umbrella a prop or technical elements. new applications of part of the costume?) structural components. What are three types I can identify three types of Skills and Concepts of stages? AH-8-SA-S-DT1 stages. Students will use appropriate Why do you need I can explain why you would terminology to identify different types of have different types of and analyze the use of JCPS – Cultural Studies – Arts & Humanities – M.Gano 10 August 2011 8th Grade Drama – Curriculum Map (for 12 week rotation) elements of drama stages. (literary, technical, stages? performance) in a variety of dramatic works. AH-8-SA-S-DT2 Students will use the elements of drama in creating and performing dramatic works independently and with others. AH-8-SA-S-DT3 Students will observe, describe, and apply creative dramatics (improvisation, mimicry, pantomime, role playing and story telling) in a variety of situations. AH-8-SA-S-DT4 Students will identify and describe how technical elements (staging, scenery, props, costumes, make- up, lighting, sound) and performance elements (acting, speaking, nonverbal expression) create mood and believable characters. AH-8-SA-S-DT5 Students will describe and compare types of stages (arena, thrust, proscenium). AH-8-SA-S-DT6 Students will explore a variety of dramatic JCPS – Cultural Studies – Arts & Humanities – M.Gano 11 August 2011 8th Grade Drama – Curriculum Map (for 12 week rotation) works (e.g., theater and dramatic media – film, television, electronic media). Understandings Week #9 How do I review a I can describe and critique Samples of reviews AH-8-SA-U-1 performance? my own performances and from CJ or student Students will the performances of others samples understand that the elements of music, in a supportive, dance, and drama are How do I critique a constructive way using How to write a review intentionally applied in performance? appropriate criteria for handouts creating and dramatic works. performing. How do I give Performance Sheets AH-8-SA-U-3 Students will feedback? understand that Peer Review sheets responding to and critiquing works of art involves an understanding of elements, principles, and structures appropriate to each area of the arts. AH-8-SA-U-4 Students will understand that existing and emerging technologies can inspire new applications of structural components.

Skills and Concepts AH-8-SA-S-DT1 Students will use appropriate terminology to identify and analyze the use of elements of drama (literary, technical,

JCPS – Cultural Studies – Arts & Humanities – M.Gano 12 August 2011 8th Grade Drama – Curriculum Map (for 12 week rotation) performance) in a variety of dramatic works. AH-8-SA-S-DT2 Students will use the elements of drama in creating and performing dramatic works independently and with others. AH-8-SA-S-DT3 Students will observe, describe, and apply creative dramatics (improvisation, mimicry, pantomime, role playing and story telling) in a variety of situations. AH-8-SA-S-DT4 Students will identify and describe how technical elements (staging, scenery, props, costumes, make- up, lighting, sound) and performance elements (acting, speaking, nonverbal expression) create mood and believable characters. AH-8-SA-S-DT5 Students will describe and compare types of stages (arena, thrust, proscenium). AH-8-SA-S-DT6 Students will explore a variety of dramatic works (e.g., theater and dramatic media – film, JCPS – Cultural Studies – Arts & Humanities – M.Gano 13 August 2011 8th Grade Drama – Curriculum Map (for 12 week rotation) television, electronic media).

Unit 5 – Humanity (Cultures and Time Periods) Program of Studies Duration Essential Questions Learning Targets Assessments Resources – State Standards (formative & summative) Understandings Week#10-12 How do dramatic I can analyze and explain Formative: KET Drama Toolkit AH-8-HA-U-1 works reflect the how diverse cultures and Students will ideas, beliefs, time periods are reflected Teacher observation Exploring Theatre understand that the arts are powerful tools customs and in drama/theatre. of student as they published by for understanding traditions of a engage in dramatic Glencoe/McGraw-Hill human experiences culture? activities. both past and present. . Arts & Humanities : AH-8-HA-U-2 What are I can identify characteristics Checklist The Student Students will understand that the characteristics of of Early American through Handbook Middle nd arts help us understand Early American Civil War drama. Questioning School – 2 Edition by others’ (often very through Civil War Kate Larken, published different) ways of drama? Graphic Organizer by EvaMedia thinking, working, and analyzing dramatic expressing ourselves. nd AH-8-HA-U-3 What types of I can perform dramatic works from the Early HAVPA textbook, 2 Students will dramatic works were works from the Early American through edition published by understand that the performed during American through Civil War Civil War period. JCPS arts play a major role in the Early American period. the creation and through Civil War Summative: HAVPA textbook, defining of cultures and building civilizations. period? Teachers Materials Student Written (JCPS Online A&H Skills and Concepts How and when did I can explain how and when Analysis of dramatic Group) AH-8-HA-S-DT1 American drama first American drama first works from the Early Students will describe develop its own developed its own unique American through Video clips showing and analyze unique characteristics. Civil War period. use of performance distinguishing characteristics? elements (i.e., KET characteristics of dramatic work Performance of EncycloMedia, KET representing a variety dramatic works from Teachers’ Domain, of world cultures (Latin the Early American YouTube) America, Asia) and time JCPS – Cultural Studies – Arts & Humanities – M.Gano 15 August 2011 8th Grade Drama – Curriculum Map (for 12 week rotation) periods through Civil War AH-8-HA-S-DT2 period graded against Scripts from the Early Students will observe, classify, and perform a rubric. American through Civil dramatic works War period representing a variety Collaborative research of world cultures and project investigating historical periods the influences, styles, AH-8-HA-S-DT3 Students will examine and cultural dramatic works from importance of various world cultures dramatic works from and explain how the Early American dramatic works reflect through Civil War the culture, cultural beliefs, or blending of period. cultures; use examples to illustrate how dramatic works have directly influenced society or culture AH-8-HA-S-DT4 Students will examine dramatic works from various time periods and explain how the influence of time and place are reflected in them

Processes in the arts should be an integral component of all lessons during the 12 week rotation period. There are three distinctive processes involved in the arts. These processes are creating new works, performing works for expressive purposes, and responding to artworks. Each process is critical and relies on others for completion. Artists create works to express ideas, feelings, or beliefs. The visual arts capture a moment in time while the performing arts (music, dance, drama/theatre) are performed for a live audience. The audience responds to the artistic expressions emotionally and intellectually based on the meaning of the work. Each process enhances understanding, abilities, and appreciation of others. Students involved in these processes over time will gain a great appreciation for the arts, for artists past and present, and for the value of artistic expression.

Weeks Processes in the Arts Drama 1-12 Grade 7 Enduring Knowledge – Understandings Grade 7 Skills and Concepts - Drama AH-7-PA-U-1 AH-7-PA-S-DT1 Students will understand that there are three distinct processes for Students will be actively involved in creating, improvising, and involvement in the arts; creating new artworks, performing works performing dramatic works alone and with others, using elements previously created, and responding to artworks and performances. of drama (Literary, Technical, Performance)

AH-7-PA-U-2 AH-7-PA-S-DT2 Students will understand that full understanding and appreciation of the Students will use knowledge of elements of drama to: arts requires some degree of involvement in all three processes.  create and perform dramatic works in an expressive manner AH-7-PA-U-3  describe and critique their own performances and the Students will understand that openness, respect for work, and an performances of others understanding of how artists apply elements and principles of design in creating and performing are personal attitudes and skills that enhance AH-7-PA-S-DT3 enjoyment of the observer. Students will use a variety of resources (e.g., research, peers, technology) to: AH-7-PA-U-4  write, refine, and record dialogue, monologues, and action Students will understand that existing and emerging technologies can  explore jobs/careers and skills associated with dramatic extend the reach of the art form to new audiences. arts (theater, media)

AH-7-PA-S-DT4 Students will identify and apply criteria for evaluating dramatic works (e.g., skill of performers, originality, emotional impact, JCPS – Cultural Studies – Arts & Humanities – M.Gano 17 August 2011 8th Grade Drama – Curriculum Map (for 12 week rotation) variety, interest, technical requirements: lighting, sound, scenery, costumes).

AH-7-PA-S-DT5 Students will demonstrate behavior appropriate for observing the particular context and style of dramatic works being performed; discuss opinions with peers in a supportive and constructive way.

Interrelationships among the Arts should be integrated in lessons throughout the 12 week rotation period so that students understand the arts share commonalities in structures, purposes, creative processes, and their ability to express ideals, feelings and emotions. Studying interrelationships among the arts enables students to get a broad view of the expressiveness of the art forms as a whole, and helps to develop a full appreciation of the arts as a mirror of human kind.

Weeks Interrelationships Among the Arts Drama 1-12 Grade 7 Enduring Knowledge – Understandings Grade 7 Skills and Concepts - Arts AH-8-PA-U-1 AH-8-PA-S-DT1 Students will understand that there are three distinct processes for Students will be actively involved in creating, improvising, and involvement in the arts; creating new artworks, performing works performing dramatic works alone and with others, using elements of previously created, and responding to artworks and performances. drama (Literary, Technical, Performance)

AH-8-PA-U-2 AH-8-PA-S-DT2 Students will understand that full understanding and appreciation of Students will use knowledge of elements of drama to: the arts requires some degree of involvement in all three processes.  create and perform dramatic works in an expressive manner  describe and critique their own performances and the AH-8-PA-U-3 performances of others Students will understand that openness, respect for work, and an understanding of how artists apply elements and principles of design in AH-8-PA-S-DT3 creating and performing are personal attitudes and skills that enhance Students will use a variety of resources (e.g., research, peers, enjoyment of the observer. technology) to:  write, refine, and record dialogue, monologues, and action AH-8-PA-U-4  explore jobs/careers and skills associated with dramatic arts Students will understand that existing and emerging technologies can (theater, media) extend the reach of the art form to new audiences. AH-8-PA-S-DT4 Students will identify and apply criteria for evaluating dramatic works JCPS – Cultural Studies – Arts & Humanities – M.Gano 18 August 2011 8th Grade Drama – Curriculum Map (for 12 week rotation) (e.g., skill of performers, originality, emotional impact, variety, interest, technical requirements: lighting, sound, scenery, costumes).

AH-8-PA-S-DT5 Students will demonstrate behavior appropriate for observing the particular context and style of dramatic works being performed; discuss opinions with peers in a supportive and constructive way.

JCPS – Cultural Studies – Arts & Humanities – M.Gano 19 August 2011