Kentucky Department of Education - Course Standards Course Standards Course Code: 500533 Course Name: Theatre- Musical Theatre Grade Level: 9-12 Upon course completion students should be able to: HS Proficient HS Accomplished HS Advanced TH:Cr1.1.I TH:Cr1.1.II TH:Cr1.1.III a. Apply basic research to a. Investigate historical and a. Synthesize knowledge construct ideas about the cultural conventions and their from a variety of dramatic visual composition of a impact on the visual forms, theatrical conventions, drama/theatre work. composition of a and technologies to create the drama/theatre work. visual composition of a b. Explore the impact of drama/ theatre work. technology on design choices b. Understand and apply in a drama/theatre work. technology to design b. Create a complete design solutions for a drama/theatre for a drama/theatre work that c. Use script analysis to work. incorporates all elements of generate ideas about a technology. character that is believable c. Use personal experiences and authentic in a and knowledge to develop a c. Integrate cultural and drama/theatre work. character that is believable historical contexts with and authentic in a personal experiences to create drama/theatre work. a character that is believable and authentic, in a drama/theatre work. TH:Cr2.1.I TH:Cr2.1.II TH:Cr2.1.III a. Explore the function of a. Refine a dramatic concept a. Develop and synthesize history and culture in the to demonstrate a critical original ideas in a development of a dramatic understanding of historical drama/theatre work utilizing concept through a critical and cultural influences of critical analysis, historical analysis of original ideas in a original ideas applied to a and cultural context, research, drama/theatre work. drama/theatre work. and western or non-western theatre traditions. b. Investigate the b. Cooperate as a creative collaborative nature of the team to make interpretive b. Collaborate as a creative actor, director, playwright, choices for a drama/theatre team to discover artistic and designers and explore work. solutions and make their interdependent roles in a interpretive choices in a drama/theatre work. devised or scripted drama/theatre work. TH:Cr3.1.I TH:Cr3.1.II TH:Cr3.1.III a. Practice and revise a a. Use the rehearsal process a. Refine, transform, and devised or scripted to analyze the dramatic reimagine a devised or drama/theatre work using concept and technical design scripted drama/theatre work using the

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HS Proficient HS Accomplished HS Advanced theatrical staging elements of a devised or rehearsal process to invent or conventions. scripted drama/theatre work. re-imagine style, genre, form, and conventions. b. Explore physical, vocal b. Use research and script and physiological choices to analysis to revise physical, b. Synthesize ideas from develop a performance that is vocal, and physiological research, script analysis, and believable, authentic, and choices impacting the context to create a relevant to a drama/theatre believability and relevance of performance that is work. a drama/ theatre work. believable, authentic, and relevant in a drama/theatre c. Refine technical design c. Re-imagine and revise work. choices to support the story technical design choices and emotional impact of a during the course of a c. Apply a high level of devised or scripted rehearsal process to enhance technical proficiencies to the drama/theatre work. the story and emotional rehearsal process to support impact of a devised or the story and emotional scripted drama/theatre work. impact of a devised or scripted drama/theatre work. TH:Pr4.1.I TH:Pr4.1.II TH:Pr4.1.III a. Examine how character a. Discover how unique a. Apply reliable research of relationships assist in telling choices shape believable and directors’ styles to form the story of a drama/theatre sustainable drama/ theatre unique choices for a work. work. directorial concept in a drama/theatre work. b. Shape character choices b. Identify essential text using given circumstances in information, research from b. Apply a variety of a drama/theatre work. various sources, and the researched acting techniques director’s concept that as an approach to character influence character choices in choices in a drama/theatre a drama/theatre work. work. TH:Pr5.1.I TH:Pr5.1.II TH:Pr5.1.III a. Practice various acting a. Refine a range of acting a. Use and justify a collection techniques to expand skills in skills to build a believable of acting exercises from a rehearsal or drama/theatre and sustainable drama/theatre reliable resources to prepare performance. performance. a believable and sustainable performance. b. Use researched technical b. Apply technical elements elements to increase the and research to create a b. Explain and justify the impact of design for a design that communicates selection of technical drama/theatre production. the concept of a elements used to build a drama/theatre production. design that communicates the concept of a drama/theatre production.

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HS Proficient HS Accomplished HS Advanced TH:Pr6.1.I TH:Pr6.1.II TH:Pr6.1.III Perform a scripted Present a drama/theatre work Present a drama/theatre work drama/theatre work for a using creative processes that using creative processes that specific audience. shape the production for a shape the production for a specific audience. specific audience. TH: Re7.1.I TH: Re7.1.II TH: Re7.1.III Respond to what is seen, felt, Demonstrate an Use historical and cultural and heard in a drama/theatre understanding of multiple context to structure and work to develop criteria for interpretations of artistic justify personal responses to a artistic choices. criteria and how each might drama/theatre work. be used to influence future artistic choices of a drama/theatre work. TH:Re8.1.I TH:Re8.1.II TH:Re8.1.III a. Analyze and compare a. Develop detailed a. Use detailed supporting artistic choices developed supporting evidence and evidence and appropriate from personal experiences in criteria to reinforce artistic criteria to revise personal multiple drama/theatre works. choices, when participating in work and interpret the work or observing a drama/theatre of others when participating b. Identify and compare work. in or observing a drama/ cultural perspectives and theatre work. contexts that may influence b. Apply concepts from a the evaluation of a drama/theatre work for b. Use new understandings of drama/theatre work. personal realization about cultures and contexts to shape cultural perspectives and personal responses to c. Justify personal aesthetics, understanding. drama/theatre work. preferences, and beliefs through participation in and c. Debate and distinguish c. Support and explain observation of a multiple aesthetics, aesthetics, preferences, and drama/theatre work. preferences, and beliefs beliefs to create a context for through participation in and critical research that informs observation of drama/theatre artistic decisions in a work. drama/theatre work. TH:Re9.1.I TH:Re9.1.II TH:Re9.1.III a. Examine a drama/ theatre a. Analyze and assess a a. Research and synthesize work using supporting drama/theatre work by cultural and historical evidence and criteria, while connecting it to art forms, information related to a considering art forms, history, history, culture, and other drama/theatre work to support culture, and other disciplines. disciplines using supporting or evaluate artistic choices. evidence and criteria. b. Consider the aesthetics of b. Analyze and evaluate the production elements in a b. Construct meaning in a varied aesthetic drama/theatre work. drama/theatre work, interpretations of production considering personal elements for the same c. Formulate a deeper aesthetics and knowledge of drama/theatre work.

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HS Proficient HS Accomplished HS Advanced understanding and production elements while appreciation of a respecting others’ c. Compare and debate the drama/theatre work by interpretations. connection between a considering its specific drama/theatre work and purpose or intended audience. c. Verify how a drama/theatre contemporary issues that may work communicates for a impact audiences. specific purpose and audience. TH:Cn10.1.I TH:Cn10.1.II TH:Cn10.1.III Investigate how cultural Choose and interpret a Collaborate on a perspectives, community drama/theatre work to reflect drama/theatre work that ideas and personal beliefs or question personal beliefs. examines a critical global impact a drama/theatre work. issue using multiple personal, community, and cultural perspectives. TH:Cn11.1.I TH:Cn11.1.II TH:Cn11.1.III Explore how cultural, global, Integrate conventions and Develop a drama/theatre and historic belief systems knowledge from different art work that identifies and affect creative choices in a forms and other disciplines to questions cultural, global, and drama/theatre work. develop a cross-cultural historic belief systems. drama/theatre work. TH:Cn11.2.I TH:Cn11.2.II TH:Cn11.2.III a. Research how other a. Formulate creative choices a. Justify the creative choices theatre artists apply creative for a devised or scripted made in a devised or scripted processes to tell stories in a drama/theatre work based on drama/theatre work, based on devised or scripted theatre research about the a critical interpretation of drama/theatre work, using selected topic. specific data from theatre theatre research methods. research. b. Explore how personal b. Use basic theatre research beliefs and biases can affect b. Present and support an methods to better understand the interpretation of research opinion about the social, the social and cultural data applied in drama/theatre cultural, and historical background of a work. understandings of a drama/theatre work. drama/theatre work, based on critical research. HS Proficient HS Accomplished HS Advanced DA:Cr3.1.I DA:Cr3.1.II DA:Cr3.1.III a. Clarify the artistic intent of a. Clarify the artistic intent of a. Clarify the artistic intent of a dance by manipulating a dance by refining a dance by manipulating and choreographic devices and choreographic devices and refining choreographic dance structures based on dance structures, devices, dance structures, and established artistic criteria collaboratively or artistic criteria using self- and feedback from others. independently using reflection Analyze and evaluate impact established artistic criteria, and feedback from others. Document choices made in

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HS Proficient HS Accomplished HS Advanced of choices made in the self-reflection and the the revision process and revision process. feedback of others. Analyze justify how the refinements and evaluate impact of support artistic b. Compare recognized choices made in the revision intent. systems to document a process. section of a dance using b. Document a dance using writing, symbols, or media b. Develop a strategy to recognized systems of dance technologies. record a dance using documentation (for example, recognized systems of dance writing, a form of notation documentation (for example, symbols, or using media writing, a form of notation technologies). symbols, or using media technologies). DA:Pr4.1.I DA:Pr4.1.II DA:Pr4.1.III a. Develop partner and a. Dance alone and with a. Modulate and use the ensemble skills that enable others with spatial intention. broadest range of movement contrasting level changes Expand partner and ensemble in space for artistic and through lifts, balances, or skills to greater ranges and expressive clarity. Use other means while skill level. inward and outward focus to maintaining a sense of spatial Execute complex floor and clarify movement and intent. design and relationship. Use air sequences with others Establish and break space intentionally during while maintaining relationships with other phrases and through relationships through focus dancers and audience as transitions between phrases. and intentionality. appropriate to the dance. Establish and break relationships with others as b. Perform dance studies and b. Modulate time factors for appropriate to the compositions that use time artistic interest and expressive choreography. and tempo in unpredictable acuity. Demonstrate time ways. Use internal rhythms complexity in phrasing with b. Use syncopation and and kinetics as phrasing tools. and without musical accent movements related to Dance “in the moment.” accompaniment. Use multiple different tempi. Take and complex rhythms (for rhythmic cues from different c. Initiate movement phrases example, contrapuntal and/or aspects of accompaniment. by applying energy and polyrhythmic) at the same Integrate breath phrasing with dynamics. Vary energy and time. Work with and against metric and kinesthetic dynamics over the length of a rhythm of accompaniment or phrasing. phrase and transition sound environments. smoothly out of the phrase c. Connect energy and and into the next phrase, c. Modulate dynamics to dynamics to movements by paying close attention to its clearly express intent while applying them in and through movement initiation and performing dance phrases and all parts of the body. Develop energy. choreography. Perform total body awareness so that movement sequences movement phrases expressively using a broad

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HS Proficient HS Accomplished HS Advanced demonstrate variances of dynamic range and employ energy and dynamics. dynamic skills for establishing relationships with other dancers and projecting to the audience. DA:Pr5.1.I DA:Pr5.1.II DA:Pr5.1.III a. Embody technical dance a. Dance with sensibility a. Apply body-mind skills (for example, functional toward other dancers while principles to technical dance alignment, coordination, executing complex spatial, skills in balance, core support, clarity rhythmic and dynamic complex choreography when of movement, weight shifts, sequences to meet performing solo, partnering, flexibility/range of motion) to performance goals. or dancing in ensemble works retain and execute dance in a variety of dance genres choreography. b. Apply anatomical and styles. Self-evaluate principles and healthful performances and discuss and b. Develop a plan for practices to a range of analyze performance ability healthful practices in dance technical dance skills for with others. activities and everyday life achieving fluency of including nutrition and injury movement. Follow a personal b. Research healthful and prevention. Discuss nutrition plan that supports safe practices for dancers and implementation of the plan health for everyday life. modify personal practice and how it supports personal based on findings. Discuss performance goals. c. Plan and execute how research informs collaborative and independent practice. c. Collaborate with peers to practice and rehearsal establish and implement a processes with attention to c. Initiate, plan, and direct rehearsal plan to meet technique and rehearsals with attention to performance goals. Use a artistry informed by personal technical details and fulfilling variety of strategies to performance goals. Reflect on artistic expression. Use a analyze and evaluate personal achievements. range of rehearsal strategies performances of self and to achieve performance others (for example, use excellence. video recordings of practice to analyze the difference between the way movements look and how they feel to match performance with visual affect). Articulate performance goals and justify reasons for selecting particular practice strategies.

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HS Proficient HS Accomplished HS Advanced DA:Pr6.1.I DA:Pr6.1.II DA:Pr6.1.III a. Demonstrate leadership a. Demonstrate leadership a. Demonstrate leadership qualities (for example qualities (for example qualities (for example commitment, dependability, commitment, dependability, commitment, dependability, responsibility, and responsibility, and responsibility, and cooperation) when preparing cooperation) when preparing cooperation) when preparing for performances. for performances. Model for performances. Model Demonstrate performance performance etiquette and performance etiquette and etiquette and performance performance practices during performance practices during practices during class, class, rehearsal and class, rehearsal and rehearsal and performance. performance. Implement performance. Enhance Post-performance, accept performance strategies to performance using a broad notes from choreographer enhance projection. Post- repertoire of strategies for and apply corrections to performance, accept notes dynamic projection. Develop future performances. from choreographer and a professional portfolio Document the rehearsal and apply corrections to future (resume, head shot, etc.) that performance process and performances. Document the documents the rehearsal and evaluate methods and rehearsal and performance performance process with strategies using dance process and evaluate methods fluency in professional dance terminology and production and strategies using dance terminology and production terminology. terminology and production terminology. terminology. b. Evaluate possible designs b. Work collaboratively to for the production elements b. Work collaboratively to produce dance concerts in a of a performance and select produce a dance concert on a variety of venues and design and execute the ideas that stage or in an alternative and organize the production would intensify and heighten performance venue and plan elements that would be the artistic intent of the the production elements that necessary to fulfill the artistic dances. would be necessary to fulfill intent of the dance works in the artistic intent of the dance each of the venues. works. MU:Pr4.2.E.I MU:Pr4.2.E.II MU:Pr4.2.E.III Demonstrate, using music Document and demonstrate, Examine, evaluate, and reading skills where using music reading skills critique, using music reading appropriate, how where appropriate, how skills where appropriate, how compositional devices compositional devices the structure and context employed and theoretical and employed and theoretical and impact and inform prepared structural aspects of musical structural aspects of musical and improvised works impact and inform works may impact and inform performances. prepared or improvised prepared and improvised performances. performances.

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HS Proficient HS Accomplished HS Advanced MU:PR4.3.E.I MU:PR4.3.E.I MU:PR4.3.E.I Demonstrate an Demonstrate how Demonstrate how understanding of context in a understanding the style, understanding the style, varied repertoire of music genre, and context of a genre, and context of a through prepared and varied repertoire of music varied repertoire of music improvised performances. influences prepared and informs prepared and improvised performances as improvised performances as well as performers’ technical well as performers’ technical skill to connect with the skill to connect with the audience. audience. MU:Pr5.1.E.I MU:Pr5.1.E.II MU:Pr5.1.E.III Develop strategies to address Develop and apply Develop, apply, and refine expressive challenges in a appropriate rehearsal appropriate rehearsal varied strategies to address strategies to address repertoire of music, and individual and ensemble individual and ensemble evaluate their success using challenges in a varied challenges in a varied feedback from ensemble repertoire of music, and repertoire of music. peers and other sources to evaluate their success. refine performances. MU:Pr6.1.E.I MU:Pr6.1.E.I MU:Pr6.1.E.I a. Demonstrate attention to a. Demonstrate mastery of the a. Demonstrate an technical accuracy and technical demands and an understanding and mastery of expressive qualities in understanding of expressive the technical demands and prepared and improvised qualities of the music in expressive qualities of the performances of a varied prepared and improvised music through prepared and repertoire of music performances of a varied improvised performances of a representing diverse cultures, repertoire representing varied repertoire representing styles, and genres. diverse cultures, styles, diverse cultures, styles, genres, and historical periods. genres, and historical periods b. Demonstrate an in multiple types of understanding of expressive b. Demonstrate an ensembles. intent by connecting with an understanding of intent as a audience through prepared means for connecting with an b. Demonstrate an ability to and improvised audience through prepared connect with audience performances. and improvised members before and during performances. the process of engaging with and responding to them through prepared and improvised performances. MU:Re7.2.E.I MU:Re7.2.E.II MU:Re7.2.E.III Explain how the analysis of Explain how the analysis of Demonstrate and justify how passages and understanding structures and contexts the analysis of structures, the way the elements of inform the response to music. contexts, and performance music are manipulated inform decisions inform the response the response to music. to music.

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HS Proficient HS Accomplished HS Advanced MU:Re8.1.E.I MU:Re8.1.E.II MU:Re8.1.E.III Explain and support Support interpretations of the Justify interpretations of the interpretations of the expressive intent and expressive intent and expressive intent and meaning of musical works meaning of musical works by meaning of musical works, citing as evidence the comparing and synthesizing citing as evidence the treatment of the elements of varied researched sources, treatment of the elements of music, contexts, (when including reference to other music, contexts, (when appropriate) the setting of the art forms. appropriate) the setting of the text, and varied researched text, and personal research. sources. MU:Re9.1.E.I MU:Re9.1.E.II MU:Re9.1.E.III Evaluate works and Evaluate works and Develop and justify performances based on performances based on evaluations of music, personally or collaboratively research as well as personally programs of music, and developed criteria, including and collaboratively developed performances based on analysis of the structure and criteria, including analysis criteria, personal decision context. and interpretation of the making, research, and structure and context. understanding of contexts. MU:Cn11.1.E.I MU:Cn11.1.E.II MU:Cn11.1.E.III Demonstrate understanding Demonstrate understanding Demonstrate understanding of relationships between of relationships between of relationships between music and the other arts, music and the other arts, music and the other arts, other disciplines, varied other disciplines, varied other disciplines, varied contexts, and daily life. contexts, and daily life. contexts, and daily life.

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