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Technical Theatre: Design and Prodction Curriculum

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Technical Theatre: Design and Prodction Curriculum 2015-2016 0400110– MS Technical Theatre: Design and Production CURRICULUM MAPS Grades 6-8 Vision Statement of Volusia County Schools Through the individual commitment of all, our students will graduate with the knowledge, skills, and values necessary to be successful contributors to our democratic society. The School District of Volusia County The School Board of Volusia County Mrs. Linda Costello, Chairman Mrs. Ida Wright, Vice‐Chairman Mrs. Linda Cuthbert Dr. John Hill Mrs. Melody Johnson Superintendent of Schools Mr. James T. Russell Chief Academic Officer Ms. Teresa Marcks Executive Director K‐12 Curriculum Ms. Barbara Head Performing Arts Specialist Dr. Monty Musgrave Interpreting the Curriculum Maps Measurement Topic: The overarching organizational structure used to group content/concepts within the curriculum map Pacing: The recommended time period within the year for instruction related to the essential questions to occur Essential Questions: The overarching question(s) that will serve to guide instruction and to push students to higher levels of thinking. Essential questions should guide students to the heart of the big idea or content and should meet the following characteristics: A. Endurance: important for the long term B. Leverage: applicable to or connected with many academic disciplines or concepts C. Readiness for the next level of learning: prepares students for success in the next grade/course D. Clarity: provides clear and common understanding E. Measurable: able to be assessed Concepts/Content: A list of the big ideas, broad topics, or major underlying concepts covered in the development of the essential questions Learning Targets/Skills: The content knowledge, processes, and enabling skills that will ensure successful mastery of the essential questions Benchmarks: The Sunshine State Standards aligned with the learning targets and skills (see next page) Key Terminology: The content vocabulary and other key terms and phrases with which students should be familiar and that support mastery of the learning targets, skills and essential questions Activities and Resources: A suggested listing of high quality, appropriate materials, strategies, lessons, textbooks, videos and other media sources that are aligned with the learning targets, skills and essential questions Assessment: A list of district‐required and optional classroom assessments at are aligned with the learning targets, skills and essential questions. Assessments should include formative assessments to monitor progress and inform instruction as well as summative assessments for grading and reporting purposes. ************************************************************* The curriculum maps for theatre are divided into four sections, which align with the Big Ideas of the NGSSS: C – Critical Thinking and Reflection; S – Skills, Techniques, and Processes; O – Organizational Structure; H – Historical and Global Connections; F – Innovation, Technology, and the Future. It is common practice that many or most of the sections, and the concepts associated with them, are taught and reinforced throughout the year. The purpose of delineation into separate sections is for assessment purposes. Teachers are expected to use most or all of the maps simultaneously. Further, the lessons provided in each map (which align with the Measurement Topics) are suggestions; teachers may use additional or substitute lessons/materials as long as the learning targets, vocabulary, standards, and essential questions are addressed. It is hoped that by using this format, teachers will focus assessments guided by the learning targets of the maps while continuing to provide a comprehensive course of theatre study. NEXT GENERATION SUNSHINE STATE STANDARDS USERS’ GUIDE FOR ALL USERS: A coding system is used in all curriculum guides to identify NGSSS and course Content Statements. Benchmark Code: For easy reference, each strand, standard, and benchmark has been assigned a unique identification code. For example: TH.68.C.1.1 Content Area Grade Level Big Idea Enduring Understanding Benchmark Big Ideas C – Critical Thinking and Reflection S – Skills, Techniques, and Processes O – Organizational Structure H – Historical and Global Connections F – Innovation, Technology, and the Future The first two letters of the code identify the content area (e.g., TH for theatre). The next number(s) identify the grade level. The next letter (C, S, O, H, or F) identifies the big idea. The next number identifies the enduring understanding, and the last number identifies the benchmark under the grade cluster within the standard. CURRICULUM MAP – MS TECHNICAL THEATRE: DESIGN AND PRODUCTION Grade 6‐8 MEASUREMENT Communication PACING: MAP – A TOPIC: Nine Weeks ESSENTIAL • Understand the terminology of stage directions and movement? BIG IDEAS: QUESTIONS: • Have a developed awareness of body language, facial expression and gesture as a Critical Thinking and Reflection means of communication? Does the student… Skills, Techniques, and Processes • Understand various forms of non‐verbal communication to tell a story? Organizational Structure • Have the ability to rehearse and perform emotional and realistic musical scenes? Historical and Global Connections • Demonstrate appropriate vocal techniques, diction, and projection for the stage? Innovation, Technology, and the Future • Understand the process and principles of character development? • Demonstrate knowledge of and ability to perform basic choreographic principles? CONCEPTS /CONTENT LEARNING TARGETS/SKILLS BENCHMARKS KEY TERMINOLOGY Theatre etiquette • Demonstrate an awareness of the ways the body and face communicates TH.68.C.1.3 Etiquette to an audience TH.68.C.2.1 Cheat/Stay open Body Language TH.68.C.2.3 Stage Directions Gesture TH.68.C.3.1 • Demonstrate physical and vocal warm‐up for the performer TH.68.S.1.1 Blocking Facial Expression Stage TH.68.S.2.1 Pantomime • TH.68.O.1.2 Demonstrate an understanding of stage composition, relationships, and Stage Fright composition Musical TH.68.O.1.3 plot Projection/diction phrasing Principles of TH.68.O.3.1 TH.68.O.3.3 Monologue • Demonstrate a basic repertoire of dance steps/moves movement Pantomime TH.68.H.1.5 Scene Study TH.68.H.2.5 Character analysis Character Interpretation • Demonstrate communication of human emotions, character TH.68.H.2.6 Breath Support Vocal exercises relationships, and physicalization through musical scene performance TH.68.H.2.8 Triple Threat TH.68.H.3.1 Vibrato Acting styles/techniques • Demonstrate an understanding of basic stage movement/blocking TH.68.H.3.3 Dynamics TH.68.H.3.5 Solo Duet Dance styles/techniques TH.68.H.3.6 • Demonstrate an understanding of communicating a story through song Ensemble Melody /Harmony • Demonstrate an understanding of 2‐part or 3‐part singing Spacing Choreography Head Voice/Chest Voice CURRICULUM MAP – MS TECHNICAL THEATRE: DESIGN AND PRODUCTION Grade 6‐8 MEASUREMENT Creative Reading and Writing PACING: MAP – B TOPIC: Nine Weeks ESSENTIAL • Demonstrate the ability to sing in a steady tempo, using appropriate BIG IDEAS: QUESTIONS: expressive gestures? Critical Thinking and Reflection Does the student… • Understand character analysis, objectives, and subtext? Skills, Techniques, and Processes • Understand the application of critiquing musical theatre? Organizational Structure • Demonstrate relationship between music and lyrics? Historical and Global Connections Innovation, Technology, and the Future CONCEPTS /CONTENT LEARNING TARGETS/SKILLS BENCHMARKS KEY TERMINOLOGY TH.68.C.2.1 Musical theatre Musical Theatre • Read, listen to and analyze various musical theatre scenes TH.68.S.1.3 Lyrics genres TH.68.S.2.3 Score • Examine various composers of musical theatre TH.68.O.3.1 book Composers TH.68.H.1.5 Plot TH.68.H.2.5 Theme • Dissect a scene or monologue with beats, objectives, subtext (Scoring a TH.68.H.2.6 Mood/tone Theme scene) TH.68.H.3.2 Characterization Objectives Character analysis • Explore how a work is influenced by mood, tone, imagery Motivation Relationships Subtext • Increase student vocabulary and writing style through the influence of Interpretation drama, comedy, theatre history, performance styles Discovery Critique Script Analysis Adaptation Self‐Expression • Create original scenes using existing musical pieces Revival CURRICULUM MAP – MS TECHNICAL THEATRE: DESIGN AND PRODUCTION Grade 6‐8 MEASUREMENT Theatre History PACING: MAP – C TOPIC: Nine Weeks ESSENTIAL • Understand the different genres of musical theatre? BIG IDEAS: QUESTIONS: • Recognize leading composers of musical theatre? Critical Thinking and Reflection Does the student… • Understand the development and characteristics of music theatre periods and their Skills, Techniques, and Processes impact on present day musical theatre? Organizational Structure • Become familiar with major choreographers, directors, and performers of American Historical and Global Connections Musical Theatre? Innovation, Technology, and the Future CONCEPTS /CONTENT LEARNING TARGETS/SKILLS BENCHMARKS KEY TERMINOLOGY Theatre venues • Demonstrate an understanding of the origins of musical theatre TH.68.C.1.3 Broadway TH.68.S.1.3 Chorus Staging TH.68.S.2.3 Raked stage • Demonstrate an understanding of culture, time period and world Thrust stage Theatre periods influence on musicals TH.68.H.2.5 TH.68.H.2.6 Arena stage Musical language TH.68.H.3.2 Proscenium • Demonstrate an understanding of acclaimed choreographers and their Amphitheater Culture signature styles Modern/contemporary Rodgers and Hammerstein Composers
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