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

TH.68.C.3.1 Stage Directions Gesture • 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 Lerner and Lowe • Demonstrate an understanding of great musical theatre shows and Kander and Ebb Performers roles and those who made them famous Andrew Lloyd Weber Choreographers Steven Swartz • Explore composers and storylines through the ages Menken and Ashman Broadway Bob Fosse Disney • Explore the significance of Broadway Michael Bennett Gower Champion Anges De’Mille • Compare plays and movie versions of the same script Jerome Robbins Kathleen Marshall Julie Taymor Julie Andrews Mary Martin Bernadette Peters Sutton Foster Michael Crawford Joel Gra CURRICULUM MAP – MS TECHNICAL THEATRE: DESIGN AND PRODUCTION Grade 6‐8

MEASUREMENT Technical Theatre PACING: MAP – D TOPIC: Nine Weeks ESSENTIAL • Understand the function and use of sets & props? BIG IDEAS: QUESTIONS: • Understand the function and use of costumes & makeup? Critical Thinking and Reflection Does the student… • Understand the function and use of sound & lighting? Skills, Techniques, and Processes • Demonstrate how to use various audio and video recording devices? Organizational Structure • Demonstrate how to use audio enhancement devices (amplifiers, CD players, mp3 Historical and Global Connections devices, microphones, sound mixers, etc.) for effective performance? Innovation, Technology, and the Future • Understand the roles of producer, director, choreographer, and stage manager? CONCEPTS /CONTENT LEARNING TARGETS/SKILLS BENCHMARKS KEY TERMINOLOGY

Sets • Demonstrate knowledge of three stages: arena, proscenium, and TH.68.C.3.1 Design thrust TH.68.S.1.3 Construction Props TH.68.S.2.1 Strike TH.68.O.1.3 Flat • Demonstrate knowledge of basic set design Costumes TH.68.0.3.3 Curtain TH.68.H.2.6 Black box • Create prop lists and understand how to organize a prop table Makeup TH.68.H.3.3 Scenery TH.68.H.3.6 Dressing

Sound • Recognize the importance of stage makeup and basic application TH.68.F.3.1 Properties thereof Sound board Booth Lighting • Demonstrate knowledge of various sound effects Mics Reverb

Publicity Soundtrack

• Demonstrate knowledge of various lighting techniques Sweetener tracks Copyright Overture • Demonstrate knowledge of various musical effects Stage manager Technical production Dance captain process • Maintain a creative journal expressing oneself on a number of topics Vocal coach and theatrical concepts Wings Stage elements Dresser Green Room • Create an audition repertoire for musical theatre Auditions Curtain Call Cue to Cue Tech Rehearsal Cattle Call Accompanist CURRICULUM MAP – MS TECHNICAL THEATRE: DESIGN AND PRODUCTION Grade 6‐8

Suggested Resources Links to Educational websites Bakers Plays www.bakersplays.com Educational Theatre Association/International Thespian Society BMI www.schooltheatre.org www.bmi.com FAAE (Florida Alliance for Arts Education) Contemporary Drama Service www.faae.org www.contemporarydrama.com FATE (Florida Association for Theatre Education) Dramatic Publishing www.fatefirst.com www.dramaticpublishing.com Eldridge Plays Florida State Thespians www.histage.com www.flthespian.com Heuer Plays www.hitplays.com Suggested Assessments Musical Theatre International Performance Observation www.mtishows.com Pioneer Peer Critique Drama Attached performance assessments www.pioneerdrama.com Playscripts Inc. Essential Repertoire www.playscripts.com Theatrical Rights Worldwide www.theatricalrights.com

ASSESSMENT RUBRIC

4 Points A score of four is a response in which the student demonstrates a thorough understanding of the concepts and/or (Advanced) procedures embodied in the task. The student has responded correctly to the task, used artistically sound procedures, and provided clear and complete explanations and interpretations.

3 Points A score of three is a response in which the student demonstrates an understanding of the concepts and/or procedures (Proficient) embodied in the task. The students’ response to the task is essentially correct with the procedures used and the explanations and interpretations provided demonstrating an essential but less than thorough understanding. The response may contain minor flaws that reflect inattentive execution of procedures or indications of some misunderstanding of the underlying concepts and/or procedures.

2 Points A score of two indicates that the student has demonstrated only a partial understanding of the concepts and/or procedures (Basic) embodied in the task. Although the student may have used the correct approach to obtaining a solution or may have provided a correct solution, the students’ work lacks an essential understanding of the underlying concepts.

1 Point A score of one indicates that the student has demonstrated a very limited understanding of the concepts and/or (Emerging) procedures embodied in the task. The students’ response is incomplete and exhibits many flaws. Although the students’ response has addressed some of the conditions of the task, the student reached an inadequate conclusion and/or provided reasoning that was faulty or incomplete. The response exhibits many flaws or may be incomplete.

0 Points A score of zero indicates that the student has provided a completely incorrect or non‐interpretable response or no response at all.

Course Number: 0400110 Course Path: Section: Grades PreK to 12 Education Courses » Grade Group: Grades 6 to 8 Education Courses » Subject: Drama/Theatre Arts » SubSubject: Technical Theatre » Course Title: M/J Technical Theatre: Design and Production Course Section: Grades PreK to 12 Education Courses Abbreviated Title: M/J TECH THEA DE&PR Course Length: Year Course Level: 2 Course Status: DRAFT - State Board approval pending Course Description: Students’ work focuses on learning the elements of technical theatre, which includes costumes, lighting, makeup, properties (props), publicity, scenery, and sound. Also important is students’ technical knowledge of safety procedures and demonstrated safe operation of theatre equipment, tools, and raw materials. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend or participate in technical work, rehearsals, and/or performances beyond the school day to support, extend, and assess learning in the classroom.

CRITICAL THINKING and REFLECTION: Critical and creative thinking, self-expression, and communication with others are central to the art s.

Cognition and reflection are required to appreciate, interpret, and create with artistic intent. TH.68.C.1.3 Determine the purpose(s), elements, meaning, and value of a theatrical work based on personal, cultural, or historical standards. Assessing our own and others’ artistic work, using critical-thinking, problem-solving, and decision- making skills, is central to artistic growth. TH.68.C.2.1 Use group-generated criteria to critique others and help strengthen each other’s performance. TH.68.C.2.3 Ask questions to understand a peer’s artistic choices for a performance or design. The processes of critiquing works of art lead to development of critical-thinking skills transferable to other contexts. TH.68.C.3.1 Discuss how visual and aural design elements communicate environment, mood, and theme in a theatrical presentation.

SKILLS, TECHNIQUES, and PROCESSES: Through dance, music, theatre, and visual art, students learn that beginners, amateurs, and professionals benefit from working to improve and maintain skills over time.

The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art. TH.68.S.1.1 Describe the responsibilities of audience members, to the actors and each other, at live and recorded performances and demonstrate appropriate behavior. TH.68.S.1.3 Describe criteria for the evaluation of dramatic texts, performances, direction, and production elements. Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information. TH.68.S.2.1 Discuss the value of collaboration in theatre and work together to create a theatrical production. TH.68.S.2.3 Analyze the relationships of plot, conflict, and theme in a play and transfer the knowledge to a play that contrasts in style, genre, and/or mood.

ORGANIZATIONAL STRUCTURE: Works in dance, music, theatre, and visual art are organized by elements and principles that guide creators, interpreters, and responders. Understanding the organizational structure of an art form provides a foundation for appreciation of artistic works and respect for the creative process. TH.68.O.1.2 Discuss how color, line, shape, and texture are used to show emotion in technical theatre elements.

TH.68.O.1.3 Explain the impact of choices made by directors, designers, and actors on audience understanding. The structural rules and conventions of an art form serve as both a foundation and departure point for creativity. TH.68.O.2.1 Diagram the major parts of a play and their relationships to each other. Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world. TH.68.O.3.1 Compare theatre and its elements and vocabulary to other art forms. TH.68.O.3.3 Discuss the collaborative nature of theatre and work together to create a scene or play, respecting group members’ ideas and differences. HISTORICAL and GLOBAL CONNECTIONS: Experiences in the arts foster understanding, acceptance, and enrichment among individuals, groups, and cultures from around the world and across time.

Through study in the arts, we learn about and honor others and the worlds in which they live(d). TH.68.H.1.5 Describe one’s own personal responses to a theatrical work and show respect for the responses of others. The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged. TH.68.H.2.5 Compare decorum, environments, and manners from a variety of cultures and historical periods to discover and influence historical acting styles and design choices.

TH.68.H.2.6 Describe historical and cultural influences leading to changes in theatre performance spaces and technology.

TH.68.H.2.8 Identify and describe theatrical resources in the community, including professional and community theatres, experts, and sources of scripts and materials. Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields. TH.68.H.3.1 Identify principles and techniques that are shared between the arts and other content areas. TH.68.H.3.2 Read plays from a variety of genres and styles and compare how common themes are expressed in various art forms. TH.68.H.3.3 Use brainstorming as a method to discover multiple solutions for an acting or technical challenge.

TH.68.H.3.5 Describe how social skills learned through play participation are used in other classroom and extracurricular activities.

TH.68.H.3.6 Discuss ways in which dance, music, and the visual arts enhance theatrical presentations. INNOVATION, TECHNOLOGY, and the FUTURE: Curiosity, creativity, and the challenges of artistic problems drive innovation and adaptation of new and emerging technologies. The 21st-century skills necessary for success as citizens, workers, and leaders in a global economy are embedded in the study of the arts.

TH.68.F.3.1 Practice safe, legal, and responsible use of copyrighted, published plays to show respect for intellectual property and the playwright.

Additional Required Benchmark s: LACC.6.SL.1 Comprehension and Collaboration LACC.6.SL.1.1 Engage effectively in a range of collaborative discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. LACC.6.SL.1.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. LACC.6.SL.1.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. LACC.6.SL.2 Presentation of Knowledge and Ideas LACC.6.SL.2.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. LACC.6.SL.2.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. LACC.6.L.2 Knowledge of Languag e LACC.6.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. LACC.68.RST.1 Key Ideas and Details LACC.68.RST.1.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. LACC.68.RST.2 Craft and Stru ctur e LACC.68.RST.2.4 Determine the meaning of symbols, key terms, and other domain‐specific words and phrases as they are used in a specific scientific or technical context relevant to grades. LACC.68.WHST.2 Production and Distribution of Writ ing LACC.68.WHST.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LACC.68.WHST.3 Research to Build and Present Knowledge LACC.68.WHST.3.9 Draw evidence from informational texts to support analysis reflection, and research. MACC.K12.MP Mathematical Practices MACC.K12.MP.5 Use appropriate tools strategically. MACC.K12.MP.6 Attend to precision. MACC.K12.MP.7 Look for and make use of structure.