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Instructional Map Theatre Play Production Theatre Instructional Map Play Production Introduction In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025, § 80% of our students will graduate from high school college or career ready § 90% of students will graduate on time § 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity. In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP) and the SCS Curriculum Maps for Arts Education. Designed with the teacher in mind, the Arts Education (Orff Music, Visual Art, Media Arts, Dance, Instrumental Music, and Vocal Music) curriculum maps focus on teaching and learning in the domains of Perform, Create, Respond, and Connect. This map presents a framework for organizing instruction around the TN State Standards so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and the SCS Arts Education curriculum maps provide guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials. The SCS Arts Education curriculum maps are designed to create artistically/musically literate students by engaging them both individually and collaboratively in creative practices of envisioning, investigating, constructing, and reflecting. To achieve these goals the curriculum maps were developed by expert arts teachers to reflect the conceptual framework of the four artistic processes: present, create, respond, and connect. How to Use the Arts Education Curriculum Maps The SCS Arts Education curriculum maps are designed to help teachers make effective decisions about what content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. Across all arts disciplines, this is generally reflected in the following quarterly framework: Knowledge and Skills- This column reflects the anchor standards and essential tasks associated with grade level mastery of each discipline. Activities and Outcomes- Generally phrased similar to “I Can” statements, this portion identifies the specific performance indictors that are expected for students at a given time within the quarters/semester. Assessments- This section of the quarterly maps focuses on the formative and summative methods of gauging student mastery of the student performance indicators listed in the activities/outcomes section. TEXTBOOK: Theatre: Art In Action, Glencoe 1 of 19 RESOURCE KEY Interdisciplinary Units are available on MCS Webpage Disclaimer: Product descriptions are recommended activities that can be supplemented by activities teaching the same concepts/skills Theatre Instructional Map Play Production Resources And Interdisciplinary Connections- In this column, teachers will find rich bodies of instructional resources/materials/links to help students efficiently and effectively learn the content. Additionally, there are significant resources to engage alignment with the Comprehensive Literacy Improvement Plan (CLIP) that are designed to strengthen authentic development of aural/visual literacy in the arts content areas as well as support larger district goals for improvement in literacy. Throughout this curriculum map, you will see high-quality works of art/music literature that students should be experiencing deeply, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources available for teacher use. TEXTBOOK: Theatre: Art In Action, Glencoe 2 of 19 RESOURCE KEY Interdisciplinary Units are available on MCS Webpage Disclaimer: Product descriptions are recommended activities that can be supplemented by activities teaching the same concepts/skills Theatre Instructional Map Play Production Knowledge and Skills Content Outline Resources Assessments/Activities CLEs/GLEs/SPIs Checks for understanding Interdisciplinary Connections First Nine Weeks The Teacher Will - TTW The Learner Will - TLW Examining Historical/Cultural Explain how drama depicts life and authentic history/culture Research and discuss historical/cultural information to pp. 1-15, 66-68, 73, 154-157, 189, Aspects Explain how drama influences social changes demonstrate an understanding of various styles, 192-195, 296-298, 327-329, 426-429, themes, and exemplary models of acting and 456-459 Explain how history and culture influence drama playwriting relating to the stage and technical theatre Interdisciplinary Connections: CLEs Explain and lead discussions concerning the works of exemplary Participate (act) in a short scene several times, using a American/World History: Theatre 5.1, 5.3, 8.2, 8.3 actors/actresses different production style each time. Critique reflects everyday life/culture and Explain style, theme, and dramatic elements performances history SPIs Assign various historical time periods/actors for researching and Language Arts: literature, exemplary performing 5.1.1, 5.1.2, 5.3.3, 8.2.2, 8.3.1, writers 8.3.2 Computer Technology: Research Checks for Understanding: Formative: 5.1, 5.3, 8.2, 8.3 Summative: 5.1, 5.2, 8.3 Critiquing Process Explain the critique criteria to review components of selected Critique dramatic works relating description, analysis, pp. 112, 387-389, 530-535, 540-543, CLEs dramatic performances including: discussion, analysis, interpretation, aesthetic preferences and artistic merit 566, 567 interpretations, artistic merit, theatre language of chosen theatre productions 7.1 Interdisciplinary Connections: Give factual information to make knowledge-based decisions Write a short interpretation critique using appropriate Language Arts: the critique process (analysis) theatre language for a live or recorded dramatic SPIs Explain feelings, ideas, and personal preferences to make performance 7.1.1, 7.1.2, aesthetic interpretations Discuss personal decisions about the artistic merit of the various aspects of theatre, i.e., dramatic literature, character portrayal, technical aspects Use theatre language when interpreting/assessing drama Assign dramatic works for critiquing TEXTBOOK: Theatre: Art In Action, Glencoe 3 of 19 RESOURCE KEY Interdisciplinary Units are available on MCS Webpage Disclaimer: Product descriptions are recommended activities that can be supplemented by activities teaching the same concepts/skills Theatre Instructional Map Play Production Knowledge and Skills Content Outline Resources Assessments/Activities CLEs/GLEs/SPIs Checks for understanding Interdisciplinary Connections Checks for Understanding: Formative: 7.1 Summative: 7.1 PRODUCING AND PERFORMING Demonstrate an Understanding Discuss determination of strengths and weaknesses; instruct the Analyze personal strengths and weaknesses by pp. 19 -27 of Self in Dramatic Group development of a self-improvement plan to increase student’s participating in theatre games/activities: (ex. mirroring, Interdisciplinary Connections: Settings abilities partner observation, personal reflection, physical warm Health/Science: body awareness, ups, breathing exercises, body alignment, body Discuss the importance of establishing goals for self- emotions isolation, memorizing techniques). Engage in class CLEs improvement and self-critiques for improvement 2.2, 2.3 Explain individual and group responsibilities in dramatic performances Create an improvement plan discussing strengths and weaknesses and ways to improve Discuss group dynamics objectives/rules/participation in dramatic SPIs performances Create an action plan stating self-improvement goals 2.2.2, 2.2.3, 2.3.1 Instruct/demonstrate/establish rules for group dynamic exercises Participate in class discussion relating personal/team roles for performances. Self-assess and group assess Explain personal and team roles for theatre exercises and presentations for continued improvement performances Participate in team-building exercises to determine Provide theatre games/activities for individual/group practice effective group/personal dynamics Assign and explain the importance of keeping a theatre journal/resume’ Check for Understanding: Formative: 2.2, 2.3 Summative: 2.2, 2.3 Demonstrate an Understanding Discuss the establishment of personal monologue goals and Create and perform original one minute monologue pp. 146-148, 249-251 of Monologues beliefs using vocal expression and characterization; Self and Interdisciplinary Connections: group critique adding to performance journal Read and discuss exemplary monologues- classical and modern Language Arts: Literature Decide if this is a portfolio piece CLEs Demonstrate how to perform a monologue using vocal and physical characterization; expression 2.1, 2.2, 2.3, 2.4, 2.6 Integrated Unit: 20th Century Assign one minute monologues; demonstrating an understanding Expression, Lesson 4, pp.20: of how to perform a monologue using vocal and physical SPIs Expressing Emotions Through characterization; expression Collage. Concept: Monologue, 2.1.1, 2.1..2, 2.1.3, 2.2.1, TEXTBOOK: Theatre:
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