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: Art In Action, Glencoe 4 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 2.2.2,2.2.3, 2.4.1, 2.4.2, 2.4.3, Checks for Understanding: http://www.mcsk12.net/aoti/ci/art/docs/ 2.6.2, 2.6.3 Formative: 2.2, 2.3 units/08_09Sec20thCentury0046.pdf

Summative: 2.2, 2.3

Demonstrate an Understanding Explain and discuss contentless/group scenes Use contentless scenes to create group performances pp. 40-43, 105-109, 129-139, 150-153, of Contentless Scenes (2-3 Explain contentless/group scenes for given circumstances Analyze, create, and perform contentless scene 244-257, 273-279, 500-503 actors) including: Critique group presentations Interdisciplinary Connections:

• the “who, what, where, when” of creating a Observe, identify and discuss personal preferences of Language Arts: contentless scene CLEs performance the performances development depicts basic writing structure found in many literary works 1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, • creating a scene based upon choices character’s make Perform original scene, add to theatre journal, and 2.4, 7.1, 7.2 Assign performing a scene using contentless scenes consider for portfolio piece Guide the identification of peer choices at the conclusion of SPIs performances 1.1.1, 1.1.2, 1.2.1, 1.3.1, 2.2.2, Evaluate scenes 2.3.2, 2.4.1, 7.1.1, 7.1.4, 7.2.1 Checks for Understanding: Formative: 1.1, 2.2, 2.3, 2.4, 7.1, 7.2 Summative: 1.1, 2.2, 2.3, 2.4, 7.1, 7.2 Demonstrate an Explain the importance of characters acting and reacting during a Write and stage, with dialogue, a duet or group original pp. 100-102,151, 244-249, 371-373, Understanding of Acting and performance scene from an original source: 422, 500-503 Reacting in a Dramatic Discuss developing and writing dialogue; giving consideration to • choose situation Interdisciplinary Connections: Dialogue circumstances, character, and creating the shape of the scene • develop characters considering voice and Language Arts: Literature; writing Assign an original performance with dialogue that has good movement, improvise and shape the scene CLEs beginning, middle, and ending to the scene (consider entrances/exits) 1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, Assign revising the dialogue based on assessment of plot, • Develop dialogue of characters considering 2.4, 7.1, 7.2 acting/reacting, dialogue, and characters portrayed in the beginning, middle and ending of the SPIs performance scene 1.1.1, 1.1.3, 1.2.2, 1.2.3, 1.3.1, Assign performing the piece after revisions • rehearse scene deciding if props are needed 1.5.1, 2.1.1, 2.1.3, 2.1.4, • perform convincingly 2.2.1, 2.2.2, 2.2.3, 2.2.4, 2.3.1, 2.3.2, 2.4.1, 7.1.1, 7.1.4, 7.2.1 • self and group assess all performances (writing responses in theatre journal), adapt

TEXTBOOK: Theatre: Art In Action, Glencoe 5 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: by responding to the assessments in revisions Formative: 1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.4, 7.1, 7.2 Perform after revisions Summative: 1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.4, 7.1, 7.2 • Consider performance for portfolio

Second 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, 66-68,154-157,192-195, 296- Aspects Explain how drama influences social changes demonstrate an understanding of styles, themes, and 298, 326-329, 426-429, 456-459 exemplary models of acting and playwriting relating to Explain how history and culture influence drama DVDs of exemplary the stage and technical theatre performances/actor/actresses; CLEs Discuss the Greeks and Romans contributions to theatre Discuss how the Greeks and Romans contributed to teacher’s choice 5.1, 5.2, 5.3, 8.1, 8.2, 8.3 Explain and lead discussions concerning the works of exemplary the origin of theatre Interdisciplinary Connections: actors/actresses Write and perform an original scene in a specified Visual Arts: art prints available in SPIs Explain style, theme, and dramatic elements genre or in the style of given historical period; analyze school 5.1.1, 5.1.3, 5.1.4, 5.2.1, 5.3.3, Assign various historical periods and actors for researching the production requirements of this play in this American/World History: history of the 8.1.1, 8.1.2, 8.2.1, 8.2.2, 8.3.1, historical time frame Assign writing an original scene in a specified genre or in the stage reflects social attitudes and 8.3.2 style of given historical period Add to theatre journal and consider for portfolio piece events in history; history of theatre relates to historical and cultural events Checks for Understanding: in a specific timeframe Formative: 5.1, 5.3, 8.1, 8.2, 8.3 Summative: 5.1, 8.3

Demonstrate an Discuss and review history of theatre and playwriting Create comparison chart of the historical and cultural pp. 1-15, 541, 534 - 539 Understanding of History of Discuss contributions of playwrights periods, contributions, and styles for 10 playwrights Interdisciplinary Connections: the Theatre and Playwriting Explain and discuss cultural influences on theatre history and Research and prepare an oral presentation on a Language Arts: literature and writing playwriting famous playwright, actor, or director directed to a styles/components chosen target audience, including a specified “hook”. CLEs Discuss various styles of playwriting noting similarities and American/World History: history of the 5.1, 5.3, 8.1, 8.2, 8.3 differences in character dialogue, scene designation, stage Include information in theatre journal for reference stage reflects social attitudes and designation, prologue, and epilogue events in history; history of theatre relates to historical and cultural events SPIs Explain the importance of knowing the targeted audience when in a specific timeframe playwriting : children, young adults, adults

TEXTBOOK: Theatre: Art In Action, Glencoe 6 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 5.1.1, 5.3.3, 8.1.2, 8.1.3, 8.2.2, Explain the importance of grabbing an audience; “the hook” 8.3.1, 8.3.2 Assign the research and presentation of a famous playwright/actor/or director

Checks for Understanding: Formative: 5.1, 5.3, 8.2, 8.3 Summative: 5.1, 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, dramatic performances including: discussion, analysis, interpretation, aesthetic preferences and artistic merit 566, 567 interpretations, artistic merit, theatre language of chosen theatre productions CLEs Interdisciplinary Connections: Give factual information to make knowledge-based decisions Write a short interpretation critique using appropriate 7.1 Language Arts: the critique process (analysis) theatre language for a live or recorded dramatic

Explain feelings, ideas, and personal preferences to make performance; include in theatre journal SPIs aesthetic interpretations 7.1.1, 7.1.2, 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

Checks for Understanding: Formative: 7.1 Summative: 7.1

PRODUCING AND PERFORMING Demonstrate an Discuss exemplary playwrights and their styles Write a 400-500 word paper describing the pp. 1-15, 44-47, 66-68, 154-157, 192- Understanding of the Role of Assign a paper on the contributions of Greek/Roman playwrights contributions of Greek and Roman playwrights to the 195, 296-298, 326-329, 426-429, 456- the Playwright origin of theatre; discuss both cultures 459 Assign an oral presentation on a famous playwright Interdisciplinary Connections:

Read, research, and prepare an oral presentation on Language Arts: literature

TEXTBOOK: Theatre: Art In Action, Glencoe 7 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 CLEs a famous playwright; include in theatre journal Visual Arts: art reflects history/culture 5.1, 5.2, 8.1, 8.2 Checks for Understanding: American/World History: history of the SPIs Formative: 5.1, 5.2, 8.1, 8.2 stage reflects social attitudes and events in history; history of theatre 5.1.1, 5.2.1, 8.1.1, 8.1.2, Summative: 5.1, 5.2, 8.1 relates to historical and cultural events 8.2.1 in a specific timeframe

Demonstrate an Discuss various time frames and their culture as reflected in Discuss culture affecting theatre works pp. 1-15, 44-47, 66-68, 154-157, 192- Understanding of Theatre theatre, including the following works: Practice reading dialogue with team mates in assigned 195, 296-298, 326-329, 426-429, 456- as a Reflection of Culture • Oscar Wilde’s, The Importance of Being Earnest scenes, present the scenes to the class, and discuss 459 and Times the historical culture presented in the piece. Scenes Interdisciplinary Connections: • Kaufman & Hart’s, You Can’t Take It With You may include the following: Language Arts: culture and history is • Adaptation of Harper Lee’s, To Kill a Mockingbird CLEs • Oscar Wilde’s, The Importance of Being universal in all literary works August Wilson’s, Fences 5.1, 5.3, 8.1, 8.2, 8.3 • Earnest American/World History: history of the Assign performing of selected scenes to develop a student’s • Kaufman & Hart’s, You Can’t Take It With stage reflects social attitudes and understanding of culture affecting theatre events in history; history of theatre SPIs You relates to historical and cultural events 5.1.1, 5.3.3, 8.1.2, 8.1.3, 8.2.2, • Adaptation of Harper Lee’s, To Kill a Checks for Understanding: in a specific timeframe 8.3.1, 8.3.2 Mockingbird Formative: 5.1, 5.3, 8.2, 8.3 • August Wilson’s, Fences Summative: 5.1, 8.3 Add notes to theatre journal

Demonstrate an Show DVDs or scripts of current theatrical performances; discuss Research current theatrical performances on the pp. 540-543 Understanding of Scene the theme (playwright’s purpose), plot, character development, international, national, regional, and local levels and Interdisciplinary Connections: Depicting Culture and Time setting, style, realistic dialogue, production, music, dance and the use information to enhance personal abilities in theatre Language Arts: literature and writing time frames Write an original scene that incorporates dramatic styles/components; critique process Assign the creation of an original scene that incorporates structure, characterization, props, costumes in a CLEs Visual Arts: costume/prop design dramatic structure, characterization, props, costumes in a current current situation and time frame; exchange scenes for 1.1, 1.2, 1.4, 1.5, 2.1. 2.3 situation peer editing

Explain guidelines for peer editing Write/give verbal critiques of peer product (script and

Evaluate the performance presentation)

Assign rewriting scenes for final assessment Rewrite scenes as needed for final assessment

TEXTBOOK: Theatre: Art In Action, Glencoe 8 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 SPIs Include in theatre journal 1.1.1, 1.1.2, 1.2.4, 1.4.3, Checks for Understanding: Consider for portfolio piece 1.5.1, 1.5.3, 2.1.2, 2.3.1, Formative: 1.1, 1.2, 1.4, 1.5, 2.1, 2.3 2.3.2, Summative: 1.1, 1.2, 1.4, 1.5, 2.1, 2.3

Demonstrate an Explain the development of writing stage scenes for a one act Discuss ideas for an original one act script with team pp. 36-37, 244-256, 422, 534-539 Understanding of the script mates (duet or group) Interdisciplinary Connections: Writing a Script Process Coordinate teams to write and perform original scripted scene Outline the script; improvise if needed for Language Arts: Script writing for stage dialogue/character and plot development reinforces essential language concepts Give the guidelines for revising script based on performance Create with team mates a script for an original scene and skills; character portrayal CLEs Evaluate and orally critique Rehearse the scene in provided rehearsal time reinforces verbal and physical characteristics universal in all literary 1.1, 1.2, 2.2, 2.3, 2.4 Stage the original scene works Checks for Understanding: Critique peer performances

SPIs Formative: 1.1, 1.2, 2.2, 2.3, 2.4 Revise script based on performance and critiques 1.1.1, 1.1.2, 1.2.1,1.2.2, 12.3, Summative: 1.1, 1.2, 2.2, 2.3, 2.4 Include script in theatre journal and decide if portfolio 1.2.4, 2.2.2, 2.2.3, 2.2.4, piece 2.3.1, 2.3.2, 2.4.1

Third Nine Weeks The Teacher Will - TTW The Learner Will - TLW Examining the 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, Historical/Cultural 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 Research, select, and perform a scene from a period American/World History: Theatre 5.1, 5.2, 5.3, 8.1, 8.2, 8.3 actors/actresses play or given culture. Critique performances reflects everyday life/culture and Explain style, theme, and dramatic elements Create a scene design based on a motif within a history SPIs Assign various historical time periods/actors for researching published play Language Arts: literature, exemplary 5.1.1, 5.2.3, 5.3.4, 5.3.3, 8.1.1, Assign research, selection, and performance of a scene from a Include notes in theatre journal. Decide if portfolio writers 8.1.3, 8.2.1, 8.2.2, 8.3.1, 8.3.2 period play or given culture; assess pieces Computer Technology: Research Assign and assess the creation of a scene design based on a motif within a published play

TEXTBOOK: Theatre: Art In Action, Glencoe 9 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: 5.1, 5.2, 5.3, 8.1, 8.2, 8.3 Summative: 5.1, 5.3, 8.3

History of Theatre and Discuss and review history of theatre and playwriting Research and prepare an oral presentation on a pp. 1-15, 541, 534-539 Playwriting Discuss contributions of playwrights famous playwright (actor or director) Interdisciplinary Connections: Explain and discuss cultural influences on theatre history and Orally present critiques comparing the Language Arts: literature and writing CLEs playwriting differences/similarities of two playwright’s work in live styles/components or taped productions 5.1, 5.3, 7.1, 8.1, 8.2, 8.3 Discuss various styles of playwriting noting similarities and American/World History: history of the Write a review in a journalistic style of a live or taped differences in character dialogue, scene designation, stage stage reflects social attitudes and designation, prologue, and epilogue performance analyzing the playwrights purpose, events in history; history of theatre SPIs personal response to the story line, the setting, the Explain the importance of knowing the targeted audience when relates to historical and cultural events 5.1.1, 5.3.3, 7.1.3, 8.1.2, 8.1.3, characters; determine the targeted audience and “the playwriting : children, young adults, adults in a specific timeframe. 8.2.2, 8.3.1, 8.3.2 hook” for the plot grabber Explain the importance of grabbing an audience; “the hook” Include information in theatre journal for reference Assign the research and presentation of a famous

playwright/actor/or director

Checks for Understanding: Formative: 5.1, 5.3, 7.1, 8.2, 8.3 Summative: 5.1, 7.1, 8.3

Critiquing Process Explain the critique criteria to review components of selected Pretend to be a director. Critique a theatrical work to pp. 112, 387-389, 530-535, 540-543, dramatic performances including: discussion, analysis, determine the “spine” (essential motivation) of the 566, 567 interpretations, artistic merit, theatre language central characters (ex.: A Streetcar Named Desire), CLEs Interdisciplinary Connections: Give factual information to make knowledge-based decisions analyze the plot and artistic merit. Present to class 7.1 Language Arts: the critique process (analysis) Include in theatre journal

Explain feelings, ideas, and personal preferences to make SPIs aesthetic interpretations 7.1.1, 7.1.2, Discuss personal decisions about the artistic merit of the various

TEXTBOOK: Theatre: Art In Action, Glencoe 10 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 aspects of theater, i.e., dramatic literature, character portrayal, technical aspects Use theatre language when interpreting/assessing drama Assign dramatic works for critiquing

Checks for Understanding: Formative: 7.1 Summative: 7.1

PRODUCING AND PERFORMING Demonstrate an Explain and demonstrate creating an organizational chart for Define and perform roles and responsibilities of various p. 314 Understanding of Roles and assigning roles/rehearsals for all aspects of a play production production staff members Interdisciplinary Connections: Responsibilities of Play Give photocopies of charting examples/production plans Create an organizational chart and production plan for Computer technology: excel spread Production Assign the creation of an organization chart and production plan a script as if you were directing the performance; sheet for organizing data include this in theatre journal for a script CLEs 4.1, 4.2 Checks for Understanding: SPIs Formative: 4.1, 4.2 4.1.1, 4.1.2, 4.2.2 Summative: 4.1, 4.2

Demonstrate an Explain and demonstrate stage areas and stage positions Read/ research/discuss the various staging areas pp. 56-63, 176-182, 183-184, 257-260, Understanding of Stage Assign partners for practicing the marking of stage areas equating the staging terms to the space 287 Management Explain the concept and elements of a prompt book, both actor Using masking tape, work with a partner to divide the Theatre Games for Young Performers and director school’s stage or other large floor space into the areas by Maria C. Novelly representative of a proscenium stage (do same for CLEs Explain and demonstrate blocking notation Basic Drama Projects by Fran Averett arena or thrust stage, if school has these) Tanner 4.3, 4.4 Give photocopies of blocking notation shorthand One person gives directions in theater terms • Interdisciplinary Connections: Direct blocking theatre games/activities (up, right, center, etc.) while the other marks Language Arts: dramatic literature & its SPIs Discuss and give photocopies of production forms (cue sheets, the stage area components 4.3.1, 4.3.3, 4.4.1 rehearsal reports, etc.) • Switch partners until both persons have memorized the stage area

TEXTBOOK: Theatre: Art In Action, Glencoe 11 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

Assign marking blocking of a one act script or scene; teacher • Include staging areas in theatre journal assess Use theatre games/activities to determine blocking Assign the analysis of a play for plot, theme, and characterization composition, energy flow, planes, body positions to develop an understanding of creating focus and interest; include observations and other notes in

theatre journal Checks for Understanding: Read/research/discuss the elements of a director’s Formative: 4.3, 4.4 prompt book including: Summative: 4.3, 4.4 • Detailed script analysis of the play

• Development of style and production concept

• Visualization of technical elements of the production • Drawing a ground plan for the production • Written blocking for the script Practice blocking by marking a one act script or scene with notation shorthand; teacher assess; include the practice and the photocopies in theatre journal Analyze a play for plot, theme, and characterization; make notes in theatre journal Demonstrate an Assign the stage setting for a production using the following Direct a scene or one act play by organizing the pp. 60-65, 202-209 Understanding of Stage criteria: following: Interdisciplinary Connections: Setting • Selection of staging area • Select the best area for staging the Science: set design reinforces

• Determining equipment and needs performance understanding of sound and lighting technology • Determining sound and lighting • Assess available performance areas for CLEs equipment needs; choose the equipment • Discuss critical issues 4.1, 4.2, 4.3, 4.4, 5.2, 5.3 needed for the performance Evaluate • Determine sound needs and set equipment accordingly SPIs Checks for Understanding: • Determine and set lighting needed 4.1.1, 4.2.4, 4.3.3, 4.4.1, 5.2.4, Formative: 4.1, 4.2, 4.3, 4.4, 5.2, 5.3 5.3.4 • Discuss critical issues that will need to be Summative: 4.1, 4.2, 4.3, 4.4, 5.2, 5. addressed and overcome Assess quality of work by self critiquing and teacher

TEXTBOOK: Theatre: Art In Action, Glencoe 12 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 evaluation Include name of production, date, and notes to theatre journal/resume’

Demonstrate an Explain commonly used terms for production staff, including: Discuss the production staff and their roles pp. 306-325 Understanding of producer, co-producer & business manager, director, publicity, List terms and roles for production staff in theatre Interdisciplinary Connections: Terminology house manager, designers, stage manager, cast, technical journal for reference guide Computer technology: research director, crew Learn the production staff and their roles by practicing Business & Careers: Theatre Translate theatre terms into layman’s terms CLEs definitions with partners production 4.1 Explain and assign the creation of a production plan Create a production plan Evaluate knowledge of production staff/roles through a Participate in teacher directed assessment production plan assessment SPIs

4.1.1, Checks for Understanding: Formative: 4.1 Summative: 4.1

Demonstrate an Explain and demonstrate the following budgetary concepts for a Prepare a budget for a teacher assigned play pp. 311-312, 323 (budget worksheet Understanding of Budgetary production: performance ex.), 443 Needs and Procedures for • Budget Procedures Present the vision for the play with a prepared budget Interdisciplinary Connections: Play Production as if in production meeting; teacher evaluation • Major variables in cost-estimating Math: budget analysis reinforces math Include budget photocopies and prepared budget in understanding • Cost factors of production CLEs theatre journal Computer technology: research; excel Possible incomes for various productions 4.2 • Decide if budgetary proposal is a portfolio piece spread sheets Profits and deficits • Business: budget and marketing plan SPIs • Role of the business manager Careers: Theatre production 4.2.4 • Methods of budget control Economics: creation of production • Accounting procedures for theatre production receipts budget • Revenues • Ticket Sales

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Theatre Instructional Map Play Production

Knowledge and Skills Content Outline Resources Assessments/Activities CLEs/GLEs/SPIs Checks for understanding Interdisciplinary Connections

• Distribution • Advertising campaign for theatre production(s) • Financial support Give photocopies of budget forms necessary for a production Assign the preparation of a budget using teacher hand outs for an assigned play performance Assign the presentation of the producer/director’s vision and prepared budget for the play Evaluate knowledge of budgetary factors through assessment

Checks for Understanding: Formative: 4.2 Summative: 4.2

Demonstrate an Explain and demonstrate the publicity for play(s), including: Write a press release with team mates for a feature pp. 544-545 Understanding of a PR Plan • Production’s relationship to its audience story in the school newspaper (400-600 words) about Interdisciplinary Connections: For Play Production an imaginary or assigned play include director, actors, Math: budget analysis reinforces math • Press releases and publicity articles for theatre or a member of the design team. Write about the understanding • Mailing lists person’s lives in/out of the theatre, give direct quotes, CLEs Computer technology: research; using Assign marketing plan through various publicity activities and publicity photos (if possible); include this in theatre 4.2, 4.3 journal word documents; excel spreadsheets; websites Work with teammates to brainstorm ideas to promote Checks for Understanding: SPIs an assigned show, create a design for the Business: budget and marketing plan; Formative: 4.2, 4.3 promotional items 4.2.4, 4.3.2 items/slogans/promotional ideas proposed. Present to Summative: 4.2, 4.3 class; include in theatre journal Careers: Public Relations;

Create with teammates a 30 second commercial. photography Decide the customer and the basic situation. List Economics: creation of production characters and character sketches, create a storyboard budget and script; practice and present; include script in Visual Arts: relates to art media theatre journal. Class and teacher assess. Decide if this should be a portfolio piece Technology: creating publicity posters; play books; tickets; programs; Create a mailing list of community leaders; add to promotional items theatre journal

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Theatre Instructional Map Play Production

Knowledge and Skills Content Outline Resources Assessments/Activities CLEs/GLEs/SPIs Checks for understanding Interdisciplinary Connections Research local corporate sponsors and draft a letter T.V. Production: school/community asking for sponsorship for a proposed production media releases Fourth 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: Explain and lead discussions concerning the works of exemplary Perform a scene from the commedia dell’ arte canon CLEs actors/actresses American/World History: Theatre Research, select, and performs a scene from a period reflects everyday life/culture and 5.1, 5.2, 5.3, 8.1, 8.2, 8.3 Explain style, theme, and dramatic elements play or given culture. Critique performances history Assign various historical time periods/actors for researching and Research, select, and perform a scene from an Language Arts: literature, exemplary performing; critique performances SPIs American play or musical. Critique performances writers; critiquing process

5.1.1, 5.2.1, 5.2.2, 5.2.3, 5.2.4 Include the scenes in theatre journal and resume’ Computer Technology: Research 5.3.3, 8.1.1, 8.1.3, 8.2.1, 8.2.2, Checks for Understanding: Decide if these are portfolio pieces 8.3.1, 8.3.2 Formative: 5.1, 5.2, 5.3, 8.1, 8.2, 8.3 Summative: 5.1, 5.2, 5.3, 8.3

Critiquing Process Explain the critique criteria to review components of selected Research, critique and prepare an oral presentation pp. 112, 387-389, 530-535, 540-543, dramatic performances including: discussion, analysis, on a dramatic piece; class and teacher critique 566, 567 interpretations, artistic merit, theatre language CLEs Interdisciplinary Connections: Give factual information to make knowledge-based decisions 7.1 Include information in theatre journal for reference Language Arts: the critique process (analysis)

Explain feelings, ideas, and personal preferences to make

SPIs aesthetic interpretations 7.1.1, 7.1.2, 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

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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 Explain production styles Discuss advantages and disadvantages to each style pp. 174-175, 257-269, 203 of Directing Play Production Explain acting styles of directing Interdisciplinary Connections: Explain directors’ styles Use research about a recognized director to direct a Language Arts: literature, exemplary scene in the style of that director; discuss the CLEs Assign researching and directing of a scene that projects a writers; critiquing process presentation; teacher evaluate 4.1, 4.2 particular director’s style Computer Technology: Research Listen and interview a guest director (community Evaluate theatre) concerning his/her preference for directing SPIs style 4.1.4, 4.2.4 Checks for Understanding: Formative: 4.2 Summative: 4.2

Demonstrate an Understanding Assign reading and analyzing play script for: Choose a one act play script to direct; pitch the play to pp. 379-381 of Directing Short One-Act Play • theme obtain teacher approval of script, also, defend choice Interdisciplinary Connections: Scenes for the production to obtain teacher approval • Characters American/World History: Theatre Write a detailed script analysis for production, budget, reflects everyday life/culture and • character analysis CLEs acting, set design, and technical requirements history plot analysis 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4 • Develop a style and production concept Language Arts: literature, exemplary • genre Visualize technical elements of the production writers; critiquing process SPIs • performance space Draw a ground plan for the production Computer Technology: Research, word and excel documents for 3.1.1, 3.1.2, 3.1.3, 3.1.4, 3.2.1, • technical requirements for each scene Begin blocking the scenes documentation and organization 3.2.2, 3.2.3, 3.3.1, 3.3.3, 3.3.4, • blocking Create prompt book, rehearsal schedule, and 4.1.1, 4.1.3, 4.2.4, 4.3.1, 4.4.1, rehearsal contract Math: accounting and budget planning • schedules for a theatre performance require 4.4.2, 4.4.4 Evaluate the process through self-assessment ; Evaluate one act play understanding of mathematics teacher monitoring and rubric assessing

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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: 3.1, 3.2,3.3, 4.1, 4.2, 4.3, 4.4 Summative: 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4

Demonstrate an Understanding Assign parameters (e.g., space, budget, time) for a production Direct the audition process by: pp. pp. 146-149, 163-187, 257-260, of the Production Process and monitor the production process of a student directed play in • Providing audition information 282-293, 315-336 the following areas: Interdisciplinary Connections: • Discussing characters emotions and roles • Audition: types/requirements/time/date American/World History: Theatre CLEs • Conducting read-through after assigning reflects everyday life/culture and 3.1, 3.2, 3.3, 4.1, 4.2, 4.3 character(s) history • Conducting Read-Through(s) Providing and discussing rehearsal schedule, • Language Arts: literature, exemplary including performance dates SPIs writers; critiquing process; scripts; play 3.1.1, 3.1.2, 3.1.3, 3.1.4, 3.2.1, • Meeting with Technical Crew • Sharing the director’s vision and expectations for productions show 3.2.2, 3.2.3, 3.3.1, 3.3.3, 3.3.4, Science: lighting and sound theory 4.1.2, 4.2.1, 4.2.2, 4.2.3, 4.2.4, • Blocking Rehearsals • Communicating a story through a series of stage Computer Technology: Research, 4.3.1, 4.3.2, 4.3.3, pictures word and excel documents Checks for Understanding: Meet with Technical Crew to discuss: Visual Arts: color, light, perspective. Formative: 3.1, 3.2, 3.3, 4.1, 4.2, 4.3 • vision and ideas for lighting, sound, sets, drawing, establishing mood Summative: 3.1, 3.2, 3.3, 4.1, 4.2, 4.3 costumes/props, and other technical areas • selection of committees for each technical area, including publicity, lights, set, costumes, sound,

hair, make-up, and props • available resources for required materials needed • renderings for all technical areas • available materials to begin technical work • final designs for the production • tech rehearsals with actors and continue working and reviewing progress of technical committees Demonstrate the purpose of director’s blocking rehearsals by: • Planning and writing down the blocking that brings life to director’s play interpretation and physical

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Theatre Instructional Map Play Production

Knowledge and Skills Content Outline Resources Assessments/Activities CLEs/GLEs/SPIs Checks for understanding Interdisciplinary Connections attributes of the characters • Illustrating what characters want and the utilization of body language to communicate their relationships to other characters • Visualizing the dramatic action and conflicts of the play • Formulating audience focus on particular actors as needed • Actors marking their blocking in their scripts and referring to it • Actors marking their use of props and set • Cueing entrances/exits

Demonstrate an Understanding Monitor and assess the rehearsals including: Direct participants in rehearsal etiquette by reviewing pp. 146-149,182-183, 202-239, 315- of Final Process of Play • Rehearsal etiquette and requiring the following: 336, 379-381 Production Interdisciplinary Connections: • Blocking of show • Promptness American/World History: Theatre • Work-through rehearsals • Conflicts with schedule must be cleared with CLEs director and adjustments made reflects everyday life/culture and • Run-through rehearsal history 3.1, 3.2, 3.3, 4.3 • Permission to attend after school rehearsals, if Dress Rehearsals • needed Language Arts: literature, exemplary writers; critiquing process; scripts; play SPIs Monitor and assess the adding of Technical Elements: Refer to rehearsal schedule at all times; bring to • productions 3.1.1, 3.1.2, 3.1.3, 3.1.4, 3.2.1, • Lighting/sound rehearsals Science: lighting and sound theory 3.2.2, 3.2.3, 3.3.1, 3.3.3, 3.3.4, • Costume/props • Come prepared for scenes that are being Computer Technology: Research, 4.3.2, 4.3.3, Monitor and evaluate the production performance: rehearsed word and excel documents Watch and evaluate production in its entirety; give feedback • Be attentive and be a good audience when not • Visual Arts: color, light, perspective. to student(s) involved in rehearsal drawing, establishing mood • Be courteous, responsible, and pleasant • Striking the show Practice lines/movement outside of rehearsals • Checks for Understanding: Direct rehearsals through involvement, consistently Formative: 3.1, 3.2, 3.3, 4.3 monitoring and assessing: Summative: 3.1, 3.2, 3.3, 4.3 • Formal read-throughs

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Theatre Instructional Map Play Production

Knowledge and Skills Content Outline Resources Assessments/Activities CLEs/GLEs/SPIs Checks for understanding Interdisciplinary Connections

• Listening closely to reader’s interpretations through voice and tone during read-through(s) • Performers marking script for blocking and cue lines • Understanding of director terminology (ex. Pick up your cue, open up) • Rehearsals for crowd scenes, if needed • Memorizing lines and movement • Costume fittings • Costume/prop/scenery rehearsals (dates/times) • Technical rehearsals (dates/times) • Rehearsals without interruptions for final polishing • Dress rehearsals • Rehearsing the curtain call • Giving appreciation to all participants • Striking the show Assess the final performance by personal critique and teacher evaluation Include in resume’ and portfolio

TEXTBOOK: Theatre: Art In Action, Glencoe 19 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