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Improvisation and Sketch Comedy Colorado Teacher-Authored Instructional Unit Sample Drama and Theatre Arts High School Unit Title: Friday Afternoon Live: Improvisation and Sketch Comedy INSTRUCTIONAL UNIT AUTHORS Adams 12 Five Star School District Stephanie Morris Douglas County School District David Peterson BASED ON A CURRICULUM OVERVIEW SAMPLE AUTHORED BY Adams 12 Five Star School District Jay Seller, PhD Denver School District Jennifer Renaldi Douglas County School District David Peterson Jefferson County School District Beau Augustin MPB Associates Colorado’s District Sample Curriculum Project Curriculum Sample District Colorado’s Michael Bautista University of Northern Colorado Mary Schuttler, PhD This unit was authored by a team of Colorado educators. The template provided one example of unit design that enabled teacher- authors to organize possible learning experiences, resources, differentiation, and assessments. The unit is intended to support teachers, schools, and districts as they make their own local decisions around the best instructional plans and practices for all students. DATE POSTED: DECEMBER 28, 2015 Colorado Teacher-Authored Sample Instructional Unit Content Area Drama and Theatre Arts Grade Level High School Course Name/Course Code Friday Afternoon Live-Improvisation and Sketch Comedy Standard Fundamental Pathway Grade Level Expectations (GLE) Extended Pathway Grade Level Expectations (GLE) 1. 1. Creative process in character development DTA09-HSFP-S.1-GLE.1 1. Character development in improvised and scripted DTA09-HSEP-S.1-GLE.1 Create and script improvisation works 2. Technical elements of theatre in improvised DTA09-HSFP-S.1-GLE.2 2. Technical design and application of technical elements DTA09-HSEP-S.1-GLE.2 and scripted works 3. Expression, imagination, and appreciation in DTA09-HSFP-S.1-GLE.3 3. Ideas and creative concepts in improvisation and play DTA09-HSEP-S.1-GLE.3 group dynamics building 4. Interpretation of drama using scripted DTA09-HSFP-S.1-GLE.4 4. Creation, appreciation, and interpretation of scripted DTA09-HSEP-S.1-GLE.4 material works 2. 1. Communicate meaning to engage an DTA09-HSFP-S.2-GLE.1 1. Drama and theatre techniques, dramatic forms, DTA09-HSEP-S.2-GLE.1 Perform audience performance styles, and theatrical conventions that engage audiences 2. Technology reinforces, enhances, and/or DTA09-HSFP-S.2-GLE.2 2. Technology reinforces, enhances, and/or alters a DTA09-HSEP-S.2-GLE.2 alters a theatrical performance theatrical performance 3. Directing as an art form DTA09-HSFP-S.2-GLE.3 3. Direction or design of a theatrical performance for an DTA09-HSEP-S.2-GLE.3 intended audience 3. 1. Analysis and evaluation of theatrical works DTA09-HSFP-S.3-GLE.1 1. Contemporary and historical context of drama DTA09-HSEP-S.3-GLE.1 Critically 2. Evaluation of elements of drama, dramatic DTA09-HSFP-S.3-GLE.2 2. Elements of drama, dramatic forms, performance styles, DTA09-HSEP-S.3-GLE.2 Respond techniques, and theatrical conventions dramatic techniques, and conventions 3. Respect for theatre, its practitioners, and DTA09-HSFP-S.3-GLE.3 3. Respect for theatre professions, cultural relationships, DTA09-HSEP-S.3-GLE.3 conventions and legal responsibilities High School, Drama and Theatre Arts Unit Title: Friday Afternoon Live – Improvisation and Sketch Comedy Page 1 of 18 Colorado Teacher-Authored Sample Instructional Unit st Perform Colorado 21 Century Skills Critical Thinking and Reasoning: Thinking Deeply, Creative Thinking Differently Invention Process Information Literacy: Untangling the Web Critically Create Collaboration: Working Together, Learning Together Respond Self-Direction: Own Your Learning The Colorado Academic Standards for Drama and Theatre Arts are not intended to be taught in a linear (checklist of coverage) fashion, but rather should be implemented as a Invention: Creating Solutions cyclical creative process. Each unit within this sample blueprint intentionally includes standards from all three drama and theatre arts standards to illustrate this process- based philosophy. Unit Titles Length of Unit/Contact Hours Unit Number/Sequence Friday Afternoon Live-Improvisation and Sketch Comedy Instructor Choice Instructor Choice High School, Drama and Theatre Arts Unit Title: Friday Afternoon Live – Improvisation and Sketch Comedy Page 2 of 18 Colorado Teacher-Authored Sample Instructional Unit Unit Title Friday Afternoon Live-Improvisation and Sketch Comedy Length of Unit Instructor Choice Focusing Lens(es) Play/Exploration Standards and Grade Fundamental: Extended: Level Expectations DTA09-HSFP-S.1-GLE.1, DTA09-HSFP-S.1-GLE.2, DTA09-HSEP-S.1-GLE.1, DTA09-HSEP-S.1-GLE.2, Addressed in this Unit DTA09-HSFP-S.1-GLE.3, DTA09-HSFP-S.1-GLE.4 DTA09-HSEP-S.1-GLE.3, DTA09-HSEP-S.1-GLE.4 DTA09-HSFP-S.2-GLE.1, DTA09-HSFP-S.2-GLE.2, DTA09-HSEP-S.2-GLE.1, DTA09-HSEP-S.2-GLE.2, DTA09-HSFP-S.2-GLE.3 DTA09-HSEP-S.2-GLE.3 DTA09-HSFP-S.3-GLE.1, DTA09-HSFP-S.3-GLE.2, DTA09-HSEP-S.3-GLE.1, DTA09-HSEP-S.3-GLE.2, DTA09-HSFP-S.3-GLE.3 DTA09-HSEP-S.3-GLE.3 Inquiry Questions Fundamental: (Engaging- • How can improvisation and sketch comedy comment on current events? (DTA09-HSFP-S.1-GLE.3,4) and (DTA09-HSFP-S2-GLE.2) and (DTA09-HSFP-S.3- Debatable): GLE.2,3) • How can writers utilize improvisation to develop sketches? • What ways can feedback be delivered effectively to a improvisation performer? Extended: • How can more complex and/or long form improvisation games further develop sketch comedy?(DTA09-HSEP-S.1-GLE.3,4) and (DTA09-HSEP-S2-GLE.3) and (DTA09-HSEP-S.3-GLE.3) • When audience prompts are added to the process what changes? • How do members of an ensemble function within the parameters of a given form of improvisation? Unit Strands Create, Perform, Critically Respond Concepts Composition, Patterns, Technique, Expressions, Investigate/Discovery, Observation, Improvisation Generalizations Guiding Questions My students will Understand that… Factual Conceptual Fundamental: Investigation and discovery through What improvisation games lead to discovery of human How can improvisation help develop script writing skills? improvisation and original scriptwriting will bolster kind? knowledge of human expression and emotion. (DTA09- HSFP-S.1-GLE.1,2,3) Fundamental: Patterns in performance and rehearsal What clues are given the rehearsal process to help How does the recognition of patterns influence the processes will establish skills necessary for successful establish predictable patterns? direction of the sketch? improvisation technique (DTA09-HSFP-S2-GLE.1,2,3) Extended: Observation and critique of peer performance What criteria can be used to critique improvisation and How does constructive criticism shape the ensemble cultivates fine-tuning of composition within a sketch performance? process and product? performance to enhance a finished product. (HSEP-S.3- GLE.1,2,3) High School, Drama and Theatre Arts Unit Title: Friday Afternoon Live – Improvisation and Sketch Comedy Page 3 of 18 Colorado Teacher-Authored Sample Instructional Unit Critical Content: Key Skills: My students will Know… My students will be able to (Do)… Fundamental: Fundamental and Extended: • The importance of collaboration with improvised and original scripted work • Perform improvised and original scripted work (DTA09-HSFP-S.1-GLE.1,2) and (DTA09-HSFP-S.1-GLE.1,2) and (DTA09-HSFP-S2-GLE.3) (DTA09-HSFP-S2-GLE.3) • Strategies to develop scenes and narrative structures through improvisation • Create scenes and narrative structures (DTA09-HSFP-S.1-GLE.3) and (DTA09-HSFP- (DTA09-HSFP-S.1-GLE.3) and (DTA09-HSFP-S2-GLE.1,3) S2-GLE.1) and (DTA09-HSEP-S.1-GLE.q) and (DTA09-HSEP-S2-GLE.1) • The importance of rehearsal structures with original scripted or improvised work • Rehearse and perform original scripted or improvised work (DTA09-HSFP-S.2- (DTA09-HSFP-S.1-GLE.1,2,3) GLE.1) and (DTA09-HSEP-S2-GLE.1) • The necessity of rules and structure within a group directing improvised and • Create and direct collaboratively an improvised and scripted performance (DTA09- original scripted work. (DTA09-HSFP-S2-GLE.1,3) HSFP-S.2-GLE.3) and(DTA09-HSEP-S1-GLE.1,2,3) • Critique improvised and original scripted work (DTA09-HSFP-S.3-GLE.2,3) Extended: and(DTA09-HSEP-S3-GLE.2) • Criteria used to critique improvised and original scripted work (DTA09-HSEP-S3- • GLE.1,2,3) High School, Drama and Theatre Arts Unit Title: Friday Afternoon Live – Improvisation and Sketch Comedy Page 4 of 18 Colorado Teacher-Authored Sample Instructional Unit Critical Language: includes the Academic and Technical vocabulary, semantics, and discourse which are particular to and necessary for accessing a given discipline. EXAMPLE: A student in Language Arts can demonstrate the ability to apply and comprehend critical language through the following statement: “Mark Twain exposes the hypocrisy of slavery through the use of satire.” A student in ______________ can demonstrate the A sketch comedy relies on improvisation, collaboration, and use of a mixed performance set. ability to apply and comprehend critical language through the following statement(s): Academic Vocabulary: Ensemble, Pantomime, Who, Where, What, Genre, Theatre Styles, Obstacle, Objective, Names of games chosen by teacher Technical Vocabulary: Up Stage, Down Stage, stage set, curtain, body language, characterization, setting, personification, playwright, and memorization High School, Drama and Theatre Arts Unit Title: Friday Afternoon Live – Improvisation and Sketch Comedy Page 5 of 18 Colorado Teacher-Authored Sample Instructional Unit In this unit, students will investigate, discover and critique improvisation and original sketch comedy to bolster knowledge of human Unit Description: expression and emotion. The unit will culminate in a two-part performance including an improvised scene and a sketched scene. The focus of the unit will be exploration and play of human expression and emotion. This unit is designed to work with “Friday Afternoon Live-Improvisation and Sketch Comedy”. This unit is intended for beginner level improv/sketch comedy students, but could easily be adapted for higher-level improv/sketch comedy students.
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