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Scripted Works Fundamental Pathway Focus Colorado Teacher-Authored Instructional Unit Sample Drama and Theatre Arts High School Unit Title: Scripted Works Fundamental Pathway Focus INSTRUCTIONAL UNIT AUTHORS Adams 12 Five Star Schools Jay Seller, PhD Colorado Springs School District Holly Haverkorn Jen Shafer Woodland Park School District Sara Lee m Project 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 Colorado’s District Sample Curriculu MPB Associates 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: MARCH 31, 2014 Colorado Teacher-Authored Sample Instructional Unit Content Area Drama and Theatre Arts Grade Level High School Course Name/Course Code Part One: Scripted Works, Character Development, Technical Theatre 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: Scripted Works Page 1 of 16 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 Scripted Works (Fundamental) Quarter/Semester/Year Instructor Choice High School, Drama and Theatre Arts Unit Title: Scripted Works Page 2 of 16 Colorado Teacher-Authored Sample Instructional Unit Unit Title Scripted Works (Fundamental) Length of Unit Quarterly/Semester/Yearly Focusing Lens(es) Perspective Standards and Grade Fundamental: Extended: Level Expectations DTA09-HSFP-S.1-GLE.1, DTA09-HSFP-S.1-GLE.3, DTA09-HSEP-S.1-GLE.1, DTA09-HSEP-S.1-GLE.3, Addressed in this Unit DTA09-HSFP-S.1-GLE.4 DTA09-HSEP-S.1-GLE.4 DTA09-HSFP-S.2-GLE.1, DTA09-HSFP-S.2-GLE.3 DTA09-HSEP-S.2-GLE.1, 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 does creating characters through rehearsal and performance enhance real-world connections to literary characters and diverse cultures?(DTA09- Debatable): HSFP-S.1-GLE.1,3,4) and (DTA09-HSFP-S2-GLE.1,3) and (DTA09-HSFP-S.3-GLE.1,2,3) How can a director’s production concept influence the audience’s reactions to a performed scripted work? How does perspective influence choice-making in scripted works – accurate or idealized? Extended: How does creating characters through rehearsal and performance, with knowledge of historical periods, enhance real-world connections to literary characters and diverse cultures? (DTA09-HSEP-S.1-GLE.1,3,4) and (DTA09-HSEP-S2-GLE.1,3) and (DTA09-HSEP-S.3-GLE.1,2,3) How does the selection of a play and the director’s concept statement reflect the capabilities of the ensemble process in a performed scripted work? How does the knowledge of historical periods impact overall production value? Unit Strands Create, Perform, Critically Respond Concepts Culture, Influence, Tradition, Investigate/Discovery, Character Choices, Emotions, Character, Portrayal, Experiences, Production Concept, Perception, Social, Political, Historical, Perception, Connection, Playmaking Process, Ingenuity, Self-Direction Generalizations Guiding Questions My students will Understand that… Factual Conceptual Fundamental: Cultural and family traditions can often What kinds of family traditions existed in the 1950’s? How do socioeconomic factors influence family dictate character choices which can limit the actor’s What elements made the 1960’s the Age of Innocence? traditions? decision making process. (DTA09-HSFP-S.1-GLE.1,3,4) and (DTA09-HSFP-S2-GLE.1,3) and (DTA09-HSFP-S.3-GLE.1,2,3) Fundamental: Actors’ personal emotions inform the How do Martha’s (or insert character) emotions in How does the changing of emotional responses, development and portrayal of character relationships “Who's Afraid of Virginia Woolf,” (or insert work) obstacles and tactics of a character in rehearsal assist through using personal emotional experiences throughout affect her communication skills with her husband (or in creating a final believable depiction? the acting process (DTA09-HSFP-S.1-GLE.1,3,4) and insert character)? How can improvisation expand the actor’s ability to (DTA09-HSFP-S2-GLE.3) and (DTA09-HSFP-S.3-GLE.1,2,3) What are the basic improvisation strategies? deepen a characters emotional response? How do human emotions interfere with communication, and what body movements and gesture can assist in exhibiting an emotional response? High School, Drama and Theatre Arts Unit Title: Scripted Works Page 3 of 16 Colorado Teacher-Authored Sample Instructional Unit Fundamental: Director’s production concept can What is a director’s production concept? In what circumstances might an actor have an option of intentionally drive audience perceptions of characters. What strategies can be employed to ensure a particular moving away from a director’s production concept? (DTA09-HSFP-S.1-GLE.3,4) and (DTA09-HSFP-S2-GLE.1) audience reaction such as intrigue/disbelief, humor, and (DTA09-HSFP-S.3-GLE.3) etc.? Fundamental: The creation of a play may enhance the What aspects of playwriting (form and structure) assist How can the use of character development techniques, discovery of current social, political, historical, and in creating a one-act play? both internal and external, result in well-rounded cultural themes and issues, and philosophies. (DTA09- What cultural themes are most relevant to a high school characters? HSFP-S.1-GLE.3) and (DTA09-HSFP-S2-GLE.2) and (DTA09- audience? How can one incorporate dance, music, and visual arts in HSFP-S.3-GLE.1,2,3) creating a character? How does an understanding of real world literary and historical characters help inform character choices? Extended: Character development techniques inform the What choices must you make to create a character How can the use of character development techniques, playmaking and writing processes, and contribute to the unlike yourself? both internal and external, result in well-rounded actor’s capacity for spontaneous ingenuity and self- In what ways does creating a believable character effect characters? direction. (DTA09-HSEP-S.1-GLE.1,3) and (DTA09-HSEP-S2- the final product and inform the playwright’s How can one incorporate dance, music, and visual arts in GLE.1) and (DTA09-HSEP-S.3-GLE.2) intent/director’s concept? creating a character? How does an understanding of real world literary and historical characters help inform character choices? Extended: Improvisational skills inform the playmaking What improvisational techniques are most useful in the How does improvisation aid in the development of and writing
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