Acting I & The Theatre€¦ · NEPTUNE TOWNSHIP SCHOOL DISTRICT Acting I & The Theatre Curriculum...

NEPTUNE TOWNSHIP SCHOOL DISTRICT

Acting I & The Theatre Curriculum

Grades 9-12


Office of the Superintendent

60 Neptune Blvd.

Neptune, NJ 07753-4836

August 28, 2019 Document C1#1

NEPTUNE TOWNSHIP BOARD OF EDUCATION

Dorothea L. Fernandez, President

Laura G. Granelli, Vice President

Brady M. Connaughton Nicole M. Green

Jerome H. Hubbard Jason A. Jones

Mark A. Matson Michelle A. Moss

Donna Puryear Antonio Lopez, Neptune City Rep.

SCHOOL DISTRICT ADMINISTRATION

Tami R. Crader, Ed.D.

Superintendent of Schools

Matthew Gristina, Ed.D.

Assistant Superintendent of Schools

Peter J. Leonard

Business Administrator/Board Secretary

Peter I. Bartlett

Assistant Business Administrator/Assistant Board Secretary

Sally A. Millaway, Ed.D.

Director for Curriculum, Instruction & Assessment

Kathleen M. Skelton

Director of Special Services

Lakeda Demery-Alston

Supervisor of Humanities & ESL

Charles Kolinofsky

Supervisor of Data & Information

Kathleen M. Thomsen

Supervisor of Early Childhood Education

ELEMENTARY SCHOOL ADMINISTRATION

Principals

Lori B. Burns, Ed.D., Early Childhood Center

Joshua Loveland, Gables

James M. Nulle, Green Grove

Mark K. Alfone, Ed.D., Midtown Community

Janelle Williams, Shark River Hills

Jerard L. Terrell, Ed.D., Summerfield

MIDDLE SCHOOL ADMINISTRATION

Arlene M. Rogo, Ed.D., Principal

Thomas Decker, Vice Principal

Michael V. Smurro, Vice Principal

HIGH SCHOOL ADMINISTRATION

Jennifer C. Joseph, Principal

Titania M. Hawkins, Ed.D., Vice Principal

Kevin McCarthy, Vice Principal

James H. Whitson, Vice Principal

Richard Arnao, Administrator for Athletic & Co-Curricular Activities

DEPARTMENT CHAIRPERSONS

Kelly Baldino

Juan Beltran

Dawn Reinhardt

Nicole Sanyigo

Tara L. Stephenson

Karen Watt

Hillary L. Wilkins


ACTING I & THE THEATRE

CURRICULUM

Table of Contents

Acknowledgements ............................................................................................................i

District Mission Statement ............................................................................................... ii

District Educational Outcome Goals .............................................................................. iii

Course Description........................................................................................................... iv

Curriculum

Unit Title Page

Pacing Guide………………………………………………………………………….….1

Unit 1: The Actor’s Instrument & Resources ................................................................... 2

Unit 2: The Monologue ................................................................................................... 23

Unit 3: Script Analysis .................................................................................................... 35

Unit 4: Character and Plot Creation ................................................................................ 48

Unit 5: Puppetry .............................................................................................................. 61

Unit 6: Student Created Theatre ..................................................................................... 74

Unit 7: Final Performance ............................................................................................... 81


Acting I & The Theatre

Acknowledgements

The Acting I & The Theatre Curriculum guide was developed for Neptune High School

through the efforts of Robert J. Eirich, Neptune High School Theatre Teacher, in cooperation

with Karen Watt, Department Chairperson for the Visual and Performing Arts, and under the

guidance of Sally Millaway, Ed.D., Director of Curriculum, Instruction and Assessment.

The teacher is to be commended for his dedication in formatting this curriculum into

UbD format and his expertise in the area of Arts Education. This curriculum guide goes beyond

basic two dimensional skill instruction, and devotes a greater percentage of instructional time to

three dimensional problem-solving and active learning (“…from the page to the stage.”). It is our

hope that this guide will serve as a valuable resource for the staff members who teach this course

and that they will feel free to make recommendations for its continued improvement. Also, it is

our hope that this guide will support and advance the Performing Arts in our school district.

The Acting I & The Theatre Curriculum guide was written in alignment to the New

Jersey Student Learning Standards (NJSLS) for Visual and Performing Arts. This curriculum

guide is also aligned to the 2014 National Core Arts Standards.

i


DISTRICT MISSION STATEMENT

The primary mission of the Neptune Township School District is to prepare students for a life-

long learning process in a complex and diverse world. It is with high expectations that our

schools foster:

• A strong foundation in academic and modern technologies.

• A positive and varied approach to teaching and learning.

• An emphasis on critical thinking skills and problem-solving techniques.

• A respect for and an appreciation of our world, its resources, and its people.

• A sense of responsibility, good citizenship, and accountability.

• An involvement by the parents and the community in the learning process.

ii

Neptune Township School District

Educational Outcome Goals

The students in the Neptune Township schools will become life-long learners and will:

Become fluent and critical readers, writers, speakers, listeners, and viewers who can

comprehend, respond to, and produce across multiple modalities.

Develop mathematical skills, understandings, and attitudes to apply to the types of

problem-solving and mathematical discourse that are needed to be successful in their

careers and everyday life.

Understand fundamental scientific principles, develop critical thinking skills, and

demonstrate safe practices, skepticism, and open-mindedness when collecting, analyzing,

and interpreting information.

Demonstrate proficiency and responsibility in utilizing and producing technology in an

ever-changing global society.

Demonstrate proficiency in all New Jersey Student Learning Standards (NJSLS).

Become globally responsible citizens with a high degree of literacy in civics, history,

economics and geography.

Develop a respect for their own and different cultures and demonstrate trustworthiness,

responsibility, fairness, caring, and citizenship.

Become culturally literate by being aware of the historical, societal, and multicultural

aspects and implications of the arts.

Demonstrate skills in decision-making, goal-setting, self-compassion, empathy, and

effective communication, with a focus on character development.

Understand and practice the skills of family living, health, wellness, and safety for their

physical, mental, emotional, and social development.

Develop consumer, family, and life skills necessary to be a functioning member of

society.

Develop the ability to be creative, inventive decision-makers with skills in

communicating ideas, thoughts, and feelings.

Develop career awareness and essential technical and workplace readiness skills, which

are significant to many aspects of life and work.

iii


CURRICULUM

COURSE DESCRIPTION

(5 credits)

The Acting I and The Theatre course focuses on an introduction to stage acting and

related theatrical arts. It provides a solid factual and literary background for further work in

theatre arts. Acting, as well as aspects of the theatrical production experience will be discovered

by the student. Students will learn to examine scripts from a performance perspective, and will

be provided with a basic introduction to the history of the theatre. The student actor begins with

the basics of acting and advances to more complex techniques used by actors in the profession.

Group and individual acting opportunities are provided based on each student’s progression,

affording the student both acting and directing practice. Periodic assessments are in the form of

performances, with accompanying written components.

Performance is a major component of this course. Students will be required to memorize

and perform selections from scripts. Participation in the all-school musical is strongly

recommended and encouraged.

Prerequisites: None

iv


Pacing Guide

Suggested

Timeframe

Activity Notes

2-3 weeks The Actor’s Instrument SW be introduced to acting onstage via

‘icebreaker exercises culminating in their

own personal warmup routine. The origins

of theatre (Greek/Roman) will be explored.

2-3 weeks The Monologue SW select or create a monologue for

performance. Rehearsal/performance

techniques will be introduced.

2-3 weeks Script Analysis SW read “Fools” and rehearse/perform a

scene cutting.

2 days Midterm Department created: Exam will consist of

Theatre-creation project, as well as critique

of artistic work

2 weeks Character and Plot Creation SW rehearse/perform “No Sense Scenes”.

Additionally, SW design and draw or build a

model of a stage set.

2-3 weeks Puppetry SW write a script for a puppet show, and

create puppet characters. SW rehearse and

perform puppet venues.

2-3 weeks Student Created Theatre In small groups, students will write a short

one-act play, rehearse, and perform it.

2-3 weeks Final Performance SW rehearse and perform a scene cutting, for

their final exam.

2 days Final Exam Department created: Exam will consist of

Theatre-creation project, as well as critique

of artistic work

Unit 1 The Actor’s Instrument

Suggested Time Frame 2-3 weeks (10-15 85 minute- Learning Sessions)

Overview / Rationale

The learner will begin to be able to use their external/internal capabilities to create rudimentary

characters. They will demonstrate their way around various stage types and employ correct

acting positions in relation to other actors and the audience. They will practice and present a

warm-up routine to the group. Students will gain an understanding of the origins of theatre. The

novice actors will create characterizations through improvisation and specific theatre

character/movement exercises.

Stage 1 – Desired Results

Established Goals:

New Jersey Student Learning Standards for Visual and Performing Arts

1.1.12.C.1 Analyze examples of theatre’s influence on history and history’s influence.

1.1.12.D.2 Translate literary, musical, theatrical, and dance compositions by using them as

stimulus/inspiration for corresponding visual artworks.

1.2.12.A.1 Determine how dance, music, theatre, and visual art have influenced world cultures

throughout history.

1.2.12.A.2 Justify the impact of innovations in the arts (e.g., the availability of music online) on

societal norms and habits of mind in various historical eras.

1.3.12.C.1 Create plays that include well-structured plots and subplots, clear thematic intent,

original characters, and technical theatrical elements appropriate to a variety of theatrical

genres.

1.3.12.C.2 Create and evaluate performances by citing evidence of specific physical choices,

sustained vocal technique, and clearly motivated actions.

1.4.12.A.4 Evaluate how exposure to various cultures influences individual, emotional,

intellectual, and kinesthetic responses to artwork.

1.4.12.B.2 Evaluate how an artist’s technical proficiency may affect the creation or presentation

of a work of art, as well as how the context in which a work is performed or shown may impact

perceptions of its significance/meaning.

National Core Art Standards for Theatre

Students who participate in this course will achieve the High School Proficient Level.

Artistic Strand: Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Enduring Understanding: Theatre artists rely on intuition, curiosity, and critical inquiry.

Essential Questions: What happens when theatre artists use their imaginations and/or learned

theatre skills while engaging in creative exploration and inquiry?

Envision/Conceptualize

TH:Cr1.1.I

a. Apply basic research to construct ideas about the visual composition of a drama/theatre work.

b. Explore the impact of technology on design choices in a drama/theatre work.

c. Use script analysis to generate ideas about a character that is believable and authentic in a

drama/theatre work.

Anchor Standard 2: Organize and develop artistic ideas and work.

Enduring Understanding: Theatre artists work to discover different ways of communicating

meaning.

Essential Questions: How, when, and why do theatre artists’ choices change?

Develop

TH:Cr2.1.I

a. Explore the function of history and culture in the development of a dramatic concept through a

critical analysis of original ideas in a drama/theatre work.

b. Investigate the collaborative nature of the actor, director, playwright, and designers and

explore their interdependent roles in a drama/theatre work.

Anchor Standard 3: Refine and complete artistic work.

Enduring Understanding: Theatre artists refine their work and practice their craft through

rehearsal.

Essential Questions: How do theatre artists transform and edit their initial ideas?

Rehearse

TH:Cr3.1.I

a. Practice and revise a devised or scripted drama/theatre work using theatrical staging

conventions.

b. Explore physical, vocal and physiological choices to develop a performance that is believable,

authentic, and relevant to a drama/theatre work.

c. Refine technical design choices to support the story and emotional impact of a devised or

scripted drama/ theatre work.

Artistic Strand: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Enduring Understanding: Theatre artists make strong choices to effectively convey meaning.

Essential Questions: Why are strong choices essential to interpreting a drama or theatre piece?

Select

TH:Pr4.1.I

a. Examine how character relationships assist in telling the story of a drama/theatre work.

b. Shape character choices using given circumstances in a drama/theatre work.

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

Enduring Understanding: Theatre artists develop personal processes and skills for a performance

or design.

Essential Questions: What can I do to fully prepare a performance or technical design?

Prepare

TH:Pr5.1.I

a. Practice various acting techniques to expand skills in a rehearsal or drama/theatre

performance.

b. Use researched technical elements to increase the impact of design for a drama/theatre

production.

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Enduring Understanding: Theatre artists share and present stories, ideas, and envisioned worlds

to explore the human experience.

Essential Questions: What happens when theatre artists and audiences share a creative

experience?

Share, Present

TH:Pr6.1.I

a. Perform a scripted drama/theatre work for a specific audience.

Artistic Strand: Responding

Anchor Standard 7: Perceive and analyze artistic work.

Enduring Understanding: Theatre artists reflect to understand the impact of drama processes and

theatre experiences.

Essential Questions: How do theatre artists comprehend the essence of drama processes and

theatre experiences?

Reflect

TH:Re7.1.I

a. Respond to what is seen, felt, and heard in a drama/theatre work to develop criteria for artistic

choices.

Anchor Standard 8: Interpret intent and meaning in artistic work.

Enduring Understanding: Theatre artists’ interpretations of drama/theatre work are influenced by

personal experiences and aesthetics.

Essential Questions: How can the same work of art communicate different messages to different

people?

Interpret

TH:Re8.1.I

a. Analyze and compare artistic choices developed from personal experiences in multiple

drama/theatre works.

b. Identify and compare cultural perspectives and contexts that may influence the evaluation of a

drama/theatre work.

c. Justify personal aesthetics, preferences, and beliefs through participation in and observation of

a drama/theatre work.

Anchor Standard 9: Apply criteria to evaluate artistic work.

Enduring Understanding: Theatre artists apply criteria to investigate, explore, and assess drama

and theatre work.

Essential Questions: How are the theatre artist’s processes and the audience’s perspectives

impacted by analysis and synthesis?

Evaluate

TH:Re9.1.I

a. Examine a drama/ theatre work using supporting evidence and criteria, while considering art

forms, history, culture, and other disciplines.

b. Consider the aesthetics of the production elements in a drama/theatre work.

c. Formulate a deeper understanding and appreciation of a drama/ theatre work by considering its

specific purpose or intended audience.

Artistic Strand: Connecting

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.

Enduring Understanding: Theatre artists allow awareness of interrelationships between self and

others to influence and inform their work.

Essential Questions: What happens when theatre artists foster understanding between self and

others through critical awareness, social responsibility, and the exploration of empathy?

Empathize

TH:Cn10.1.I

a. Investigate how cultural perspectives, community ideas and personal beliefs impact a

drama/theatre work.

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical

context to deepen understanding.

Enduring Understanding: Theatre artists understand and can communicate their creative process

as they analyze the way the world may be understood.

Essential Questions: What happens when theatre artists allow an understanding of themselves

and the world to inform perceptions about theatre and the purpose of their work?

Interrelate

TH:Cn11.1.I

a. Explore how cultural, global, and historic belief systems affect creative choices in a

drama/theatre work.

Essential Questions:

What is the Actor’s Instrument?

What resources are available to the

actor?

Why are theatre etiquette/ actor’s

etiquette essential to the process?

Why is a warm-up regimen critical to

an actor’s performance?

How did theatre begin?

Why is constructive critique critical to

Enduring Understandings:

The actor’s internal/external use of

abilities is the core of acting.

Utilization of resources is essential to

enhancing a performance.

Commitment to the activity, group, and

performance is total.

Offer and acceptance of critique is an

essential part of the artistic process.

Experimentation is an essential part of

performance assessment?

What do acting warm-ups/and exercises

‘do’ for an actor?

How is improvisation used to improve

acting skills?

artistic discovery.

Theatre has a beginning but no end.

Knowledge:

Students will know…

Types of stages/areas/acting positions.

Why theatre originated.

The abilities needed for

characterization.

Performance requires dedication and

commitment.

How to conduct themselves while on

stage or in the audience.

Skills:

Students will be able to…

Demonstrate the ability to move around

on various types of stages in various

acting positions.

Practice warm-up techniques using

voice and body.

Perform basic movement techniques.

Develop rudimentary characterization

skills.

In this unit plan, the following 21st Century Life and Careers skills are addressed:

Check ALL that apply –

21st Century Themes

Indicate whether these skills are:

● E – encouraged

● T – taught

● A – assessed

Career Ready Practices

9.1 Personal Financial Literacy CRP1. Act as a responsible and

contributing citizen and employee.

Income and Careers E/T/A CRP2. Apply appropriate academic

and technical skills.

Money Management CRP3. Attend to personal health and

financial well-being.

Credit and Debt Management E/T/A CRP4. Communicate clearly and

effectively and with reason.

Planning, Saving, and Investing E CRP5. Consider the environmental,

social and economic impacts of

decisions.

Becoming a Critical Consumer E/T/A CRP6. Demonstrate creativity and

innovation.

Civic Financial Responsibility E CRP7. Employ valid and reliable

research strategies.

Insuring and Protecting E/T/A CRP8. Utilize critical thinking to

make sense of problems and

persevere in solving them.

9.2 Career Awareness, Exploration,

and Preparation

E/T/A CRP9. Model integrity, ethical

leadership and effective

management.

X Career Awareness E/T CRP10. Plan education and career

paths aligned to personal goals.

X Career Exploration CRP11. Use technology to enhance

productivity.

X Career Preparation E/T/A CRP12. Work productively in teams

while using cultural global

competence.

Career Awareness, Exploration, and Preparation

Education, Management, Law, Fine and Performing Arts

Interdisciplinary Connections

New Jersey Student Learning Standards for English Language Arts

Anchor Standard -R1. Read closely to determine what the text says explicitly and to make

logical inferences from it; cite specific textual evidence when writing or speaking to support

conclusions drawn from the text.

RL.9-10.1. Cite strong and thorough textual evidence and make relevant connections to support

analysis of what the text says explicitly as well as inferentially, including determining where the

text leaves matters uncertain.

New Jersey Student Learning Standards for History

6.2.12.D.2.a Determine the factors that led to the Renaissance, the significance of the location of

the Italian city-states as the center of the Renaissance, and the impact on the arts.

Technology Integration

8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in

order to solve problems individually and collaborate and create and communicate knowledge.

8.1.12.D.3- Compare and contrast policies on filtering and censorship both locally and

globally.

8.1.12.D.5- Analyze the capabilities and limitations of current and emerging technology

resources and assess their potential to address personal, social, lifelong learning, and

career needs.

Student Resources

Primary Source Readings Text Excerpts

Secondary Source

Readings “The Path to a Performance”

Sample Warm-up Routine template

Supporting Text pages “Origins” (Play Production text), Types of Stages/ Areas of the

Stage (Theatre Arts text)

Teacher Resources

Texts: “Play Production Today” by Jonniepat Mobley, National Textbook Company- 5th Edition

“Theatre Arts-The Dynamics of Acting” by Dennis Caltagirone, Nat. Txtbk. Co. 4th Edition

Worksheets: Improvisation Starter Template

The Path to a Performance

Videos: YouTube: “History of Greek Theatre- Thespis, Athens”

“The Greatest Theater- Epidarus

Stage 2 – Assessment Evidence

Formative Assessments:

Teacher questioning

Class discussion

Written Assessments such as tests and quizzes

Examples of student work demonstrating (trends toward) mastery

Student demonstration

Writing samples

Performance Assessments

Summative Assessments:

Writing samples

Student self-critique

Peer constructive technique

Student Presentation assessed with a performance rubric

Stage 3 – Learning Plan

Instructional

Strategies

Descriptions

1- LW explore various ‘ice breaker’ theatre games and exercises to

acclimate to the stage.

2- LW discover improvisation techniques to create viable plotlines.

3- LW begin to develop a personal Internal/External Resource

Directory to create viable characters.

4- LW create an individual warm up routine.

5- LW, via presentation, begin to gain performance perspective.

Suggested

Learning

Activities

Warm-up Routines

Improvisation

Internal/External Resource Discovery

Acting Exercises

Other activities as deemed appropriate by standards

Accommodations and Modifications

Below please find a list of suggestions for accommodations and modifications to meet the diverse

needs of our students. Teachers should consider this a resource and understand that they are not

limited to the recommendations included below.

An accommodation changes HOW a student learns; the change needed does not alter the grade-

level standard. A modification changes WHAT a student learns; the change alters the grade-

level expectation.

Special Education and 504 Plans All modifications and accommodations must be specific to each individual child’s IEP

(Individualized Educational Plan) or 504 Plan.

Pre-teach or preview vocabulary

Repeat or reword directions

Have students repeat directions

Use of small group instruction

Pair visual prompts with verbal presentations

Ask students to restate information, directions, and assignments

Repetition and time for additional practice

Model skills/techniques to be mastered

Extended time to complete task/assignment/work

Provide a copy of class notes

Strategic seating (with a purpose - e.g. less distraction)

Flexible seating

Repetition and additional practice

Use of manipulatives

Use of assistive technology (as appropriate)

Assign a peer buddy

Emphasize key words or critical information by highlighting

Use of graphic organizers

Scaffold with prompts for sentence starters

Check for understanding with more frequency

Provide oral reminders and check student work during independent practice

Chunk the assignment - broken up into smaller units, work submitted in phases

Encourage student to proofread assignments and tests

Provide regular home/school communication

Teacher checks student planner

Provide student with clear expectations in writing and grading criteria for assignments

(rubrics)

Testing Accommodations:

Students should receive all testing accommodations for Benchmark assessments that they receive

for State testing.

Setting: Alternate setting for assessments, small groups, screens to block distractions

Presentation: large print, test readers, use of audio, fewer questions on each page

Response: answer verbally, use large block answer sheet, speech-to-text dictation, accept

short answers

Allow for retakes

Provide study guides

Use of reference aids such as glossary, multiplication tables, calculator

Choice of test format (multiple-choice, essay, true-false)

Alternate ways to evaluate (projects or oral presentations instead of written tests)

Open-book or open-note tests

English Language Learners: All modifications and accommodations should be specific to each individual child’s LEP level as

determined by the WIDA screening or ACCESS, utilizing the WIDA Can Do Descriptors.





Scaffold language based on their Can Do Descriptors

Alter materials and requirements according to Can Do Descriptors

Adjust number of paragraphs or length of writing according to their Can Do Descriptor

TPR (Total Physical Response-Sheltered Instruction strategy) Demonstrate concepts

through multi sensory forms such as with body language, intonation



Model skills and techniques to be mastered

Native Language translation (peer, assistive technology, bilingual dictionary)





Use of self-assessment rubrics

Increase one-on-one conferencing; frequent check ins

Use study guide to organize materials

Make vocabulary words available in a student created vocabulary notebook, vocabulary

bank, Word Wall, or vocabulary ring

Extended time

Select text complexity and tiered vocabulary according to Can Do Descriptors

Projects completed individually or with partners

Use online dictionary that includes images for words:

http://visual.merriamwebster.com/.

Use online translator to assist students with pronunciation:

http://www.reverso.net/text_translation.aspx?lang=EN.

Students at Risk of Failure: Use of self-assessment rubrics for check-in


Ask students to restate information and/or directions

Opportunity for repetition and additional practice


Extended time

Provide copy of class notes

Strategic seating with a purpose

Provide students opportunity to make corrections and/or explain their answers

Support organizational skills

Check daily planner

Encourage student to proofread work

Assign a peer buddy

Build on students’ strengths based on Multiple Intelligences: Linguistic (verbal); Logical

(reasoning); Musical/Rhythmic; Intrapersonal Intelligence (understanding of self); Visual

Spatial Intelligence; Interpersonal Intelligence (the ability to interact with others

effectively); Kinesthetic (bodily); Naturalist Intelligence; and Learning Styles: Visual;

Auditory; Tactile; Kinesthetic; Verbal

High Achieving: Extension Activities

Allow for student choice from a menu of differentiated outcomes; choices grouped by

complexity of thinking skills; variety of options enable students to work in the mode that

most interests them

Allow students to pursue independent projects based on their individual interests

Provide enrichment activities that include more complex material

Allow opportunities for peer collaboration and team-teaching

Set individual goals

Conduct research and provide presentation of appropriate topics

Provide students opportunity to design surveys to generate and analyze data to be used in

discussion

Allow students to move through the assignment at their own pace (as appropriate)

Strategies to Differentiate to Meet the Needs of a Diverse Learning Population Vocabulary Sorts-students engage with the vocabulary word by sorting into groups of

http://visual.merriamwebster.com/

http://www.reverso.net/text_translation.aspx?lang=EN

similar/different rather than memorizing definitions

Provide “Realia” (real life objects to relate to the five senses) and ask questions relating

to the senses

Role Play-students create or participate in role playing situations or Reader’s Theater

Moving Circle-an inside and outside circle partner and discuss, circles moves to new

partner (Refer to Kagan Differentiated Strategies)

Brainstorm Carousel-Large Post Its around the room, group moves in a carousel to music.

Group discusses topic and responses on paper. Groups rotate twice to see comments of

others. (Refer to Kagan Differentiated Strategies)

Gallery Walk-Objects, books, or student work is displayed. Students examine artifacts

and rotate.

Chunking-chunk reading, tests, questions, homework, etc to focus on particular elements.

Think Pair Share Write

Think Talk Write

Think Pair Share

Note-taking -can be done through words, pictures, phrases, and sentences depending on

level

KWL (Know, Want to Know, Learned)/KWHL(Know, What to Know, How Will I

Learn, learned)/KWLS (Know, Want to Know, Learned, Still Want to Know) /KWLQ

(Know, What to Know, Learned, Questions I Still Have) Charts

Corners Cooperative Learning Strategy:

http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Corners.

Circle Map strategy- place the main topic in a small circle and add student ideas in a

bigger circle around the topic. Students may use their native language with peers to

brainstorm.

Flexible grouping -as a whole class, a small group, or with a partner, temporary groups

are created: http://www.teachhub.com/flexible-grouping-differentiated-instruction-

strategy.

Jigsaw Activities -cooperative learning in a group, each group member is responsible for

becoming an "expert" on one section of the assigned material and then "teaching" it to the

other members of the team: http://www.adlit.org/strategies/22371/.

INTEGRATED SOCIAL AND EMOTIONAL LEARNING COMPETENCIES

The following social and emotional competencies are integrated in this curriculum document:

Self-Awareness

X Recognize one’s own feelings and thoughts

X Recognize the impact of one’s feelings and thoughts on one’s own behavior

X Recognize one’s personal traits, strengths and limitations

X Recognize the importance of self-confidence in handling daily tasks and challenges

Self-Management

X Understand and practice strategies for managing one’s own emotions, thoughts and

behaviors

X Recognize the skills needed to establish and achieve personal and educational goals

X Identify and apply ways to persevere or overcome barriers through alternative methods

http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Corners

http://www.teachhub.com/flexible-grouping-differentiated-instruction-strategy


http://www.adlit.org/strategies/22371/

to achieve one’s goals

Social Awareness

X Recognize and identify the thoughts, feelings, and perspectives of others

X Demonstrate an awareness of the differences among individuals, groups, and others’

cultural backgrounds

X Demonstrate an understanding of the need for mutual respect when viewpoints differ

X Demonstrate an awareness of the expectations for social interactions in a variety of

settings

Responsible Decision Making

X Develop, implement and model effective problem solving and critical thinking skills

X Identify the consequences associated with one’s action in order to make constructive

choices

X Evaluate personal, ethical, safety and civic impact of decisions

Relationship Skills

X Establish and maintain healthy relationships

X Utilize positive communication and social skills to interact effectively with others

Identify ways to resist inappropriate social pressure

X Demonstrate the ability to present and resolve interpersonal conflicts in constructive

ways

X Identify who, when, where, or how to seek help for oneself or others when needed

Unit 2 The Monologue



The learner will continue to use their external/internal capabilities to create a character for a

monologue performance. They will gain an understanding of audition types; line memorization

techniques; and Greek, Roman, and Medieval theatre. Students will learn the necessary steps

involved ("The Path to a Performance") in transcending from the two-dimensional script to a

three-dimensional performance. Students will also continue to hone their character creation

skills via improvisation. The culminating activity of the unit will be a monologue performance.

Students will know the expectations of the grading rubric and participate in constructive critique.


Established Goals:






throughout history.





genres.
















TH:Cr1.1.I




drama/theatre work.



meaning.


Develop

TH:Cr2.1.I







rehearsal.


Rehearse

TH:Cr3.1.I


conventions.









Select

TH:Pr4.1.I





or design.


Prepare

TH:Pr5.1.I


performance.


production.





experience?

Share, Present

TH:Pr6.1.I








Reflect

TH:Re7.1.I


choices.





people?

Interpret

TH:Re8.1.I




drama/theatre work.





and theatre work.



Evaluate

TH:Re9.1.I












Empathize

TH:Cn10.1.I


drama/theatre work.







Interrelate

TH:Cn11.1.I


drama/theatre work.


What is a monologue?

What are the various types of auditions

and what purposes do they serve?

What is the significance of

Greek/Roman theatre in relation to

modern drama?

Why is it important to know the steps

from script to stage?

How do I memorize lines?


The connection between ancient and

modern theatre.

The importance of the performance.

Preparation for performance is critical.

Improvisation is experimentation.

Critique is a necessary part of the entire

process.

How do I deal with stage fright?




acting skills?

Knowledge:


How to transition from page to stage.

How to audition for a part for various

production types.

How to memorize lines.

How to prepare and present a

performance.

The importance of past theatre practices

and their influence on modern theatre.

Skills:


Memorize lines.

Present content of character.

Listen and respond to criticism.

Listen and offer constructive criticism.

Create rudimentary characters

spontaneously.



21st Century Themes



● T – taught

● A – assessed



contr.ibuting citizen and employee.









decisions.


innovation.







and Preparation



management.




productivity.



competence.


















globally.



career needs.

Student Resources


Secondary Source


“Stage Fright” (Dramatics Magazine)

Supporting Text pages “Greek/Roman Theatre” (Play Production text), Areas of the

Stage (Acting and the Theatre text)

Teacher Resources



Worksheets: Create a Monologue

The Path to a Performance- Reviewed

Videos: YouTube: “TedTalks- Stage Fright”



Teacher questioning

Class discussion




Writing samples



Writing samples





Instructional

Strategies

Descriptions

o LW be introduced to different line memorization

techniques. (D)

o LW begin mastery of rehearsal techniques.

o LW experiment with basic movement onstage. (D)

o LW develop performance techniques. (D)

D denotes differentiation in instruction.

Suggested

Learning

Activities

Create a monologue

The rehearsal process

Performance basics

Line ‘blitzing’








level expectation.














Flexible seating




Assign a peer buddy











(rubrics)



for State testing.




short answers

Allow for retakes






























Extended time












Extended time





Check daily planner


Assign a peer buddy









most interests them







discussion







to the senses








and rotate.



Think Talk Write

Think Pair Share


level








brainstorm.



strategy.






Self-Awareness





Self-Management


behaviors








Social Awareness






settings




choices


Relationship Skills





ways


Unit 3 Script Analysis



This unit introduces the students to their first full script. Students will read the script as a group

during class, with prompts and discussion provided with the intent of transference from the two-

dimensional page to the three dimensional stage. Plot, theme, and characterization will be

discovered, and students will stage, rehearse, and perform a scene cutting from the script.

Students will learn the more applicable elements of characterization, and will create a character

analysis for their portrayal as a character from a scene cutting. Historical elements of theatre

(Renaissance, The Far East, the English Renaissance, and The French Court) will be introduced

with a corresponding connection to modern theatre, particularly the commedia del arte. Also

within this unit, various types of drama (realism, naturalism, melodrama, high comedy, satire,

farce, and fantasy) will be investigated.


Established Goals:






throughout history.





genres.
















TH:Cr1.1.I




drama/theatre work.



meaning.


Develop

TH:Cr2.1.I







rehearsal.


Rehearse

TH:Cr3.1.I


conventions.









Select

TH:Pr4.1.I





or design.


Prepare

TH:Pr5.1.I


performance.


production.





experience?

Share, Present

TH:Pr6.1.I








Reflect

TH:Re7.1.I


choices.





people?

Interpret

TH:Re8.1.I




drama/theatre work.





and theatre work.



Evaluate

TH:Re9.1.I












Empathize

TH:Cn10.1.I


drama/theatre work.







Interrelate

TH:Cn11.1.I


drama/theatre work.


What is a theme?

What are the various types of drama

and what purposes do they serve?

What is the significance of the comedia

del arte theatre in relation to modern

drama?

How do I stage a scene?

How do I create a believable character?


The connection between ancient and

modern theatre.

The importance of the performance.

Preparation for performance is critical.

Improvisation is experimentation.


process.

Character is created from internal

How do I deal with stage fright?




acting skills?

thought and external action.

Knowledge:


How to distinguish between scripted

text and prose text.

Techniques for emotionally handling a

staged performance.

How to transfer a character from “the

page to the stage”.

How to interpret critique.

Skills:


Present a script as a performance.

Read and interpret a scripted play.

Analyze how Internal and External

qualities combine.

Create believable characterizations.

Effectively critique peer and

professional performances.

In this unit plan, the following 21st Century Life and Career skills are addressed:


21st Century Themes



● T – taught

● A – assessed












decisions.


innovation.







and Preparation



management.




productivity.



competence.


















globally.



career needs.

Student Resources

Primary Source Readings Fools by Neil Simon

Secondary Source


Types of Drama

Supporting Text pages “Renaissance, The Far East, the English Renaissance, and The

French Court” (Play Production text), Types of Stages/ Areas of

the Stage (Theatre Arts text)

Teacher Resources



Worksheets: Characterization Checklist

Score of Physical Action

Videos: Fools performance excerpts



Teacher questioning

Class discussion




Writing samples



Writing samples





Instructional

Strategies

Descriptions

o LW create various character voices. (D)

o LW explore blocking and staging choices. (D)

o LW develop basic comedic timing.

o LW demonstrate the basics of slapstick physical comedy.

(D)

o LW begin to portray believable characterizations. (D)

o LW further performance techniques with regard to timing.


Suggested

Learning

Activities

Character voice development

How to stage a scene for comic effect

Physical comedy/slapstick

Character creation exercises

Acting and reacting exercises/games








level expectation.














Flexible seating




Assign a peer buddy











(rubrics)



for State testing.




short answers

Allow for retakes






























Extended time












Extended time





Check daily planner


Assign a peer buddy









most interests them









discussion





to the senses








and rotate.



Think Talk Write

Think Pair Share


level








brainstorm.



strategy.






Self-Awareness









Self-Management


behaviors




Social Awareness






settings




choices


Relationship Skills





ways


Unit 4 Character and Plot Creation



In this unit, the learner will develop the skills needed to better define character types as well as

implementing conflict in the creation of plotlines. In the theatre history continuum, students will

learn of the precursors to modern theatre from major developments during the 18th century.

Students will also be tasked to generate believable physical movement and gestures in scenes and

define them in a "Score of Physical Action". Students will present the "No Sense Scene", in

which the lines have no meaning, and the actors must create an understandable plotline through

action, and the use of properties. Another component of this unit will examine the basics of set

design; students will create, through drawings or models, a set design from a scene of a play.

Additionally, students will investigate the rise of realism as the basis of modern drama.


Established Goals:






throughout history.





genres.
















TH:Cr1.1.I




drama/theatre work.



meaning.


Develop

TH:Cr2.1.I







rehearsal.


Rehearse

TH:Cr3.1.I


conventions.









Select

TH:Pr4.1.I





or design.


Prepare

TH:Pr5.1.I


performance.


production.





experience?

Share, Present

TH:Pr6.1.I








Reflect

TH:Re7.1.I


choices.





people?

Interpret

TH:Re8.1.I




drama/theatre work.





and theatre work.



Evaluate

TH:Re9.1.I












Empathize

TH:Cn10.1.I


drama/theatre work.







Interrelate

TH:Cn11.1.I


drama/theatre work.


What is the purpose of a stage set?

How did the major

developments/changes that occurred in

theatre during the 18th century affect

today's modern theatre?

How does one stage a scene for

audience understanding?

How do I create a believable character

with physical action?


The actor’s internal/external use of

abilities is the core of acting.

Commitment to the activity, group, and

performance is total.

Offer and acceptance of critique are an

essential part of the artistic process.

Experimentation is an essential part of

artistic discovery.

Stage sets are an integral component of

How do props enforce plot and

character?




acting skills?

production.

Physical action is a major source of

character development.


process.

Knowledge:


How stage sets enhance a performance.

How to use physical action and

properties to create character.

How to prepare and present a

performance.

The importance of past theatre practices

and their influence on modern theatre.

Differing types of stage sets and their

artistic applications.

Skills:


Improve stage movement techniques.

Design/create three-view

drawing/modeling techniques.

Create moderate to sophisticated

presentation of content.

Listen and respond to criticism.

Listen and offer constructive criticism.

Create believable characterizations.



21st Century Themes



● T – taught

● A – assessed












decisions.


innovation.







and Preparation



management.




productivity.



competence.


















globally.



career needs.

Student Resources


Secondary Source

Readings Types of Stage Sets

How to Design a Set for a Play

“The No Sense Scene”

Supporting Text pages 18th Century Theatre, Theatre of the 20th Century (Play

Production text), Types of Stages Sets (Acting and the Theatre

text)

Teacher Resources



Script: “No Sense Scene”


Videos: YouTube: “How to build a box stage set”

“Unit Set Design”



Teacher questioning

Class discussion




Writing samples



Writing samples





Instructional

Strategies

Description

1-LW associate a physical action with specific dialogue for memorization

and characterization through improvisation. (D)

2-LW interpret generic dialogue to add surface and sub-textual meaning for

audience understanding.

3-LW experiment with set designs from a story or play.

4-LW create hand props to develop character and advance storyline.

5-LW draw and create model of a stage set.


Suggested

Learning

Activities

Prop design/use

Improvisation

Rehearsal- timing and pacing a scene

Staging a scene

Drawing 3 views of a stage set

Fabricating a model of a set design








level expectation.














Flexible seating




Assign a peer buddy











(rubrics)



for State testing.




short answers

Allow for retakes






























Extended time












Extended time





Check daily planner


Assign a peer buddy









most interests them









discussion





to the senses








and rotate.



Think Talk Write

Think Pair Share


level








brainstorm.



strategy.










Self-Awareness





Self-Management


behaviors




Social Awareness






settings




choices


Relationship Skills





ways


Unit 5 Puppetry



This unit comprises the creation of a plot with corresponding dialogue, and the creation of

believable characters through the art of puppetry. Script creation, including the concepts of

dramatic line, conflict, character creation, and formatting will be implemented. Students will

learn the history of puppetry, how to format a script, and how to manipulate puppets for

believable characterization. The learner will also explore the mechanics of the voice, including

pronunciation, enunciation, accent, and dialect. Students will also begin to explore the uniquely

American theatre mechanism: The American Musical.


Established Goals:






throughout history.





genres.
















TH:Cr1.1.I




drama/theatre work.



meaning.


Develop

TH:Cr2.1.I







rehearsal.


Rehearse

TH:Cr3.1.I


conventions.









Select

TH:Pr4.1.I





or design.


Prepare

TH:Pr5.1.I


performance.


production.





experience?

Share, Present

TH:Pr6.1.I








Reflect

TH:Re7.1.I


choices.





people?

Interpret

TH:Re8.1.I




drama/theatre work.





and theatre work.



Evaluate

TH:Re9.1.I












Empathize

TH:Cn10.1.I


drama/theatre work.







Interrelate

TH:Cn11.1.I


drama/theatre work.


What is the dramatic line?

What critical purpose does dramatic

conflict serve?

How are scripts created and formatted?

How do I create movement for a

puppet?

How do I create a believable puppet

character?




The proper use of the actor's voice is a

critical element to characterization.

All puppet characters change through

the dramatic process.

Puppetry is a viable form of theatre.

A good story leads to great characters.

A good writer knows their characters

well.

How do I manipulate my voice for

characterization?

Why is voice so critical to an actor?

Knowledge:


How to project with their voice using

diaphragmatic breathing.

How to pronounce, and enunciate

words with clarity.

How to create a plot that follows the

dramatic line.

How to create unique, believable

puppet characters.

Puppets can be used to portray a story

as well as live actors.

Skills:


Speak clearly with projection, using

accents/dialects.

Create believable dialogue in a script

format.

Portray a believable character in a

puppet venue.



21st Century Themes



● T – taught

● A – assessed












decisions.


innovation.







and Preparation



management.




productivity.



competence.


















globally.



career needs.

Student Resources

Primary Source Readings Text Excerpts- Play Production Today

Secondary Source

Readings “Developing Excellence in Puppet Manipulation” –

Dramatics Magazine, March 2015

“The History of Puppetry”

Supporting Text pages Script Formatting 101- “The Playwrights Process” by Buzz

McLaughlin, Back Stage Books

Teacher Resources



Worksheets: PlayStarter

Script Formatting

Videos: YouTube: “Shari Lewis and Lambchop” , “Jeff Dunham and Achmed”



Teacher questioning

Class discussion




Writing samples



Writing samples





Instructional

Strategies

Descriptions

LW explore various dramatic genres. D

LW discover improvisation techniques to create viable dramatic

lines. D

LW develop and fabricate viable puppet characters. D

LW create a complete script for a puppet venue. D

LW, via presentation, gain perspective as to what ‘works’ with an

audience.


Suggested

Learning

Activities

The dramatic line and how to use it

Improvisation

Writing sample dialogue

Puppet manipulation and movement

Fabricating puppet characters








level expectation.














Flexible seating




Assign a peer buddy











(rubrics)



for State testing.




short answers

Allow for retakes






























Extended time












Extended time





Check daily planner


Assign a peer buddy









most interests them









discussion





to the senses








and rotate.



Think Talk Write

Think Pair Share


level








brainstorm.



strategy.






Self-Awareness









Self-Management


behaviors




Social Awareness






settings




choices


Relationship Skills





ways


Unit 6 Student Created Theatre



Students will further develop the ability of scriptwriting and character portrayal through the

creation of a five minute play. Students will use collaborative brainstorming techniques and

improvisation to develop ideas for a script. They will then create a draft of their script, reading it

to the group, while hearing the words transform from the page. Students will then craft a final

version of their script; and will cast, stage and rehearse their play. Finished scripts will be

presented to the class. Certain improvisation theatre exercises will be revisited during this unit to

enable students to creatively solve dramatic problems.


Established Goals:






throughout history.





genres.
















TH:Cr1.1.I




drama/theatre work.



meaning.


Develop

TH:Cr2.1.I







rehearsal.


Rehearse

TH:Cr3.1.I


conventions.









Select

TH:Pr4.1.I





or design.


Prepare

TH:Pr5.1.I


performance.


production.





experience?

Share, Present

TH:Pr6.1.I








Reflect

TH:Re7.1.I


choices.





people?

Interpret

TH:Re8.1.I




drama/theatre work.





and theatre work.



Evaluate

TH:Re9.1.I












Empathize

TH:Cn10.1.I


drama/theatre work.







Interrelate

TH:Cn11.1.I


drama/theatre work.


How does one decide what dramatic

topics to utilize when developing a

script?

How does one create a viable story and

plot?

What innovations can be used?

How is a scene staged?

What makes credible dialogue?

How is improvisation used to discover

character, plot, and movement?


Characters tell the story; the story

defines the characters.

All stories have a beginning, middle,

and end.

The characters in a play are changed by

the interaction with other characters

and the events surrounding them.

Script revision is an essential part of the

writing process.

Knowledge:


How to transform a story idea to a

script.

How to transform a two-dimensional

script to a three-dimensional

performance.

How to use improvisation to discover

plot, character, and movement.

Skills:


Transcend from an idea to a script to a

performance.

Use improvisation as a means to

discovery.

Implement critique (individual/peer) as

a means toward creativity and script

revision.



21st Century Themes



● T – taught

● A – assessed












decisions.


innovation.







and Preparation



management.




productivity.



competence.


















globally.



career needs.

Student Resources


Secondary Source


“Script Formatting”


Stage (Theatre Arts text)

Teacher Resources



Worksheets: PlayStarter

Script Formatting

Videos: YouTube: “Improv Everywhere”

Various comedy sketches



Teacher questioning

Class discussion




Writing samples



Writing samples





Instructional

Strategies

Descriptions


1-LW brainstorm ideas with fellow writers. (D)

2-LW investigate play types.

3-LW improvise dialogue and refine for characters. (D)

4-LW use ‘hearing’ the dialogue as a means of self-critique and revision.

5-LW experiment with staging techniques.

6-LW utilize the playing area to support their plot.

Suggested

Learning

Activities

Brainstorming

Improvisation

Classic comedy sketch exemplars

The Art of Revision- Rough draft to completed script








level expectation.














Flexible seating




Assign a peer buddy











(rubrics)



for State testing.




short answers

Allow for retakes






























Extended time












Extended time





Check daily planner


Assign a peer buddy









most interests them







discussion







to the senses








and rotate.



Think Talk Write

Think Pair Share


level








brainstorm.



strategy.






Self-Awareness





Self-Management


behaviors








Social Awareness






settings




choices


Relationship Skills





ways


Unit 7 Final Performance Project



Students will implement all the knowledge and skills learned throughout the course to a final

performance. Students will create a definitive character analysis, Score of Physical Action, and

maintain a self-assessment log throughout the rehearsal process. The self-assessment will record

time spent, the task, and an evaluation of progress/ future goals. Improvisation skills will be

honed during this unit, with the view towards character discovery/physical action for the final

scene character. Also during this unit, discussions will be held contemplating the future of live

theatre performance.


Established Goals:






throughout history.





genres.
















TH:Cr1.1.I




drama/theatre work.



meaning.


Develop

TH:Cr2.1.I







rehearsal.


Rehearse

TH:Cr3.1.I


conventions.









Select

TH:Pr4.1.I





or design.


Prepare

TH:Pr5.1.I


performance.


production.





experience?

Share, Present

TH:Pr6.1.I








Reflect

TH:Re7.1.I


choices.





people?

Interpret

TH:Re8.1.I




drama/theatre work.





and theatre work.



Evaluate

TH:Re9.1.I












Empathize

TH:Cn10.1.I


drama/theatre work.







Interrelate

TH:Cn11.1.I


drama/theatre work.


How is this character similar to me?

How is this character different from

me?

How has my character been changed

from the beginning to the end of the

scene?

Regarding physical action, what will I

do during this scene?

Has my script created a believable


Believable character use believable

actions.

Organization, preparation, and planning

are essential to the performance.

Properties and costume elements are

necessary resources for an actor.

Training is as important as talent.

The audience makes each performance

unique.

character?




acting skills?

The performance is the objective for the

actor.

Knowledge:


The necessary steps to approach

character creation.

How to organize, plan, and prepare for

a performance.

The use of props and costumes enhance

the character and the performance.

How to use audience as vital

component to the performance.

Acting endeavors are measured by the

overall performance.

Skills:


Analyze a character with respect to

performance portrayal.

Keeping accurate records and self-

progress analyses.

Use props/costumes to define the

character.

Shape an audience's reaction through

the performance.



21st Century Themes



● T – taught

● A – assessed












decisions.


innovation.







and Preparation



management.




productivity.



competence.


















globally.



career needs.

Student Resources


Secondary Source


Sample Warm-up Routine template


Stage (Acting and the Theatre text)

Teacher Resources



Worksheets: Characterization Check List

Scores of Physical Action


Videos: YouTube: Prior performances of pertinent scene cuttings



Teacher questioning

Class discussion




Writing samples



Writing samples





Instructional

Strategies

Descriptions

1-LW be tasked to interpret the scene via the character’s

perspective. D

2-LW discover improvisation techniques to create viable

characterization. D

3-LW begin to develop a appropriate physical action and

incorporate that into blocking of the scene. D

4-LW justify proper timing/pacing of scene (climax). D

5-LW perform scene with proper intensity of character.


Suggested

Learning

Activities

Script interpretation

Improvisation

Internal and external character analysis

Staging the scene

Employing appropriate timing/pacing

Using necessary props








level expectation.














Flexible seating




Assign a peer buddy











(rubrics)



for State testing.




short answers

Allow for retakes






























Extended time












Extended time





Check daily planner


Assign a peer buddy









most interests them









discussion





to the senses








and rotate.



Think Talk Write

Think Pair Share


level








brainstorm.



strategy.










Self-Awareness





Self-Management


behaviors




Social Awareness






settings




choices


Relationship Skills





ways



Office of the Superintendent

60 Neptune Blvd.

Neptune, NJ 07753

An Affirmative Action Equal Opportunity Employer

2019

Date post:	26-Jul-2020
Category:	Documents
Upload:	others
View:	1 times
Download:	0 times

Acting I & The Theatre€¦ · NEPTUNE TOWNSHIP SCHOOL DISTRICT Acting I & The Theatre Curriculum...

Documents