Valley Central School District 944 State Route 17K Montgomery, NY 12549 Telephone Number: (845)457-2400 ext. 18121 Fax Number: (845)457-4254 Drama III Approved by the Board of Education On July 25, 2016
Drama III: Advanced Acting and Dramatic Writing for the Stage and Screen Course Overview: This advanced drama class is designed for students with a minimum of two years acting experience and promotes a post high school level of refinement and attention to detail in acting and writing for the stage and screen. Classwork focuses on rehearsal, performance, and the creation and production of scripts. The centerpiece of the process will be intensive scene study wherein the actor will focus primarily on process rather than product. This will require a high level of concentration and learning not only from individualized direct instruction but by watching other actors work intently. Moreover, this class provides the student with opportunities to develop skills in critical listening and thinking, ensemble work, and aesthetic awareness with an emphasis on techniques that are commonly practiced in college training programs and in the acting and writing professions. In addition to the production of scenes and plays from the seminal stages of development through the finished product on stage or screen, students will have the opportunity to develop fundamental group brainstorming abilities, an array of selfassessment skills, problem-solving skills; and development of 21st-century skills that will help students be successful after high school graduation, regardless of academic and career goals. Prerequisite: Drama II, with scheduling priority given to seniors. Requirements: Students will: Create and participate in improvisational scenes and exercises. Engage in in-depth scene study and develop advanced acting technique. Direct scenes on stage and screen. Write, direct, produce, and act in one act plays for the stage. Refine audition technique for stage. Develop understanding of and participate in technical aspects of production for the stage. Research and develop understanding of the industry including colleges and other training programs; agents, casting directors, and the realities of a career in the field.
ntent ndard #1 Script writing through improvising, writing, and refining scripts based on personal experience and heritage, imagination, literature, and history. Students construct imaginative scripts and collaborate with actors to refine scripts so that story and meaning are conveyed to an audience Students write theatre, film, television, or electronic media scripts in a variety of traditional and new forms that include original characters with unique dialogue that motivates action. ntent ndard Acting by developing, communicating, and sustaining characters in improvisations and informal or formal productions. Achievement Standard, Proficient: a-c Achievement Standard, Advanced: d-e Students analyze the physical, emotional, and social dimensions of characters found in dramatic texts from various genres and media Students compare and demonstrate various classical and contemporary acting techniques and methods Students in an ensemble, create and sustain characters that communicate with audiences Students demonstrate artistic discipline to achieve an ensemble in rehearsal and performance Students create consistent characters from classical, contemporary, realistic, and nonrealistic dramatic texts in informal and formal theatre, film, television, or electronic media productions. ntent ndard #3 Designing and producing by conceptualizing and realizing artistic interpretations for informal or formal productions Achievement Standard, Proficient: a-e Achievement Standard, Advanced: f-i Students explain the basic physical and chemical properties of the technical aspects of theatre (such as light, color,
electricity, paint, and makeup) Students analyze a variety of dramatic texts from cultural and historical perspectives to determine production requirements Students develop designs that use visual and aural elements to convey environments that clearly support the text Students apply technical knowledge and skills to collaboratively and safely create functional scenery, properties, lighting, sound, costumes, and makeup Students design coherent stage management, promotional, and business plans Students explain how scientific and technological advances have impacted set, light, sound, and costume design and implementation for theatre, film, television, and electronic media productions Students collaborate with directors to develop unified production concepts that convey the metaphorical nature of the drama for informal and formal theatre, film, television, or electronic media productions Students safely construct and efficiently operate technical aspects of theatre, film, television, or electronic media productions Students create and reliably implement production schedules, stage management plans, promotional ideas, and business and front of house procedures for informal and formal theatre, film, television, or electronic media productions. ntent ndard #4 Directing by interpreting dramatic texts and organizing and conducting rehearsals for informal or formal productions Achievement Standard, Proficient: a-c Achievement Standard, Advanced: d-f Students develop multiple interpretations and visual and aural production choices for scripts and production ideas and choose those that are most interesting
Students justify selections of text, interpretation, and visual and aural artistic choices Students effectively communicate directorial choices to a small ensemble for improvised or scripted scenes Students explain and compare the roles and interrelated responsibilities of the various personnel involved in theatre, film, television, and electronic media productions Students collaborate with designers and actors to develop aesthetically unified production concepts for informal and formal theatre, film, television, or electronic media productions Students conduct auditions, cast actors, direct scenes, and conduct production meetings to achieve production goals. ntent ndard #5 Researching by evaluating and synthesizing cultural and historical information to support artistic choices Achievement Standard, Proficient: a Achievement Standard, Advanced: b Students identify and research cultural, historical, and symbolic clues in dramatic texts, and evaluate the validity and practicality of the information to assist in making artistic choices for informal and formal productions Students research and describe appropriate historical production designs, techniques, and performances from various cultures to assist in making artistic choices for informal and formal theatre, film, television, or electronic media productions. ntent ndard #6 Comparing and integrating art forms by analyzing traditional theatre, dance, music, visual arts, and new art forms Achievement Standard, Proficient: 1st a-c Achievement Standard, Advanced: 2nd a-c Students describe and compare the basic nature, materials, elements, and means of communicating in theatre, dramatic media, musical theatre, dance, music, and the visual arts Students determine how the nondramatic art forms are modified to enhance the expression of ideas and emotions in theatre
Students illustrate the integration of several arts media in informal presentations Students compare the interpretive and expressive natures of several art forms in a specific culture or historical period Students compare the unique interpretive and expressive natures and aesthetic qualities of traditional arts from various cultures and historical periods with contemporary new art forms (such as performance art) Students integrate several arts and/or media in theatre, film, television, or electronic media productions. ntent ndard #7 Analyzing, critiquing, and constructing meanings from informal and formal theatre, film, television, and electronic media productions Achievement Standard, Proficient: a-d Achievement Standard, Advanced: e-h Students construct social meanings from informal and formal productions and from dramatic performances from a variety of cultures and historical periods, and relate these to current personal, national, and international issues Students articulate and justify personal aesthetic criteria for critiquing dramatic texts and events that compare perceived artistic intent with the final aesthetic achievement Students analyze and critique the whole and the parts of dramatic performances, taking into account the context, and constructively suggest alternative artistic choices Students constructively evaluate their own and others' collaborative efforts and artistic choices in informal and formal productions Students construct personal meanings from nontraditional dramatic performances Students analyze, compare, and evaluate differing critiques of the same dramatic texts and performances Students critique several dramatic works in terms of other aesthetic philosophies (such as the underlying ethos of Greek drama, French classicism with its unities of time and place, Shakespeare and romantic forms, India classical drama, Japanese kabuki, and others) Students analyze and evaluate critical comments about personal dramatic work explaining which points are most
appropriate to inform further development of the work. ntent ndard #8 Understanding context by analyzing the role of theatre, film, television, and electronic media in the past and the present Achievement Standard, Proficient: a-d Achievement Standard, Advanced: e-g Students compare how similar themes are treated in drama from various cultures and historical periods, illustrate with informal performances, and discuss how theatre can reveal universal concepts Students identify and compare the lives, works, and influence of representative theatre artists in various cultures and historical periods Students identify cultural and historical sources of American theatre and musical theatre Students analyze the effect of their own cultural experiences on their dramatic work Students analyze the social and aesthetic impact of underrepresented theatre and film artists Students analyze the relationships among cultural values, freedom of artistic expression, ethics, and artistic choices in various cultures and historical periods Students analyze the development of dramatic forms, production practices, and theatrical traditions across cultures and historical periods and explain influences on contemporary theatre, film, television, and electronic media productions. KEY IDEAS Performance Indicators Pacing Resources Unit 1: Improvisation Team building Imagination Overview of Actor and Space Demonstrate artistic discipline to achieve an ensemble in rehearsal and performance Create and sustain characters that communicate 2 weeks, plus weekly practice and enrichment Improvisation for the Theatre, Viola Spolin http://bringyourownimprov.com/g
Improvised Scene Construction Improvised Character Creation Vocal and Physical Projection Standards Addressed 1a, 2c, 2d, 4c, 6a, 7d Unit 1 Improvisation Games with audiences Construct imaginative scripts through improvisation and collaborate with actors to refine scripts so that story and meaning are conveyed to an audience Communicate directorial choices to a small ensemble for improvised scenes Understand the basic nature, materials, elements, and means of communicating in theatre Evaluate their own and others' collaborative efforts and artistic choices in informal and formal productions. ames.htm http://improvencyclopedia.org/gam es/ http://www.stagemilk.com/actinggames/ Note: There are hundreds to choose from in the resources listed, and hundreds of variations on each. Below is a list of effective antecedents, some of which are introduced in Drama 2. 1st Line/Last Line 1st Action/Last Action Freeze/Jump In Remote Control Vacation Slideshow Fairytale Newscast Garden of Statues Pass the Clap Emotional Hitchhiker Foreign Film Dub
Two-Headed Actor Scare off the bench Questions Only Genre Shifting The letter Status with Cards Action Figures Yes, And The Alphabet Game Half-Scripted Emotional Symphony A Day in the Life Party Quirks Commercial based on Given Product Stand-Sit-Lean Free-Form Scene based on Objects, Title, Concept Free-Form One Act Play based on Objects, Title, or Concept Hundreds More to Choose From in Resources
KEY IDEAS Performance Indicators Pacing Resources Unit 2: Advanced Scene Study for Contemporary Plays Meisner Technique: Acting is Doing Chekhov Technique: Action Choices Researching Scripted Roles Building Scripted Characters Process-based Scene Study Directing Scripted Scenes Critiquing Self and Others Self-Reflection Standards Addressed 2a, 2b, 2c, 2d, 2e, 4b, 4c, 5a, 6b, 7a, 7d, 8a, 6a Analyze the physical, emotional, and social dimensions of characters found in dramatic texts from contemporary plays. Demonstrate contemporary acting techniques and methods Create and sustain characters that communicate with audiences Demonstrate artistic discipline to achieve an ensemble in rehearsal and performance Create consistent characters from contemporary, realistic, and nonrealistic dramatic texts in informal and formal theatre, film, television, or electronic media productions 5 Weeks To the Actor: On the Technique of Acting, Michael Chekhov On Acting, Sanford Meisner True and False, David Mamet Various Contemporary Scenes from the 1970s-present Communicate directorial choices to a small ensemble for improvised or scripted scenes Justify interpretation, and visual and aural artistic choices Identify and research cultural, historical, and symbolic clues in contemporary dramatic texts, and evaluate the validity and practicality of the information to assist in making artistic choices
for informal and formal productions Determine how the non-dramatic art forms are modified to enhance the expression of ideas and emotions in theatre Construct social meanings from informal and formal productions and from dramatic performances from contemporary cultures and historical periods, and relate these to current personal, national, and international issues Evaluate their own and others' collaborative efforts and artistic choices in informal and formal productions Analyze and evaluate critical comments about personal dramatic work explaining which points are most appropriate to inform further development of the work. Identify how similar themes are treated in drama from various contemporary cultures, illustrate with informal performances Understand the basic nature, materials, elements, and means of communicating in theatre Unit 2 Advanced Scene Study for Contemporary Plays: 2 student scenes preferred assigned with 1 additional student director 3-4 student scenes may be used in large classes text must be contemporary but not necessarily American
scenes will be rehearsed in class, and then presented before the class for critiquing, instruction, and additional repetitions discussion-based instruction to follow with individualized plans of action for how each student should work going forward Discussion-based instruction will also cover various aspects of acting technique, text, and culture KEY IDEAS Performance Indicators Pacing Resources Unit 3: Playwriting-- Monologues How to generate ideas Creating Character Creating dramatic need Developing Conflict Critiquing and Revising Experimentation Standards Addressed 1a, 1b, 2c, 2e, 7a, 7b, 7h, 8d Construct imaginative scripted monologues and collaborate with actors to refine scripts so that story and meaning are conveyed to an audience Write theatre monologues in a variety of traditional and new forms that include original characters with unique dialogue that motivates action. Create and sustain characters that communicate with audiences Create consistent characters from classical, contemporary, realistic, and nonrealistic dramatic texts in informal and formal theatre, film, television, or electronic media productions Construct social meanings from informal and formal productions and from dramatic performances from a variety of cultures and historical periods, and relate these to current personal, national, and international issues Articulate and justify personal aesthetic criteria for critiquing dramatic texts and events that compare perceived artistic intent with the final aesthetic 2 weeks The Foundations of Playwriting, Drama Teacher Academy The Art and Craft of Playwriting, Jeffrey Hatcher
achievement Analyze and evaluate critical comments about personal dramatic work explaining which points are most appropriate to inform further development of the work. Analyze the effect of their own cultural experiences on their dramatic work Unit 3 Prompt for Writing: Using your imagination, personal experience, one or more social issues, improvisation, and/or automatic writing(freewriting) to generate ideas, write a dramatic or comic monologue. Be sure to: Give the character physical and behavioral characteristics. Give the character a dramatic need/objective. Give the character an obstacle to achieving his or her objective. Prompt for Dramatic Reading of Monologue: Rehearse and perform a dramatic reading of your monologue. It need not be memorized but it should be well rehearsed with acting strong choices throughout. You may swap monologues with a classmate if you wish. KEY IDEAS Performance Indicators Pacing Resources Unit 4: Advanced Scene Study for Classic 20th Century Plays Researching Scripted Roles Building Scripted Characters Process-based Scene Study Analyze the physical, emotional, and social dimensions of characters found in dramatic texts from Classic 20th Century plays. Demonstrate contemporary acting techniques and methods Create and sustain characters that communicate with 5 Weeks An Actor Prepares, Constantin Stanislavski Respect for Acting, Uta Hagen True and False, David Mamet Various Classical 20th Century
Stanislavski: Hagen: Beats Directing Scripted Scenes Critiquing Self and Others Self-Reflection Standards Addressed 2a, 2b, 2c, 2d, 2e, 4b, 4c, 5a, 6b, 7a, 7d, 8a, 6a, 8b audiences Demonstrate artistic discipline to achieve an ensemble in rehearsal and performance Create consistent characters from Classic 20th Century, realistic, and nonrealistic dramatic texts in informal and formal theatre, film, television, or electronic media productions Communicate directorial choices to a small ensemble for scripted Classic 20th Century scenes Justify interpretation, and visual and aural artistic choices Identify and research cultural, historical, and symbolic clues in Classic 20th Century dramatic texts, and evaluate the validity and practicality of the information to assist in making artistic choices for informal and formal productions Determine how the non-dramatic art forms are modified to enhance the expression of ideas and emotions in theatre Construct social meanings from informal and formal productions and from dramatic performances from 20th Century cultures and historical periods, and relate these to current personal, national, and international issues Identify and compare the lives, works, and influence Texts, Including but not limited to those of: Arthur Miller Anton Chekhov Tennessee Williams Eugene O Neill Clifford Odets William Inge Thorton Wilder Lorraine Hansbury Maxim Gorky Sam Shepard
of representative theatre artists in various cultures and historical periods Evaluate their own and others' collaborative efforts and artistic choices in informal and formal productions Analyze and evaluate critical comments about personal dramatic work explaining which points are most appropriate to inform further development of the work. Identify how similar themes are treated in drama from various 20th Century cultures, illustrate with informal performances. Understand the basic nature, materials, elements, and means of communicating in theatre Unit 4 Advanced Scene Study for Classic 20th Century Plays: 2 student scenes preferred assigned with 1 additional student director 3-4 student scenes may be used in large classes text must be Classic 20th Century texts; the majority will be American, but not a requirement scenes will be rehearsed in class, and then presented before the class for critiquing, instruction, and additional repetitions discussion-based instruction to follow with individualized plans of action for how each student should work going forward Discussion-based instruction will also cover various aspects of acting technique, text, and culture KEY IDEAS Performance Indicators Pacing Resources Unit 5: Playwriting-- Scenes Construct imaginative scripted scenes and collaborate with actors to refine scripts so that story 2 weeks The Foundations of Playwriting, Drama Teacher Academy
Creating multiple characters Creating dramatic need Developing Conflict Formatting Critiquing and Revising Experimentation Standards Addressed 1a, 1b, 2c, 2e, 7a, 7b, 7h, 8d and meaning are conveyed to an audience Write theatre scenes in a variety of traditional and new forms that include original characters with unique dialogue that motivates action. Create and sustain characters that communicate with audiences Create consistent characters from classical, contemporary, realistic, and nonrealistic dramatic texts in informal and formal theatre, film, television, or electronic media productions Create and sustain characters that communicate with audiences Create consistent characters from classical, contemporary, realistic, and nonrealistic dramatic texts in informal and formal theatre, film, television, or electronic media productions Construct social meanings from informal and formal productions and from dramatic performances from a variety of cultures and historical periods, and relate these to current personal, national, and international issues Articulate and justify personal aesthetic criteria for critiquing dramatic texts and events that compare perceived artistic intent with the final aesthetic achievement The Art and Craft of Playwriting, Jeffrey Hatcher
Analyze and evaluate critical comments about personal dramatic work explaining which points are most appropriate to inform further development of the work. Analyze the effect of their own cultural experiences on their dramatic work Unit 5 Prompt for Writing: Using your imagination, personal experience, one or more social issues, improvisation, and/or automatic writing(freewriting) to generate ideas, write a dramatic or comic scene between two characters. Be sure to: Create specific characters Give the characters dramatic needs Give the characters obstacle to achieving their intentions Prompt for Dramatic Reading of Monologue: Partner up, and rehearse and perform a dramatic reading of your scenes. It need not be memorized but it should be well rehearsed with acting strong choices throughout. KEY IDEAS Performance Indicators Pacing Resources Unit 6: Advanced Scene Study for Shakespearean and Other Classical Plays Researching Scripted Roles Building Scripted Characters Language-Based Acting Process-based Scene Study Analyze the physical, emotional, and social dimensions of characters found in dramatic texts from Shakespearean and other classical plays. Demonstrate language-based acting techniques and methods Create and sustain characters that communicate with audiences 5 Weeks The Complete Works of William Shakespeare The Complete Works of Moliere Freeing Shakespeare s Voice, Kristen Linklater The Invention of the Human, Harold Bloom
Directing Scripted Scenes Critiquing Self and Others Self-Reflection Standards Addressed 2a, 2b, 2c, 2d, 2e, 4b, 4c, 5a, 6b, 7a, 7d, 8a, 6a, 8b Demonstrate artistic discipline to achieve an ensemble in rehearsal and performance Create consistent characters from Shakespearean and other classical plays., realistic, and nonrealistic dramatic texts in informal and formal theatre, film, television, or electronic media productions Communicate directorial choices to a small ensemble for scripted Shakespearean and other classical scenes Justify interpretation, and visual and aural artistic choices Identify and research cultural, historical, and symbolic clues in Shakespearean and other classical plays, and evaluate the validity and practicality of the information to assist in making artistic choices for informal and formal productions Determine how the non-dramatic art forms are modified to enhance the expression of ideas and emotions in theatre Construct social meanings from informal and formal productions and from dramatic performances from Elizabethan and other classical cultures and historical periods, and relate these to current personal, national, and international issues Evaluate their own and others' collaborative efforts and artistic choices in informal and formal
productions Analyze and evaluate critical comments about personal dramatic work explaining which points are most appropriate to inform further development of the work. Identify how similar themes are treated in drama from various Shakespearean and other classical plays, illustrate with informal performances. Understand the basic nature, materials, elements, and means of communicating in theatre Identify and compare the lives, works, and influence of representative theatre artists in various cultures and historical periods Unit 6 Advanced Scene Study for Shakespearean and other Classical Plays: 2 student scenes preferred assigned with 1 additional student director 3-4 student scenes may be used in large classes text must be written by Shakespeare, Moliere, or another classical playwright scenes will be rehearsed in class, and then presented before the class for critiquing, instruction, and additional repetitions discussion-based instruction to follow with individualized plans of action for how each student should work going forward Discussion-based instruction will also cover various aspects of acting technique, text, and culture KEY IDEAS Performance Indicators Pacing Resources Unit 7: Playwriting--The One Act Play Construct imaginative scripted one-act plays and collaborate with actors to refine scripts so that story 5 weeks The Foundations of Playwriting, Drama Teacher Academy
Creating multiple characters with interconnected lives and objectives. Building a protagonist. Creating an antagonist Developing Conflict Formatting Full class read-throughs Critiquing and Revising Experimentation Standards Addressed 1a, 1b, 2c, 2e, 7a, 7b, 7h, 8d and meaning are conveyed to an audience Write plays in a variety of traditional and new forms that include original characters with unique dialogue that motivates action. Create and sustain characters that communicate with audiences Create consistent characters from classical, contemporary, realistic, and nonrealistic dramatic texts in informal and formal theatre, film, television, or electronic media productions Construct social meanings from informal and formal productions and from dramatic performances from a variety of cultures and historical periods, and relate these to current personal, national, and international issues Articulate and justify personal aesthetic criteria for critiquing dramatic texts and events that compare perceived artistic intent with the final aesthetic achievement Analyze and evaluate critical comments about personal dramatic work explaining which points are most appropriate to inform further development of the work. Analyze the effect of their own cultural experiences on their dramatic work The Art and Craft of Playwriting, Jeffrey Hatcher Screenplay: The Foundations of Screenwriting, Syd Field
Unit 7 Prompt for Writing: Using your imagination, personal experience, one or more social issues, improvisation, and/or automatic writing (freewriting) to generate ideas, write a one act play of 20-30 pages, or a short film of 10-15 pages Be sure to: Include a minimum of five scenes. Format the script according to medium. Create multiple, specific characters with interconnected lives and objectives. Build a protagonist through whom we enter the story. Give him or her a very strong dramatic need. Give all characters dramatic needs. Give the characters obstacle to achieving their intentions. KEY IDEAS Performance Indicators Pacing Resources Unit 8: On Camera Acting Comparing and adjusting from stage to film. Directing for the Camera Researching Scripted Roles Building Scripted Characters Process-based Scene Study Critiquing Self and Others Self-Reflection Standards Addressed 2a, 2b, 2c, 2d, 2e, 4b, 4c, 5a, 6b, 7a, 7d, 8a, 6a, 8g Analyze the physical, emotional, and social dimensions of characters found in dramatic texts from contemporary plays. Demonstrate contemporary acting techniques and methods Create and sustain characters that communicate with audiences Demonstrate artistic discipline to achieve an ensemble in rehearsal and performance Create consistent characters from contemporary, realistic, and nonrealistic dramatic texts in informal 4 Weeks Acting in Film, Michael Caine Various Screenplays. Many available free online: http://www.simplyscripts.com
and formal theatre, film, television, or electronic media productions Communicate directorial choices to a small ensemble for improvised or scripted scenes Justify interpretation, and visual and aural artistic choices Identify and research cultural, historical, and symbolic clues in contemporary dramatic texts, and evaluate the validity and practicality of the information to assist in making artistic choices for informal and formal productions Determine how the non-dramatic art forms are modified to enhance the expression of ideas and emotions in theatre Construct social meanings from informal and formal productions and from dramatic performances from contemporary cultures and historical periods, and relate these to current personal, national, and international issues Evaluate their own and others' collaborative efforts and artistic choices in informal and formal productions Analyze and evaluate critical comments about personal dramatic work explaining which points are most appropriate to inform further development of the work.
Identify how similar themes are treated in drama from various contemporary cultures, illustrate with informal performances Describe and compare the basic nature, materials, elements, and means of communicating in theatre and dramatic media Analyze the development of dramatic forms, production practices, and theatrical traditions across cultures and historical periods and explain influences on contemporary theatre, film, television, and electronic media productions. Unit 8 On Camera Acting: 2 student scenes preferred assigned with 1 additional student director 3-4 student scenes may be used in large classes text must be contemporary but not necessarily American scenes will be rehearsed in class, and then presented before the class for critiquing, instruction, and additional repetitions discussion-based instruction to follow with individualized plans of action for how each student should work going forward discussion-based instruction will also cover various aspects of acting technique, text, and culture KEY IDEAS Performance Indicators Pacing Resources Unit 9: Production Script Perusal and Selection Auditioning Casting Directing Analyze the physical, emotional, and social dimensions of characters found in dramatic texts from contemporary plays. Understand the basic physical and chemical properties 10 weeks Various Student-Written One Act Plays Various Student-Written Short Films
Rehearsal Technical Side of Theatre Design Elements Producing Promoting Performing Standards Addressed 3a, 3b, 3c, 3d, 3e, 3f, 3g, 3i, 4a, 4b, 4c, 4d, 4e, 4f, 5b, 2a, 2b, 2c, 2d, 2e, 4b, 4c, 5a, 6b, 7a, 7d, 8a, 6a of the technical aspects of theatre (such as light, color, electricity, paint, and makeup) Analyze a variety of dramatic texts from cultural and historical perspectives to determine production requirements Develop designs that use visual and aural elements to convey environments that clearly support the text Apply technical knowledge and skills to collaboratively and safely create functional scenery, properties, lighting, sound, costumes, and makeup Design coherent stage management, promotional, and business plans Understand how scientific and technological advances have impacted set, light, sound, and costume design and implementation for theatre, film, television, and electronic media productions Collaborate with directors to develop unified production concepts that convey the metaphorical nature of the drama for informal and formal theatre, film, television, or electronic media productions Safely construct and efficiently operate technical aspects of theatre, film, television, or electronic media productions Create and reliably implement production schedules, stage management plans, promotional ideas, and Various Published One Act Plays
business and front of house procedures for informal and formal theatre, film, television, or electronic media productions. Develop multiple interpretations and visual and aural production choices for scripts and production ideas and choose those that are most interesting Justify selections of text, interpretation, and visual and aural artistic choices Communicate directorial choices to a small ensemble for improvised or scripted scenes Understand and compare the roles and interrelated responsibilities of the various personnel involved in theatre, film, television, and electronic media productions Collaborate with designers and actors to develop aesthetically unified production concepts for informal and formal theatre, film, television, or electronic media productions Conduct auditions, cast actors, direct scenes, and conduct production meetings to achieve production goals. Research and describe appropriate historical production designs, techniques, and performances from various cultures to assist in making artistic choices for informal and formal theatre, film, television, or electronic media productions.
Demonstrate contemporary acting techniques and methods Create and sustain characters that communicate with audiences Demonstrate artistic discipline to achieve an ensemble in rehearsal and performance Create consistent characters from contemporary, realistic, and nonrealistic dramatic texts in informal and formal theatre, film, television, or electronic media productions Communicate directorial choices to a small ensemble for improvised or scripted scenes Justify interpretation, and visual and aural artistic choices Identify and research cultural, historical, and symbolic clues in contemporary dramatic texts, and evaluate the validity and practicality of the information to assist in making artistic choices for informal and formal productions Determine how the non-dramatic art forms are modified to enhance the expression of ideas and emotions in theatre Construct social meanings from informal and formal
productions and from dramatic performances from contemporary cultures and historical periods, and relate these to current personal, national, and international issues Evaluate their own and others' collaborative efforts and artistic choices in informal and formal productions Analyze and evaluate critical comments about personal dramatic work explaining which points are most appropriate to inform further development of the work. Identify how similar themes are treated in drama from various contemporary cultures, illustrate with informal performances Describe and compare the basic nature, materials, elements, and means of communicating in theatre and dramatic media. Unit 9 Production Process: 1. Peruse, Critique, and Revise scripts for production. Student-written scripts strongly preferred, but published plays may also be utilized if necessary. 2. Select script(s) that fit the parameters of the class for performance in June. 3. Hold auditions for the play(s) and film(s). 4. Hold extensive rehearsals throughout many carefully scheduled weeks. 5. Locate, Borrow, and Create Design Elements including props, costumes, set, makeup, lighting. 6. Promote Production via flyers, word of mouth, newspaper, and social media. 7. Performance: 1-2 Evenings of One Act Plays(student-written preferred) and/or Student-Written Films.