Phoenix Union High School Performing Arts
Guidelines for Curriculum
Drama, 9-12

DRAMA LEVEL II
CONTENT STANDARDS, BENCHMARKS, ACTIVITIES

Preface
This documents is a guide to provide direction for the teaching of Drama Level II by establishing standards for student achievement. Each standard is divided into several benchmarks with suggested Lesson Plans activities and assessments. The teacher, however, is encouraged to employ whatever methods or strategies which will enable students to achieve these standards. This is a working guide designed to assist teachers in the planning of Lesson Plans Units. Although these standards are not weighted equally and do not appear in priority order, emphasis is expected to be on skills, participation and performance.

Deer Valley School District Theater

Drama Level II Course Description
The purpose of this year long, repeatable course is to give the student an increased appreciation of and additional experience in theater as an art form. The student will act, direct, or be technically involved in scenes, one-act plays or full length production. They will read, write and evaluate plays as well as view and critique electronic and live performances. History, culture and technology will be examined, and career opportunities will be explored. Through creating theater, students will grow in their ability to comprehend the world and to communicate with others.

Suggested Units*
Pantomime/Movement; Voice and Diction; Improvisation; Monologues/Scenes; Advanced Technical Theater; Script Writing; Multicultural Theater; Theater History; Production; Play Structure and Evaluation; Directing; Career Preparation; Technology; Radio, Television and Film
*Some units may be staggered over a three year period.

Drama Level II: Standards Checklist
Lists the standards and benchmarks that are repeated in the full document.

Drama Level II: Standards

Students are expected to achieve the Drama Level I standards and demonstrate higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways.

Standard 1: Acting
Acting by developing, communicating, and sustaining characters in improvisations and informal or formal productions.

1.1 Compare and demonstrate various classical and contemporary acting techniques and methods.

Sample activities: physical and vocal warm-ups, pantomime and mime, improvisations, voice and diction exercises, theater games, performance outline, performance, monologues, scene work

Assessment strategies: participation checklist, evaluation sheets (peer, teacher, self), teacher observation, oral responses

1.2 Demonstrate artistic discipline to achieve ensemble in rehearsal and performance.

Sample activities: student generated list of performance and rehearsal expectations, design a rehearsal schedule, concentration exercises

Assessment strategies: participation checklist, evaluation sheet (peer, teacher, self), interviews, oral responses

1.3 Create consistent characters from classical, contemporary, realistic, and non-realistic dramatic texts in informal and formal theater, film, television, or electronic media productions.

Sample activities: physical and vocal warm-ups, pantomime and mine, improvisations, voice and diction exercises, theater games, performance outline, performance, monologues, scene work

Assessment strategies: participation checklist, evaluation sheets (peer, teacher, self), teacher observation, oral responses

STANDARD 2: SCRIPT WRITING
Script writing through improvising, writing and refining scripts based on personal experience, and heritage, imagination, literature, and history.

2.1 Write theater, film, television or electronic media scripts in a variety of traditional and new forms that include original characters with unique dialogue that motivates action.

Sample activities: read and analyze scripts, outline dramatic structure, brainstorm plot scenarios, improvisation, write scripts

Assessment strategies: portfolio, checklist, rubric

STANDARD 3: TECHNICAL THEATRE
Designing and producing by conceptualizing and realizing artistic interpretations for informal or formal productions.

3.1 Develop focused ideas for the environment using visual elements (line, texture, color, space), visual principals (repetition, balance, emphasis, contrast, unity), and aural qualities (pitch, rhythm, dynamics, tempo expression) from traditional and nontraditional sources that clearly support the text.

Sample activities: view and critique stage, television and electronic media, discuss technical requirements; worksheets; demonstrations; design plans

Assessment strategies: oral responses, rubric, checklists, evaluation checklist (teacher, peer, self)

3.2 Analyze a variety of dramatic texts from cultural and historical perspectives to determine production requirements.

Sample activities: participation, research history and culture, read and evaluate plays, present sketches or designs, formulate design concept

Assessment strategies: teacher observation, checklist, portfolio, oral responses, evaluation sheet (peer, self, teacher), quizzes, presentations

3.3 Design and implement production schedules, stage management plans, promotional ideas, and business and front-of-house procedures for informal and formal theater, film, television or electronic media productions.

Sample activities: design production schedules; portfolio; design fliers, tickets, publicity releases; checklists, cue sheets and plots

Assessment strategies: oral presentation, portfolio, checklist

3.4 Safely construct and efficiently operate technical aspects of theater, film, television, or electronic media productions.

Sample activities: build and paint sets, set up and run lights and sound, record and edit scenes

Assessment strategies: portfolio, checklist, rubric, evaluation sheet (peer, self, teacher)

STANDARD 4: PRODUCTION PROCESS
Directing by interpreting dramatic texts and organizing and conducting rehearsals for informal and formal productions.

4.1 Develop multiple interpretations of visual and aural production choices for scripts and production ideas, and justify choices.

Sample activities: analyze script and brainstorm, research, submit and evaluate designs

Assessment strategies: oral presentations, portfolio, checklist, rubric, interview

4.2 Effectively communicate directorial choices to a small ensemble for improvised or scripted scenes.

Sample activities: develop prompt book, justify choices, direct scenes

Assessment strategies: rubric, oral responses, participation checklist, teacher observation, portfolio, evaluation sheets (peer, teacher, self)

4.3 Conduct or participate in auditions, casting actors, directing scenes, and conducting production meetings to achieve production goals.

Sample activities: practice audition techniques, develop production schedule, scene work, develop prompt book

Assessment strategies: participation checklist, rubric, evaluation sheet (peer, teacher, self), checklist, portfolio, teacher observation

4.4 Investigate career opportunities in the performing arts field.

Sample activities: research career responsibilities and opportunities, create resume, create portfolio, interview someone currently working in the performing arts

Assessment strategies: interview, presentation, teacher observation, evaluation sheet (peer, teacher, self)

4.5 Utilize current technology in production design and performance.

Sample activities: use computer programs to create lighting, costume, make up, sound, scenery and publicity designs; use computer technology for playwriting, word processing and desktop publishing; use audio and/or video technology to create and edit electronic media productions; program and operate lighting and sound systems using available technology

Assessment strategies: evaluation sheet (peer, teacher, self), teacher observation, check list, portfolio

STANDARD 5: HISTORY AND CULTURE
Understanding theater through researching and evaluating cultural and historical information.

5.1 Research and use cultural, historical, and symbolic clues to develop an improvisation or scripted scene and justify choices.

5.2 Compare how similar themes are treated in drama of different genres and styles from various cultural and historical periods; illustrate and justify choices with classroom performances and discuss how theater can reveal concepts.

5.3 Identify and compare the lives, works, and influences of representative theater artists in several cultures and historical periods.

5.4 Analyze the effects of their own cultural experiences on their dramatic work and explain how culture affects the content and production values of theater, television and films created by others and justify choices.

Sample activities for 5.1-5.4: research, study theater history, written report, read and evaluate plays from various cultures and time periods, improvise scenes, write scenes, theater games, monologues, perform scenes or presentations

Assessment strategies for 5.1-5.4: rubrics, tests, quizzes, evaluation sheets (peer, teacher, self), teacher observation, oral responses

STANDARD 6: CRITIQUE
Analyzing, critiquing, and constructing meanings from informal and formal theater, film, television, and electronic media productions.

6.1 Construct personal meanings from dramatic performances.

Sample activities: attend and evaluate live performance, evaluate film, television, or electronic media productions, justify opinions, list personal experiences that compare with the dramatic text

6.2 Analyze and critique the whole and the parts of dramatic performances, taking into account the context, constructively suggest alternative artistic choices.

Sample activities: attend and evaluate live performance, evaluate film, television, or electronic media production, compare and contrast personal criteria to printed reviews

6.3 Constructively evaluate their own and others' collaborative efforts and artistic choices in informal and formal productions.

Sample activities: develop evaluation form, self evaluation, oral and written evaluation

6.4 Analyze, compare, and evaluate differing critiques of the same dramatic texts and performance.

Sample activities: compare and contrast published reviews, evaluate class critiques

6.5 Analyze and explain how scientific and technological advances have impacted set, light, sound, and costume design and implementation of theater, film, television, and electronic media.

Sample activities: research technological advances, predict future technologies, research and report on the history of theater, radio, television or film

Assessment strategies for 6.1 - 6.5 oral responses, teacher observation, rubric, evaluation sheets (peer, self, teacher)

Performance Evaluation

Sleeping Beauty" ASU

Preparation
Performance memorized
Sufficiently rehearsed

Interpretation
Believable, natural
Conveys author's intent
Character's objectives clear
Proper emotional tone
Choices reflect research into time period and culture
Emotional commitment to the character complete
Evident change in character

Physical Characterization
Different from self
Facial expressions reveal constant thought and action
Gestures carefully selected to emphasize key ideas and traits
Movements suggest the character's age and physical condition
Movements show the character's personality and attitudes
Movements show social class and time period
Posture reflects character and emotional attitude
Physical presence remains consistent throughout the scene
Develops mannerisms specific to the character during the scene

Blocking
Effective use based on style
Position conveys characterization
Use of stage/areas conveys characterization
Enhances meaning
Inventive
Stage business chosen to develop emotion and character
Remains open to audience
Executes blocking on cue

Vocal Characterization
Words clear and projected throughout
Variety of rate, volume, pitch and pause used
Pitch and inflection pattern suit the character
Phrasing clear
Vocal quality fits character
Words pronounced correctly
Dialect consistent and correct
Vocal effect consistent and powerful
Diction and articulation clear

Focus
Character listens and responds to others on stage
Concentration complete
Remains in character
Does not break the 4th wall
Smooth line delivery
Believable
Attention to specifics, not generalized

Pacing
Dynamic
Appropriate
Tempo
Pace
Pick up cues

Story
Beginning - exposition
Middle - initial incident, rising action, climax
End - falling action
Conflict
Appropriate language

Over all performance
Ensemble
On stage interaction
Use of props helpful in creating the character
Use of costume and set decoration helpful


STUDENT PLAN FOR SUCCESS includes:
Course Goals
Major Student Activities and Competencies
Grading System
Materials Required
Make-up Policy
Attendance

Your plan for success:
Come to class, be on time, bring your materials, work on class assignments during class time in your assigned area, do all assignments and turn them in on time, and exhibit acceptable classroom behavior.

Contact: Joan Mason, Curriculum Director, Arts and Foreign Languages, Center for Educational Services
joan.mason@qm.phxhs.k12.az.us