Course Description

“As learners become involved in theatre, they extend their abilities to communicate. Theatre content becomes a stimulus for cognitive development through problem solving and creative thinking. As students perceive, comprehend, imagine, and evaluate, they develop interpretive, analytical, and critical thinking skills. Integrating theatre knowledge and skills also helps learners’ development and enhances their critical thinking abilities.” (Center for Educator Development in Fine Arts, CEDFA.org)

This course is designed to give students an appreciation of the world of theatre and an opportunity to discover the artist inside of themselves. In this course, students will build confidence and trust, and develop personally as they apply their new found theatre knowledge in classroom activities. This course enriches students' awareness, skills, and self appreciation, enabling them to build a foundation for future arts development.

Units

Fall Semester

1. Building an Ensemble
2. Clowning Around
3. Flip the Script
4. Strings and Stories: The Art of Puppetry

Spring Semester

1. Building a Character
2. Technical Theatre
3. Theatre of the Oppressed
4. Theatre Olympics

Course Materials

You will need to come to class with a charged Chromebook. I will provide a variety of working scripts and reading materials including excerpts from plays, diagrams, worksheets, and other instructional materials. Students must come to class prepared to learn, with a positive attitude and with the following suggested supplies:

• Composition book or notebook dedicated to Theatre (loose leaf paper is also acceptable)
• Pencil or erasable pen
• Highlighter
• Passwords/Usernames for all online student accounts

Classroom Expectations

Decide to try: make a choice and take a risk.

Respect each other: ideas, feelings, boundaries, and property.

Act with the 3 Cs: concentration, commitment, and creativity.

Move safely: control your body.

Applaud each other: audience etiquette.

The #1 Classroom Rule: If what you are doing interferes with learning, hurts someone else, or prevents you from being your best self, you shouldn’t be doing it.

Electronic Devices: Unless they are being used for academic purposes with permission from the teacher, all electronic devices (e.g. cell phones, headphones, etc.) must be turned off and put away in backpacks, bags, or pockets. If the phone is being used inappropriately during one class period, the following steps will be taken:

• 1st: Student will receive a warning and be reminded of the cell phone policy
• 2nd: Student will place the phone in a paper bag on desk or in the teacher’s pocket chart
• 3rd: The phone will be sent to the office and a ParentSquare will be sent to the parent/guardian.

Students should come to class with a charged Chromebook. Students should make it a part of their daily routine to charge their Chromebook overnight. This ensures that the device is fully charged and ready for use during class. An uncharged Chromebook is NOT a valid reason to move seats. You are expected to stay in your assigned seat. Do not plug in Chromebooks across walkways or other areas that might cause a tripping hazard. Only use the designated outlets and charging station provided by your teacher.

Restroom Policy: The restroom may not be used during the first 10 minutes and last 10 minutes of class (10/10 Rule). Students must submit their cell phone to the teacher before using the restroom. Students must sign out with their name, date, and time. Once the student returns, they should sign in with their return time. Students have 4 restroom breaks per quarter. If more are needed for personal or medical reasons, please contact the teacher.

Classroom Procedures:

1. Listen attentively while the teacher or other students are speaking.
2. Raise your hand and wait to be called on to contribute or to ask a question.
3. Be at your desk and start your class assignment before the tardy bell rings.
4. Food, gum, and beverages other than water are not allowed in class at any time.
5. Do not touch or take anything from the teacher’s desk, podium, or any work area. Do not touch the costumes or props.
6. Wait for the appropriate time to use the restroom, sharpen your pencil, or throw away trash - not during direct instruction or during a performance.
7. When rehearsing outside, take the pass and stay on task.
8. Clean up and be seated before the dismissal bell rings. The teacher dismisses the class at all times, not the bell. Remember to push in your chair as you leave the classroom.

EMS Universal School Rules: Full List CLICK HERE.

Theatre Classroom / Professional Expectations: Full List CLICK HERE.

Grades

Grades in theatre are determined through MYP Rubrics that assess measurable skills, knowledge, and understanding of the material. While student talents will be developed through practice, talent will never be a qualifier for a higher grade in theatre class. Students will be evaluated on effort and growth. Grades will be weighted on the following MYP Criterion:

A: Investigating = 20%

B: Developing = 20%

C: Creating / Performing = 20%

D: Evaluating = 20%

Other: Participation / Engagement = 20%

Assignments will be weighted 40% for formative assessments and 60% for summative assessments.

Each of the Criteria above are graded on a 1-8 point scale, to indicate a student’s level of proficiency as described on the table below:

Late Work

Students are expected to submit work on time. If absent, students are expected to do makeup work in a timely manner. Late or absent work must be submitted with a Late Work Form in order to be graded. This form may be found on Google Classroom. All late work must be turned in at least one full week prior to the last day of each marking period. Students will receive an academic grade based on the following conversion:

Middle Years Programme (MYP)

The MYP provides a framework of learning that encourages students to become creative, critical, and reflective thinkers. The MYP emphasizes intellectual challenge, encouraging students to make connections between their studies in traditional subjects and the real world. It fosters the development of skills for communication, intercultural understanding, and global engagement.

In the MYP Programme students will learn and be assessed on the following criteria:

1. Investigating: Through the study of art movements or genres and artworks/performances, students come to understand and appreciate the arts. They use and further develop their research skills to draw on a range of sources, understanding that, in the arts, sources are not limited to texts; they can also include audio and video recordings, images and musical notation. All sources used must be referenced in accordance with the school’s academic integrity policy.
2. Developing: Development of ideas through practical exploration provides the opportunity for active participation in the art form. Practical exploration requires students to acquire and develop skills/techniques and to experiment with the art form. Evidence of practical exploration cannot be limited to written form; for example, if a student is composing music, evidence should include musical notation and/or audio recordings; if a student is creating a piece of theatre, evidence should include script extracts and/or video recordings. To achieve the higher levels in criterion B i, students must evidence extensive and varied practical exploration and refinement of their idea(s). Students use both practical exploration and knowledge and understanding of art and artworks to purposefully inform artistic decisions.
3. Creating/Performing: The acquisition and development of skills is evident in both process and outcome. Formative assessment supports students’ acquisition and development of skills and techniques in the process stage. The students’ command of skills and techniques is demonstrated through the creation or performance of a finalized artwork that is summatively assessed.
4. Evaluating: MYP arts promote the development and application of reflection and critical-thinking skills so that students become reflective practitioners. Through reflecting on their work and on themselves, students become more aware of their own artistic development and the role that the arts play in their lives and in the world. When evaluating their own artwork or performance, students should consider elements, techniques and context. The arts process journal should be used throughout the process stage to keep a record of reflections that students can refer to when developing the final reflection. Development as an artist includes development of personal skills, such as affective skills and problem-solving skills, as well as development of artistic skills and techniques. Students’ reflections should answer the questions: “What have I learned that can be taken forward and applied to other projects?” and “What would I do differently if I did this project again?”

IB Learner Profiles

The aim of all IB programs is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. Edgewood learners strive to be—

• Inquirers—They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.
• Knowledgeable—They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines
• Thinkers—They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
• Communicators—They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.
• Principled—They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities.  They take responsibility for their own actions and the consequences that accompany them.
• Open-minded—They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.
• Caring—They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.
• Risk-takers—They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
• Balanced—They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
• Reflective—They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

Academic Honesty & Use of Technology

Academic dishonesty (cheating, copying, plagiarism, use of AI) will not be tolerated  in any form. We will strictly follow Edgewood's Academic Honesty Policy.

For some class assignments we will be using Chromebooks to complete our work.  Chromebooks are  to be used only for class assignments and students are to follow teacher instructions for use of the Chromebooks at all times.

Unless they are being used for academic purposes with permission from the teacher, all electronic devices must be turned off and put away.

Resources

GOOGLE CLASSROOM: This is where you will post and keep track of most homework and classwork assignments.

• Period 1: Classroom Code: hn74yefr
• Period 3: Classroom Code: tp7m62cz

AERIES: Students and parents are encouraged to check grades frequently through Aeries which can be accessed through the Edgewood High School home page. Aeries is a great tool that allows families and students to monitor academic progress, track missing assignments, and review assessment scores.

STUDENT/PARENT SQUARE: This is a one-stop shop for school happenings, improving communication, organization, and engagement between home and the school community.

MANAGEBAC: All IB students have access to this online resource which allows them to track their progress in IB classes and take advantage of a calendar that lists the assignment and quiz dates for most IB classes.

CLASS WEBSITE: Stay updated with our latest news, class agendas, and upcoming performances. Learn about Drama Club. Find links to resources you may need.

Syllabus Signature Sheet

Ms. Sowers - EMS Theater

2025-2026

Dear Parent/Guardian,

Thank you for playing a big role in your student’s success in my Theater classroom this year. Today your student and the rest of the class went over the syllabus and talked about the rules and expectations of my class. Please review the syllabus by scanning the QR code below, and sign the bottom of this sheet to acknowledge that your student talked to you about what was outlined in class today. Thank you for your support. I look forward to working with your child. If I can be of any assistance, please contact me.

Best Regards,

Ms. Sowers

2025-2026 EMS Theater Syllabus Receipt for Ms. Sowers

Please read the full-length syllabus. Signing this document indicates that you have read the syllabus in its entirety and understand you are held to the standards described within.

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Student Name                                Student Signature                                Date

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Parent / Guardian Name                        Parent / Guardian Signature                        Date

What can you tell me about your child that will help me as his/her/their teacher?

(Continue on back if needed)

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