Pitt County Schools Curriculum Guide
Theatre Arts Honors Proficient
2nd Marking Period
The guides include samples of Essential Questions, Essential Vocabulary, Learning Targets, Criteria for Success, and Resources. They should not be interpreted by teachers as all-inclusive and the only elements of instruction necessary in their classrooms.
Big Ideas / Essential Questions | Essential Vocabulary |
How can you communicate ideas and feelings through performance/improvisation? Explain situations when your voice would be necessary. What is your design process in the technical areas for which you are working? And how does it contribute to the overall aesthetic effectiveness of the production? Which concepts of United States History can be used in the creation of original theatrical works? How can audience behavior influence the actors in a production? Why is working cooperatively necessary for all production staff members? Give examples of successful and unsuccessful techniques for production effectiveness. |
Harmonious Production Designs Elements of Design Principles of Design Improvisation Concentration | Observation Characterization Etiquette Production Staff Federal Theatre Project |
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Learning Targets What do students need to know / be able to do? | Criteria for Success How will we know they know it / are able to do it? |
(K+R+S/P) I can act spontaneously for a sustained period of time. (K+R) I can identify the impact that technical theatre elements have on the overall aesthetic look of a production. (K+R+S/P+P) I can create theatre works based on United States history. (K) I can describe how audience etiquette evolved. (K+R+S/P) I can compare and contrast various production staff roles and responsibilities. | The student will be able to employ his/her acting skills for longer periods. (Oral presentation, film playback, peer/teacher observation) The student will be able to determine which design element should be used and when that element is most appropriate. (Research project, teacher observation) The student will be able to create theatrical works identifying the concepts in United States history. (Oral presentation, written work) The student will be able to trace the evolution of audience etiquette and its purpose in the theatre. (Research project, written work) The student will be able to draw conclusions about various roles in theatre production. (Written response) |
Theatre Arts Essential Standards | Common Core Anchors | ITES |
P.C.2.1 Use improvisation and acting skills, such as observation, concentration, and characterization, to create extended scenes. |
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P.AE.1.1 Analyze design concepts for aesthetic impact of technical elements. | Reading 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
| HS.TT.1 Use technology and other resources for assigned tasks. |
P.CU.1.2 Exemplify the concepts of United States History through the creation of theatrical works. |
| HS.RP.1 Design project-based products that address global problems. HS.SI.1 Evaluate resources needed to solve a given problem. HS.SE.1 Analyze issues and practices of responsible behavior when using resources. |
P.CU.2.1 Understand how the rules of audience etiquette originated, how they have evolved, and for what purpose. |
1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
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P.CU.2.2 Analyze the interrelationships of theatre roles. | 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
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ESL Suggestions
Use pictures for visual representations, gestures, pantomime, and modeling. Use simple texts, and/or short, translated sentences for assignments or acting roles. |
Resources & Materials
TEXTBOOKS - Theatre: Art in Action textbook
- Drama Projects textbook
- The Stage and School textbook
- Exploring Theatre textbook
LESSON/UNIT PLANS
TECHNICAL THEATRE - Stage Makeup Step by Step by Rosemarie Swinfield
- Special Effects Makeup by Janus Vinther
- The Backstage Handbook: An Illustrated Almanac of Technical Information by Paul Carter
- Stage Lighting in the Boondocks: A Stage Lighting Manual for Simplified Stagecraft Systems by James Hull Miller
- Making Costumes for School Plays by Joan Peters and Anna Sutcliffe
- Scene Design: A Guide to the Stage by Henning Nelms
- Sound for Theatre: A Basic Manual by Graham Walne
IMPROVISATION
HISTORY
AUDIENCE ETIQUETTE
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