OVERVIEW
Students will:
I.) DEVELOP INTERNAL AND EXTERNAL PERSONAL RESOURCES
A.) Develop body awareness and spatial perception.II.) DEVELOP INTERPERSONAL SKILLS AND AWARENESS
B.) Develop sensory awareness.
C.) Develop personal creativity.
A.) Join with and respond to others in group dramatic activities.III.) DEVELOP AESTHETIC SENSITIVITY AND THEATRE SKILLS
B.) Cooperate in teams to solve problems..
C.) Place self in other contexts--walk in others' shoes.
A.) Compare and connect performance forms.IV.) CREATE THEATRE THROUGH ARTISTIC COLLABORATION
B.) Analyze and explain personal preferences and personal resources.
A.) Create/WRITE scripts.V.) RELATE DRAMA TO ITS LARGER CONTEXT
B.) ACT/role-play.
C.) DIRECT classroom theatre.
D.) DESIGN environments for theatre.
A.) Use role-play to place self in other contexts.VI.) USE DRAMA AS A LEARNING TOOL
B.) Recognize the role of theatre, film, television and other media in daily life.
A.) Use role-play to place self into the context of other subjects.
B.) Create theatre based on themes from other subjects.
C.) Do research.
CURRICULAR GOALS OUTLINE
Students will:
I.) DEVELOP INTERNAL AND EXTERNAL PERSONAL RESOURCES
A.) Develop body awareness and spatial perception.II.) DEVELOP INTERPERSONAL SKILLS AND AWARENESS1.) Develop rhythmic sense.B.) Develop sensory awareness.
2.) Analyze and imitate physical movement.
3.) Express moods and concepts through movement.1.) Analyze and imitate sounds.C.) Develop personal creativity.
2.) Recall and express personal sensory experiences.
3.) Incorporate sensory information into story.
A.) Join with and respond to others in group dramatic activities.III.) DEVELOP AESTHETIC SENSITIVITY AND THEATRE SKILLS1.) Improvise group scenes and dialogue.B.) Cooperate in teams to solve problems.
2.) Observe and criticize one another's work.1.) Master mirror techniques.C.) Place self in other contexts--walk in others' shoes.
2.) Interact within dramatizations.1.) Draw parallels between drama activities and real life.
2.) Use drama as metaphor.
A.) Compare and connect performance forms.IV.) CREATE THEATRE THROUGH ARTISTIC COLLABORATION1.) View and discuss live theatre performances.B.) Analyze and explain personal preferences and personal resources.
2.) Describe the aspects of visual art, music and dance that exist in theatre.
3.) Compare the ways ideas and emotions are expressed in theatre, television and film, dance, music, and visual art.
4.) Recognize and analyze important dramatic concepts.1.) Identify and describe the visual, aural, and kinetic elements of dramatic performances.
2.) Explain how the characters' situation, needs, goals, etc. are similar to or different from their own.
3.) Articulate personal emotional responses to dramatic performances.
4.) Analyze their own and peers' dramatizations and put forth constructive ideas for improving both the product (result) and the process of getting to the product.
A.) Create/WRITE scripts.V.) RELATE DRAMA TO ITS LARGER CONTEXT1.) Plan and record improvisations based on personal experience, imagination, literature and history.B.) ACT/role-play.
2.) Collaborate to select and create characters, situations, and environments.
3.) Improvise dialogue.
4.) Formalize improvisations by writing or otherwise recording the dialogue, stage directions, etc.1.) Assume roles and interact in improvisations.C.) DIRECT classroom theatre.
2.) Imagine and clearly describe characters.
3.) Use variations in movement and voice for different characters.
4.) Remain in role while contributing to the furtherance of a story.1.) Collaboratively plan and prepare improvisations and other classroom dramatizations.D.) DESIGN environments for theatre.
2.) Supervise one another in personal projects and in group scenes.1.) Visualize environments and create designs to communicate locale and mood.
2.) Collaborate to create playing spaces for classroom theatre.
3.) Organize materials for costumes, sets, props and lighting.
4.) Make aesthetic choices in selecting movement, music and other sound, and visual elements to enhance the mood of dramatizations.
A.) Use role-play to place self in other contexts. B.) Recognize the role of theatre, film, television and other media in daily life.VI.) USE DRAMA AS A LEARNING TOOL
1.) Identify and compare similar characters and situations in stories and dramas from various cultures.
2.) Discuss how theatre reflects life.
3.) Identify and discuss reasons for creating dramas.
4.) Identify and discuss reasons for attending theatrical performances, and for viewing other media.
A.) Use role-play to place self into the context of other subjects. B.) Create theatre based on themes from other subjects.
C.) Do research.
1.) Communicate information to peers about people, places, times, and events related to dramatizations.
2.) Answer questions necessary for the creation of theatre by researching characters, history, etc.
CURRICULAR GOALS OVERVIEW
Fifth Grade Students will:
I.) DEVELOP INTERNAL AND EXTERNAL PERSONAL RESOURCES
A.) Develop body awareness and spatial perception.II.) DEVELOP INTERPERSONAL SKILLS AND AWARENESS1.) Develop rhythmic sense.B.) Develop sensory awareness.
2.) Analyze and imitate physical movement.
3.) Express moods and concepts through movement.
4.) Build story from movement ideas.
5.) Create clear movement forms to express specific concepts and ideas.1.) Analyze and imitate sounds.C.) Develop personal creativity.
2.) Recall and express personal sensory experiences.
3.) Incorporate sensory information into story.1.) Create original dialogue.
2.) Create complex dramatic forms, involving movement, sound and text.
3.) Create stories from musical and movement sources, and from other sensory information.
4.) Write original short plays.
5.) Write letters and other artifacts for role drama.
A.) Join with and respond to others in group dramatic activities.III.) DEVELOP AESTHETIC SENSITIVITY AND THEATRE SKILLS1.) Improvise group scenes and dialogue.B.) Cooperate in teams to solve problems.
2.) Observe and criticize one another's work.1.) Master mirror techniques.C.) Place self in other contexts--walk in others' shoes.
2.) Interact within dramatizations.
3.) Plan and execute complex scenes.1.) Draw parallels between drama activities and real life.
2.) Use and understand metaphor.
3.) Use drama as metaphor.
A.) Compare and contrast performance forms.IV.) CREATE THEATRE THROUGH ARTISTIC COLLABORATION1.) View and discuss live theatre performances.B.) Analyze and explain personal preferences and personal resources.
2.) Describe the aspects of visual art, music and dance that exist in theatre.
3.) Compare the ways ideas and emotions are expressed in theatre, television and film, dance, music, and visual art.
4.) Recognize and analyze important dramatic concepts, including:
5.) Understand the relationship between audience and performer.1.) Identify and describe the visual, aural, and kinetic elements of dramatic performances.
2.) Explain how the characters' situation, needs, goals, etc. are similar to or different from their own.
3.) Articulate personal emotional responses to dramatic performances.
4.) Analyze their own and peers' dramatizations and put forth constructive ideas for improving both the product (result) and the process of getting to the product.
5.) Predict plot resolution in dramatic forms.
6.) Analyze plot and narrative through-line.
A.) Create/WRITE scripts.V.) RELATE DRAMA TO ITS LARGER CONTEXT1.) Plan and record improvisations based on personal experience, imagination, literature and history.B.) ACT/role-play.
2.) Collaborate to select and create characters, situations, and environments.
3.) Improvise dialogue.
4.) Improvise monologue.
5.) Formalize improvisations by writing or otherwise recording the dialogue, stage directions, etc.
6.) Create situations involving tension and dramatic action.1.) Assume roles and interact in improvisations.C.) DIRECT classroom theatre.
2.) Perform theatrical literature.
3.) Imagine and clearly describe characters.
4.) Make clear choices in creating and presenting characters and actions.
5.) Use variations in movement and voice for different characters.
6.) Remain in role while contributing to the furtherance of a story.1.) Collaboratively plan and prepare improvisations and other classroom dramatizations.D.) DESIGN environments for theatre.
2.) Direct a partner in monologue performance.
3.) Make clear choices in honing performances.
4.) Organize rehearsals and performances independently.1.) Visualize environments and create designs to communicate locale and mood.
2.) Collaborate to create playing spaces for classroom theatre.
3.) Organize materials for costumes, sets, props and lighting.
4.) Make aesthetic choices in selecting movement, music and other sound, and visual elements to enhance the mood of dramatizations.
5.) Explore rhythm, balance, emphasis, contrast, and unity in created environments.
6.) Make clear choices in selecting scenic and other elements.
A.) Use role-play to place self in other contexts.VI.) USE DRAMA AS A LEARNING TOOL1.) Create drama from concepts from social studies, English, science, etc.B.) Recognize the role of theatre, film, television and other media in daily life.
2.) Participate in role drama.1.) Identify and compare similar characters and situations in stories and dramas from various cultures.
2.) Discuss how theatre reflects life.
3.) Identify and discuss reasons for creating dramas, including:
4.) Identify and discuss reasons for attending theatrical performances, and for viewing other media, including:
5.) Identify and understand the role of the audience in a live theatrical production, and how it differs from the role of the audience at other media.
A.) Use role-play to place self into the context of other subjects. B.) Create theatre based on themes from other subjects.
C.) Do research.
1.) Communicate information to peers about people, places, times, and events related to dramatizations.
2.) Answer questions necessary for the creation of theatre by researching characters, history, etc.
3.) Relate specific information learned through research to specific choices in design, acting, writing or directing.
CURRICULAR GOALS DETAILED OUTLINE
Fifth Grade Drama Students will:
I.) DEVELOP INTERNAL AND EXTERNAL PERSONAL RESOURCES
A.) Develop body awareness and spatial perception.II.) DEVELOP INTERPERSONAL SKILLS AND AWARENESS1.) Develop rhythmic sense.B.) Develop sensory awareness.a.) Play fast-paced improvisation games.2.) Analyze and imitate physical movement.
b.) Play "I'm _____ and I _____."a.) Learn complex mirror games and exercises.3.) Express moods and concepts through movement.
b.) Analyze body language.
c.) Create character through careful control of locomotor movement.
d.) Create abstract movement.a.) Understand and create expressive movement.4.) Build story from movement ideas. 5.) Create clear movement forms to express specific concepts and ideas.
b.) Master pantomime skills.
c.) Design clear linear pantomime stories.1.) Analyze and imitate sounds.C.) Develop personal creativity.a.) Use sound effects in dramatizations.2.) Recall and express personal sensory experiences.
b.) Create original sounds.
c.) Write stories from sound and musical sources.a.) Learn guided imagery exercises.3.) Incorporate sensory information into story.a.) Create fully realized sensory environments through pantomime and dialogue.
b.) Build story from sound or musical sources.1.) Create original dialogue. 2.) Create complex dramatic forms, involving movement, sound and text.
3.) Create stories from musical and movement sources, and from other sensory information.
4.) Write original short plays.
5.) Write letters and other artifacts for role drama.
A.) Join with and respond to others in group dramatic activities.III.) DEVELOP AESTHETIC SENSITIVITY AND THEATRE SKILLS1.) Improvise group scenes and dialogue.B.) Cooperate in teams to solve problems.a.) Improvise pantomime and spoken scenes.2.) Observe and criticize one another's work.
b.) Imitate movement.
c.) Imitate sounds.
d.) Play spontaneous improvisation games.a.) Learn formal criticism techniques.
b.) Understand the difference between description and prescription.
c.) Critique sensitively and honestly.1.) Master mirror techniques.C.) Place self in other contexts--walk in others' shoes.a.) Create group mirror improvisations.2.) Interact within dramatizations.a.) Respond without planning to one another's improvisations.3.) Plan and execute complex scenes.
b.) Play cooperative games.
c.) Participate in role drama.a.) Brainstorm ideas without coaching.
b.) Make clear choices.
c.) Follow through on plans and decisions.1.) Draw parallels between drama activities and real life.a.) Create drama from concepts from social studies, English, science, etc.2.) Use and understand metaphor. 3.) Use drama as metaphor.
b.) Master conflict resolution improvisations.
A.) Compare and contrast performance forms.IV.) CREATE THEATRE THROUGH ARTISTIC COLLABORATION1.) View and discuss live theatre performances.B.) Analyze and explain personal preferences and personal resources.a.) Engage in formal criticism of live theatre, including Upper School Children's Play and other performances as available.2.) Describe the aspects of visual art, music and dance that exist in theatre.
b.) Discuss the way the chosen media affects the way ideas are expressed, and changes the ideas themselves.a.) Discuss scenery and costumes.3.) Compare the ways ideas and emotions are expressed in theatre, television and film, dance, music, and visual art.
b.) Discuss problem-solving as it applies to productions seen and to speculative productions.
c.) Discuss movement and rhythm onstage.
d.) Discuss special effects and visual metaphor.
e.) Discuss music or other aspects of production as they apply.a.) Discuss the performances of actors in productions seen.4.) Recognize and analyze important dramatic concepts, including:
b.) Discuss the ideas conveyed, and how they were conveyed.
c.) Compare theatre to film, television, and books.
d.) Compare theatre to music and visual art as analogous forms.a.) Dramatic Action.5.) Understand the relationship between audience and performer.
b.) Character.
c.) Conflict.
d.) Resolution.
e.) Playwright.
f.) Director.
g.) Designer.
h.) Suspension of Disbelief.
i.) Representation vs. Presentation.a.) Analyze the behavior of particular audiences.
b.) Discuss and analyze the effects of publicity, programs, and other literature accompanying theatre.1.) Identify and describe the visual, aural, and kinetic elements of dramatic performances. 2.) Explain how the characters' situation, needs, goals, etc. are similar to or different from their own.
a.) Discuss subtext.3.) Articulate personal emotional responses to dramatic performances.a.) Discuss favorite moments and characters and why they were so.4.) Analyze their own and peers' dramatizations and put forth constructive ideas for improving both the product (result) and the process of getting to the product.
b.) Discuss parts that were hard to believe or enjoy.
c.) Discuss parts that called for specific emotional responses.a.) Learn and use formal criticism techniques.5.) Predict plot resolution in dramatic forms. 6.) Analyze plot and narrative through-line.
A.) Create/WRITE scripts.V.) RELATE DRAMA TO ITS LARGER CONTEXT1.) Plan and record improvisations based on personal experience, imagination, literature and history. 2.) Collaborate to select and create characters, situations, and environments.B.) ACT/role-play.
3.) Improvise dialogue.
a.) Create original and fully realized characters and situations through dialogue.4.) Improvise monologue. 5.) Formalize improvisations by writing or otherwise recording the dialogue, stage directions, etc.
a.) Write original short plays.6.) Create situations involving tension and dramatic action.1.) Assume roles and interact in improvisations. 2.) Perform theatrical literature.C.) DIRECT classroom theatre.
a.) Perform short monologues.3.) Imagine and clearly describe characters. 4.) Make clear choices in creating and presenting characters and actions.
b.) Perform simple scenes.
5.) Use variations in movement and voice for different characters.
6.) Remain in role while contributing to the furtherance of a story.1.) Collaboratively plan and prepare improvisations and other classroom dramatizations.D.) DESIGN environments for theatre.a.) Rehearse individual performances collaboratively.2.) Direct a partner in monologue performance. 3.) Make clear choices in honing performances.
4.) Organize rehearsals and performances independently.1.) Visualize environments and create designs to communicate locale and mood.a.) Arrange room furniture to assist in improvisations.2.) Collaborate to create playing spaces for classroom theatre.
b.) Create visual art for presentations and original plays.
c.) Create speculative designs for environments.a.) Brainstorm ideas for classroom projects.3.) Organize materials for costumes, sets, props and lighting. 4.) Make aesthetic choices in selecting movement, music and other sound, and visual elements to enhance the mood of dramatizations.
b.) Work at home to create props and set pieces.
5.) Explore rhythm, balance, emphasis, contrast, and unity in created environments.
6.) Make clear choices in selecting scenic and other elements.
A.) Use role-play to place self in other contexts.VI.) USE DRAMA AS A LEARNING TOOL1.) Create drama from concepts from social studies, English, science, etc. 2.) Participate in role drama.B.) Recognize the role of theatre, film, television and other media in daily life.1.) Identify and compare similar characters and situations in stories and dramas from various cultures. 2.) Discuss how theatre reflects life.
3.) Identify and discuss reasons for creating dramas, including:
a.) Political tool.4.) Identify and discuss reasons for attending theatrical performances, and for viewing other media, including:
b.) Religious celebration.
c.) Entertainment.
d.) Art.
e.) Economic concerns.a.) Learn about others.5.) Identify and understand the role of the audience in a live theatrical production, and how it differs from the role of the audience at other media.
b.) Participate in culture.
c.) Social concerns.
d.) Entertainment.
A.) Use role-play to place self into the context of other subjects. B.) Create theatre based on themes from other subjects.
C.) Do research.
1.) Communicate information to peers about people, places, times, and events related to dramatizations.a.) Make formal written analysis of characters for performance.2.) Answer questions necessary for the creation of theatre by researching characters, history, etc. 3.) Relate specific information learned through research to specific choices in design, acting, writing or directing.
