CAPITAL AREA SCHOOL FOR THE ARTS – THEATRE CURRICULUM FRAMEWORK - 9th Grade / Level I
Core Values / Big Ideas / EQs / Concepts / Competencies / Standards / Vocabulary1. Foster Students’ Skills and Attitudes Towards Developing an Intrinsic Motivation to Learn
2. Attend to the Development of the Whole Child (Physical, Intellectual, Imaginative, Creative and Spiritual )
3. Facilitate a Collaboration Among Members of the Student Community
4. Create a Community of Learners
5. Provide a Culture for Deep, Critical Understanding and Active Serious Learning in both Arts and Academics
6. Establish guidelines for self-reflection and assessment to facilitate personal and school community growth. / A. The skills, techniques, elements and principles of the arts can be learned, studied, refined, and practiced.
B. Artists use tools and resources as well as their own experiences and skills to create art.
B1. The healthy artist will provide a mindset that will benefit their art.
B2. Artists use imagery to spark and create art.
C. The arts provide a medium to understand and exchange ideas.
C1. Interdisciplinary experiences provide an opportunity to comprehend the collaborative process.
C2. Students from multiple art forms working together are inspired by each other’s backgrounds to create art.
D. People have expressed experiences and ideas through the arts throughout time and across cultures.
D1. Governments and Politics affect the cultural and community artistic experiences.
D2. Changes in society affect the cultural and community artistic experiences.
D3. Careers in the arts influence societal and cultural diversity.
E. People use both aesthetic and critical processes to assess quality, interpret meaning and determine value.
E1. Students can use the art criticism process as a learning experience in and out of the classroom.
F. There are formal and informal processes used to self assess the quality of work in the arts.
F1. Group assessment can bring forth realization of personal assessment. / A. How do actors and directors use different ideas and techniques to create a performance?
A1. How and why has theater changed throughout history?
A2. Why is it necessary to understand the political backdrop of a society in order to recognize and understand the artistic styles?
B. How do actors analyze scripts to create and sustain characters?
C. How do theatre artists use improvisation to explore characters, relationships and motivations?
C1. How do theatre artists collaborate?
D. How do actors and directors gain insights into a play’s theme and characters?
E. How have beliefs about the value of works in theatre and theatre practices changed?
F. How do contemporary artists reinterpret the philosophical attitudes of ancient plays to make them enlightening to contemporary audiences? / A.Contemporary actors and directors apply ideas and techniques from many schools of thought to explore character actions and create a performance.
A1.Theater artists continue to study their craft for a lifetime.
A2. Styles of theater continue to evolve as they reflect and sometimes challenge societal mores of their time.
B. Actors use in-depth script analysis to reveal emotional, social and intellectual dimensions of a role which enables them to create and sustain characters.
C. Theatre artists use improvisation to explore characters, relationships and motivations.
C1. Theatre artists collaborate with fellow actors in order to create theater.
D. Actors and directors depend on research skills to gain insights into a play’s themes and characters.
E. Beliefs about the value of particular plays and theatre practices have changed over time and across cultures.
F. A play’s theme may not always be explicit or easy to put into words, but all plays imply certain philosophical attitudes and convey certain values or beliefs about living. (6) / A.Compare a variety of formal acting and creative dramatic techniques (e.g. Stanislavski and Viola Spolin,) through theatre exercises (which include voice and movement) and scene work and reflect on the elements of each in a journal.
A1. Students will compare and contrast the purposes of the Greek and Roman theater traditions with those of today.
A2. Students will perform in the Greek style of acting utilizing masks and costumes.
B. Analyze text and subtext in scripts to identify character relationships, objectives, and obstacles, as well as physical, emotional, and social characteristics of an assigned role, and apply this knowledge to deduce motivation.
C. Using prompts from poetry, abstract ideas, sounds, pictures and other sources, improvise and sustain characters and interact with each other in role.
C1. Artists collaborate by brainstorming, listening, sharing, revising, rehearsing and compromising.
D. Research plays and scenes in context and analyze the plays’ historical and cultural connections to determine the author’s intent.
E. Explore modern performances of plays considered controversial in their time, e.g. The Trojan Women, and compare and contrast first-person accounts of critical response and audience reaction with responses today.
F. Read or view a non-traditional production of a classical play such as Oedipus Rex and evaluate the themes that transcend time. / (9.1.12.A, 9.1.12.G) (A)
.(9.2.12.A,B,C,D,E,F)
(9.1.12.A,B,C,D,F,F,G,H; 9.3.12.A, B)
. (9.1.12.A, 9.1.12.B)
(9.2.12.A, 9.2.12.J)
(9.3.12.D, 9.3.12.F)
(9.4.12.D) / Objective,Tactic, Super Objective
Magic If, Obstacle, Script analysis, Motivation
Staging, Blocking, Cues,
Golden Age of Greece
Theater Dionysus (religious/fertility festival), Dionysus
Aristotle’s Poetics
Catharsis, Recognition
Reversal of Fortunes, Hubris
Satyr play, Tragedy, Comedy
Chorus
Masks, Chiton, Periactoi, Choregus,
Dithyramb
Thespis, Thespian,
Aeschylus, Sophocles, Euripides, Aristophanes
Oedipus Rex
Roman Comedy, Plautus, Seneca