TRENTON PUBLIC SCHOOLS

CURRICULUM GUIDE:Drama III- VI: Advanced Theatre Ensemble(High School)

Course Description

“Drama III-VI is an advanced multi-semester theatre training course. Students who have completed Drama I and Drama II are eligible to interview/audition for a place in this course. After acceptance into this course, students may remain in this continuous course of study for the duration of their high school education. Drama III-VI students will study advanced acting methods such as the techniques of Sanford Meisner and Michael Chekhov. Students will also develop performance skills in the challenging areas of classical acting, physical theatre and Theatre of the Oppressed. Drama III-VI students will apply this on-going training to the creation of performances to benefit Trenton schools and the larger Trenton community. Throughout their tenure in this course, students may participate in local, state and national theatre competitions to build repertoire, sharpen performance skills and win college scholarships. Upon graduation, each student will have developed a professional actor portfolio to present at an industry showcase in a nearby major city (i.e. New York or Philadelphia). Students will be prepared to enter competitive college theatre programs and succeed as professional theatre artists.”- High School Catalog Board Approved 3/21/16

Pacing Guide*

Unit # / Unit Name / Approximate Pacing Schedule
1 / Welcoming the Ensemble / 2 weeks
2 / Exploring Advanced Theatre Techniques and Topics / 4 weeks
3 / Developing and Rehearsing Performance Repertoire / 8 weeks
4 / Hitting the Road: performing and competing on tour / 4 weeks
5 / Reflecting and Responding / 1 week
*Units may be modified to fit student skills, ability, and interest as well as the district academic calendar.

Unit 1: Welcoming the Ensemble Duration: 2 weeks

This unit will welcome students to an advanced exploration of theatre through the ensemble. Students will begin by building a healthy ensemble within the class and then observe ensembles in society. This unit will culminate with students proposing ensemble interventions in the community.

Stage 1: Desired Results
Goals based on National Core Arts Standards:
CREATE
TH. CR2.1.III.b. Collaborate as a creative team to discover artistic solutions and make interpretive choices in a devised or scripted drama/theatre work.
PERFORM
TH:PR4.1.II.a. Discover how unique choices shape believable and sustainable drama/ theatre work.
RESPOND
TH:RE7.1.III.a. Use historical and cultural context to structure and justify personal responses to a drama/theatre work.
TH:RE8.1.III.a. Use detailed supporting evidence and appropriate criteria to revise personal work and interpret the work of others when participating in or observing a drama/ theatre work.
TH:RE8.1.III.b. Use new understandings of cultures and contexts to shape personal responses to drama/theatre work.
TH:RE9.1.III.c. Compare and debate the connection between a drama/theatre work and contemporary issues that may impact audiences.
CONNECT
TH:Cn10.1.III.a. Collaborate on a drama/theatre work that examines a critical global issue using multiple personal, community, and cultural perspectives.
TH:Cn11.1.III.a. Develop a drama/theatre work that identifies and questions cultural, global, and historic belief systems
Goals based on The Common Core State Standards for English Language Arts & Literacy:
SPEAK AND LISTEN
CCSS.ELA-LITERACY.SL.11-12.1- Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
WRITE
CCSS.ELA-LITERACY.W.11-12.10- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Enduring Understandings: Students will understand that...
Topic 1(Welcome to the Ensemble) / ●A group of performing actors must be comfortable with and trusting of one another.
●Ensembles exist in many forms in society.
Topic 2(International Thespian Society) / ●Theatre artists allow awareness of interrelationships between self and others to influence and inform their work.
●Theatre can be an agent of change for human need.
Essential Questions: Students will ponder...
Topic 1(Welcome to the Ensemble) / ●Are humans wired for community?
Topic 2(International Thespian Society) / ●What happens when theatre artists foster understanding between self and others through critical awareness, social responsibility, and the exploration of empathy?
Content: Students will know ...
Topic 1(Welcome to the Ensemble) / ●The expectations and procedures of the class.
●How to create a healthy ensemble of actors.
●How to identify ensembles in society and measure their need.
Topic 2(International Thespian Society) / ●The requirements for induction in the International Thespian Society.
●How to collaborate with others to meet a community need.
Skills: Students will be able to (SLO)...
Topic 1(Welcome to the Ensemble) / ●Apply ensemble training to brainstorm the growth of healthy ensemble ethic in the community.
Topic 2(International Thespian Society) / ●Collaborate with ensemble to solve a community need.
Stage 2: Assessment Evidence
Performance Task Option: Topic 1 (Welcome to the Ensemble)
Ensemble Assessment(Specifics of this assignment will differ based on members of ensemble and level of experience). Students will identify a breakdown of healthy ensemble ethic within the community and present a plan to reinforce the ensemble.
Other: Daily Grade (Do Now, Warm-ups, Class Work, Self-Reflection), Specific classwork: Syllabus Performances, Ensemble Constitution, About Me profile
SLO / ●Apply ensemble training to brainstorm the growth of healthy ensemble ethic in the community.
Standards / TH. CR2.1.III.b.; TH:PR4.1.II.a.; TH:RE7.1.III.a.; TH:RE8.1.III.a.; TH:RE8.1.III.b.; TH:RE9.1.III.c.; TH:Cn10.1.III.a.; TH:Cn11.1.III.a.; CCSS.ELA-LITERACY.SL.11-12.1; CCSS.ELA-LITERACY.W.11-12.10
Performance Task Option: Topic 2 (International Thespian Society)
International Thespian Society Project- (Specifics of this assignment will differ based on members of ensemble and level of experience). As an ensemble,Students will complete a service project based on a school, community, ITS or student identified need.
Other: Daily Grade (Do Now, Warm-ups, Class Work, Self-Reflection)
SLO / ●Collaborate with ensemble to solve a community need.
Standards / TH. CR2.1.III.b.; TH:PR4.1.II.a.; TH:RE7.1.III.a.; TH:RE8.1.III.a.; TH:RE8.1.III.b.; TH:RE9.1.III.c.; TH:Cn10.1.III.a.; TH:Cn11.1.III.a.; CCSS.ELA-LITERACY.SL.11-12.1; CCSS.ELA-LITERACY.W.11-12.10
Stage 3: Learning Plan
Suggested Learning Activities
Topic 1(Welcome to the Advanced Ensemble) [5 days]
●Day 1- Introductions, Procedures (Syllabus performances)
●Day 2- Who am I and how do I fit into the Ensemble Interview (About Me)
●Day 3- Building an ensemble- empathy and Trust
●Day 4- Defeating the Enemies of the ensemble (fear) Creating Ensemble Constitution
●Day 5- Ensemble Assessment
Topic 2 (International Thespian Society) [5 days]
●Day 6- What is the society and what are the requirements?
●Days 7-9- ITS project
●Day 10- Induction Ceremony
Suggested Unit Resources
Games for Actors and Non-Actors by Augusto Boal
A Sense of Wonder: A Short Introduction to Drama in Education by Ted O’Regan

Unit 2: Exploring Advanced Theatre Techniques and Topics Duration: 4 weeks

This unit will explore a variety of advanced techniques and topics in the study of theatre. Students will begin with a review of fundamental acting techniques. Since this is a multi-semester course, students will explore a different topic and technique every semester. This unit suggests some topics inherent to advanced theatre exploration but students will also be encouraged to select topics.

Stage 1: Desired Results
Goals based on National Core Arts Standards:
CREATE
TH.CR1.1.III.a. Synthesize knowledge from a variety of dramatic forms, theatrical conventions, and technologies to create the visual composition of a drama/ theatre work.
TH. CR2.1.III.a. Develop and synthesize original ideas in a drama/theatre work utilizing critical analysis, historical and cultural context, research, and western or nonwestern theatre traditions.
TH. CR2.1.III.b. Collaborate as a creative team to discover artistic solutions and make interpretive choices in a devised or scripted drama/theatre work.
TH:CR3.1.III.a. Refine, transform, and re-imagine a devised or scripted drama/theatre work using the rehearsal process to invent or re-imagine style, genre, form, and conventions.
TH:CR3.1.III.b. Synthesize ideas from research, script analysis, and context to create a performance that is believable, authentic, and relevant in a drama/theatre work.
PERFORM
TH:PR4.1.II.a. Discover how unique choices shape believable and sustainable drama/ theatre work.
TH:PR4.1.III.b. Apply a variety of researched acting techniques as an approach to character choices in a drama/theatre work.
TH:PR5.1.III.a. Use and justify a collection of acting exercises from reliable resources to prepare a believable and sustainable performance.
TH:PR6.1.II.a. Present a drama/theatre work using creative processes that shape the production for a specific audience.
RESPOND
TH:RE9.1.III.a. Research and synthesize cultural and historical information related to a drama/theatre work to support or evaluate art
Goals based on The Common Core State Standards for English Language Arts & Literacy:
SPEAK AND LISTEN
CCSS.ELA-LITERACY.SL.11-12.1- Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
WRITE
CCSS.ELA-LITERACY.W.11-12.10- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
21st Century Life and Careers:
PERFORMING ARTS
9.3.12.AR‐PRF.5 Explain key issues affecting the creation of characters, acting skills and roles
Enduring Understandings: Students will understand that...
Topic 1(Review) / ●Actors use a variety of tools and techniques to communicate character.
Topic 2(Special Topics in Advanced Acting) / ●Actors are always learning and growing to deepen their craft.
Essential Questions: Students will ask...
Topic 1(Review) / ●Why should actors use a variety of tools and techniques to communicate characters?
Topic 2(Special Topics in Advanced Acting) / ●Who benefits when actors deepen their craft?
Content: Students will know...
Topic 1(Review) / ●The Basic tenets of acting.
Topic 2(Special Topics in Advanced Acting) / ●Advanced topics in theatre study.
Skills: Students will be able to (SLO)...
Topic 1(Review) / ●Demonstrate deepening acting technique.
●Perform a scene with a partner using a variety of acting tools and techniques.
Topic 2(Special Topics in Advanced Acting) / ●Synthesize growing acting techniques to create a performance based on a given rubric.
Stage 2: Assessment Evidence
Performance Task Option: Topic 1(Review)
Performance Assessment (Specifics of this assignment will differ based on members of ensemble and level of experience)- Students will apply basic acting technique to perform a simple scene based on a given rubric.
Other: Daily Grade (Do Now, Warm-ups, Class Work, Self-Reflection)
SLO / ●Demonstrate deepening acting technique.
●Perform a scene with a partner using a variety of acting tools and techniques.
Standards / TH.CR1.1.III.a.; TH. CR2.1.III.a.; TH. CR2.1.III.b.; TH:CR3.1.III.a.; TH:CR3.1.III.b.; TH:PR4.1.II.a.; TH:PR4.1.III.b.; TH:PR5.1.III.a.; TH:PR6.1.II.a.; TH:RE9.1.III.a.; CCSS.ELA-LITERACY.SL.11-12.1; CCSS.ELA-LITERACY.W.11-12.10; 9.3.12.AR‐PRF.5
Performance Task Option: Topic 2(Special Topics in Advanced Acting)
Performance Assessment (Specifics of this assignment will differ based on members of ensemble and level of experience)- Student will apply new acting techniques to the performance of an original or devised solo, duo or group performance.
Other: Daily Grade (Do Now, Warm-ups, Class work, Self-Reflection)
SLO / ●Synthesize growing acting techniques to create a performance based on a given rubric.
Standards / TH.CR1.1.III.a.; TH. CR2.1.III.a.; TH. CR2.1.III.b.; TH:CR3.1.III.a.; TH:CR3.1.III.b.; TH:PR4.1.II.a.; TH:PR4.1.III.b.; TH:PR5.1.III.a.; TH:PR6.1.II.a.;
TH:RE9.1.III.a.; CCSS.ELA-LITERACY.SL.11-12.1; CCSS.ELA-LITERACY.W.11-12.10; 9.3.12.AR‐PRF.5
Stage 3: Learning Plan
Suggested Learning Plan
Topic 1(Review) [5 days]
●Days 1-4 Based on students’ foundational knowledge review major components of character development and work of major acting theorists.
●Day 5- Performance Assessment
Topic 2(Special Topics in Advanced Acting) [15 days]
●Days 6-15- Based on semester sequence and students enrollment, alternate the following special topics (Competing with solo, duo and group performance pieces, Meisner acting techniques, Chekhov acting techniques, classical acting techniques, physical theatre, theatre of the oppressed, theatre for young audiences, college theatre, solo performance etc.). Please note, due to the multi-semester nature of this course, the instructor should not be limited to these topics but should continually build on the growing ensemble acting experience and needs.
●Days 16-20- Performance Assessment
Suggested Unit Resources
Acting Onstage and Off by Robert Barton
Acting with Style by John Harrop and Sabin Epstein
The Actor and the Target by Declan Donnellan
Creating a Character by Konstantin Stanislavski
Respect for Acting by Uta Hagen
TEAM for Actors: A Holistic Approach to Embodied Acting by Laura Bond

Unit 3: Developing and Rehearsing Performance RepertoireDuration: 8 weeks

This unit instructs students on the process of developing and rehearsing performance pieces. Students begin by selecting or joining in the selection process for performance material. The content of this performance material can change every semester the course is offered and can be based on previous exploration in Unit 2 or specific needs and interests. Next, students engage in a research process for their performance material and then move into physical rehearsals of the material. This unit culminates in a public preview of material. This unit can be enhanced by the instruction of professional theatre teaching artists.

Stage 1: Desired Results
Goals based on National Core Arts Standards:
CREATE
TH.CR1.1.III.a. Synthesize knowledge from a variety of dramatic forms, theatrical conventions, and technologies to create the visual composition of a drama/ theatre work.
TH.CR2.1.III.a. Develop and synthesize original ideas in a drama/theatre work utilizing critical analysis, historical and cultural context, research, and western or nonwestern theatre traditions.
TH.CR2.1.III.b. Collaborate as a creative team to discover artistic solutions and make interpretive choices in a devised or scripted drama/theatre work.
TH:CR3.1.III.a. Refine, transform, and re-imagine a devised or scripted drama/theatre work using the rehearsal process to invent or re-imagine style, genre, form, and conventions.
TH:CR3.1.III.b. Synthesize ideas from research, script analysis, and context to create a performance that is believable, authentic, and relevant in a drama/theatre work.
PERFORM
TH:PR4.1.II.a. Discover how unique choices shape believable and sustainable drama/ theatre work.
TH:PR4.1.III.b. Apply a variety of researched acting techniques as an approach to character choices in a drama/theatre work.
TH:PR5.1.III.a. Use and justify a collection of acting exercises from reliable resources to prepare a believable and sustainable performance.
TH:PR6.1.II.a. Present a drama/theatre work using creative processes that shape the production for a specific audience.
RESPOND
TH:RE8.1.III.c. Support and explain aesthetics, preferences, and beliefs to create a context for critical research that informs artistic decisions in a drama/theatre work.
TH:RE9.1.III.a. Research and synthesize cultural and historical information related to a drama/theatre work to support or evaluate art
TH:RE9.1.III.b. Analyze and evaluate varied aesthetic interpretations of production elements for the same drama/theatre work.
CONNECT
TH:Cn10.1.III.a. Collaborate on a drama/theatre work that examines a critical global issue using multiple personal, community, and cultural perspectives.
TH:Cn11.1.III.a. Develop a drama/theatre work that identifies and questions cultural, global, and historic belief systems
TH:Cn11.2.III.b. Present and support an opinion about the social, cultural, and historical understandings of a drama/theatre work, based on critical research.
Goals based on The Common Core State Standards for English Language Arts & Literacy:
READ
CCSS.ELA-LITERACY.RL.11-12.7- Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
CCSS.ELA-LITERACY.RL.11-12.2- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.11-12.3- Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
SPEAK AND LISTEN
CCSS.ELA-LITERACY.SL.11-12.1- Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
WRITE
CCSS.ELA-LITERACY.W.11-12.10- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
21st Century Life and Careers:
PERFORMING ARTS
9.3.12.AR‐PRF.5 Explain key issues affecting the creation of characters, acting skills and roles
Enduring Understandings: Students will understand that...
Topic 1(Select Performance Material) / ●Actors should select performance pieces they feel are infinitely valuable to themselves and an audience.
Topic 2(Research Performance Material) / ●Actors base decisions about character development on fact and imagination.
Topic 3 (Rehearse Performance Material) / ●Actors prepare regularly for an upcoming performance.
Essential Questions: Students will ask...
Topic 1(Select Performance Material) / ●Can every actor play every role?
Topic 2(Research Performance Material) / ●Is a character ever completely known to an actor?
Topic 3 (Rehearse Performance Material) / ●Do rehearsals make a difference?
Content: Students will know...
Topic 1(Select Performance Material) / ●How to find and select an appropriate performance pieces.
Topic 2(Research Performance Material) / ●What information, questions and details an actor needs to determine about a performance piece to prepare it for performance.
Topic 3 (Rehearse Performance Material) / ●Performance techniques to enhance a performance piece.
Skills: Students will be able to (SLO)...
Topic 1(Select Performance Material) / ●Select performance material based on a given rubric.
Topic 2(Research Performance Material) / ●Synthesize research and choice acting tools to prepare performances.
Topic 3 (Rehearse Performance Material) / ●Perform selections of performance pieces for an audience.
Stage 2: Assessment Evidence
Performance Task Option: Topic 1(Select Performance Material)
Material Checklist(Specifics of this assignment will differ based on members of ensemble and level of experience)- Students will select performance material (could include monologues, scenes or plays) based on a given checklist.
Other: Daily Grade (Do Now, Warm-ups, Class work, Self-Reflection)
SLO / ●Select performance material based on a given rubric.
Standards / TH.CR1.1.III.a.; TH. CR2.1.III.a.; TH. CR2.1.III.b.; TH:CR3.1.III.a.; TH:CR3.1.III.b.; TH:PR5.1.III.a.; TH:RE8.1.III.c.; TH:Cn10.1.III.a.; TH:Cn11.1.III.a.; CCSS.ELA-LITERACY.SL.11-12.1; CCSS.ELA-LITERACY.W.11-12.10; 9.3.12.AR‐PRF.5
Performance Task Option: Topic 2(Research Performance Material)
Research Project(Specifics of this assignment will differ based on members of ensemble and level of experience)- Students will complete a research and character development packet for selected performance pieces.
Other: Daily Grade (Do Now, Warm-ups, Class work, Self-Reflection)
SLO / ●Synthesize research and choice acting tools to prepare performances.
Standards / TH.CR1.1.III.a.; TH. CR2.1.III.a.; TH. CR2.1.III.b.; TH:CR3.1.III.a.; TH:CR3.1.III.b.; TH:PR4.1.II.a.; TH:PR4.1.III.b.; TH:PR5.1.III.a.; TH:RE8.1.III.c.;
TH:RE9.1.III.a.; TH:RE9.1.III.b.; TH:Cn10.1.III.a.; TH:Cn11.1.III.a.; CCSS.ELA-LITERACY.RL.11-12.7; CCSS.ELA-LITERACY.RL.11-12.2; CCSS.ELA-LITERACY.RL.11-12.3; CCSS.ELA-LITERACY.SL.11-12.1; CCSS.ELA-LITERACY.W.11-12.10; 9.3.12.AR‐PRF.5
Performance Task Option: Topic 3(Rehearse Performance Material)
Preview Showcase (Specifics of this assignment will differ based on members of ensemble and level of experience)- Students will present selections of prepared performance pieces for invited audience.
Other: Daily Grade (Do Now, Warm-ups, Class work, Self-Reflection) Specific Class Work: rehearsal reports
SLO / ●Perform selections of performance pieces for an audience.
Standards / TH.CR1.1.III.a.; TH. CR2.1.III.b.; TH:CR3.1.III.b.; TH:PR4.1.II.a.; TH:PR6.1.II.a.; TH:Cn10.1.III.a.; TH:Cn11.2.III.b.; CSS.ELA-LITERACY.SL.11-12.1
CCSS.ELA-LITERACY.W.11-12.10; 9.3.12.AR‐PRF.5
Stage 3: Learning Plan
Suggested Learning Activities
Topic 1(Select Performance Material) [5 days]
●Days 1-5- Select material (checklist)
Topic 2(Research Material) [5 days]
●Days 6-10- Research and table reads (project/checklist)
Topic 3 (Rehearse Material) [30 days]
●Days 11-39- Rehearse material (checklist)
●Day 40- Preview material for invited showcase

Unit 4: Hitting the Road: Performing and Competing on Tour Duration: 4 weeks