Instructional Map Theatre Play Production Arts IV-Play Production and... · Give factual information to make knowledge-based decisions (analysis) Explain feelings, ideas, and personal

Instructional Map Theatre Play Production

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TEXTBOOK: Theatre: Art In Action, Glencoe RESOURCE KEY Interdisciplinary Units are available on MCS Webpage Disclaimer: Product descriptions are recommended activities that can be supplemented by activities teaching the same concepts/skills

Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,

§ 80% of our students will graduate from high school college or career ready § 90% of students will graduate on time § 100% of our students who graduate college or career ready will enroll in a post-‐secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-‐quality, College and Career Ready standards-‐aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP) and the SCS Curriculum Maps for Arts Education. Designed with the teacher in mind, the Arts Education (Orff Music, Visual Art, Media Arts, Dance, Instrumental Music, and Vocal Music) curriculum maps focus on teaching and learning in the domains of Perform, Create, Respond, and Connect. This map presents a framework for organizing instruction around the TN State Standards so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and the SCS Arts Education curriculum maps provide guidelines and research-‐based approaches for implementing instruction to ensure students achieve their highest potentials. The SCS Arts Education curriculum maps are designed to create artistically/musically literate students by engaging them both individually and collaboratively in creative practices of envisioning, investigating, constructing, and reflecting. To achieve these goals the curriculum maps were developed by expert arts teachers to reflect the conceptual framework of the four artistic processes: present, create, respond, and connect.

How to Use the Arts Education Curriculum Maps

The SCS Arts Education curriculum maps are designed to help teachers make effective decisions about what content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. Across all arts disciplines, this is generally reflected in the following quarterly framework:

Knowledge and Skills-‐ This column reflects the anchor standards and essential tasks associated with grade level mastery of each discipline.

Activities and Outcomes-‐ Generally phrased similar to “I Can” statements, this portion identifies the specific performance indictors that are expected for students at a given time within the quarters/semester.

Assessments-‐ This section of the quarterly maps focuses on the formative and summative methods of gauging student mastery of the student performance indicators listed in the activities/outcomes section.


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Resources And Interdisciplinary Connections-‐ In this column, teachers will find rich bodies of instructional resources/materials/links to help students efficiently and effectively learn the content. Additionally, there are significant resources to engage alignment with the Comprehensive Literacy Improvement Plan (CLIP) that are designed to strengthen authentic development of aural/visual literacy in the arts content areas as well as support larger district goals for improvement in literacy.

Throughout this curriculum map, you will see high-‐quality works of art/music literature that students should be experiencing deeply, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-‐leverage resources available for teacher use.


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Knowledge and Skills CLEs/GLEs/SPIs

Content Outline Checks for understanding

Assessments/Activities Resources

Interdisciplinary Connections

First Nine Weeks

The Teacher Will - TTW The Learner Will - TLW

Examining Historical/Cultural Aspects

CLEs

5.1, 5.3, 8.2, 8.3

SPIs

5.1.1, 5.1.2, 5.3.3, 8.2.2, 8.3.1, 8.3.2

Explain how drama depicts life and authentic history/culture

Explain how drama influences social changes

Explain how history and culture influence drama

Explain and lead discussions concerning the works of exemplary actors/actresses

Explain style, theme, and dramatic elements

Assign various historical time periods/actors for researching and performing

Checks for Understanding:

Formative: 5.1, 5.3, 8.2, 8.3

Summative: 5.1, 5.2, 8.3

Research and discuss historical/cultural information to demonstrate an understanding of various styles, themes, and exemplary models of acting and playwriting relating to the stage and technical theatre

Participate (act) in a short scene several times, using a different production style each time. Critique performances

pp. 1-15, 66-68, 73, 154-157, 189, 192-195, 296-298, 327-329, 426-429, 456-459

Interdisciplinary Connections: American/World History: Theatre reflects everyday life/culture and history

Language Arts: literature, exemplary writers

Computer Technology: Research

Critiquing Process

CLEs

7.1

SPIs

7.1.1, 7.1.2,

Explain the critique criteria to review components of selected dramatic performances including: discussion, analysis, interpretations, artistic merit, theatre language

Give factual information to make knowledge-based decisions (analysis)

Explain feelings, ideas, and personal preferences to make aesthetic interpretations

Discuss personal decisions about the artistic merit of the various aspects of theatre, i.e., dramatic literature, character portrayal, technical aspects

Use theatre language when interpreting/assessing drama

Assign dramatic works for critiquing

Critique dramatic works relating description, analysis, interpretation, aesthetic preferences and artistic merit of chosen theatre productions

Write a short interpretation critique using appropriate theatre language for a live or recorded dramatic performance

pp. 112, 387-389, 530-535, 540-543, 566, 567

Interdisciplinary Connections: Language Arts: the critique process


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Formative: 7.1

Summative: 7.1

PRODUCING AND PERFORMING

Demonstrate an Understanding of Self in Dramatic Group Settings

CLEs

2.2, 2.3

SPIs

2.2.2, 2.2.3, 2.3.1

Discuss determination of strengths and weaknesses; instruct the development of a self-improvement plan to increase student’s abilities

Discuss the importance of establishing goals for self-improvement

Explain individual and group responsibilities in dramatic performances

Discuss group dynamics objectives/rules/participation in dramatic performances

Instruct/demonstrate/establish rules for group dynamic exercises

Explain personal and team roles for theatre exercises and performances

Provide theatre games/activities for individual/group practice

Assign and explain the importance of keeping a theatre journal/resume’

Check for Understanding:

Formative: 2.2, 2.3

Summative: 2.2, 2.3

Analyze personal strengths and weaknesses by participating in theatre games/activities: (ex. mirroring, partner observation, personal reflection, physical warm ups, breathing exercises, body alignment, body isolation, memorizing techniques). Engage in class and self-critiques for improvement

Create an improvement plan discussing strengths and weaknesses and ways to improve

Create an action plan stating self-improvement goals

Participate in class discussion relating personal/team roles for performances. Self-assess and group assess presentations for continued improvement

Participate in team-building exercises to determine effective group/personal dynamics

pp. 19 -27

Interdisciplinary Connections: Health/Science: body awareness, emotions

Demonstrate an Understanding of Monologues

CLEs

2.1, 2.2, 2.3, 2.4, 2.6

SPIs

2.1.1, 2.1..2, 2.1.3, 2.2.1,

Discuss the establishment of personal monologue goals and beliefs

Read and discuss exemplary monologues- classical and modern

Demonstrate how to perform a monologue using vocal and physical characterization; expression

Assign one minute monologues; demonstrating an understanding of how to perform a monologue using vocal and physical characterization; expression

Create and perform original one minute monologue using vocal expression and characterization; Self and group critique adding to performance journal

Decide if this is a portfolio piece

pp. 146-148, 249-251

Interdisciplinary Connections: Language Arts: Literature

Integrated Unit: 20th Century Expression, Lesson 4, pp.20: Expressing Emotions Through Collage. Concept: Monologue,


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Interdisciplinary Connections 2.2.2,2.2.3, 2.4.1, 2.4.2, 2.4.3, 2.6.2, 2.6.3


Formative: 2.2, 2.3

Summative: 2.2, 2.3

http://www.mcsk12.net/aoti/ci/art/docs/units/08_09Sec20thCentury0046.pdf

Demonstrate an Understanding of Contentless Scenes (2-3 actors)

CLEs

1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.4, 7.1, 7.2

SPIs

1.1.1, 1.1.2, 1.2.1, 1.3.1, 2.2.2, 2.3.2, 2.4.1, 7.1.1, 7.1.4, 7.2.1

Explain and discuss contentless/group scenes

Explain contentless/group scenes for given circumstances including:

• the “who, what, where, when” of creating a performance

• creating a scene based upon choices character’s make

Assign performing a scene using contentless scenes

Guide the identification of peer choices at the conclusion of performances

Evaluate scenes


Formative: 1.1, 2.2, 2.3, 2.4, 7.1, 7.2

Summative: 1.1, 2.2, 2.3, 2.4, 7.1, 7.2

Use contentless scenes to create group performances

Analyze, create, and perform contentless scene

Critique group presentations

Observe, identify and discuss personal preferences of the performances

Perform original scene, add to theatre journal, and consider for portfolio piece

pp. 40-43, 105-109, 129-139, 150-153, 244-257, 273-279, 500-503

Interdisciplinary Connections: Language Arts: contentless scene development depicts basic writing structure found in many literary works

Demonstrate an Understanding of Acting and Reacting in a Dramatic Dialogue

CLEs

1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.4, 7.1, 7.2

SPIs

1.1.1, 1.1.3, 1.2.2, 1.2.3, 1.3.1, 1.5.1, 2.1.1, 2.1.3, 2.1.4, 2.2.1, 2.2.2, 2.2.3, 2.2.4, 2.3.1, 2.3.2, 2.4.1, 7.1.1, 7.1.4, 7.2.1

Explain the importance of characters acting and reacting during a performance

Discuss developing and writing dialogue; giving consideration to circumstances, character, and creating the shape of the scene

Assign an original performance with dialogue that has good beginning, middle, and ending to the scene

Assign revising the dialogue based on assessment of plot, acting/reacting, dialogue, and characters portrayed in performance

Assign performing the piece after revisions

Write and stage, with dialogue, a duet or group original scene from an original source:

• choose situation

• develop characters considering voice and movement, improvise and shape the scene (consider entrances/exits)

• Develop dialogue of characters considering the beginning, middle and ending of the scene

• rehearse scene deciding if props are needed

• perform convincingly

• self and group assess all performances (writing responses in theatre journal), adapt

pp. 100-102,151, 244-249, 371-373, 422, 500-503

Interdisciplinary Connections: Language Arts: Literature; writing


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Formative: 1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.4, 7.1, 7.2

Summative: 1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.4, 7.1, 7.2

by responding to the assessments in revisions

• Perform after revisions

Consider performance for portfolio

Second Nine Weeks The Teacher Will - TTW The Learner Will - TLW


CLEs

5.1, 5.2, 5.3, 8.1, 8.2, 8.3

SPIs

5.1.1, 5.1.3, 5.1.4, 5.2.1, 5.3.3, 8.1.1, 8.1.2, 8.2.1, 8.2.2, 8.3.1, 8.3.2




Discuss the Greeks and Romans contributions to theatre



Assign various historical periods and actors for researching

Assign writing an original scene in a specified genre or in the style of given historical period


Formative: 5.1, 5.3, 8.1, 8.2, 8.3

Summative: 5.1, 8.3

Research and discuss historical/cultural information to demonstrate an understanding of styles, themes, and exemplary models of acting and playwriting relating to the stage and technical theatre

Discuss how the Greeks and Romans contributed to the origin of theatre

Write and perform an original scene in a specified genre or in the style of given historical period; analyze the production requirements of this play in this historical time frame

Add to theatre journal and consider for portfolio piece

pp. 1-15, 66-68,154-157,192-195, 296-298, 326-329, 426-429, 456-459

DVDs of exemplary performances/actor/actresses; teacher’s choice

Interdisciplinary Connections: Visual Arts: art prints available in school

American/World History: history of the stage reflects social attitudes and events in history; history of theatre relates to historical and cultural events in a specific timeframe

Demonstrate an Understanding of History of the Theatre and Playwriting

CLEs

5.1, 5.3, 8.1, 8.2, 8.3

SPIs

Discuss and review history of theatre and playwriting

Discuss contributions of playwrights

Explain and discuss cultural influences on theatre history and playwriting

Discuss various styles of playwriting noting similarities and differences in character dialogue, scene designation, stage designation, prologue, and epilogue

Explain the importance of knowing the targeted audience when playwriting : children, young adults, adults

Create comparison chart of the historical and cultural periods, contributions, and styles for 10 playwrights

Research and prepare an oral presentation on a famous playwright, actor, or director directed to a chosen target audience, including a specified “hook”.

Include information in theatre journal for reference

pp. 1-15, 541, 534 - 539

Interdisciplinary Connections: Language Arts: literature and writing styles/components



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5.1.1, 5.3.3, 8.1.2, 8.1.3, 8.2.2, 8.3.1, 8.3.2

Explain the importance of grabbing an audience; “the hook”

Assign the research and presentation of a famous playwright/actor/or director


Formative: 5.1, 5.3, 8.2, 8.3

Summative: 5.1, 8.3

Critiquing Process

CLEs

7.1

SPIs

7.1.1, 7.1.2,








Formative: 7.1

Summative: 7.1

Critique dramatic works relating description, analysis, interpretation, aesthetic preferences and artistic merit of chosen theatre productions

Write a short interpretation critique using appropriate theatre language for a live or recorded dramatic performance; include in theatre journal

pp. 112, 387-389, 530-535, 540-543, 566, 567



Demonstrate an Understanding of the Role of the Playwright

Discuss exemplary playwrights and their styles

Assign a paper on the contributions of Greek/Roman playwrights

Assign an oral presentation on a famous playwright

Write a 400-500 word paper describing the contributions of Greek and Roman playwrights to the origin of theatre; discuss both cultures

Read, research, and prepare an oral presentation on

pp. 1-15, 44-47, 66-68, 154-157, 192-195, 296-298, 326-329, 426-429, 456-459

Interdisciplinary Connections: Language Arts: literature


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CLEs

5.1, 5.2, 8.1, 8.2

SPIs

5.1.1, 5.2.1, 8.1.1, 8.1.2, 8.2.1


Formative: 5.1, 5.2, 8.1, 8.2

Summative: 5.1, 5.2, 8.1

a famous playwright; include in theatre journal

Visual Arts: art reflects history/culture


Demonstrate an Understanding of Theatre as a Reflection of Culture and Times

CLEs

5.1, 5.3, 8.1, 8.2, 8.3

SPIs

5.1.1, 5.3.3, 8.1.2, 8.1.3, 8.2.2, 8.3.1, 8.3.2

Discuss various time frames and their culture as reflected in theatre, including the following works:

• Oscar Wilde’s, The Importance of Being Earnest • Kaufman & Hart’s, You Can’t Take It With You • Adaptation of Harper Lee’s, To Kill a Mockingbird

• August Wilson’s, Fences Assign performing of selected scenes to develop a student’s understanding of culture affecting theatre


Formative: 5.1, 5.3, 8.2, 8.3

Summative: 5.1, 8.3

Discuss culture affecting theatre works

Practice reading dialogue with team mates in assigned scenes, present the scenes to the class, and discuss the historical culture presented in the piece. Scenes may include the following:

• Oscar Wilde’s, The Importance of Being Earnest

• Kaufman & Hart’s, You Can’t Take It With You

• Adaptation of Harper Lee’s, To Kill a Mockingbird

• August Wilson’s, Fences Add notes to theatre journal

pp. 1-15, 44-47, 66-68, 154-157, 192-195, 296-298, 326-329, 426-429, 456-459

Interdisciplinary Connections: Language Arts: culture and history is universal in all literary works


Demonstrate an Understanding of Scene Depicting Culture and Time

CLEs

1.1, 1.2, 1.4, 1.5, 2.1. 2.3

Show DVDs or scripts of current theatrical performances; discuss the theme (playwright’s purpose), plot, character development, setting, style, realistic dialogue, production, music, dance and the time frames

Assign the creation of an original scene that incorporates dramatic structure, characterization, props, costumes in a current situation

Explain guidelines for peer editing

Evaluate the performance

Assign rewriting scenes for final assessment

Research current theatrical performances on the international, national, regional, and local levels and use information to enhance personal abilities in theatre

Write an original scene that incorporates dramatic structure, characterization, props, costumes in a current situation and time frame; exchange scenes for peer editing

Write/give verbal critiques of peer product (script and presentation)

Rewrite scenes as needed for final assessment

pp. 540-543

Interdisciplinary Connections: Language Arts: literature and writing styles/components; critique process

Visual Arts: costume/prop design


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SPIs

1.1.1, 1.1.2, 1.2.4, 1.4.3, 1.5.1, 1.5.3, 2.1.2, 2.3.1, 2.3.2,


Formative: 1.1, 1.2, 1.4, 1.5, 2.1, 2.3

Summative: 1.1, 1.2, 1.4, 1.5, 2.1, 2.3

Include in theatre journal

Consider for portfolio piece

Demonstrate an Understanding of the Writing a Script Process

CLEs

1.1, 1.2, 2.2, 2.3, 2.4

SPIs

1.1.1, 1.1.2, 1.2.1,1.2.2, 12.3, 1.2.4, 2.2.2, 2.2.3, 2.2.4, 2.3.1, 2.3.2, 2.4.1

Explain the development of writing stage scenes for a one act script

Coordinate teams to write and perform original scripted scene for stage

Give the guidelines for revising script based on performance

Evaluate and orally critique


Formative: 1.1, 1.2, 2.2, 2.3, 2.4

Summative: 1.1, 1.2, 2.2, 2.3, 2.4

Discuss ideas for an original one act script with team mates (duet or group)

Outline the script; improvise if needed for dialogue/character and plot development

Create with team mates a script for an original scene

Rehearse the scene in provided rehearsal time

Stage the original scene

Critique peer performances

Revise script based on performance and critiques

Include script in theatre journal and decide if portfolio piece

pp. 36-37, 244-256, 422, 534-539

Interdisciplinary Connections: Language Arts: Script writing reinforces essential language concepts and skills; character portrayal reinforces verbal and physical characteristics universal in all literary works

Third Nine Weeks The Teacher Will - TTW The Learner Will - TLW

Examining the Historical/Cultural Aspects

CLEs

5.1, 5.2, 5.3, 8.1, 8.2, 8.3

SPIs

5.1.1, 5.2.3, 5.3.4, 5.3.3, 8.1.1, 8.1.3, 8.2.1, 8.2.2, 8.3.1, 8.3.2






Assign various historical time periods/actors for researching

Assign research, selection, and performance of a scene from a period play or given culture; assess

Assign and assess the creation of a scene design based on a motif within a published play


Research, select, and perform a scene from a period play or given culture. Critique performances

Create a scene design based on a motif within a published play

Include notes in theatre journal. Decide if portfolio pieces

pp. 1-15, 66-68, 73, 154-157, 189, 192-195, 296-298, 327-329, 426-429, 456-459


Language Arts: literature, exemplary writers



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Formative: 5.1, 5.2, 5.3, 8.1, 8.2, 8.3

Summative: 5.1, 5.3, 8.3

History of Theatre and Playwriting

CLEs

5.1, 5.3, 7.1, 8.1, 8.2, 8.3

SPIs

5.1.1, 5.3.3, 7.1.3, 8.1.2, 8.1.3, 8.2.2, 8.3.1, 8.3.2

Discuss and review history of theatre and playwriting

Discuss contributions of playwrights

Explain and discuss cultural influences on theatre history and playwriting

Discuss various styles of playwriting noting similarities and differences in character dialogue, scene designation, stage designation, prologue, and epilogue

Explain the importance of knowing the targeted audience when playwriting : children, young adults, adults

Explain the importance of grabbing an audience; “the hook”

Assign the research and presentation of a famous playwright/actor/or director


Formative: 5.1, 5.3, 7.1, 8.2, 8.3

Summative: 5.1, 7.1, 8.3

Research and prepare an oral presentation on a famous playwright (actor or director)

Orally present critiques comparing the differences/similarities of two playwright’s work in live or taped productions

Write a review in a journalistic style of a live or taped performance analyzing the playwrights purpose, personal response to the story line, the setting, the characters; determine the targeted audience and “the hook” for the plot grabber


pp. 1-15, 541, 534-539

Interdisciplinary Connections: Language Arts: literature and writing styles/components

American/World History: history of the stage reflects social attitudes and events in history; history of theatre relates to historical and cultural events in a specific timeframe.

Critiquing Process

CLEs

7.1

SPIs

7.1.1, 7.1.2,




Discuss personal decisions about the artistic merit of the various

Pretend to be a director. Critique a theatrical work to determine the “spine” (essential motivation) of the central characters (ex.: A Streetcar Named Desire), analyze the plot and artistic merit. Present to class

Include in theatre journal

pp. 112, 387-389, 530-535, 540-543, 566, 567



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aspects of theater, i.e., dramatic literature, character portrayal, technical aspects




Formative: 7.1

Summative: 7.1


Demonstrate an Understanding of Roles and Responsibilities of Play Production

CLEs

4.1, 4.2

SPIs

4.1.1, 4.1.2, 4.2.2

Explain and demonstrate creating an organizational chart for assigning roles/rehearsals for all aspects of a play production

Give photocopies of charting examples/production plans

Assign the creation of an organization chart and production plan for a script


Formative: 4.1, 4.2

Summative: 4.1, 4.2

Define and perform roles and responsibilities of various production staff members

Create an organizational chart and production plan for a script as if you were directing the performance; include this in theatre journal

p. 314

Interdisciplinary Connections: Computer technology: excel spread sheet for organizing data

Demonstrate an Understanding of Stage Management

CLEs

4.3, 4.4

SPIs

4.3.1, 4.3.3, 4.4.1

Explain and demonstrate stage areas and stage positions

Assign partners for practicing the marking of stage areas

Explain the concept and elements of a prompt book, both actor and director

Explain and demonstrate blocking notation

Give photocopies of blocking notation shorthand

Direct blocking theatre games/activities

Discuss and give photocopies of production forms (cue sheets, rehearsal reports, etc.)

Read/ research/discuss the various staging areas equating the staging terms to the space

Using masking tape, work with a partner to divide the school’s stage or other large floor space into the areas representative of a proscenium stage (do same for arena or thrust stage, if school has these)

• One person gives directions in theater terms (up, right, center, etc.) while the other marks the stage area

• Switch partners until both persons have memorized the stage area

pp. 56-63, 176-182, 183-184, 257-260, 287

Theatre Games for Young Performers by Maria C. Novelly

Basic Drama Projects by Fran Averett Tanner

Interdisciplinary Connections: Language Arts: dramatic literature & its components


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Assign marking blocking of a one act script or scene; teacher assess

Assign the analysis of a play for plot, theme, and characterization


Formative: 4.3, 4.4

Summative: 4.3, 4.4

• Include staging areas in theatre journal

Use theatre games/activities to determine blocking composition, energy flow, planes, body positions to develop an understanding of creating focus and interest; include observations and other notes in theatre journal

Read/research/discuss the elements of a director’s prompt book including:

• Detailed script analysis of the play

• Development of style and production concept

• Visualization of technical elements of the production

• Drawing a ground plan for the production

• Written blocking for the script

Practice blocking by marking a one act script or scene with notation shorthand; teacher assess; include the practice and the photocopies in theatre journal

Analyze a play for plot, theme, and characterization; make notes in theatre journal

Demonstrate an Understanding of Stage Setting

CLEs

4.1, 4.2, 4.3, 4.4, 5.2, 5.3

SPIs

4.1.1, 4.2.4, 4.3.3, 4.4.1, 5.2.4, 5.3.4

Assign the stage setting for a production using the following criteria:

• Selection of staging area

• Determining equipment and needs

• Determining sound and lighting

• Discuss critical issues

Evaluate


Formative: 4.1, 4.2, 4.3, 4.4, 5.2, 5.3

Summative: 4.1, 4.2, 4.3, 4.4, 5.2, 5.

Direct a scene or one act play by organizing the following:

• Select the best area for staging the performance

• Assess available performance areas for equipment needs; choose the equipment needed for the performance

• Determine sound needs and set equipment accordingly

• Determine and set lighting needed

• Discuss critical issues that will need to be addressed and overcome

Assess quality of work by self critiquing and teacher

pp. 60-65, 202-209

Interdisciplinary Connections: Science: set design reinforces understanding of sound and lighting technology


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Interdisciplinary Connections evaluation

Include name of production, date, and notes to theatre journal/resume’

Demonstrate an Understanding of Terminology

CLEs

4.1

SPIs

4.1.1,

Explain commonly used terms for production staff, including: producer, co-producer & business manager, director, publicity, house manager, designers, stage manager, cast, technical director, crew

Translate theatre terms into layman’s terms

Explain and assign the creation of a production plan

Evaluate knowledge of production staff/roles through a production plan assessment


Formative: 4.1

Summative: 4.1

Discuss the production staff and their roles

List terms and roles for production staff in theatre journal for reference guide

Learn the production staff and their roles by practicing definitions with partners

Create a production plan

Participate in teacher directed assessment

pp. 306-325

Interdisciplinary Connections: Computer technology: research

Business & Careers: Theatre production

Demonstrate an Understanding of Budgetary Needs and Procedures for Play Production

CLEs

4.2

SPIs

4.2.4

Explain and demonstrate the following budgetary concepts for a production:

• Budget Procedures

• Major variables in cost-estimating

• Cost factors of production

• Possible incomes for various productions

• Profits and deficits

• Role of the business manager

• Methods of budget control

• Accounting procedures for theatre production receipts

• Revenues

• Ticket Sales

Prepare a budget for a teacher assigned play performance

Present the vision for the play with a prepared budget as if in production meeting; teacher evaluation

Include budget photocopies and prepared budget in theatre journal

Decide if budgetary proposal is a portfolio piece

pp. 311-312, 323 (budget worksheet ex.), 443

Interdisciplinary Connections: Math: budget analysis reinforces math understanding

Computer technology: research; excel spread sheets

Business: budget and marketing plan

Careers: Theatre production

Economics: creation of production budget


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• Distribution

• Advertising campaign for theatre production(s)

• Financial support

Give photocopies of budget forms necessary for a production

Assign the preparation of a budget using teacher hand outs for an assigned play performance

Assign the presentation of the producer/director’s vision and prepared budget for the play

Evaluate knowledge of budgetary factors through assessment


Formative: 4.2

Summative: 4.2

Demonstrate an Understanding of a PR Plan For Play Production

CLEs

4.2, 4.3

SPIs

4.2.4, 4.3.2

Explain and demonstrate the publicity for play(s), including:

• Production’s relationship to its audience

• Press releases and publicity articles for theatre

• Mailing lists

Assign marketing plan through various publicity activities


Formative: 4.2, 4.3

Summative: 4.2, 4.3

Write a press release with team mates for a feature story in the school newspaper (400-600 words) about an imaginary or assigned play include director, actors, or a member of the design team. Write about the person’s lives in/out of the theatre, give direct quotes, and publicity photos (if possible); include this in theatre journal

Work with teammates to brainstorm ideas to promote an assigned show, create a design for the items/slogans/promotional ideas proposed. Present to class; include in theatre journal

Create with teammates a 30 second commercial. Decide the customer and the basic situation. List characters and character sketches, create a storyboard and script; practice and present; include script in theatre journal. Class and teacher assess. Decide if this should be a portfolio piece

Create a mailing list of community leaders; add to theatre journal

pp. 544-545

Interdisciplinary Connections: Math: budget analysis reinforces math understanding

Computer technology: research; using word documents; excel spreadsheets; websites

Business: budget and marketing plan; promotional items

Careers: Public Relations; photography

Economics: creation of production budget

Visual Arts: relates to art media

Technology: creating publicity posters; play books; tickets; programs; promotional items


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Research local corporate sponsors and draft a letter asking for sponsorship for a proposed production

T.V. Production: school/community media releases

Fourth Nine Weeks The Teacher Will – TTW The Learner Will - TLW


CLEs

5.1, 5.2, 5.3, 8.1, 8.2, 8.3

SPIs

5.1.1, 5.2.1, 5.2.2, 5.2.3, 5.2.4 5.3.3, 8.1.1, 8.1.3, 8.2.1, 8.2.2, 8.3.1, 8.3.2






Assign various historical time periods/actors for researching and performing; critique performances


Formative: 5.1, 5.2, 5.3, 8.1, 8.2, 8.3

Summative: 5.1, 5.2, 5.3, 8.3


Perform a scene from the commedia dell’ arte canon

Research, select, and performs a scene from a period play or given culture. Critique performances

Research, select, and perform a scene from an American play or musical. Critique performances

Include the scenes in theatre journal and resume’

Decide if these are portfolio pieces

pp. 1-15, 66-68, 73, 154-157, 189, 192-195, 296-298, 327-329, 426-429, 456-459


Language Arts: literature, exemplary writers; critiquing process


Critiquing Process

CLEs

7.1

SPIs

7.1.1, 7.1.2,







Research, critique and prepare an oral presentation on a dramatic piece; class and teacher critique


pp. 112, 387-389, 530-535, 540-543, 566, 567



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Formative: 7.1

Summative: 7.1


Demonstrate an Understanding of Directing Play Production

CLEs

4.1, 4.2

SPIs

4.1.4, 4.2.4

Explain production styles Explain acting styles

Explain directors’ styles

Assign researching and directing of a scene that projects a particular director’s style

Evaluate


Formative: 4.2

Summative: 4.2

Discuss advantages and disadvantages to each style of directing

Use research about a recognized director to direct a scene in the style of that director; discuss the presentation; teacher evaluate

Listen and interview a guest director (community theatre) concerning his/her preference for directing style

pp. 174-175, 257-269, 203

Interdisciplinary Connections: Language Arts: literature, exemplary writers; critiquing process


Demonstrate an Understanding of Directing Short One-Act Play Scenes

CLEs

3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4

SPIs

3.1.1, 3.1.2, 3.1.3, 3.1.4, 3.2.1, 3.2.2, 3.2.3, 3.3.1, 3.3.3, 3.3.4, 4.1.1, 4.1.3, 4.2.4, 4.3.1, 4.4.1, 4.4.2, 4.4.4

Assign reading and analyzing play script for:

• theme

• Characters

• character analysis

• plot analysis

• genre

• performance space

• technical requirements for each scene

• blocking

• schedules

Evaluate one act play

Choose a one act play script to direct; pitch the play to obtain teacher approval of script, also, defend choice for the production to obtain teacher approval

Write a detailed script analysis for production, budget, acting, set design, and technical requirements

Develop a style and production concept

Visualize technical elements of the production

Draw a ground plan for the production

Begin blocking the scenes

Create prompt book, rehearsal schedule, and rehearsal contract

Evaluate the process through self-assessment ; teacher monitoring and rubric assessing

pp. 379-381


Language Arts: literature, exemplary writers; critiquing process

Computer Technology: Research, word and excel documents for documentation and organization

Math: accounting and budget planning for a theatre performance require understanding of mathematics


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Formative: 3.1, 3.2,3.3, 4.1, 4.2, 4.3, 4.4

Summative: 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4

Demonstrate an Understanding

of the Production Process

CLEs

3.1, 3.2, 3.3, 4.1, 4.2, 4.3

SPIs

3.1.1, 3.1.2, 3.1.3, 3.1.4, 3.2.1, 3.2.2, 3.2.3, 3.3.1, 3.3.3, 3.3.4, 4.1.2, 4.2.1, 4.2.2, 4.2.3, 4.2.4, 4.3.1, 4.3.2, 4.3.3,

Assign parameters (e.g., space, budget, time) for a production and monitor the production process of a student directed play in the following areas:

• Audition: types/requirements/time/date

• Conducting Read-Through(s)

• Meeting with Technical Crew

• Blocking Rehearsals


Formative: 3.1, 3.2, 3.3, 4.1, 4.2, 4.3

Summative: 3.1, 3.2, 3.3, 4.1, 4.2, 4.3

Direct the audition process by:

• Providing audition information

• Discussing characters emotions and roles

• Conducting read-through after assigning character(s)

• Providing and discussing rehearsal schedule, including performance dates

• Sharing the director’s vision and expectations for show

• Communicating a story through a series of stage pictures

Meet with Technical Crew to discuss:

• vision and ideas for lighting, sound, sets, costumes/props, and other technical areas

• selection of committees for each technical area, including publicity, lights, set, costumes, sound, hair, make-up, and props

• available resources for required materials needed

• renderings for all technical areas

• available materials to begin technical work

• final designs for the production

• tech rehearsals with actors and continue working and reviewing progress of technical committees

Demonstrate the purpose of director’s blocking rehearsals by:

• Planning and writing down the blocking that brings life to director’s play interpretation and physical

pp. pp. 146-149, 163-187, 257-260, 282-293, 315-336


Language Arts: literature, exemplary writers; critiquing process; scripts; play productions

Science: lighting and sound theory

Computer Technology: Research, word and excel documents

Visual Arts: color, light, perspective. drawing, establishing mood


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Interdisciplinary Connections attributes of the characters

• Illustrating what characters want and the utilization of body language to communicate their relationships to other characters

• Visualizing the dramatic action and conflicts of the play

• Formulating audience focus on particular actors as needed

• Actors marking their blocking in their scripts and referring to it

• Actors marking their use of props and set

• Cueing entrances/exits

Demonstrate an Understanding of Final Process of Play Production

CLEs

3.1, 3.2, 3.3, 4.3

SPIs

3.1.1, 3.1.2, 3.1.3, 3.1.4, 3.2.1, 3.2.2, 3.2.3, 3.3.1, 3.3.3, 3.3.4, 4.3.2, 4.3.3,

Monitor and assess the rehearsals including:

• Rehearsal etiquette

• Blocking of show

• Work-through rehearsals

• Run-through rehearsal

• Dress Rehearsals

Monitor and assess the adding of Technical Elements:

• Lighting/sound

• Costume/props

Monitor and evaluate the production performance:

• Watch and evaluate production in its entirety; give feedback to student(s)

• Striking the show


Formative: 3.1, 3.2, 3.3, 4.3

Summative: 3.1, 3.2, 3.3, 4.3

Direct participants in rehearsal etiquette by reviewing and requiring the following:

• Promptness

• Conflicts with schedule must be cleared with director and adjustments made

• Permission to attend after school rehearsals, if needed

• Refer to rehearsal schedule at all times; bring to rehearsals

• Come prepared for scenes that are being rehearsed

• Be attentive and be a good audience when not involved in rehearsal

• Be courteous, responsible, and pleasant

• Practice lines/movement outside of rehearsals

Direct rehearsals through involvement, consistently monitoring and assessing:

• Formal read-throughs

pp. 146-149,182-183, 202-239, 315-336, 379-381


Language Arts: literature, exemplary writers; critiquing process; scripts; play productions

Science: lighting and sound theory

Computer Technology: Research, word and excel documents

Visual Arts: color, light, perspective. drawing, establishing mood


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• Listening closely to reader’s interpretations through voice and tone during read-through(s)

• Performers marking script for blocking and cue lines

• Understanding of director terminology (ex. Pick up your cue, open up)

• Rehearsals for crowd scenes, if needed

• Memorizing lines and movement

• Costume fittings

• Costume/prop/scenery rehearsals (dates/times)

• Technical rehearsals (dates/times)

• Rehearsals without interruptions for final polishing

• Dress rehearsals

• Rehearsing the curtain call

• Giving appreciation to all participants

• Striking the show

Assess the final performance by personal critique and teacher evaluation

Include in resume’ and portfolio

Documents

Instructional Map Theatre Play Production Arts IV-Play Production and... · Give factual information to make knowledge-based decisions (analysis) Explain feelings, ideas, and personal