Maximizing Your Ensemble: Shoestring 101

Speech Drama 10

12 - create specific vocal sound effects

13 - speak spontaneously within a given context

Speech Drama 30

23 - use vocal variety in character development

Improvisation Drama 10

1 - use warmup techniques for preparation of body, voice and mind

2 - demonstrate the ability to be still

3 - maintain concentration during exercises

13 - communicate meaning without words

32 - sustain a character throughout a scene or exercise

Acting Drama 30

18 - use various vocal skills to enhance characterization

20 - physicalize character through selected and economical movement and gesture

Movement Drama 10

1 - display the ability to be still

3 - recognize the necessity for physical warmups

4 - perform a physical warmup

13 - use levels (high, medium, and low)

14 - create physically shapes in space

15 - use basic locomotor movements (eg. walking, running, crawling) to explore space

16 - create and repeat patterns of movement

17 - demonstrate freezing of movement in space

18 - appreciate that physical expression can enhance language

22 - translate words, images and emotions into movement

Junior Orientation

demonstrate a willingness to take calculated and reasonable risks

share ideas confidently with others

focus concentration on one task at a time

listen effectively

generate imaginative and creative solutions to problems

meet deadlines and follow through on individual and group commitments

demonstrate trust by becoming comfortable, physically and emotionally, with others

work cooperatively and productively with all members of the class in pairs, small groups and large groups

support positivity the work of others

recognize the purposes of and participate in warmup activities

communicate through use of voice and body

move in a variety of ways

speak, move, and generate ideas spontaneously

Movement Level I - Beginning

2 - demonstrate awareness of personal and shared space

3 - use physical relaxation techniques effectively

4 - recognize the need for and demonstrate warmup activities

8 - display increased freedom of movement

9 - travel through space in a variety of ways e.g., running, creeping and jumping

10 - use varying speed of movement

11 - use directions and pathways

12 - use levels

13 - control focus and energy in movement and gesture

14 - create shapes with the body

16 - demonstrate freezing of movement

17 - use movement to communicate non-verbally

19 - translate sounds, words, images, and emotions into movement

Movement Level II - Intermediate

21 - display clarity of movement and gesture

22 - use exaggerated movement and gesture

23 - plan, repeat and combine movement patterns

Speech Level I - Beginning

1 - speak spontaneously

6 - use volume appropriate to situation

7 - create vocal sound effects to explore voice potential

Speech Level II - Intermediate

12 - demonstrate a stage whisper

13 - use voice to communicate mood and emotion

14 - use a variety of character voices

Speech Level III - Advanced

15 - demonstrate the effect of character on oral interpretation

16 - use movement and gesture to clarify and enhance speech and character

Improvisation/Acting Level I - Beginning

1 - use warm-up techniques for preparation of body, voice and mind

2 - respond to directions without breaking concentration-side coaching

3 - demonstrate the ability to be still

4 - create experiences through imaging, visualizing and fantasizing

7 - use stage vocabulary: stage areas, body positions and crosses

8 - demonstrate appropriate rehearsal behaviours and routines

Improvisation/Acting Level II - Intermediate

20 - enter and exit in character

21 - sustain a character throughout an exercise or scene

Junior Goal I Objectives

develop self-discipline

strengthen powers of concentration

explore and develop physical and vocal capabilities

extend the ability to think imaginatively and creatively

extend the ability to explore, control and express emotions

extend the ability to explore meaning through abstract concepts

develop the willingness to make a decision, act upon it and accept the results

develop the ability to initiate, organize and present a project within a given set of guidelines

develop the ability to interact effectively and constructively in a group process

Senior Goal I Objectives

extend the ability to concentrate

apply imaginative and creative thought to problem-solving situations

extend the ability to control and express emotions

sharpen observations of people, situations and the environment

demonstrate the ability to considered decisions, act upon them and accept the results

demonstrate a sense of responsibility and commitment, individually and to the group

demonstrate the ability to initiate, organize and present a project within a given set of guidelines

develop a sense of inquiry and commitment to learning

demonstrate a sense of inquiry and commitment, individually and to the group

demonstrate the ability to contribute effectively and constructively to the group process

Senior Goal II Objectives

develop the ability to select appropriate physical and vocal expression for feelings, ideas and images

extend the ability to give form and expression to feelings, ideas and images

be capable of creating and expressing a believable character from scripted and non-scripted material

Orientation Drama 10

share ideas confidently

concentrate on the task at hand

work with abstract concepts

work cooperatively and productively

GRADE 9 - DRAMA - Exploring and creating

Select and combine dramatic elements and principles to intentionally create a particular mood, effect, and meaning

GRADE 9 - DRAMA - Reasoning and reflecting

Describe, interpret, and evaluate how performers and playwrights use dramatic structures, elements, and techniques to create and communicate ideas

Develop and refine ideas and technical skills to improve the quality of performance pieces

GRADE 9 - DRAMA - Communicating and documenting

Compose, interpret, and expand ideas using symbolism, imagery, and elements

GRADE 9 - DRAMA - Connecting and expanding

Demonstrate respect for themselves, others, and the audience

Collaborate through reciprocal relationships during creative processes

GRADE 10 - DRAMA - Explore and Create

Explore dramatic works through presentation or performance

Intentionally select and combine drama conventions

GRADE 10 - DRAMA - Reason and reflect

Apply feedback to develop and refine ideas

GRADE 10 - DRAMA - Communicate and document

Compose, interpret, and expand ideas using symbolism and imagery

GRADE 10 - DRAMA - Connect and expand

Demonstrate personal and social responsibility associated with creating, performing, and responding to dramatic performance

Demonstrate respect for self, others, and the audience

GRADE 11 - DRAMA - Explore and Create

Explore and create dramatic works to express ideas, meaning, and emotions

Create, rehearse, and refine dramatic works through collaborative and individual presentation or performance

Purposefully select and combine dramatic elements and conventions

GRADE 11 - DRAMA - Reason and reflect

Demonstrate awareness of self, others, and audience

GRADE 11 - DRAMA - Communicate and document

Use symbolism and imagery to communicate about and respond to environmental and social issues

GRADE 11 - DRAMA - Connect and expand

Demonstrate personal and social responsibility associated with creating, performing, and responding to dramatic works

Demonstrate awareness of self, others, and audience

GRADE 12 - DRAMA - Explore and Create

Explore and create dramatic works to express ideas, meaning, and emotions

Create, rehearse, and refine dramatic works through collaborative and individual presentation or performance

Intentionally select and combine dramatic elements and conventions

GRADE 12 - DRAMA - Reason and reflect

Receive, provide, and apply constructive feedback to refine dramatic works

GRADE 12 - DRAMA - Communicate and document

Experience and express emotions through dramatic conventions

GRADE 12 - DRAMA - Connect and expand

Demonstrate respect for self, others, and audience

Drama 8

demonstrate trust through collaborative drama

make choices among a variety of ways to express thoughts, feelings, and beliefs

identify ways to advance dramatic action

make and act on reasoned and thoughtful decisions

identify a variety of movement possibilities that could be used to create a specific effect

identify a variety of vocal techniques that could be used to communicate a specific meaning

demonstrate an awareness of dramatic work as a metaphor

demonstrate an awareness that drama has symbolic meaning

organize abstract ideas into a concrete dramatic form

suspend disbelief to transform objects and create character

plan and create settings to enhance the dramatic situation

portray the central image in a drama

use a variety of dramatic forms to portray a given theme, story, or structure

use appropriate vocabulary to describe drama and theatre elements

apply theatrical conventions to dramatic forms

demonstrate an awareness of the need for rehearsal to create a polished presentation

Drama 9

choose appropriate ways to express thoughts, feelings, and beliefs

make reasoned choices within the boundaries of the dramatic situation

apply movement and gesture to clarify and enhance vocal interpretation

make movement choices that create a specific effect

use appropriate physical and vocal expression to enhance drama

demonstrate a commitment to suspending disbelief

demonstrate an awareness of a dramatic work as a metaphor

use objects as symbols of abstract concepts in a drama

show facility in using a variety of forms to develop a drama

demonstrate familiarity with stage vocabulary and apply theatrical conventions to dramatic forms

demonstrate responsibility to the group and self in rehearsal and performance

Drama 10

demonstrate trust in self and others through class activities and individual and ensemble performances

use subtlety and nuance in expressive communication

make reasoned choices with the boundaries of the dramatic situation

choose appropriate vocal techniques to communicate a particular meaning

make movement choices to create a specific effect

apply vocal and physical techniques to create role and character

concentrate on role while sustaining and developing situations

suspend disbelief to create drama

use a dramatic work as a metaphor

use objects as symbols of abstract concepts in a drama

demonstrate how a central image contributes to a unified work

apply stage vocabulary and theatrical conventions to dramatic forms

demonstrate a commitment to the team approach in rehearsal and performance

Drama 11

demonstrate a willingness to take performance risks in a variety of situations

demonstrate engagement in performance

demonstrate voice and movement elements appropriate to performance

identify appropriate theatre terminology to describe movement and voice

demonstrate appropriate strategies to develop a character

demonstrate understanding of how a central image contributes to a unified performance

use appropriate stage terminology

Drama 12

maintain engagement in performance

take performance risks in a variety of situations

use appropriate terminology to describe theatre performance

demonstrate proficient use of body and voice as performing instruments

use appropriate theatre terminology to describe movement and voice

use selected voice elements and elements of movement to achieve a specific purpose

apply a range of internal and external strategies to develop characters

use appropriate stage terminology

collaborate to solve performance and production problems

delegate and accept responsibility in groups

demonstrate appropriate performance etiquette

demonstrate commitment to the rehearsal and performance process

GRADE EIGHT - 2.0 CREATIVE EXPRESSION

2.2 - Creation/Invention in Theatre - Perform character-based improvisations, pantomimes, or monologues, using voice, blocking, and gesture to enhance meaning.

GRADE EIGHT - 1.0 ARTISTIC PERCEPTION

1.1 - Development of the Vocabulary of Theatre - Use the vocabulary of theatre, such as ensemble, proscenium, thrust, and arena staging, to describe theatrical experiences.

GRADE SEVEN - 2.0 CREATIVE EXPRESSION

2.1 - Development of Theatrical Skills - Use improvisation in rehearsal to discover character and motivation.

GRADE 9-12 PROFICIENT - 1.0 ARTISTIC PERCEPTION

1.1 - Development of the Vocabulary of Theatre - Use the vocabulary of theatre, such as acting values, style, genre, design, and theme, to describe theatrical experiences

GRADE SIX - 2.0 CREATIVE EXPRESSION

2.1 - Development of Theatrical Skills - Participate in improvisational activities, demonstrating an understanding of text, subtext, and context.

2.2 - Creation/Invention in Theatre - Use effective vocal expression, gesture, facial expression, and timing to create character.

GRADE SIX - 1.0 ARTISTIC PERCEPTION

1.1 - Development of the Vocabulary of Theatre - Use the vocabulary of theatre, such as action/reaction, vocal projection, subtext, theme, mood, design, production values, and stage crew, to describe theatrical experiences.

GRADES 9-12 ADVANCED - 1.0 ARTISTIC PERCEPTION

1.1 - Development of the Vocabulary of Theatre - Use the vocabulary of theatre, such as genre, style, acting values, theme, and design, to describe theatrical experiences.

1.3 - Comprehension and Analysis of the Elements of Theatre - Identify the use of metaphor, subtext, and symbolic elements in scripts and theatrical productions.

GRADE 9-12 PROFICIENT - 2.0 CREATIVE EXPRESSION

2.1 - Development of Theatrical Skills - Make acting choices, using script analysis, character research, reflection, and revision through the rehearsal process.

Prof.TH:Cr3 Refine and complete artistic work.

Prof.TH:Cr3.b - Explore physical, vocal and physiological choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work.

Adv.TH:Cr2 Organize and develop artistic ideas and work.

Adv.TH:Cr2.b - Collaborate as a creative team to discover artistic solutions and make interpretive choices in a devised or scripted drama/theatre work.

Acc.TH:Cr2 Organize and develop artistic ideas and work.

Acc.TH:Cr2.b - Cooperate as a creative team to make interpretive choices for a drama/theatre work.

6.TH:Pr4 Select, analyze, and interpret artistic work for presentation.

6.TH:Pr4.b - Experiment with various physical choices to communicate character in a drama/theatre work.

7.TH:Cr2 Organize and develop artistic ideas and work.

7.TH:Cr2.b - Demonstrate mutual respect for self and others and their roles in preparing or devising drama/theatre work.

6.TH:Cr2 Organize and develop artistic ideas and work.

6.TH:Cr2.b - Contribute ideas and accept and incorporate the ideas of others in preparing or devising drama/theatre work.

8.TH:Cr1 Generate and conceptualize artistic ideas and work

8.TH:Cr1.a - Imagine and explore multiple perspectives and solutions to staging problems in a drama/ theatre work.

7.TH:Cr1 Generate and conceptualize artistic ideas and work

7.TH:Cr1.a - Investigate multiple perspectives and solutions to staging challenges in a drama/theatre work.

Adv.TH:Pr5 Develop and refine artistic techniques and work for presentation.

Adv.TH:Pr5.a - Use and justify a collection of acting exercises from reliable resources to prepare a believable and sustainable performance.

6.TH:Cr1 Generate and conceptualize artistic ideas and work

6.TH:Cr1.a - Identify possible solutions to staging challenges in a drama/theatre work.

7.TH:Pr5 Develop and refine artistic techniques and work for presentation.

7.TH:Pr5.a - Participate in a variety of acting exercises and techniques that can be applied in a rehearsal or drama/theatre performance.

6.TH:Pr5 Develop and refine artistic techniques and work for presentation.

6.TH:Pr5.a - Recognize how acting exercises and techniques can be applied to a drama/theatre work.

7.TH:Pr4 Select, analyze, and interpret artistic work for presentation.

7.TH:Pr4.a - Consider various staging choices to enhance the story in a drama/theatre work.

Speaking and Listening

CCSS.ELA-LITERACY.CCRA.SL.2 - Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Language

CCSS.ELA-LITERACY.CCRA.L.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Reading: Literature

CCSS.ELA-LITERACY.RL.9-10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Language

CCSS.ELA-LITERACY.L.9-10.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Critical Thinking & Reflection

TH.912.C.1.2 - Create, refine, and sustain complex and believable characters for performance through the integration and application of artistic choices based on research, rehearsal, feedback, and refinement.

TH.912.C.1.5 - Make and defend conscious choices in the creation of a character that will fulfill anticipated audience response.

Organizational Structure

TH.912.O.2.7 - Brainstorm a variety of ways to deviate from western rules and conventions in theatre to influence audience and performer experiences.

TH.912.O.2.8 - Create a scene or improvisation to manipulate and challenge the conventions of the performer/audience relationship.

Skills, Techniques & Processes

TH.912.S.1.6 - Respond appropriately to directorial choices for improvised and scripted scenes.

TH.912.S.1.7 - Interpret dramatic texts, organize and conduct rehearsals, and justify directorial choices for formal and informal productions.

TH.912.S.2.6 - Transfer acting and technical skills and techniques from one piece of dramatic text to another.

TH.912.S.2.8 - Strengthen acting skills by engaging in theatre games and improvisations.

TH.912.S.3.2 - Exercise artistic discipline and collaboration to achieve ensemble in rehearsal and performance.

TH.912.S.3.3 - Develop acting skills and techniques in the rehearsal process.

Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Performing

TAHSFT.PR.1 - Act by communicating and sustaining roles in formal and informal environments.
a. Observe and demonstrate aspects of verbal and non-verbal techniques in common human activity for performance (e.g. voice, breathing, posture, facial expression, physical movement).
b. Construct and interpret artistic choices in performance including the objectives, decisions, and actions of characters.
c. Explore various acting methods and techniques (e.g. Stanislavski, Uta Hagen, sense memory, emotional recall) for the purpose of character development.
d. Perform acting choices for an audience based on critiques.

Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Creating

TAHSFT.CR.1 - Organize, design, and refine theatrical work.
a. Recognize and/or employ realistic and conventional speech patterns within dialogue or dramatic verse.
b. Incorporate dramatic elements through improvisation.
c. Recognize and interpret artistic choices in performance.

Grade 6 - Performing

TA6.PR.1 - Act by communicating and sustaining roles in formal and informal environments.
a. Demonstrate effective verbal and non-verbal communication skills (e.g. rate, pitch, volume, inflection, posture, facial expression, physical movement).
b. Execute character creation in a performance.
c. Demonstrate a variety of types of theatre performances.

Grade 7 - Creating

TA7.CR.1 - Organize, design, and refine theatrical work.
a. Identify and rehearse effective communication skills.
b. Compare and contrast character types and relationships by analyzing character motivations, objectives, and goals.
c. Compare the physical, emotional, vocal, and social dimensions of a character.
d. Investigate the role and responsibility of the cast and crew.
e. Identify and model ensemble skills in the rehearsal process.
f. Utilize staging and blocking choices to enhance the performance.
g. Compare, contrast, and design elements of technical theatre.
h. Utilize theatre vocabulary throughout the rehearsal process.

Grade 7 - Performing

TA7.PR.1 - Act by communicating and sustaining roles in formal and informal environments.
a. Execute effective verbal and non-verbal communication skills in performance (e.g. rate, pitch, volume, inflection, posture, facial expression, physical movement).
b. Participate in a variety of acting exercises and techniques that can be applied in a rehearsal or theatre performance.
c. Engage in various performance styles.

Grade 8 - Creating

TA8.CR.1 - Organize, design, and refine theatrical work.
a. Differentiate the physical, emotional, vocal, and social dimensions of a variety of characters.
b. Compare the relationships and interactions between characters by analyzing character motivation (objectives, obstacles, strategy, action, stakes, outcome).
c. Incorporate dramatic elements through improvisation.
d. Connect theatre vocabulary to the application of theatre performance.
e. Identify and demonstrate both ensemble and leadership skills in the rehearsal process.
f. Evaluate the effectiveness of artistic and technical elements used in a theatre production.
g. Design and create scenery, props, costumes, lighting, and sound.
h. Assume different roles and responsibilities in the rehearsal process.

Grade 8 - Performing

TA8.PR.1 - Act by communicating and sustaining roles in formal and informal environments.
a. Demonstrate the physical, emotional, vocal, and social dimensions of a character in different types of theatre performances (e.g. rate, pitch, volume, inflection, posture, facial expression, motivation, physical movement).
b. Demonstrate appropriate ensemble skills throughout a performance.
c. Use appropriate listening and response skills during performances.

Grade 6 - Creating

TA6.CR.1 - Organize, design, and refine theatrical work.
a. Identify artistic choices, utilize theatre vocabulary, and demonstrate non-verbal communication skills in the rehearsal process.
b. Interpret a character’s motivation by understanding the relationship between their background and their behavior.
c. Identify the variety of relationships between characters.
d. Identify, define, and classify character traits.
e. Recognize and demonstrate the roles, responsibilities, and skills associated with collaborative performance.
f. Use resources to identify and create technical elements of theatre.

Grades 9-12 - ACTING LEVELS I-IV - Performing

TAHSA.PR.1 - Act and direct by communicating and sustaining roles within a variety of situations and environments.
a. Examine and implement the voice, body, observation, and imagination as tools of the actor in presentations of formal and informal theatre.
b. Research and assess the development of acting skills for character creation and performance including historical movements, personal experience, and cultural influences.
c. Act by developing, communicating, and sustaining roles within a variety of situations and environments.
d. Identify and examine the responsibilities and tasks of an actor in relationship with directors, designers, and technical crew.
e. Use the skills and tools of a director to conduct rehearsals for performance.

TH:Cr3.1: Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade HS Proficient

TH:Cr3.1.HSI.b - Explore physical, vocal and physiological choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work.

TH:Cr2.1: Organize and develop artistic ideas and work - Grade HS Advanced

TH:Cr2.1.HSIII.b - Collaborate as a creative team to discover artistic solutions and make interpretive choices in a devised or scripted drama/theatre work.

TH:Cr2.1: Organize and develop artistic ideas and work - Grade HS Accomplished

TH:Cr2.1.HSII.b - Cooperate as a creative team to make interpretive choices for a drama/theatre work.

TH:Pr4.1: Select, analyze, and interpret artistic work for presentation - Grade 6

TH:Pr4.1.6.b - Experiment with various physical choices to communicate character in a drama/theatre work.

TH:Cr2.1: Organize and develop artistic ideas and work - Grade 7

TH:Cr2.1.7.b - Demonstrate mutual respect for self and others and their roles in preparing or devising drama/theatre work.

TH:Cr2.1: Organize and develop artistic ideas and work - Grade 6

TH:Cr2.1.6.b - Contribute ideas and accept and incorporate the ideas of others in preparing or devising drama/theatre work.

TH:Cr1.1: Generate and conceptualize artistic ideas and work - Grade 8

TH:Cr1.1.8.a - Imagine and explore multiple perspectives and solutions to staging problems in a drama/ theatre work.

TH:Cr1.1: Generate and conceptualize artistic ideas and work - Grade 7

TH:Cr1.1.7.a - Investigate multiple perspectives and solutions to staging challenges in a drama/theatre work.

TH:Pr5.1: Develop and refine artistic techniques and work for presentation - Grade HS Advanced

TH:Pr5.1.HSIII.a - Use and justify a collection of acting exercises from reliable resources to prepare a believable and sustainable performance.

TH:Cr1.1: Generate and conceptualize artistic ideas and work - Grade 6

TH:Cr1.1.6.a - Identify possible solutions to staging challenges in a drama/theatre work.

TH:Pr5.1: Develop and refine artistic techniques and work for presentation - Grade 7

TH:Pr5.1.7.a - Participate in a variety of acting exercises and techniques that can be applied in a rehearsal or drama/theatre performance.

TH:Pr5.1: Develop and refine artistic techniques and work for presentation - Grade 6

TH:Pr5.1.6.a - Recognize how acting exercises and techniques can be applied to a drama/theatre work.

TH:Pr4.1: Select, analyze, and interpret artistic work for presentation - Grade 7

TH:Pr4.1.7.a - Consider various staging choices to enhance the story in a drama/theatre work.

Beginning High School Standards - Communication

B.C.1.1 - Use non-verbal expression to illustrate how human emotion affects the body and is conveyed through the body.

B.C.1.2 - Apply vocal elements of volume, pitch, rate, tone, articulation, and vocal expression.

B.C.2.1 - Use improvisation and acting skills, such as observation, concentration, and characterization in a variety of theatre exercises.

Beginning High School Standards - Culture

B.CU.2.2 - Use acting conventions, such as stage presence, subtext, style, and ensemble work, to perform formal or informal works.

Intermediate High School Standards - Communication

I.C.1.1 - Use non-verbal expression to illustrate how human motivations are prompted by physical and emotional needs.

I.C.1.2 - Apply vocal elements of volume, pitch, rate, tone, articulation, and vocal expression appropriately to theatrical texts, such as monologues and scenes.

I.C.2.1 - Use improvisation and acting skills, such as observation, concentration, and characterization, to demonstrate given situations.

Proficient High School Standards - Communication

P.C.1.2 - Apply vocal elements of volume, pitch, rate, tone, articulation, and vocal expression to develop characters.

Advanced High School Standards - Communication

A.C.1.1 - Use non-verbal expression and physical self-awareness to communicate movement elements and characterization, including differentiation between multiple characters.

A.C.2.2 - Interpret scripts through formal and informal presentations.

Grades 9 & 10 - Foundations - Concepts and Terminology

C.1.2 - demonstrate an understanding of and use correct terminology to refer to the forms, elements, conventions, and techniques of drama, with a focus on ensemble drama works (e.g., chorus, protagonist, ingénue, supporting role, act, scene, climax, resolution, improvisation, mask, freeze-frame image)

Grades 9 & 10 - Creating and Presenting - Presentation Techniques & Technologies

A.3.2 - use a variety of voice and movement techniques to support the creation of character or atmosphere during rehearsal (e.g., use voice and movement to suggest an airport, circus, or factory environment)

Grades 9 & 10 - Creating and Presenting - Elements and Conventions

A.2.1 - select and combine the elements of drama to achieve a variety of purposes in ensemble presentations (e.g., use the elements of character, time, and place in a drama about making a difficult choice; use the elements of time and place to clarify the focus in a drama about a historical event)

GRADES 6-8

2.0 Character Acting - Students will develop basic acting skills by portraying characters in improvised and scripted scenes.

GRADES 9-12

2.0 Character Acting - Students will act by developing, communicating, and sustaining characters in improvisations and in informal or formal productions.

MS 117.212 LII - Creative Expression: performance

B.2.A - demonstrate safe use of the voice and body.

B.2.C - select movements and dialogue to portray a character appropriately.

MS 117.211 LI - Foundations: Inquiry and Understanding

C.1.C - respond to sounds, music, images, and the written word, incorporating movement.

C.1.E - identify theatrical vocabulary and terminology, including basic anatomy of theatre spaces.

MS 117.211 LI - Creative Expression: performance

C.2.A - demonstrate safe use of the voice and body.

C.2.E - express emotions and ideas using interpretive movements and dialogue.

C.2.F - create environments, characters, and actions.

MS 117.212 LII - Foundations: Inquiry and Understanding

B.1.E - demonstrate knowledge of theatrical vocabulary and terminology.

MS 117.213 LIII - Foundations: Inquiry and Understanding

B.1.B - explore preparation and warm-up techniques.

B.1.C - create expressive movement and mime to define space and characters.

B.1.E - apply knowledge of theatrical vocabulary and terminology.

MS 117.213 LIII - Creative Expression: performance

B.2.A - demonstrate safe use of the voice and body.

HS 117.315 LI - Creative Expression: performance

C.2.E - employ physical techniques consistently to express thoughts, feelings, and actions non-verbally.

HS 117.316 LII - Foundations: Inquiry and Understanding

C.1.B - develop and practice stage movement techniques consistently to express thoughts, feelings, and actions non-verbally.

C.1.E - identify examples of theatrical conventions in theatre, film, television, and electronic media.

HS 117.316 LII - Creative Expression: performance

C.2.A - model safe, appropriate techniques to allow for physical, vocal, and emotional expression.

C.2.E - develop physical techniques consistently to express thoughts, feelings, and actions non-verbally.

HS 117.315 LI - Foundations: Inquiry and Understanding

C.1.B - develop and practice theatre preparation and warm-up techniques.

HS 117.317 LIII - Foundations: Inquiry and Understanding

C.1.A - apply theatre preparation and warm-up techniques effectively.

C.1.B - experiment with stage movement.

HS 117.318 LIV - Creative Expression: performance

C.2.A - model safe, appropriate techniques to allow for physical, vocal, and emotional expression.

C.2.B - demonstrate creativity as it relates to self and ensemble and its effect on audience.