Created by Maria Smith
In Preventing Pandemonium Part 1, Maria Smith will share with you a classroom management tool critical to success. It’s called procedures. Procedures are daily classroom management routines that are the key to classroom management success. They are the essential element of classroom management.
This course will give you straightforward, practical “this is how you do it” information, as well as procedures catered specifically to the drama classroom, to help you maintain order from start to finish, even during that chaotic group practice time.
Imagine yourself in a classroom where you can spend most of your time teaching and keep students on track without the constant lecturing. If that sounds appealing, then start the first module.
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National Core Arts Standards
Organize and develop artistic ideas and work - Grade HS Accomplished
Organize and develop artistic ideas and work - Grade HS Advanced
Speaking and Listening
CCSS.ELA-LITERACY.CCRA.SL.1 - Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
California VAPA Standards (2019)
Acc.TH:Cr2 Organize and develop artistic ideas and work.
Adv.TH:Cr2 Organize and develop artistic ideas and work.
Florida Sunshine State Standards
Innovation, Technology & the Future
Skills, Techniques & Processes
Georgia Performance Standards - Theatre Arts
Grade 6 - Responding
TA6.RE.1 - Engage actively and appropriately as an audience member.
a. Identify the role of the audience in different environments.
b. Analyze the relationship between an audience and a performer.
c. Create guidelines for behaviors appropriate to a theatre experience.
d. Model appropriate audience behaviors.
Grade 7 - Responding
TA7.RE.1 - Engage actively and appropriately as an audience member.
a. Assess the role and responsibility of the audience as an integral part of theatre performances.
b. Summarize the relationship between the audience and performers.
c. Predict how audience relationships will differ with venue and performance type.
d. Demonstrate appropriate audience behaviors.
North Carolina Essential Standards
Beginning High School Standards - Culture
Intermediate High School Standards - Culture
Advanced High School Standards - Culture
Texas Essential Knowledge and Skills for Theatre Arts
MS 117.212 LII - Critical evaluation and response
MS 117.213 LIII - Critical evaluation and response
Junior Goal I Objectives
Technical Theatre - Levels I, II, III - Readiness
Senior Goal I Objectives
British Columbia (2018)
GRADE 6 - ARTS - Reasoning and reflecting
GRADE 6 - ARTS - Communicating and documenting
GRADE 7 - ARTS - Reasoning and reflecting
GRADE 7 - ARTS - Communicating and documenting
GRADE 8 - ARTS - Reasoning and reflecting
GRADE 8 - ARTS - Communicating and documenting
GRADE 9 - DRAMA - Exploring and creating
GRADE 9 - DRAMA - Reasoning and reflecting
GRADE 9 - DRAMA - Connecting and expanding
GRADE 10 - DRAMA - Reason and reflect
GRADE 10 - DRAMA - Connect and expand
GRADE 11 - DRAMA - Reason and reflect
GRADE 11 - DRAMA - Connect and expand
Grades 9 & 10 - Foundations - Responsible Practices
C.3.3 - demonstrate an understanding of theatre and audience etiquette, in both classroom and formal performance contexts (e.g., as a performer: show willingness to take direction and behave appropriately towards other actors; as a viewer: demonstrate respect for performers and other audience members by paying attention, not interrupting or talking, and applauding when appropriate)
Grades 9 & 10 - Reflecting, Responding and Analyzing - Connections Beyond the Classroom
B.3.2 - identify skills they have developed through drama activities and explain how they can be useful in work and other social contexts (e.g., explain in a journal how their brainstorming and negotiation skills support teamwork in a variety of contexts)