Pantomime

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.

Language

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

CCSS.ELA-LITERACY.CCRA.L.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Language

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

CCSS.ELA-LITERACY.L.9-10.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

TH:Re8.1: Interpret intent and meaning in artistic work - Grade 8

TH:Re8.1.8.a - Recognize and share artistic choices when participating in or observing a drama/theatre work.

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 - High School Accomplished

TH:Cr1.1.HSII.c - Use personal experiences and knowledge to develop a character that is believable and authentic in a drama/theatre work.

TH:Pr6.1: Convey meaning through the presentation of artistic work - Grade 8

TH:Pr6.1.8.a - Perform a rehearsed drama/theatre work for an audience.

TH:Pr6.1: Convey meaning through the presentation of artistic work - Grade 7

TH:Pr6.1.7.a - Participate in rehearsals for a drama/theatre work that will be shared with an audience.

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.

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

2.3 - Creation/Invention in Theatre - Create characters, environments, and actions that exhibit tension and suspense.

GRADE SEVEN - 1.0 ARTISTIC PERCEPTION

1.1 - Development of the Vocabulary of TheatreUse the vocabulary of theatre, such as playwright, rehearsal, dress rehearsal, run-through, and cold reading, to describe theatrical experiences.

1.2 - Comprehension and Analysis of the Elements of Theatre - Identify dramatic elements within a script, such as foreshadowing, crisis, rising action, catharsis, and denouement, using the vocabulary of theatre.

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

1.2 - Comprehension and Analysis of the Elements of Theatre - Document observations and perceptions of production elements, noting mood, pacing, and use of space through class discussion and reflective writing.

GRADE SIX - 2.0 CREATIVE EXPRESSION

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 - 4.0 AESTHETIC VALUING

4.2 - Critical Assessment of Theatre - Draw conclusions about the effectiveness of informal and formal productions, films/videos, or electronic media on the basis of intent, structure, and quality of the work.

4.2 - Derivation of Meaning from Works of Theatre - Report on how a specific actor used drama to convey meaning in his or her performances.

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.

GRADE 9-12 PROFICIENT - 5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS

5.2 - Careers and Career-Related Skills - Manage time, prioritize responsibilities, and meet completion deadlines for a production as specified by group leaders, team members, or directors.

GRADE 9-12 PROFICIENT - 4.0 AESTHETIC VALUING

4.2 - Derivation of Meaning from Works of Theatre - Report on how a specific actor used drama to convey meaning in his or her performances.

GRADE 9-12 PROFICIENT - 2.0 CREATIVE EXPRESSION

2.2 - Creation/Invention in Theatre - Write dialogues and scenes, applying basic dramatic structure: exposition, complication, conflict, crises, climax, and resolution.

8.TH:Re8 Interpret intent and meaning in artistic work.

8.TH.Re8.a - Recognize and share artistic choices when participating in or observing a drama/theatre work.

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.

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

Acc.TH:Cr1.b - Use personal experiences and knowledge to develop a character that is believable and authentic in a drama/theatre work.

8.TH:Pr6 Convey meaning through the presentation of artistic work.

8.TH:Pr6 - Perform a rehearsed, scripted scene from a drama/theatre work for an audience.

7.TH:Pr6 Convey meaning through the presentation of artistic work.

67TH:Pr6 - Create through improvisation a drama/theatre work that will be shared with an audience.

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.

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.

TH.912.C.2.7 - Accept feedback from others, analyze it for validity, and apply suggestions appropriately to future performances or designs.

TH.912.C.2.8 - Improve a performance or project using various self-assessment tools, coaching, feedback, and/or constructive criticism.

Innovation, Technology & the Future

TH.912.F.3.3 - Exhibit independence, discipline, and commitment to the theatre process when working on assigned projects and productions.

TH.912.F.3.4 - Discuss how participation in theatre supports development of life skills useful in other content areas and organizational structures.

Organizational Structure

TH.912.O.1.3 - Execute the responsibilities of director, designer, manager, technician, or performer by applying standard theatrical conventions.

Skills, Techniques & Processes

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.

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.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.2.1 - Illustrate appropriate theatre etiquette as a member of an audience, as a performer, and as a technician.

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.

Intermediate High School Standards - Culture

I.CU.2.1 - Understand theatre etiquette that is appropriate for a variety of theatrical spaces, styles, and genres.

Proficient High School Standards - Communication

P.C.1.1 - Use non-verbal expression and physical self-awareness to communicate movement elements and characterization, including size, weight, and rate of movement.

P.C.1.3 - Create original works, such as monologues, scenes, or performance pieces.

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.

Advanced High School Standards - Culture

A.CU.2.2 - Integrate conventions and structures of theatre when creating formal or informal theatre productions.

MS 117.212 LII - Creative Expression: performance

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

MS 117.211 LI - Foundations: Inquiry and Understanding

C.1.B - expand body awareness and spatial perceptions using mime.

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.

MS 117.211 LI - Critical evaluation and response

C.5.A - identify and apply audience etiquette at all performances.

MS 117.212 LII - Foundations: Inquiry and Understanding

B.1.B - develop and apply theatre preparation and warm-up techniques.

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

MS 117.212 LII - Critical evaluation and response

B.5.A - understand and demonstrate appropriate audience etiquette at various types of performances.

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.

MS 117.213 LIII - Creative Expression: performance

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

MS 117.213 LIII - Critical evaluation and response

B.5.A - understand and demonstrate appropriate audience etiquette at various types of live performances.

HS 117.316 LII - Critical evaluation and response

C.5.C - offer and receive constructive criticism of peer performances.

HS 117.315 LI - Creative Expression: performance

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

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

HS 117.315 LI - Critical evaluation and response

C.5.C - offer and receive constructive criticism of peer performances.

HS 117.316 LII - Foundations: Inquiry and Understanding

C.1.A - develop and practice theatre warm-up techniques.

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

HS 117.316 LII - Creative Expression: performance

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

C.2.B - explore creativity as it relates to self and ensemble.

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.

C.1.C - develop and practice stage movement techniques such as mime, pantomime, stage combat, Laban, Lecoq, or Viewpoints consistently to express thoughts, feelings, and actions non-verbally.

C.1.F - demonstrate a working knowledge of the language of theatre such as stage terminology, elements of theatre, or theatrical conventions.

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 117.317 LIII - Creative Expression: performance

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

HS 117.318 LIV - Foundations: Inquiry and Understanding

C.1.B - devise and model 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.

C.2.E - create individually or devise collaboratively imaginative scripts and scenarios.

Improvisation Drama 10

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

9 - use appropriate stage directions

10 - demonstrate appropriate rehearsal methods

13 - communicate meaning without words

14 - discover how various emotions affect one vocally and physically

26 - use body language to add physical dimensions and depth to a character

Acting Drama 20

10 - critique the work of self and others through observation of specific details

Acting Drama 30

20 - physicalize character through selected and economical movement and gesture

Movement Drama 10

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

Junior Goal II Objectives

develop the body and voice as tools of communication

explore specific techniques demanded by various dramatic forms

become familiar with dramatic terminology and script format

Junior Goal III Objectives

develop awareness of various conventions of theatre

develop awareness of drama and theatre presentations as possible

Junior Orientation

demonstrate a willingness to take calculated and reasonable risks

share ideas confidently with others

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

Movement Level I - Beginning

2 - demonstrate awareness of personal and shared space

6 - use proper posture

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

17 - use movement to communicate non-verbally

18 - create movement in response to music

Movement Level II - Intermediate

21 - display clarity of movement and gesture

25 - communicate environment, character and situation nonverbally

Movement Level III - Advanced

27 - create and sustain mood through movement

Improvisation/Acting Level I - Beginning

8 - demonstrate appropriate rehearsal behaviours and routines

9 - communicate a clear beginning, middle and end in spontaneous and planned scenes

Improvisation/Acting Level II - Intermediate

15 - use the body and body language to enhance characterization

20 - enter and exit in character

21 - sustain a character throughout an exercise or scene

Junior Goal I Objectives

develop self-discipline

develop self-confidence

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

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

develop a sense of responsibility and commitment

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

extend the ability to understand, accept and respect others- their rights, ideas, abilities and differences

develop the ability to offer and accept constructive criticism

Senior Goal I Objectives

increase self-discipline

increase self-confidence

extend the ability to concentrate

extend physical and vocal capabilities

apply imaginative and creative thought to problem-solving situations

extend the ability to control and express emotions

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

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 techniques that enhance vocal and physical communication

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

develop the ability to understand and apply the specific presentation techniques demanded by various dramatic forms

Orientation Drama 10

share ideas confidently

concentrate on the task at hand

demonstrate effective use and management of time

listen to self and others

demonstrate self-discipline, self-direction and a sense of responsibility

work cooperatively and productively

offer and accept constructive criticism with a desire to progress

Drama 8

demonstrate trust through collaborative drama

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

make and act on reasoned and thoughtful decisions

demonstrate how various emotions affect vocal and physical expression

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

adjust the movement, language, and gesture of the role to changing dramatic situations

suspend disbelief to transform objects and create character

create a unified drama with a distinct beginning, middle, and end

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

demonstrate respect for the nature of their audience

Drama 9

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

accept responsibility for decisions and solutions

make movement choices that create a specific effect

use appropriate physical and vocal expression to enhance drama

Drama 10

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

use subtlety and nuance in expressive communication

choose appropriate physical and vocal expressions to enhance drama

make movement choices to create a specific effect

suspend disbelief to create drama

apply stage vocabulary and theatrical conventions to dramatic forms

demonstrate a commitment to the team approach in rehearsal and performance

Drama 11

critique their own work and that of others

demonstrate engagement in performance

use appropriate terminology to describe theatre performance

demonstrate understanding of the body and voice as performing instruments

identify appropriate theatre terminology to describe movement and voice

use appropriate stage terminology

demonstrate appropriate performance etiquette

demonstrate commitment to the rehearsal and performance process

Drama 12

critique their own and others' performances

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 appropriate stage terminology

delegate and accept responsibility in groups

demonstrate appropriate performance etiquette

demonstrate commitment to the rehearsal and performance process

Grades 9 & 10 - Foundations - Responsible Practices

C.3.2 - identify and apply the skills and attitudes needed to perform various tasks and responsibilities in producing drama works (e.g., use active listening and cooperative problem-solving skills; practise punctuality; use tact in suggesting changes and improvements; demonstrate willingness to accept criticism and build consensus)

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 - 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)