(a) Introduction.
(1) The fine arts incorporate the study of dance, music,
theatre, and the visual arts to offer unique experiences and empower
students to explore realities, relationships, and ideas. These disciplines
engage and motivate all students through active learning, critical
thinking, and innovative problem solving. The fine arts develop cognitive
functioning and increase student academic achievement, higher-order
thinking, communication, and collaboration skills, making the fine
arts applicable to college readiness, career opportunities, workplace
environments, social skills, and everyday life. Students develop aesthetic
and cultural awareness through exploration, leading to creative expression.
Creativity, encouraged through the study of the fine arts, is essential
to nurture and develop the whole child.
(2) Four basic strands--foundations: inquiry and understanding;
creative expression; historical and cultural relevance; and critical
evaluation and response--provide broad, unifying structures for organizing
knowledge and skills students are expected to acquire. Through the
foundations: inquiry and understanding strand, students develop a
perception of self, human relationships, and the world using elements
of drama and conventions of theatre. Through the creative expression
strand, students communicate in a dramatic form, engage in artistic
thinking, build positive self-concepts, relate interpersonally, and
integrate knowledge with other content areas in a relevant manner.
Through the historical and cultural relevance strand, students increase
their understanding of heritage and traditions in theatre and the
diversity of world cultures as expressed in theatre. Through the critical
evaluation and response strand, students engage in inquiry and dialogue,
accept constructive criticism, revise personal views to promote creative
and critical thinking, and develop the ability to appreciate and evaluate
live theatre.
(3) Statements that contain the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(b) Knowledge and skills.
(1) Foundations: inquiry and understanding. The student
develops concepts about self, human relationships, and the environment
using elements of drama and conventions of theatre. The student is
expected to:
(A) evaluate characterization using emotional and sensory
recall;
(B) explore preparation and warm-up techniques;
(C) create expressive movement and mime to define space
and characters;
(D) demonstrate an increased understanding of the mechanisms
of vocal production;
(E) apply knowledge of theatrical vocabulary and terminology;
and
(F) explore and evaluate the structure and form of
dramatic literature.
(2) Creative expression: performance. The student
interprets characters using the voice and body expressively and creates
dramatizations. The student is expected to:
(A) demonstrate safe use of the voice and body;
(B) portray characters through familiar movements and
dialogue;
(C) create characters, dialogue, and actions that reflect
dramatic structure in improvised and scripted scenes, individually
and collaboratively; and
(D) express thoughts and feelings using effective voice
and diction.
(3) Creative expression: production. The student applies
design, directing, and theatre production concepts and skills. The
student is expected to:
(A) recognize and select specific technical elements
to suggest environment, establish mood, and support character and
actions for performance;
(B) create theatrical elements such as scenery, properties,
lighting, sound, costume, makeup, and publicity using the principles
of design;
(C) explore the director's role as a unifying force,
problem solver, interpreter of script, and collaborator; and
(D) use technology in theatrical applications such
as live theatre, video, and film.
(4) Historical and cultural relevance. The student
relates theatre to history, society, and culture. The student is expected
to:
(A) demonstrate theatre as a reflection of life in
particular times, places, and cultures through performance;
(B) explore theatre heritage such as historical and
cultural influences as it is preserved in dramatic text, traditions,
and conventions; and
(C) explore the roles of theatre, film, television,
and electronic media such as key developments, figures, and works
on American society.
(5) Critical evaluation and response. The student responds
to and evaluates theatre and theatrical performances. The student
is expected to:
(A) understand and demonstrate appropriate audience
etiquette at various types of live performances;
(B) develop a knowledge of the terminology and process
of evaluation such as intent, structure, effectiveness, and value
and apply this process to performances using appropriate theatre vocabulary;
(C) demonstrate knowledge of production elements in
theatre, film, television, and other media; and
(D) explore career and vocational opportunities in
theatre.
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