| (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) explore characterization using sensory and emotional
recall;
(B) develop and apply theatre preparation and warm-up
techniques;
(C) create expressive and rhythmic movements;
(D) develop an increased understanding of the mechanisms
of vocal production;
(E) demonstrate knowledge of theatrical vocabulary
and terminology; and
(F) analyze 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) define characters by what they do, what they say,
and what others say about them;
(C) select movements and dialogue to portray a character
appropriately;
(D) create stories collaboratively and individually
that have dramatic structure;
(E) apply knowledge of effective voice and diction
techniques to express thoughts and feelings;
(F) compare and contrast dramatic performances to life;
and
(G) create improvised scenes that include setting,
character, and plot.
(3) Creative expression: production. The student applies
design, directing, and theatre production concepts and skills. The
student is expected to:
(A) determine specific technical elements to provide
a safe setting and to support character and action in improvised and
scripted scenes;
(B) create theatrical elements such as scenery, properties,
lighting, sound, costume, makeup, and publicity appropriate to specific
performances;
(C) define the role of the director; 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 knowledge of theatre as a reflection
of life in particular times, places, and cultures;
(B) explore the relevance and influence of theatre
heritage and dramatic texts on the student's daily life; 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 performances;
(B) evaluate the effectiveness of selected film and
television performances;
(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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