(a) General requirements. Students may fulfill fine
arts and elective requirements for graduation by successfully completing
one or more of the following theatre courses: Theatre III (one credit),
Theatre Production III (one-half to one credit), Playwriting I, Directing
I, International Baccalaureate (IB) Theatre, Standard Level (SL),
and IB Theatre, Higher Level (HL) (one credit per course). The prerequisite
for IB Theatre SL and IB Theatre HL is one credit of any Theatre,
Level II course. The prerequisite for all other Theatre, Level III
courses is one credit of Theatre, Level II in the corresponding discipline.
(b) 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) Through diverse forms of storytelling and production,
students will exercise and develop creativity, intellectual curiosity,
critical thinking, problem solving, and collaborative skills. Participation
and evaluation in a variety of theatrical experiences will afford
students opportunities to develop an understanding of self and their
role in the world.
(4) 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.
(c) 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) apply theatre preparation and warm-up techniques
effectively;
(B) experiment with stage movement;
(C) distinguish the proper techniques such as diction,
inflection, and projection in the use of voice;
(D) analyze and evaluate dramatic structure and genre;
(E) distinguish between the theatrical conventions
of theatre, film, television, and other media;
(F) evaluate the interdependence of all theatrical
elements; and
(G) develop and practice memorization skills.
(2) Creative expression: performance. The student interprets
characters using the voice and body expressively and creates dramatizations.
The student is expected to:
(A) employ safe, appropriate techniques to allow for
physical, vocal, and emotional expression;
(B) analyze creativity as it relates to self and ensemble
and its effect on audience;
(C) analyze characters from various genres and styles,
describing physical, intellectual, emotional, and social dimensions;
(D) experiment with improvisation and scripted scenes
of various styles to portray believable characters;
(E) write dialogue that reveals character motivation,
advances plot, provides exposition, and reveals theme; and
(F) integrate two or more art or media forms in a performance.
(3) Creative expression: production. The student applies
design, directing, and theatre production concepts and skills. The
student is expected to:
(A) experiment with technical elements of theatre safely
and effectively in improvisation or scripted scenes or plays;
(B) analyze and evaluate dramatic texts as a basis
for technical discussions, considering themes, settings, times, literary
styles, genres, and characters;
(C) cast and direct duet scenes;
(D) perform a role such as actor, director, designer,
technician, or editor in production decision making and collaborate
with others to tell a story through live theatre or media performance;
and
(E) perform the role of actor, director, or technician,
demonstrating responsibility, artistic discipline, and creative problem
solving.
(4) Historical and cultural relevance. The student
relates theatre to history, society, and culture. The student is expected
to:
(A) evaluate historical and cultural influences on
theatre;
(B) analyze ways in which theatre, television, and
film play a role in our daily lives and influence our values and behaviors;
(C) employ and evaluate the impact of live theatre,
film, television, and other media in contemporary society;
(D) research the influences of world drama and theatre
and identify key figures, works, and trends in dramatic literature;
(E) research the influences of the multicultural heritage
of drama and theatre in the United States and identify key figures,
works, and trends in dramatic literature; and
(F) identify and appreciate the innovations and contributions
of the United States to the performing arts such as theatre, melodrama,
musical theatre, radio, film, television, technology, or electronic
media.
(5) Critical evaluation and response. The student responds
to and evaluates theatre and theatrical performances. The student
is expected to:
(A) compare behavior at various types of performances
and practice appropriate audience etiquette;
(B) recognize theatre as an art form and evaluate self
as a creative being;
(C) apply the concepts of evaluation to performances
and evaluate theatre, film, television, and other media with depth
and complexity using appropriate vocabulary;
(D) compare communication methods of theatre with
those of art, music, dance, and other media;
(E) make judgments about selected career and avocational
opportunities such as theatre education, arts administration, performance,
design, management, and playwriting in theatre, film, television,
and other media and analyze the training, skills, self-discipline,
and artistic discipline needed to pursue such opportunities;
(F) use technology such as portfolios, research projects,
and journals to document and present information in a clear and coherent
manner;
(G) relate theatre skills and experiences to higher
education and careers outside of the theatre; and
(H) create a personal resume or portfolio of theatrical
experience.
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