(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 Arts IV (one
credit), Theatre Production IV (one-half to one credit), Playwriting
II, Directing II, 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 III course. The prerequisite for all other Theatre,
Level IV courses is one credit of Theatre, Level III 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) create and demonstrate theatre preparation and
warm-up techniques;
(B) devise and model stage movement;
(C) model proper techniques such as diction, inflection,
and projection in the use of effective voice;
(D) compare the structure of theatre to that of film,
television, and other media;
(E) evaluate theatrical conventions of various cultural
and historical periods;
(F) evaluate the interdependence of all theatrical
elements; and
(G) develop and model 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) model safe, appropriate techniques to allow for
physical, vocal, and emotional expression;
(B) demonstrate creativity as it relates to self and
ensemble and its effect on audience;
(C) analyze and interpret characters from various
genres and styles, describing physical, intellectual, emotional, and
social dimensions;
(D) interpret scripted scenes of various styles to
portray believable characters; and
(E) create individually or devise collaboratively imaginative
scripts and scenarios.
(3) Creative expression: production. The student applies
design, directing, and theatre production concepts and skills. The
student is expected to:
(A) experiment with the technical elements of theatre
safely and effectively in improvisation or scripted scenes or plays;
(B) analyze and evaluate dramatic texts and direct
brief scenes;
(C) demonstrate understanding of a director's responsibility
to the author's intent, script, actors, designers, technicians, and
audience;
(D) analyze production plans that include research,
rehearsal plans, technical designs, and blocking;
(E) demonstrate leadership by casting and directing
a long scene or a short play, producing a unified theatrical production;
and
(F) apply expertise in one or more areas of theatre
production, 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) evaluate and practice appropriate audience behavior
at various types of performances;
(B) defend theatre as an art form and value self as
a creative being;
(C) apply evaluation concepts to performances, and
compare and contrast literary and dramatic criticism of theatre, film,
television, or other media;
(D) compare and contrast the elements and communication
methods of theatre, film, music, art, dance, or other media in a
specific culture or historical period;
(E) evaluate selected career and avocational opportunities
such as theatre education, arts administration, performance, design,
management, playwriting, and dramatic criticism in theatre, film,
television, and other media and analyze the training, skills, self-discipline,
and artistic discipline needed to pursue such opportunities;
(F) employ technology such as portfolios, research
projects, and journals to communicate and present findings in a clear
and coherent manner;
(G) appraise personal theatre skills and experiences
to opportunities in higher education and careers outside of the theatre;
and
(H) create a personal resume or portfolio of theatrical
experience.
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