Theater 1: Utah State Core Standards:
Script Writing
Standard 1
Students will integrate character and plot in scripting dramatic presentations.
Objective 1
CHARACTER Create appropriate character dialogue and physical attributes within a dramatic presentation.
PLOT Create linear and non-linear plot structures.
Acting
Standard 2
Students will develop the basic techniques of acting; i.e., movement, voice, sensory/emotional recall, character building, and ensemble/rehearsal techniques.
Objective 1
MOVEMENT Develop expressive use of stage movement through body awareness and spatial perception.
VOICE Develop expressive use of the voice.
SENSORY/EMOTIONAL RECALL Develop sensory/emotional recall techniques.
CHARACTERIZATION Develop character building techniques.
ENSEMBLE/REHEARSAL TECHNIQUES Develop ensemble/rehearsal techniques.
Constructing Meaning
Standard 3
Students will develop critical thinking skills to construct meaning.
Objective 1
APPLYING LIFE SKILLS Connect personal experiences with dramatic presentations to own life.
SELF-ASSESSING Demonstrate the use of assessment techniques (especially rubric and portfolio assessment techniques) in achieving theatre objectives.
Standard 1
Students will integrate character and plot in scripting dramatic presentations.
Objective 1
CHARACTER Create appropriate character dialogue and physical attributes within a dramatic presentation.
- Plan dialogue and physical attributes for characters in a dramatic presentation.
- Act out dialogue and physical attributes for characters in a dramatic presentation.
PLOT Create linear and non-linear plot structures.
- Plan linear and non-linear plot structures; e.g., exposition, point of attack, major conflict, rising action, climax, falling action.
- Play out linear and non-linear plot structures; e.g., improvise fairy tales using linear and non-linear plots.
Acting
Standard 2
Students will develop the basic techniques of acting; i.e., movement, voice, sensory/emotional recall, character building, and ensemble/rehearsal techniques.
Objective 1
MOVEMENT Develop expressive use of stage movement through body awareness and spatial perception.
- Demonstrate comfortable movement when acting.
- Explain the elements of physical movement; e.g., energy, locomotion, balance, relaxation.
VOICE Develop expressive use of the voice.
- Demonstrate a clear voice when communicating in performance.
- Explain the elements of voice and speech production; e.g., intensity, pitch, rhythm, volume.
SENSORY/EMOTIONAL RECALL Develop sensory/emotional recall techniques.
- Use memory and imagination to experience smells, tastes, textures, sights, and sounds.
- Use memory and imagination to experience feelings and moods.
CHARACTERIZATION Develop character building techniques.
- Explain objective (what a character wants) and motive (why a character wants something).
- Explain character conflict (what prevents a character from getting what is wanted) and action (how the character goes about trying to get what is wanted).
ENSEMBLE/REHEARSAL TECHNIQUES Develop ensemble/rehearsal techniques.
- Demonstrate rehearsal warm-up.
- Demonstrate basic blocking and staging rubric; e.g., stage direction, focus, levels, crosses, share.
- Demonstrate active listening skills.
Constructing Meaning
Standard 3
Students will develop critical thinking skills to construct meaning.
Objective 1
APPLYING LIFE SKILLS Connect personal experiences with dramatic presentations to own life.
- Explain how theatre can contribute to lifelong learning.
- Explain how theatre can enhance and maintain complex thinking skills.
- Explain how theatre builds effective communication skills.
- Explain how theatre develops the ability to collaborate with others.
- Explain how theatre promotes responsible citizenship.
SELF-ASSESSING Demonstrate the use of assessment techniques (especially rubric and portfolio assessment techniques) in achieving theatre objectives.
- Articulate personal goals.
- Use perceive/reflect rubric assessment.
- Create an outcome portfolio reflecting content and process from across the term; e.g., notes, rubric assessments, process and production photos, programs, research, published reviews, letters, advocacy statements, reflections, visual art, written criticism, theory essays.