9 - 12 Advanced Drama II Version: 2010-2011


 
Scholastic Area that Course Is Active In: Theatre Arts

 
TAHSADII.1
Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media
Element: TAHSADII.1a
Examines various theories of dramatic structure from Aristotle to present
Element: TAHSADII.1b
Uses standards of literary dramatic analysis to study theatrical production
Element: TAHSADII.1c
Constructs arguments that relate the theme/s of a theatre production to the enhancement of the human experience
 

 
TAHSADII.2
Developing scripts through improvisation and other theatrical methods
Element: TAHSADII.2a
Produces scripts based on personal experiences, heritage, imagination, literature, and history
Element: TAHSADII.2b
Connects appropriate form and structure to script creation
Element: TAHSADII.2c
Applies standard theatrical conventions to producing scripts
 

 
TAHSADII.3
Acting by developing, communicating, and sustaining roles within a variety of situations and environments
Element: TAHSADII.3a
Examines the skills and tasks associated with acting on stage
Element: TAHSADII.3b
Explores the development of an actor's skills and resources
Element: TAHSADII.3c
Creates characters using the tools and resources of acting to a variety of formal and informal performances
Element: TAHSADII.3d
Analyzes and applies observation skills for character creation
 

 
TAHSADII.4
Designing and executing artistic and technical elements of theatre
Element: TAHSADII.4a
Engages in script analysis from the perspective of technical theatre collaborators
Element: TAHSADII.4b
Plans and creates technical elements of a theatrical production
Element: TAHSADII.4c
Collaborates with other members of a creative team to create and execute formal and informal theatrical performances
 

 
TAHSADII.5
Directing by conceptualizing, organizing, and conducting rehearsals for performance
Element: TAHSADII.5a
Examines the structure of the rehearsal process
Element: TAHSADII.5b
Creates a prompt script with blocking notation for a 2-3 character scene
Element: TAHSADII.5c
Develops a rehearsal schedule to prepare a scene for performance
Element: TAHSADII.5d
Collaborates on formal and informal theatrical performances
 

 
TAHSADII.6
Researching cultural and historical information to support artistic choices
Element: TAHSADII.6a
Explores the relationship between research and theatrical production
Element: TAHSADII.6b
Engages in meaningful cultural and historical research to support formal or informal theatrical performance
Element: TAHSADII.6c
Develops and executes a presentation or lobby display that summarizes the impact of cultural and historical research on a theatrical production
 

 
TAHSADII.7
Integrating various art forms, other content areas, and life experiences to create theatre
Element: TAHSADII.7a
Examines how theatre incorporates all art forms via a collaborative process
Element: TAHSADII.7b
Explores the relationship between theatre and other non-arts disciplines
Element: TAHSADII.7c
Synthesizes concepts and skills from other disciplines to create theatre
 

 
TAHSADII.8
Examining the roles of theatre as a reflection of past and present civilizations
Element: TAHSADII.8a
Explores the historical impact of theatre on the political process
Element: TAHSADII.8b
Examines the impact of theatre on the quality of life in society
Element: TAHSADII.8c
Researches and defends the role of theatre as an agent of social change
 

 
TAHSADII.9
Exploring the business of theatre
Element: TAHSADII.9a
Explores careers in theatre through participation in various production roles and activities
Element: TAHSADII.9b
Articulates how participation in theatre equips students for success in careers within and outside the theatre community
Element: TAHSADII.9c
Examines and critiques the structure and standard operating procedures of commercial, professional, amateur, and educational theatre organizations
 

 
TAHSADII.10
Critiquing various aspects of theatre and other media using appropriate supporting evidence
Element: TAHSADII.10a
Generates and uses appropriate terminology for critiquing theatrical presentations
Element: TAHSADII.10b
Utilizes constructive criticism to identify patterns of on-stage speech and behavior that enhance or detract from a performance
Element: TAHSADII.10c
Modifies performance based on critiques
Element: TAHSADII.10d
Discerns the validity of critiques
 

 
TAHSADII.11
Engaging actively and appropriately as an audience member in theatre or other media experiences
Element: TAHSADII.11a
Examines the historical relationship between actor, script, and audience as basic elements of the theatrical experience
Element: TAHSADII.11b
Explains and demonstrates proper decorum as an audience member
Element: TAHSADII.11c
Explores and analyzes the chemistry" between actor and audience
 

Select Authors

Hold the Ctrl key to select
more than one name

Close | Save

Edit Unit Overview

The Unit Overview is a clear, concise, focused synopsis of the unit and includes interesting, succinct descriptions of the learning activities in support of the objectives.

Close | Save

Edit Subquestions

The Guiding Sub-questions are related, relevant, and connected to exploring the Essential Question. They are higher level questions and are specific enough to guide the work of the unit. (Subquestions must be entered one at a time and updated . . . they are numbered automatically.)

Close | Save

Edit Assessment Plan

Begin writing a unit by establishing what you want students to know and be able to do and planning how you will know "what they know". This Assessment Plan is a general plan (specific assessment instruments are in the teaching procedures); this section should both help you to plan and to give teachers an idea of the varied types of assessment that will be used in the unit. Be sure to include informal checks of understanding, student self-assessment, and authentic assessment. Include pre and post assessment.

Close | Save

Edit Keywords

Enter critical vocabulary necessary to the Unit..

Close | Save

Edit Classroom Preparation

Classroom preparation for implementation includes notes on preparing the classroom (i.e. ideas for organization, flexible grouping, technologies needed, etc.).

Close | Save

Edit Preparation for Students

Preparation for students includes notes on preparing the learner such as possible misconceptions students may have, ideas of pre-exposure for learners, and prerequisite lessons. It includes ideas for accelerated learning.

Close | Save

Edit Unit Resources

Unit Resources include general, global resources that might include bookmarks, books, periodicals, media and software. URLs need to be provided for each resource to identify a source from which it can be obtained. Resources might include those purchased as part of an adoption. More specific resources will be referenced within the teaching procedures.

Close | Save

Edit Teaching Procedures

Description Coming Soon

Close | Save

Edit Comments

Description Coming Soon

Close | Save