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A | B | C | D | | |
| | | | Scripting | |
| | | | Create improvisations and scripted scenes based on personal experience and heritage, imagination, literature, and history. | |
4, 1, 5 | | | | a. Individually and in groups, create characters, environments, and actions that create tension and suspense. | • Theatre sports – park bench, radio show, hitchhiker, foreign film, charades |
1, 2, 4, 5 | | | | b. Refine and record dialogue and action. | • Commercials
• Adapt song, short story, poem
• Dictation |
| | | | Acting | |
| | | | Develop basic acting skills to portray characters who interact in improvised and scripted scenes. | |
1, 4 | 4, 5 | 2 | | a. Analyze descriptions, dialogue, and actions to discover, articulate, and justify character motivation, and invent character behaviors based on the observation of interactions, ethical choices, and emotional responses of people. | • Re-enact movie scenes
• Observe a real person and build characters based on that person
• Warm ups
• Character analysis |
2-4 | | | | b. Demonstrate acting skills (such as sensory recall, concentration, breath control, diction, body alignment, control of isolated body parts) to develop characterizations that suggest artistic choices. | • Listening/sustaining silence
• Mime
• Mirror mirror
• Human machine |
1-6 | | | | c. In an ensemble, interact as the invented characters. | • Readers' Theatre
• Greek chorus |
| | | | Design | |
| | | | Develop environments for improvised and scripted scenes. | |
1, 4-7 | | 1, 2 | | a. Work collaboratively and safely to select and create elements of scenery, properties, lighting, and sound to signify environments, and costumes and makeup to suggest character. | • Diorama• Sketches• Lists of props• Face painting |