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Introduction to Theatre Syllabus

CLEVELAND HIGH SCHOOL

​

Introduction to Theatre

 

INSTRUCTOR: Michael Payne, M.Ed., NBCT/EAYA: Arts and Communication    EMAIL:  jpayne1@pps.net

 

COURSE DESCRIPTION:

Introductory level to basic methods of acting/theatre while exploring contemporary texts.  Concentration on creating and developing characters through the exploration of “self”(body-mind and spirit) and “text.”  A variety of acting/theatre methodologies will be explored relating to modern realism through mime, improvisation, monologues and scene work.  Students will also explore elements of theatre design.

 

CONTENT MISSION:

The mission of this class is to awaken the imagination, emotion, and intellect of the student by making them aware of the altering power of theatre.  Students will be introduced to the skills required to achieve excellence in performance and theatre design. This course is the beginning of the theatre journey in the investigation of the “who, why, where, when and how” of theatre development. It is imperative the student of theatre understands the craft of acting and design through a framework of voice, speech, movement, color and line theory. Students will also be expected to demonstrate intellectual rigor in dissecting texts, subtexts, and styles.

 

STUDENT LEARNING OUTCOMES:

  • Demonstrate understanding and practical proficiency in developing and executing realistic characterizations and theatre designs

  • Provide evidence of the acquired essential knowledge needed by the broadly trained actor regarding the emotional, physical and verbal expression of a  contemporary character.

  • Exhibit increased proficiency in accepting and incorporating constructive criticism into his/her own performance work, while honing the skills needed to humanely and insightfully evaluate both personal artistic efforts and the work of others.

​

STUDENT(S) RESONSIBLITIES:

  • Demonstrate expressive use of the body and voice.

  • Utilize acting concepts and theatrical terminology.

  • Utilize theater production skills.

  • Demonstrate an appreciation for theatrical events (both live and recorded) practice audience etiquette.  Graded as a whole experience.

 

1st QUARTER: Physical Theatre, Pantomime and improvisation

  • THEORIST: Étienne Decroux, Anna Bogart, Viola Spolin and Keith Johnstone

  • FRONT LOADED INFORMATION: History of Mime, Pantomime, Physical Theatre, Viewpoints, History of Improvisation: Who/What/When/Where/Why

  • ACTING FOCUS: The use of hesitation, pause, weight, resistance and surprise in physical performance. Using informal scripting to create linier performance work.   

  • ACTING ACTIVITIES: Solo and partner work.

  • THEATRICAL TEXT EXPLORATION: Neil Simons, Lost in Yonkers.

  • AUDIENCE EXPLORATION: View Neil Simons, Lost in Yonkers.

  • THEATRICAL DESIGN REQUIREMENT: Students will hand render four costume plates for characters from Lost in Yonkers.

  • WRITING EXPLORATION: Students will create and write (draft) performance outlines. Focus on beginning/middle/end.

 

2nd QUARTER: Monologue and Scene Study

  • THEORIST: Lee Strasberg

  • FRONT LOADED INFORMATION:  Lee Strasberg, IPA Voice and Articulation.  Internalization & Externalization  

  • ACTING FOCUS: Using informal and formal scripts to create and understand characterization.   

  • ACTING ACTIVITIES: Monologues and Scene work from original and published scripts.

  • THEATRICAL TEXT EXPLORATION: Johnathan Lynn’s, Clue.

  • AUDIENCE EXPLORATION: View Johnathan Lynn’s, Clue.

  • THEATRICAL DESIGN REQUIREMENT: Students will design ¼ inch scale drafts and drawings for floor plan(s) (multi) set designs for Clue.

  • WRITING EXPLORATION: Students will create and write (draft) scripts for performance.

 

SUPPLIES:

  1. 1 inch notebook  (Hardcover)  

  2. 5 plastic paper savers    

  3. 5 dividers      

  4. Set of colored pencils 

 

LATE WORK AND TUTORING: Assigned work is due 2 days after an excused absence.  Individual or group performances will be made up with an alternative assignment or by scheduling an appointment with the instructor.  The entire group must be present to make up group assignments.  Additional help is available before and after school.

 

STUDENTS ARE REQUIRED TO:

1.  Perform alone and in-groups and design for the theatre.                   2.  Exhibit appropriate audience behavior. (graded)

3.  Turn in required written work prior to performance.                          4.  Meet all assignment deadlines.

5.  Participate in all class activities.                                                           6.  Take and pass tests (written and performance).

7.  Keep a portfolio containing all assignments.                                       8.  Read one published play every term.

​

CLASSROOM RULES:

1.  Be on time.                                                                                              2.  Respect self and others.

3.  Listen, pay attention and follow directions.                                         4.  Follow district policy regarding cell phones. 

 

THEATRE STANDARDS USED FOR FORMATIVE AND SUMMATIVE ASSESSMENTS:

Content Standard:  Acting by developing, communicating, and sustaining characters in improvisations and informal or formal productions.

{Achievement Standard} Proficient:

  • Students analyze the physical, emotional, and social dimensions of characters found in dramatic texts from various genres and media

  • Students compare and demonstrate various classical and contemporary acting/theatre techniques and methods

  • Students in an ensemble, create and sustain characters that communicate with audiences

{Achievement Standard} Advanced:

  • Students demonstrate artistic discipline to achieve an ensemble in rehearsal and performance

  • Students create consistent characters from classical, contemporary, realistic, and nonrealistic dramatic texts in informal and formal theatre, film, television, or electronic media productions while producing accurate theatre design elements.

 

DIFFERNETIATION/ACCESSIBILITY STATEGIES/SUPPORT and AMERICANS WITH DISABILITIES ACT:  

TAG:

  • Students will have a more rigorous set of expectations, as reflected in assigned completion steps and in assessment rubrics, for selected projects requiring a more detailed demonstration of understanding relative to Standards.

  • Students will have a shorter completion time relative to projects in order to facilitate greater feedback, assisting them in achieving the greater demonstration of understanding asked of them

  • Specific Strategies aligned with the above will include: Questioning that elicits higher order thinking, structured group work with peers of like ability/greatly differing ability (depending on experiential goals), on-going curriculum embedded assessment.

ELL:

  • Students will receive additional Question/Answer time relative to projects and instruction, facilitating greater understanding during skill building and assessment.

  • Specific strategies aligned with the above will include: Posting clearly defined content and language objectives which are appropriate for age and educational background level of students; objectives clearly supported by lesson delivery, explicitly link concepts to students’ background experiences, emphasize key vocabulary, use a variety of techniques to make language comprehensible (clear explanations of tasks, slower speech, increase wait time for student responses, gestures), allow for frequent student interaction opportunities, use activities that integrate reading, writing, speaking and listening.

SPED/504:

  1. Students will receive accommodation on assigned projects in relation to their special education/504 plans.

  2. General actions aligned with accommodating students with SPED/504 needs will include the following: Selecting and organizing essential course content as needed, focus students' attention on important outcomes, actively involving students as partners in the learning process, following a set of linking steps to enhance student learning, adapting routines to meet the unique learning needs of students.

​

GRADING:

Process (50%):  Daily Grade

Product (50%):  Tests (Written and Performance)

100%-90%=A   89%-80%=B   79%-70%=C    69%-60%=D    59%-50%=F  

​

____________________________        _________________________________            _________________________________

Student's Signature                                    Instructor's Signature                                                 Parent’s Signature

Intermediate Theatre Syllabus

Cleveland High School

 Intermediate Theatre

​

INSTRUCTOR: Michael Payne, M.Ed., NBCT/EAYA: Arts and Communication    EMAIL:  jpayne1@pps.net

 

COURSE DESCRIPTION:

Intermediate Theatre explores acting and production techniques and styles including realism and movement for the actor and theatre production. Students will also work with alternative styles of performance, including Shakespeare, Commedia d’ell Arte and Epic Theatre. Students will explore scenes and monologue acting, playwriting, design with composition elements, and devised theatre.  Out of class time requirement: Students will be required to attend, work or perform in an after-school performance or showcase.    

 

CONTENT MISSION:

The goal of this course is for students to effectively apply advanced theatrical methods to theatrical literature. Experiential learning through goal-specific exercises and directorial/instructor feedback is the primary format of this course. In addition, lecture material and group discussions will compliment assigned readings from various plays. This course is the intermediate journey in the investigation of the “who, why, where, when and how” of character/theatre development. It is imperative the student of Theatre understands the craft of acting/theatre through a framework of psychology, voice and movement, design and literature. Students will also be expected to demonstrate intellectual rigor in dissecting texts, subtexts, and theorist psychology.  Students will also be expected to use and demonstrate theatrical design elements.  

 

STUDENT LEARNING OUTCOMES:

  • Demonstrate understanding and practical proficiency in developing and executing realistic/non-literal characterizations.

  • Provide evidence of the acquired essential knowledge needed by the broadly trained actor regarding the emotional, physical and verbal expression of a  

                    contemporary character.

  • Exhibit increased proficiency in accepting and incorporating constructive criticism into his/her own performance work, while honing the skills needed to

                    humanely and insightfully evaluate both personal artistic efforts and the work of others.

 

STUDENT(S) RESONSIBLITIES:

  • Demonstrate expressive use of the body and voice.                                                 

  • Utilize acting concepts, theatrical terminology and theater production skills for theatre design.

  • Demonstrate an appreciation for theatrical events, both live and recorded.

  • Practice audience etiquette.  Graded as an individual experience.

 

QUARTER 1: Sanford Meisner 

1. Play Analysis-Students will read, Marvin’s Room by: Scott McPhearson (Drama Desk Winner)

2. Acting Experience- Students will rehearse and perform open scenes.  Students will also perform scenes/monologues from Marvin’s Room.

3. Theorist-Students will study and apply elements from Sanford Meisner.

4. Writing-Students will create/write original scenes for performance and evaluation.  

5. Design-Students will create a fully rendered theatre poster for Marvin’s Room by: Scott McPhearson.  

 

QUARTER 2: Practical Aesthetics

1. Play Analysis-Students will read, Circle Mirror Transformation by: Annie Baker (Obie Award Winner)

2. Acting Experience-Students will rehearse and perform outlined scenes. Students will also perform scenes from Circle Mirror Transformation.

3. Theorist- Students will study and apply elements of David Mamet’s, Practical Aesthetics to scene work.

4. Writing-Students will create original scenes for performance and evaluation.  

5. Design-Students will create a fully rendered set design for Circle Mirror Transformation by: Annie Baker.  

 

QUARTER 3: Michael Chekhov

1. Play Analysis-Students will read Rabbit Hole by: David Lindsey Abaire. (Pulitzer Prize Winner)  

2. Acting Experience-Students will rehearse and perform original scenes. Students will also perform scenes/monologues from Rabbit Hole. 

3. Theorist-Students will study and apply elements of Michael Chekhov.

4. Writing-Students will write original scenes.

5. Design-Students will create a fully rendered marketing postcard for Rabbit Hole by: David Lindsey Abaire.  

 

QUARTER 4: Uta Hagen

1. Play Analysis-Students will read, The Importance of Being Earnest by: Oscar Wilde. (Classic)

2. Acting Experience- Students will rehearse and perform scenes/monologues from The Importance of Being Earnest.

3. Theorist- Students will study and apply elements from the The Acting Workshop of Uta Hagen.

4. Writing-Students will write critical analysis for character study for/from selected The Importance of Being Earnest.    

5. Design-Students will create four fully rendered costume designs for The Importance of Being Earnest by: Oscar Wilde.  

 

SUPPLIES:

  1. 1 inch notebook       2.  10 plastic paper savers      3      5 dividers        4.  Set of colored pencils 

 

LATE WORK AND TUTORING: Assigned work is due 2 days after an excused absence.  Individual or group performances will be made up with an alternative assignment or by scheduling an appointment with the instructor.  The entire group must be present to make up group assignments.  Additional help is available before and after school.

​

STUDENTS ARE REQUIRED TO:

1.  Perform alone and in-groups and design for the theatre.                   2.  Exhibit appropriate audience behavior. (graded)

3.  Turn in required written work prior to performance.                          4.  Meet all assignment deadlines.

5.  Participate in all class activities.                                                           6.  Take and pass tests (written and performance).

7.  Keep a portfolio containing all assignments.                                       8.  Read one published play every term.

​

CLASSROOM RULES:

1.  Be on time.                                                                                              2.  Respect self and others.

3.  Listen, pay attention and follow directions.                                         4.  Follow district policy regarding cell phones.  

​

THEATRE STANDARDS USED FOR FORMATIVE AND SUMMATIVE ASSESSMENTS:

Content Standard:  Acting by developing, communicating, and sustaining characters in improvisations and informal or formal productions.

{Achievement Standard} Proficient:

  • Students analyze the physical, emotional, and social dimensions of characters found in dramatic texts from various genres and media

  • Students compare and demonstrate various classical and contemporary acting/theatre techniques and methods

  • Students in an ensemble, create and sustain characters that communicate with audiences

{Achievement Standard} Advanced:

  • Students demonstrate artistic discipline to achieve an ensemble in rehearsal and performance

  • Students create consistent characters from classical, contemporary, realistic, and nonrealistic dramatic texts in informal and formal theatre, film, television, or electronic media productions while producing accurate theatre design elements.

​

DIFFERNETIATION/ACCESSIBILITY STATEGIES/SUPPORT and AMERICANS WITH DISABILITIES ACT:  

TAG:

  • Students will have a more rigorous set of expectations, as reflected in assigned completion steps and in assessment rubrics, for selected projects requiring a more detailed demonstration of understanding relative to Standards.

  • Students will have a shorter completion time relative to projects in order to facilitate greater feedback, assisting them in achieving the greater demonstration of understanding asked of them

  • Specific Strategies aligned with the above will include: Questioning that elicits higher order thinking, structured group work with peers of like ability/greatly differing ability (depending on experiential goals), on-going curriculum embedded assessment.

ELL:

  • Students will receive additional Question/Answer time relative to projects and instruction, facilitating greater understanding during skill building and assessment.

  • Specific strategies aligned with the above will include: Posting clearly defined content and language objectives which are appropriate for age and educational background level of students; objectives clearly supported by lesson delivery, explicitly link concepts to students’ background experiences, emphasize key vocabulary, use a variety of techniques to make language comprehensible (clear explanations of tasks, slower speech, increase wait time for student responses, gestures), allow for frequent student interaction opportunities, use activities that integrate reading, writing, speaking and listening.

SPED/504:

  1. Students will receive accommodation on assigned projects in relation to their special education/504 plans.

  2. General actions aligned with accommodating students with SPED/504 needs will include the following: Selecting and organizing essential course content as needed, focus students' attention on important outcomes, actively involving students as partners in the learning process, following a set of linking steps to enhance student learning, adapting routines to meet the unique learning needs of students.

​

GRADING:

Process (50%):  Daily Grade

Product (50%):  Tests (Written and Performance)

100%-90%=A   89%-80%=B   79%-70%=C    69%-60%=D    59%-50%=F  

​

________________________________        _________________________________            _________________________________

Student's Signature                                             Instructor's Signature                                                Parent’s Signature

IB Theatre Syllabus

I.B. Theatre Syllabus (HL and SL)

 

CONTENT/MISSION STATEMENT

Theatre is a dynamic, collaborative and live art form. It is a practical subject that encourages discovery through experimentation, the taking of risks and the presentation of ideas to others. It results in the development of both theatre and life skills; the building of confidence, creativity and working collaboratively.  IB Theatre is a multifaceted theatre-making course of study. It gives students the opportunity to make theatre as creators, designers, directors and performers. It emphasizes the importance of working both individually and collaboratively as part of an ensemble. It offers the opportunity to engage actively in the creative process, transforming ideas into action as inquisitive and productive artists.  Students experience the course from contrasting artistic perspectives. They learn to apply research and theory to inform and to contextualize their work. The theatre course encourages students to appreciate that through the processes of researching, creating, preparing, presenting and critically reflecting on theatre— as participants and audience members—they gain a richer understanding of themselves, their community and the world. Through the study of theatre, students become aware of their own personal and cultural perspectives, developing an appreciation of the diversity of theatre practices, their processes and their modes of presentation. It enables students to discover and engage with different forms of theatre across time, place and culture and promotes international-mindedness. 

 

OBJECTIVES

Assessment Objective 1: Demonstrate knowledge and understanding of specified content

•            Describe the relationship between theatre and its contexts.

•            Identify appropriate and valuable information from research for different specialist theatre roles (creator; designer;   director; performer.)

•            Present ideas, discoveries and learning, gained through research and practical exploration to others.

Assessment Objective 2: Demonstrate application and analysis of knowledge and understanding

•            Explain the relationship and significance of the integration of production, performance and research elements.

•            Explore and demonstrate different ways through which ideas can be presented and transformed into action.

•            Explain what has informed, influenced and had impact on their work.

Assessment Objective 3: Demonstrate synthesis and evaluation

•            Evaluate their work and the work of others.

•            Discuss and justify choices.

•            Examine the impact their work has had on others.

Assessment Objective 4: Select, use and apply a variety of appropriate skills and techniques

•            Demonstrate appropriate skills and techniques in the creation and presentation of theatre in different specialist theatre roles (creator; designer; director; Performer.)

•            Demonstrate organization of material including use and attribution of sources.

•            Demonstrate the ability to select, edit and present work appropriately.

 

First Quarter

Assessment Focus:     Collaborative Project- The Role of the Creator and Performer

Theatre in Context:    Reflecting on their own personal approaches, interests and skills in theatre. Researching and examining at least one starting point and the approaches employed; by one appropriate professional theatre company and considering how this might influence their own personal approaches.

Theatre Processes:     Responding to at least one starting point and engaging with the process of transforming it collaboratively into an original piece of theatre.

Presenting Theatre:   Participation in a least one production of a collaboratively created piece of original theatre, created from a starting point, which is presented to others.

 

Second Quarter

Assessment Focus:     Director’s Notebook-The Role of the Director

Theatre in Context:    Researching and examining the various contexts of at least one published play text and reflecting on live theatre moments they have experienced as spectators.

Theatre Processes:     Taking part in the practical exploration of at least two contrasting published play texts and engaging with the process of transforming a play text into action.

Presenting Theatre:   Directing at least one scene or section from one published play text which is presented to others.

 

Third Quarter

Assessment Focus:     Solo Theatre Project/Theatre Practitioners-The Role of the Performer

Theatre in Context:    Researching and examining the various contexts of at least one theatre theorist.

Theatre Processes:     Practically exploring at least one theatre theorist collaboratively and engaging with the process of creating a piece of theatre based on their theory.

Presenting Theatre:   Creating, presenting and evaluating at least one theatre piece based on an aspect(s) of a theatre theorist’s work.

 

Fourth Quarter

Assessment Focus:     Research Presentation

Theatre in Context:    Researching and examining the various contexts of at least one world theatre tradition.

Theatre Processes:     Practically examine the performance conventions of at least one world theatre tradition and apply this to the staging of a moment of theatre.

Presenting Theatre:    Presenting a moment of theatre to others which demonstrates the performance convention(s) of at least one world theatre tradition.

 

CORE CURRICULUM

Task 1:  Solo theatre piece (HL only) 

Students research a theatre theorist they have not previously studied, identify an aspect(s) of their theory and create and present a solo theatre piece (4–8 minutes) based on this aspect(s) of theory. Each student submits for assessment:

•                A report (3,000 words maximum)

•                A continuous, unedited video recording of the whole solo theatre piece (4–8 minutes)

 

Task 2:  Director’s notebook 

Students choose a published play text they have not previously studied and develop ideas regarding how it could be staged for an audience. Each student submits for assessment:

•                A director’s notebook (20 pages maximum), which includes the student’s presentation of his or her final directorial intentions and the intended impact of these on an audience

•                A list of all sources cited.

 

Task 3:  Research presentation 

Students plan and deliver an individual presentation (15 minutes maximum) to their peers in which they outline and physically demonstrate their research into a convention of a theatre tradition they have not previously studied. Each student submits for assessment:

•                A continuous, unedited video recording of the live presentation (15 minutes maximum)

•                A list of all sources cited and any additional resources used by the student during the presentation that are not clearly seen within the video recording.

 

Task 4:  Collaborative project

Students collaboratively create and present an original piece of theatre (lasting 13–15 minutes) for and to a specified target audience, created from a starting point of their choice. Each student submits for assessment:

•                A process portfolio (15 pages maximum)

•                A video recording (4 minutes maximum) evidencing the student’s contribution to the presentation of the collaboratively created piece. The selected footage must be chosen by the student and must demonstrate specific theatre-maker choices made by the student

•                A list of all sources cited.

 

Task 5: Journal

Students will be required to maintain a daily/weekly journal of their experiences in theatre.  Those entries will include in class work, plays they attend, workshops, musings on Art and Theatre, and anything that is relevant to the course work.  Journals will be checked on a Bi-Quarterly basis. 

 

ACADEMIC DISHONESTY: Plagiarism or any other form of cheating is a violation of the Cleveland High School Honor Code and is not tolerated.  Those who cheat automatically receive a zero on the assignment in question and are referred to the Dean of Students for further consequences.

LATE WORK AND WORKED MISSED: Official IB assessments have an absolute due date that is out of the control of Cleveland High School.  Official IB assessments MUST be handed in on their due date.  We will follow the Cleveland High School policy on late work and absences. 

TARDIES: Class will begin promptly every day and students are expected to be on time.  If students with an unexcused tardy miss a quiz or other graded work at the beginning of class, it may be made up but will be counted late with a 30% deduction from the grade. Three unexcused tardies in a quarter / 9 week grading period will result in a detention, as will each subsequent unexcused tardy.

TUTORIALS: Students are strongly encouraged to seek tutorial help the moment they realize they are not mastering key knowledge and skills.  Tutorials are available by appointment only. 

 

GRADING PROCESS: (50%):Daily Grade  Product (50%):Tests (Written and Performance)

 

DIFFERNETIATION/ACCESSIBILITY STATEGIES/SUPPORT and AMERICANS WITH DISABILITIES ACT:  

TAG:

  • Students will have a more rigorous set of expectations, as reflected in assigned completion steps and in assessment rubrics, for selected projects requiring a more detailed demonstration of understanding relative to Standards.

  • Students will have a shorter completion time relative to projects in order to facilitate greater feedback, assisting them in achieving the greater demonstration of understanding asked of them

  • Specific Strategies aligned with the above will include: Questioning that elicits higher order thinking, structured group work with peers of like ability/greatly differing ability (depending on experiential goals), on-going curriculum embedded assessment.

ELL:

  • Students will receive additional Question/Answer time relative to projects and instruction, facilitating greater understanding during skill building and assessment.

  • Specific strategies aligned with the above will include: Posting clearly defined content and language objectives which are appropriate for age and educational background level of students; objectives clearly supported by lesson delivery, explicitly link concepts to students’ background experiences, emphasize key vocabulary, use a variety of techniques to make language comprehensible (clear explanations of tasks, slower speech, increase wait time for student responses, gestures), allow for frequent student interaction opportunities, use activities that integrate reading, writing, speaking and listening.

SPED/504:

  1. Students will receive accommodation on assigned projects in relation to their special education/504 plans.

  2. General actions aligned with accommodating students with SPED/504 needs will include the following: Selecting and organizing essential course content as needed, focus students' attention on important outcomes, actively involving students as partners in the learning process, following a set of linking steps to enhance student learning, adapting routines to meet the unique learning needs of students.

 

SUPPLIES:                         1.  1 Black (1 inch notebook)                                                              2.  Plastic paper savers  

                                           3. 4 Dividers                                                                                      4. Computer storage device for your assignments.

GRADING:

Process (50%):  Daily Grade

Product (50%):  Tests (Written and Performance)

100%-90%=A   89%-80%=B   79%-70%=C    69%-60%=D    59%-50%=F  

 

__________________________                        _____________________________              ______________________________

        Student's Signature                                        Instructor's Signature                                         Parent /Guardian (Signature) 

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