| Curriculum Map 2006-2007 |  |
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The Dwight School |
| Period | Content | Purpose/ Objectives | Activities & Resources | Areas of Interaction | Assessments | |
| introduction to theatre : | Introduction to Theatre Basic Theatre Skills: Relationships with space and with other actors, Voice and Movement Learning about focus, attention and simple and honest connection Role of Theatre in Life, bringing life into theatre |
Students will learn: basic skills of theatre such as how to relate to each other, how to use the playing space, simple improvisation built on easy scenarios, building a basic character |
interaction games spatial interaction games focus and attention games improv games see a professional play and write a critique |
How can individuals project parts of themselves on stage? For what purpose/ (approaches to learning, homo faber) |
Class Participation: developing theatre skills over time theatre review of a professional play Developmental workbook assessment |
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| classical theatre : | Basics of Commedia dell'arte Working with the mask Understanding the process of creating a character Character's objective, obstacle, actions, physical activities how to undersand and analyse a scene |
Students will learn to : work with the mask approach a commedia text create a character's voice, movement, inner life, how to find appropriate objectives, actions, how to resolve conflicts |
mask use games commedia improv games, games that analyse different types of commedia characters, their behavior, objectives, obstacles, actions, voice and movement games centered on objectives and obstacles games centered on given circumstances |
how can masks encourage or inhibit expression? |
Class Participation: developing theatre skills over time Class performance of a scene or commedia monologue Developmental workbook assessment |
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| viewpoints : | Viepoints as a technique of spacial understanding and actor interaction movement as an ensemble rhythm, repetitions |
Students will learn: to relate to each other through movement, voice, rhythms within an ensemble to use the space to use text within the ensemble |
diverse viewpoints exercises movement exercises space exercises |
how can an individual really be an integral part of an ensemble, just like an organ in a human body, performing a vital function for the wellbeing of the individual? (approaches to learning, homo faber, community service) |
Class Participation: developing theatre skills over time Developmental workbook assessment |
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| viewpoints : | emotion and character work in Viewpoints |
Integrating individuality in ensemble work within the framework of Viewpoints |
diverse viewpoints exercises movement exercises space exercises status games, character building games emotional livingroom attending the Upper School Main stage production to learn from other students' work |
Can each individual add richness to a collectivity? (approaches to learning, homo faber) |
Class Participation: developing theatre skills over time Developmental workbook assessment |
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| Theatre Theory : | theatre theory learning basic theatre terminology trying different styles of theatre |
students will learn basic theatre terminology students will learn succinctly different styles of theatre, and apply it practically in games, acting exercises and scene work |
acting games, scene work, teachnical theatre games oral presentations, research of different types of theatre |
How has theatre and acting evolved throughout the ages? (approaches to learning, homo faber) |
Class Participation: developing theatre skills over time oral presentation theatre terminology test Developmental workbook |
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| Theatre theory Conclusions : | same as January Conclusions to Theatre Theory and applications |
same as January |
same as January |
which style of theatre does touch our soul more? (approaches to learning, homo faber) |
same as January |
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| comedic skills : | Modern Comedy, restoration Comedy, Contemporary Theatre: Oscar Wilde, Feydeau, Dario Fo Improving Acting Skills, Building a Character, Actors' Interaction, Voice & Movement, Text Analysis |
Students will develop above mentioned acting skills, as well as comedic timing, stage presence, advanced improvisation techniques |
sound and movement exercise, complex improv games, "viewpoints" exercise, play analysis |
How does an artist depend on his/her environment from which to draw comedy? (environment) |
Class participation to acting exercises, written scene analysis developmental workbook evaluation |
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| comedic skills 2 : | Modern Comedy, restoration Comedy, Contemporary Theatre: Oscar Wilde, Feydeau, Dario Fo Improving Acting Skills, Building a Character, Actors' Interaction, Voice & Movement, Text Analysis |
Students will develop above mentioned acting skills, as well as comedic timing, stage presence, advanced improvisation techniques at the same time by improving their viewpoints skills |
sound and movement exercise, complex improv games, "viewpoints" exercise, play analysis scene work |
How can humor help resolve conflict? (approaches to learning, homo faber) |
Class participation to acting exercises, written scene analysis developmental workbook evaluation |
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| scene night preparation : | Comedic Scene Night Preparation |
prepare a professional scene night and class presentation which shows the skills acquired throughout the year |
acting games, rehearsals, text work, viewpoints exercises attending a professional production and learning about critiquing it |
How can I create a piece of interesting theatre that can reach to the hearts of the largest audience possible?(approaches to learning, homo faber) |
Class Participation Scene Night and Class Presentation Developmental Workbook Evaluation Critical Evaluation |
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| (No Unit Name) | Scene Night Presentation: how we produce high quality acting skills and present them to the Dwight audience |
present a professional scene night and class presentation which shows the skills acquired throughout the year, combining "viewpoints" and comedic skills |
acting games, rehearsals, text work, viewpoints exercises |
how can individuals create characters that reflect parts of themselves and how can they stay sincere and real within the characters circumstances and within the ensemble? (approaches to learning, homo faber, environment) |
Class participation Scene Night Presentation Developmental Workbook Evaluation |
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