Introduction to Drama (#0400300) 


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Course Standards

Name Description
TH.912.C.1.3: Justify a response to a theatrical experience through oral or written analysis, using correct theatre terminology.
TH.912.C.1.5: Make and defend conscious choices in the creation of a character that will fulfill anticipated audience response.
TH.912.C.2.1: Explore and describe possible solutions to production or acting challenges and select the solution most likely to produce desired results.
TH.912.C.2.8: Improve a performance or project using various self-assessment tools, coaching, feedback, and/or constructive criticism.
Clarifications:
e.g., peer assessment, rubric, criteria, coaching, feedback, criticism
TH.912.F.1.3: Stimulate imagination, quick thinking, and creative risk-taking through improvisation to create written scenes or plays.
TH.912.F.3.4: Discuss how participation in theatre supports development of life skills useful in other content areas and organizational structures.
Clarifications:
e.g., goal-setting, self-discipline, punctuality, meeting deadlines, fulfilling responsibilities, adaptability, initiative, productivity
TH.912.H.2.6: Explore how gender, race, and age are perceived in plays and how they affect the development of theatre.
TH.912.H.3.1: Apply critical-thinking and problem-solving skills used in theatre collaboration to develop creative solutions to real-life issues.
Clarifications:
e.g., time management, interpersonal skills, making priorities
TH.912.H.3.3: Apply knowledge of non-theatre content areas to enhance presentations of characters, environments, and actions in performance.
Clarifications:
e.g., history, literature, visual art, welding, sewing, computer applications, math, science, world languages
TH.912.O.2.4: Construct and perform a pantomime of a complete story, showing a full character arc.
TH.912.O.3.4: Create a performance piece to document a significant issue or event.
Clarifications:
e.g., pantomime, improvisation, scene, monologue
TH.912.S.1.1: Describe the interactive effect of audience members and actors on performances.
TH.912.S.1.6: Respond appropriately to directorial choices for improvised and scripted scenes.
TH.912.S.1.8: Use research to extract clues in dramatic texts to create performances or technical elements, choosing those that are most interesting and that best convey dramatic intent.
Clarifications:
e.g., cultural, historical, symbolic, interpretive
TH.912.S.2.3: Demonstrate an understanding of a dramatic work by developing a character analysis for one or more of its major characters and show how the analysis clarifies the character’s physical and emotional dimensions.
Clarifications:
e.g., relationships, wants, needs, motivations
TH.912.S.2.4: Sustain a character or follow technical cues in a production piece to show focus.
TH.912.S.2.8: Strengthen acting skills by engaging in theatre games and improvisations.
Clarifications:
e.g., concentration, observation, imagination, sense memory, listening, reacting
TH.912.S.3.2: Exercise artistic discipline and collaboration to achieve ensemble in rehearsal and performance.
TH.912.S.3.3: Develop acting skills and techniques in the rehearsal process.
TH.912.S.3.9: Research, analyze, and explain the processes that playwrights, directors, designers, and performers use when developing a work that conveys artistic intent.
LAFS.910.L.1.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  1. Use parallel structure.
  2. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
LAFS.910.RI.2.6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
LAFS.910.RL.2.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
LAFS.910.RST.2.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
LAFS.910.SL.1.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
  1. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
  2. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
  3. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
  4. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Standard Relation to Course: Supporting

LAFS.910.SL.1.2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Standard Relation to Course: Supporting

LAFS.910.SL.1.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
LAFS.910.SL.2.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
LAFS.910.WHST.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
MAFS.K12.MP.5.1: Use appropriate tools strategically.

Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

Standard Relation to Course: Supporting

MAFS.K12.MP.6.1:

Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

Standard Relation to Course: Supporting

MAFS.K12.MP.7.1:

Look for and make use of structure.

Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y.

Standard Relation to Course: Supporting

PE.912.C.2.3: Analyze the movement performance of self and others.
Clarifications:
Some examples are video analysis and checklist.
PE.912.M.1.5: Apply strategies for self improvement based on individual strengths and needs.
PE.912.M.1.8: Design and perform a creative movement sequence while working with a small or large group, with or without equipment/props.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.



General Course Information and Notes

VERSION DESCRIPTION

Students explore various performance, technical, and administrative aspects of theatre. Students learn about basic characterization through physical activity, reading selected theatre literature, reading and writing theatrical reviews, and analysis of such tools as scripts, costuming, and theatrical makeup. Public performances may serve as a resource for specific instructional goals. Students may be expected to attend one or more performances outside the school day to support, extend, and assess learning in the classroom.

GENERAL NOTES


English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf


General Information

Course Number: 0400300 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 9 to 12 and Adult Education Courses > Subject: Drama - Theatre Arts > SubSubject: General >
Abbreviated Title: INTROD DRAMA
Number of Credits: Half credit (.5)
Course Attributes:
  • Highly Qualified Teacher (HQT) Required
  • Florida Standards Course
Course Type: Core Academic Course Course Level: 2
Course Status: Course Approved
Grade Level(s): 9,10,11,12
Graduation Requirement: Performing/Fine Arts



Educator Certifications

English (Grades 6-12)
Drama (Grades 6-12)
Speech (Grades 6-12)
Middle Grades English (Middle Grades 5-9)


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