Theatre 1 (#0400310) 


This document was generated on CPALMS - www.cpalms.org
You are not viewing the current course, please click the current year’s tab.

Course Standards

Name Description
TH.912.C.1.2: Create, refine, and sustain complex and believable characters for performance through the integration and application of artistic choices based on research, rehearsal, feedback, and refinement.
Clarifications:
e.g., physical, vocal, emotional
TH.912.C.1.3: Justify a response to a theatrical experience through oral or written analysis, using correct theatre terminology.
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.2.5: Analyze the effect of rehearsal sessions and/or strategies on refining skills and techniques by keeping a performance or rehearsal journal/log.
TH.912.C.2.7: Accept feedback from others, analyze it for validity, and apply suggestions appropriately to future performances or designs.
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.C.3.1: Explore commonalities between works of theatre and other performance media.
Clarifications:
e.g., dance, mime, movies, street theatre, poetry reading
TH.912.C.3.3: Critique, based on exemplary models and established criteria, the production values and effectiveness of school, community, and live or recorded professional productions.
TH.912.F.1.1: Synthesize research, analysis, and imagination to create believable characters and settings.
Clarifications:
e.g., scenery, costumes, props
TH.912.F.1.2: Solve short conflict-driven scenarios through improvisation.
TH.912.F.2.2: Assess the skills needed for theatre-related jobs in the community to support career selection.
TH.912.F.3.3: Exhibit independence, discipline, and commitment to the theatre process when working on assigned projects and productions.
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.F.3.5: Monitor the tasks involved in the creative and design processes and analyze ways those processes might be applied in the workforce.
Clarifications:
e.g., script-writing, set design, costume design
TH.912.H.1.1: Analyze how playwrights’ work reflects the cultural and socio-political framework in which it was created.
TH.912.H.1.2: Study, rehearse, and discuss a broad range of theatre works by diverse playwrights to enrich one’s perspective of the world.
TH.912.H.1.5: Respect the rights of performers and audience members to perform or view controversial work with sensitivity to school and community standards.
TH.912.H.2.2: Research and discuss the effects of personal experience, culture, and current events that shape individual response to theatrical works.
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.3.3: 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.H.3.5: Explain how the social interactions of daily life are manifested in theatre.
Clarifications:
e.g., cooperation, communication, consensus, self-esteem, taking risks, sympathy, empathy
TH.912.O.1.1: Research and analyze a dramatic text by breaking it down into its basic, structural elements to support development of a directorial concept, characterization, and design.
Clarifications:
e.g., beats, actions, subtext
TH.912.O.1.3: Execute the responsibilities of director, designer, manager, technician, or performer by applying standard theatrical conventions.
TH.912.O.2.4: Construct and perform a pantomime of a complete story, showing a full character arc.
TH.912.O.2.8: Create a scene or improvisation to manipulate and challenge the conventions of the performer/audience relationship.
TH.912.O.3.2: Analyze a variety of theatre and staging configurations to understand their influence on the audience experience and response.
Clarifications:
e.g., indoor vs. outdoor venue, proscenium theatre vs. theatre-in-the-round
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.2.2: Apply technical knowledge of safety procedures and demonstrate safe operation of theatre equipment, tools, and raw materials.
Clarifications:
e.g., tools, ladders, paint, sewing machines, dyes, cosmetics
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.
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.

Standard Relation to Course: Supporting

LAFS.910.RH.1.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
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.
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.
MU.912.S.3.4: Analyze and describe the effect of rehearsal sessions and/or strategies on refinement of skills and techniques.



General Course Information and Notes

VERSION DESCRIPTION

This course is designed for students with little or no theatre experience, and promotes enjoyment and appreciation for all aspects of theatre. Classwork focuses on the exploration of theatre literature, performance, historical and cultural connections, and technical requirements. Improvisation, creative dramatics, and beginning scene work are used to introduce students to acting and character development. Incorporation of other art forms in theatre also helps students gain appreciation for other art forms, such as music, dance, and visual art.

GENERAL NOTES

All instruction related to Theatre benchmarks should be framed by the Big Ideas and Enduring Understandings. Non-Theatre benchmarks listed in this course are also required and should be fully integrated in support of arts instruction.

Special Note: This course may require students to participate in extra rehearsals and performances beyond the school day.

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: 0400310 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: THEATRE 1
Course Attributes:
  • Highly Qualified Teacher (HQT) Required
  • Florida Standards 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)


There are more than 463 related instructional/educational resources available for this on CPALMS. Click on the following link to access them: https://cpalms.org/PreviewCourse/Preview/13710