Musical Theatre 3 (#0400720) 


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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.1.5: Make and defend conscious choices in the creation of a character that will fulfill anticipated audience response.
TH.912.C.1.6: Respond to theatrical works by identifying and interpreting influences of historical, social, or cultural contexts.
TH.912.C.1.7: Justify personal perceptions of a director’s vision and/or playwright’s intent.
TH.912.C.1.8: Apply the components of aesthetics and criticism to a theatrical performance or design.
Clarifications:
e.g., description, interpretation, judgment, theorizing
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.3.2: Develop and apply criteria to select works for a portfolio and defend one’s artistic choices with a prepared analysis.
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.1.4: Research the cause-and-effect relationship between production needs and new and emerging technologies to support creativity and innovation in theatre.
TH.912.F.2.1: Create and maintain a portfolio for a variety of college or job interviews that can be customized for each opportunity.
Clarifications:
e.g., body of work, references, résumé, artist statement
TH.912.F.2.5: Analyze the impact the arts have on local, national, and global economies by researching how businesses use the arts to help them be successful.
TH.912.F.3.1: Analyze and identify the functions of a successful system of business management for a theatre company and compare them to the systems found in a successful business management system.
Clarifications:
e.g., leadership, financial needs and structure, marketing, personnel matters
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.1.2: Study, rehearse, and discuss a broad range of theatre works by diverse playwrights to enrich one’s perspective of the world.
TH.912.H.1.4: Interpret a text through different social, cultural, and historical lenses to consider how perspective and context shape a work and its characters.
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.2.1: Research the correlations between theatrical forms and the social, cultural, historical, and political climates from which they emerged, to form an understanding of the influences that have shaped theatre.
TH.912.H.2.3: Weigh and discuss, based on analysis of dramatic texts, the importance of cultural protocols and historical accuracy for artistic impact.
TH.912.H.2.4: Research the intent of, and critical reaction to, artists in history who created groundbreaking, innovative, or controversial works.
TH.912.H.2.7: Hypothesize how theatre may look in the future and defend that hypothesis, based on historical and social trends, to show understanding of their importance to the development of theatre.
TH.912.H.2.8: Analyze how events have been portrayed through theatre and film, balancing historical accuracy versus theatrical storytelling.
TH.912.H.2.10: Analyze how the history of American musical theatre is tied to events in U.S. history and popular culture, detailing the ways in which theatre evolved.
TH.912.H.2.11: Describe the significant works and major contributions of major playwrights, performers, designers, directors, and producers in American musical 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.H.3.4: Create a routine of wellness and care for the actor’s physical being as a performance instrument.
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.2.2: Perform a scene or monologue in a non-traditional way that stays true to its dramatic structure and can be justified within the script.
TH.912.O.2.5: Explain how the contributions and methods of significant individuals from various cultures and historical periods have influenced the creative innovations of theatre, and apply one of their innovations to a theatrical piece in a new way.
Clarifications:
e.g., playwrights, performers, directors, producers, designers
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.1.2: Describe the Stanislavski Method and its impact on realism in theatrical performance in the 20th century.
TH.912.S.1.3: Develop criteria that may be applied to the selection and performance of theatrical work.
Clarifications:
e.g., appropriate to available actors, budget, venue, appropriate to community values
TH.912.S.1.4: Compare the artistic content as described by playwrights, actors, designers, and/or directors with the final artistic product and assess the success of the final artistic product using established criteria.
Clarifications:
e.g., empathy, aesthetic distance, historical accuracy, personal or cultural perspective, social issues
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.2.5: Perform memorized theatrical literature in contrasting pieces to show ability to apply principles and structure, focus on details of performance, and processing skills to establish successful interpretation, expression, and believability.
TH.912.S.2.6: Transfer acting and technical skills and techniques from one piece of dramatic text to another.
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.3.7: Demonstrate the audition process by researching and selecting monologues and presenting a memorized selection.
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.1112.L.1.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  1. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
  2. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.

Standard Relation to Course: Supporting

LAFS.1112.RL.2.5: Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
LAFS.1112.RL.3.7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
LAFS.1112.RST.1.3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
LAFS.1112.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 11–12 texts and topics.
LAFS.1112.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 11–12 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 promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
  3. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
  4. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

Standard Relation to Course: Supporting

LAFS.1112.SL.1.2: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
LAFS.1112.SL.1.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
LAFS.1112.SL.2.4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
LAFS.1112.WHST.3.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
LAFS.1112.WHST.3.9: Draw evidence from informational texts to support analysis, reflection, and research.
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

MU.912.C.2.1: Evaluate and make appropriate adjustments to personal performance in solo and ensembles.
MU.912.O.3.2: Interpret and perform expressive elements indicated by the musical score and/or conductor.
MU.912.S.3.1: Synthesize a broad range of musical skills by performing a varied repertoire with expression, appropriate stylistic interpretation, technical accuracy, and kinesthetic energy.
DA.912.C.2.2: Make informed critical assessments of the quality and effectiveness of one’s own technique and performance quality, based on criteria developed from a variety of sources, to support personal competence and artistic growth.
Clarifications:
e.g., exemplary models, critical processes, background knowledge, experience, self-assessment, constructive criticism, comparison to other works
DA.912.S.3.7: Move with agility, alone and relative to others, to perform complex dance sequences.
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.
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 refine their audition techniques and performance/audition portfolio, and consider the contributions of musical theatre in the community and beyond. Students select a number of pieces to showcase their abilities and become conversant about individuals who, currently and in the past, are considered major contributors to the field. Students refine their dance and movement techniques required to sing and dance for long periods of time in rehearsals and performance. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and 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: 0400720 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: MUSIC THEATRE 3
Number of Credits: One (1) credit
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)
Dance (Elementary and Secondary Grades K-12)
Speech (Grades 6-12)
Drama (Grades 6-12)
Music (Elementary and Secondary Grades K-12)
Instrumental Music (Secondary Grades 7-12)
Instrumental Music (Elementary and Secondary Grades K-12)


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