M/J Theatre 3 (#0400020) 


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Course Standards

Name Description
TH.68.C.1.2: Develop a character analysis to support artistic portrayal.
TH.68.C.1.3: Determine the purpose(s), elements, meaning, and value of a theatrical work based on personal, cultural, or historical standards.
TH.68.C.1.4: Create and present a design, production concept, or performance and defend artistic choices.
TH.68.C.1.6: Analyze selections from the canon of great world drama as a foundation for understanding the development of drama over time.
Clarifications:
e.g., Sophocles, Shakespeare, Moliere, Ibsen, Chekhov, O'Neill, Brecht, Williams, Beckett, Miller, Wilson, Simon
TH.68.C.2.1: Use group-generated criteria to critique others and help strengthen each other’s performance.
TH.68.C.2.2: Keep a rehearsal journal to document individual performance progress.
TH.68.C.2.3: Ask questions to understand a peer’s artistic choices for a performance or design.
TH.68.C.2.4: Defend personal responses to a theatre production.
TH.68.C.3.1: Discuss how visual and aural design elements communicate environment, mood, and theme in a theatrical presentation.
Clarifications:
e.g., color, texture, shape, form, sound
TH.68.C.3.2: Compare a film version of a story to its original play form.
TH.68.F.1.2: Use vocal, physical, and imaginative ideas, through improvisation, as a foundation to create new characters and to write dialogue.
TH.68.F.1.3: Demonstrate creative risk-taking by incorporating personal experiences in an improvisation.
TH.68.F.2.1: Research careers in the global economy that are not directly related to the arts, but include skills that are arts-based or derive part of their economic impact from the arts.
TH.68.F.2.3: Identify businesses that are directly or indirectly associated with school and community theatre, and calculate their impact on the local and/or regional economy.
Clarifications:
e.g., caterers, neighborhood eateries, fabric stores, paint and paintbrush manufacturers, orchestrators, playwrights, babysitters
TH.68.F.3.1: Practice safe, legal, and responsible use of copyrighted, published plays to show respect for intellectual property and the playwright.
Clarifications:
e.g., royalties, copies, changing text
TH.68.H.1.3: Identify significant contributions of playwrights, actors, and designers and describe their dramatic heritage.
TH.68.H.1.4: Create a monologue or story that reflects one’s understanding of an event in a culture different from one’s own.
TH.68.H.1.5: Describe one’s own personal responses to a theatrical work and show respect for the responses of others.
TH.68.H.1.6: Discuss how a performer responds to different audiences.
TH.68.H.2.3: Analyze theatre history and dramatic literature in the context of societal and cultural history.
TH.68.H.2.7: Define theatre genres from different periods in history, giving examples of each.
TH.68.H.3.1: Identify principles and techniques that are shared between the arts and other content areas.
Clarifications:
e.g., art elements, writing styles, science and math principles
TH.68.H.3.2: Read plays from a variety of genres and styles and compare how common themes are expressed in various art forms.
TH.68.H.3.3: Use brainstorming as a method to discover multiple solutions for an acting or technical challenge.
TH.68.O.1.1: Compare different processes an actor uses to prepare for a performance.
TH.68.O.1.3: Explain the impact of choices made by directors, designers, and actors on audience understanding.
TH.68.O.2.1: Diagram the major parts of a play and their relationships to each other.
TH.68.O.2.2: Explain how a performance would change if depicted in a different location, time, or culture.
TH.68.O.2.3: Write alternate endings for a specified play.
TH.68.O.3.2: Explore how theatre and theatrical works have influenced various cultures.
TH.68.O.3.3: Discuss the collaborative nature of theatre and work together to create a scene or play, respecting group members’ ideas and differences.
TH.68.S.1.2: Invent a character with distinct behavior(s) based on observations of people in the real world and interact with others in a cast as the invented characters.
TH.68.S.1.4: Discuss the ways in which theatre experiences involve empathy and aesthetic distance.
Clarifications:
e.g., vicarious identification with characters and actions, recognition that the play is not real life
TH.68.S.2.1: Discuss the value of collaboration in theatre and work together to create a theatrical production.
TH.68.S.2.3: Analyze the relationships of plot, conflict, and theme in a play and transfer the knowledge to a play that contrasts in style, genre, and/or mood.
TH.68.S.2.4: Memorize and present a character’s lines from a monologue or scene.
TH.68.S.3.1: Develop characterizations, using basic acting skills, appropriate for selected dramatizations.
Clarifications:
e.g., sensory recall, concentration, breath control, diction, body alignment, control of isolated body parts
TH.68.S.3.4: Lead small groups to safely select and create elements of technical theatre to signify a character or setting.
Clarifications:
e.g., scenery, properties, lighting, costumes, make-up, sound
LAFS.68.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 6–8 texts and topics.
LAFS.68.WHST.3.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
LAFS.7.RL.2.5: Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
LAFS.7.RL.3.7: Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
LAFS.7.SL.1.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
  1. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
  2. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
  3. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
  4. Acknowledge new information expressed by others and, when warranted, modify their own views.

Standard Relation to Course: Supporting

LAFS.7.SL.1.2: Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
LAFS.7.SL.1.3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
LAFS.7.SL.2.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
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

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 continue to build skills and knowledge as they explore aspects of theatre. Students explore theatre history, study the great American playwrights, examine the cultural and historical contributions to theatre, and improve their theatre knowledge and skills. Students learn about and begin to use the basic elements of theatre design through practical application and projects. 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: 0400020 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 6 to 8 Education Courses > Subject: Drama - Theatre Arts > SubSubject: General >
Abbreviated Title: M/J THEATRE 3
Course Attributes:
  • Florida Standards Course
Course Level: 2
Course Status: Course Approved
Grade Level(s): 6,7,8



Educator Certifications

English (Elementary Grades 1-6)
Middle Grades English (Middle Grades 5-9)
English (Grades 6-12)
Drama (Grades 6-12)


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