Theater Arts

Curriculum Guide
Grades 7-10
 SPA THEATER ARTS CURRICULUM
CONCEPTUAL FRAMEWORK
Since the onset of the ancient civilization and indigenous cultures, theater is said to be mother of the Art. Its holistic and
integrated nature of cultural expression has fused a spectrum of different artistic manifestations. Whether in Bali, in
Bulgaria, in the Andes, in Kenya, in Mindanao or in Cordillera, indigenous people perform enact rituals and narratives in a
mode that utilizes the simultaneous use of words or narratives, singing, miming and dancing. In many instances, they
design and fabricate their own ritual wear, accessories, musical instruments, and tools. The artistic process is at once
literary, visual, musical, and physical, and because the performative act serves a significant function in the life of a
community, it acquires a dramatic mode which stimulates an emotional experience. Theater, like the multi-limbed
Sarawasti, opens up its different arms to create an experience that is both total and diverse.

Theater is a meeting ground and convergence of various artistic disciplines. The disciplines of literature music, dance,
visual arts, architecture, and even modern media like film or computer generated graphics, assert their unique and distinct
presence to endow dramatic act of the actors with a brilliance of layers causing an impact of luminosity and depth. The
converging power of theater provides a prism of various artistic languages made whole by a unifying vision of man and
society. It is a space where the individual artist, whether he is a musician, dancer, poet or designer, he can give full rein to
his specific artistic bent.

Theater is both personal and communal. It is one art form that welcomes collaboration and artistic cooperation. It is an
avenue for minds and sensibilities to interact, to engage, to differ, and to harmonize, allowing the maximum multiplicity of
viewpoints to merge, to balance, and to share a level playing arena for consciousness to grow. It respects both
individuality and collectivity the person becomes a culturally creative amidst a group or community; the group release
synergy, power and dynamism unleashed by individual creative. A theater group in class, in school, in a community, in an
institution, is a reflection of the larger society working for mutual and reciprocal growth and development.

The art of drama resides in the very core of theater. The heart of the dramatic experience is the art of the actor. The
actor, whether in presentational or representational theater, provides both empathy and distance, giving the spectator that
rare opportunity to see reality unravel before his or her eyes, offering possibilities of insight or inquiry. The theater process
allows the student actor to develop his sensitiveness, his intelligence, his esprit de corps, and his sense of the imagination
and verisimilitude to deliver a characterization that brims with emotional truth.

Theater is incomplete without the spectators: the audience, the electricity of live theater and drama is stirred by that
palpable line of communion engendered by creator and reactor. One feeds into the other. The audience provides the
theatrical act context, energy, stimulus, and unction to make the dramatic performance living and relevant. The actor
provides the audience substance by which it informs itself with the necessary pool of emotions and ideas to guide its life.

SPA THEATER ARTS CURRICULUM

PHILOSOPHY AND RATIONALE FOR THEATER EDUCATION

The Special Program in the Arts was first conceived in 2000, with seventeen (17) pilot schools across the regions. The
Bureau of Secondary Education has conducted National Trainings and Workshops, which catered to public school
teachers. The SPA has designed a curriculum framework which was utilized in the first four years of implementation.

SPA schools conducted benchmarking in the different art schools, specifically the Iloilo National high School (the first SPA
School) and the Philippine High School for the Arts in making to adopt best practices in the curriculum development.

With the increase in the number of schools offering the program and to formalize the curricular offerings of each art
specialization, the National Commission for Culture and the Arts with its partnership with the Department of Education
“SanayGuro” (Workshop for Arts teacher) was designed. This has led to the crafting of the SPA Theater Arts Curriculum
drawing from standards and curriculum exits of the K-12 Enhanced Basic Education Program.

The Special Program in the Arts has been in operation for almost two decades and has reared hundreds of theater artists
who have already made a name in the theater profession and its related careers, whether in the educational field or in the
professional entertainment and communication industries. And just any human and institutional life cycle, especially in the
context of the newly crafted K to 12 Basic Education revolutions, its curricula and learning processes must meet the
challenges of a constantly changing world.

After two years of programmatic assessment of the SPA theater curriculum, and emboldened by the newly formed
partnership between the Department of Education (the rightful mother educational institution of the program) and the
National Commission for Culture and the Arts (the government agency tasked with the development of arts and culture),
the SPA Theater Arts Course is all the more readier to engender a movement of curricular reform. It will harness the
potentials of the theater and drama as a medium for the expression of the soul, cultivation of cultural identity, creating an
impetus for other artistic activities, promotion of a personality to self-realization, an anchor for historical and cultural
understanding, for transformational values, and promotion of human rights. The SPA theater student is envisioned to
immerse in an educationally liberating process that will provide him a creative anchor of inestimable value for developing
a distinguished profession grounded in the various sub-disciplines of the theatrical art. Whether they turns out to become
an actor, director, playwright, choreographer, composer, lights and sound technician, manager or teacher in the dramatic
profession, they shall be properly tooled to steer themselves to an empowered future.

The six years of SPA training in theater shall lay the foundation for developing the consciousness, knowledge, skill, and
attitudes of the growing theater artist to a life steeped in an appreciation of heritage, charged with skills for artistic
excellence, and stimulated with a spirit for fermenting sustainable development of self, community, and the nation.

Special Program in the Arts will effectively nurture and refine the learners’ artistic expression and cultural literacy, and
celebrate their national heritage, while it instills, within every individual learner, pride in his own cultural identity.
LEARNING AREA STANDARD:

The learner demonstrates an appreciation and understanding of the concepts and principles of Theater Arts Creation,
Aesthetics, and History within the context of Philippine cultural and historical realities, resulting in theatrical opus imbued
with artistic creativity, sense of community, and pride of place, sensitive interaction with Filipino indigenous heritage, and
values of human and social development, mobilizing skills for a career in the arts.

GRADE GRADE LEVEL STANDARDS

LEVEL
Grade 7 The learner demonstrates appreciation and understanding of the basic language of the creative arts,
focusing on theater arts as an INTEGRATED LANGUAGE of personal, group, and cultural
expression and creativity in stories, ritual, myth, and cultural enactments for the release of
creativity, and awareness of self and cultural identity, and sense of social responsibility.

Grade 8 The learner demonstrates understanding of the basic concepts, principles, and skills of THEATER
relevant to creating seminal works on Community Realities and Life Sources for the awareness and
exploration of creativity, sense of self and cultural identity, and social responsibility

Grade 9 The learner demonstrates understanding of the basic concepts, principles, skills of THEATER
relevant to creating processes and works reflecting History and Heritage for the exploration of
creativity, sense of self and cultural identity, and social responsibility.

Grade 10 The learner demonstrates understanding of the basic concepts and principles of THEATER
interacting with other disciplines relevant to the creation of major works reflecting Contemporary
Realities for the proficiency in artistic creativity, leading to a sense of self, cultural identity, and social
responsibility.
KEY STAGE STANDARD
GRADES 7-10
The learner demonstrates an appreciation and understanding of the concepts and principles of Theater Arts Creation,
Aesthetics and History within the context of Philippine cultural and historical realities. The course ends with theatrical
performances imbued with artistic creativity, sense of community and pride of place. Each performance incorporates
sensitive interaction with Filipino indigenous heritage, values of human and social development, and mobilization of skills
for a career in the arts.

GRADE LEVEL STANDARDS FRAME WORK

GRADE Theater Arts Creation Theme/ Image of the Human and Society
Theater Aesthetics
LEVEL
Improvisations and  The role of culture and the arts in
deviance of sketches human and societal development
drawn from and  Modes of indigenous cultural  Culture and the arts as vessels and
focusing on: expression: Rituals epics and expressions of Genius of Place
festivals  The integratedness of artistic and
 Indigenous cultural  Elements of Artistic Expression cultural modes in Philippine
practices  Principles of Artistic Indigenous cultures as a holistic
 Exploration of self- Organization expression
creativity  The Integrated Arts Approach  The diversity of Filipino cultural
 Collaborative  Introduction to Different Arts performance and traditions as
creativity Disciplines indicators of local creativity and
 Reduction of inhibition  Elements of Drama ingenuity
 Exploration of self-  Elements of Theater
creativity Performance
 Collection of  Improvisation and Devising
improvisation and Techniques
deviance

Grade 8  Analysis and  Elements and principles of  The Image of Man and Society in
production of drama in realistic plays with Ecological and Cultural Heritage
established, original various styles and treatments  Drama conveying realities in life and
 and realistic plays on community as awhile
environment and  Drama conveying themes and values
heritage of environment and cultural heritage
Grade 9  Creation and  Performance styles in the  Philippine theater as cultural heritage:
productions in various various periods and genres of moments of emergence
genres of Philippine Philippine theater  Image of the Filipino and Philippine
theater  Complimentary theater society in indigenous, traditional and
disciplines – directing/design historical theater, including adaptations
technical theater/playwriting  Image of the human person and
society in non-Philippine theater
practices (like Asian, African,
European, American Theater)
 Creation and productions of various
genres in Philippine theater
Grade  Production of Full  Full Length Plays  THEATER IN THE CONTEMPORARY
10 Length Plays  Production Methods – WORLD
 Various Processes Production Management,  1st quarter theater and its applications
of Theater Stage management, in the contemporary world
Production Marketing and Promotions (EDUCATION, HEALING,
ENTERPRISE, DEVELOPMENT)
 2nd quarter-pre-production processes
of a select theater production
(concepts, script and treatment
development, casting, management)
 3rd quarter production rehearsals and
performance management of select
theater production (including mobile
runs)
 4th quarter post production
management and evaluation with
audience feedback
 Grade 7 -First Quarter
THE LANGUAGE OF ARTISTIC EXPRESION : Our Life Stories as Spring Board for Creative Expression Through Release
and Exploration Process
CONTENT PERFORMANCE LEARNING
CONTENT CODE
STANDARD STANDARD COMPETENCIES
The learner is taught… The learner… The learner… The learner ….
THE LANGUAGE OF ARTISTIC
EXPRESSION IN ALL THE ART
FORMS
A. The Creative Self
 Exploration of life demonstrates performs creative 1. translates his SPA_TAAE7-Ia-b-1
stories understanding of the pieces using body personal
B. Elements of Artistic language of artistic movements and experiences to
Expression: expression in all the vocal creative expression.
1. Space art forms and improvisations in 2. evaluates the level SPA_TAAE7-Ic-2
2. Line principles of artistic the integrated arts of meanings
3. Shape organization common process that exhibit inherent in shared
4. Texture in the arts. understanding of stories.
5. Color the different 3. utilizes the body SPA_TAAE7-Id-f-3
6. Movement elements of artistic and the voice as
7. Rhythm expressions and tools for exploring
C. Principles of Artistic principles of the principles of
Organization common in organization. artistic
the arts: organization.
1. Focus 4. utilizes the SPA_TAAE7-Ig-i-4
2. Emphasis elements of artistic
3. Balance expression and the
4. Variations principles of artistic
5. Contrast organization
6. Development common to all the
7. Structure arts through
creative release and
 exploration
exercises.
5. gives importance to SPA_TAAE7-Ij-5
one’s
background/orienta
tion in the creative
expression.
GRADE 7 - SECOND QUARTER
THE LANGUAGE OF CREATIVE EXPRESSION IN PHILIPPINE CULTURE
PERFORMANE LEARNING
CONTENT CONTENT STANDARD CODE
STANDARD COMPETENCIES
The learner is taught… The learner … The learner… The learner…
THE LANGUAGE OF CREATIVE
EXPRESSION IN PHILIPPINE
CULTURE (FOLKLORE, RITUALS 1. enumerates local SPA_TACE7-IIa-1
AND FESTIVALS) forms of cultural
A. Cultural Performance: demonstrates produces creative performance from
1. Origins understanding of the outputs using the family and
2. Manifestations language of creative integrated process community.
3. Functions expression in involving elements 2. describes cultural SPA_TACE7-IIb-2
B. Aesthetics of Cultural Philippine culture from different art performances in
Performance (Folklore, Rituals and forms and drawing their localities.
C. Contextual and Festivals). from cultural 3. relates the links SPA_TACE7-IIc-d-3
Contemporary Interpretation performances and between the
and Depiction traditions in his/her performance
locality. practice and their
life stories.
4. executes the SPA_TACE7-IIe-g-4
various artistic
expressions present
in the re-
 enactments and
establishes their
functions.
5. mounts re- SPA_TACE7-IIh-j-5
enactments of
cultural
performances
demonstrating the
use of the different
modes of
expressions or art
forms.
Grade 7- THIRD QUARTER
THE ART OF THE THEATER AND DRAMA
CONTENT PERFORMANCE LEARNING
CONTENT CODE
STANDARD STANDARD COMPETENCIES
The learner is taught… The learner… The learner… The learner…
THE ART OF THE THEATER AND
DRAMA: Philippine Drama
A. NATURE AND ELEMENTS OF
THEATER demonstrates evaluates the 1. analyses the SPA_TACE7-IIIa-b-1
1. Interaction between understanding of elements of theater elements of
Actors and Audience the elements of and drama in short dramatic arts in
2. Liveness and Ephemerality theater and drama plays from theater production.
3. Conventions of Time, using examples Philippine theater. 2. selects scenes from SPA_TACE7-IIIc-d-2
Space, and Action from Philippine Philippine
4. The Art of Theater and theater. traditional and
Drama and other Art contemporary
Forms drama in creative
B. ELEMENTS OF DRAMATIC ART performance.
(Philippine Traditional and 3. describes the SPA_TACE7-IIIe-f-3
 Contemporary) playwriting and
1. Theme/Premise directing principles
2. Character present in the play.
3. Conflict/Plot Structure 4. conducts scene SPA_TACE7-IIIg-j-4
4. Dialogue studies from the
5. Spectacle selected plays.
C. ELEMENTS AND PROCESSES OF
THEATER PRODUCTION
1. Playwriting and Analysis
2. Basic Directing
3. Scenography or
Production Design
a. Properties
b. Sets
c. Costumes
d. Make-up
e. Lighting
f. Sound
g. Multi-media

GRADE 7 – FOURTH QUARTER

BASIC IMPROVISATION AND DEVISED THEATER

CONTENT PERFORMANCE LEARNING
CONTENT CODE
STANDARD STANDARD COMPETENCIES
The learner is taught… The learner … The learner… The learner...

BASIC IMPROVISATIONAL AND demonstrates produces 1. demonstrates an SPA_TAIDT7-IVa-b-

DEVISED THEATER understanding of collaborative short awareness of the 1
A. Actor Tools and Implements the Basic plays applying basic capacities and
a.1 Body Improvisational and improvisation and / limits of the actor’s
 a.2 Voice Devised Theater or devising tools.
SPA_TAIDT7-IVc-d-
a.3. Imagination Techniques, using techniques based 2. identifies the
2
B. Basic Improvisation and the actor’s tools, on individual various theater
Devising Techniques implements and experiences and stage craft and
b.1 Autobiographical stage craft. community their contributions
performance exposures. to theater
b.2 Community production. SPA_TAIDT7-IVe-g-
narratives 3. improvises scenes 3
b.3 Adapting fictional using devising
stories techniques based
b.4 Using objects and on community
texts as stimuli narratives.
SPA_TAIDT7-IVh-4
b.5 Making performance 4. appraises the
space specific creative
C. Stage Craft/ Creating the contributions of
World of the Play individual’s shared
c.1 Theater Architecture experiences in a
and Methods of collective scene
Staging making.
c.2 Design Elements and
Principles
c.3 Techniques of
Scenography